[ SCOTTISH J LEAVING CERTIFICATE EXAMINATION

[ SCOTTISH j LEAVING CERTIFICATE EXAMINATION

EXAMINATION PAPERS

1958

sV p O < <1A . • ‘ ^ o

EDINBURGH: HER MAJESTY’S STATIONERY OFFICE 1958

PRICE £1 OS. od. NET SCOTTISH EDUCATION DEPARTMENT—1958 The following is a List of some of the more important Official Publications of the Department. They cannot be purchased from this Office, but may be obtained, either directly from HER MAJESTY’S STATIONERY OFFICE (Scottish Branch), 13A Castle Street, Edinburgh, 2, oi through any bookseller. All prices are net, those in brackets include postage.

1. STATUTORY INSTRUMENTS (a) Primary and Secondary Education The Schools (Scotland) Code, 1956, S.I. 1956. No. 894, S.40. Is. Qd. (Is. 8rf.). The Education (Scotland) Act, 1946 (Commencement No. 3) Order, 1957. S.I. 1957, No. 224 (C.4) (S.8). 2d. {Ad.). The Registration of Independent Schools (Scotland) Regulations, 1957. S.I. 1957, No. 1058 (S.55). 3d. {5d.). (b) Further Education The Central Institutions (Recognition) (Scotland) Regulations, 1956. S.I. 1956, No. 2053, S.99. 3d. (5d.). The Further Education (Scotland) Code, 1952. S.I. 1952, No. 2201, S.114. 3d. [5d.). The Regional Advisory Councils for Technical Education (Scotland) Order, 1955. S.I. 1955, No. 1160, S.I 15. 6d. {8d.). (c) Bursaries and Scholarships The Supplemental Allowances (Scottish Scholars at English Universities) Regulations, 1949. S.I. 1949, No. 818, S.43. Id. (3d.). The Supplemental Allowances (Scottish Scholars at English Universities) (Amendment No. 1) Regulations, 1950. S.I. 1950, No. 466, S.34. Id. (3d.). The Education (Scotland) Fund Bursaries Regulations, 1950. S.I. 1950, No. 1014,8.11. (3fl.). The Education (Scotland) Fund Bursaries (Amendment No. 1) Regulations, 1957. S.I. 19o;, No. 421 (S.23). 2d. (4d.). /r ce. The Education Authority Bursaries (Scotland) Regulations, 1957. S.I. 1957, No. 1059 (S.OD), 6d. (8d.). (d) Teachers : Training, Salaries and Superannuation Regulations for the Preliminary Education, Training and Certification of Teachers for Various Grades of Schools, 1931. S.R. & O., 1931, No. 180, S.20. 9d. (lid.). ^ j /OJ. Training of Teachers (Scotland) Regulations, 1947. S.R. & O., 1947, No. 128, S.5. Id. {oa.}. Training of Teachers (Scotland) Regulations, 1949. S.I. 1949, No. 1909, S.129. 2d. (4d.). The Teachers’ Pensions (National Insurance Modifications) (Scotland) Regulations, 194b. b.i. 1948, No. 944, S.67. 3d. (5d.). „PA Q9n The Superannuation (Civil Servants and Teachers) (Scotland) Rules, 1950. S.I. 1950, No. o- , S.55. 3d. (5d.). _ .qrt The Superannuation (Teaching and Local Government) (Scotland) Rules, 1951. b.i. i i No. 292, S.ll. 6d. (8d.). 1 ,T The Superannuation (Teaching and Health Education) (Scotland) Rules, 1951. S.I. 19D1. No. S.71. 3d. (5d.). .T nijo The Superannuation (Teaching and Public Boards) (Scotland) Rules, 1952. S.I. 1952, NO. I S.109. 6d. (8d.). A _1Q The Teachers’ Pensions (National Service) (Scotland) Rules, 1952. S.I. 1952, No. 5 , • • 3d. (od.). _ ^ The Teachers (Special Recruitment) (Scotland) Regulations, 1952. S.I. 1952, No. , The Training of Teachers (Scotland) (Amendment No. 7) Regulations, 1953. S.I. 1953, No. H-i, S.96. 2d. {Ad.). n in on The Teachers’ Salaries (Scotland) Regulations, 1956. S.I. 1956, No. 1656, S.76. 2s. { s. . The Teachers (Superannuation) (Scotland) Regulations, 1957. S.I. 1957. No. 5ob, • The Teachers (Superannuation) (Scotland) Rules, 1957. S.I. 1957, No. 583, ^*29. 6^- The Teachers’ Salaries (Scotland) (Amendment No. 1) Provisional Regulations, 19o/. No. 1768, S.84. 3d. (5d.). 1Q£.o |VT0 36?, The Teachers’ Salaries (Scotland) (Amendment No. 2) Regulations, 1958. S.I. > S.19. 3d. (5d.). {e) Grant Regulations ^ ^ I Educational Development, Research and Services (Scotland) Grant Regulations, 1946. 1946, No. 1267, S.53. Id. (3d.). 99oi s.% The Central Institutions (Scotland) Grant Regulations, 1947. S.R. & O., 194/, N . 2d. (4d.). T q6i s.& The Education Authorities (Scotland) Grant Regulations, 1948. S.I. 1948, No. 2d. (4d.). 97fi7 s.2C< The Education (Scotland) Miscellaneous Grants Regulations, 1948. S.I. 1948, No. Id. (3d.). IQ4Q S.I-19& The Residential Special Schools and Orphanages (Scotland) Grant Regulations, No. 2768, S.203. Id. (3d.). . 1Q,9 sj. 193, The Further Education (Voluntary Associations) (Scotland) Grant Regulations, iy • No. 2202, S.I 15. 3d. (5d.). (/) Miscellaneous S R & ^ Children and Young Persons (Scotland) Employment of Children in Entertainments. 1947, No. 1660, S.67. 2d. {Ad.). ieJ. The Meals Service (Scotland) Regulations, 1953. S.I. 1953, No. 65, S.7. 3d. (od.). SCOTTISH EDUCATION DEPARTMENT

SCOTTISH LEAVING CERTIFICATE EXAMINATION

EXAMINATION PAPERS I958

EDINBURGH: HER MAJESTY’S STATIONERY OFFICE 1958 CONTENTS

EXAMINATION PAPERS Paper Agriculture ------113 to 115 Applied Mechanics ------76 to 78 Arithmetic ------12 Art ------88 to 96 Botany ------72 Chemistry ------73 Commercial Subjects ------97 to 106 Dynamics ------19 Economics ------107 to 112 Elementary Analysis ------17 Engineering ------7Q English ------1 to 5 French ------29 to 35 Gaelic - - - - 50 to 56 Geography ------9 to 11 Geometry (Additional Subject) ----- 18 German ------36 to 42 Greek ------23 to 25 Hebrew ------26 to 28 History ------6 to 8 Italian ------64 to 70 Latin ------20 to 22 Mathematics ------13 to 16 Music ------85 to 87 Physics ------74 Russian ------57 to 63 Science (lower grade) ------71 Spanish ------43 to 49 Technical Drawing ------79 to 80(a) Technical Subjects ------81 to 84(a) Zoology ------75 SCOTTISH LEAVING CERTIFICATE EXAMINATION

The Scottish Leaving Certificate Examination is held annually by the Scottish Education Department. In 1958 it commenced on Monday, 3rd March.

For information as to the purpose and scope of the Exam- ination, and as to the conditions on which pupils (of Scottish schools) may be presented, reference should be made to the Department’s Circular 30 (1957), dated 30th Sept., 1957. (Price Is. Qd.; post free Is. 8d.)

Note:—Further copies of the Ordnance Survey map extract used in the Higher Geography First Paper may be purchased direct from the Ordnance Survey Office, Leatherhead Road, Chessington, Surrey. SCOTTISH LEAVING CERTIFICATE EXAMINATION PAPERS, 1958

CORRIGENDA

*11 Hebrew, Higher I, question 2 (c): the second last word should nad m instead o/ nt<. 59 Russian, lower (b) question 2 : page 2 1st paragraph, last word in second line; read npnrOTOBHJiH instead of JipHroTOBHJiH. page 3 last word in fourth line: read noxonce instead of JioxoMe.

61 Russian, Higher II (a), Aural Comprehension, passage to be read to candidates, 3rd paragraph, second word in line read BkipesHBan instead of BHBeSBIBaJl.

(73332) Wt. 2072 K.5 7/58 Hw. E Lower I 1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

ENGLISH

LOWER GRADE—(FIRST PAPER—COMPOSITION)

Tuesday, 4th March—9.30 A.M. to 10.30 A.M. larks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

Write an appropriate title at the head of your composition.

The value attached to the question is shown in brackets after the question.

Write a composition of about three pages in length on any one of the following subjects:— (a) A description of one of the following :— a school closing-day; an inter-school debate ; an international school camp ; a school concert; an exhibition of school work and activities ; a jamboree ; a royal visit. (b) Unusual Pets. (c) Occasions I detest. (d) The pleasures of one of the following :— music-making; collecting (e.g. stamps) ; walking ; sailing ; hill- climbing ; camping ; model-making ; dancing. (e) “ Her sails were brown and ragged, And her crew hollow-eyed, But their silent lips spoke content And their shoulders pride.” Write a story suggested by the above quotation. (35)

(C60494) [I]

E Lower II

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

ENGLISH

LOWER GRADE

(SECOND PAPER—INTERPRETATION, LANGUAGE, AND LITERATURE)

Tuesday, 4th March—11.0 A.M. to 1.0 P.M.

All candidates should attempt FOUR questions, namely, questions No. 1 and 2 and any TWO of the others.

Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

The value attached to each question, or to each part of a question, is shown in brackets after the question.

[TURN OVER [2] 2 1. Organizing a major expedition, whether it be to the Himalaya, the polar regions or darkest Africa, is a formidable business. I have experience only of the first of these undertakings, but I can now sympathize deeply with those who have the cares of planning and preparing missions in other realms of 5 adventure or research. Imagine that you are charged with the task of fulfilling, in company with others, a long and exceptionally arduous task, in some remote and uninhabited corner of the earth’s surface, where climatic conditions are extreme. The success of your mission depends primarily on the human factor, on the joint efforts of every man in your team, and failure—moral or physical- 10 by even one or two of these would add immensely to its difficulties. You have the responsibility of seeking and selecting these men, in whom you are looking for a happy combination of quahties which are difficult to reconcile. You will not be able, in most cases at any rate, to test these qualities, at least in conditions comparable with those which will confront you—it is unlikely that you 15 will even be acquainted with most of them beforehand. You have to ensure that the party is suitably clothed and equipped to carry out its job in the especially rigorous conditions, and that it takes with it all the tools it is likely to require for the job, bearing in mind that communications will be so extended, slow and difficult that you must be entirely self-contained for the duration of 20 your mission. Some of this equipment is highly specialized, and difficult questions of design and quantities have to be decided. Provisions have to be calculated for the whole period of your absence from civilization and they must be carefully chosen ; a diet must be established suitable to the climate and the nature of the work. All these numerous items of equipment and food must be 25 ordered, many of them only after thorough testing in conditions as nearly as possible approximating to those likely to be met. Arrangements must be made for packing, cataloguing and moving them, as well as the party, to the starting- point in a distant land, and from that point onwards by more primitive transport to the area of operations. Last but by no means least of these manifold 30 headaches, and governing the whole enterprise, is the problem of financing it; it is your job to calculate the costs. Sir John Hunt.

Read the passage printed above and then answer the following questions on it, using as far as possible your own words :— (a) Express in your own words the meaning of each of the following groups of words as they are used in the passage :— human factor (line 8); communications will he so extended (line 18); area of operations (line 29); manifold headaches (lines 29-30). W (b) Give the meaning of each of the following words as they are used in the passage: — formidable (line 2) ; arduous (line 6) ; primarily (line 8); self-contained (line 19); cataloguing (line 27); financing (line 30). (6)

(c) Give the name and the relation of each of the following clauses .— (i) Where climatic conditions are extreme (lines 7-8) ; (ii) that you will even be acquainted with most of them before hand (lines 14-15) ; , , (hi) that you must be entirely self-contained for the duration J your mission (lines 19-20). 3 (d) What does Sir John Hunt regard as the six main factors in the organization of an expedition ? (6) («) Why is it both important and difficult to secure suitable men for an expedition ? (4) (/) What are the main points to be considered in planning for supplies of every kind ? (6) (g) What precisely does the writer mean by saying that transport is more primitive in the later stages of an expedition ? (2)

2. (a) Rewrite each of the following sentences, with the phrase in italics converted into a clause :— (i) On his return home, he had supper. (ii) You must tell me the reason for your lateness. (iii) Despite his slowness the tortoise beat the hare. (iv) Weather permitting, we shall go to the seaside on Saturday. (v) With their usual efficiency the Romans subdued the province. (5) (6) Insert the correct prepositions in the following sentences :•— (Please number your answers correctly.) (i) This is the very reverse .... that. (ii) This conduct is subversive .... discipline. (iii) A battle is different .... a siege. (iv) Have you no sympathy .... a deaf man ? (v) He tried to impress us .... his qualifications .... the post. (vi) Bodily exercise is conducive .... good health. (vii) He was .... variance .... his brother. (viii) We rely .... you entirely. (5)

| 3. Give a brief account of any scene, from a Shakespeare play, which deals with one of the following a trial; a murder ; a ghost; a rehearsal for a play; a quarrel; an occasion of revelry ; a reconciliation. (10)

4. Write an account of any poem you have read on one of the following umes; say what you like or dislike in the poem, and illustrate your answer by appropriate quotation :— an animal; a bird ; a battle ; a journey ; the sea ; an elopement; a beautiful scene. (10)

ch'lrnhood ^ toChoose have beena novel successfully or an essay portrayed. in which Name you the consider author, school and mention life or nV eatures in the portrayal which particularly appeal to you. (10) or ttio in ^Ve title and the name of the author of a novel in which one of following is described :— a miser ; a preacher ; a thief ; a Jacobite ; a sailor ; a scientist; a e ec rite■ a^ shortt tive sketch ; a governess of the character ; a young you lady have of chosen. fashion, (10) (Turnover.) 4 6. Select an essay or a short story or a one-act play which provides a good example of humorous writing. What were the aspects which you enjoyed ? (10)

7. What type of non-fiction book do you like to read ? Give the title and the name of the author of one such book which you have read recently. Then write a brief account of the book, and say what interested you in it. (10)

(C60495) E Higher I {a)

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

ENGLISH

HIGHER GRADE—(FIRST PAPER {a)—COMPOSITION)

Tuesday, 4th March—9.30 A.M. to 10.30 A.M.

Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. Write an appropriate title at the head of your composition. Tbe value attached to the question is shown in brackets after the question.

Write a composition of about three pages in length on any one of the following subjects :— (a) A description of one of the following :— a busy railway station ; a crowded pleasure steamer on a public holiday ; a sheep shearing ; a sheep dipping ; a sale of livestock ; a drama festival; a music festival; rush hour in a city ; the return to port of a fishing fleet. (b) The International Geophysical Year. (c) The ways in which our national heritage of natural beauty is being or can be safeguarded. (d) Hero Worship. («) " The luxuries of to-day are the necessities of to-morrow.” How far do you agree with this statement ? (/) What are the arguments for and against remaining at school for a sixth year ? (35)

(C60496) [3]

Higher I (b)

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

ENGLISH

HIGHER GRADE—(FIRST PAPER (b)—INTERPRETATION AND LANGUAGE)

Tuesday, 4th March—11.0 A.M. to 12.40 P.M.

Answer all three Questions.

Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

The value attached to each question, or to each part of a question, is shown in brackets after the question.

[TURN OVER [4] 2

1. The English poets and men of letters of the seventeenth and eighteenth centuries claimed for themselves a high office. It was no less a claim than to be missionaries of civilization. And what was civilization ? The outcome of an effort, they would have answered, to render human society, in all possible ways 5 open to mankind, less harassing and more agreeable, the effort to soften life’s asperities, to substitute persuasion and good sense for the barbaric violence, threatenings, and slaughter by which human intercourse has in the past been so terribly disfigured, to substitute the enlightening exchange of opinions for the destructive exchange of grapeshot. It represented, in brief, simply an 10 attempt, however unconscious, to elevate human life above material needs and preoccupations, to provide it with spiritual interests, to introduce into our short and anxious lives as much of grace and dignity as were attainable in the conditions of man’s estate. In this great endeavour—so the Renaissance humanists believed—the arts in general, poetry, music, painting, sculpture, 15 architecture, might not only be of assistance, but, setting religion aside, should prove the most promising and most potent of all available agencies. Conversely, the standard of civilization attained by any race or nation might, they held, be justly estimated by its care for these things, the place they held in the estimation of its citizens. 20 In a word, art and literature were not merely to be regarded as pursuits pleasant in themselves, as agreeable forms of escape from anxiety and boredom or mere ornamental additions to social intercourse, but beyond doubt the most valuable of all allies in the long battle for a nobler and a better future, as making for the common good of human society. This engaging conception found, it 25 may be conceded, at least a firm basis in the universal interest the pursuit and practice of the arts had through historic times excited, each in its own manner and measure, among the tribes and peoples of mankind. They had everywhere and in all ages been in some fashion cultivated and in some degree enjoyed. They had met, so history seemed to report, certain deep-seated needs of human 30 nature, and—a very relevant and significant circumstance—they had in no respect added to the distresses or tribulations of the race, never been emplo^^ed as the instruments of tyranny to inflict cruelty, to support injustice, to imprison thought. The practice of these arts had never led to revolutions, massacres, or wars. Could as much be said of politics, or even of religion ? They had 35 done much for the welfare of suffering mortals, so, under Renaissance influences, the humanists, poets, and men of letters contended, might they not be trusted to do much more ? W. Macneile Dixon.

Read the passage printed above, and then answer, as far as possible m your own words, the following questions on it:— (a) Explain briefly but clearly the meaning of the following phrases as they are used in the passage :— missionaries of civilization (line3) ; man’s estate (line 13)' engaging conception (line 24) ; instruments of tyranny (line

(b) Give the meaning of the following words as they are used in the passage :— office (line 2); asperities (line 6); potent (line 16); concedd (line 25) ; re.levant (line 30) ; tribulations (line 31). I 1 3

(c) What in the opinion of the author did the men of letters of the seventeenth and eighteenth centuries mean by civilization ? f8) (d) Explain in detail the exact significance of conversely (line 16). (4) (e) What can be learned from the passage about the meaning of “ humanists ” ? (2) (/) Name the figure of speech contained in the phrase, to substitute the enlightening exchange of opinions for the destructive exchange of gmpeshot (lines 8-9). fl) How far is it effective and appropriate ? (2) (g) Suggest a suitable title for the whole passage. (2) (h) Make a summary of the second paragraph of the passage. (Your summary should not exceed 80 words.) (12)

2. [a) Give a general analysis of the following sentence :— If the authorities had known what disastrous consequences to themselves would follow the publication of this book, they would have made greater efforts than they did to stop the ready sale which it obtained in all parts of the country. (5) (6) Combine the following simple sentences into a well-knit paragraph:— Burns felt bitterly the troubles of his later years. He had a poet’s strong imagination. He owed certain sums of money. These were not large. All his debts were paid before his death. He lived in constant fear of arrest for debt. Many friends would have helped him. Burns was of a very proud nature. He would not have asked for help. He would probably not have accepted it. (5)

3. Choose any five of the following pairs of words, then write sentences, one for each word, to show that you understand the difference in meaning between the words in each pair. (i) uninterested, disinterested; (ii) annoy, aggravate; (iii) official, officious; (iv) perpetrate, perpetuate; (v) route, rout; (vi) luxurious, luxuriant; (vii) effect, affect; (viii) practical, practicable. (10)

(C60497)

E Higher II

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

ENGLISH

HIGHER GRADE—(SECOND PAPER—LITERATURE)

Tuesday, 4th March—2.0 P.M. to 3.30 P.M.

All candidates should attempt THREE questions, namely, question No. 1 and ANY TWO of the others.

Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

The value attached to each question is shown in brackets after the question.

[TURN OVER [5] 2

All candidates should attempt THREE questions, namely, question No. 1 and ANY TWO of the others.

1. (a) “ The course of trae love never did run smooth.” How far does this quotation express the theme of any one Shakespeare comedy with which you are familiar ? (20) or (b) Laertes, Macduff, Antony (in Julius Caesar), Edmund, Aufidius. To what extent was any one of the above characters instrumental in bringing about the eventual death of the tragic hero of the play in which he appears ? (20) or (c) From your reading of any of the tragedies or histories discuss the qualities which Shakespeare considers a sovereign ruler ought to have. (20) or (d) From Shakespeare’s plays select two or three passages which you regard as poetry of the highest order, and give reasons for your choice, referring to such matters as diction, imagery, figures of speech, versification. Illustrate your answer by appropriate quotation. (20)

2. {a) “ Some of Chaucer’s characters in The Prologue to The Canterbury Tales are wholly admirable people, some are thorough rascals, and the rest are a mixture of good and bad, like most of us.” Choose three characters from The Prologue, one from each of the three types indicated, and on each write a paragraph in which you endeavour to justify your choice. (1®) or (6) “A well-constructed story should lead inevitably to a climax.’ How far is this true of any one of The Canterbury Tales ? (I®'

3. Write, briefly, on one of the following topics :— Jane Austen’s depiction of family life; Scott’s treatment of loyalty; Dickens’s portrayal of disreputable characters; Trollope s treatment of clerical life ; Stevenson’s treatment of the macabre in ms prose writings ; the life of the English countryside in Hardy’s novels, the sea in the novels of Joseph Conrad ; Indian life in Kipling s work. H. G. Wells’s presentation of lower middle-class life.

4. What are the principal themes touched upon by Burns in his lyrics? Write a brief appreciation of any one lyric, commenting on such matters as i s background, emotional content, style and versification. I1 '

5. (a) “ In my essays I depict myself.” Using at least two essays o illustration, show to what extent this remark applies to the essays of one o the following :— Lamb, Hazlitt, Stevenson, Chesterton, Belloc, Priestley. or (6) How far has Addison or Steele or Goldsmith, in his essays, combined instruction with delight ? (15) 3

6. The Testament of Cresseid, Lycidas, The Rape of the Lock, The Deserted Village, An Elegy Written in a Country Churchyard, Michael, To a Nightingale, Ode to the West Wind, The Scholar-Gipsy, The Wreck of the Deutschland. Choose any one of the above poems, state its theme, and, where relevant, what prompted the author to write it, indicating how far he was successful in his aim. Illustrate your answer by apposite quotation. (15)

7. Select one of the following, and indicate the most striking aspects of the character described, as illustrated by his or her actions; give the title of the work in which he or she appears, and name the author :— Tony Lumpkin, Heathcliff, Beatrix Esmond, Lucy Snowe, Captain Ahab, Maggie Tulliver, Eustacia Vye, Lord Prestongrange, Lord Loam, Jim Dixon. (15)

8. Write a brief essay on any one of the following subjects :— Coleridge’s delight in the mysterious ; Tennyson’s power of painting beautiful pictures in words ; Browning’s treatment of character. (15)

9. From your reading of one of the following prose works, indicate the qualities in it which particularly interested you and discuss the extent to which the work throws light on the personality of the author :— Burke’s Speech on Conciliation with the Colonies ; Boswell’s Journal of a Tour to the Hebrides ; Gilbert White’s Natural History of Selborne ; Borrow’s The Bible in Spain; Kinglake’s Eothen; Orwell’s Animal Farm; Tolkien’s Fellowship of the Ring. (15)

^ 10. Write a brief account of any book of memoirs or any book on a scientific subject or any book on some aspect of travel or exploration which you have read recently. Estimate how far the author has succeeded in presenting his material in an interesting manner. (15)

(C60498)

H Lower 1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

HISTORY

LOWER GRADE

Wednesday, 5th March—9.30 A.M. to 12 NOON

All candidates must attempt FIVE questions, viz., Section 1 and FOUR other questions selected from any part or parts of the paper. N.B.—Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. The value attached to each question, or to each part of a question, is shown in the margin.

Section 1 (to be attempted by all candidates) Marks (See separate sheet provided for this Section.) 20

Section 2 (55 B.C. to A.D. 1714) 1- Give an account of feudalism as a system of government, illustrating your answer from either Scotland or England. 20

2. Write notes on two of the following :—Alfred and the Danes ; Malcolm Canmore ; Henry II and the Church ; the effects of the crusades on Europe ; Edward I’s dealings with Scotland; the causes and course of the Peasants' Revolt of 1381. 20

What were the main voyages of discovery made by Spanish and Portuguese expeditions between 1480 and 1530 ? 15 State very briefly what additions to geographical knowledge "ere made by Englishmen in the sixteenth century. 5

L Describe briefly the character of Henry VIII. 5 " hat changes were made in the Church during his reign ? 15

[TURN OVER [6] 5. What religious and political problems faced either Mary Stewart on her return from France or Elizabeth Tudor on her accession, and how far did she solve them ?

6. Give an account of the religious policy of J ames VI and Charles I in Scotland from 1603 to the end of the Bishops’ Wars.

7. Describe Cromwell’s dealings during the Protectorate (1653-1658) (a) with Parliament and (6) with France and Spain.

8. To what extent did Charles II pursue a Catholic policy from the Secret Treaty of Dover in 1670, and how far did he succeed or fail ?

9. Why did (a) William of Orange and (b) George I succeed to the throne in Britain ?

Section 3 (1714 to the present day) 10. Outline the course of the Rising of 1745. To what extent can it be considered a Scottish national movement ?

11. What were the main agricultural changes in either Scotland or England in the eighteenth century ?

12. Describe the events in George Ill’s reign that led up to the American War of Independence.

13. Why did peace in 1815 not bring prosperity to the people of Britain in the years up to 1820 ? Give very briefly the main examples of unrest at that time.

14. Give an account of Gladstone’s Irish policy from 1868 to the first Home Rule Bill (1886). What effect had the Bill on the Liberal Party ?

15. What were the main steps in the reform of the House of Commons in the hundred years from 1830 ?

16. Answer two of the following:— (i) Outline the territorial expansion of the British Empire in India in the first half of the nineteenth century. (ii) How do you account for the increased opposition to British rule in India in the first quarter of the twentieth century ? (iii) How did the discovery of gold affect Australia ? (iv) Describe the movement for federation in Australia and what it achieved by 1901. 3 Marks 17. Write notes on two of the following :—the South Sea Bubble ; fames Watt; the Continental System ; David Livingstone ; Lord Shaftesbury; the Anglo-French Entente of 1904. 20

18. [a) Indicate the chief differences in organization between the League of Nations and the United Nations Organization. or (b) Describe the main features of the recent report on Relations between Anglican and Presbyterian Churches. or (c) Outline Britain’s relations with Egypt from Disraeli’s purchase of Suez Canal shares till 1939. 20

H Higher I

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

HISTORY

HIGHER GRADE

(FIRST PAPER—BRITISH HISTORY)

Wednesday, 5th March—9.30 A.M. to 12 NOON

All candidates must attempt FIVE questions, viz., Section 1 and FOUR questions selected from any part or parts of the paper. N.B.—Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. 20 marks are assigned to each question.

Section 1 (to be attempted by all candidates) (See separate sheet provided for this section.)

Section 2 (55 B.C. to A.D. 1485) h Estimate the importance of the Norse invasions of England and Scotland up to the time of Cnut.

2. How did the Empire of Henry? II come to him, and how was it broken up before the death of John ?

3. Why did Edward I succeed against Wales but fail against Scotland ?

E What were the main causes of the lack of progress in Scotland from the death of Bruce to the accession of James IV ?

5- Write notes on two of the following :—Agricola in North Britain ; Anglo-Saxon local government; Domesday Book ; David I ; the Peasants’ Revolt of 1381 ; Henry V.

[TURN OVER [7] 2

Section 3 (1485 to 1763) 6. By what measures did Henry VII and Henry VIII strengthen the authority of the Crown ?

7. Either—Estimate the importance of John Knox in Scottish history. Or—“ The spacious days of great Elizabeth.” How far is this description justified ?

8. Do you consider that Oliver Cromwell showed more ability in military or in political affairs ?

9. Why were the English and the Dutch enemies in the reign of Charles II but allies in that of William III ?

10. Compare the prospects of the Jacobites on the eve of the Risings of 1715 and 1745 and explain which rising was the more serious threat to the Hanoverian dynasty.

11. Why was Britain more successful in the Seven Years' War than in the War of the Austrian Succession ?

Section 4 (1763 to 1914) 12. How far was there an agricultural revolution in either Scotland or England in the second half of the eighteenth century, and what were its effects ?

13. Do you consider that Britain -was in greater danger of defeat in 1797 or in 1805 ? Give reasons for your answer.

14. Explain the need for parliamentary reform in 1832 and show how far it was met by the Reform Act of that year.

15. “ Sir Robert Peel was a great statesman but a political turncoat. Discuss this opinion.

16. Do you consider that the Gladstonian ministry of 1868-74 or that of 1880-85 was the more beneficial to the country?

17. Either—Explain the causes and immediate results of the Indian Mutiny and its effects on British policy in India. Or—Describe the chief steps in the inland exploration of Austraha during the nineteenth century.

18. Write notes on two of the following :—Edmund Burke ; Henry Dundas, Lord Melville ; George Canning; the Poor Law of 1834; the Disruption of 1843 ; the Franco-British Entente of 1904.

(C60953) H Higher II 1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

HISTORY

HIGHER GRADE

(SECOND PAPER—EUROPEAN HISTORY)

Wednesday, 5th March—1.30 P.M. to 4.0 P.M.

Section 1 (to be attempted by all candidates)

(See separate sheet provided for this Section.)

Section 2 (Greek and Roman History to A.D. 410) 1. Do you consider that Athens or Sparta made the greater contribution to the defeat of the Persians ?

2. Did Alexander the Great deserve his title rather because he was a great general or because he was a great statesman ?

3. Describe the causes, course and effects of the Second, Punic War.

4- Explain the importance of Julius Caesar in Roman history.

„ 5- bor what reasons has the Antonine period (A.D. 138-193) been called a golden age " ?

6. Write notes on two of the following :—Solon ; the Athenian expedition to Sicily; Epaminondas of Thebes ; the Anabasis of the Ten Thousand ; the Koman equites ; L. Cornelius Sulla.

[TURN OVER [8] 2

Section 3 (Medieval History, 410 to 1453) 7. “ Otto the Great made Germany strong, subjected the Church and pacified Italy.” Can you produce evidence in support of, or in opposition to, this statement ? 8. Explain the ideals and estimate the success of the Cluniac Reformation. 9. “ Frederick Barbarossa restored the Holy Roman Empire but Frederick II destroyed it.” How far is tins true ? 10. Estimate the importance of Philip IV (le Bel) in the development of the French kingdom. 11. Show the progress of the Renaissance before the capture of Constantinople. 12. Write notes on two of the following :—the Visigoths ; Hugh Capet; the First Crusade ; the Teutonic Order of Knights ; The Emperor Charles IV ; the Jacquerie.

Section 4 (Modern History (A), 1453 to 1763) 13. Bo you consider that modern European history should be reckoned as beginning in the 1490’s ? Give reasons for your answer. 14. Estimate the importance of the Peace of Augsburg (1555) in the history of (a) the Reformation and (b) the Empire. 15. Do you regard Richelieu or Mazarin as having done the more for France ? 16. Compare the strength and importance of Brandenburg-Prussia at the accession of the Great Elector and at the end of the seventeenth century. 17. Explain the policy of Peter the Great in domestic and foreign affairs. 18. Write notes on two of the following :—John Calvin ; Catherine de Medici; the Pacification of Ghent ; Count Wallenstein ; the Peace of Utrecht ; the Bourbon Family Compact.

Section 5 (Modern History (B), 1763 to 1914) 19. Show the importance of Poland in European affairs during the second half of the eighteenth century. 20. Was Napoleon I a blessing or a curse to France ? 21. On what grounds may the year 1830 be considered a landmark in European history ? 22. Compare the methods by which Italy and Germany achieved their unity. 23. Explain the foreign policy of Russia between 1878 and 1891. 24. Write notes on two of the following :—Mirabeau ; the War of Independence ; the Peace of Paris (1856) ; the French Commune of 1871, the Kulturkampf ; the Turco-Italian War of 1911-12.

(C60955) Geog. Lower

1958 .

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GEOGRAPHY

Lower Grade

Thursday, 6th March—9.30 A.M. to 12 noon

Candidates should attempt SEVEN questions, viz., the three questions of Section A, together with four other questions (from Sections B and C), of which ONE hut not more than TWO must he from Section B, the remainder being from Section C.

Candidates should read the questions carefully. The answers should he clearly expressed and entirely relevant.

N.B.—Write legibly and neatly, and leave a space of about half an inch between the lines.

Marks will he deducted for had spelling and bad punctuation, and for writing that is difficult to read.

The value attached to each question, or to each part of a question, is shown in the margin.

[turn over [9] 2

SECTION A

The whole of this Section should he attempted Marks 1. On the accompanying map of part of the British Isles :— (a) (i) Name the following rivers : Trent; Dee ; Wye; Great Ouse, (ii) Mark and name : Harwich ; Nottingham ; Cardiff; Reading. (hi) Print over the appropriate areas : Dartmoor; Weald; Hampshire Basin ; Cotswold Hills. 3 (b) Identify a clay vale. 1 (c) Enter the figures (approximate) of the average annual rainfalls of areas A, B, and C and for each area indicate the main type of farming. 3 (d) Mark and name the terminal towns of two frequently used routes across the English Channel. 2 (e) Using the letters given in brackets mark areas or towns noted for the following activities (one area or town for each) :— iron mining (I); tin smelting (S); flour milling (F); motor car manufacturing (M). 4 (13) 2. On the accompanying map of the world :— (a) Mark and name the capital cities of Canada, Japan, Pakistan, and Brazil. ^ (b) The following average annual rainfalls refer to the towns A, B, C, D, E, and F, but not in that order. Name each of the towns, indicate whether its rainfall has a winter maximum or summer maximum or is fairly evenly distributed, and print the appropriate total beside each :— 100 inches ; 60 inches ; 48 inches ; 32 inches ; 20 inches ; 1 inch. - (c) Beside the three towns given for (b) which lie in the southern hemisphere name the type of natural vegetation found in the neighbourhood of each. ^ (d) Mark with arrows to show direction and name two currents of the Pacific Ocean. * (e) Print the initial letter of each of the following minerals in one area noted for mining it:— tin ; bauxite ; phosphates ; copper. 2

3. Study the contour map supplied and then answer the following : (a) Describe the relief and drainage of the area in not more than 20 lines. (&) How have relief and drainage affected communications in this area ? (c) Describe the positions of towns W and Y and account for the difference in their size. 3

SECTIONS B and C Candidates should attempt POUR questions from Sections B and C. Of these ONE, BUT NOT MORE THAN TWO, must be from Section B, the remainder being from Section C. In any question credit will be given for appropriate sketch-maps and diagrams. A geographical description must include a sketch-map.

SECTION B Marks 4. Describe the characteristics of the following types of coastline and give one European example of each :— ria; sandspit and lagoon ; fiord. (15) 5. By referring to North America west of the Rocky Mountains or Africa south of the equator or Australia show how climate affects the natural vegetation. (15) 6. [a) Give the following information about your school: (i) latitude and longitude ; (ii) mean monthly temperatures for January and July; (iii) length in hours of the period from sunrise to sunset on 21st June and on 21st December ; (iv) exact Greenwich mean time when the sun is due south of your school; (v) altitude ; and (vi) mean annual rainfall and the driest and wettest months. 9 (d) Answer (a) (ii) and (a) (iv) for a school at 50° N., 100° W., and explain briefly why the answers differ from those for your own school. 6 (15) 7. Illustrate how deserts, forests, and relief hindered and how rivers helped the exploration of Africa. (15)

SECTION C British Isles 8- Attempt either (a) or (b) :— («) Show how relief, estuaries, and minerals have influenced the distribution of population in Central Scotland. (15) (b) Show how relief and drainage, climate, and accessibility help to explain differences in development between the Highlands and Southern Uplands of Scotland. (15) 9- Attempt either (a) or (b) :— (a) Write a geographical description of either the valley of the Trent or the valley of the Severn. (15) (t>) Describe the position and importance of Southampton, Bristol, and Liverpool as seaports. (15) hh (Turn over) 4

Marks Europe excluding the British Isles 10. Write a geographical description of one of the following:— Denmark ; Basin of Aquitaine ; Greece ; Portugal; Ukraine. (15)

11. Attempt either (a) or (b) :— (а) (i) What is meant by (1) polder, and (2) geest ? 6 (ii) Indicate their importance to the Netherlands. 9 (15) (б) Show how geographical conditions have influenced the occupations of Switzerland. (15)

The Rest of the World 12. Give a geographical account of the growing of wheat in Canada and the United States, indicating in your answer the main producing areas and the main internal routes by which wheat for export reaches the coast. (15)

13. Show how geographical position accounts for the commercial importance of New York, New Orleans, and Chicago. (15)

14. (a) How does the climate of south-eastern Asia differ from that of south-western Asia ? 5 (6) Show how this difference helps to explain differences in the ways of life practised in the two areas. ^ (15) 15. (a) Describe briefly the commercial development and exploita- tion of the Amazon Basin. ® (6) Explain why so far these have been on a small scale. ^

16. Which state of Australia would attract you most as a prospective immigrant and why ? (l*v

17. Write a geographical description of one of the following:— Kenya ; Belgian Congo ; Ghana ; Algeria. W

(C60932) Geog. Higher I

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GEOGRAPHY

Higher Grade—(First Paper)

Thursday, 6th March—0.30 a.m. to 12 noon

Candidates should attempt FIVE questions, viz., the two questions of Section A, together with any three questions taken from Section B.

Candidates should read the questions carefully. The answers should be clearly expressed and entirely relevant.

In any question credit will be given for appropriate sketch-maps and diagrams.

N.B.—Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

Ihe value attached to each question is shown in the margin.

[turn over [10] 2

SECTION A

The two questions of this Section should be attempted.

Marks 1. After studying the part of the Ordnance Survey map which is provided:— (a) Describe and comment upon (in not more than 20 lines) the relief, drainage, general distribution of settlement, and communications of the valley of the Afon Mawddach from Llanelltyd (716195) to the sea. 20

(b) Describe the shape of Cader Idris (summit at 711130). 6

(c) Comment upon the position of Barmouth (612159) and of Dolgelley (729178) and show how site has affected their lay-out. 10 (36)

2. Answer the following questions on the map of North America which is provided :— (a) Mark and name :— (i) The Fall Line; the limit of the Canadian Shield; the Great Basin. (ii) Baltimore ; Los Angeles ; Seattle ; Winnipeg ; St. Louis ; Birmingham. (hi) Grand Coulee Dam; Boulder Dam; Tennessee Valley.

(b) (i) Mark Mesabi iron range, Pittsburgh, and by means of a continuous line one route by which iron ore is transported from Mesabi to Pittsburgh. (ii) Mark and name the ports of loading and unloading.

(o) For each area encircled in red on the map state the season of maximum rainfall, the mean January temperature, the type of farming and mark and name one large town within each area. 5 (16) 3

SECTION B

THREE questions should be attempted. Marks 3. (a) Name three distinct types of coast, give one example of each, and describe the features of each. 12 (b) State how you would recognise two of the types selected on a one-inch to the mile contoured map with contour interval of 50 feet. 4 (16)

4. Describe, giving a specific example in each case, the main types of vegetation found in intertropical lowlands where the mean annual totals of rainfall are (i) high, (ii) low, and (iii) intermediate. (16)

5. The following climatic statistics are for three places all lying on or near to the same river, (a) Name the river, giving reasons for your answer, and (b) suggest the type of natural vegetation to be found at each, giving reasons for your answers :—

F. M. A. M. J- Jy- A. S. o. N. D. Year

J"F. 80-5 82-2 79-3 78-7 77-4 76-5 76-5 76-0 77-0 77-7 78-7 79-7 78-2 (Inches 1'1 -7 4-4 3-8 4-9 3-4 3-9 4-6 4-0 6-6 4-5 -9 42-8 PF. 80-8 82-9 87-1 88-3 85-1 81-3 79-9 79-5 81-3 82-0 81-7 79-2 82-4 (IncInches 0 -2 -2 11 3-1 5-4 5-9 7-1 4-3 2-8 •6 0 30-6 ’f: 56-1 57-2 60-1 63-7 68-5 73-4 77-0 78'1 76-3 73-0 66-4 59-4 67-5 Inches 2-1 •9 -5 •2 0 0 0 0 0 •3 1-3 2-6 8-0

(16)

6. Describe and discuss the relative importance of the major trade mutes of either the Indian Ocean or the Pacific Ocean. (16)

7- Attempt either (a) or (b) :— («) Select any two great capital cities outwith the British Isles and after describing their position discuss their advantages and disadvantages as (i) capitals, and (ii) commercial centres. (16) (b) Write a geographical essay on the development of ports on estuaries. (16)

& [Turn over.) 4

Marks 8. “ Power can now be transmitted hundreds of miles in the form of electricity, but coalfields are still very important industrial areas.” Amplify and discuss this statement. (16)

9. Write explanatory notes on the following :— (i) Emigration from the Scottish Highlands to the Lowlands of Scotland and abroad ; (ii) Immigration into Malaya; (iii) Nomadism in the Sahara ; and (iv) Shifting cultivation in Central Africa. (16)

(C60933) Geog. Higher II

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GEOGRAPHY

Higher Grade—(Second Paper)

Thursday, 6th March-—1.30 p.m. to 4 p.m.

Candidates should attempt FIVE questions from FOUR sections which must include Sections A, B, and C, the fourth section being EITHER Section D OR Section E, viz., one question from each of the four sections and a fifth from any one of these four sections.

Candidates should read the questions carefully. The answers should be clearly expressed and entirely relevant. any question credit will be given for appropriate sketch-maps and diagrams. A geographical description must include a sketch-map.

togibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

value attached to each question is shown in the margin.

[turn over [II] 2

SECTION A British Isles Marks 1. How far does position explain the relative size of Aberdeen (183,000), Perth (41,000), Stirling (27,000), and Dumbarton (24,000) ? (20)

2. Attempt either (a) or (b) :— (a) In what ways does the Central Valley of Scotland differ from the Central Plain of Ireland ? (20) (b) Describe the similarities and differences in the relief, climate, and resources of the Scottish Highlands and Wales. (20)

3. (a) Identify (i) the main areas of iron mining and (ii) the areas noted for the manufacture of iron and steel in England (excluding Wales). (b) Give an account of the subsidiary industries in one of the major areas mentioned under (a) (ii). (SO)

SECTION B Europe 4. Attempt either (a) or (b) :— (a) “ In Europe coalfields and densely populated areas are synonymous.” How far is this true ? (SO) (b) By selecting four varied examples show how rehef and communications have influenced the development of seaports in Southern Europe. (SO)

5. In what ways do either Norway and Sweden or the Basin of Aquitaine and Mediterranean France resemble and differ from each other in rehef, climate, farming, and distribution of population ?

6. Write a geographical description of any major European plateau or mountain range. (SO) 3

SECTION C North America Marks 7. Write an explanatory account of the rainfall of either the United States east of the Rocky Mountains or Canada. Use a sketch-map to show the distribution of the main rainfall regimes. (Do not show amount of rainfall on sketch-map.) (20)

8. Attempt either (a) or (b) :— (a) What are the prairies of North America ? Describe their extent, rehef, climate, and agriculture. (20) (b) " Mexico is a land of sharp contrasts in relief, climate, and vegetation." Amplify this statement. (20)

9. What geographical factors have enabled the United States to become a supreme world power ? (20)

SECTION D Asia 10. Write a geographical description of the manufacturing industries of either India or Japan. (20) 11. (a) Draw (i) a sketch-map to show the latitudinal zoning of vegetation from the Sea of Aral to the Arctic Ocean, and (ii) a diagram to show the altitudinal zoning of vegetation in the Himalayan Mountains. (b) Explain how these zones resemble and differ from each other. (20) 12. Describe and explain the differences in the life and activities of e inhabitants of the plains around Peking (Peiping) and of the area around Canton. (20)

SECTION E The Southern Continents

a e ra (not Q g °g phical description of any Andean state (20)

B • -describe the position and trade of either Perth, Melbourne, y^ane> and Wellington or Capetown, Mombasa, Takoradi, and (20)

/jv , Draw sketch-maps to show the climatic types found in Jj-g tnca south of the River Zambezi and (ii) Australia. Explain the orences and similarities in the climatic patterns of the two areas. (20) (060934)

Arith 1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ARITHMETIC

Monday, 3rd March—9.15 a.m. to 10.30 a.m.

Only FIVE questions should be answered. Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required. Four-place logarithmic tables and tables of square roots are provided. The use of logarithms is permitted only in questions 9 and 10. All the working must be legible and shown in its proper position in the answer, and, when necessary, the different steps should be clearly indicated. Marks will be deducted for careless or badly arranged work. 20 marks are assigned to each question.

In questions 1 to 8 the use of logarithmic tables is not permitted. ^l- In the course of a year a householder used 2 tons 15 hundredweights of coal at £8 5s. 6d. per ton, 18,800 cubic feet of gas at 8s. per thousand cubic feet, and 700 units of electricity, the first 275 of which were charged at 4Ji. per unit and the rest at Id. per unit. Calculate the total cost for the year.

2. In a certain area the schools opened for the winter term °n the morning of Monday, 26th August, and closed on the afternoon of Friday, 20th December. Find the number of weeks in the winter term. In this area a visiting teacher travelled by car on Mondays and Tuesdays to a school, A, distant 2J miles from her home, and on Thursdays and Fridays to a school, B, distant 4 miles oom fler home. On Wednesdays she travelled to school A, then . es to school B, and returned home direct from B. She was '•pen a travelling allowance at the rate of 6^d. per mile. If ne schools were closed from 20th to 23rd September inclusive, calculate, to the nearest penny, the total travelling allowance f°r the term. [12] [turn over 2

3. Calculate the area of the walls of a room 13 feet 6 inches long, 10 feet 3 inches broad, and 10 feet high, allowing for a door 3 feet wide and 6 feet 6 inches high, a window 9 feet wide and 5 feet high, and a fireplace 4 feet 6 inches wide and 4 feet 6 inches high. How much paint, to the necessary quart, must be bought to paint the walls, assuming that one quart covers 18 square yards.

4. A man has an annual income of £1,410, of which £1,332 is earned. He is allowed free of income tax (i) two-ninths of his earned income, (ii) a total of £449 for personal allowance, children’s allowance, and allowance for national insurance contributions, (iii) two-fifths of the amount, £82, of his premiums on life assurance, a fraction of a £ in the allowance being taken as £1. The rest of his income is taxed at the following rates:—the first £60 at 2s. 3d. in the £, the next £150 at 4s. 9A in the £, the next £150 at 6s. Qd. in the £, and the rest at 8s. Qd. in the £ Calculate how much income tax he should pay for the year.

Tax is deducted from his salary at the rate of £17 6s; per month. By how much is the tax under-paid or over-paid at the end of the year ?

5. Five ounces of 22 carat gold ii.e. 22/24ths of the weight is pure gold and the rest is base metal) are mixed with two ounces of 15 carat gold. Calculate the number of ounces of pure gold in the mixture and the fineness of the mixture (i.e. its carat value). If pure gold is valued at 252s. 2d. per ounce, what is the value ■of the gold in an ounce of the mixture ? Give the answer correct to the nearest farthing.

6. The cost, £32 10s., of manufacturing a certain article is divided between labour and materials in the ratio 7 : | the labour costs rise by 5-J- per cent, and the cost of materials by 2£ per cent., find the new cost of producing the article. The manufacturer has been producing 100 articles per day and selling them at £37 each. If he wishes to maintain tne same selling price in spite of the increased cost of production, find the least number of articles he must produce per day so that the total profit may not be reduced. 3

7. A map is drawn to a scale of 21,- inches to the mile. Find, correct to a hundredth of an inch, the length of a line which represents a street 380 yards long. The map is rectangular in shape and is 16|- inches long and 12 inches broad. What area in acres does it represent ? If this area has a population of 155,700, calculate, correct to one decimal place, the average number of persons per acre.

8. The capital of a company consists of £1,500,000 in 5|- per cent, preference shares and £3,700,000 in ordinary shares. Last year the profit available for distribution amounted to £425,500. (i) Calculate the total dividend paid to the preference shareholders. (ii) Find, to a quarter per cent., the maximum percentage dividend which the company was able to pay to the ordinary shareholders. (iii) If this dividend was actually paid, find the percentage return to a shareholder who purchased ordinary £1 shares at 35s. each.

9. (i) Evaluate, using logarithms,

( v(o-8134)- (ii) Given that 1 cubic centimetre of glycerine weighs 1 • 26 grammes, calculate the weight in ounces of a pint of glycerine. (1 ounce = 28-35 grammes, 1 pint = 567 • 9 cubic centimetres.)

10. A hot water tank is in the form of an upright cylinder surmounted by a hemisphere of the same radius as the cylinder, h has an over-all height of 4 feet 9 inches and a diameter of ^ feet 3 inches. Neglecting the thickness of the metal, calculate, correct to the nearest gallon, the capacity of the tank. (1 cubic foot = 6-25 gallons, 77 = 3-142.)

(C60619)

Lower I

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

MATHEMATICS

Lower Grade—(First Paper)

Monday, 10th March—9.30 a.m. to 11.30 a.m.

Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.

Four-place mathematical tables are provided.

All the figures should be neatly drawn, and, where it is necessary to turn over a page during the answer to a question, a rough copy of the figure MUST be drawn on the fresh page. All the steps of the proofs must be given, and it should be clearly shown on what assumptions the demonstrations are based. Where geometrical references are necessary, care should be taken to ensure that such references are clear and intelligible ,* text-book reference numbers should NOT be used.

Marks will be deducted for careless or badly arranged work.

value attached to each question, or to each part of a question, is shown in the margin.

[turn over [13] 2 SECTION I All the questions in this Section should be attempted. Mark 1. Prove that the angles between a tangent to a circle and a chord drawn through the point of contact are respectively equal to the angles in the alternate segments of the circle. 12 2. Prove that, if two triangles have an angle of the one equal to an angle of the other, and the sides about these angles proportional, the triangles are similar. 12 3. State, for a triangle ABC, a formula connecting a, b, c, and cos A. 1 Each side of a triangle PQR is of length 18 inches. S and T are the points of trisection of QR ; PS and PT are drawn. Calculate (i) the value of PS2; 4 (ii) the size of the angle SPT. 4 4. (The figure in this question need not be reproduced. References are not required.) (i) O is the centre of a circle, and the tangent LN meets the circle at M. The chord MP is such that angle NMP is 58°. X is any point on the minor arc MP. Calculate the size of (a) the angle MOP ; (b) the angle

(ii) The angles of a pentagon are of sizes 3% + 12, 3x, x + 24, 43, and Zx + 83 degrees. Calculate the value of %. (hi) In the right-angled triangle ABC, the hypotenuse BC is of length 3-2 inches and the angle ABC is 41°- Calculate the length of the perpendicular from A to BC. (iv) AB is a fixed straight line of length 9 inches, and P is a variable point such that the area of the triangle ^ PAB is 18 square inches. State the locus of P. 3 SECTION II Only THREE questions should he attempted from this Section. Marks 5. AB is a diameter of a circle. A chord DC is drawn parallel to AB, so that ABCD is a trapezium. Prove that AC = BD. 5 The point P is taken on the circumference, on the opposite side of DB from C, such that the angle PDB is equal to the angle BDC. Prove that DP is a diameter of the circle and that ADBP is a rectangle. 5, 3 If DB is of length a; inches and CB is of length y inches, obtain an expression for the area of the quadrilateral ACBP in terms of x and y. 4 6. Angle XYZ of a triangle XYZ is 120 degrees. The bisector of the angle XYZ meets ZX at A ; AB, parallel to XY, meets YZ at B. Prove that the triangle YAB is equilateral. 5 The bisector of the angle YXZ meets YZ at C. Prove that YC : CZ = YA : AZ. 7 Prove also that C is the centre of one of the escribed drcles of the triangle XYA. 5 7. In the accompanying diagram, the sides QR, RP, and PQ of a triangle PQR are of lengths 4 units, 5 units, and 6 units respectively. S is the point on the tangent at Q to the circumcircle of the triangle PQR such that QS is of length 3| units. Prove that the triangles PQR and QRS are similar. (Section I, 1 and 2.) 4 Calculate the length of RS. 4 PQ, a triangle PQT is constructed, having PT of length 9 units and QT of length 7| units. Prove that the triangles PTO and RQS are similar, and that T, Q, and b are collinear. ~ D 5,4

T 7f a 35 s ^ [Turn over) 4 Marks 8. (In this question, constructions should not be stated, but all necessary lines and arcs should be clearly shown) In a circle of radius 2-55 inches, draw a chord BC of length 3-20 inches and a chord BA of length 4-80 inches, BA lying on the opposite side of the centre from BC. Measure AC to one-hundredth of an inch. 3 Along BA, mark off BE of length 1 • 40 inches, and along BC, mark off BD of length 2-10 inches. Prove that the points A, E, D, C are concyclic. 5 Any point P is taken on the minor arc AC ; BP meets DE at Q. Prove that the quadrilateral APQE is cyclic and construct accurately the circle through the points A, P, Q, E. 9

9. A triangle ABC, right-angled at A, has AB and AC each of length 8 inches. AP is perpendicular to the plane ABC and is of length 15 inches. PB and PC are drawn. (i) Find, by calculation, the size of the angle BPC. 8 (ii) Adding construction lines as necessary, determine the size of the angle between the planes ABC and PBC, giving reasons for your choice of angle. 9

(C60528) M Lower II 1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

MATHEMATICS Lower Grade—(Second Paper) Monday, 10th March—1 p.m. to 3.30 p.m.

Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required. Square-ruled paper and four-place mathematical tables are provided. All the working must be legible and shown in its proper position in the answer, and the different steps should be clearly indicated. Marks will be deducted for careless or badly arranged work. The value attached to each question, or to each part of a question, is shown in the margin.

SECTION I All the questions in this Section should be attempted. Marks h (i) Factorize Qx2{3% — y) — Ay%(3% — y). 3 (ii) Solve the equations :—

2' (i) Given that T

6 (u) A cylinder of radius r inches and height h inches has 16 sarae volume as a sphere of radius R inches. Prove

at ^ and find, correct to two decimal places, value of R when r = 2-17 and — 3-25. 3, 5

[TURN over [14] 2 Marks 3. (i) At the end of p rounds the average number of strokes per round taken by a golfer was In his next round he tooky strokes. What did his average score per round become ? 3 (ii) Perfume bought abroad costs % francs. If the rate of exchange is p francs to the pound sterling, and duty is charged at q per cent., find the duty payable in pounds sterling. 4 (hi) A motorist is granted a car allowance consisting of a fixed sum of £90 per year together with a sum calculated on the basis of 3d. for each mile travelled in rural areas and 3\d. for each mile travelled in urban areas. In a year he motored 7,200 miles and was granted an allowance of £185. Find how many miles he motored in rural areas. I

4. (i) Write down the values of cos 50° 45' and log tan 22° 28'. Find the values of ^ and y between 0° and 180° for which (a) log sin % = \ - 7957, (&) cosy = — 0-1988. 5 (ii) In the triangle PQR, QR is of length 5-72 inches, angle Q is 37° 50', and angle R is 65° 15'. Calculate the length of RP. 5

SECTION II Only THREE questions should be attempted from this Section.

5. (i) Given that W - 132'5 ~ 0'38FI calculate, W 459 + T correct to three significant figures, the value of W when B = 30, F = 0-36, and T = 50. 5 -j (ii) The equation y = — is satisfied by x = 1, ax -j- b y = — 1, and by x ~ 2, y = 4. Find the values of a and b, and determine, correct to two decimal places, the values of v for which y = — J. 3 Marks 6. (i) The diagram shows the distances travelled between 11 a.m. and 12 noon along a stretch of roadway by two cyclists A and B. On the road there was a tea- room at which each stopped. Find from the diagram [a) the time represented by 0 • 1 inch on the time axis, (&) the distance represented by 0-1 inch on the distance axis, (c) the time at which B reached the tea-room, [d) the distance B was from the tea-room when A reached it, (e) the speed in miles per hour at. which A and B travelled after leaving the tea-room. 7

(iij The table below shows the values, correct to two decimal places, of \/x for certain values of x. *..0 5 10 20 30 40 50 •• 0 1-71 2-15 2-71 3-11 3-42 3-68 Taking 1 inch to 10 units on the ^-axis and 2 inches to 3- unit on the y-axis, draw the graph of ^x from x = 0 0 x = 50. From it determine, as accurately as you can, («) the value of ^ 16, (fr) the value of rr for which ^x = 3-25, (c) the value of 2-93. 6, 3 ^ (Turn over.) 7. (i) A rectangle is three times as long as it is broad. If its length were increased by 50 per cent, and its breadth decreased by 5 inches, its area would be increased by 25 per cent. Find the length and breadth. (ii) A sum of £605 is invested partly at 5 per cent, and partly at 5£ per cent. After deduction of income tax at 8s. Qd. in the £, the annual income amounts to £18 8s. How much is invested at 5 per cent. ?

8. A slope AP, 260 feet in length, rises from east to west at a rate of 5 feet for every 13 feet along the slope. PO is a flagstaff at the top P of the slope. From A the angle of elevation of the top 0 of the flagstaff is 30°. Calculate the height, PQ, of the flagstaff. B is a point due south of A and on the same level as A. AB is 180 feet in length. Calculate the angle of elevation of O from B.

9. (i) The tension in a certain rope varies inversely as the cosine of the angle the rope makes with the horizontal. If the tension is 7 pounds weight when the angle is 50°, calculate (a) the tension when the angle is 40°, [b] the angle at which the tension is 6 pounds weight. (ii) A, B, C, and D are four points in order on a straight line. If AD is of length l inches and AB : BD = 2:3, find, in terms of l, the length of AB. If AC : CD — ft '■ q, find, in terms of ft, q, and l, the length of AC and show that BC is of length 3^_-2q t inches_ 5(£> + q)

(C60529) M Higher I

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

MATHEMATICS

Higher Grade—(First Paper)

Monday, 10th March—9.30 a.m. to 11.30 a.m.

Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.

Square-ruled paper and four-place mathematical tables are provided.

Marks will be deducted for careless or badly arranged work.

The value attached to each question, or to each part of a question, is shown in the margin.

[turn over [15] 2

SECTION I

All the questions in this Section should he attempted.

Mark 1. Prove that, if the straight line joining two points subtends equal angles at two other points on the same side of it, the four points are coneyclic. 11

2. Prove that the areas of similar triangles are proportional to the squares on corresponding sides. 12

3. Prove the formula cos {A B) = cos A cos B — sin A sin B. (A proof which assumes that A, B, and A p- B are positive acute angles will be accepted. If the formula is deduced from one of the other addition formulae, e.g. from that for sin {A + B) or from that for cos (A — B), the other formula must first be proved.) 8 ABC is an isosceles triangle with AB and AC each of length Aa and BC of length 2a. Without using tables, prove that cos BAC = An equilateral triangle ABD is drawn on the opposite side of AB from C. Prove that cos CAD = — ■ 5 16

4. Prove that the abscissa of the point which divides the line joining the points y^) and {x2, y2) in the ratio m : n is

mx2 + nXi 4 m n Show that the abscissa of the mid-point, M, of the line joining the points (cos a, sin a) and [cos (a -|- 120°), sin (a + 120°)] is | cos (a + 60°). Show also that, as a varies, M lies on a fixed circle whose centre is the origin. State the radius of this circle. 6 3

SECTION II Only THREE questions should he attempted from this Section. Marks 5. ABC is an acute-angled triangle. On the sides BC, CA, AB, and externally to the given triangle, equilateral triangles BOX, CAY, ABZ are drawn. BY and CZ cut at 0. Prove that (i) the triangles CAZ, YAB are congruent; 5 (ii) the size of the angle AOB is 120° ; 5 (iii) A, 0, X lie on a straight line which divides BC in the ratio BO : OC. 7

6. In the accompanying diagram, two circles intersect at L and M. The tangents at L, PLA and QLB, cut the circles again at A and B. AM is produced to cut the circle LMB at C, and CL is produced to cut the circle LMA at D. LM, AD, BM, and BC are joined. Prove that (i) the triangles AML, and LMB are similar ; 4

B ggaCitjangle AML = LD^ n 7 area of triangle LMB BC2 (iii) area °f quadrilateral AMLD _ LD2 g area of quadrilateral LMBC BC2 4 Marks 7. Equilateral triangles PAB and QAB, of side 2a, lie in a vertical and in a horizontal plane respectively. Find (i) the size of the angle which PQ makes with the horizontal plane, and the length of PQ ; 4,4 (ii) the size of the angle between the planes APO and BPO. ~ 9 {Your answer should include a diagram or diagrams showing necessary construction lines.)

8. Write down the coordinates of the centre and the radius of the circle a;2 + y2 + 2gx -f 2fy + c = 0. 2 Find the gradient of the radius through the point P (8, —6) on the circle xz + y2 + 20y + 20 = 0, and hence find the equation of the tangent at P to this circle. 4 Prove that this tangent also touches the circle x2 y2 = 20 and find the coordinates of the point of contact. 5 Determine the size of the angle between the common tangents to the two circles. 6

9. ABCD is a parallelogram in which the diagonal BD is at right angles to the shorter sides AD, BC. M is the mid-point of AB. (i) Prove that DB and MC cut each other at a point of trisection of each, and show that, if angle DAB is denoted by a and angle BCM by /3, then tan

(C60530) M Higher II 1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

MATHEMATICS

Higher Grade—(Second Paper)

Monday, 10th March—1.0 p.m. to 3.30 p.m.

Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required. Sguare-ruled paper and four-place mathematical tables are provided. All the working must be legible and shown in its proper position in the answer, and the different steps should be clearly indicated. Marks will be deducted for careless or badly arranged work. The value attached to each question, or to each part of a question, is shown in the margin.

SECTION I All the questions in this Section should be attempted.

Marks 1- (i) Solve the equations x% — xy — 2y2 = 4, 2% + 3y — 1 = 0. (ii) Factorize piyi p2q2 (r2 — 1) — q*. 4

W If log^.4 • 66 = 1-2, find the value of a correct to ftiee significant figures. 6 (ii) Simplify V6 V3 5 3V2-2V3 2 ( ye*

[16] [turn over 2

Mark 3. (i) Find the turning value of the function

iVx + Vx’ and determine its nature. 7 (ii) Evaluate the integral

4. (i) The electrical resistance, R ohms, of a cylindrical wire varies directly as the length, l metres, of the wire and inversely as the square of the diameter, d millimetres ; the weight, W grams, of the wire varies directly as the length and as the square of the diameter. If, when l — l and d = 1, R = 0-62 and W = 6-9, find R and W in terms of l and d. Express R in terms of W and d, and state in words how the electrical resistance of a wire varies in relation to the weight and the diameter of the wire. 6 sin A sin C , (ii) If = v—— > prove that w sm B sm D tan J (A + B) tan (C + D) g tan | (A — B) tan J (C — D)

5. With the usual notation for the sides and angles of a triangle, and assuming that —J— cos A = > prove that 26c F

siniA_ /(s -b)(s-c) Sm “ V 6c In a triangle ABC, a = 92 inches, 6 = 38 inches, and c = 88 inches. Find the size of the angle A, and the radius of the circumcircle of the triangle ABC. Find also the length of the minor arc BC of the circumcircle. (Take 77 = 3-142.) 3

Marks 6. The graph oi y — f {%), where f (x) is a polynomial of fifth degree in is shown below for a limited range of values of x.

Reading values of ^ and y to two decimal places, (i) state the values of / (1) and /(— J) ; (ii) solve the equation f(x) = — l ) (hi) determine the positive values of # between which J (x) increases as % increases ; (iv) state the maximum and minimum turning values of/(*) ; (v) _ state the positive values of k between which the ^nation f (x) = k has three real and distinct roots. 11

[Turn over.) (C60531) B* 4

SECTION II

Only TWO questions should be attempted from this Section.

Marks 7. Establish the formula for the sum of the first n terms of the arithmetical progression with first term a and common difference d. 3

A man is appointed to a post at an initial salary of £600 per annum with an annual increment of £50 ; find the total salary he will receive in the first 13 years of his employment.

A second man is appointed at the same time with the same initial salary of £600 per annum, but with an increment of -£x at the end of each half year (that is, in each half year he receives £x more than he received in the preceding half year). Find % so that at the end of 13 years the two men will have received the same total salary. 6

Prove that, in any arithmetical progression,

Ssm = 3 (S2» — S„). 5

8. Establish the formula for solving the quadratic equation av'2 + 6% + c = 0.

Determine the values of cos 9 for which the equation %2 + 4x cos 0 + 1 = 0 has equal roots, and find the range of values of 9 from 0° to 90° inclusive for which this equation has real roots.

If p and q are the roots of the equation 2;+ + 4* + 1 = 0, find the equation whose roots are h2 q2 ^ + 2 and yu + 2. 6 q2 p2 5

Marks 9. (i) Solve, for values of 9 between 0° and 360°, the equation 7 cos 0 + 4 sm 0 = 8. 5 (ii) If A + B + C = 360°, prove that , . A . B . C sm A + sm B + sm C = 4 sm — sm — sm - • 4 At /u jL (iii) Express cos2A in terms of cos 2A and determine the constants -p, q, and r so that cos4A =r. p q cos 2A + r cos 4A. 5

10. Find the equations of the tangents at the points A and B, with ^-coordinates — 1 and 2 respectively, on the parabola y = a;2 + 2, and show that these tangents intersect at a point on the a;-axis. 6 Show in a diagram (which need not be drawn on squared paper) the positions of the parabola and these tangents. Find the area enclosed by the tangents and the arc AB of the parabola. 8

(C60531)

M Elem Anal

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ELEMENTARY ANALYSIS

Additional Mathematical Subject

Wednesday, 12th March—9.15 a.m. to 11.45 a.m.

Before attempting to answer any question, candidates should read the whole o£ it very carefully, since time is often lost through misapprehension as to what is really required.

Not more than FOUR questions should be attempted from Section I, and not more than TWO questions from Section II.

Square-ruled paper and four-place mathematical tables are provided.

Marks will be deducted for careless or badly arranged work.

The value attached to each question, or to each part of a question, is shown in the margin.

[turn over [17] 2

SECTION I Not more than FOUR questions should he attempted from this Section. Marks 1. (i) Factorize xi — 'ix2 + 1. 3

(ii) Solve the equations

1 1 3

V(x + y) + Vix — y) = Q> in which the positive square roots are to be taken. 8

(iii) Prove that 1 1 1 be ca ab = 0 (b c — a)2 (c a — b)2 (a + 6 — c)2 for all values of a, b, and c.

2. (i) If cos ^ — cos 2x — a and sin x + sin 2x = b, prove that a2 + 62 ^ 4.

(ii) Express 5 sin % + 12 cos a; in the form R sin [x + a), and hence or otherwise find the turning values of 5 sin ^ + 12 cos stating the corresponding values of x in the range 0 < # < 360°. Solve the equation 5 sin % + 12 cos x = 5, giving the general solution.

3. (i) How many even numbers between 1,000 and 10,000 can be formed from the digits 0, 1, 2, 3, 5, 7, no digit being repeated in any one number ?

(ii) Find the coefficient of x* in the expansion of 2 5 5 (1 + 2% - 3x ) .

(iii) Find the sum of n terms of the series 5 1.2.3 + 2.3.5 + 3.4.7+ .. . . 3

Marks 4. Prove that, if u and v are functions of d (uv) dv du dx dx dx 3

Differentiate the following functions with respect to ^:—

3 x* 1 cos % (i) x log ^ ; (ii) ; (iii) (i+xy 2 + cos 3, 4,5

5. (i) Integrate with respect to %

x — 5 1 x° (a) where % > 1 ; (5) ; (c) + 2% - 3 x2 4 x2 + 1 5, 2, 5 (ii) A curve passes through the origin and is such that the gradient at the point with abscissa ^ on the curve is \/(2* + 1). Find the equation of the curve. 3

SECTION II Not more than TWO questions should be attempted from this Section.

& (i) Find the sum to infinity of the series

J 1 1 + + + - 1.2 2.3 3.4 ' ' ' 4 Discuss, for all real values of x, the convergence of the series x2 x3 x^ F2 + 2^3 + a4 + ' ‘ ' ’ and verify that, when the series is convergent, its sum is *+ (1 - x) log, (1 — x). 6, 4

g 2e (ii) If ^ 60 as % —> 0, find the val ues of a. 6

'• ^Xurn over.) 4

Marks 7. (i) Use integration by parts to show that

e2* cos x dx = - e2x (2 cos ^ + sin x).

(ii) Evaluate the following :— »Jt/2 (a) sin2 3% cos % dx ; J o 6 r13 dx (b) , using the substitution t = tan W J./4 2 + COS2X 7

8. (i) If x = at2 — 1 and y = + at, where a is dy d2y constant and t varies, find — and , ' dx dx2 If the curve given by the above freedom equations has a turning point where x = 1, find a and determine the nature of the turning point.

(ii) Find the coordinates of the turning points and state the equations of the asymptotes of the curve 4 y = x - i Sketch the curve. x Show that the area enclosed by the curve and the line x — 2y + 6 = 0 is 3 — 4 loge2 square units.

9. (i) In a triangle ABC, a2 c2 = 2b2. Prove that cos B and hence or otherwise that 2ac cot B = | (cot A + cot C).

, (2 + i)2 (ii) [a) Find the modulus and amplitude of — ^ ’

(b) From the equation z4 — 5z2 + 25 = 0 find z2, and hence find the roots of the equation zM — 5z2 + 25 = 0, expressing them in the form R (cos 9 -f- i sin 9). (C60532) M Geom 1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GEOMETRY

Additional Mathematical Subject

Monday, 17th March—9.30 a.m. to 11.30 a.m.

Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.

Not more than FIVE questions should be attempted, of which TWO should be chosen from Section I, TWO from Section II, and a FIFTH from EITHER Section.

Where geometrical references are necessary in written proofs, care should be taken to ensure that such references are clear and intelligible. Text book reference numbers should NOT he used.

Marks will be deducted for careless or badly arranged work.

The value attached to each question, or to each part of a question, is shown in the margin.

[turn over [18] 2

SECTION I Marks 1. Prove that the tangent of the acute angle between the lines y = and y — m^x is numerically equal to ^2 - mi 5

1 + m2m1 Find the gradients of the lines which are inclined at an angle of 45° to the line % — 2y + 1 = 0. 5 Find the values of c so that the lines ^ — 2y + 1 = 0 and 2% -f- y + c = 0 may be the diagonals of a square which has one of its sides along the line 3;t — y + 8 = 0 and has its diagonal of length 4-1/5 units. 10

2. Prove that, if the circle + y2 + + 2/y -p c = 0 and the line lx + my + « = 0 intersect at A and B; then the equation x2 -j- y2 -j- 2gx + 2fy c k {lx my + ») = 0 represents, for any value of k, a circle which passes through A and B. 4 Find the equation of the circle passing through the points A (—2, 5), B (0, 1), and C (0, 9) and show that this circle touches the v-axis. 0 Find the equation of the other circle which passes through A and B and touches the x-axis. 0 Show that these two circles are orthogonal. 4

3. Prove that the centroid of the triangle with vertices at the points [xlt yx), (x%, y2), and (%3, y3) has abscissa i (xi + *2 + %)• 3 The tangents at the points P (ap2, 2ap) and Q [aq2, 2aq) on the parabola y2 = Aax meet at T. Find the coordinates of T, and of G, the centroid of the triangle TPO. ® If PO is a focal chord, verify that the equation of the ^ locus of G as PQ varies is the parabolay2 = a (3xr — a). Find the coordinates of the vertex and of the focus of this parabola. ® 3

Marks 4. Without assuming the equation of the tangent, prove that the equation of the normal at the point "V ^ [a cos 6, b sin 9) on the ellipse — + "f- = 1 is a2 o2

^ ^ = a* - }A cos 0 sin 0 5 A line AB, of constant length d, moves in the first quadrant so that A and B always lie on the a;-axis and ! the y-axis respectively. A point P divides AB inter- nally so that AP : PB — k : where k is less than 1. If angle OAB = 6, express the coordinates of P in terms of d, 9, and k, and prove that, as 9 varies, the locus of P is a quadrant of an ellipse of eccentricity ; va - w). ' s

If the line through A parallel to the y-axis meets the line through B parallel to the %-axis at Q, prove that PQ is the normal at P to this ellipse. 7

5. Write down the equations of the asymptotes of the hyperbola ~ = 1, and prove that the portion of

the tangent at the point (xv yq) intercepted by the : asymptotes is bisected at the point (^q, y-,). 7

The tangent at the point P (f, — f) on the rectangular hyperbola x2 — y2 = 1 cuts the asymptotes at T aiid M. Find the equation of the circle on LM as diameter. 5

H the tangent to the hyperbola, parallel to that at P, ®s the asymptotes at S and T, write down the equation 0 fhe circle on ST as diameter. 2 Verify that these circles touch at the origin, O, and Prove that the common tangent there is the harmonic C(®]ugate with respect to the coordinate axes of the ' through 0 parallel to LM. 6

[Tum over.)

(C60564) B* 4

SECTION II

Marks 6. P is a point on the base YZ of a triangle XYZ; a point L is chosen on XP, between X and P ; YL cuts XZ at Q and ZL cuts XY at R ; RQ and YZ meet at S. Prove, by using the theorems of Ceva and Menelaus, that (YZ, PS) is a harmonic range. 5 Prove also that, if RQ cuts XP at M, then (XL, MP) is a harmonic range, and deduce that, wherever L is chosen on XP between X and P, M cannot be the mid-point of XL. 8 If L is chosen so that PL = |-PX, prove that M is the mid-point of XP. 7

7. Prove that, if the polar of a point P with respect to a given circle passes through the point Q, then the polar of Q passes through P. 5 The incircle of a triangle ABC touches the sides BC, CA, AB at X, Y, Z respectively. YZ and BC, when produced, cut at L. Prove that AX is the polar of L with respect to the incircle. 4 If AX cuts YZ at D, prove that ID is perpendicular to AL, where I is the incentre of the triangle. 5 If AX cuts IL at E, prove that BE and CE are equally inclined to AX. 6

8. Define the radical axis of two circles and prove that the radical axes of three circles taken in pairs are concurrent. 6 The altitudes LP, MO, and NR of an acute-angled triangle LMN meet at H. D is the foot of the perpendicular from R to MN. The circles MDR and QDN cut again at U. (i) By proving first that M, N, O, R are concyclic, prove that D, U, and L are collinear. ^ (ii) Prove that D, U, H, P are concyclic and show that UH is parallel to the line joining the mid-points of MR and DH. 9 5 Marks 9. VABC is a tetrahedron in which VA = BC — a, VB = CA = b, VC = AB — c. P and R are the mid- points of the edges VA and BC respectively. Prove that PB = PC and that PR is perpendicular to BC. 5

Prove also that PR = *J{\(b2 -f- c2 — a2)}. 8 If Q and S are the mid-points of VB and AC respectively, prove that PQRS is a rhombus of area

2 iy{c4_ (a - &2)2}. 7

(C60564)

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

DYNAMICS

Additional Mathematical Subject

Wednesday, 19th March—1.30 p.m. to 3.30 p.m.

Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required. Candidates should, where necessary, illustrate their solutions by suitable diagrams. Square-ruled paper and four-place mathematical tables are provided. In the answers to arithmetical examples units must be stated.

Take g = 32.

Marks will be deducted for careless or badly arranged work.

The value attached to each question, or to each part of a question, is shown in the margin.

[turn over [19] 2

SECTION I

All the questions in this Section should be attempted.

Marks 1. A particle moves in a straight line with uniform acceleration /. If its initial velocity is u and it travels a distance s in t seconds, prove that s = ut -\- f ft2. 4 On two neighbouring, parallel, horizontal, straight lines, pairs of fixed points A, Ax and B, B1 are taken opposite to each other and such that AB and AjB-l are each 32 feet. At a given instant a particle P starts from A and moves on AB towards B with an initial velocity of 4 feet per second and a uniform acceleration of 4 feet per second per second. Simultaneously, a particle 0 starts from B! and moves on A^B-, with an initial velocity of 12 feet per second towards Aj and a variable acceleration, in the direction from Ax to Bj^, equal to Qt feet per second per second, where t is the time in seconds from the start of the motion. Find how many seconds elapse before P passes Q and show that at that moment Q is instantaneously at rest. Find also the distance of P from A when Q subsequently overtakes P. H

2. A hoist of mass 10 cwt. and containing an operator of mass 8 stone is being raised vertically by an effective tractive force of 1,309 lb. wt. If air and other frictional resistances are neglected, find the acceleration of the hoist, and the reaction between the floor of the hoist and the operator. Find the horse power being developed by the tractive force at the instant when the hoist is rising with a velocity of 2J feet per second. What horse power is being developed one second later ? 3 Marks 3. State necessary and sufficient conditions for the equilibrium of a number of co-planar forces acting upon a rigid body. 3 A uniform ladder of weight W is on the point of slipping with one end on a rough horizontal surface and the other leaning against a smooth vertical wall. If the coefficient of friction between the ladder and the horizontal surface is find the angle of inclination of the ladder to the vertical. 7 If the foot of the ladder is moved nearer to the wall so that the angle of inclination to the vertical is decreased by 0, prove that the frictional force between the ladder and the horizontal surface is

W 1 —- tan 9 5 2 1 + tan 0

4. A ship A is steaming due North at a speed of 16 knots; a second ship B is steaming in a direction 60° West of North at a speed of 10 knots. Find the magnitude and direction of the velocity of B relative to A. 7 If, at a given instant, B is 10 nautical miles from A on a bearing 30° East of North, find (i) the time which will elapse before the ships are nearest to each other ; (u) the distance between them at that instant. (i knot is a speed of 1 nautical mile per hour.) 8

6’ [Turn over.) (C60533) 4

SECTION II

Only TWO questions should he answered from this Section.

Marks 5. (i) A uniform wire 25 inches long is bent in the form of the three sides AB, BC, and CD of a rectangle ABCD, the side BC being 15 inches in length. Find the position of the centre of gravity of the wire. 5 The wire hangs freely, supported by a vertical cord attached to A. Find the inclination of BC to the horizontal. 7 (ii) A uniform lamina is enclosed by the parabola y ~ x2 and the straight line y = x -j- 2. Find the x-coordinate of its centroid. 8

6. (i) In the accompanying diagram AB represents a barrier along one edge of a horizontal table. L and M are points on the table such that LA and MB are equal and are perpendicular to AB. A smooth sphere is rolled along the table from L, rebounds from the barrier at C, and passes through M. If the coefficient of restitution between the sphere and the barrier is e, prove that AC = e.CB. 8 (ii) Q is a point on a horizontal plane and P is a point 82 feet vertically above 0. A particle is projected from P with a velocity of 18 ft./sec. at an angle of 30° down- wards from the horizontal. If it strikes the horizontal plane at R, find the time taken to reach R and the distance OR. 7 A second particle is projected from P at an angle of 30° upwards from the horizontal and with a velocity such that this particle also strikes the horizontal plane at R. Prove that its time of flight is second greater than that of the first particle. 5 5 Marks 7. (i) The diagram represents a semi- circular lamina with centre 0 and radius r, and with forces acting tangentially as shown. Find in magnitude and direction the resultant of the system of forces and determine the point on AB, produced if necessary, through which the line of action of the resultant passes. 9 If a couple of counterclockwise moment L is added to the system of forces, find L in terms of r and P so that the line of action of the resultant will now pass through 0. 4 (ii) With reference to a set of coordinate axes X'OX, Y'OY the points A, B, and C have coordinates K 0), (a, a), and (0, a) respectively, where a is positive. Forces T, U, V, and W act along OA, CB, OC, and AB respectively, the direction of the forces being indicated by the order of naming the letters. Find the algebraic sum of the moments of the forces about a point P (h, k) within the square OABC, and hence or otherwise deduce that the resultant of the forces acts along the line whose equation is (V + W)% - (T + U)y + «(U - W) - 0. 7

8- [in (i) and (ii) take n — 3-142.] (i) Prove that a particle moving with uniform speed v 111 a horizontal circle of radius r has an acceleration — r towards the centre of the circle. On a rough horizontal disc rotating about a vertical axis at n revolutions per minute a particle of mass m 18 placed at a distance of. 2 feet from the axis of rotation, h the coefficient of friction between the particle and the ( isc is i, fin(p the greatest integral value of n such that 1 e particle will remain on the disc. . (h) A piece of test apparatus sets up high frequency junple harmonic vibrations of amplitude 0-001 inch and lrequency 500 cycles per second. Prove that the resulting Maximum acceleration is approximately 25-7 g feet per second per second. (C60533)

Lower

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

LATIN

Lower Grade

Friday, 14th March—9.15 a.m. to 11.45 a.m.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page.

Marks will he deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

The value attached to each question, or to each part of a question, is shown in brackets in the margin.

[turn over [20] 2

Marks 1. Translate into English : - Either (a) or (b) (a) While negotiating with the victorious Gauls and their leader Amhiorix, Sabinus is treacherously killed. The Roman army makes a last stand in its camp. Sabinus tribunes militum quos in praesentia circum se habebat et primorum ordinum centuriones se sequi iubet ; et, cum propius Ambiorigem accessisset, iussus arma abicere imperatum facit suisque ut idem faciant imperat. interim, dum de condicionibus inter se agunt, longiorque consulto ab Ambiorige instituitur sermo, paulatim circumventus interficitur. turn vero hostes suo more victoriam conclamant atque ululatum tollunt, impetuque in nostros facto ordines perturbant. ibi L. Cotta pugnans interficitur cum maxima parte militum. reliqui se in castra recipiunt, unde erant egressi. ex quibus L. Petrosidius aquilifer, cum magna multitudine hostium premeretur, aquilam intra vallum proiecit ; ipse pro castris fortissimo pugnans occiditur. illi aegre ad noctem oppugnationem sustinent; noctu ad unum omnes, desperata salute, se ipsi interficiunt. (28)

(b) The exiled Ovid recalls how he bade farewell to his family in Rome. Denique “ quid propero ? Scythia est quo mittimur,” inquam, “ Roma relinquenda est : utraque iusta moral1* est. uxor in aeternum vivo mihi viva negatur, et domus et fidae dulcia membra domus. dum licet, amplectar : numquam fortasse licebit amplius ; in lucro<2) est quae datur hora mihi.’’ turn vero exoritur clamor gemitusque meorum, et feriunt maestae pectora nuda manus ; turn vero coniunx, humeris abeuntis inhaerens, miscuit haec lacrimis tristia verba meis : “ non potes avelli :(3) simul hinc, simul ibimus,” inquit : “ te sequar, et coniunx exsulis exsul ero.”

(I mora = reason for lingering. <2) in lucro = a gain. <3) avelli = to be torn away from (me). 3

Marks 2. Translate into English Perseus, son of King Philip of Macedon, accuses his brother of plotting to kill him. Postero die Perseus, cum primum conveniendiW patris occasionem haberet, perturbato vultu regiam ingressus, in conspectu patris tacitus procul constitit. cum pater cur tarn maestus esset eum interrogaret, "in maximo periculo,” inquit, “ vivere me scito. iam a fratre non occultis petor insicliis. nocte cum viris armatis domum ad interficiendum me venit; clausaque ianua, me a furore eius servavi.” cum simul pavorem admirationemque patri iniecisset, “ si aures praebere potes,” inquit, “ rem totam tibi exponam.” turn Philippus dixit se sine dubio auditurum esse, vocarique extemplo Demetrium, Persei fratrem, iussit; et seniores amicos duos arcessit, quos in consilio baberet. dum veniunt amici, solus, filio procul stante, multa secum animo volutansf2) inambulavit. postquam venisse eos nuntiatum est, discessit in partem interiorem domus cum duobus amicis et totidem<3) custodibus corporis ; et filiis, ut ternos viros inermes secum introducerent, permisit. (1) con venire = to have an interview with. |2) volutare = to ponder. (3) totidem = just as many. (34)

3. Translate into Latin :— (1) I have come to stay here for a few days. (3) (2) So great was the anger of the citizens that they condemned the traitor to death. (3) (3) When your friends hear this, they will envy you. (3) (4) He pretended to be richer than his sister. (3) (5) Were you afraid that the prisoners would be pardoned at once ? (4) (6) Let us try to find out if all the children have gone to bed. (4)

4 (a) Give the nominative singular masculine of the perfect participle of:—moveo, proficiscor, sumo, audeo, confiteor, sepelio. (3) (&) Give the other degrees of comparison of:—utilis, optime, miserior. (3) lc) kive one English word derived from each of the following :— mvenis, centum, dormire, corpus. (2)

3' [Turn over). 4

Mark 5. (a) Write one sentence each about four of the following Campus Martius, quaestor, Lares, peristylium, Tacitus, praetorium. (4) (b) Give the name of the Roman god of fire. Give the name of the queen who led the revolt of the Iceni against the Romans. Give the name of a famous Roman writer of letters. Give the name of the river crossed by Caesar at the beginning of the Civil War. Give the Latin word for that part of a Roman name which corresponded to our Christian name. Place the following in chronological order, putting the earliest first :—Sulla, Camillus, Q. Fabius Maximus. (3) (c) In about fifty or sixty words tell what you know about either the Romans in Scotland or Augustus. (3)

(C60351) L Higher I

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

LATIN

Higher Grade—(First Paper)

Friday, 14th March—9.15 a.m. to 11.45 a.m.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. The value attached to each question, or to each part of a question, is shown in brackets in the margin. translate into English :— Marks 1 The tribunes-elect refuse Cicero’s co-operation in framing an agrarian law. Nam vere dicam, Quirites : genus ipsum legis agrariae vituperare non possum, venit enim mihi in mentem duos clarissimos, ingeniosissimos, amantissimos plebei Romanae viros, Ti. et C. Gracchos, plebem in agris publicis constituisse, qui agri a privatis antea possidebantur. non sum autem ego is consul qui, ut plerique, nefas esse arbitrer Gracchos laudare, quorum consiliis, sapientia, legibus multas esse video rei publicae partes constitutas. itaque, ut initio mihi designate consuli nuntiabatur legem agrariam tribunes plebis designates conscribere, cupiebam quid cogitarent cognoscere; etenim arbitrabar, quoniam eodem anno gerendi nobis essent magistratus, esse aliquam oportere inter "os rei publicae bene administrandae societatem. cum familiariter me ("eorum sermonem insinuarem, celabar/1) excludebar, et, cum ostenderem, si lex utilis plebi Romanae mihi videretur, auctorem me atque adiutorem "turum, tamen aspernabantur hanc liberalitatem meam ; negabant me Mcluci posse ut ullam largitionenh2) probarem. finem feci offerendi mei 116 forte mea sedulitasl3) aut insidiosa aut impudens videretur. w celabar = I was kept in the dark. l') largitio = free distribution of land. (3) sedulitas = pertinacity. (42) [turn over [21] 2. Alcyone begs her husband not to risk shipwreck by undertaking a sea journey, or, if he does, to take her with him. “ Quae mea culpa tuam,” dixit, “ carissime, mentem vertit ? ubi est, quae cura mei prior esse solebat ? iam potes Alcyone securus abesse relicta ? iam via longa placet ? iam sum tibi carior absens ? at, puto.d) per terras iter est, tantumque dolebo, non etiam metuam, curaeque timore carebunt : aequora me terrent et ponti tristis imago, et laceras nuper tabulast2' in litore vidi, et saepe in tumulis sine corpore nomina legi. neve tuum fallax animum fiducia tangat, quod socer Hippotadesl3) tibi sit, qui carcere fortes contineat ventos, et, cum velit, aequora placet ! quo magis hos novi, magis hos reor esse timendos. quod tua si flecti precibus sententia nullis, care, potest, coniunx, nimiumque es certus eundi, me quoque tolle simul! certe iactabimur una, nec, nisi quae patiar, metuam ; pariterque feremus quidquid erit, pariter super aequora lata feremur.” W puto = I suppose. (2) tabulae = ships’ planks. (3) Hippotades = Aeolus. Scan the line beginning “ care, potest, coniunx ” and the next two lines, marking the principal caesura in each.

3. In the absence of Hanno, the consul launches a surprise attack on the camp of the Carthaginians and their Campanian allies. His satis compertis, consul militibus edicit signa armaque in proximam noctem expedirent; castra Punica oppugnanda esse, quarta vigilia profecti, sarcinis omnibus impedimentisque Beneventi relictis, paulo ante lucem cum ad castra pervenissent, tantum pavoris iniecerunt ut, si in piano castra posita essent, haud dubie primo impetu capi potuerint : altitude loci et munimenta defenderunt, quae nulla ex parte adiri, nisi arduo ac difficili ascensu, poterant. luce prima proelium ingens accensum est. nec vallum modo tutantur Poeni, sed, ut quibusW locus aequior esset, deturbant nitentes per ardua Romanos, vincit tamen omnia pertinax virtus, et aliquot simul partibus ad vallum ac fossas perventum est sed cum multis vulneribus ac militum permcie. itaque convocatis legatis tribunisque militum consul absistendum temerario incepto ait : tutius sibi videri reduci eo die exercitum Beneventum, dein postero castra castris hostium iungi,<2) ne exire inde Campani neve Hanno regredi posset. I1) ut quibus = quippe quibus. (2> iungere = to move close to.

(C60352) L Higher II

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

LATIN

Higher Grade—(Second Paper)

Friday, 14th March—1.0 p.m. to 3.0 p.m.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page.

Marks will be deducted for writing that is difficult to read.

The value attached to each question, or to each part of a question, is shown in brackets in the margin.

I Translate into Latin :— Marks When the disaster was first announced, there was great terror in ne city. Since no one had returned from the battle-field, there were ,e'' '''h° did not believe false rumours. Some said that the Roman army 'ad1 been completely routed, others that it had fallen into an ambush and 'ad already been compelled by hunger to surrender. At last there was a rus 1 to the senate-house, where the senators had met to consider what roust be done. For a long time they were uncertain whether to send help °r not. They realized that, if the consul were sent out with the remaining og'on, the city would be without a garrison. On the other hand, the Were not far away, and the senators were afraid that the allies J. revolt. In this crisis they all remembered the man who had been l|Ven fr°m his native land three years before by the jealousy of a few 0 envied his courage and his fame. Without delay they decided to aPPomt him dictator. (50)

[turn over [22] 2 2. Translate into Latin :— Marks (1) The children were told not to leave the house. (3) (2) Although the boy was unwilling to admit it, he had no doubt that his father was deceiving the judges. (4) (3) We shall not lose the opportunity of consulting the praetor when he returns here. (4) (4) While you and I were living in London, we visited your parents as often as possible. (4) (5) I shall give him money, not because I am rich, but because he deserves to be helped. (4) (6) In order to reach the top of the mountain, they had to set out in the morning. (4)

3. (a) Give the second person singular of the imperative active of:— recipio, aperio, adsum, memini, audeo, fero. (3) (b) Give the genitive singular of :—rediens, alter, Aeneas, pondus. (2) (c) Give the Latin for :—on the 13th March, sometimes, in the presence of the consuls, in accordance with the law. (2)

(C60353) Gk Lower

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

GREEK

Lower Grade

Tuesday, 18th March—9.15 a.m. to 11.45 a.m.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will he deducted for had spelling and had punctuation, and for writing that is difficult to read. The value attached to each question, or to each part of a question, is shown in brackets in the margin.

[TURN OVER [23] 2

1. Translate into English :— Marks (a) Contrary to the advice of Parmenio, Alexander rejects the terms offered by Darius for the release of his relatives, declaring that all Darius offers is his for the taking. ’AcfiLKOVTo Se MS 'AXeâvSpov Trapa Aapelov TTpecrfleLS, a'nayyeXXovTes p-vpca. p.ev raXavra vnep Trjs re p,rjTp6s Kal rfjs yvvaiKOS Kal tu>v TratScny Sovvai iOeXecv ’AXeâvBpw Aapelov ecf>aaav Se tt/v ytopav Traoav t^v ivros^ Evcjrpdrov TTorapov peypt OaXdaarjS ’EXXrjvLKrjs ’AXe^dvSpov ecreadar yrjpavTa Si rrjv Aapeiov iralSa ’AXeâvSpov cficXov re ecreadai Aapeccp Kal avpp-ayov. Kal tovtcov iv tw avXXoycp^ twv iracpow dvayyeXdevTCJv, UappevLcov p-iv ’AXeidvSptp ei-nev otl avros, ei-rrep ,AXeâvSpos TjV, rjyaTrrjaev^ dv, irrl tovtols KaraXvcras tov rroXepov, prjKeTL KivSvveveiv. ’AXeâvSpos Si dveKplvaTO on Kal avros dv, eirrep IJappevlcvv rjv, ovtcos eTrpaêv errel Se ’AXei;avSp6s eonv, dXXcos Sr] Aapectp (XTroKpiveTaL. er] yap ovre yprjpdTtov SelcrOaL rrapd tov Aapeiov ovre Xrjijjecjdai to pepos Trjs ydopas dvA Trjs rraar/s' eivai yap ra re yprjpaTa Kal tt)v ycopav avTOV Traaav eav re edeXp yrjpai ttjv Aapeiov TratSa, yapelv, Kalrrep ov SISovtos Aapeiov.

(1) evTos = to the west of. (2) avXXoyos = meeting. dyairdv = to be content. (34) 3

Marks (b) In a battle with the Egyptians, Cyrus is thrown from his wounded horse and is rescued by one of his followers.

'0 Se Kvpos per a tu>v LTnrecDV tols ivavrcoLS TTpocreâXev, m oi Treôl avrcu awrerayp-evoL €cf>€iTrovTO. rjv Se noXvs pev hvbpwv 6vos, ttoXvs Se ktvttos ottXcov, ttoXXt] Se flori. kcli o Kvpos, KariSuiv tovs Uepaas eK rov yaopiov eajapevovs,^ rj/iyrjoe /rat, napayyelXas tols per’ avrov eireodac, TraprjXavvev as to omadev /rat eloTTeaovTes ttoXXovs KareKTeivav tlov noXepLwv. ws 8’ rjcrOovro ol AlyvvTLOL, ecjoevyov, /rat (fivpSrjv^ (paôvro /rat 7re£ot heal L-mrels. TreTTTOJKcbs Se ns vtto t<3 Kvpov tmTaj /rat vaTOvpevos, eTpavpdnoe ^LtfieL Kara rrjv yaorepa rov lttttov avrov. 6 8e lttttos e/r rrjs TrXrjyrjs crîaSaâ)v<3) mooeieTcu tov Kvpov. kcil tls tCov tov Kvpov Lmrecvv ma.TTtjSrjoas dvafidXXei avrov eVt tov eavTOv lttttov. (I) dtOelv = to force back. <2) (fovpSrjv = in utter confusion. <3) a8d£,eLv = to plunge. (27)

2. Translate into Greek :— (1) I shall order the slaves to complete their task within three days. (3) (2) The tyrant says that he did not condemn the prisoners to death. (3) (3) Ought he not to help his father’s friends ? (3) (4) You knew that you would hear Socrates speaking. (3) (5) If the enemy send ambassadors, we shall not be so foolish as to trust them. (4) (6) Let us never tell lies in order to be honoured by the citizens. (4)

2 («) Give the nominative singular masculine of the aorist participle active of SiScopL, pevto, 6pu> and the third person plural of the imperfect indicative active of SrjXu), lOTrjpL, eyco. (3) ®Ve the dative singular of ttovs, veclos, prjTrjp, ’OSvcroevs, yXdjTTa, dcrcjiaXris. (3) (c) Give the Greek for :—in the time of Xenophon, three times a day, to the best of one’s ability, as quickly as possible. (2)

4' [Turn over.) 4

Mark 4. (a) Explain briefly the origin and modern application of two of the following :—Achilles’ heel, Draconian legislation, to cut the Gordian knot, a Herculean task. (4) (b) Give the name of a famous Greek orator. Give the name of the pass in which Leonidas was killed. Give the name of the wife of Zeus. Give the name of one of the judges in the Underworld. Give the name of the court at Athens which dealt with cases of murder. Give the Greek name for the Black Sea. Give the name of the Greek state of which Athens was the capital. Place the following in chronological order, putting the earliest first :—Alexander the Great, Pericles, Solon. (4) (c) In about fifty or sixty words tell what you know about either Socrates or the battle of Plataea. (3)

(C60354) G k. Higher I

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GREEK

Higher Grade—^ (First Paper)

Tuesday, 18th March—9.15 a.m. to 11.45 a.m.

[turn over [24] 2

Translate into English :— Marks 1. The Peloponnesians make an unexpected raid on Salamis, causing consternation at Athens, but are too timid to follow up their advantage by attacking the Piraeus. 01 he IleXoTrovvrjOLOi, acfnKo^zvoi vvktos Kal KadeAKvcravres in rrjs Niaacas ras vans', eVAeov cm jaev rov ITeipcua ovkcti, warrep Sievoovvro, KaraSetaavres tov klvSvvov (/cat rts Kal avepos avrovs Aeyerat KOoAvcjai), irrl Se Trjs EaAaplvos to aKpaiTr/pLOv1^ to Trpos Meyapa 6pu>v Kal cftpovpiov err’ avrov rjv Kal vewv TpLcov (ftvAaKrj tov pr] ecmAeZv Meyapevcn pri$e e/CTrAetv prjSev. tlo re cfipovpttp irpoae^aAov Kal ras rpt^pet? acfielAKvaav Kevds, Trjv re dAArjv UaAaplva iiropdovv. es Se ras ’Adr/vas pvKToi^ re rjpovTO, Kal e/CTrAr^ts iyevero ovSepids tcjv /caret tov rroAepov iAdaawv. ol pev yap iv tw daTec is tov Uetpata cnovro tovs TroAeplovs ioireTrAevKeyaL yjSrj, ol S’ iv to) iTetpatet tt]v re SaXaplva fjprjadaL Kai rrapd ads daov ovk iairAeZv aiiTovs' OTrep av, el ifiovArjdrjtmv ol TleXoTTOvvijaLOL prj /caro/cviycrat, /oaSta/s eyevero, /cat ovk av dvepos e/ca/Aucrev. fiorjOrjoavTes Se a/x’ rjpepa TTavSrjpeL ol 'AOrjvaloL is tov IleLpaLa vans re /ca^etA/cov /cat iofiavTes /cara crTronS^v /cat ttgAAo) dopv^cp rats pev vavalv im ttjv SaXaplva eirAeov, tw Tret,(p Se cf)vXaKas tov iTetpata/s KaOloTavTo. (1> aKpcoTTipLov = promontory. (2) (ftpvKTOS — beacon. (45)

2. The speaker recalls how Leosthenes, at the cost of his own life, halted the advance of Antipater into central Greece. ’EvTevdev S’ o AecoaOevqs iXOdov els ITvAas Kal KaTaXaj3u)V Tas rrapoSovs, St’ cnv Kal -npoTepov irrl tovs "EXXrjvas ot fidppapoL eTTopevOrjaav, Trjs pev errl ttjv ’EXXdSa rropeLas ’AvTLiraTpov iKcvXvaev, avTov Se pdyrj vt/CTjcras irroALopKeL, KaTaKXeiaas Els Aaplav. SeTTaXovs Se Kal 0toKeas kol AItcoXovs Kal tovs dXXovs aVavTas tovs e’/cet avppdyovs eTTOLrjaaTO. avvefir] S’ aiiTcp tcov pev TrpaypaTOJV u>v TTpoeiXeTo KpaTrjaaL, Trjs Se elpappevrjS1'1^ ovk rjv rrepiyeveadai. St/catov S’ ioTlv pr] povov cbv eirpaijev AecvaOevrjs ld>v XaPlv eyetv aiiTai TrpdoTU), dXXd Kal Trjs voTepov yevopevrjs P-aX^ peTa tov iKelvov OdvaTov Kal tcov dXXcov dyaOcov tcov ev Tjj (TTpaTecq TavTrj avp^dvTcov tols "EXAtjolv irrl yap tols vtto Aecoadevovs Tedelouv OepeXcoLs^ oIkoSopovolv ol vvv Tas voTepov vpaijeLS. Kal p7]8els VTroXd^r] pe tcov dXXcov 3

Marks nohraiv nrjSeva Xoyov TTOLeZadcu dXXa AecucrOevr] [iovov mcufud^eiv. av^/Saivei yap rov AecooOevovs erraivov irrl mis payais eyKoopcov xal toiv dXXcov ttoXltcov elvat. (1) elpappevr) = destiny. *2) depeXiOL = foundations. (40)

3, Either («) or (b). (a) Agamemnon describes the dream in which he has been assured of the gods’ help against the Trojans. " KXvre, LXor OeZos pot ivvTrvcov rjXdev "Oveipos apfipocrlrjv Sid vvKTa- pdXiara Se Nearopi Slip ASos re peyeOos re (jrvrjv t ayyioTa iipnei' cnrj S’ dp’ vTrep Keif>aXrjs nai pe Trpos pvOov eenrev evSeis, ’Arpeos vie Satcfipovos imroSapoio- ov ypp TTavvvyiov evSeiv fiovXr](f)6pov dvSpa, (b Xaol t eTriTeTpd(f>aTai /cat Toaaa peprjXe' vvv S’ ipedev £vves c3/ca- /!to? Se roi dyyeXos eipi, os aev dvevdev ecbv peya KijSerai rjS’ iXealpei- Sojp-fjâl o’ eKeXevoe Kapp Kopoiovras ’Aâiovs 7?-avCTu8t7j-(1) vvv yap nev eXois ttoXiv evpvdyviav Tpaxjuv ov yap er’ dpcjdis ’OXvpiTia Sdbpar eyovres 2 1 aSavaroi (f>pd£1ovTaA ' eneyvapifjev^ yap arravTas Hpp Xiooopevrj, Tpioeooi Se KrjSe’w i(f>rjiTTai en Aids' aAAa ov orjoiv eve ihpeoiv.’ a>s 6 pev e’nrdbv 5 5 / \ ff 5^v 5J VXeT aTTOTTrapevos, epe oe yAVKVS vttvos avpKev. vavovSlr) = with all speed. (“) dpijns ifopdôvTai = are divided in counsel. <3) iiriyvdpTTTeiv = to prevail upon. ('1) KrjSos = trouble. (37) Scan the line beginning eiSds re peyedds and the next two lines, irking principal caesura in each. (3)

[turn over 4

Mark (b) Phaedra, the Cretan wife of Theseus, dismisses the nurse whose advice has ruined her and reveals to the maidens of Troezen her resolve to die. * 0A. IJavocu Xeyovcra- kol to, rrplv yap ov koAws Traprjveaas poi Ka.Tre'êLprjaa's reared. dAA’ ireTToSwv dVeAde, /cat fjavrrjs rrepi (f>p6vTLl,,^ iyd> yap rd/xet Orjoopai reaXurs. vpeis 8e, iralSes evyeveis Tpot^vtat, rocrdvSe poi jrapda-êT etpaiTovpevrj- cnyfj reaXvl|Ja6, dvddS’ elcrrjKovaare. Xo. opvvyn aep-vrjv "Aprepw, Alos KoprjV, pr]8ev rearearv adbv is efrdos Setêtv Trori. Oa. reaXtoS eXeâs. ev 8e TTpoareovovcr’ iyco evpr]p,aw 87] rt rrjaSe avpefropds e%ai, djerr5 eirreXed pev Traiol TTpoaOelvai ficov, avTTj t dvaaOai arpos to. vvv TreTTTWKora. ov yap ttot’ alayyvd) ye Kprjarovs 86povs, 0118’ is TrpoacoTTOv Orjaioos defrlôpac. Xo. piXXeis 8i 8rj rt 8pdv dvriKearov reareov ; 0A. davelv ovtos Si, tout’ iyd) ôvXevaopar. (1) evprjpa = remedy. (S'1)

Scan the line beginning Trappvecrds por and the next two lines, marking the principal caesura in each. (S)

(C6035S) Gk. Higher II

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GREEK

Higher Grade^—(Second Paper)

Tuesday, 18th March—1.30 p.m. to 3.30 p.m.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will be deducted for writing that is difficult to read. The value attached to each question, or to each part of a question, is shown in brackets in the margin.

1- Translate into Greek :— Marks Despite his victory, Dionysius decided not to pursue the enemy, but to return with all speed to Syracuse. Shortly afterwards he set out with a large army and a fleet of 100 warships "to attack Rhegium. So skilfully did he conceal his intentions that he arrived under the walls 0 ^le city without being observed by anyone. Then he set fire to the gate, at the same time bringing up scaling-ladders!1) against the walls, he inhabitants were thrown into panic by the unexpected attack ; and the city would have been easily taken, had not the commander of the garrison told his men to make no attempt to extinguish!2) the fire. This he did because he realized that, owing to the violence of the fire, the attackers would not be able to approach the gate immediately, o it turned out. While the Syracusans of necessity remained inactive, he citizens assembled on the walls, from which they bravely resisted every assault. At length Dionysius, disappointed in his hopes, made ! peace and retired to Sicily. (1) scaling-ladder — KXl^a^, — a/co?. (2> I extinguish — /carao-^eWupu. (48)

[turn over [25] 2 Marks 2. Translate into Greek :— (1) The king was clearly too wise to listen to that traitor. (4) (2) Let us consider whether it will be to our advantage to equip more ships. (4) (3) Whenever he sees my brother, he promises to pay back all the money within a few days. (4) (4) Fearing that he might cause the allies to revolt, they took care that he should not be set free. (4) (5) Did you not think that the prisoners had been condemned for helping the Persians ? (4)

3. (a) Give the second person singular of the present optative active of

au)^(x>y TiOrjUL, 6pa>, and the perfect infinitive of ep-^opai, aTroOvrjaKM, Trdcryoj. (3) (6) Give the genitive singular of :— dvydr-fjp, ye pas, UepLKXrjs, acrrv. (2) (c) Give the Greek for :—probably, with the help of the gods, in addition to this, at the right time. (2)

(CSIWSfi) Heb. Lower

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

HEBREW

Lower Grade

Monday, 17th March—9.30 a.m. to 12 Noon.

NB,—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will be deducted for bad spelling and had punctuation, and for writing that is difficult to read. Answers in Hebrew must be written in the square character. The value attached to each question is shown in the margin.

[turn over [26] 2

Mark 1. Translate into English any TWO of the following passages (a), (b) and (c). (a) nra rmrr 1 irpnu - wmiz K^nn nm vn T T - 7 : v v T’ * : * v v : • ** : • - t t ~ * niw p npq “iqn ppqn ctfqnn

11 niKnaaT : nin - T ns nb^•* arn-bsiT T T : a^nsn miriraa...

■ t □^nas;’ - t : nirs: : bnsv t n^b' v v bi;"n^v "nnss;• : - t nb^b•* " t : * ^" v:

l np^ “im nin" np n;?n aipan-b^ spb m nbb^-nxi :b2i DKpn nrn Dipan-ib bss q^a lasw™ bK nbaas a^sn nmns mba-ba-nm man" q^a D,pqn,“|3

:b53 q^a nb^ p mn^-QKa np aipan-^ anm

(Jeremiah xxviii, 1-4) 20

11 nanNT * rasT T ix'*• T aaanan• : t • aasn*’ t : apbK :qnjfiEq ana-baa qaqq qq.Ka n?qb

:aba dpi: qann apb^ api: qani1

as^n-p apKb aaaqq anp^1

:an?n n^a ap^ba nPp apy

:aba apa: qHin apb^ apr qpi1

napb^: apb^: aaaqa^ nbaa"T : nanaT . T p? :fnx“PDX“ba in« wn^n apb$ aaaqa; (Psalm Ixvii) 20 3 Marks

hi Knsn ra ’srmn ^ T t - •• : - • : t ' t” v - t : * : ■ • * : t v - • :~ (i n^rt v : Mn: •" * t n^n* t bv- mant- >kt?32t • : n^v xanmt ••. : ni?* t nv )bm :3iiQ nsp^ nm Dsn în? nu nani wnn ann^ m anyp-â? nâ caiapa apa anan^n nx

't~% np«n Tan n?; arr^ mth aifln na aaina naa Dai{?'i9n n^n a9TTn ;!3,,nK"nK anna 9a aaa-na :«aan onraa manai nain w aata; nnai: aan nK la^aai naa^ mnpa

B :aa^V T tsk* - 'bx“ " aa^* T “na“ namt t:

(>) The town of Menrs.

(Joseph b. Joshua b. Meir Ha-Kohen) 20

2. Parse the words underlined in the two passages you have translated. 18

3. Translate into pointed Biblical Hebrew :— («) The men of the land knew our God and walked in his way. (b) God judges the kings of the earth in his holy temple. (c) This is the good man who took his son and went up to Jerusalem. (d) Hear the words and commandments of your God who brought you out of the land of Egypt. 22

^ Point and translate into English :—

(«) :“j5tfEjrnN ioet in bna "pw1 irr6N w tarrrrnK }nK Dsna rrtr mm m mn w : pNm riD-nxi T\m-m 2;BKn npBi (rf) nmx ayno m inpBi 20

(06118$) I Heb. Higher I

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

HEBREW

Higher Grade—(First Paper)

Monday, 17th March—9.30 a.m. to 12 noon.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will he deducted for bad spelling and bad punctuation, and for writing that is difficult to read. Answers in Hebrew must be written in the square character. . ,Tlle value attached to each question, or to each part of a question, is shown m the1 margin.

[turn over [27] 2

. . ,Mark 1. Translate into English any TWO of the following passages (a), (b) and (c). (a) etk D^'aqi nnaqp frin p pi

• : - iwnr “ q-n1 v v " - nan- t : t : ~ • : • : naabt t : d^i• t

Kn(pi.. ain*? ap ^-rcrr-^m m-bi nnKa npxq nm np ma-^ -mn r^K aibrax aap npaq npia qpaq nxi ai^pK vbx npxq pip?

fq.^a ast? aa5?pp ai^^aK nanq p^n n«a "irr«

“aqpa n;n) nppipni astpai ap-i^-ipn" im

xib p^3i i^.pqTDD? iT"n^ nhuj) \b niqntp1? m

(II Samuel xv, 1-5) 29

(b)

tvni^^s?t • -: aâaa• - t ijr-rin ia^'p wqp mn^ nin ip-npr iP mg tmiK^-âat : : * t : inP tmn1’ ppaa aq ât?, it?np a?;p i^'pnqn

:Tan las Ppa iTPi n^n’’ itrn

np-pppai rnpia nwy-imt t V -: vnix^sit : • mat nnpnp app! ap inap nqnpK Pit irn'pN mn1' Kin :aas2?'aT T : ‘ rnxn-Paa’ V T T T : T :in qp^p nip nan innp aPiP*? "i?T

(Psalm cv, 1-8) 29 Marks [o)

nnnK

nnsq ni2;?3 r\^ ,ma in)1?#1? a'mtyn an

^ ^s? D^Dnpai rp# ^ niap

TT!!^ n?3 iaipap

nwrip ^ im p3iaq n.qi?

qn^.? "inpK; nv??1? ina □^p^nai q^^'? □"p^nan ♦Tian

(!) Stalk. ■

(Jelmdah b. Samuel ha-Levi.) 29

| 2' Point and translate :—

a) n“i® rrrp qanr naK^ aa-nx aanan ianaa J) t^nnan qa •’a pbip-nx apaa ara^n tbrnn-m mam rnaa-™ laa nm r^rnx npa d) : qb n*n nm i^k faKn-^a-n^ ^ n*m qa^ K3 xa* 28

I 4

Marks 3. Write :— [a) the 3rd masculine plural imperfect Qal of

12V ,K!T ,lpl ,2'2

(b) the 3rd masculine singular perfect and imperfect, singular masculine imperative, infinitive construct and singular masculine participle of

the Hiphil of S7T1 the Hophal of the Niphal of ID!} the Piel of T* 20

1W ,nv

4. In what various ways is the reflexive expressed in Hebrew ?

(C61187) Heb. Higher II

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

HEBREW

Higher Grade—(Second Paper)

Monday, 17th March—1.30 p.m. to 3.30 p.m.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will be deducted for writing that is difficult to read. Answers must be written in the square character. The value attached to each question is shown in the margin.

Marks 1- Render into pointed Biblical Hebrew :— After the death of Benhadad, Joram, King of Israel, hoped that he might take Ramoth, a city of Gilead, from the Syrians. So he made an expedition against it with a great army. As he was besieging the city ie was wounded and returned to Jezreel to be healed, leaving Jehu behind him as commander. Now Elisha the prophet sent one of his young men to Ramoth, giving him holy oil to anoint Jehu, whom God had chosen as King. So the prophet came and gave Elisha’s message secretly to Jehu and poured the oil on his head. So Jehu was made hmg over Israel, and, riding swiftly to Jezreel, he slew Joram and all house of Ahab and Jezebel, the wife of Ahab, who had persecuted me prophets in the days of Elijah. 60

Render into pointed Biblical Hebrew':— (a) The king brought his people up to the city of their God and they abode there many days. (b) Do not forsake the commandments of your God. Keep them with all thy heart. (c) The general had three thousand men. He marched them up to the top of the hill and he marched them down again. (^) The king said in the ears of the people, ‘ God has commanded me to build a house for him, and lo ! I have built it.’ 20

[28]

F (Lower (a)) 1958 Aural Comp.—Instns. SCOTTISH LEAVING CERTIFICATE EXAMINATION FRENCH Lower Grade—(Paper (a)) AURAL COMPREHENSION TEST Friday, 7th March—9.15 a.m. to 9.45 a.m. This paper must not be seen by any candidate. INSTRUCTIONS TO THE TEACHER 1. Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read. 2. (a) When so instructed by the supervising officer, read to the candidates the " Instructions to Candidates ” given below. (b) Write on the blackboard the title of the passage to be read, which is “ The Nightwatchman 3. Then read the passage aloud to the candidates, speaking clearly and naturally, and taking not more than four minutes to the reading. 4. After this reading inform the candidates that they may now turn over the printed question papers, and that they will have three minutes in which to study the questions. Remind the candidates that they may make notes during this interval of three minutes, but only on the sheets provided for the answers. Tou yourself will not be allowed to see the questions which are to be answered by the candidates. 5. When so instructed by the supervising officer, read the passage a second time, in exactly the same manner as on the first occasion and taking the same amount of time. 6. Remind the candidates that the questions are to be answered in English. INSTRUCTIONS TO CANDIDATES b Listen carefully to the following passage with a view to answering questions on its content. 2. The questions are to be answered in English. 3. You are on no account to touch the printed question paper or to do any writing until you are told to do so. 4- The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes between the readings. (ii) After the first reading you will be allowed to turn over the printed question paper and you will have three minutes in which to study the questions. (iii) After the second reading you will write your answers on the sheet provided for this purpose. 5. All writing during the first and second readings is strictly forbidden. Notes may be made during the interval between the readings, but only on the sheet provided for the answers. 6- You may not ask for the repetition of any word or phrase. „ 7. I am going to write on the blackboard the title of the passage, which is the Nightwatchman ”. [ 29 ] [turn over 2

Passage to be read to the candidates :—(Maximum time of reading- four minutes). Cheque soir, avant d’allumer la lampe, j’etais sur de voir apparaitre le vieux gardien de chantiers et son chien. II ne passait a cette heure-la presque personne sauf le bonhomme et son chien qui avanqaient doucement dans la rue silencieuse. Je savais bien ou ils allaient; on construisait un batiment juste en face de chez moi. De ma fenetre j’observais une petite scene qui me plaisait beaucoup : le vieillard assis devant sa petite cabane et a cote de lui son chien fidele ; et aussi longtemps qu’il y avait meme un peu de lumiere, il lisait attentivement. Cet homme m’interessait profondement et j’avais grande envie de faire sa connaissance. Un soir done, je me permis d’aller interrompre sa lecture en lui disant: — Eh bien, mon ami, vous avez de bons yeux ! Immediatement le chien, aboyant furieusement, fit un bond vers moi. C’etait evidemment un bon chien de garde, ce qui etait bien necessaire dans ce quartier ou les voleurs etaient tres nombreux. Son maitre le calma en le caressant avec une douceur touchante. Puis se tournant vers moi il dit: — Il n’est pas mechant. C’est mon ami fidele, voyez-vous; aveclui jeneme sens jamais seul. C’est bien lui qui me rend la vie si belle. Belle ! En entendant ce mot je ne pus m’empecher de sourire quand je pensais a la vie miserable que menait le vieillard, oblige de passer les nuits avec peu de protection centre le froid et la pluie pour gagner quelques francs. En plus, comme il me raconta, il venait de sortir de I’hopital apres une longue maladie, et puisqu’il habitait 1’autre bout de la ville, il lui fallait faire quatre ou cinq kilometres a pied deux fois par jour. Me rappelant subitement que je ne 1’avais jamais vu preparer son souper, je lui demandai quand il mangeait. Il repondit qu’il attendait pour cela la tombee de la nuit: alors seulement il allumait un petit feu pour rechauffer sa soupe. Il utilisait le jour jusqu’a la derniere lueur pour lire des livres sur I’astronomie. Il ajouta : — J’aime beaucoup contempler les etoiles la nuit . . . cela porte I’homme a penser.

(C60957) F (Lower (a)) Aural Comp.—Questions

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

FRENCH

Lower Grade—(Paper (a))

AURAL COMPREHENSION TEST

Friday, 7th March—9.15 a.m. to 9.45 a.m.

Answers are to be written on the sheet provided for the purpose, on which are also to be written any notes made between the readings.

QUESTIONS Marks 1. When did the author see the nightwatchman and his dog appear ? Where were they going ? 2

2. What scene did the author observe from his window ? 11- 3. Why did the author approach the nightwatchman ? What was ms opening remark ? 1

4. As he approached, what did the dog do ? What did this prove about the dog and why was this so important ? 2

3. How did the nightwatchman show his affection for his dog ? What remarks did he make about it ? 2

6. What facts did the author know about the nightwatchman’s life ana why did they cause him to smile at one of these remarks ? 4

7- What was the nightwatchman’s favourite study ? How was his evening routine affected by it ? What did he say about it ? 2J

[30] $( F (Lower (b))

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

FRENCH

Lower Grade—(Paper (b) )

Friday, 7th March—10.0 a.m. to 12.15 p.m.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will he deducted for bad spelling and bad punctuation, and for writing that is difficult to read. Tie value attached to each question is shown in brackets after the question.

!• Translate carefully, with due attention to English form and expression :—- La maison oil je passai les grandes vacances etait situee au pied d’une ante montagne. Chaque jour je regardais le sommet, tantot baigne de ■’°teil, tantot enveloppe de nuages, et je me sentais un grand desir de monter «iaut. Pour m’entrainer je m’habituais a faire de longues promenades par I? . 65 temps. Enfin je m’estimai capable d'entreprendre cette excursion. 1^1 jour, done, je me proposai de partir le lendemain de bon matin. Ayant sommeil lourd, je laissai la fenetre de ma chambre grande ouverte, et je xai au pied de mon lit un grelot auquel etait attachee une longue ficelle qui P® ait en dehors. Juste avant 1’aube, Monsieur Cornet, un employe du j e.®ln fer qui travaillait de nuit et logeait dans la maison, passa sous la I . et comme il me 1’avait promis, tira la ficelle afin de m’eveiller. Je me frissonnant, m’habillai a la hate et traversal la chambre sur la pointe

Ainsi me voila parti, sac au dos, canne a la main. L’air du matin etait pur EnT ^ ^ resPirai a pleins poumons, et je me promis une journee splendide. h 6 se revela une des plus memorables de ma jeunesse. Apres cinq res de a marche, grimpant par des sentiers abruptes et rocheux, j'arrivai --t, epuise mais triomphant. La-haut, loin des hommes, je me sentais Ptetement seul et libre, et ce fut a contre-cceur que je pris le chemin de Wour. 4 j e (3o)

[turn over [31] 2

2. Read the passage below, then answer the questions which follow it.

N.B.—The passage is NOT to be translated.

Make-believe Monsieur Quinqueton avait un fils nomme Prosper qui jouait souvent avec moi dans un bout de jardin grand comme la main mais oil passait un petit ruisseau. Prosper et moi construisions des bateaux, en bois quand on pouvait, en papier de journal quand on etait presse ; nous les lancions a une extremite 5 du jardin et allions les recueillir a 1’autre, mais en nous querellant dans le trajet. Pour ma part, je prenais toujours la route la plus courte en courant, tandis que Prosper faisait semblant de s’embarquer pour des contrees lointaines, perdant un temps precieux a charger ses bateaux de marchandises, a expedier des telegrammes, a obtenir d’enormes sommes d’argent au guichet dune 10 banque imaginaire. II s’arretait au premier poirier, qui representait pour lui la Mer Rouge, repartait a toute vitesse et tombait epuise sur un banc rustique, qui n’etait ni plus ni moins que le port indien au nom splendide de Seringapatam. Vous pensez bien que j’etais arrive depuis longtemps a notre destination et que j ’avais fini de decharger mes vaisseaux quand Prosper etait encore retenu 15 a Seringapatam ! — Oh, que tu es ridicule avec ton Seringapatam ! II est au moins sur un fleuve navigable ? — Bien sur, imbecile ! me criait-il furieux. Monsieur Quinqueton, qui etait veuf et adorait son fils, sortait toujours au 20 bruit de nos disputes. C’etait un homme tres doux et tres bon. II ne voulait nous contrarier ni 1’un ni 1’autre, et essayait de son mieux de nous concilier. II etait d’une grande impartialite, ce qui nous irritait tous les deux parce que chacun de nous voulait surtout que 1’autre eut tort. — Voyons, Monsieur Quinqueton ! qui est-ce qui est arrive le premier? 95 — C’est vous, Francis, me repondait-il. — Mais papa, repliquait Prosper, c’est idiot. Lui, il court a toute vitesse, il saute par-dessus le banc, et il est arrive ! — Qui est-ce qui t’empeche d’en faire autant, Prosper ? disait le pere. — Eh bien, alors, si on ne peut plus s’amuser ... 30 —•^■on enfant> me disait alors Monsieur Quinqueton, en se tournant vers moi, vous n’avez done pas de plaisir a naviguer sur les oceans, a penetrer clan les Indes ? — Mais, Monsieur ! Il n’y a pas d’oeeans ni d’Indes, puisqu’il n y a qu un poirier et un banc. 35 —Il n’y a pas d'oeeans ni d’Indes ! protestait Prosper ; mais mon pauvre vieux, regarde done comme je suis fatigue ! e au En effet il suait a grosses gouttes a force d’avoir tant couru ^? ^t Et Monsieur Quinqueton, faisant un dernier effort pour le contenter, s ecn avec admiration: 40 — Ma foi, a-t-on jamais vu un voyageur aussi intrepide ! 3

QUESTIONS Marks A. Answer in English :— (1) Describe the garden where the author and Prosper played. 1

(2) [a) What game did they play ? (6) Describe in detail how the two boys carried out this game, showing in particular how they differed in their methods. 10

(3) [a] What were Monsieur Quinqueton’s main characteristics and how were they shown when he intervened in the boys’ quarrel ? (h) When he intervened in the quarrel, what did he try to do ? What was the immediate effect on the boys and why was this so ? 5|

(4) What arguments did each boy put forward in support of his case? 5

(5) How successful was Monsieur Quinqueton’s intervention in the quarrel ? Why was this outcome inevitable ? Give your reasons. 2

(6) What was the point of Monsieur Ouinqueton’s final remark to Prosper ? 1

B. Answer in French :— (7) Pourquoi les gargons jouaient-ils avec des bateaux en papier ue journal quand ils etaient presses ? (lines 3, 4) 2 (8) Qu’est-ce que c’est qu’un fleuve navigable ? (line 17) 2 (9) Qu’est-ce que c’est qu’un veuf ? (line 19) 1|

Write, in French, a continuous story based on the following summary. Your story should be about 200 words in length (i.e. about four-fifths of the translation of Question 1). Use appropriate PAST tenses. Marcel et sa tr soeur — vacances chez les grands-parents — jour de pluie — °uvent dans le grenier des bijoux caches — joie des grands-parents. (25) s

I F (Higher I)

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

FRENCH

Higher Grade—(First Paper)

Friday, 7th March—-10.0 a.m. to 12.15 p.m.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will he deducted for bad spelling and had punctuation, and for writing that is difficult to read. i The value attached to each question is shown in brackets after the question.

1. Translate carefully, with due attention to English form and expression:— De ma vie je n'avais jamais assiste a pareille tempete. Quoique nous iussions, nous, a la ferme, plus ou moins epargnes, nos craintes devenaient de plus en plus pressantes. Car je pensais sans cesse a mon berger Arnaviel et au houpeau, completement bloques sur le plateau de TEscal et fouettes par un vent puissant, qui sans doute arrachait les arbres, abattait les huttes de Pierre, epouvantait les betes. — Le troupeau est perdu, me disais-je, Arnaviel peut-etre noye. Ou uurait-il pu se refugier ? II n’y a pas d’abri la-haut que puisse atteindre le troupeau. Le mauvais temps, sans faiblir, dura toute la nuit et toute la journee du enctemam. Des que le vent s’apaisa, je partis pour la montagne. Mais wive au petit ruisseau qui divise en deux notre domaine, je trouvai que 1’eau ivau emporte la passerelle et coulait comme un torrent, en roulant de la boue, es cailloux, des branches. II fallut rebrousser chemin. Trois jours s’ecoulerent. Alors, trop inquiet pour rester plus longtemps ?ur P^ace- je resolus de tacher, coute que coute, de grimper sur I’Escal. Tout coup des aboiements violents eclaterent derriere une haie et je vis surgir le uen d Arnaviel, boueux, haletant, mais joyeux, et qui, toute langue dehors, se precipita vers moi. k me hatai a la rencontre du troupeau qui se montra aussitot sous bailee lns r ,P dui conduisait a la ferme. Arnaviel lui-meme le suivait, la figure yonnante, car il rentrait sans qu'il manquat un seul agneau a son troupeau raculeusement sauve de la tempete. [30]

[turn over [32] 2

2. Carefully read the passage given below, then answer the questions which follow it. N.B.—The passage is NOT to be translated. The Emigrants Andre etait assis sur une caisse, au milieu des docks d'un grand port, et il attendait I’heure de s’embarquer sur le paquebot qui I’emporterait. Devant lui roulait le fleuve enorme, partout couvert de navires. Andre suivait des yeux ces formes qui se croisaient, voiliers, vapeurs, barques de peche, toutes 5 colorees du meme gris par le brouillard et le jour finissant. Surtout il regardait au-dela les plaines desertes et illimitees et, comme si c’etait le sien, le petit clocher d’horizon qui se levait des terres invisibles. Comme tout cela lui rappelait le pays qu’il abandonnait! Ni les roulements des camions, ni les sifflets des vaisseaux, ni les voix des milliers d’hommes, de toutes nations, 10 qui dechargeaient les navires autour de lui, ne pouvaient le distraire. Il ne s’interessait pas davantage a la grande ville d’ou venait parfois un carillon de cloches comme il n’en avait jamais entendu. Cependant 1’heure approchait. Soudain le bruit d’une troupe en marche le fit se detourner. C’etaient les emigrants qui traversaient la place, formant 15 une longue colonne, grise aussi dans la brume. Les voici qui arrivent. Les premiers rangs s’engagent deja entre les piles de sacs entasses sur les quais. D’autres suivent, hommes, femmes, enfants, jeunes et vieux confondus. On devine a peine leur age. Ils ont les memes yeux tristes. Ils se ressemblent tous, comme les larmes. Ils ont mis, pour le 20 voyage, leurs plus mauvais vetements, vestons informes, manteaux troues, jupes rapiecees, compagnons qui ont travaille et souffert avec eux. Ils frolent Andre, immobile sur la caisse, et ne prennent pas garde a lui. Entre eux us ne parlent point, mais, dans leur procession hative, les families groupees font des lies; les meres tiennent les enfants par la main et les abritent du vent, 25 les peres, de leurs coudes ecartes, les protegent contre la poussee. Soudain ils decouvrent devant eux le paquebot qui fume, le pont deja noir d’emigrants. Alors ils ont peur. Plusieurs voudraient revenir en arriere. Mais tout est bien fini. Le billet de passage tremble au bout de leurs doigts. Les pensees seules retournent au pays, a la misere qu’on avait maudite et qu’on regrette, 30 aux chambres desertees, aux faubourgs, aux usines, aux collines sans nom qu'on appelait “ chez nous ”. Et pales, les pauvres gens se laissent pousser par le flot, et s’embarquent. Andre monta a bord et se joignit a eux, au hasard. Ses voisins lui jeterent un coup d’ceil indifferent, et 1’accepterent sans mot dire.

QUESTIONS A. Answer in English :— Marks 1. When does this incident take place ? Where is Andre ? What decision has he taken ? 21 2. Describe in detail the scene on the river as Andre sees it. What does he see beyond the river and why does this particularly interest him ? What sounds might well have distracted his attention ? Why do you think so ? 3

Marks 3. “Ils se ressemblent tous, comme les larmes.” (line 19) [a) Why do you think the author has chosen this comparison ? (b) In what ways do the emigrants look like each other ? 3 4. What picture is given of the families ? To what are they compared ? Show how far this comparison is appropriate. 4 5. How do the emigrants treat Andre before and after embarking ? What, in your opinion, does this show about their state of mind ? 3 6. At what moment do the emigrants feel afraid ? What would some of them like to do ? Why is this impossible ? 2 7. What else can you learn of the emigrants’ past life from the passage ?

B. Answer in French :— 8. "L’heure approchait.” (line 13) De quelle heure 1’auteur parle-t-il ? 1-|- 9. Expliquez pourquoi 1’auteur appelle les vetements des emigrants des" compagnons qui ont travaille et souffert avec eux ”, (line 21) 3 30

3. Translate carefully, with due attention to English form and expression :— Les examens devaient commencer a la fin du mois. Mes jeunes amis rattrapaient le temps perdu et n’avaient plus un instant pour ces bavardages I (p nous avaient fait tant de plaisir depuis le debut de 1’annee. Ils etaient pbnges dans leurs livres et ma vie se separait completement de la leur ; il y wait longtemps que je n’avais pas ete aussi seul. Mais a partir du quinze tout etait change : chacun ne songeait plus qu’a ce qu il allait faire de son ete. Mes amis ne semblaient pouvoir rien imaginer ‘W-dela des vacances. Ni 1’avenir ni les resultats ne pouvaient entrer en lutte avec ces deux mois de plaisir qu’ils sentaient devant eux. Us avaient un grand projet, un voyage a 1’etranger dont 1’itineraire etait un merveilleux sujet de discussion. Une seule chose etait sure : on ferait une i pnrtie du voyage en chemin de fer et on 1’acheverait en faisant de 1’auto-stop. ■tt tors arrives au but, on marcherait A pied et on coucherait sous la tente. question d'argent dominait tout. Puisque tout le monde etait pauvre, on rait course commune, et chacun partagerait les ressources de la bande. , ®(en ontendu, on m’offrait d’etre du voyage. Etant plus age qu’eux, je •n a)'ais aucune envie de voyager de la sorte mais j’etais curieux de voir mes 15 ^ cceur de 1’Europe. Rien ne change plus un jeune Franqais que de ^ ser la frontiere. Je ne voulais pas manquer ce spectacle. (25)

F (Higher ii (a))

1958 Aural Comp.—Instns. SCOTTISH LEAVING CERTIFICATE EXAMINATION FRENCH Higher Grade—(Second Paper (a)) AURAL COMPREHENSION TEST Friday, 7th March—1.30 p.m. to 2.0 p.m. This paper must not be seen by any candidate. INSTRUCTIONS TO THE TEACHER 1. Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read. 2. (a) When so instructed by the supervising officer, read to the candidates the " Instructions to Candidates” given below. (b) Write on the blackboard the title of the passage to be read, which is "Escape 3. Then read the passage aloud to the candidates, speaking clearly and naturally, and taking not more than four minutes to the reading. 4. After this reading inform the candidates that they may now turn over the printed question papers, and that they will have three minutes in which to study the questions. Remind the candidates that they may make notes during this interval of three minutes, but only on the sheets provided for the answers, lou yourself will not be allowed to see the questions which are to be answered by the candidates. а. When so instructed by the supervising officer, read the passage a second time, in exactly the same manner as on the first occasion and taking the same amount of time. б. Remind the candidates that the questions are to be answered in English.

INSTRUCTIONS TO CANDIDATES 1; Listen carefully to the following passage with a view to answering questions its content. 2. The questions are to be answered in English. 3. Tou are on no account to touch the printed question paper or to do any writing until you are told to do so. 4. The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes between the readings. (ii) After the first reading you will be allowed to turn over the printed question paper and you will have three minutes in which to study the questions. lm) After the second reading you will write your answers on the sheet provided for this purpose. ^3. AH writing during the first and second readings is strictly forbidden. Notes al' be made during the interval between the readings, but only on the sheet Provided for the answers. ^ ou may not ask for the repetition of any word or phrase. " Esca ^ wr^e on blackboard the title of the passage, which is [33] [turn over 2

Passage to be read to the candidates :—(Maximum time of reading—four minutes). A 1’aube Rene se trouva dans un village allemand toujours assez loin de la frontiere. II entra dans une auberge, mangea voracement, repartit, marcha encore pendant des heures entieres. Enfin, completement epuise, il se cacha dans un bois et y resta jusqu’au soir, endormi. Lorsqu’il se reveilla, peu rafraichi, la nuit etait venue. II se traina jusqu a une ferme, demanda un morceau de pain, une botte de paille pour dormir. Le fermier le regarda attentivement, lui coupa une tranche de pain, le conduisit dans 1’etable, I’enferma. Couche sur la paille, Rene devora son pain. Puis le sommeil le delivra, pour quelques heures, de ses craintes. II se reveilla le lendemain au bruit de la porte qui s’ouvrait. II resta etendu sans oser bouger. Le fermier s’arreta devant lui et le regarda longue- ment; il tenait a la main un journal sur lequel il jeta les yeux. Enfin rhomirie fit un pas et mit le journal sous le nez de Rene. Son portrait comme prisonnier de guerre evade en premiere page ! — Oui, c’est moi, dit Rene, parlant toujours en allemand. Livrez-moi a la police. — Levez-vous et suivez-moi, dit le fermier. Ils passerent derriere la grange, prirent un sentier a travers les pres. Apres un quart d’heure de marche, le fermier montra un chemin a Rene et lui dit: — La frontiere est par la. Sans meme le remercier, Rene reprit sa route, machinalement. Il ne sayait plus pourquoi il marchait. Il avait envie de s'arreter a chaque pas, mais il sentait que, s’il s’arretait, il ne pourrait plus repartir. Il marcha tout le jour encore. Il n’avait plus un sou pour acheter du pain. D’ailleurs il evitait les villages. Juste comme le soleil tombait, Rene passa la frontiere. Il etait libre, mais la fatigue et la faim I’empechaient de jouir de ce moment qu’il avait taut desire pendant les longs mois de sa captivite. Au loin il apergut les tours et les cheminees d’une ville. A cet instant il se rappela qu’il connaissait dans cette ville un docteur et par un instinct de bete blessee il fit un dernier effort pour aller tomber enfin chez quelqu’un qui etait Frangais comme lui.

(C60961) F (Higher II (a)) Aural Comp.—Questions 1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

FRENCH Higher Grade—(Second Paper (a))

AURAL COMPREHENSION TEST

Friday, 7th March—1.30 p.m. to 2.0 p.m.

Answers are to be written on the sheet provided for the purpose, on which are also to be written any notes made between the readings.

QUESTIONS Marks 1. At what time of day and where does this episode begin ? What did Rene do there ? 2

2. How and where did he spend the latter part of the first day ? For what reasons ? 2

3. Where did Rene spend that night ? What action showed that his host was suspicious of him ? Why was Rene glad to fall asleep ? 1|

4. What awakened him next morning and what happened that gave him a shock ? 2

5- (a) What did Rene’s host order him to do ? [b) What did Rene expect his host to do and what did the latter actually do ? 2

6. What did Rene force himself to do all the second day and why md he do so ? li 7. What moment had Rene particularly longed for and when had he felt this longing ? Why was he not delighted when the moment did come and how can this be explained ? 2

8. Where did Rene finally decide to go ? What factors led him to take this decision ? 2

[34] (CG0962)

F (Higher II (b))

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

FRENCH

Higher Grade—(Second Paper (b)) Friday, 7th March—2.15 p.m. to 4.0 p.m.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will be deducted for writing that is difficult to read. The value attached to each question is shown in brackets after the question.

1. Translate into French :— Twice a week all those who were trying to win a scholarship!1) that summer went to the headmaster's house when the ordinary classes were over. Two of us, Tony Gifford and I, were day-boys and that afternoon we came away together. We had known each other since childhood, had built houses in trees together, constructed innumerable railways, and gone to school on the same day. Tony was by nature gay and carefree, while I had always been more serious. I had often done his work for him and he had taught me games. No one had the least hope that Tony would win a scholarship—not even Ms parents. My father, however, had taught me to see the future as a huge ladder to be climbed step by step and so I was eager to succeed. Soon we separated. Tony, as always, leapt the ditch at the roadside and disappeared into the woods, and I continued more slowly along the road which would take me home. As I walked, I opened my Virgil!2) and began to read. What is it you are looking at ? ” Startled, I dropped the book. The old gentleman who had addressed me picked it up and glanced at it. Why did you underline these bits ? Because they were difficult ? " Because I liked them,’’ I answered. He shut the book and handed it back to me, saying, " That’s what I ''anted to know. We have the same tastes.” And he added, “ Young man, might perhaps be able to help you.”

(1) to win a scholarship = obtenir une bourse. (1 Virgil = Vergil (masc.). (50)

[35] [over 2

2. Write, in French, an essay on one of the following subjects. Your essay should be from one to one and a half times the length of the translation of Question 1. («) Une premiere legon (par exemple, de natation, de bicyclette, de musique, de dessin, de tennis...). (b) Si vous pouviez donner la vie a un personnage dans un livre que vous avez lu, lequel choisiriez-vous ? Ecrivez une conversation entre ce personnage et vous-meme qui montre pourquoi vous 1’avez choisi. (25)

(C60963) Ger (Lower (a)) Aural Comp.—Instns.

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

GERMAN

Lower Grade—(Paper (a))

AURAL COMPREHENSION TEST

Tuesday, 11th March—9.15 a.m. to 9.45 a.m.

This paper must not he seen by any candidate.

INSTRUCTIONS TO THE TEACHER

1. Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read.

2. [a) When so instructed by the supervising officer, read to the candidates 1 the “ Instructions to Candidates ” given below. (J) Write on the blackboard the title of the passage to be read: “A Magician Entertains.”

3. Then read the passage aloud to the candidates, speaking clearly and naturally, and taking not more than four minutes to the reading.

T After this reading inform the candidates that they may now turn over the printed question papers, and that they will have three minutes in which 0 st'idy the questions. Remind the candidates that they may make notes during this interval of three minutes, but only on the sheets provided for the answers. You yourself will not be allowed to see the questions which are to be answered by the candidates. 5. When so instructed by the supervising officer, read the passage a second lme, in exactly the same manner as on the first occasion and taking the same amount of time.

6- Remind the candidates that the questions are to be answered in English.

[turn over [36] 2 INSTRUCTIONS TO CANDIDATES 1. Listen carefully to the following passage with a view to answering questions on its content. 2. The questions are to be answered in English. 3. You are on no account to touch the printed question paper or to do any writing until you are told to do so. 4. The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes between the readings. (ii) After the first reading you will be allowed to turn over the printed question paper and you will have three minutes in which to study the questions. (iii) After the second reading you will write your answers on the sheet provided for this purpose. 5. All writing during the first and second readings is strictly forbidden. Notes may be made during the interval between the readings, but only on the sheet provided for the answers. 6. You may not ask for the repetition of any word or phrase. 7. I am going to write on the blackboard the title of the passage which is “A Magician Entertains.” Passage to be read to the candidates :—(Maximum time of reading—four minutes). Im Dorfsaal warteten erregt die versammelten Leute. Da erschien der Zauberkunstler, Dantini, verbeugte sich, und sprach : ,, Meine Damen und Herren, wir werden mit etwas Arithmetik beginnen," und dabei ging er an erne groBe Tafel, die auf der Btihne stand. ,, Arithmetik/' murmelten die Zuschauer untereinander. ,, Arithmetik haben wir schon genugend in der Schule studied.'1 Dantini aber befestigte ruhig ein Blatt Papier an der oberen rechten Ecke der Tafel und, indem er es hochhob, schrieb er etwas mit Kreide an die Tafel. Nachdem er das Geschriebene mit dem Papier verdeckt hatte, sprach er den Wunsch aus, zwei Personen mochten auf die Buhne kommen, um ihm beim Rechnen zu helfen. Anfangs meldete sich niemand. Dann wandte sich Dantini an zwei starke Bauernjungen, die im Hintergrund des Saales standen, und bat sie, auf die Biihne zu treten. Das taten sie auch unter den Bravorufen ihrer Kameraden. Dann gab Dantini dem Einen die Kreide in die Hand mit der Bitte, die Zahlen nachzuschreiben, die man ihm zurufen wurde. Aber der Bursche erklarte, nicht schreiben zu konnen, und sein Genosse fiigte hinzu. ,, Ich auch nicht." ,, Skandalos ! “ sagte Dantini, ,, geht an eure Platze." Endlich fand er einen jungen Mann, der im Dorfladen arbeitete und deshalb bereit war, diktierte Ziffern an die Tafel zu schreiben. Wahrend dieser die Kreide in die Hand nahm, stieg Dantini von der Biihne herab, bewegte sic durch den Mittelgang und lud das Publikum dazu ein, ihm irgendwelche Zah en zu sagen, die er dann dem jungen Kaufmann zurief. Einige nannten Zahlen, cie wichtige Jahre aus der deutschen Geschichte bezeichneten. Dantini wieder holte sie und machte im Weitergehen patriotische Bemerkungen dariiber. Als ein Dutzend Zahlen auf der Tafel standen, verlangte Dantini die Addition. Wahrend der junge Kaufmann daran arbeitete, bestieg Dan in wieder die Stufen, setzte sich auf einen Stuhl und rauchte. Die Sumrne "'a_ rasch bereit, und der junge Kaufmann las sie vor. Dann stand Dantini an ■ hob das Blatt Papier an der Tafel und zeigte, was er dort geschrieben ha ^ Die Nummer, die er anfangs aufgezeichnet hatte, war genau dieselbe vie Summe der Addition. Staunen und groBer Beifall ! (C60735) Ger (Lower (a)) Aural Comp.—Questions

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GERMAN

Lower Grade—(Paper (a) )

AURAL COMPREHENSION TEST

Tuesday, 11th March—9.15 a.m. to 9.45 a.m.

Answers are to be written on the sheet provided for the purpose, on which are also to be written any notes made between the readings.

QUESTIONS Marks 1. (a) Where was the entertainment being held ? (6) What was the opening announcement ? How did it change the audience’s mood and why ? 2i 2. What preparations did Dantini make for his act before again addressing the audience ? 2

3. What two members of the audience did he ask to help him ? What requests did he make of them ? How were they to cany out these requests and why were they unable to do so ? 2J

4. Whom did Dantini choose as his next helper and why was this a good choice ?

0- (a) How did Dantini now proceed to make closer contact with his audience and to enlist their help ? (&) How did he show his quickness of wit ? 3

6- What did he finally ask his helper to do and what did he himself do m the meantime ? 2

7- What was the climax of his act ? How was it received ? 1|

[37] (060736)

Ger (Lower (b))

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GERMAN

Lower Grade—(Paper (b))

Tuesday, 11th March—10.0 a.m. to 12.15 p.m.

N.B.—(1) Begin the answer (or fair copy of an answer) to each question on a fresh page.

Marks will he deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

(2) The use of German script is optional.

The value attached to each question is shown in brackets after the question.

[turn over [38]

1, Translate carefully, with due attention to English form and expression :— In Search of Work ©in SSKantt, ftaubbebecft, i’afi auf einetn Stein an bet Sanbftrafe, ein ^fiblofferdtjen jtnij'djen ben îiên. ©tunbenlang tuar ex bexgauf bergab in bet Sonnentjiê geioanbett, eingefunten bei jebem Scfjritt in ben êiên Staub, bet, tnenn SSanetnlnagen Dotbeifuijxen, in tneiên 3BoI!en anfmitbelte, fo ba|3 SBagen nnb jiuijnnann betfd)tDanben. ©r fat) f)inuntet pm ^tn^ bet breit nnb gtanjenb bntcf) bie Sanbfdfaft pg. ®ann natjm et eine 3eitung au§ bet STafctje mb Ia§ roiebet biefe Slnnonce: „ Sanbatp )uct)t ©bauffeut, bet aucf) §au§atbeiten nnternimmt/' Unb et itberlegte, ob et es ixagen tonne, biefe Stette anpnetjmen, ba feme ipafoiete nid)t in Dxbnung toaten. bet ittdt)e fat) et etnen Sttbeitet, bet ot)ne anfpfetjen Steine getfplitterte. 9tuf feme 3tage, ob et ben 3ttp tenne, antixioxtete bet Sttbeitet: ,râr bet ®ottor tnofjnt tntj bebot man in bie Stabt tommt, linfet §anb in bem toeiffen §au§. ®a§ ift teict)t p ertennen. SSenn e§> 3^)nen red)t ift, gefjen tnix jufammen; id) mad)’ je|t âtt/' ®atauf fdjultette er feinen iRudfad, in bem ba§ leete @^gefd)itt tlafo)oette, unb fdjritt mu^fam neben bem ^temben t)et. tlnterinegg fu^t et fott p iotaubetn. „ ®et ®oftot, ben ©ie fmên, bet ift ein netter Itert; et ift in bet ganpn @egenb Wiebt, benn et ift ftet§ t)ilf§beteit unb muntet." Unterbeffen toaxen fie Oot einet toeiên SSilta mit ftadjem ®ad) angetangt. ®ex Ixbeitet btieb ftetjen unb fagte: ,, ipier ift ba§ iSottottfaPj." ^xSRann bebanfte fict) nnb ging tangfam auf ba§ âu§ p. ©r jagexte einen Stngenblid, atmete tief ein nnb ftingette. (30)

^ [Turn over) (C60737) B* 4

2. Read the passage below, then answer the questions which follow it. N.B.—The passage is NOT to be translated. ®er alte ôfjanti Ijatte feme £>etmat im ©itben, abet et itiai felten gu giauS, Weil er pflegte, bon einem Drt pm anbetn ioanbetn. 95et ben SSanexn mar et tmmer milllommen, benn tit iebem §au§, mo er fid) auffjielt, mat^te er fid) nii|lid): bem 5 §errn fârte er bas Slrjtgelb unb ber âuSfran fpatte er btele Slrbeit unb btel nctc£)tltd)e§ 28ad)en. SBenn, pm 93etfpiel, in einem §au§ ein tinb mafireiib bet iJiadit mit fjeiên Stngen aufmadjte unb meinte, unb bie atme flutter eine It'ranifjeit al)nte, bann mugte fdjon ber alte ôâtm 10 anf gefieimniSbolIe SBeije babon unb mar fofort auf bem 2Sege pm Itanten. 50 can tonnte if)n p jeber ©tnnbe er marten, fogar nad)t§, menu nut au§ bem franfenjimmer nod) 8id)t fclgimmerte. SBenn er erfdjien, fat) er immer fo Ifeiter au§, bafi bie iOtutter fid) gleid) aus feinen tlugen, tgeflen Stugen tOcut unb .ôffttung is tjolte. ^ns f rantengimmer bradgte er gembfjnlid) fdgetgenbe SBorte, bie frot)e§ Sad)en f>eran§forberten. Sag ba§ isHnb abet im @cf)tof ober im $ieber, fo trat er ganj borfii^tig nnb gerdufd)lo§ ans Sett fjeran unb ftrid) bem .fitanfen mit leidgten .^dnbeu liber bte 20 @tirn. ®ann glitt liber ba§ fgeifie ©efid)td)en ein Sadjeln, ibie au§ einem fliffen Straum; ber Stutter murbe ba§ §erg freier, | unb fie ging erteidftett tginaus an itjre Blrbeit, benn fie^ t)atte bolltommeneb Sertrauen auf feme tjeilenbe Straft. (Sr bliebtei bem tranten, bi§ Seben unb ©efunbfjeit mieber ba3 25 umladjten, ober bi§ er pr grau fagen tonnte: „§iet tbirb’^ beffer; anber§mo bin id) nbtiger.y/ Sidgt nur in biefen ©tunben ber ^rantfjeit unb ber jtot gemann fid) $ot)ann bie Siebe ber £inber; nadjbem er gefiegt tjatte, tarn oft bie gauge ûgenb ber ©egenb p it)m unb fafi11111 30 it)n tjerum. ©obalb bie (Srmadgfenen, Oor benen er ungern rebete unb faft fd)lid)tern mar, nid)t mefjr naf)e ftanben, fing er an a11 ergdt)len. ©prad) ber alte $ot)ann, bann leud)tete bem grot#1' fnaben unb bem blimmften Stdbdfen etma§ oom (Sbelfeuet be §elben au§ ben Stugen. Scatlirlid) ergdl)lten bie finber ben ©Item mieber, ma§ fie Oon ôf)ann get)5rt fatten. bemeriten 35 bie ©Item, bafj e§ fid) in feinen ©efd)id)ten immer um bie ©ue 5

wtbbie ®rofse ber ^enfrfjen fjanbelte, unb fie freitten fid) bariiber. ©ntge fagten fogar: ,, ^50b)arm lommt nur §u ben Sfrnnfen, i bamit er ben gefunben tinbern tiont @uten erjafjlen fann."

QUESTIONS A—Answer in English :— Marks 1. Where was John’s home ? Why was he seldom there ? 2. What reasons are mentioned for his being welcome wherever he went ? 2 3. (a) What example is given of the circumstances which would always lead to John’s arrival ? (b) When was he likely to arrive and what was mysterious about his coming ? (c) What immediate effect did his arrival have on the mother, and what reasons are given for this ? 7 4. (0) How did John’s behaviour in the sickroom vary according to what he found there ? What results did he obtain in each case ? (b) What did the mother now do ? For what reasons ? 8 5. In what ways did John’s behaviour with children and with grown-ups differ ? 2 6. What means did John use to influence all the children ? What proves how strong this influence was ? H 7. What conclusions did some people come to about his real purpose ? 1

B —Answer in German :■—

(mim ' (line 2hf cmber§tt>o notiger fetn ? 2i 9.bebeutet: „ bi§ Seben unb (Sfefunbljett tuieber umlacfjten " ? (lines 24, 25) 2i 30

^ in German, a continuous story based on the following summary :— ■ ,Yo® story must be written in the past tense and should be about 200 words engtli (i.e., about four-fifths the length of the translation of Question 1). torrefy)onbent ($f)re torrefacmbentin) au§ 2Ut|(|ianb herbringt bte êrten in ©dgottlanb — feme |:,;c) înfunft — 9lu§fluge — ©tnbrutfe ( impressions) be§ 1 Bwwfponbenten (ber ôrrefponbentin) — Stbreife. (25) (C60737)

Ger (Higher I)

!958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GERMAN

Higher Grade—(First Paper)

Tuesday, 11th March—10.0 a.m. to 12.15 p.m.

K.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. value attached to each question is shown in brackets after the Question.

[turn over [39] 2

1. Translate carefully with due attention to English form and expression («) SWemcmb in ber ©tabt ton^te, tnobon §err SJieier eigentli^ lebte. @o me it man fid) erinnern tonnte, tjatte er mebet eine bauernbe Strbeit nod) eine ooriibergefjenbe SSefdjaftigung gefyatt. ®ie einjige fidjtbaxe Sdtigteit be§ §errn ibteier mar, ba^ et feben Morgen in ben ©affen ber Meinftabt fpaîerenging. tuj biefen ©pagiergdngen mufterte er, bie ipctnbe auf bem iRiicEeii, bie ©tabt fo aufmerffam, al§ mare er ein ôlijift. 'Sod) fjalt — einen 33ernf iâtte êrr SSJteier; er tear StJlitglieb ber êuermefjr. SSenn bie êuermefjrbarabe [tattfattb unb bie êuerfpriê bnrd) bie ©tabt gefiifjrt mnrbe, ba )rat ^>err SJieier eine mid)tige iperfbnlidjfeii 3tn foldjen Jagen trug er einen groên, btiênben §elm auf bem fof)f unb âtte eine blaue $ade mit blinfenben SDtetafflnbpfen an; fo ftdjierie er fd)on am Sage bor ber 5($arabe umtjer unb nod) einige Sage nadflfer. @dmttid)e ifltitglieber ber geuermetjr flatten i^r normate§ Seben mieberaufgenommen unb maren ba^ gemorben, ma§ fie alfe Sage maren — ber eine SSdcfer, ber anbere @d)ufter; ber britte SSaffertrdger, unb ber oierte Sieb. ,'perr STceier abet ging nod) immer in feiner Uniform umfjer, bie Heine geuerfjacfe an ber @eite. Unb fomft fid) eine ©efegenf)eit bot — menn ber 33ifd)of bie ©tabtfirdje befud)te, ober menu ein iBeamter aus ber |>auptftabt jufdffig burdfreifte, menn ba§ g’luffdieri, an beat bie ©tabt fag, feme Ufer iiberfdimemmte, ober menn 9Jit(itat burd) bie ©tabt marfd)ierte — mit einem SSort, fo=oft e§ irgenb ein @reigni§ gab, beeifte fid) §err SJceier, feine Uniform anjujietjen. SBenn febod) einmaf ein g'euer aubbrad), mar $err 9Keter nid)t ju fefjen. (30) 3

(f) gab bamaB mtr eirtett STeil be§ Xf)eater§, ber fur urB gtubenten in bte ©alette. ®ie i|3Ia|e tnaren ntcf)t numeriert: um alfo etnen guten ju erringen, tear itidjt nur ettnaS ©elb notig, fonbern and) giemlid^ oiel l^raft unb Sift. ®ie Valerie t)atte jtnei befonbeB gunftige ©tellen: tie t)ot)e Sant an ber tpinter>nanb unb bie erfte 9teit)e, bie ben iDeiteren Sorteil bot, ba^ man fid) Bdtjrenb ber Sorftedung mit beiben Strmen auf ba§ eiferne ©eldnber* letmen tonnte. ®er iRaum jtoifdjen biefen beiben fuioilegierten ©tellen mar baitn mit einer toie êringe eingefoadten SJtenge erfultt. 2lui^ gef)6rte meiften§ ju biefer f)offnung§Iofen SDRenge. ?([§ id) jam erften 93tat nad) atemlofem Sauf bie ©alerie eneidjte, tou^te id) nid)t§ Oom Xtjeater, benn niemaB tjatte fid) in unfere SSdtber eine toanbernbe Siitjne geirrt. ®ie Jatfadê, ba^ id) fiinf ©tunben Oor Seginn ber Sorfteltung in ber bitterften SSintertdlte unb oon ben fpdter ©etommenen gegen bte talte ibiauer gebrdngt an ber Xiir bes Xt)eaters ftefien wuite, fjat aber ben „if?rinj oon iSdnemart^ in meiner Srimtemng feiner |)errlid)teit !eine§toeg§ beraubt. $d) toar it)ie ein Stnb, ba§ ploÎid) auf eiuen anberu ©tern oerfegt toirb, wtb fo fa§ id) ba, bejaubert unb entûdt.

(25) * ba§ ©etdnber = the rail.

2- (Turn over) £60738) 4

2. Carefully read the passage given below, then answer the questions which follow it. N.B.—The passage is NOT to be translated.

Science and the Nations SStele ‘Men\d)tn glaitbett, bafi bie SSiffeufifjaft internatioiffi ift, unb ba^ fte bafjer etne SSritcfe jtoifdjeti ben ôttern fein !ann unb bex SBelt ben grieben bringen roirb. iStefe SHprie tuotten xotr unb naijer anjeljen. 5 9lu§ meinen eigenen @rfai)rungen fann id) ginei ^Beifbiele i)ert>orf)eben, bie jeigen, roie international bie SSifienfcijaft tatfad)Ii(f) ift. @d)on alb ©tubent begann id), nad) bent ©tubiimi einiger populdten 9Sud)er, mid) baftir §u intereffieren, mab etu 9ttom fei. SOân tann fid) alfo oorftetten, mie glitdlid) id) toai, 10 alb id) eingelaben ftmrbe, einige SSortrcige anjufjoren, bie bet berufmrte bdnifdje goxfdjer 9tieB 33ol)t itber feme Sltomtljeorie in ©ottingen fatten follte. iSiefe SSortrdge Ifaben bei mix ben tiefften ©inbtud f)interlaffen; Oor allem lernte id) aub il)nen, ba§ eb fur bob ©tubium ber Sltomtljeorie Oollig gleidjgiiltig is roar, ob man ®eutfd)er ober ®ane Bar. ©fmter ging id) nad) StofDenfjagen, um bei SSoljr ju arbeiten. ®a befanb idf mid) in einem SDreib Oon jungen SDtenfdjen ber oerfdfiebenften iltationen, bie alle mit 93of)r an bem problem beb Sltomb arbeiten roollten unb roie eine groffe âmtlte 20 jufammenlebten. ®urd) ben tdglid)en IXmgang mit metnen ibtitarbeitern !am id) baju, frembe ©bradjen ju lernen unb jn fpredjen, unb bieb roar ftir mid) eine oortrefflidje ©elegenljett, bie Siteratur, bie SXunft, unb bie iSentart frember Solfer tnirtlid) oerftel)en ju lernen. @b tour be mir babei immer 25llarer, roie roenig bie 9Serfd)iebenf)eit ber SSolter bebeutete, roenn eb fit^ um bie gemeiufame Slrbeit an einem fd)Bierigen loiffenfdjaftlidjen problem fjunbelte. SBarum aber l)ilft biefe roiffenfcbaftlidje f3ufammenart>ett fo roenig, roenn eb barauf antommt, internationale êinbf^nft so unb SXriege ju oerf)inbern ? ^yn jebem Sanb baben nur roenige 9Jtenfd)en roirllid) mit ber 2Siffenfd)aft ju tun. ®er b0®ifê ©influx ber SBiffenfdfaft ift alfo nie fef)r grof? geroefen, unb rid roid)tiger fur bie iôlitit fiub, jum SSeiffoiel, ber 3fteid)tum ober bie Strmut grower hotter, bie 9Jtad)t eingelner Stationen, 5 jsJoleranj ober ^ntoleranj. SSenn mm bie ©egenfole ber golfer jo groB noerbetx, ba§ jte nicfjt mefjr ju iiberbrucfen jtnb, loaS farm ber etnjelne gorjcfjer tun? $£)m bleibt nur bie pnM)t SBafjt, jict) entmeber bon ben SJtenjtfien be§ eigenen golfed ober bon ben g'reunben, mit benen tf)n bte gemetnfame ffllrkit oerbinbet, gu trennen. ®te 2Bijjenjct)aft alletn fann aljo bie iuternatioualeu grobleme nictjt tojen. (Sine Sojnng mujs aber gefnnben toerben, berm bas> ©djidjal bon SUtiEionen 2ltenjff)en fjcingt babon ab.

QUESTIONS A—Answer in English :— Marks 1. What theory does the author set out to examine in this passage ? 2 2. (a) What led to the author’s first contact with the scientist, Niels Bohr ? (b) What does the author say he learned from Niels Bohr on this occasion ? Show the relevance of what he learned to the theory which he is examining. 4| 3. Why did the author go to Copenhagen ? What do we learn of his life there and how did it enrich his experience ? To what extent does the Copenhagen episode prove or disprove the original theory? 51

4- „28arum fjilft biefe nnjjenjdjaftlidje 3ufammenarbeit jo ibenig, menu e§ barauf anfommt, Internationale S’Unbjdjaft unb ^rtege p. bertjinbern ?/; (lines 28-30) Explain the meaning of this sentence. What answers does the author give to this question ? How far do they support the ongmal theory ? 7 5. In what dilemma may the scientist find himself ? 2 J 6. (a) What is the author’s final verdict on the theory as originally stated ? [b) On what note does the author end ? Give a reason for your answer. 3|

^ Answer in German :— 7- 23a§ jmb populare Sudjer? (ZeileS) 2

SSop bient erne iBrncfe ? 28a§ bebeutet ,, erne ■Subfe jtoijcfjen ben SSdlfern jetn"? (Zeiie2) 3

060738

Ger (Higher 18 (a)) Aural Comp.—Instns.

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

GERMAN

Higher Grade—(Second Paper (a))

AURAL COMPREHENSION TEST

Tuesday, 11th March—1.30 p.m. to 2.0 p.m.

This paper must not he seen by any candidate.

3. Then read the passage aloud to the candidates, speaking clearly and naturally, and taking not more than four minutes to the reading.

to study the questions. Remind the candidates that they may make notes ®inng this interval of three minutes, but only on the sheets provided for the answers. You yourself will not be allowed to see the questions which are to be answered by the candidates. , 5, When so instructed by the supervising officer, read the passage a second ■me, in exactly the same manner as on the first occasion and taking the same amount of time.

6’ Remind the candidates that the questions are to be answered in English.

INSTRUCTIONS TO CANDIDATES !• Listen carefully to the following passage with a view to answering questions on its content.

2. The questions are to be answered in English. 3. You are on no account to touch the printed question paper or to do S' writing until you are told to do so. [turn over [40] 2 4. The procedure will be as follows (i) The passage will be read twice, with an interval of three minutes between the readings. (ii) After the first reading you will be allowed to turn over the printed question paper and you will have three minutes in which to study the questions. (iii) After the second reading you will write your answers on the sheet provided for this purpose.

5. All writing during the first and second readings is strictly forbidden, Notes may be made during the interval between the readings, but only on the sheet provided for the answers.

6. You may not ask for the repetition of any word or phrase.

Passage to be read to the candidates. (Maximum time of reading—four minutes.) Ich war elf Jahre alt und reiste eben nach Hause in die Sommerferien. Schon als der Zug im Bahnhof ankam, wartete mein Bruder Willi ungeduldig auf mich. Kaum war ich ausgestiegen, als er mir zurief : „ WeiBt du was! Onkel Heinrich in Amerika hat uns sein fabelhaftes Briefmarkenalbum geschickt! Und Vater hat gesagt, einer von uns soil das Album bekommen ! ” Da ich mich mit meinem Gepack beschaftigen muBte, dauerte es eine Weile, bis ich dieses Wunder begriff. Das prachtige Briefmarkenalbum meines Onkels, von dem wir so oft gehort hatten ! Staunend fiber unser unerwartetes Glfick, sah ich meinen Bruder an, und in diesem Augenblick ftihlte ich, daB etwas Boses und Schmerzliches unter diesem Wunder lag : einer von uns mfifite auf das Album verzichten. Keiner wfirde es freiwillig tun, denn fur so etwas hatten wir unsere Seele verkauft. Schweigend machten wir uns auf den Heimweg, aber mit jedem Blick verrieten wir, was wir dachten. Am folgenden Tag muBten wir zu einer Entscheidung kommen. Wir losten mit Grashalmen, wie das bei uns Knaben fiblich war; und ich verlor. Ich starrte auf meinen Grashalm und dann auf den meines Bruders. Es war kem Zweifel: mein Grashalm war kfirzer. Ich verlieB das Haus wfitend und knallte die Tfir hinter mir zu. Ich saB lange auf meinem Lieblingsplatz im Walde und grfibelte. Endlich kehrte ich ins Haus zurfick, nahm einen groBen weiBen Bogen Papier aus dem Schreibtisch meines Vaters und schrieb : ,, Ich verspreche bei meiner heiligen Ehre . . .“ So fing es an. Und dann folgte die Liste aller Dinge und Besitztumer, die ich meinem Bruder fibergepen wfirde, wenn er mir das Briefmarkenalbum fiberlieBe. Nichts fehlte in memei Liste ; ich bot alles, was ich am liebsten hatte, die besten Briefmarken aus meiner eigenen Sammlung, mein Taschenmesser, sogar meine neue Luftpistole. Wenn Willi einwilligte, wfirde ich ein Bettler sein. Aber das Briefmarkenalbum wfirde ich haben ! Und mein Bruder verkaufte seine Rechte auf das Album. Ich glaube, daB er es mehr aus Gfite tat als aus Lust an meinem Besitz. Ich schamte rmc ein wenig—aber nicht so sehr, daB ich mich dazu gezwungen ffihlte, das Album zurfickzugeben.

(C60739) Ger (Higher II (a)) Aural Comp.—Questions

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GERMAN

Higher Grade—(Second Paper (a) )

AURAL COMPREHENSION TEST

Tuesday, 11th March—1.30 p.m. to 2.0 p.m.

Answers are to be written on the sheet provided for the purpose, on which are also to be written any notes made between the readings.

QUESTIONS Marks 1- (a) With what news did Willi greet the author and on what occasion ? (b) What prevented the author from immediately grasping the news ? 31 2. What change did the author’s feelings undergo and for what reason ? In what ways did the brothers show the effect of the news as they walked home ? 3| 3. How did they reach a decision regarding their problem ? How the author fare ? What were his immediate reactions and how did he show them ? 3 4- What plan did the author devise to reverse the decision arrived at ? What particular inducements did he offer ? What showed that he was in earnest ? 3 5. What was Willi’s response to the plan and what, according to the author, were his motives ? Describe the author’s final state of mind. 2

(CB0740) [41] ■ Ger (Higher II (b))

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GERMAN

Higher Grade—(Second Paper (b))

Tuesday, 11th March—2.15 p.m. to 4.0 p.m.

N.B.—(1) Begin the answer (or fair copy of an answer) to each question on a fresh page.

Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

(2) The use of German script is optional. The value attached to each question is shown in brackets after the question.

[turn over [42] 2

1. Translate into German :— Mark Several days passed quietly. The sun shone, the wind blew, and the rain fell upon the peaceful fields, as if nothing had happened. Each evening, when the day’s work was over, Mrs Savard and the children went along the village street. One evening, shortly before sunset, the three noticed that the Burgomaster was addressing an anxious group of nearly all the villagers. “Dear friends,” he was saying, as Mrs Savard and her children approached, “ our enemies have attacked our eastern frontier. I have just received the dreadful news that already they are burning towns and killing the inhabitants if they resist. Only God knows what is to become of us ! ” Later, when the children were lying in bed, Mrs Savard put a chain with a locket(1) on it round Maria’s neck. “ Listen, Maria,” she said, “ This locket contains my picture. If by chance we should become separated, keep this locket carefully till we meet again. You, Hans, must take care of yourself and your sister too, and, above all, don’t forget—only the brave are safe. Now, my dear children, go to sleep.” She kissed them both tenderly and soon they were asleep. She herself, however, stayed awake for a long time ; she sat in the kitchen in the darkness and listened to the sound of the distant cannons and watched the red glow of the burning towns in the sky. (x) the locket = bag ^Jlebailton (SO)

2. Write, in German, an essay on one of the following subjects. N.B.—Your essay should be from one to one and a half times the length of the translation of Question 1. («) Stegemoetter [b) Unfere Stfadjbarn

(C60741) S (Lower (a)) Aural Comp.—Instns.

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SPANISH

Lower Grade—(Paper (a) )

AURAL COMPREHENSION TEST

Monday, 17th March—-9.15 a.m to 9.45 a.m.

This paper must not be seen by any candidate.

INSTRUCTIONS TO THE TEACHER

1. Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read.

2. (a) When so instructed by the supervising officer, read to the candidates the “ Instructions to Candidates ” given below.

(i (b) Write on the blackboard the title of the passage to be read : 'A Queer Visitor.”

3. Then read the passage aloud to the candidates, speaking clearly and naturally, and taking not more than four minutes to the reading.

4. After this reading inform the candidates that they may now turn over the printed question papers, and that they will have three minutes in which to study the questions. Remind the candidates that they may make notes during this interval of three minutes, but only on the sheets provided for the answers. You yourself will not be allowed to see the questions which are to be answered by the candidates.

5. When so instructed by the supervising officer, read the passage a second bme, in exactly the same manner as on the first occasion and taking the same amount of time.

6- Remind the candidates that the questions are to be answered in English.

[turn over [43] INSTRUCTIONS TO CANDIDATES 1. Listen carefully to the following passage with a view to answering questions on its content. 2. The questions are to be answered in English. 3. You are on no account to touch the printed question paper or to do any writing until you are told to do so. 4. The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes between the readings. (ii) After the first reading you will be allowed to turn over the printed question paper and you will have three minutes in which to study the questions. (iii) After the second reading you will write your answers on the sheet provided for this purpose. 5. All writing during the first and second readings is strictly forbidden. Notes may be made during the interval between the readings, but only on the sheet provided for the answers. 6. You may not ask for the repetition of any word or phrase. 7. I am going to write on the blackboard the title of the passage, which is “A Queer Visitor.”

Passage to be read to the candidates : Maximum time of reading—four minutes. Un dia un viejo vino a la oficina del senor Dickson. El viejo era un hombre delgado, con la nariz roja y los ojos tiernos, y tenia la sonrisa fija. Hablaba de una manera enfatica, accionando mucho con sus brazos. Explico a Maria, la secretaria, que era espanol y que venia a proponer un negocio importante al director. Puesto que este estaba ocupado, Maria y el viejo charlaron unos momentos. Finalmente salid Dickson de su cuarto y, al ver al viejo, le despidio brutalmente, sin escuchar lo que decla y sin hablarle una palabra. Maria se sintio indignada por esta falta de cortesia, pero no se atrevio a hacer el menor comentario a su jefe. Mas tarde, sin embargo, pregunto a Dickson si habia visto antes al viejo espanol. — Claro esta — respondio Dickson — es un embustero ; hace una semana vino a hablarme de unos inventos que habia hecho y especialmente de una maquina de calcular, pero al interrogarle descubri que todo lo que contaba era mentira. Es un impostor, ni mas ni menos. Maria sabia que ser un impostor es mala cosa, pero creia que su jefe hubxera debido tratar al viejo con menos crueldad. Al salir por la tarde vio otra vez al viejo. Esta vez se acercd a Maria para pedirle limosna. Le dijo que siempie habia tenido mala suerte y que todo el mundo le despreciaba, porque no tenia empleo. Llevaba una vida miserable, aguardando el dia en que fuese nco. Entonces el viejo habld a Maria de una cerradura especial, de que contaba con sacar mucho dinero, con lo que esperaba pagar sus deudas. Maria, le dio a desdichado un par de chelines y se fue. Pero pocos dias despues volvio el viejo a pedirle limosna y Maria tuvo que rehusar, diciendo que ganaba poco y que uo podia darle mas. Cuando Dickson descubrio que su empleada habia da o dinero al viejo, se rid de ella y sus risas le hacian ruborizarse a la pobre Maria. (C60725) S (Lower (a)) Aural Comp.—Questions

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SPANISH

Lower Grade—(Paper (a) )

AURAL COMPREHENSION TEST

Monday, 17th March—9.15 a.m. to 9.45 a.m.

Answers are to be written on the sheet provided for the purpose, on which are also to be written any notes made between the readings.

QUESTIONS

Marks 1. Describe the old man who came to see Dickson. 2

2. What reason did he give for his visit ? How did Dickson treat him ? 2|

3. What question did Maria later ask Dickson ? What made her ask this question ? What answer did Dickson give to her question, and what else did he tell her ? 4

4- When Maria next saw the old man, how did he try to win her sympathy ? How did she show her sympathy on this occasion ? 4|

5- For what two reasons did she probably regret her action later on ? What excuse did she give for refusing further help ? 2 15

[44] (C60726) 4&> S (Lower (b))

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SPANISH

Lower Grade—(Paper (b))

Monday, 17th March—10.0 A.m. to 12.15 p.m.

O—Begin the answer (or lair copy of an answer) to each question on a fresh page. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. The value attached to each question is shown in brackets after the question.

■ Translate carefully, with due attention to English form and expression :— The Village Fair En Villalegre desde el amanecer empezo a solemnizarse la feria de manera nudosa con toque de todas las campanas. Una multitud de gente, que venia, tsnto del pueblo como de muchos lugares cercanos, circulaba por la via publica, amdia a la plaza, o se reunia en la carrera por donde habia de ir la procesidn,

[turn over 2

2. Read the passage below, then answer the questions which follow it.

N.B.—The passage is NOT to be translated.

The Market-place A las tres de la tarde entro dona Manuela, cuidadosamente vestida, en la Plaza del Mercado de Valencia. Tras ella, formando una pareja silendosa, marchaban su cochero con una enorme cesta en la mano, y una caja no menora la espalda. Tenia la expresion resignada y paciente de la bestia, que antidpa 5 una carga pesada. La otra fue la criada, que tambien llevaba una cesta, pero no se preocupaba con ella, sino solo con dar ojeadas al espectaculo a su alrededor, Cuando los tres doblaban la esquina para entrar en el Mercado, dona Manuela se detuvo como perdida. | Cuanta gente ! Parecia que toda Valencia estaba alii. Dona Manuela permanecio inmovil algunos minutos ; parecia confusa y 10 asustada por esta multitud bulliciosa y turbulenta. Pero, en realidad, lo que mas la turbaba eran los pensamientos que acudian a su memoria. Conocia bien aquella,plaza ; habia pasado en ella una parte de su juventud, y cuando estaba ya en punto de entrar otra vez, experimentaba la impresion del que, tras un largo viaje por paises extranos, vuelve a su verdadera patria. 15 j Como estaba grabado en su memoria el aspecto de la Plaza ! La veia cerrando los ojos, y podia ir describiendola sin olvidar un solo detalle. Y hoy dia, a pesar de obedecer a sus hij as en vestirse de gran senora, conservaba aun los gustos y aficiones de la antigua tendera que habia pasado lo mejor de su juventud en la Plaza del Mercado, j Que tiempos tan dichosos los transcurridos, 20 siendo ella duena de la tienda, Las Tres Rosas, adormecida a todas horas por el ruido monotono del Mercado, y viendo, al abrirse los ojos por las mananas, a campanario de la iglesia de San Juan ! Al fin dona Manuela parecio decidida a lanzarse en el viviente oleaje de la Plaza. 25 — Vamos, Maria, no perdamos tiempo. Tu, Juan, marcha delante y abre paso — y el cochero comenzo a andar, dividiendo la multitud con sus fuertes codos. Entonces empezo dona Manuela sus compras, emprendiendo con las vendedoras una serie de batallas, mas por costumbre que por economia, y Juan y la cnaoa 30 levantaron las tapas de las cestas para arreglar en el interior un sinfin de compras. 3

Questions Marks A-Answer in English :— 1. Who are the “ pareja silenciosa ” ? (line 2) What is each of them doing, and how are they contrasted ?

2. What was the apparent and what was the real cause of dona Manuela’s hesitation before entering the square ?

3. («) What details are given or can you deduce about (i) dona Manuela’s old life and (ii) her new one ? (b) Which does she apparently prefer ? Give proofs in support of your opinion. (c) How far has the change in her way of life affected her character ? 12

f “ adormecida a todas horas por el ruido monotone del Mercado ” (lines 20, 21) What is surprising about this statement, and how can it be explained ? 2

B.—Answer in Spanish :— a Expliquese lo que quiere decir “ el viviente oleaje ” (line 23) 3

6- i Por que marcha Juan al principio detras de dona Manuela y al taal delante de ella ? 3

3. Write, in Spanish, a continuous story based on the following summary. tli e flength of thestory translation should beof Questionabout 200 1). words Use in appropriate length (i.e., PAST about tenses. four-fifths Juan y Pedro encuentran en una isla una caja con un tesoro—discuten lo 1e cte':)en hacer—informan a la policia—reciben una recompensa. (25)

(*-60727) ■

■

. S (Higher I)

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SPANISH

Higher Grade—(First Paper)

Monday, 17th March—10.0 a.m. to 12.15 p.m.

' translate carefully, with due attention to English form and expression:— Awaiting the Enemy No se si he hablado del tio Garcia. Era un hombre de cincuenta y cinco a"os’ natural de Garrapinillos, fortisimo, con semblante curtido con el sol y mianbros de acero, agil cual ninguno en los movimientos, e imperturbable como tlna maquina ante el fuego del enemigo ; poco hablador y bastante desver- gmzado cuando hablaba, pero con cierta gracia en su charla. Tenia una Pequena hacienda en los alrededores y casa muy modesta, pero con sus propias ,, nabia arrasado la casa y puesto por tierra los perales, para quitar d*nsas al enemigo. 0i contar de el mil hazanas realizadas en la primera batalla de Zaragoza. es la tun mal que casi iba medio desnudo, no porque careciera de traje, sino P°r no haber tenido tiempo para ponerselo. fil, y otros como el, fueron sin a ;°s que inspiraban la celebre frase que sus carnes sdlo se vestian de gloria. rmia sm abrigo y comia menos que un ermitano, pues con dos pedazos de pan wipanados con un par de mordiscos de ternera, dura como cuero, tenia an ie te para un dia. Era hombre algo meditabundo, y cuando observaba que I acercahan los franceses, decia — gracias a Dios que vienen, pues esta gente L fflata a uno la paciencia. ."i Qu6 prisatiene Vd., tio Garcia ? —le deciamos. — | Bueno ! —respondia en 0 dUe daiT meb que^ 'entra, P quisierata.r mis volverfrutales a otraedificar vez laantes casita. que pase el invierno, y para(30) el [turn over [46] 2

2. Read carefully the passage given below, then answer the questions which follow it. N.B.—The passage is NOT to be translated. Education under Difficulties La compafila estaba sentada en el patio ; el unico que no se preocupaba con la cena era un joven de cuerpo delgado, con un panuelo rojo anudado al cuello y una camisa por todo abrigo sobre el pecho. Le llamaron sus companeros, _ anunciandole que apenas ya quedaba sopa, si queria comer, pero el seguia, 5 sentado en un pedazo de tronco, encorvado el cuerpo sobre una mesilla baja, que habia puesto bajo la luz del candil. Escribia lenta y trabajosamente con testadurez de campesino. Tenia ante sus ojos un fragmento de periodico y copiaba los renglones con la ayuda de un tintero lleno de agua ligeramente ennegrecida y de una pluma poco aguda que trazaba las letras con la misma 10 paciencia del buey al surco. — Es el Maestrillo. As! le llaman por su aficion a libros y papeles. Apenas vuelve del trabajo, ya esta la pluma — Asi le hablaron del muchacho a don Fernando, el nuevo patron. Este se aproximo al Maestrillo, que volvio la cabeza para mirarle, suspendiendo un momento su tarea. Se expreso con cierta 15 amargura al explicar su deseo de instruirse, robando horas a su sueno y asu descanso. Explico que le habian criado por bestia; a los siete anos era ya pastor en la sierra : hambre, golpes y fatiga. — Y yo quiero saber, don Fernando; quiero ser hombre y no tener vergiienza viendo trotar maquinalmente los borricos alrededor de una noria y pensando que 20 somos tan irracionales como ellos. Todo lo que nos pasa a los pobres, es porque no sabemos. Miraba amargamente a sus companeros, tan satisfechos de su ignorancia. Sufrla al pensar que otros habian vencido facilmente con el auxilio ajeno los obstaculos que le pareclan insuperables a el que no habia tenido maestro. Sin 25 embargo, seguia adelante, convencido de que si otros le imitaban, cambiadan el destino de la tierra. — Pero estos infelices — decia — se burlan de mi, cuando les digo que se instruyan, y me habian de los ricos de Jerez, que son unos barbaros, olvidando que sobre ellos estan los otros que hacen las leyes del mundo.

Questions Marks A.—Answer in English :— 1. Describe the appearance of the young man in this story. U 2. What did his companions try to induce him to do ? How did they do this and with what success ? 2 3. In what task was the young man engaged ? Describe in detail where and how he was carrying it out. 4. (a) What was the young man’s main interest in life ? (&) Show in detail how (i) his past life, and (ii) the difficulties he had encountered in furthering his main interest had all contributed to the bitterness with which he spoke. 5. How did the young man and his companions differ in their views of how to obtain success in life ? 3 Marks 6. The author uses two illustrations from country life. What are they, and what ideas do they emphasize ? 4J

B.-Answer in Spanish: — 7. Expliquese por que le Hainan al joven “ el Maestrillo (line 11) 3 8. Expresese en otras palabras “ suspendiendo su tarea (line 14). 2 30

3. Translate carefully, with due attention to English form and expression :— The Good Old Days En la tienda de don Antonio se hallaban dona Marta, Juan y don Antonio mismo; hablaban de negocios y de lo malos que estaban los tiempos : eterno tema alrededor del cual circulan tantas veces las conversaciones de una tienda. Don Antonio sacaba a luz toda una serie de afirmaciones que, a fuerza de ser repetidas, habian pasado a ser lugares comunes. Segun el, mal iba todo, y la culpa la tenia el gobierno, un punado de ladrones que no se preocupaban de la suerte del pais. En otros tiempos se vendia bien el vino, tenlan dinero los que cultivaban el arroz, y el comercio daba gusto, j Cuanto pano fino el habla vendido! j Cuantas mantas habla despachado y cuantos panuelos se habian empaquetado sobre aquel mostrador ! Y en aquellos dias todos pagaban en oro, Pero ahora no habia dinero, y el comercio iba de mal en peor. El mismo aim iba luchando, pero si las cosas continuaban de tal modo, acabaria por cerrar la tienda y morir desenganado. — Pero, i que tiempos aquellos 1 — grito — cuando vivia el padre de este - senalando a Juan — y yo no era dueno sino solo dependiente. Entonces, aunque me siente mal decirlo, todos los anos, al hacer el inventario, quedaban Ms o tres duros que guardar. i No es eso, dona Marta ? Pero dona Marta se limitaba a callar y a sonreir. (25)

(C60728)

S (Higher II (a)) Aural Comp.—Instns.

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SPANISH

Higher Grade—(Second Paper (a) )

AURAL COMPREHENSION TEST

Monday, 17th March—1.30 p.m. to 2.0 p.m.

This paper must not he seen by any candidate.

INSTRUCTIONS TO THE TEACHER

1. Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read. 2. When so instructed by the supervising officer, read to the candidates the “Instructions to Candidates ” given below. 3. Then read the passage aloud to the candidates, speaking clearly and naturally, and taking not more than four minutes to the reading. 4. After this reading inform the candidates that they may now turn over the printed question papers, and that they will have three minutes in which to study the questions. Remind the candidates that they may make notes during this interval of three minutes, but only on the sheets provided for the answers. You yourself will not be allowed to see the questions which are to be answered hy the candidates. 5. When so instructed by the supervising officer, read the passage a second t'me, in exactly the same manner as on the first occasion and taking the same uniount of time. 6. Remind the candidates that the questions are to be answered in English.

[turn over [47] 2 INSTRUCTIONS TO CANDIDATES 1. Listen carefully to the following passage with a view to answering questions on its content. 2. The questions are to be answered in English. 3. You are on no account to touch the printed question paper or to do any writing until you are told to do so. 4. The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes between the readings. (ii) After the first reading you will be allowed to turn over the printed question paper and you will have three minutes in which to study the questions. (iii) After the second reading you will write your answers on the sheet provided for this purpose. 5. All writing during the first and second readings is strictly forbidden. Notes may be made during the interval between the readings, but only on the sheet provided for the answers. 6. You may not ask for the repetition of any word or phrase. Passage to be read to the candidates (Maximum time of reading—four minutes):— Juana era la hija de una pobre lavandera que lavaba todo el dia para mantener a su hija y a sus tres hijos pequenos. Juana era la mayor, y eso le daba una solemne responsibilidad. Muchas veces iba Juana a entregar a clientes la ropa que habia lavado su madre, recibiendo de vez en cuando unos centimes para dulces, dulces que ella no compraba, porque, al llegar a casa, sin que su madre lo exigiese, le entregaba a ella las monedas. Un dia se dijo Juana — he sido una sonadora, y de hoy en adelante^voy a ayudar mas efectivamente a mi madre. Con el dinero que me dan las senoras comprare un saco de naranjas y las vendere en un buen sitio, pagando pnmero a la policia la licencia necesaria. — Y asi lo hizo. Dia tras dia se ponia a la esquina de una calle frecuentada, pero sin vender una naranja siquiera. — Es dificil crear clientes — le decia Juana a su madre — pero tendre paciencia. Asi, cuando la madre la veia volver a tomar su saco cada dia, aunque estaba segura que su hija no vendiera nada, le parecia a ella como un acto rehgioso, y por eso no la disuadia. Seguia Juana sin vender, y estaba a punto de desesperar, al darse cuenta de que pronto no le quedaria una sola naranja, porque estanan todas podridas. Sin embargo, una tarde, despues de pasar otro dia en la calle sin exito, al echarse el saco a la espalda, noto que pesaba demasiado. Lo primero que hizo al llegar a su casa fue buscar en el saco la piedra que sospechaba, pero j o maravilla ! encontro una bola amarilla, una naranja de oro, no de oro liquido, sino de oro verdadero. La pobre nina no sabia que un ladron, perseguido ae cerca por la policia, habia escondido su botin en medio de las naranjas, contan o con volver a buscarlo mas tarde. Juana llamo en seguida a su madre, y creian las dos que la Providencia habia hecho un milagro. Quizas tenian razon, pues esta naranja milagrosa, que consideraban como un regalo del cielo, hizo, en realidad, la suerte de la pobre familia. (C60729) :

S (Higher II (a)) Aural Comp.—Questions

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SPANISH

Higher Grade—(Second Paper (a) )

AURAL COMPREHENSION TEST

Monday, 17th March—1.30 p.m. to 2.0 p.m.

Answers are to be written on the sheet provided for the purpose, on which are also to be written any notes made between the readings.

QUESTIONS Marks 1. Who were the members of Juana’s family ? For what reasons did Juana feel herself to be in a position of special responsibility ? 2

2. In what ways did she originally try to fulfil this responsibility ? 2J

3. Why did Juana feel dissatisfied with her efforts ? Give details of the new plan she evolved. 2

4. How successful was her plan at first ? How did she account for this ? 1

3. What was her mother’s attitude to this plan ? 2

F With what major difficulty was Juana now faced, and what was its effect on her ? 1

What led Juana to discover the " miracle,” and what was it ? How far can it be explained rationally and how far can it be considered a real miracle ? 4J

[48] (C8U730)

S (Higher II (b))

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SPANISH

Higher Grade—(Second Paper (b))

Monday, 17th March—2.15 p.m. to 4.0 p.m.

1. Translate into Spanish :— I arrived at Santarem on my second journey into the interior in November, 1951, and made it my headquarters for a period, as it turned out, of more than three years and a half. During this time I made, according to the plan I had formed, many excursions up the River Tapajos, and to places of interest in the surrounding region. The main problem I had anticipated was that of finding a place in which to live, but almost immediately after landing, I found no diffi- oulty in hiring a suitable house in the outskirts. . It was one of half a dozen which were pleasantly situated near the beach, as you go towards the Indian part of the town. The back of my house sloped down to the waterside, and the house itself overlooked a beautiful flower-garden (a great rarity in this country), which belonged to my neighbours. The house contained only three rooms, one | "Th a brick floor, and two with wooden ones. The kitchen, as is usual here, was a small building, a few yards from the house. While looking for servants, I had the good fortune to meet an industrious and trustworthy young man, called Jose, who was willing to come to an arrangement with me. His family prepared our meals, 'while he helped me in hunting, he proved to be of the greatest service in the different excursions we subsequently made. (50)

2- Write, in Spanish, an essay on ONE of the following subjects :— Your essay should be from one to one and a half times the length of the translation of Question 1. («) Las aficiones (hobbies) en general, y mi aficion favorita. (b) Los aspectos de mis estudios espanoles que me gustan mas. (25)

[49] (C60731)

Gaelic (Lower (a)) Aural Comp.—Instns.

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GAELIC

Lower Grade—(Paper (a))

AURAL COMPREHENSION TEST

Monday, 17th March—9.15 a.m. to 9.45 a.m.

This paper must not be seen by any candidate.

INSTRUCTIONS TO THE TEACHER 1. Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read. 2. When so instructed by the supervising officer, read to the candidates the Instructions to Candidates ” given below. I 3. Then read the passage aloud to the candidates, speaking dearly and naturally, and taking not more than four minutes to the reading. 4. After this reading inform the candidates that they may now turn over the printed question papers, and that they will have three minutes in which to study the questions. Remind the candidates that they may make notes during this interval of three minutes, but only on the sheets provided for the answers. I'ou yourself will not be allowed to see the questions which are to be answered I hy the candidates. 5. When so instructed by the supervising officer, read the passage a second tune, in exactly the same manner as on the first occasion and taking the same amount of time. Remind the candidates that the questions are to be answered in English.

INSTRUCTIONS TO CANDIDATES 1- Listen carefully to the following passage with a view to answering questions on its content. 2- The questions are to be answered in English. 3. You are on no account to touch the printed question paper or to do any 'ri mg until you are told to do so. [turn over [50] 2

4. The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes between the readings. (ii) After the first reading you will be allowed to turn over the printed question paper and you will have three minutes in which to study the questions. (iii) After the second reading you will write your answers on the sheet provided for this purpose. 5. All writing during the first and second readings is strictly forbidden. Notes may be made during the interval between the readings, but only on the sheet provided for the answers. 6. You may not ask for the repetition of any word or phrase.

Passage to be read to the candidates (maximum time of reading—four minutes) O chionn uine fhada bha nighean 6g a’ siubhal nan cnoc is nan glac an ceann siar Eilean I a’ sireadh caora dhubh a dh’ ionndrainn i as an treud. Is e aite garbh, dosgach a bha ann, gu sonraichte an taice a’ chladaich far an robh geodhachan domhain, sgorach. Cha d’ fhag an nighean ceum gun rannsachadh agus direach an uair a bha i air bheul an sireadh a thoirt suas chunnaic i toit a' tighinn a luidhear am measg nan creag. Chuir so iongnadh oirre agus an t-aite cho iomallach. Theirinn i ris a’ bhearradh os cionn na mara gus an d’ rainig i dorus seorsa uamha. Sheall i stigh agus ciod a chunnaic i ach bodachan beag, glas, a mhuilichinn truiste, core ’na laimh agus e a’ feannadh na ceart chaora dhuibh a bha i fhein a’ sireadh. Leis an uamhas a ghabh i thug i anns a’ mhionaid a mach ris a’ bhearradh. Ach an uair a rug suil a’ bhodaich oirre thug e dubh-leum ’na deidh. A mach gu bade thug an nighean is a cridhe ’na beul le eagal. Bha i luath, luthach, ach ged a bha, bha am bodach a’ toirt a stigh oirre uidh air n-uidh. Suas na cnocan is sios na glacan lean an reis. Mun do rainig iad an t-ardan mu dheireadh eadar iad is a’ mhachair bha beir air bheir aig a’ bhodach oirre. Thug i a mach mullach a’ chnoic’s a h-anail 'na h-uchd. Ach ged a bha, fhuair i misneach agus ath-nuadhachadh neirt anns an t-suidheachadh chunnartach anns an robh i, oir gu h-iosal foipe bha a’ mhachair far an robh spreidh ag ionaltradh agus, rud a b’ fhearr a chur misnich innte, far an robh na fir is na mnathan ri obair an Earraich.

(C60357) Gaelic (Lower (a)) Aural Comp.—Questions

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GAELIC

Lower Grade—(Paper (a) )

AURAL COMPREHENSION TEST

Monday, 17th March—9.15 a.m. to 9.45 a.m.

Answers are to be written on the sheet provided for the purpose, on which are also to be written any notes made between the readings.

QUESTIONS

Marks 1. Where was the girl referred to and what was she doing ? 2

2. Summarise the description given of the place. 2

3. What did the girl see which caused her surprise ? What steps did she take to investigate what it was ? 2

4. Give a description of the person she saw, and tell what he was doing. 3 3. On seeing her, what did he do ? 2

6- Tell how she acted and with what results. 2

7- What finally banished her fears ? 2 15

[Si]

Gaelic (Lower (b))

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

GAELIC

Lower Grade—{Paper (b))

Monday, 17th March—10.0 a.m. to 12.15 p.m.

"B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. The value attached to each question is shown in brackets after the question.

i hanslate into English :— Tha an cat againn ’na dheagh shealgair, is mar sin chan ’eil radain no uchaidh a cur a bheag de dhragh oirnn ; ach dh’ drag sin an fhiadhach car na chriochan dligheach fhein' is b’ eiginn da sealg fhaotainn air fonn eile. ihoisich e air sealg nan eun beaga bha tighinn a neadachadh is a sholar ! °!n rau thaobh-cuil an tighe. Cha robh so taitneach leamsa, ach dh' fheith 1 gus an d’ fhuair mi fianuis 'na aghaidh. Latha de na laithean thainig e a s actus eun 'na bheul, is e 'ga leigeil fhaicinn do gach neach a bha mun cuairt. ! «ur a thainig e far an robh mise, rug mi air, is dh’ innis mi dha nach robh ^s' a wbharrachd air dhethsin gu ; robhnach Achd b’ i sinParlamaid an seorsa an sithinnaghaidh a abha bhith dhith marbhadh ormsa ; on as eugmhais cead laghail air a shon ; is nam faicinn-sa a leithid so de sheilg n nis, gun cuirinn maoir is madaidh a’ bhaile ’na dheidh. “ Fhaic thu,” ^a nn.se,as mi crathadh mo chorraige r’ a shroin, “ b’ fhearr leamsa eisdeachd ceiteir an eoin bhig sin fad choig mionaidean, na ged bhiodh tusa is do °mPanaich a’ seinn domh fad choig raithean.” (30)

[turn over [52] 2

2. Read the poem below, then answer the questions which follow it N.B.— The poem is NOT to be translated. Gabhaidh sinn ar cead de Mhorair, Arasaig’s Muideart nam mor-bheann; Eige’s Canaidh gheal nan roiseal, ’S Uibhist bhoidheach ghreannmhor. 5 Cnoideart fuar is Gleann a Garaidh Far a bheil na fiurain gheala, ’S Uisge Ruaidh o ’n Bhraighe thairis Gu Srath Inbhir Lochaidh. Tha na cairdean gasda lionmhor 10 Thall's a bhos air feadh nan criochan, ’S ma dh’ fhagas mi h-aon diubh ’n diochuimhn’ ’S aobhar miothlachd dhomhs’ e. Domhnallaich is gum bu dual daibh Seasamh direach ri uchd cruadail, 15 A bhith dian a’ ruith na ruaige, Dileas cruaidh gu dbruinn. Long is leomhann, craobh is caisteal, Bhiodh ’nan sroiltean ard ri’m faicinn, Fire.un, is lamh dhearg is bradan, 20 ’S fraoch ’na bhadain cdmh’ riuth'. Chi mi ’n cabrach air an fhuaran, A ghreigh fhein 'nan treud mun cuairt dha, A h-uile te’s a srbn san fhuaradh Mun tig gnuis luchd-torachd. 25 Leam bu bhinn a’ chaismeachd mhaidne An deidh dusgadh as mo chadal, Coileach dubh air bharr a’ mheangain 'S fiadh sa’ bhad ri cronan, Falbhaidh sinn o thir nan uachdran, 30 Ruigidh sinn an duthaich shuaimhneach, Far am bi crodh laoigh air bhuailtean Air na fuarain bhbidheach. Falbhaidh sinn’s cha dean sinn fuireach, Fagaidh sinn slan agaibh uile, 35 Seolaidh sinn air bharr na tuinne, Dia chur turns oirnne ! 3

QUESTIONS Notes to Candidates (a) The answers to the following questions may be in either Gaelic or English except when otherwise indicated. (b) Arabic numerals, within brackets, refer to lines. Marks 1. Give in English a list of the districts which the emigrants are leaving. 3 2. Show that the authoress wished to say farewell to all her friends. 2 3. To which clan did the emigrants mainly belong ? Summarise the qualities attributed to this clan. 4 4. Give a description of the clan’s coat-of-arms. 3 5. What particular [a) sights and [b) sounds of the homeland will the authoress recall ? 5 f>. “0 thir nan uachdran ” (line 29) suggests a reason why the emigrants are leaving. Explain. What impression do they have of the country to which they are going ? 4 7. Translate into English lines 33 to 36. 4 8. Give the exact meaning of:— arcead (1), nafiiirain (6), budualdaibh (13), aghreighfhein (22), san fhuaradh (23), learn bu bhinn (25). 3 9. Construct phrases illustrating the genitive singular, with the article, of any four nouns in verse 5, lines 17 to 20. 2

8- Write, in Gaelic, an essay of about a page and a half in length on any ®eof the following subjects :— (а) An sealladh as annasaiche chunnaic mi riamh. (б) La stoirmeil. (c) Oidhche Shamhna no La Nollaig. (25)

(C60359)

Gaelic (Higher I (a))

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GAELIC

Higher Grade—(First Paper (a))

Monday, 17th March—10.0 a.m. to 12 Noon.

N.B,—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will be deducted for had spelling and bad punctuation, and for writing that is difficult to read. The value attached to each question is shown in brackets after the question.

'■ H translate into idiomatic English :— Bha e ard bho ’n talamh, garbh thar tomhais, is a ghairdean feitheach a j®S1?' Cha tugadh cailleach an aire dha gun a suil a fhliuchadh is i guidhe eud ga sheachnadh. Bu mhiann gach oigh mar cheile e, oir bha mealladh Mo-chuimseach an treisead a ghnuise. . Eadar breacan-guailne le braisde trom, daga fo gach laimh, biodag an duille, |(daidheamh air a leis, bha coltas an eireachdais air Iain Ruairidh. An aite wa-gearr is peiteag bha e caitheamh leine de bhreacan-seilge nan Tolmach. ■ sgoltadh failmean na gluine bha oir an fheilidh-bhig phleataich. Bha crios ,JUc ach mu theis mheadhon, agus fodha sin sporan cinn-bruic le aigealanan eathrach is buinn airgid umpa. Mu cheannaibh nan cas bha cuarain romach ^ sEeiche an fheidh, le iall mu seach is iad tarsainn ’gan ceangal an taobh ard 11 aobrann. Aig tighead a chalpa bha osan preasach ’ga cur an deagh uniadh le sgin-duibh ’na luib, is an gliiinean, a thug Eilidh mar chuimhneachan ua’ gan cumail 'nan aite. (25)

[turn over [53] 2

1. (b) Translate into idiomatic English :— Mar a thubhairt mi, bha an la fior bhreagha ; ach b’ ann bharr a’ chladaicl a bha am beagan gaoithe a bha ann, agus leis nach robh na raimh, no an sgioba na bu mho, ro bharraichte, tharraing an seann sgreagach bata a bha aca a mad bho thir uidh air n-uidh, gus mu dheireadh, a reir coltais, nach robh e ’nai comas tiheadh gu cladach. Theann a’ ghaoth air eirigh an uair a bha i a‘ teannadh ris an fheasgar, is an iarmailt air fas bagarrach, gus mu dheireadh nuair a thuit dorcha-nan-trath thainig i gu bhith fior robach, is mu dheireadli thall thainig i gu taomadh uisge, teine-adhair is tairneanach. B’ ann an uair a thainig an t-anmoch, is gun sgeul air na balaich, a thogadh ri forfhais, is a chualas bho ’n bhuachaille mar a thachair. An sin chuimhnich na daoinegu robh iad a’ cluinntinn eubhach is sgreadail neonach a mach ri cuan an uair a bha iad a’ tighinn dhachaidh as an eaglais trath feasgair, ach leis nach robh ni ri fhaicinn ach cabhagan eun a mach air an lear, nach ann a shaoil iad nach robh ann ach sgulartaich nan eun-mara so, is cha tug iad an corr umhail dha. (25)

2. Read the poem below, then answer the questions which follow it N.B.—The poem is NOT to be translated. Mo bheud is mo bhrdn Mar a dh’ eirich dho, Muir beucach mor A' leum mu d’ bhord, 5 Thu fein is do sheoid An uair reub ur seoil Nach d’ fheud sibh treoir a chaitheadh orra. Bu tu am fear curanta mor Bu mhath cumadh is treoir 10 0 t’ uilinn gu d’ dhorn, 0 d' mhullach gu d’ bhroig : Mhic Mhuire mo leon Thu bhith ’n innis nan ron’s nach faighear thu. Bu tu sealgair a’ gheoidh, 15 Lhmh gun dearmad gun leon Air am bu shuarach an t-6r Thoirt a bhuannachd a’ cheoil, Is gun d’ fhuair thu na’s leoir’s na chaitheadh tu. Bu tu sealgair an fheidh 20 Leis an deargte na bein ; Bhiodh coin earbsach air eill Aig an Albannach threun ; Caite’m faca mi fein Aon duine fo ’n ghrein 25 A dheanadh riut euchd flathasach ? Is tu b' fhaicihich’ ceum Mu 'n taice-sa 'n de De na chunnaic mi fein Air faiche nan ceud 30 Air each's e ’na leum, Is cha bu slacan gun fheum claidheamh ort. 3

Is e an sgeul craiteach Do ’n mhnaoi a dh’ fhag thu, Is do t' aon bhrathair 35 A shuidh 'nad aite : Di-luain Caisge Chaidh tonn-bhaidht' ort, Craobh a b’ airde de ’n abhall thu.

QUESTIONS Notes to candidates. (a) The answers to the following questions may be in either Gaelic or English except when otherwise indicated. (J) Arabic numerals within brackets refer to lines.

Marks 1. What type of poem is this ? Give the reason for its composition. 2 2. Tell briefly how and when the tragedy took place. 3. What aspects of physique does the poetess single out in describing the hero ? 4. What were his main accomplishments and pastimes ?

5. Show that he was both wealthy and generous. 3 6- Who in particular mourned his death ? 2 7. Translate into English :— («) Caite ’m faca mi fein Aon duine fo ’n ghrein A dheanadh riut euchd flathasach ? (23-25) (b) Faiche nan ceud (29). (c) Is cha bu slacan gun fheum claidheamh ort (31). (d) Craobh a b’ airde de ’n abhall thu (38). 3. Explain what is meant by “ innis nan ron ” (13). What figure of speech is used ? 3' Comment on the meaning and construction of the following :— («) Mhic Mhuire mo lebn (12). (b) Is tu b’ fhaicillich’ ceum (26). (c) Di-luain Caisge (36). (d) tonn-bhaidht’ (37). 4 30

Gaelic (Higher I (b)) Aural Comp.—Instils.

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GAELIC

Higher Grade—(First Paper (b))

AURAL COMPREHENSION TEST

Monday, 17th March—-12.15 p.m. to 12.45 p.m.

This paper must not he seen by any candidate

INSTRUCTIONS TO THE TEACHER 1 ■ Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read. 2. When so instructed by the supervising officer, read to the candidates the “ Instructions to Candidates ” given below. 3. Then read the passage aloud to the candidates, speaking clearly and naturally, and taking not more than four minutes to the reading. 4. After this reading inform the candidates that they may now turn over the printed question papers, and that they will have three minutes in which to study the questions. Remind the candidates that they may make notes during this interval of three minutes, but only on the sheets provided for the answers. You yourself will not be allowed to see the questions which are to be answered by the candidates. n- When so instructed by the supervising officer, read the passage a second tune, in exactly the same manner as on the first occasion and taking the same amount of time. 6- Remind the candidates that the questions are to be answered in English.

INSTRUCTIONS TO CANDIDATES !• Listen carefully to the following passage with a view to answering questions on its content. 2. The questions are to be answered in English. 3. You are on no account to touch the printed question paper or to do any writing until you are told to do so. [turn over [54] 4. The procedure will be as follows :—• (i) The passage will be read twice, with an interval of three minutes between the readings. (ii) After the first reading you will be allowed to turn over the printed question paper and you will have three minutes in which to study the questions. (iii) After the second reading you will write your answers on the sheet provided for this purpose-. 5. All writing during the first and second readings is strictly forbidden. Notes may be made during the interval between the readings, but only on the sheet provided for the answers. 6. You may not ask for the repetition of any word or phrase.

Passage to be read to the candidates (maximum time of reading—four minutes) Chaidh mi a Bharcelona aon la a dh’ fhaicinn beagan de ’n bhaile agus gu h-araidh an t-sabaid-tharbh. Chuala mi na h-urad mu dheidhinn i sin’s gu robh mi airson faicinn le mo dha shuil an robh cridhe an Spainntich cho eadar- dhealaichte ri ar cridheachan fhin a thaobh co-fhaireachdainn ri duine is ri ainmhidh. Bha an la a bh’ aim bruitheil da rireadh. A’ dol do ’n bhaile san treine bha gach fear ach beag’s a sheacaid dheth agus sruth falluis o mhalaidhean. Nuair a rainig sinn am bade’s a bhriichd sinn a mach as an treine, mhothaich mi gu robh am morshluagh a’ dol air an aon siubhal ruinn fhin. Ghabh moran aca na tramachan mora, ach o nach robh fios againne caite an robh iad a’ dol lean sinn oirnn a’ coiseachd gus na rainig sinn ar ceann-uidhe, agus b’ e an t-astar sin an aon mhile a b’ fhaide a choisich mi riamh. Ged a bha sinn rud-eigin trath, chaidh sinn a steach, is chiim sinn suil fhosgailt ris na bha tachairt. Bha an togalach anns an robh an tarbh-shabaid ri a cumail air cumadh cuaich mhoir fhosgailte. Bha na suidheachain—a’ chlach chruaidh—’nan cuairtean timcheall air a’ bhuaile’s ag eirigh, ruith air ruith, gu bil-ard a’ bhalla, a bha suas ri ceud traigh a dh’ airde. Ghabhadh an t-aite na miltean. Fhuair sinn aite-suidhe anns a’ choigeamh no an seathamh sreath, ri aghaidh gaoithe agus air chul greine, an dearbh thaobh a dh’ iarr sinn, oir ged is e am feasgar a bh’ ann, bha teas mor fhathast anns a’ ghrein. Thoisich daoine a tighinn a steach, ’s nuair a thbisich, cha robh na suidheachain fada gun an lionadh. Bha an taobh air an robh sinne—taobh na sgaile—lan chun a mhullaich, ach cha robh an taobh eile buileach cho dumhail. Agus b’ e sin an sealladh ! Cuid air an eideadh ’nan trusgain feasgair, na mnathan an riomhachas ghuintean de gach seorsa’s de gach dath, moran ann a duthchannan cein, cuio dhiubh mar sinn fhin ’nan tuathaich air chuairt, a thainig a dh’ fhaicinn an aoin seallaidh as naiseanta do ’n Spainnt, ’s a’ chuid mhor aca air an eideadi cho simphdh ’s a leigeadh teas na greine, an naire fhein agus lagh teann na Spainnt leotha.

(CS0361) Gaelic (Higher I (b)) Aural Comp.—Questions

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

GAELIC

Higher Grade—(First Paper (b) )

AURAL COMPREHENSION TEST

Monday, 17th March—12.15 p.m. to 12.45 p.m. I Answers are to be written on the sheet provided lor the purpose, on which are also to be written any notes made between the readings.

QUESTIONS Marks 1. Explain why the author was particularly anxious to visit the bull-ring. 2 2. Describe the day on which the bull-fight took place. Give two facts in support of your answer. 2 [ 3. Why did the author walk from the railway station to the bull-ring ? Comment on the distance. 2 4. Describe the bull-ring and the seating arrangements provided. 4 u. Where did the author sit ? Show that he had selected his seat Wl th care. 2 6. Give his impressions of the clothes worn by the spectators. 3 15

(C60362) [55]

Gaelic (Higher II)

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

GAELIC

Higher Grade—(Second Paper)

Monday, 17th March—2.0 p.m. to 4.0 p.m.

O.—Begin the answer (or fair copy of an answer) to each question on a fresh page.

Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. The value attached to each question, or to each part of a question, is shown in brackets after the question.

[turn over [56] 2

SECTION I

1. Write, in Gaelic, an essay on any one of the following subjects :— (а) Uibhist an leth-cheud bliadhna eile. (б) Buaidh an radio air beatha nan Gaidheal. (c) “ Och ! Och ! Di-luain ! Tha ’n t-seachdain cho buan’s a bha i riamh ! ” (d) “ Sealladh na bu bhreagha riamh chan fhaca suil.” (30) 2. Translate into Gaelic :— Donald Gorm was at one time in the Island of Skye with his galley and crew. When returning home to Uist stress of weather obliged them to return and make straight for Dunvegan, where Donald Gorm was not very willing to go if lie could in any way avoid landing there, since he had killed Macleod of Dunvegan in a quarrel which had arisen between them ; but there was no alternative. On observing the boat coming, Macleod and the men of Dunvegan went to the shore to meet them, and gave them a kindly reception. Donald Gorm was invited to Macleod’s own table, but refused, saying, “ When I am away from home with my men, I do not separate from them but sit with them.” Macleod said, “ Your men will get plenty of meat and drink by themselves, and come you with me.” “ I will not take food but with my men,” he said. When Macleod saw that Donald Gorm was resolved not to be separated from his own men, he asked instead Donald Gorm’s men to his own company. When dinner was over, Macleod said to Donald Gorm by way of remembrance, ” Was it not you who killed my father ? ” “It has been laid to my charge that I killed three contemptible Highland lairds, and I do not care although I should make it four to-night,” said Donald Gorm, drawing his dirk. (30)

SECTION II Answer question (1) and any TWO of the others. The answers may be in Gaelic or in English. (1) Discuss the work of one 17th or 18th century Gaelic poet, using illustrative matter from not less than three of his or her poems. or “ Gaelic poetry of the 18th century is grossly over-rated.” Discuss tins statement. W (2) What do you regard as the main characteristics of the poetry of Iain Lom, or Uilleam Ros, or Diighall Bochanan, or Somhairle MacGilleathain ? W (3) Select three Highland clans, giving the patronymics of their chiefs, and define their geographical spheres of influence. Mention one historical even with which you associate each of the clans selected. (4) Give a list of six Gaelic place names containing either (a) an ecclesiastical element or (b) the element inbhir. Add the English forms and tell what the names mean. ® (5) Comment on the extent to which separate forms for the genitive and dative of feminine nouns are used in the Gaelic dialect most familiar to you- (C60363) R (Lower (a)) Aural Comp.—Instns.

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

RUSSIAN

Lower Grade—(Paper (a))

AURAL COMPREHENSION TEST

Tuesday, 18th March—9.15 a.m. to 9.45 a.m.

This paper must not be seen by any candidate.

INSTRUCTIONS TO THE TEACHER 1. Use the ten minutes preceding the beginning of the test to make yourself wroughly familiar with the passage to be read.

2. When so instructed by the supervising officer, read to the candidates the Instructions to Candidates ” given below.

3- Write on the blackboard the following words :— WMa: fishing rod, rpyc : coward, npHTBopsrrbCH : nejiatB bhh. CHfleTb na KopioHKax : to squat.

U Then read the passage aloud to the candidates, speaking clearly and naturally, and taking not more than four minutes to the reading.

5- After this reading inform the candidates that they may now turn over 'le pnnted question papers, and that they will have three minutes in which to ,,uv th® questions. Remind the candidates that they may make notes during s interval of three minutes, but only on the sheets provided for the answers, ou yourself will not be allowed to see the questions which are to be answered “5'the candidates. 3. When so instructed by the supervising officer, read the passage a second le> m exactly the same manner as on the first occasion and taking the same lniount of time.

~1' Remind the candidates that the questions are to be answered in English.

[turn over [57] 2

INSTRUCTIONS TO CANDIDATES 1. Listen carefully to the following passage with a view to answering nai questions on its content. yai 2. The questions are to be answered in English.

3. You are on no account to touch the printed question paper or to do any to writing until you are told to do so.

4. The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes between the readings. yi (ii) After the first reading you will be allowed to turn over the printed question paper and you will have three minutes in which to study the questions. (iii) After the second reading you will write your answers on the sheet provided for this purpose.

5. All writing during the first and second readings is strictly forbidden. Notes may be made during the interval between the readings, but only on the sheet provided for the answers.

6. You may not ask for the repetition of any word or phrase.

Passage to be read to the candidates. (Maximum time of reading—four minutes.) fleno 6hjio na lore Pocchh — b KpHMy. Ohhh npHesmHH Mans1#® nomen na Mope hobhtl ynouKOH ptidy. A xaM 6hji oneHt bhcokhh, KpyioH CKOJ1B3KHH 6eper. MantHHK HanaJi cnycKaibCH, itotom nocMOTpei bhh3, yBHnen non codoii orpoMHue ocrptie KaMHH h Hcnyrancn. OcraHOBWicn h c Mecxa He Moacex CHBHHyxbCH. Hh Hasan, hh bhhs. Oh cxsaraflcsi sa KaKoe-xo Hedonbuioe nepeso, chhhx na KopxonKax h numaxb 6oHxcfl. A BHH3y, B Mope, B 3X0 BpeMH pbldaK JIOBHJI pbl6y. H c HHM B jioHKe 6buia «eBOHKa, ero hohb. Ona Bee Bnnejia h noHHJia, hxo ManbHHK xpyc. Ona cxana CMenxbCH h noKasbiBaxb na Hero nanbueM. MaJibHHKy 6hjio cxhhho, ho oh HHnero ne mop c co6oh cnetiaTfa. Oh xojibko cxan npHXBopnxbCH, 6ynxo chuhx npocxo xaK h 6yflxo ewy oneKb mapKO. Oh narKe chhji cbobo conoMenHyio mnsmy h cxaJi ® Maxaxb okojio CBoero Hoca. Bnpyr nonyji sexep, BbipBaxt y ManbHHKa m pyK yaoHKy h 6pocHJi ee bhhs. MajibHHKy 6bmo xcajib ynouRH, oh nonpodosaji noJisxn bhhs, ho onnxb y Hero Hunero ne Bbimjio. 3

A neBOHKa Bee sto BHnena. Ona CKasana omy, tot nocMOTpeji aaeepx h hto-to CKasan oh. Bjipyr neBOHKa cnpbirHyjra b Bony h nomjia k 6epery. BsaJia yjo>JKy h nomna o6paTHO k JiOHKe. MaJitHHK Tan paccepHHJicH, hto 3a6bm see na cseTe h KaK momho 6ticTpee cues bhhb. — 3h ! OTnasaH ! 3to moh ynoHKa !—saKpHaan oh h oxBaran jSBOHKy sa pyxy. — Ha, BosbMH, nomanyHCTa, — CKasana neBOHKa. — Mho tboh yaoHKa ne Hy>KHa. H napoHHo ee BBHJia, hto6h tbi cues bhhb. ManbHHK ynHBHJicsi h roBopuT: — A Tbi noHOM BHana, hto h cjiesy ? — A 3to mho nana CKaBaji. Oh fobopht : ecjiH Tpyc, to, Hasepno, h *aneH.

Ksioos)

R (Lower (a)) Aural Comp.—Questions

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

RUSSIAN

Lower Grade—(Paper (a))

AURAL COMPREHENSION TEST

Tuesday, 18th March—9.15 a.m. to 9.45 a.m.

Answers are to be written on the sheet provided for the purpose, on which are also to be written any notes made between the readings.

QUESTIONS Marks 1. What did the boy see beneath him that made him scared to descend to the shore ? 1

2. What did he grasp hold of to support himself ? 1

3. Who was in the boat with a little girl ? What was he doing and "ho was the little girl ? 2

4. What did she do when she saw the boy ? 2

а. What did the boy pretend in order to conceal his shame ? What action did he perform to confirm this impression ? 3

б. What happened that caused the boy to make a second attempt to crawl down ? 2

What did the girl do that made the boy angry ? What was the Practical effect of this on him ? 3

8- How did the girl know that her action would have the effect that 11 did on the boy ? 1

R (Lower (b)) 1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION RUSSIAN Lower Grade—(Paper (b) ) Tuesday, 18th March—10.0 a.m. to 12.15 p.m. D-Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. The value attached to each question is shown in brackets after the question.

1. Translate carefully, with due regard to English form and expression :— Visited by a mouse CnysHEoct wne mute onnoMy b uymoM ropone. Hu snaKOMux, hh apyseil y Mepra xaM ne 6bmo. H a oneHt CKynaJi. ripHiiy h BeuepoM k cede b KOMHary, a KOMHaxa nyciaa, rpoMaflHas. Saxrry nawny, HocxaHy cKpnnKy hs nuca^a b yrny ®MHaibi h Honro-nonro nrpaio. Ohhh cede. Hrpaio a nnoxo, ho Tax xaK hhkto ne cehiuht, mhc see paBHO. ^ arpaio, vt rpycTHO craHOBUTCH mho h seceno, — h He Tax CKyuno. Box oj}Ha>KHbi h, Kax Bcerna, npHiuen homoh, cen na xpoBaib h craii noxHxoHbxy Hrpaxb Kaxyio-To necenxy.

^ snpyr si yBHnen: hb yrna, hs UbipxH b crene, ociopoxKHO, j ®THX0HbKy Bbinuia MaJieHbxasi Mbimxa. BbiderKana ona na caMyio I ^PWHHy KOMHaibi, cena, yMbma cede MopHonxy nepenHHMH nanxaMH, 1 ■Won cjiorxHJia JianxH na nepennioio uacib xena h xax ciana mchh oyinaxt. flonro si Hrpan b stot Beuep. H cbirpan Mbiinxe Bee neceHXH, tK TaHi;bi h MapuiH, xaxHe tojibko 3Han. H ManeHbxafl Mbimxa ®HMaxejibHo mchsi cnymana. CHHena nocpenH nona, ruHnena Ha mchsi qohmh ManenbXHMH rnasaMH h He nBHranacb. lion xoneu si yrxe ne Hai1’ HTo eg Hrparb, a npocxo Bonnn cmhhkom no cxpyHaM. Mbimxe ' 3T0 HpaBHEocb. Ho xax xoebxo h nepecxan Hrpaxb, ona ydesKana.

[turn oyer [59] 2

flea Mecjiua h npoKHH b stom ropone. H nsa Mecaqa KaiKutiii eenep MbimKa Bbi6erajia na cepenHHy KOMHara, yMbmana JianKaMH MopnoHKy h cHnejia HenonBHiKHO — cjiymana moio MysbiKy, tojilko HHorna noaecbmana Tejio. (ill) MopnoHKa : face (of animal). cmhhok : bow, fiddlestick.

2. Read the passage below, then answer the questions which follow it. N.B.—The passage is NOT to be translated. OnnaacHbi necKOJibKo aenoBeK saxoxejiH nonn^Tbca Ha Bepuiray CHeXCHOH ropbl, BsHJIH C Co6oH npOBOXIHHKOB. ripOBOflHHKH JipHrOTOBHJIH HJMHHbie nanKH, sepeBKH, necTHHny, nHmy na HecKOJibKo nHeii. SanacJiHCb xaK>Ke xennbiM nnaxbeM. Bbui HcapKHH nexHHH neHb, uBejiH uBexbi, speji BHHorpan, a Haim nyxHHKH yKnanbroaJiH b cboh piOKBaKH map(J)bi, xennbie nanbxo, MexoBbie nepaaxKH, mepcxiXHbie HynKH. HaKonen, Bee 6bmo poxobo, h ohh BbicxyriHJiH b nyxb. riepBbiH neHB ohh uijih no ynobHofl ropnoH nopmKKe, Koxopaa BHiracb xo Me>Kny nepeBBHMH, xo no seneHOMy nyry. 3necb yae He 6hjio BHHorpana, ho pocnn eme h6jiohh h rpyuiH. flepeBHH bhhby y»e KasajiHCb rpynnaMH HrpymeHHbix homhkob, a xhoah h jkhboxhh6 — KaKHMH-XO XOHKaMH. HaRonen, nyxHHKH BCxynnJiH b Jiec — bhcokhh, rycxoil nee H3 ejiefi h cocen. Bosnyx exan cBextee; no BpeMenaM nanexan noptis eexpa, h nyxHHKH natieiiH cboh xenubie nanbxo. Box ohh ytxe BbinuiH hs neca na oxKpbixoe Mecxo. 3necb poena ryexan xpasa, yceaHHan HBexaMH, — xohho neexpuix KOBep non hoxemh. OyxHHKH BcxpexHJM Bnecb nacxyxoB c OBitaMn, Koxopue MHpno naeMCfc na cohhoh xpaee. Kan xojibko ohh oxnoxHyjiH h noobenanH, ohh nouuiH nanbme. flaneKO BHHBy nyxb BHHHejicn ropon, h yxce nejibSH 6hjio pasmaaTb hh JironeH, hh tKHBOXHbix. FlepByio HOHb nyXHHKH npOBejIH B MaJieHbKOM HOmhkg nacxyxa. Ha npyroh nenb nyxemecxBHe exano xpyHHHM, nonteM exan KpY116’ 6bmo ohchb xononHO. Yxce ne 6hjio bhhho HHKaKHX nepeBbes HK 6bmo cjihuikom xohohho pacxH snecb; 6hji xoJibKO roJibiix Kane®, nOKpbIXblH MOXOM, H B HeKOXOpbIX MGCXaX Mencny KaMHHMH Pocm npKne UBexoHKH. 3

B 3tot flenb okojio onHHHafluaTH nacoB Bee noKpfcuiocb TyMaHOM ; b pyx uiarax HHHero ne 6hjio bhhho. 9to 6hjio o6naKo. Haca ma. OHH 1IIJIH CKB03B o6jiaKO. IIonHSUlHCb OHH BBIUie 00 HOpOXKKe, H o6jiaKO yie crano HHKe hx — oho JiemaJio y hhx non HoraMH h 6hjio jioxo>Ke Ha 6ejiyio sary. Sry hohb ohh npoBenH Ha tojihx KaMHnx; snecb ywe He 6bmo; HHKaKoro jkhjibh. Tperan neHb 6hui cawbin TpynHbiH. FlyrHUKH nomnn ho Hanana CHeroB. CoHHqe chsuio onenb npKO ; nyTHHKH Hanenn xeMHbie ohkh, h Bce-xaKH y scex sa6oJieHH rnasa ox cBepKannH cnera. Bhh ohhh rpajiyc noposa, ho ox CHJibHoro Bexpa Mopos KasaHcn cnnbHee, h nyTHHKH HanejiH ece cboh xennbie Benin. Hhxh no rny6oKOMy cnery ciano THKeno. Ho box h BepmuHa. Kax npKo cBepKarox BenHbie nbnbi non JiynaMH coHHqa! Ho nyxHHKH Henoiiro raodoBanncb npexpacHbiM bhhom. fcb h Hbimaxb ea xanon Bbicoxe nenoBeKy chhuikom xpynno. Ohh nocneniHHH b o6paxHbiH nyxb h hs cxpanbi Bennoro cnera h xonona nepHyjiHCb b cxpany xenna h BenenH. nacxHCb : to graze. ycennHan : studded, interspersed. CBepxaxb: to glisten.

QUESTIONS Marks A. Answer in English :— (1) What did the guides get ready for the party before the ascent ? 2 (2) What things are mentioned that the travellers put in their rucksacks ? 2 (3) What did [a) the villages and (b) the people and animals look like when the climbers had ascended a little way the first day ? (A) Describe the changes in vegetation observed by the party at successive stages of their climb. 8 (5) Whom did they meet on the way up ? On what day was this ? 1| (6) On what day and at what time did they run into a cloud ? How long did they take to pass through it ? (7) Where did they spend the first night ? Where the second night ? 1| (8) Which day was the most difficult ? Why ? 3-£ (9) Why did the mountaineers not remain long on the summit ? What did they see there ? 2 [turn over 4

Mark B. Answer in Russian :— (10) B Kaicoe epeMH rona nyxHHKH noHHHManHCb aa BepuiHHy ropti ? KaKaa 6biJia norona BHusy ? H (11) FIoaeMy nyTHHKH bshjih c co6oh (i) xennoe nnaxbe h (ii) JiecxHHny ? 2| (12) Ckojibko HHeii nyxHHKH noHHUManacb aa ropy ? 1 (13) Fne nyxHHKH oxjioxHyjiH a noodenajia b nepBbm neab ? 1|

(30)

3. Describe in Russian how you spent a day (real or imaginary) at the seaside, or by the river, using the following summary, to which you may add further material if you wish. Your essay should be about 200 words, i.e., not longer than the translation of question 1. Be careful to use correct aspects of verbs. PanHee BcxaBanne c nocxena — c6opbi (preparations) — norona — kxo noexan c Hawn — noesflKa xyna — Hrpbi — Kynanbe b Mope (hjih b pexe) huh Kaxanbe na JionKe — saBxpaK (hjih o6en) na otkphtom Bosnyxe — nporyiiKa — oxnux — nafi. (b pecxopane hjih Ha 6epery) — BOBBpamenHe BenepoM. ^

(C63007) R (Higher I)

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

RUSSIAN

Higher Grade—(First Paper)

Tuesday, 18th March—10.0 a.m. to 12.15 p.m.

O,—Begin the answer (or fair copy of an answer! to each question on a fresh Page. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. The value attached to each question is shown in brackets after the pestion.

[turn over [60] 2

1. Translate carefully, with due attention to English form and expression (a) liloTJiaHnnH •—■ cxpana npuBonbsi h UBeroB. riepen rnasaMH nyTemecTBenHHKa — mnpoKO pacKHHyrae xojimbi, saceHHHtie pasjimHHM xjiedaMH h ipaBawH. fne-TO BHariH na ropHSonxe BHHHa rojiydaa 6jiecTamas nonoca. 3xo Mope, oMtiBaiomee c Bocxona, cesepa h Banana IIloTJiaHBHio. Memny xonMaMH cxohx Hedojibiime KaMeHHbie c KpacnoH Kpumeft bomhkh, nepen KOXopbiMH bh odnsaxeribHO yBHnnxe KpacnBbie BBexHUKH. Posu h npyrne UBexbi pacxyx y oxen homhkob, odsHBan hx cxenbi. LUoxjiaHniJibi — npocxoh, nodponyuinbiH Hapon. 9xhm oh oaeHb nanoMHHaex naM nam pyccKHil napon. Ohh xax me, khk h mh, naxpnoxHHHbi. B IIIoxjiaHnHH rosopsix : “ Banbxep Ckoxx 6bin saMesaTe- jibHbiii nncaxenb. Bhubsim IIIeKcnHp xome saMenaxeaibH* nHcaxeBb, ho y Hero 6bm ohhh HenocxaxoK. Oh He 6bin moxnaHnneM ”. B sthx cnoBax moxjiaHHueB HyscxEyexcsi hx npaponnoe ocxpoyMHe h jiio6obi> k CBoeii ponHHe. Ohh cnocodHbi roBopHXb c BaMH o nioxnaHHHH xacaMH, panbi noKaBaxb BaM cboh naMHXHHKH Kyjibxypbi, cxapHHHbie xpawbi, saMKH — Bee, hxo xax hhh HHane noporo hx cepany. Hac, pyccKHX, modHiHHX cbok) poHHHy, 3xo npHEonnao b Bocxopr. Bbixb Momex, axa nepxa xapaxxepa moxjiaHHHeB nocnymnna k CKopoMy cdnHmeHHio Hac c hhmh. C nepBoro hhh Hamero npedbiBaHHH b HIoxjiaHUHH mh nonyBCTBOBaJiH cedn, chobho mh tocxhuh y cbohx cxapbix snaKOMbix h 6hhbkhx npys™. Hnorna mh HyBCXBOBaJiH neKOXopyio ycxanocxb ox MHomecxsa hobhx, HHxepecHbix BnenaxjieHHH, ho mh cxapajmcb ne noKasaxb hm axoro, HX06bI He npHHHHHXb HM- H6B0JIbH0 OFOpHeHHH. (28) npHBonbe : spaciousness.

(b) BoceMHanuaxb nex xoMy Hasan yMep moh xosapHiH oKyroicx h ocxaBHJi nocne cedn ceMHnexHioio nonb Kaxso h thchh mecxbnecHT neHer. B CBoeM saBemaHHH oh HaBHaHHJi oneKynoM mchh. flo necHTH nex Kaxa mnna b mock ceMbe, hoxom dbina oxnana b HHcraxyx h dbmana y MeHH xonbKO b nexHHe MecHHH, bo BpeMH KaHHKyji. SaHHMaxbCH ee BOCiffixaHHeM 6hjio mho HeKorna, Hadraonan h ee xonbKo speMH ox speMeroi h noxony o nexcxse ee Mory CKasaxb onenb HeMHoro. IdepBOe, HXO H nOMHIO H JIBDdjIlO HO BOCnOMHHaHHHM, 3X0 — Heo6bK HOBeHHyio noBepHHBoexb, c KaKoio OHa BoniJia b moh hom, neHHnacb y noKxopoB h Koxopan Bcerna cBexHJiacb na ee hhhhkc . Bbieano, chsht rne-HH6ynb b cxopone c nonBasaHHOH menoH h HenpeMenno cMOxpHi Ha HX0-HH6ynb CO BHHMaHH6M ; BHHHX JXH OHa B 3X0 BpeMH, KaK n nHiny H nepejiHCTbisaio nwru, hjih kzk xnononex mena, hjih KaK KyxapKa b Kyxne ifflCTHT KapTotJiejib, huh khk nrpaex co6aKa, y nee Bceraa masa BbipajKaiiH osho h to >Ke, a hmchho : “ Bee, hxo nexaexcH Ha sxom CBexe, see npeKpacHO h yMHo”. Ona 6bii(a Jiio6onbixHa h onenb JiioSHJia roBopnxb CO MHOH. BblBaHO, CHflHX 33 CXOJIOM HpOXHB M6HH, CJIBUHT 33 MOHMH jBHKegHHMH h saflaex Bonpocbi. Eh HHxepecno snaxb, hxo h HHxaio, to nejiaro b yHHBepcnxexe, He 6oiocb jih xpynoB, Kyaa neBaio nenbrn, KOToptie h 3apa6axbiBaio. (27) oneKyn : guardian.

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2. Read the passage below, then answer the questions which follow it.

N.B.—The passage is NOT to be translated.

YsKaa nopoMKa nena bhohb caworo 6epera. Hanpaso ot Mem BHUHejincb cepbie cKanbi, noKpHTtie moxom, a HaneBO'—iuhpokhh amt M0p5I, yceHHHBIH SeJieHHMH, JieCHCTBIMH OCTpOBKaMH. BbUia nopa OTJIHBa, Mope oTomno ouenb naneKo ox deperos, ocxasuB decHHcnenHoe KOJimecTBO CKOJibSKHx KaMHefi, noKpbixux BonopocjiHMH. 51 cjiyman ronoca pasma MopcKHX nxHit, h 3xo BMecxe c mohoxohhhm nnecKOM Mopa, C JierKHH rnywoM eexpa b BepinHHax cocen cnHsanocb b KaKyio-xo cBoeodpasHyio Mysbixy cesepHOH BecHH. B Bosnyxe naxno Cbipoil seMnen h mojiohoh, CBe^Keii aenenbio. Bhi yx

H onraflejicfl, Hina nepenpaebi. H cpaay yBHnen npHBnaaHHyio 3a witt jioflKy. Ha nae ee nemajin HBa Beciia. “ HaBepno, nepesos ”,— iiojyMaJi h, cen b noHKy h dticxpo nepenjiBin HeuiHpoKHH npoJiHB, oTsejiaBioHH ocxpoB ot MaxepHKa. H BBi6paJicH hs jioukh h nonomeji k lOMHKy. Han neepBio 6buia npndHxa He6ojibmaa nocKa c KaKOH-xo HannHCbBD. H nponen h oneab ynHBHJicH : “ BHOjQOFHHECKAH CTAHIjHH

Boflopocnb : pacxeHHe, >KHBymee b Bone.

QUESTIONS A,-Answer in English :— Marks (1) Define as closely as you can (a) the part of the world the writer is describing, (b) the time of year and (c) the time of day. 2 (2) In what mood and physical condition was the writer ? How had he passed the night ? 1| (3) What was the state of the tide ? Describe as fully as you can the view towards the sea. In what state was the sea ? 5 (4) What does the writer say he could («) hear and (6) smell ? 4 (5) What did the writer see [a) on his right, (6) in the mountains and (c) on the shores before turning the wooded headland ? 3| (6) Describe what the writer saw as soon as he turned the wooded headland. 3| (7) What sign of activity was shown by the cottage across the water ? Whom did the traveller expect to find there ? Why did he want to visit them ? 2 (8) How was the boat fastened ? How was he able to use it ? How did he learn that the cottage was a biological station ? 2

Answer in Russian :— (®) KaKHe dbisaiox 3HMHHe hhh b Kpae, ormcaHHOM HauiHM nyxemecxBeHHHKOM ? 2 (W) Ha hxo 6bui noxoxK coJiHenHUH csex, Korna oh paccbinancH no noBepxHOCXH Mopa? H Korna nyxemecxBeHHHK nomen 6bicxpee ? 1J (^) OSbHCHHxe, hxo xaxoe “ nocenoK ” 1|

(ftlOOS)

R (Higher II (a)) Aural Comp.—Instns.

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

RUSSIAN

Higher Grade—(Second Paper (a))

AURAL COMPREHENSION TEST

Tuesday, 18th March—1.30 p.m. to 2.0 p.m.

This paper must not be seen by any candidate.

INSTRUCTIONS TO THE TEACHER 1. Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read. 2. When so instructed by the supervising officer, read to the candidates the Instructions to Candidates ” given below. 3. Then read the passage aloud to the candidates, speaking clearly and nturally, and taking not more than four minutes to the reading. T After this reading inform the candidates that they may now turn over t'e printed question papers, and that they will have three minutes in which to study the questions. Remind the candidates that they may make notes toinng this interval of three minutes, but only on the sheets provided for the answers. You yourself will not be allowed to see the questions which are to be answered by the candidates. amount of time. 6- Remind the candidates that the questions are to be answered in English.

INSTRUCTIONS TO CANDIDATES Listen carefully to the following passage with a view to answering questions on its content. 2- The questions are to be answered in English.

[turn over [61] 2

3. You are on no account to touch the printed question paper or to do any writing until you are told to do so. 4. The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes between the readings. (ii) After the first reading you will be allowed to turn over the printed question paper and you will have three minutes in which to study the questions. (iii) After the second reading you will write your answers on the sheet provided for this purpose. 5. All writing during the first and second readings is strictly forbidden. Notes may be made during the interval between the readings, but only on the sheet provided for the answers. 6. You may not ask for the repetition of any word or phrase. Passage to be read to the candidates. (Maximum time of reading—four minutes.)

Moh cecTpa Ycth crana BupeSHBarb nomaneH hb bynarH, h mh HaKneHBaJiH nx na creKua okoh. Ho npasnHUKaM ihkojilhhkh h npoxoHHmHe mhmo name bontume menu ocTaHaBJinBanncb y HamHX okoh h nononry paccMarpuBajiH. H HanoBUHUCH BbipesbieaTb yme bbicrpo — HaHHHaii c Konbixa sanHefi Horn h BbipeBbiBan bcio nomaub; ociaBJOT x bynary tojibko huh rpHBbi h XBocra h nocne wenKO paspestiBan nbtiiiHbie xBocxbi h rpHBbi y mohx JiomaneH. Ycxe ocobeHHo ynaBajiHCb Jironn: ManbBHKH, neBOHKH h 6a6u b inybax. K HaiiMM OKHaw xax m mnH. Kxo hh npoxonHJi mhmo — na*e uepes nopory nepexonHUH k hbm nocMoxpexb, nan neM axo cocenH ran CMeioxcH h Ha OKHa yKasbiBarox nanbitaMH. A mm xo xoxoneM h bcb npHbaBKHeM HOBbie BbipeSKH. H BbiBesuBan xonbKO nomaneH h ne saBHnoBan Ycxe, Korna oea ouenb xopomo exana BbipesuBaxb h KopoB h cobaK h cbhh6h. Ha pomnecxseHCKHe npasnHHKH k naM npHexan naui HBOiopoBHfcW bpax TpoHbKa. Oh bbifi ManbHHKOM b MacxepcKoft nopiHoro. — TpoHBKa npHBes c coboH pncynKH, h x ouenb ynHBHJicH, KaK oh xopomo pHcyei. Ha npyrofi nenb TpoHbKa noexan nnocKyio KopobouKy h Bbmyr hb nee KpacKH h khcxohkh. KpacoR x eme HHKorna He BHjten h c HexepneHHeM mnan, KaK TpoHbKa bynex pncoBaxb KpacKaMH. Oh bssui HHCxyio xapejiKy, BbiBepHyn khcxohkh hs 6yMarH. nocxaBHJi cxaKan c bohoh na exon; mm bshhh YcxHHy asbyKy H TpoHbKa exan pacKpauiHBaxb b asbyne KapraHKH. HepBan KapxHHKa 3p6y3 — sapyr Ha Hauinx masax npeBparanacb b MHByio. To, hto mo o6o3HaHeHO na KapraHKe nepHOH HeproH, TpoHbKa Kpbm sejieHHMH iioiocKaMH. CpesaHHyio nacTb ap6ysa TpoHbKa pacKpacrai KpacnoH jpacKOH — rax mhbo h cohho, hto HaM saxoTenocb name ecxb ap6y3 ; h Korea KpacnaH Kpacna Bbicoxna, oh tohkoh khctohkoh cnejiaji no Kpacoofi mhkoth Koe-rfle nepHbie ceMeHKH — nyno ! nyao ! Bbicxpo npojiexejiH sth hhh. Mbi HHKyna ho BbixonHnH h Hunero hc BHuejiH, Kpowe Haiunx pacKpameHHbix KapxHHOK, h h nance cxaji nraaib, Korna 06X.HBHJ1H, hto TponbRe nopa homoh. Hto6h M6HH yxeUlHTb, TpoHbKa OCTaBHJI MHe cboh KpaCKH. C 3THX nop H Tax BnHJICH B KpaCKH H npHJIbHyJl K CTOJiy, HTO MeHH ejsa orptiBajiH hjih o6ena.

R (Higher II (a)) Aural Comp.—Questions.

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

RUSSIAN

Higher Grade—(Second Paper (a))

AURAL COMPREHENSION TEST

Tuesday, 18th March—1.30 p.m. to 2.0 p.m.

Answers are to be written on the sheet provided for the purpose, on which are also to be written any notes made between the readings.

QUESTIONS

Marks 1. What did the writer and Ustya do with the horses she cut out of paper ? 1

2. Who used to come and look at them whenever there was a holiday ? 1

3. When the writer had learned to cut out the horses quickly, what method did he follow ? ' 2|

4- What other figures could Ustya make besides horses ? Did the "liter cut out these figures too ? 3

3. When did their cousin Tronka once come on a visit ? What was ms normal occupation ? What surprised the writer about him ? 2J

6- Why was the writer so eager for Tronka to do the painting ? 1

7. Where did they find a picture of a water-melon ? When Tronka ‘jad coloured it, what reaction of the others proved his success ? What dld he paint in last of all ? 2

3- How were the days of Tronka’s visit spent ? How did the writer rea-ct when Tronka had to go home ? What did Tronka leave for him, and why?

(cewio) [62]

R (Higher II (b))

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

RUSSIAN

Higher Grade—(Second Paper (b))

Tuesday, 18th March—2.15 p.m. to 4 p.m.

N.B,—Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will be deducted for writing that is difficult to read. The value attached to each question is shown in brackets after the question.

1. Translate into Russian (Any numbers are to be written in full) The great Russian scholar M. V. Lomonosov was born in the beginning of the eighteenth century in a little village near the White Sea. His father was a fisherman, and he often took his son with him when he sailed the sea in his boat. When Lomonosov was still quite a little boy he wanted to study. This "'as difficult because books were then very rare and expensive, and especially because there was no school in the village. At that time very few peasant children had the opportunity of going to school. However, Lomonosov learned b read and write from the village priest. After this, he began to look for hooks. One of the peasants in the village had an arithmetic book. Seeing this book, Lomonosov persuaded the peasant to give it to him. He read it so dten, that he soon knew it by heart. From various friends he succeeded in getting other books, and he often spent many hours a day reading them. Lomonosov was already nineteen years old when he decided to go to school, though he already knew much, he felt he needed the help of experienced teachers |n order to continue his studies seriously. The best school was in Moscow, hut he had no money to go there, and the way was very long. And so Lomonosov decided to go on foot with two roubles in his pocket. (50)

- W rite an essay on one of the following themes : . N,B-—Your essay should be from one to one and a half times the length the translation of question 1. («) PaaroBop Mencny koihkoh h codaKoft. (&) Kan Jiyume nyxeiueciBOBaTb — noesnoM, aBTodycow hjih neuiKOM ? (25)

[63] (C61011) ! :■ I (Lower (a)) Aural Comp.—Instns.

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ITALIAN

Lower Grade—(Paper (a))

AURAL COMPREHENSION TEST

Thursday, 13th March—9.15 a.m. to 9.45 a.m.

This paper must not be seen by any candidate.

INSTRUCTIONS TO THE TEACHER

1- Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read.

2. When so instructed by the supervising officer, read to the candidates the Instructions to Candidates ” given below.

3. Then read the passage aloud to the candidates speaking clearly and naturally, and taking not more than four minutes to the reading.

4. After this reading inform the candidates that they may now turn over |he printed question papers, and that they will have three minutes in which 0 study the questions. Remind the candidates that they may make notes miring this interval of three minutes, but only on the sheets provided for the answers. You yourself will not be allowed to see the questions which are to be answered by the candidates.

. m When so instructed by the supervising officer, read the passage a second l®ie, in exactly the same manner as on the first occasion and taking the same amount of time.

6- Remind the candidates that the questions are to be answered in English.

[turn over [64] 2

INSTRUCTIONS TO CANDIDATES 1. Listen carefully to the following passage with a view to answering questions on its content. 2. The questions are to be answered in English. 3. You are on no account to touch the printed question paper or to do any writing until you are told to do so. 4. The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes between the readings. (ii) After the first reading you will be allowed to turn over the printed question paper, and you will have three minutes in which to study the questions. (iii) After the second reading you will write your answers on the sheet provided for this purpose. 5. All writing during the first and second readings is strictly forbidden. Notes may be made during the interval between the readings, but only on the sheet provided for the answers. 6. You may not ask for the repetition of any word or phrase. Passage to be read to the candidates :—(Maximum time of reading—four minutes).

Un giorno eravamo andati sulla spiaggia per raccogliere la legna. Cera Roberto, suo fratello, sua madre e io. II mare era stato tanto tranquillo la settimana passata, ma quel giorno un vento infuriate soffiava dalle montagne e delle onde enormi battevano sulla sabbia. A cento passi si poteva vedere un gran ponte di ferro attraverso il flume. Quel giorno il flume era gonfio di tutte le acque delle montagne della regione e le onde battevano impetuose contro gli archi del ponte. Stavamo giocando sulla spiaggia quando sentimmo il fischio del treno che stava per passare il ponte. Allora vedemmo il treno che rallentava e passava sopra gli archi del ponte come se avesse paura. Si vedevano i vagoni nen, one passavano, piano, uno dopo 1’altro ; ma le arcate del ponte si vedevano appena perche erano del colore del fiume. Appena passato I’ultimo vagone pare che il ponte si mette a ballare.^ E subito dopo la gente si mette a gridare : “ Casca ! Il ponte casca! E comincia un arco a cadere e la gente a urlare “ Casca ! Casca! ” come per fermare il ponte. Il secondo arco aspetta un poco come per decidersi, poi precipiM anche lui. Poi gli altri archi mandarono un grande urlo, sollevarono una montagna d'acqua, e giu tutti. Ouando la montagna d’acqua spari, guardammo. il ponte non e’era piu. Per fortuna il treno era gia passato tutto dalla nostra parte. Un miracolo ! Roberto fu il primo a arrivare, e salto in piedi sul parapetto del ponte. La madre arrive correndo e gli diede una strappata per la giacchetta e lo ^ indietro. Proprio un momento dopo, 1’acqua diede come uno schiaflo parapetto e lo sbatte nel fiume. La madre di Roberto divento pallida corn una morta. “ Ma sii prudente, figlio mio ! ”, badava a dire. (C61091) I (Lower (a)) Aural Comp.—Questions

S958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ITALIAN

Lower Grade—(Paper (a))

AURAL COMPREHENSION TEST

Thursday, 13th March—9.15 a.m. to 9.45 a.m.

Answers are to be written on the sheet provided for the purpose, on which are also to be written any notes made between the readings.

QUESTIONS Marks 1. Where was the author when he witnessed this event and who was with him ? Why had they come to this place ? n 2. What was the weather like ? How did it contribute to the catastrophe ? 21-

(«) What attracted the author’s attention to the train ? What had he been doing just before ? [b) What suggested to the author that the train was in danger ? n

What description is given of the actual catastrophe ? 4i 5' What does the author consider miraculous ?

?■ Who was the first to arrive on the scene of the catastrophe and what did he do ? What danger did he run and how was he saved from it ?

[65] (CGI092)

I (Lower (b))

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

ITALIAN Lower Grade—(Paper (b) )

Thursday, 13th March—10.0 a.m. to 12.15 p.m.

!• Translate carefully, with due attention to English form and expression :— L’awocato Zummo credeva d'aver finite per quel giorno, e rassettava le carte su la scrivania, per andarsene, quando si vide innanzi tre nuovi ignoti clienti. “Signori ? ”—domando di mala grazia. “ Piccirilli Serafino ”, momxoro I’uomo funebre, inchinandosi piu profonda- raente e guardando la moglie e la figliuola per vedere come facevano la riverenza. “ Seggano,” disse I’avvocato Zummo. “ £ tardi. Debbo andare.” I tre sedettero subito innanzi alia scrivania, imbarazzatissimi. Ecco, signor avvocato . . .” Siamo venuti . . . ”, comincio contemporaneamente la figlia. E la madre, con gli occhi al soffitto, sbuffo : Cose dell’altro mondo ! ” “Insomma, parli uno,” disse Zummo, accigliato. “ Chiaramente e wevemente. Di che si lratta ? ” “Ecco, signor avvocato”, riprese il Piccirilli, “noi abbiamo dovuto lasciar a casa in cui abitavamo, perche ...” La. figlia, col capo basso e con le labbra strette, aggiunse : Una persecuzione.” ‘ Siamo stati perseguitati,” s’affretto a dire il padre, “ Noi siamo stati per tremesi perseguitati a morte.” Perseguitati da chi ? ”, gridb Zummo, perdendo alia fine la pazienza. , Signor avvocato,” rispose piano il Piccirilli, ponendosi una mano press© a oocca, mentre con 1'altra imponeva silenzio alle due donne, . . . “Signor avvocato, dagli spirit! ! ” Da chi ? ”i fece Zummo, credendo di aver sentito male. Dagli spiriti, sissignore ! ”, raffermo forte, coraggiosamente la moglie.

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Zummo scatto in piedi, su le furie : “ Non mi fate ridere ! Perseguitati dagli spiriti ? lo devo andare a mangiare, signori miei! ” Quelli allora, alzandosi anche loro, lo circondarono per trattenerlo, e presero a parlare tutti e tre insieme, supplici: “ Ma ci ascolti . . . Spiriti, spiriti infernali ! Li abbiamo veduti noi, coi nostri occhi.” E Zummo, scrollandosi rabbiosamente : “ Ma andate, vi dico ! Sono pazzie ! Siete venuti da me ? A1 (^manicomio, signori miei ! ” (30) (1) manicomio = ospedale per i folli.

2. Read the passage below, then answer the questions which follow it. N.B.—The passage is NOT to be translated. Alcuni anni fa a migliaia di studenti americani venne rivolta questa domanda : “ Se, aH’improvviso, voi poteste acquistare una speciale abilita, quale scegliereste ? ” La maggior parte degli studenti rispose die avrebbe scelto I’abilita di essere popolare. 5 II bisogno di essere popolari—che si potrebbe definire il bisogno di sapersi fare molti amici rendendosi piacevoli a tutti, di sentirsi accettati e richiesti— e un bisogno profondamente sentito da tutti gli americani. Fra i libri piu letti e piu diffusi in America sono dunque i manuali di regole per diventare popolari, come, ad esempio, il volume di Dale Carnegie intitolato “ Come 10 acquistare amici e influenzare la gente ”, e quello di Elmer Wheeler intitolato “ Come vendere voi stessi agli altri.” In questi manuali abbondano i suggerimenti per addestrare la memona e ricordare nomi e facce. Wheeler consiglia, ad esempio, di associare un nome a un oggetto. Perche uno degli accorgimenti piu importanti per piacere alia 15 gente e di ricordare i nomi di battesimo. Ogni uomo si sente umiliato quando qualcuno gli si avvicina e gli chiede : “ Scusate, ditemi il vostro nome perche non me lo ricordo ”. Chi vuol essere popolare deve sempre far cosi che tutti coloro che hanno da fare con lui si sentano importanti, e ognuno, nel sentirsi chiamato per nome, si sente importante. 20 Wheeler racconta che un giorno, nel Texas, entro in un salone da barba dove era entrato una volta dieci anni prima. Il barbiere, vedendolo, lo saluto chiamandolo per nome. Quando egli chiese al barbiere come faceva a ricordarlo, costui rispose : “ Poiche io ricordo il nome di tutti coloro che vengono qui a farsi la barba e i capelli, guadagno tremila dollari 1’anno in piu dei barbien 25 con memoria debole.” In Inghilterra la situazione e senza dubbio diversa. E peccato forse, nra nome di battesimo vi e riservato per gli amici e per i parenti. Nessuno vorreo sentire il proprio nome di battesimo sulle labbra del suo barbiere. Per no11 cacciar via i suoi client! il barbiere inglese cerca di tirarsi indietro; li cluam 30 tutti “Sir ”, non parla loro se loro non danno segno prima di voler chiacchierare^ non rischia di fastidirli con question! noiose. Sono loro i padroni; lui non altro che il servitore. E il cliente si sente importante proprio perche il barbie gli dimostra la stima e il rispetto con cui un servitore tratta il suo padrone. 3

QUESTIONS ji, Answer in English Marks (1) (a) What does the author consider to be one of the main desires of the average American, and how does he define this desire ? (b) On what evidence does he base his opinion ? 6 (2) Show how the titles of two books give proof of the same desire. 1| (3) What mental faculty is the American particularly advised to develop and how will it contribute to his success ? How, according to the author, can this faculty be trained ? 5 (4) Describe in detail the illustration the author gives of the practical value of this quality. 5 (5) How, according to the author, do English customs compare with American in this respect ? 8

B, Answer in Italian:— (6) Che cosa impariamo delle opinioni dell’autore dalla frase “ £ peccato forse,” ? (line 26). (7) Che cosa sono “ questioni noiose ” ? (line 31). 2

3' Write, in Italian, a continuous story based on the following summary. , Jour story must be written in the past tense and should be approximately words in length (i.e., about four-fifths the length of the translation of question 1). Giovanni apre un vecchio armadio esce un uomo che ha dormito duecento ueni ascolta la radio—domanda chi parla e da dove—Giovanni cerca di epKgare—1’uomo si arrabbia con Giovanni—sta per ucciderlo—Giovanni si sveglia. (25)

I (Higher I)

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ITALIAN

Higher Grade—(First Paper)

Thursday, 13th March—10.0 a.m. to 12.15 p.m.

N.B,-Begin the answer (or fair copy of an answer) to each question on a fresh page. larks will he deducted for bad spelling and bad punctuation, and for writing that is difficult to read. The value attached to each question is shown in brackets after the question

t Translate carefully, with due attention to English form and expression :— («) La sera, tornando dai campi, suH’uscio di casa sua, amava raccontarmi la sua grande avventura americana. Era stato un contadino in America : In giorno, nei campi, trovo un tubo di ferro, che pareva essere pieno di erra; ma invece di terra, era pieno di dinamite, e quel tubo mi scoppio in nuno. M| Sono fatto male un poco qui sul braccio, e sono rimasto sordo. Si ®rotto'il timpano(1) dell’orecchio. La, in America, ci sono le assicurazioni,(2) (dovevanb pagarmi. Mi fecero una visita, mi dissero di tornare dopo tre mesi. 0P° *re mesi io sentivo di nuovo bene, ma avevo avuto 1’infortunio, e dovevano pirni, se c’e la giustizia. Tremila dollari dovevano darmi. lo facevo finta 'J1 ssere sordo ; parlavano, sparavano, io fingevo sempre di essere sordo. Ouei Proiessoii dicevano che io stavo bene, e non volevano darmi il denaro. Mi ,ecero un’altra visita, e poi tante altre. lo dissi sempre di non sentir nulla. j®®° andati avanti due anni, che non lavoravo ; i professor! dicevano di no, IJ icevo che non potevo far nulla, che ero rovinato. Poi i professori, i primi Wessori dell’America si sono convinti, e dopo due anni mi hanno dato i miei ..^‘“.dollari. Mi vengono per giustizia. Sono subito tomato a Gagliano, e

Era hero di aver combattuto da solo contro tutta la scienza, contro tutta menca e aver ; ltr, ’ vinto, lui, piccolo contadino di Gagliano, i professori in cani, armato soltanto di ostinazione e di pazienza. I1) timpano = drum. (2) assicurazione = insurance. (30)

[67] [TURN over 2

(b) Gia il cielo biancheggia, annunziando 1’alba novella ; e col prime lume s’incomincia dentro i vagoni a discernere meglio le cose e le persone. Chi sonnecchia, chi sbadiglia, chi manda sospiri d’impazienza. Oh, spettacolo! La miracolosa macchina, piena di tanta vita, non trascina seco die m moltitudine annoiatasi di lei. Mi affaccio alio sportello, e quasi invidio qaei carri che passano per la via maestra tirati dai lenti buoi; sui quali i coloii freschi e vigorosi, alzatisi allora allora da letto, si dirigono alia citta non distante. Piu che il Vapore si avvicina alia meta, pin accelera il corso : alberi e case fuggon da lui. Finalmente ci appressiamo alia stazione. I passeggeri gravi guardano il treno, e seguitano pensierosi; solamente i bambinelli in collo alia madre, che li affaccia alia finestra, si agitano e battono le manine festosi. 0 cari innocent! 1 quando anche voi percorrerete le provincie da un capo all’altro, polverosi, stanchi, vi torneranno alia mente queste battute di mani. Ormai siamo giunti, e il Vapore entra sotto le arcate con solennita e quasi con orgoglio, come consapevole del servizio ch’egli ha reso, delle consolazioni che seco porta. E gli amici che si stringono la mano, e i parenti che si abbracciano, gli animati colloquii, e non di rado le lacrime, ci provano che alia fin dei conti non tutte le anime rimangono offuscate(l) dalle fumanti nuvole del vapore. (25) (1) dulled.

2. Read carefully the poem given below, then answer the questions which follow it. N.B.—The passage is NOT to be translated. Suite montagne 1 Per deserti sentieri sassosi Erravamo, condotti dal caso, Sulle cime dei monti selvosi Che verdeggian de 1’Etna a 1’occaso. 5 II mio biondo fanciullo, che appena Otto volte ha I’aprile odorato, Tutto lieto, la fronte serena, Montava un cavallo stellato. 9 Tutto avvolto nel breve mantello, Il fanciullo con I’occhio seguiva Qualche rapido volo d’augello, Qualche volpe attraverso la via. 13 Nelle gole de 1’erte montagne, Appoggiate ai lor lunghi bastoni, Le mie guide, festive compagne, Intonavan selvagge canzoni. 17 Divallando al mio pie 1’onda alpina Rimbombava tra i sassi giganti. Era 1’ora che il ciel s’arrubina E la terra si sveglia nei canti. 21 “ Mulattiere ! Che vegli alle casse ! ” lo gridavo al varcar dei torrenti : “ Ti conforta ! Qui 1’acque son basse. Su ! Ti affida a le dolci correnti ! ” 3

25 E i cavalli gittavansi al guado, Ed i cani lottavan con 1’onda, Che pareva sempre pin, grado grado, Farsi ostile, fremente, profonda. 29 E le querci stormivano al vento. Oh, che musica immensa e sublime ! Oh, potesse il selvaggio concerto Echeggiar nelle vuote mie rime ! 33 Sul cavallo da 1’onde portato Lietamente il fanciullo cantava, Ora al del le pupille, ora al prato, Or sui lividi monti di lava. 37 E la sera, assopita la fame, Che riposi, che sonni profondi ! Rovesciati sul secco fogliame, Al chiaror constellate dei mondi ! 41 Affidati alia veglia dei cani. Non giungeva il timor fino al cuore ; Sognavamo ai cari lontani, lo la donna del mio primo amore.

QUESTIONS A. Answer in English :— Marks 1. Where does the action of the poem take place ? 1

2. What picture does the poet paint of the boy ? What are the various things the boy does in the poem ? 9J

3- As they are about to cross the river, what order does the author give and what encouragement does he offer ? Describe the actual crossing. 6J

4- What sounds of nature are heard by the poet ? 3|

What pleasures and satisfactions does the evening bring ?

B Answer in Italian 6- Che sono selvagge canzoni ? (line 16). 2

7- Perche sono deserti i sentieri ? (line 1). 2

(C61094)

I (Higher il (a)) Aural Comp.—Instns.

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ITALIAN

Higher Grade—(Second Paper (a))

AURAL COMPREHENSION TEST

Thursday, 13th March—1.30 p.m. to 2.0 p.m.

This paper must not be seen by any candidate.

INSTRUCTIONS TO THE TEACHER

!• Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read.

2. When so instructed by the supervising officer, read to the candidates the Instructions to Candidates ” given below.

3- Then read the passage aloud to the candidates, speaking clearly and naturally, and taking not more than four minutes to the reading.

4. After this reading inform the candidates that they may now turn over printed question papers, and that they will have three minutes in which M study the questions. Remind the candidates that they may make notes miring this interval of three minutes, but only on the sheets provided for the answers. You yourself will not be allowed to see the questions which are to e answered by the candidates. 5. When so instructed by the supervising officer, read the passage a second time, in exactly the same manner as on the first occasion and taking the same amount of time.

Remind the candidates that the questions are to be answered in English. [turn over [68] 2 INSTRUCTIONS TO CANDIDATES 1. Listen carefully to the following passage with a view to answering questions on its content. 2. The questions are to be answered in Enghsh. 3. You are on no account to touch the printed question paper or to do any writing until you are told to do so. ■ 4. The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes between the readings. (ii) After the first reading you will be allowed to turn over the printed question paper, and you will have three minutes in which to study the questions. (hi) After the second reading you will write your answers on the sheet provided for this purpose. 5. All writing during the first and second readings is strictly forbidden. Notes may be made during the interval between the readings, but only on the sheet provided for the answers. 6. You may not ask for the repetition of any word or phrase. Passage to be read to the candidates :—(Maximum time of reading—four minutes.) Bartolo Barbi e Guido Pagliocco, entrati insieme per concorso al Ministero dei Lavori Pubblici da vice-segretarii, promossi poi a un tempo segretarii di terza e poi di seconda e poi di prima classe, erano divenuti, dopo tanti anni di vita comune, indivisibili amici. Abitavano insieme, in due camere ammobiliate. Per grazia particolare della vecchia padrona di casa, che si lodava tanto di loro, avevano anche il salottino a disposizione, ove solevano passar le sere, quando — sempre d. accordo — stabilivano di non andare a teatro o a qualche caffe-concerto. Giocavano a scacchi o a dama, facendo alio stesso tempo piccole conversazioni o sui superiori o sui compagni d’ufficio o su le question! politiche del momento o anche su le arti belle, di cui si reputavano con una certa soddisfazione estimator! non volgari. Di tanto in tanto Barbi e Paghocco pensavano con rammarico che fra qualche anno sarebbero stati costretti a lasciar quella casa, quel caro salottino. Aspettavano dal paese i loro due fratelli minori, che dovevano intraprendere a Roma, sotto la loro vigilanza, gli studi universitari; e in quella casa non ci sarebbe stato posto per tutti e quattro. Avrebbero affittato allora un quartierino; lo avrebbero ammobihato modestamente per conto loro e avrebbero preso una vecchia serva per la pulizia e la cucina. Raggiunto il grado di segretarii di prima classe, Barbi e Pagliocco fmc®° invitati alle riunioni che il loro capo-divisione teneva ogni venerdi. I due anuc. presero a frequentar quelle riunioni con la stessa puntualita scrupolosa con ci adempivano ai doveri d’ufficio. Ma presto s’accorsero che la loro amicizi^ correva un serio pericolo nella casa del loro capo. Perche il capo-dmsione ^ la moglie, non avendo propri figliuoli e figliuole, pareva si fossero Pres0 ^ carico di sposare tutti i giovani e le giovani che si raccoglievano ogni vene nel loro salotto. I C61095) I (Higher 11 (a) ) Aural Comp.—Questions

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

ITALIAN

Higher Grade (Second Paper (a))

AURAL COMPREHENSION TEST

Thursday, 13th March—1.30 p.m. to 2.0 p.m.

Answers are to be written on the sheet provided for the purpose, on which are also to be written any notes made between the readings.

QUESTIONS Marks 1. How had Barbi and Pagliocco become such close friends ? 3

^ What are we told about how they spent the evenings ? 5

3. Why would they have to leave their present accommodation, and what alternative plans did they have ? 4

3- What happened to threaten their friendship ? 3

[69]

I (Higher I! (b))

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ITALIAN

Higher Grade—(Second Paper (b))

Thursday, 13th March—2.15 p.m. to 4 p.m.

O - Begin the answer (or fair copy of an answer) to each question on a fresh page. Marks will be deducted for writing that is difficult to read. The value attached to each question is shown in brackets after the question.

1. Translate into Italian : The old widow lived in an ugly house on the outskirts of Birmingham. She M lived there for more than twenty years, and when her husband died she did not want to move. Her daughter Jane tried to persuade her to go and live with her in London, but she wouldn't. She knew the district so well and her neighbours were so friendly that she could not even think of going away. Next door was Mrs. Baker who had lost her husband three years previously, and who used to come in and talk to her in the evenings. And there was her furniture : >f she left Birmingham she wouldn’t be able to take it with her—there just wasn't room in her daughter’s house. “ No,” she told Jane very firmly, “ I’d father stay where I am. You come and visit me when you can, and I shall be perfectly happy. Don’ t you worry ! ” Jane was worried about her, although there was no need for her to be. In act the old widow lived a much happier life than her daughter did. Everybody fad her because she was quiet and cheerful; she smiled at people in the street, astened to what you said to her, gave milk to the stray cats and let the children Pfck apples in her garden. She went to church on Sundays, to old Mrs. Belton’s on Tuesdays, to the library on Fridays, and on Saturday evenings she used to 5° and look after the Piggots’ baby so that they could go out to the cinema. (50)

Write an essay in Italian on one of the following subjects. Your essay should be from one to one and a half times the length of the fanslation of Question 1. («) Una disgrazia domestica. (b) Due ragazzi italiani discutono le loro impressioni della Scozia. Raccontate la loro conversazione. (25)

(C61097) [70]

Science Lower

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SCIENCE

Lower Grade

Wednesday, 12th March—1.30 p.m. to 4.0 p.m.

Not more than EIGHT questions, which must be chosen from TWO Sections, should be attempted. Not more than FIVE questions may be taken from any one Section.

Answers should, wherever possible, be illustrated by clear diagrams of reasonable size.

Mathematical tables, which include a table of atomic weights, will be supplied to those who desire them.

N,B.~Write legibly and neatly, and leave a space of about half an inch between the lines.

Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

The value attached to each question, or to each part of a question, is shown in the margin.

USE A SEPARATE ANSWER BOOK FOR EACH SECTION

[turn over [71] 2

SECTION I—Physics Marks 1. State the theorem of the triangle of forces and describe how you would verify the truth of the statement. A uniform beam of length 20 ft. and mass 100 lb. rests horizontally on two supports, A and B, which are 10 ft. apart so that the beam overhangs 2 ft. at A. Find the point on the beam from which a mass of 80 lb. must be hung so that the reactions of the supports are equal.

2. State the relation between the volume and the temperature of a given mass of gas at constant pressure and describe how you would verify the relation. Calculate the total quantity of heat which must be generated by a gas heater of 30 per cent, efficiency in order to raise the temperature of 25 gallons of water from 40° F. to 108° F. What will the gas cost at 2s. per therm ? 41 (Mass of 1 gallon of water = 10 lb.)

3. Describe any method you would use to compare the luminous intensities (or illuminating powers) of two small electric lamps. Make a labelled sketch showing the main features of the structure of the human eye. Explain why many elderly people find difficulty in reading small print. 3

4. [a) Describe what happens to the air around a strip of steel clamped at one end and vibrating at the other. How would you demonstrate without the use of tuning forks of known frequency that the pitch of a note rises with its frequency ? (&) Mercury was removed from a thermometer and replaced by water and then the tube was placed upright and side by side with a mercury thermometer in strong salt solution. Describe what you would see happening in both tubes as the salt solution was slowly cooled from 15° C. to -1°C. Explain the freezing of a pond by a cold wind. 61

5. State the formula for the resistance (R) offered by two resistors, H of resistance Tq and r2 respectively, when placed in parallel. How would you test the truth of the formula given two resistors of 5 unknown values ? In an electric heater current can be supplied under a pressure of 250 volts to two resistors each of 100-ohm resistance in two ways, viz., (1) with the resistors in series ; and (2) with the resistors in parallel. Calculate the wattage in each case. 3

Marks 6. What do you understand by “ a neutral point in a magnetic field ” ? 2 Make sketches to show the lines of force around (a) a bar magnet lying in the earth’s field with its N-pole facing north ; (h) a single straight conductor carrying current. 5 (Directions of lines of force and the direction of the current must be clearly marked.) Describe with the aid of a sketch how a direct current electric motor works. 5|-

7. [Turn over.)

B* 4

SECTION II—Chemistry Answers should, wherever possible, be supplemented by equations. Atomic weights will be found in the book of mathematical tables. Marks 7. What do you understand by (i) the atomic weight, and (ii) the valency of an element ? 0-20 gm. of a metal displaced from hydrochloric acid 260 c.c. of hydrogen measured at a pressure of 75-8 cm. of mercury and at a temperature of 14° C. Calculate the equivalent weight of the metal. Given also that the specific heat of the metal is 0-22, calculate the valency and the accurate atomic weight of the metal. Assuming that the symbol of the metal is M, write the formulae of its oxide and its chloride.

8. Make a labelled sketch of the apparatus used to prepare and collect chlorine. Write the equation for the reaction. 51 Describe and explain what happens when hot turpentine (C10Hie) is added to a jar of chlorine. 21 How would you use chlorine to prepare a sample of bleaching powder ? 21 Write the equation for the action of chlorine on a cold dilute solution of caustic soda.

9. How would you prepare crystals of washing soda from baking soda ? When is water said to be hard ? Name a substance which produces temporary hardness and explain why such hardness is removed by the addition of washing soda. 3| What volume of 1 • 5 N hydrochloric acid would be neutralized by 5 gm. of washing soda (Na2C03,10H2O) ?

10. Draw a labelled sketch of the apparatus used in the laboratory to prepare and collect oxygen. Give the equation and write a note on the reaction. How would you convert completely a piece of copper into black copper oxide ? 41- State the products of the reduction of black copper oxide by coal gas. II

11. State briefly how you would prepare (i) sulphur dioxide, and (ii) nitrogen dioxide (peroxide). 6 Describe the reaction between sulphur dioxide and moist chlorine. 21 Explain the presence of nitric acid in rain falling during a thunderstorm. 4

12. Show by means of a diagram the relative positions in an atom of electrons, protons, and neutrons, and state what you know of the electric condition and mass of each. A carbon electrode is placed in each leg of a U-tube which contains a solution of sodium chloride coloured by litmus solution. Describe and explain what happens when the solution is electrolysed. 71 5

SECTION III—Botany Marks 13. What do you understand by hypogynous, perigynous, and epigynous lowers ? Give a named example of each and state the family to which ieplant belongs. 5| Me a large and fully labelled drawing of the flower exhibiting kypogyny and give a diagram of the ovary cut transversely. 5 Describe the ripe fruit. 2

14. What are root hairs and in which region of the root are they produced ? 2 Describe with the aid of a large labelled drawing the structure of a root hair and explain the functions of the various parts of the root hair in relation to the entry of soil water. 8 Explain why young lettuce plants may wilt on being transplanted, yet usually recover after a few days. 2|

15. How w'ould you identify any three of the following trees (i) by their leaves, (ii) by their fruits, (hi) by the appearance and arrangement jof their winter buds ? Sycamore, beech, lime, ash, horse chestnut. 12J

16. Write an account of an experiment to show the region of most active growth in the skoot of a seedling. 4 Describe and explain what happens to seedlings which, although given suitable conditions otherwise, are kept (i) in complete darkness, (ii) in a box into which light enters from one side only. 8-|-

11. How is a potato suited to its functions of perennation and F°Pagation ? Make a labelled sketch of a potato plant with tubers. 4| State (i) the nature and source of the principal food reserve in the tubers, (ii) in what form the food is transported to the tubers, N what is happening to the food reserve in the tubers when potatoes are being stored and when they are sprouting. 5 describe an experiment to show that a potato tuber respires. 3

'6. Write notes on (i) the structure of a mushroom or toadstool, as seen with the aid of a hand lens. 3-| (>i) the disadvantages of growing the same crop, year after year, on the same piece of ground. 3 (iii) the features characteristic of plants w submerged in ponds and streams. 6 ^ (Turn over.) 6

SECTION IV—Zoology

Maris 19. State the main characteristics of the group to which hydra belongs and name two other animals belonging to this group. 4 Where would you expect to find hydra living in its natural state ? What conditions would you provide in the laboratory to maintain a healthy stock of hydra ? 4 Describe as fully as you can how hydra changes its shape. 41

20. List the external openings in an earthworm and state the function of each. fi Make a large, clear, and fully labelled sketch of the main organs of an earthworm as seen by the naked eye when the animal is dissected from the dorsal surface. I

21. Write notes on the position and function of the following as found in a rabbit (or other named mammal) : kidneys, diaphragm, cerebellum, pylorus, scapula.

22. Describe the external features of a frog and indicate how they are related to its mode of life. The following veins are found in a frog : femoral, hepatic portal, anterior abdominal, pulmonary. For each, state exactly the region from which the blood is carried and name the organ or other vein to which the blood is delivered.

23. Draw a labelled diagram of a quill feather. In what ways are a bird’s feathers effective (i) for flight, (ii) as a ^ protection against undue loss of heat ? State three adaptations for flight (other than feathers and wings) shown by birds.

24. Select five of the following animals and write brief notes on the ways in which each, directly or indirectly, affects the welfare of man : cranefly, flea, honey bee, ladybird, lapwing, mole, slug, tapeworm,

(C6066S; Bot.

1958 (arts SCOTTISH LEAVING CERTIFICATE EXAMINATION i SCIENCE

Higher Grade—(Botany)

Thursday, 13th March—1.0 p.m. to 3.0 p.m.

FIVE questions in all should be attempted.

gi Answers should, where possible, be illustrated by clear diagrams of reasonable size. N,B—Write legibly and neatly, and leave a space of about half an inch between the lines. 12} ; Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. IThe value attached to each question, or to each part of a question, is shown in the margin. Marks 1. Name a plant belonging to the family Labiatae and make a large | labelled drawing of its flower, cut lengthwise. 6 List the characters which this flower has in common with a named flower belonging to the Scrophulariaceae and state the essential respects 2) >n which the flowers differ. 9 Describe the ripe fruits formed from each of these flowers and the ^ methods by which the seeds or fruits are scattered. 5 2. By means of a labelled diagram, show the arrangement of the 3 tissues in a young dicotyledon root as seen in transverse section under the low power lens of a microscope. 5 Write notes on the relationship between the structure and the functions of (i) the cortex, and (ii) the vascular tissue. 8 What internal features distinguish a monocotyledon root from a dicotyledon root ? 2 Describe an experiment to demonstrate root pressure. 5 3. With the aid of appropriate drawings, describe fully the structure °f guard cells and explain how their peculiarities are related to their unction in gaseous exchange. 10 Describe experiments (one experiment for each) to show' (i) that, under certain conditions, plants take in oxygen, and (ii) that, under other conditions, plants give off oxygen. 10

[turn over [72] 2

Marks 4. With reference to an angiosperm, write an account of the history of a pollen grain and its contents from the time it reaches a stigma until an ovule is fertilized. Mention the further changes which occur before a seed is produced. 12 Write a note on pollination in Scots Pine. 4 Describe the appearance of a pine seed and a young pine seedling. 4

5. Summarize the ways in which water is necessary to a plant’s existence. 7 Describe an experiment, using a potometer, to compare the rates at which a plant transpires under different conditions. Mention, giving reasons, the precautions you would take in setting up the experiment, and state what measurements you would take. 10 What do you understand by guttation, and in what circumstances does it occur ? 3

6. Give the distinguishing characters of the groups of non-flowering plants with which you are familiar, and name two representatives of each group. 14 Which group of plants do bacteria most closely resemble ? Write a short account of the fixation of free nitrogen by soil bacteria and explain the importance of this activity to plant life. 3

7. Either, (а) Write notes on (i) features which enable a deciduous tree to survive winter ; (ii) the chief factors which have led to the wide spread of the Gramineae ; and (iii) two methods of vegetative propagation. Name the plants and describe the structures concerned. Or, (б) Choose five of the following plants. For each, name the habitat in which you would expect to find it growing and comment on features of the plant which have helped in its establishment and success there. Bracken, Canadian pondweed, coltsfoot, honeysuckle, red campion, sundew, toadstool.

(C60669) Chem.

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SCIENCE

Higher Grade—(Chemistry)

Wednesday, 12th March—1.30 p.m. to 3.30 p.m.

Not more than FIVE questions should he attempted. Answers should, wherever possible, he illustrated hy clear diagrams of reasonable size and supplemented by equations.

value attached to each question, or to each part of a question, is shown in the margin.

N.B.—Write legihly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

ATOMIC numbers and approximate values of atomic weights WILL BE FOUND IN THE BOOK OF MATHEMATICAL TABLES.

Marks h Define the term vapour density. 2 . T*escribe a method of finding the vapour density of a volatile liquid as chloroform. List the readings to be taken during the experiment. 10 ^hen 0-40 gm. of aluminium chloride was vaporized at 200° C. the apour displaced 33-6 c.c. of air measured at N.T.P. Calculate the 1110 ecutar weight of the vapour. 6 ^ hat must be the molecular formula of aluminium chloride at 200° C. ? 2

[turn over [73] 2

Marks 2. How may specimens of (a) nitrogen peroxide (dioxide) in the gaseous state, (b) oxygen, (c) lead be obtained from lead nitrate ? 11 Heat is supplied to a sample of nitrogen peroxide at 0° C. State and explain the changes in colour and molecular composition which take place as the temperature rises to 600° C. 5 What reactions may take place when nitrogen peroxide is passed into water ? State the conditions under which they occur. 4

3. Describe briefly one method by which sulphur is obtained from natural sources. 6 Describe in outline an industrial method of making sulphuric acid from sulphur. 6 What is the action of concentrated sulphuric acid on (a) oxalic acid, (6) ammonium chloride, (c) potassium bromide, (d) charcoal ? 8

4. You are provided with a dibasic crystalline acid of molecular weight about 150. What experiments would you carry out to find its equivalent and to confirm th at it is dibasic ? 12 20 c.c. of brown oil of vitriol (impure sulphuric acid) of specific gravity 1-80 were diluted to 1 litre with water. 25 c.c. of the solution required 17-0 c.c. of N sodium hydroxide for neutralisation. Calculate the percentage by weight of pure sulphuric acid in the brown oil of vitriol. 8

5. What is meant by the term oxidation ? How would you oxidise : (а) hydrochloric acid to chlorine ; (б) ammonia to nitrogen ; (c) hydrogen sulphide to sulphur ?

Indicate a method, employing such other chemicals as are necessary, to obtain {a) sodium from sodium hydroxide ; (6) sulphur from sulphur dioxide ; (c) hydrogen iodide from iodine ; (d) methane from acetic acid.

6. Describe the preparation of acetylene and comment on one industrial use of the gas. Compare the action of chlorine on acetylene with its action on methane, and account for the difference. 50 c.c. of acetylene and 50 c.c. of methane are mixed with 250 c.c. of oxygen and a spark is passed through the mixture. What is the composition of the resulting gas ? (All volumes measured at atmospheric pressure and room temperature). 3

7. Either Marks (a) Explain the following : (i) When a solution of sodium chloride is added to silver nitrate solution a precipitate of silver chloride is formed, but when carbon tetrachloride is added to silver nitrate solution there is no reaction. 6 (ii) Bleaching powder on exposure to air smells strongly of chlorine. 4 (iii) In the titration of sodium carbonate solution against hydrochloric acid, methyl orange should be used as indicator in preference to litmus. 4 (iv) Chlorine exists in two isotopic forms. 6 Or (ii) Give an account of the manufacture of sodium carbonate from common salt. 10 How may sodium carbonate be converted into [a) sodium hydroxide, (S) sodium bisulphate, (c) sodium bicarbonate ? 10

Phys.

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SCIENCE

Higher Grade—(Physics)

Thursday, 13th March—9.15 a.m. to 11.45 a.m.

Not more than FIVE questions should be attempted. | g=il ft. per sec. per sec. or 981 cm. per sec. per sec. Answers should, wherever possible, be illustrated by clear diagrams of reasonable size. Mathematical tables will be supplied to those who desire them. N.B,-Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. The value attached to each question, or to each part of a question, is shown in the margin. Marks 1. Either («) State the parallelogram oft forces and show that the triangle of forces MV be deduced from it. 5 Describe in detail an experiment to verify the parallelogram of forces. 7 'Wien a 25-foot ladder, of mass 40 lb., has its upper end resting against J smooth vertical wall, it is found that the lower end resting on the pound, which is horizontal, is on the point of slipping when the ladder is "idined at 45°. The centre of gravity of the ladder is 10 ft. from the lower !*■ Find the total reaction and also the coefficient of static friction between ground and ladder. 8 Or (^Define efficiency, mechanical advantage, and velocity ratio, and Polish a relation connecting them. 6 Ascribe an experiment to investigate the relation between efficiency 3,1(1 load for a wheel and axle. Illustrate graphically the result you "'““W expect to get. 8 Al1 effort of 501b. wt. is required to raise steadily a load of 170 lb. wt. i*™1 a block and tackle which has two pulleys in each block. If the Wer # block has a mass of 10 lb. find what part of the effort is used in ('ttcoming friction. Find also the value to which the effort must be -e uced before the load will just begin to run back. 6

[turn over [74] 2 Mark 2. Explain what is meant by acceleration and by acceleration due to gravity. Describe an experimental procedure to determine the value in the laboratory of the acceleration due to gravity and to show that it is a constant. A body of mass 20 gm. falls freely from rest from a height of 40 cm. and hits a horizontal surface from which it rebounds to a height of 30 cm. Calculate the change both in momentum and in kinetic energy of the body on impact. In the latter case account for the change. 3. State the law connecting pressure and temperature for a given mass of gas. Describe in detail an experiment to verify the law. With the aid of a sketch explain the working of any form of gauge for measuring gas pressures. The reading on a gauge used to measure the pressure in a motor-lorry tyre is 42 • 5 lb. per sq. in. when the temperature is 12° C. If atmospheric pressure remains constant at 14-5 lb. per sq. in. but the temperature rises to 32° C., calculate the new reading that would be obtained with the gauge. Assume that the capacity of the tyre remains unaltered. 4. Either (a) It is desired to find experimentally the following constants for lead : melting point, specific heat, latent heat of fusion. For each constant outline a method which is applicable. In any case in which the deter- mination is rough explain why this should be so, indicating whether the answer will be too high or too low. 12 A piece of lead of mass 20-00 gm. is suspended for an appreciable time in liquid oxygen and then transferred to ice-cold water in an insulated container, when it is found that a shell of ice of mass 1-37 gm. forms round the lead. Calculate the temperature of the liquid oxygen. Specific heat of lead = 0-03 Latent heat of fusion of ice = 80 cal. per gm. 4 Explain the slow loss of oxygen when liquid oxygen is stored m a vacuum flask which is open to the air. 4 Or {V) Define erg and calorie. 4 Describe an experiment (non-electrical) to determine the equivalence between the erg and the calorie. Indicate the main sources of inaccuracy in the experiment, the steps taken to minimize the errors and the effects of the errors on the result of the experiment. 10 An engine is fired with oil of calorific value 20,000 B.Th.U. per lb- When consuming oil at the rate of 20 lb. per hr. it develops 50 H.r. Calculate the efficiency of the engine. 778 ft. lb. = 1 B.Th.U. 5. Describe and explain two methods of producing a parallel beam of light. When a converging lens is used as a magnifying glass, show' how tne magnification is related to the respective distances of object and image from the lens. A converging lens of focal length 6 cm. is used to produce an 1I?a§e three times the size of the object. Find the two possible positions of the object and state the differences between the images in the two cases. 6. Describe and explain how you would (i) determine the frequency of atoning fork, and (ii) then determine the velocity of sound in air making use of the tuning fork. A ship of length 550 ft. is at rest in 2,400 ft. of water. A signal sounded at the bow of the ship is received at the stern by direct transmission though the air and | sec. later the signal is again received at the stern. Account for the second happening and calculate the velocity of sound in i water. Velocity of sound in air = 1,100 ft. per sec.

1. With the aid of a labelled diagram, explain the construction and | working of a Leclanche cell. List the advantages and disadvantages of a lead accumulator compared with a Leclanche cell. A battery of 6 two-volt accumulators, connected in series and each of internal resistance O'05 ohm, is charged from a direct-current generator | ofe.m.f. 20 volts and internal resistance 0 • 5 ohm. Calculate the charging current, and, assuming it steady throughout, calculate also the capacity I ofthe battery if 10 hr. are required for a complete charging of the battery. Explain what happens if the charging current is continued after the battery is fully charged.

8- Describe in detail a calorimetric experiment to find the resistance of a length of fine manganin wire, an ammeter being the only electrical I measuring instrument available. Why is manganin wire preferable to copper wire for the making of standard resistance coils ? the resistance of the filament of a 100-watt electric lamp is 625 ohms "hen the voltage for which the lamp is designed is applied to it. Calculate this voltage and explain what would happen if its value were appreciably exceeded.

!h What factors determine the magnitude of the force exerted on a straight wire which is carrying a current and which is in a magnetic field 10 which it is at right-angles ? In each case state the relation and "Cfuf *n an exPeriment by which one of the relations may be State a rule by which the direction of the force may be predicted, and )ustlfy ^ °n theoretical grounds. A transformer supplied from 230-volt A.C. mains gives an output at - volts. If the primary winding has 4,600 turns, how many are there “! 16 secondary ? What value must the primary current exceed when 'le current in the secondary circuit is 11-5 amperes ?

Zoo

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SCIENCE

Higher Grade—'(Zoology)

Tuesday, 18th March—1.30 p.m. to 3.30 p.m.

FIVE questions in all should be attempted.

Answers should, wherever possible, be illustrated by clear diagrams of reasonable size. N.B.—Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. ■ The value attached to each question, or to each part of a question, is shown in the margin. Marks 1. Write notes on the position and significance of the following in hydra musculo-epithelial cells, nerve-net, interstitial cells, zoochlorellae. 10 Describe how hydra reproduces itself sexually. 7 Distinguish clearly between an enteron and a coelom. 3

2. Describe the blood system of [a) an earthworm, and (6) a cockroach. How are the nature and circulation of the blood in each °f these animals related to the functions of the blood ? 12 The nervous systems of these two animals show the same general plan. Give a brief description of this plan. 4 Write notes on (i) the cocoon of an earthworm, and (ii) the egg-capsule °f a cockroach. 4

3' Make labelled diagrams of the urinogenital systems of a female dogfish (or skate) and a female rabbit (or other mammal). 8 State the functions of the various parts of the reproductive systems °f these female animals and comment on the two methods of protecting and nourishing the developing embryos. 9 Describe the appearance of a newly hatched trout. 3

[turn over [75] 2 Marks 4. Digestion, absorption, and assimilation are fundamental processes in nutrition. State clearly what you understand by these terms. 3 Draw a labelled diagram of the alimentary canal and associated glands of a rabbit (or other named mammal). 7 Describe as fully as you can the part played in the life of the animal by (i) the liver, and (ii) the pancreas. 10

5. Describe in detail how a frog secures an adequate supply of oxygen. Refer to any respiratory movements involved. 8 Why is it possible that at times the musculo-cutaneous vein may contain blood with a higher oxygen content than that of the pulmonary vein ? 3 Write notes on the following in a frog :— lymphatic system, truncus arteriosus, anterior abdominal vein. 10

6. State the principal characteristics of the following groups :— Arachnida, Echinodermata, Mollusca. 9 Write a short note on the habits of a named member of each group. 11

7. Either (a) Describe the various ways by which vertebrates (i) protect themselves against living enemies, and (ii) overcome hazards arising from the inanimate environment. Refer to named examples that may be found in Britain. 20 Or (b) Write an account of the external appearance and habits of any two of the following British wild mammals :— fox, hedgehog, otter, squirrel, stoat. 20

(C60672) Engineering

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

SCIENCE—ENGINEERING

Higher Grade—(Applied Mechanics and Heat Engines)

Tuesday, 18th March—9.15 a.m. to 11.15 a.m.

Candidates should attempt FIVE questions. leu candidates use a formula they must explain each symbol. Units must always be stated.

Take 3i = —,22 and g = 32 ft. per sec. per sec.

Sjaare-ruled paper and four-place logarithmic tables are provided.

NB.-Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

®e value attached to each part of each question is shown in brackets.

[turn over [76] 2

1. Figure 1 shows the arrangement of the levers on a platform weighing- 2, machine. The load on the platform is transmitted at points A and B to the weigl pair of similar levers which in turn transmit it to the pad C on the main lever, hag) From the end of this lever a vertical rod transmits the force to the steelyard centi lever. When a wagon with the given axle loads is on the platform (lie 1 [a) calculate the force (R) on the vertical rod when the wagon is in the (j position shown ; (10) i in, (5) show that the force on the rod will be the same when the wagon is ^ in a central position on the platform ; (7) (c) calculate the distance (x) at which the sliding weight of 4 lb. must be placed on the steelyard in order to balance the arm. (3) Note.—Neglect the weight of the platform and working parts.

for

is! thi

use cin riv h eai 3

2. (i) The total weight of a hoist and its load is 800 lb. The hoisting rope weighs 2 lb. per foot of length. When the load has been raised to its maximum height of 60 ft. there are 10 ft. of rope between the top of the hoist and the centre line of the lifting pulley. Find the total amount of work done during the lift and draw a diagram representing this work. (10) (ii) A valve spring used in an engine requires a force of P lb. to compress I in. When inserted in the engine it is given an initial compression of (x) in., and when the valve opens there is an additional compression of (y) in. (а) Derive an expression for the work done in opening the valve ; and (7) (б) find the work done when (P) =60 lb., (x) = IJ in., and (y) = i in. (3)

3. (i) Draw a load-extension diagram for a mild steel bar in a test to fracture. Indicate the salient features. (5) (ii) A piece of brass tubing 1J in. external diameter, 1 in. bore and 4 ft. long is found to extend by 0 • 036 in. when subjected to a tensile load. Determine tliisloadif Young's Modulus for the material is 12,500,000 lb. per sq. in. (7) (hi) Figure 2 shows one end of a cylindrical tank 1 ft. 6 in. diameter, used for storing compressed air at 250 lb. per sq. in. gauge pressure. In the I circumferential joints of the tank the plates are lap-jointed with a single line of rivets | in. diameter. The shearing stress of the rivet material is 24 tons per 4 in. Using a factor of safety of 6 calculate the number of rivets required in each joint. (8)

FIGURE 2. 4

4. Figure 3 shows the arrangement of the brake gear for a wheel 2 ft. 6 in, diameter. The brake-block is applied to the wheel by the lever ABC pivoted at A. The end C is forked and is attached to the nut D by a pin-joint. D is a nut working on a screwed spindle turned by a handwheel. The coefficient of friction between the brake-block and the wheel is 0-4 and the overall efficiency of the brake gear regarded as a machine is 30 per cent. Calculate— {a) the tangential effort required on the handwheel in order to obtain a braking torque of 600 lb. ft. on the wheel; (16) [b) the horse-power absorbed in friction when this braking torque is applied at a wheel speed of 110 r.p.m. (4)

5. With the help of a sketch explain the principle of a throttling calorimeter used to obtain the dryness fraction of a sample of steam. State any limitations in the use of the instrument. ® Steam from a main is passed through a throttling calorimeter, entering at a pressure of 90 lb. per sq. in. After throttling, the temperature of the steam n 267-5° F. at 21 lb. per sq. in. pressure. Determine the dryness fraction of ie steam in the main. p (Ib./sq.in.) t (°F.) h (B.Th.U.) L (B.Th.U.) 90 320 290 898 21 230-5 199 959 Specific heat of superheated steam = 0-48. (10) 5

6. Steam at a pressure of 120 lb. per sq. in. is admitted to the cylinder ofanengine and is cut off at 0 -4 stroke. The back pressure is 18 lb. per sq. in. Draw, to scale, the hypothetical diagram (in which the expansion follows the law pv = constant); and calculate the mean effective pressure on the piston daring the stroke. (7) (3) If the diagram relates to a double-acting engine with a piston of 80 sq. in. area and a stroke of 15 in. developing 60 I.H.P. at 150 r.p.m., calculate the diagram factor for the engine, i.e., the ratio of the area of the actual indicator diagram to that of the hypothetical diagram if both are drawn to the same scale. (10)

7. A 6 in. diameter steam pipe, 150 feet long, carries 1,000 lb. of steam per lour. This enters the pipe at a pressure of 135 lb. per sq. in., superheated to 370° F. and leaves at 130 lb. per sq. in. with a dryness fraction of 0-96. Calculate— [a) the heat loss due to radiation in B.Th.U. per sq. foot of pipe surface per hour; (10) (b) the equivalent loss in fuel per hour if the boiler generating the steam has a thermal efficiency of 60 per cent, and is fired with coal having a calorific value of 12,000 B.Th.U. per lb. p (Ib./sq.in.) t (°F.) h (B.Th.U.) L (B.Th.U.) 135 350 322 875 130 347 319 877 Specific heat of superheated steam = 0-5. (10)

8. Define the calorific value of a fuel and explain the difference between fc higher value and the lower value. (2) (3) A fuel may be assumed to consist of 90 per cent, carbon and 4 per cent, hydrogen, by weight, the remainder being incombustible material. Calculate for the fuel— («) the higher and lower calorific values given that C == 14,500 B.Th.U. per lb., and H = 62,000 B.Th.U. per lb. ; (5) (b) the minimum weight of air required for complete combustion of one pound, given C — 12, O = 16, H = 1 ; (5) (c) the percentage by weight of the products of combustion of one pound, assuming no excess air is supplied. (5)

Iftwus)

App. Mechs. Lower

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

TECHNICAL SUBJECTS

Lower Grade—’(Applied Mechanics)

Tuesday, 18th March—9.15 a.m. to 10.45 a.m.

Hot more than FOUR questions should be attempted.

When candidates use a formula they must explain each symbol. Units must always be stated.

Taken = — ^ 7 ^Ware-ruled paper and four-place logarithmic tables are provided.

HU.—Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

The value attached to each part of each question is shown in brackets.

[turn over [77] 2

1. Figure 1 shows the outline of a crane. The jib AB is pivoted at 0 and the jib angle AOC is controlled by two parallel ropes attached at A. A load of 6 cwt. hangs from B. Find— (a) the force in each of the two ropes ; (15) (b) the reaction at O in magnitude and direction. (10) 3 and 2. The arrangement of pulley blocks shown diagrammatically in Figure 2 dof supports a load of 240 lb. weight. (Assume all the pulleys are the same size, and that all the ropes are vertical. Neglect the weight of pulley blocks.) ■ Find— (a) the effort required if the efficiency of the lifting gear is 60 per cent.; (15) 10) (b) the shear stress in the shackle pin A. (10)

[turn over B* 4

3. A furnace door mechanism is operated by means of a geared-winch and quadrant as shown in Figure 3. The furnace door weighs 220 lb. Ignore the weight of the quadrant and lifting rope and assume that the effidency of the system is 35 per cent.

Calculate— (a) the number of revolutions of the handle required to raise the door. one foot; (16) (b) the effort applied to the handle. (9)

FIG. 3. 5 and 4.. Define coefficient of friction and tractive resistance. (4) m ]?jgure 4 shows a fly-wheel weighing 1 ton, keyed to a shaft of 7 in. !nc5' diameter and rotating between two bearings A and B at 200 r.p.m. The shaft weighs 360 lb. and the coefficient of friction between the shaft and bearings is 0'03. Calculate— loor 16) («) the load on each bearing ; (9) (6) the horse-power required to overcome friction. (12) (9) FIG. 4

3. An electric cable, 100 yards long, is pulled through a level duct by means “jawinch. The weight of the cable is 3 lb. per foot length and the duct is M yards long. The coefficient of friction between the cable and duct is 0-3. Find- fa) what effort is required to move the cable when 100 ft. of cable has been pulled into the duct; (9) (&) what work has been done when the whole length has been pulled into the duct. (9) Draw the appropriate work diagram covering conditions (a) and (6). (Not to scale.) C1?)

ICsosog)

App. Mechs. Higher

1958

SCOHISH LEAVING CERTIFICATE EXAMINATION

TECHNICAL SUBJECTS

Higher Grade-—(Applied Mechanics)

Tuesday, 18th March—9.15 a.m. to 11.15 A.M. lot more than FIVE questions should be attempted. fen candidates use a formula they must explain each symbol. Units must always be stated.

Take tu = —,22 and g = 32 ft. per sec. per sec.

Sware-ruled paper and four-place logarithmic tables are provided. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

value attached to each part of each question is shown in brackets.

[turn over [78] 2

1. Figure 1 shows the arrangement of the levers on a platform weighing- machine. The load on the platform is transmitted at points A and B to the pair of similar levers which in turn transmit it to the pad C on the main lever. From the end of this lever a vertical rod transmits the force to the steelyard lever. When a wagon with the given axle loads is on the platform {a) calculate the force (R) on the vertical rod when the wagon is in the position shown ; (10) (6) show that the force on the rod will be the same when the wagon is in a central position on the platform ; (7) (c) calculate the distance (x) at which the sliding weight of 4 lb. must be placed on the steelyard in order to balance the arm. (3) Note.—Neglect the weight of the platform and working parts.

2. (i) The total weight of a hoist and its load is 800 lb. The hoisting rope weighs 2 lb. per foot of length. When the load has been raised to its maximum height of 60 ft. there are 10 ft. of rope between the top of the hoist and the centre line of the lifting pulley. Find the total amount of work done the lift and draw a diagram representing this work. (ii) A valve spring used in an engine requires a force of P lb. to compress 1 in. When inserted in the engine it is given an initial compression o (x) in., and when the valve opens there is an additional compression o (y) in- (a) Derive an expression for the work done in opening the valve; M and (&) find the work done when (P) = 60 lb., (x) = 1| in., and (y) = l 3

3. (i) Draw a load-extension diagram for a mild steel bar in a test to fracture. Indicate the salient features. (5)

(ii) Apiece of brass tubing in. external diameter, 1 in. bore and 4 ft. long is found to extend by 0-036 in. when subjected to a tensile load. Determine thisloadif Young’s Modulus for the material is 12,500,000 lb. per sq. in. (7)

(iii) Figure 2 shows one end of a cylindrical tank 1 ft. 6 in. diameter, tised for storing compressed air at 250 lb. per sq. in. gauge pressure. In the circumferential joints of the tank the plates are lap-jointed with a single line of. rivets f in. diameter. The shearing stress of the rivet material is 24 tons per sq. in. Using a factor of safety of 6 calculate the number of rivets required in each joint. (8)

FIGURE 2

4* (Turn over) B* 4

4. Figure 3 shows the arrangement of the brake gear for a wheel 2 ft. 6 in. 5 diameter. The brake-block is applied to the wheel by the lever ABC pivoted shap at A. The end C is forked and is attached to the nut D by a pin-joint. D is a 129 nut working on a screwed spindle turned by a handwheel. The coefficient of friction between the brake-block and the wheel is 0-4 and the overall efficiency ( of the brake gear regarded as a machine is 30 per cent.

Calculate— (a) the tangential effort required on the handwheel in order to obtain a braking torque of 600 lb. ft. on the wheel; (16)

(5) the horse-power absorbed in friction when this braking torque is applied at a wheel speed of 110 r.p.m. (4) 5

5, A steel plate, weighing 10 lb. per sq. ft. of uniform thickness and of the shape shown in Figure 4, is supported by two ropes in which the tensions are 1291b. and 171 lb. respectively.

Calculate— (a) the dimension d of the plate ; (4) (b) the position of its centre of gravity. (16)

iVofe: Figure 4 is not drawn to scale.

FIGURE 4.

(Turn over) 6

6. Figure 5 shows a roof truss of the “ umbrella ” type supported by a single column. When the truss is loaded as shown determine the load on the column, and the magnitude and nature of the force in each of the members of the truss. (2) (lg) Scales :— Structure diagram 1 in. rep. 5 ft. Force diagram 1 in. rep. 2 tons.

FIGURE 5,

7. A wagon weighing 4 tons has its load equally distributed on all four wheels. It is found that when the wagon is running by itself down a gradient of 1 in 80, the speed increases from 6 ft. per sec. to 10 ft. per sec. in a distance of 140 ft. (a) determine the tractive resistance of the wagon (lb. per ton); (9) (b) assuming that all this resistance is due to bearing friction, determine the distance which the wagon would continue to run down the incline if, when the speed reached 10 ft. per sec., one pair of wliees were locked so that they skid on the rails instead of turning. 1® coefficient of friction between the wheels and the rails is O'25. (1)

(C60810) Tech. Drg, Lower 1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

TECHNICAL SUBJECTS

Lower Grade—(Technical Drawing)

Thursday, 13th March—1.0 p.m. to 3.0 p.m.

Question 1 should be attempted and either Question 2 or Question 3. The Figures are on a separate paper. Both sides of the drawing paper should be used. The value attached to each part of each question is shown in brackets. 1. Figure 1 shows two elevations of a machined casting. Draw, full size— (a) the given front elevation ; (10) (b) the plan ; (30) (c) an elevation to the right with the left-hand half as an outside view and the right-hand half as a section on the centre line AA. (25) fillets may be drawn freehand. Show all hidden parts. Do not give dimensions. Either 2. The elevation and incomplete plan of a solid are shown in Figure 2. Draw, full size— (а) the given elevation ; (5) (б) the complete plan ; (15) (c) an elevation to the left of the given elevation. (15) Note.—Show all construction lines. Or Figure 3 shows the elevation and plan of part of a shelter having brick "dls and a plate roof. Draw to a scale of 1 in. rep. 1 ft. 0 in.— (a) the given views; (5) (b) an auxiliary elevation in the direction of arrow; (15) (c) the true shape of the roof plate ABODE. (15) rhe 6 ft. 0 in. high wall should be drawn as shown in the given Figure 3. Note.—Show all construction lines.

[79]

Tech. Drg. (Lower)

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

To BE DISTRIBUTED WITH THE

LOWER GRADE TECHNICAL DRAWING

QUESTION PAPER

Figures

[turn over [79(a)] FIG I 2

FRONT ELEVATION END ELEVATION 3

Tech. Drg. Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

TECHNICAL SUBJECTS

Higher Grade—•(Technical Drawing)

Thursday, 13th March—1.0 p.m. to 4.0 p.m.

Question 1 should be attempted and EITHER Question 2 OR Question 3. The Figures are on a separate paper. Both sides of the drawing paper should be used. The value attached to each part of each question is shown in brackets.

1- Figure 1 shows the elevation and end elevation of a cast-iron bracket connecting an electric motor with a hydraulic turbine pump. Draw to scale half full size— (a) the given elevation ; (10) (b) a plan, the upper half being an outside view and the lower half being a section on the horizontal centre line CL; (30) (c) a sectional end view, the left-hand half being a section through AA and the right-hand half being a section through BB. (25) Show all hidden parts. Do not give dimensions.

•LB.—(i) 77?g dimensions 4f in. and 2f in. shown in Figure 1 give a convenient setting for your drawing on the paper. (ii) This question should be answered on the blank side of drawing sheet.

[turn over [80] 2

Either 2. Figure 2 shows the elevation and part plan of a short length of a triangular prism joined at an angle of 60° to a surface having the cross section indicated. Draw full size— (a) the elevation ; (4) (b) the complete plan; (15) (c) an end view looking in the direction of the arrow A. (16)

Or 3. The elevation of a square ogee turret roof with a circular window is shown in Figure 3. The window is centrally placed. Draw to a scale of | in. rep. 1 ft. 0 in.— (a) the given elevation ; (5) (b) a plan ; (14) (c) an auxiliary elevation to the right on a plane at 45° to the 1st V.P. (16)

(C60812—1) Tech. Drg. Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

TO BE DISTRIBUTED WITH THE HIGHER GRADE TECHNICAL DRAWING

QUESTION PAPER

FIGURES

[turn over [80(a)] 2

FI FVATIOM 6jf' CRS END 3 ELEVATION. (C60812—2)

-o"dla 4 Woodwk. Lower

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

TECHNICAL SUBJECTS

Lower Grade—(Woodwork)—Practical Test

Thursday, 20th March—-1.30 p.m. to 3.30 p.m.

Candidates should make THE BOOK TROUGH END AND SHELF the details of which are shown in sketch.

100 marks are assigned to this test.

N.B. 1. Read through the paper, studying carefully the details of the test.

2. If any dimension has been omitted use your own judgement.

3. Do not use files or glasspaper.

4. Additional wood is not allowed. If a mistake is made, work as closely 35 possible to the original sizes. Remember that clean cut and well set out work, wen if incomplete, may earn more marks than inaccurate and badly finished work presumed to be complete.

5. Print your name and school on each piece of wood.

MATERIALS Japanese Oak or other suitable hardwood. 1 piece 7 in. long by 5| in. by | in. planed to correct thickness. 1 piece 6 in. by 5J in. by | in. planed to correct thickness.

[81] (060813—1)

Woodwk. Lower

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

TO BE DISTRIBUTED WITH THE

WOODWORK LOWER GRADE

PRACTICAL TEST PAPER

Figure

[81 (a)] [over 2

(C60813—2) Woodwk. Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

TECHNICAL SUBJECTS

Higher Grade—Woodwork—Practical Test

Thursday, 20th March—9.15 a.m. to 12.15 p.m.

Candidates should make THE JOINTS tie details of which are shown in sketch. 100 marks are assigned to this test.

1. Read through the paper, studying carefully the details of the test. 2. If any dimension has been omitted, use your own judgement. 3. Do not use files or glasspaper. 4. Additional wood is not allowed. If a mistake is made, work as closely ® possible to the original sizes. Remember that clean cut and well set out work, even if incomplete, may earn more marks than inaccurate and badly “nished work presumed to be complete. 5. Print your name and school on each piece of wood.

MATERIALS Japanese Oak or other suitable hardwood. 1 piece 5| in. by in. broad by f in. planed to correct thickness. 1 piece 11 in. by 2f in. by 1 in. planed to correct thickness.

(060814—!) [82]

Woodwk. Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

TO BE DISTRIBUTED WITH THE

WOODWORK HIGHER GRADE

PRACTICAL TEST PAPER

FIGURE

[82(a)] [turn over 2

(C60814—2) Metalwk. Lower

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

TECHNICAL SUBJECTS

Lower Grade—Metalwork—Practical Test

Thursday, 20th March—1.30 p.m. to 3.30 p.m.

Candidates should make THE DOOR KNOCKER the details of which are shown in the sketch.

100 marks are assigned to this test.

IB.— 1. Read through the paper, studying carefully the details of the test. 2. If any dimension has been omitted, use your own judgement. 3. Do not use emery cloth. 4. Additional metal is not allowed. If a mistake is made, work as closely ® possible to the original sizes. Remember that well set out work, even if mcomplete, may earn more marks than inaccurate and badly finished work presumed to be complete. , 5. Print your name and school on a label and attach it to each piece of the Wished work. Any sketches or devices made and used to assist your work "lust be similarly marked and handed to the Supervisor.

MATERIALS 1 piece M.S. 6 in. by 2| in. by in. 1 piece M.S. strip 6 in. by in. by in. 1 piece M.S. 10 in. by ^ in. by ^ in. 1 piece M.S. 2 in. by f in. dia.

[83] (CflBlS—1)

Metalwk. Lower

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

TO BE DISTRIBUTED WITH THE METALWORK LOWER GRADE PRACTICAL TEST PAPER

Figure

DOOR KNOCKER. FIXING HOLES OMITTED. [83(a)] (C60815-2)

Metalwk. Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

TECHNICAL SUBJECTS

Higher Grade—(Metalwork)—Practical Test

Thursday, 20th March—9.15 a.m. to 12.15 p.m.

Candidates should make EITHER ARTICLE No. 1, PLUG AND KEY OR ARTICLE No. 2, WALL ASH TRAY fe details of which are shown in sketches. 100 marks are assigned to this test.

1. Read through the paper, studying carefully the details of the test. 2. If any dimension has been omitted use your own judgement. 3. Do not use emery cloth. 4. Additional metal is not allowed. If a mistake is made, work as closely j5 possible to the original sizes. Remember that well set out work, even if Complete, may earn more marks than inaccurate and badly finished work presumed to be complete. . 3. Print your name and school on a label and attach it to each piece of the taished work. Any sketches or devices made and used to assist your work ■mist be similarly marked and handed to the Supervisor.

MATERIALS Article No. 1—1 piece brass 6 in. by 1 in. dia. 1 piece M.S. BRIGHT 6 in. by IJ in. by in. Article No. 2—1 piece XX tinplate 10 in. by 4| in. 1 piece XX tinplate 9 in. by 3J in. 1 piece iron wire 13 in. by in. dia.

[84] (C60816—1)

Metalwk. Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

TO BE DISTRIBUTED WITH THE HIGHER GRADE METALWORK PRACTICAL TEST PAPER

FIGURES

[turn over [84(a)] 2 3

(C60816—2)

Mus Lower

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

MUSIC

Lower Grade

Monday, 3rd March—1.30 p.m. to 3.30 p.m.

IB,—Write in ink. Care must be taken to make the notation clear ; notes indistinctly placed will be regarded as wrong. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. fte answers to Section I must be written in the space provided on this examination paper, which must be given up with the examination book. The ruled pages in the examination book may be used for rough work on these questions. fc answers to Section II are to be written in the examination book provided. ^ ralue attached to each question, or to each part of a question, is shown in brackets after the question.

FILL THIS IN FIRST

Name of School

Name of Pupil

[turn over [85] 2 SECTION I ALL the questions in this section should be attempted. 1. Write in staff notation a melody suitable for singing to ONE of the following stanzas. Place each syllable of the words below the note or notes to which it is to be sung. Add a musical term to indicate tempo or mood, and insert expression marks where necessary. Words or phrases may be repeated. “ A Corbie sits at the tap o’ thon tree, An’ he’s luikin doun wi’ his black, black e’e, An’ he’s cryin’ oot wi’ a Caa ! Caa ! Caa ! ' If ye try tae sclim up Ye’re suir tae faa ! ’ ” S. T. Ross. OR “ It is the calm and solemn night! A thousand bells ring out and throw Their joyous peals abroad, and smite The darkness, charmed and holy now.” Domett. (28)

2, (a) Continue the following to form a melody of not less than eight bars in length, in simple binary form, ending on the tonic. Add phrasing and expression marks, and, where necessary, signs to indicate staccato and legato. The added part should make considerable use of the given fragment.

u Andante

OR (b) Continue the following to form a sixteen-bar melody on the plan A A B A. Add phrasing and expression marks, and, where necessary, signs to indicate staccato and legato. • (28)

Allegro

3. The following is an excerpt from one of the works prescribed for study. M Examine it carefully and answer the questions given below.

(i) Name the title and the composer of the piece from winch this excerpt is taken.

(2)

(ii) In what key does the excerpt sound when played by the instruments indicated ?

(1)

(iii) What do you notice about the part for Clarinet I, when compared with the part for Bassoon I ?

(1) 7

(iv) Describe the intervals formed by the two bracketed notes at

(«)

(b)

(c)

(d) (2)

(v) Add phrasing marks to the given excerpt; the parts for Clarinet I and Bassoon I should be phrased alike ; the four parts should not all break for breath at the same time. No more than one intermediate breath (if any) should be allowed for each part. (3)

(vi) Transpose the Clarinet II part a,minor third lower, to the pitch at which it actually sounds when played. Use the bass clef provided; add the time-signature and the new key-signature.. (5) (Total marks = 14) 8

7,1 rfg

SECTION II oianti lithe Answer question 7 and ONE other question from this section. lete

[The themes printed opposite must not be used for quotation.) ran iiwlv 4. Write a brief account of the keyboard music of any TWO of the composers listed below. Your answer should mention the type of instrument for which the slica composer wrote, the forms he preferred, and the style developed by each composer. Refer to some specific pieces and to sets of pieces composed by each. (10) Write a few bars of thematic material in staff notation from ONE of the compositions you have mentioned. (4) BACH; COUPERIN; BEETHOVEN; CHOPIN. (Total marks = 14)

5. [a) Name three Italian Composers of the period 1650-1750 who wrote viohn sonatas. (3) (6) How does the form of the sonatas of this period differ from that of the sonatas of Beethoven ? (') (c) Write in staff notation a few bars of the theme from a sonata by any ONE of the three Italian composers you have named. W (Total marks = 14)

6. (a) Briefly define each of the forms listed below, referring in each d6®111101 to the period during which the form was most frequently used, and to composer whose output in the form was considerable. Lutenist song ; da capo aria ; lied ; British art song. ^ (b) Name an example of each of the above forms. ^(4) ’ (c) Write in staff notation a few bars of the theme of any ONE of the examples you have named. (Total marks = I4) 9

7. (a) List in order, beginning with the highest, the voices for which the madrigal prescribed for study is written. (2) (}) In which of the Bach extracts prescribed for study are there examples oiantipkmal treatment ? (1) ((c) List the brass instruments, giving the number of each used, in the score lie work by a French composer which is prescribed for study. Mark with a * ictransposing instruments among them. (3) [i] Write in staff notation at least four bars of the second subject of the fct movement of the piano concerto prescribed for study. Write it in the key ireMch it first appears for the soloist. (4) sers (e) Identify any THREE of the following excerpts. Name the work, the idicate the movement if it contains more than one, the composer, and the ach Me of its composition. (6) IQ) (Total marks = 16) Fast

1 f

L4) At a moderate, speed

Mus Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

MUSIC

Higher Grade—(First Paper)

Monday, 3rd March—1.30 p.m. to 3.30 p.m.

U,—Write in ink, clearly and legibly. Care must be taken to make the notation clear ; notes indistinctly placed will be regarded as wrong. ill the answers to this paper are to be written in the spaces provided in this examination paper, which must be given up with all sheets of manuscript music paper used for rough working attached to it. In order to obtain a pass in the whole examination, candidates must satisfy the examiners in this paper. value attached to each question, or to each part of a question, is shown in brackets after the question.

dumber of seat occupied at FILL THIS IN FIRST -^ntoation.

Name of School

Name of Pupil

[turn over [86] 2

PAPER I All candidates must answer THREE questions ; the question in Section I, ONE question from Section H, and ONE question from Section HI.

SECTION I 1. Harmonize the following for S.A.T.B. throughout. Note that in the last two bars the tenor part is given. (28) 3

SECTIOM II Answer OUE fnasioa ©nly, ia this Seeioa. 2, Add a simple toss part to tfee gtoai tirelble to make raflssc a, piano piece. Of a piece for wolm and ’’cellb. ptadicate at the Tbeghming wlmdi yon are writing' for.) Add dierifin* plrasnig mark, or bowing mark if yon ate writmg for strings, to both parts,, sTkowimg' legato and staccato. Add espression mark, and Mate what tempo yon timlk wotM be most snlltaHe. The lanniioimic sftnmctane slomld Ibe qinilte Mmpfe; t!he adkted part might well consist latgdy off qpiia¥®rs. Ttoe valme of fadaw leap® as a means of preseniag mowmemt withont ii©EgssittatiiiBg umdesiiaHe diainges of luamnaffliay, light be tame in mind. m 4

3. Read the following piece of music carefully and try to hear the sound of it in your mind, then answer the questions which follow.

Pianoforte

(i) What contrapuntal device links the treble and bass ? State briefly m your own words to what extent the treble and bass are related to each other.

(4) (ii) Add phrasing marks to the treble and bass which would help performer to realize the device referred to above. *■ (hi) Is the style of this piece consistent throughout ? If not, then say at what point the change takes place.

(1) 5

(iv) Describe the chord implied in the 2nd half of bar 4.

(1)

(v) Describe the chord implied in the 1st half of bar 5.

(1)

(vi) Describe the harmonic progression from the last quaver of bar 6, to the 2nd quaver of bar 7.

(3)

(hi) Which chord in bar 9 forms the resolution of the last chord in bar 8 ? If this progression suggests a modulation, name the new key.

(2)

(hii) Describe the chords used from the 4th quaver of bar 9 to the end of the passage, and name the cadence which this progression implies.

(4)

('x) If you take into consideration bars 10 and 11 only, what cadence is implied ?

(1) (Total marks = 20) IWlWSS) B* 6

SECTION III

Answer ONE question only, in this Section.

4. Write a melody to suit one of the following stanzas. The setting should be within the range of an average high voice or an average low voice; state at the beginning for which kind of voice it is intended. Harmonize four cadences in block harmony, and indicate the modulations. Insert expression marks where necessary, and place at the beginning a musical term to indicate speed or style. Write each syllable of the words below the note or notes to which it is intended to be sung. (22) “ I wad ha’e gi’en him my lips tae kiss, Had I been his, had I been his ; Barley breid and elder wine. Had I been his as he is mine. My beloved s’all ha’e this he’rt tae break, Reid, reid wine and the barley cake, A he’rt tae break, and a mou’ tae kiss, Tho’ he be nae mine, as I am his.” Marion Angus. OR “ Come dear children, let us away ; Down and away below ! Now my brothers call from the bay. Now the great winds shoreward blow, Now the salt tides seaward flow; Now the wild white horses play, Champ and chafe and toss the spray. Children dear, let us away ! This way, this way ! ” Matthew Arnold. If extra staves are required, use those provided on page 10.) 8

5. Continue the following melody to make a complete musical sentence of 16 bars in the style of a Nocturne. The middle section should be in the relative minor key, but the piece should end in the key in which it began. Add phrasing marks, and marks of expression. Indicate the cadence chords by inserting the bass notes and figuring them. In the first bar sketch the beginning of a simple left-hand part which would form a suitable accompaniment if continued. (22) 'If extra staves are required, use those provided on page 10.) (C60455) Mus Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

MUSIC

Higher Grade—(Second Paper)

Monday, 3rd March—11.0 a.m. to 12 noon.

SB.—Write in ink. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. ill answers are to be written in the examination book provided.

The value attached to each question, or to each part of a question, is shown in brackets after the question.

[turn over [87] PAPER II

Answer Question 4 and ONE other question.

(Themes printed on this paper must not be used for quotation.)

1. Describe the music of either Italy or Germany from the beginning of the 18th century to the beginning of the 20th century . Your answer should make some reference to vocal, keyboard, and orchestral music, indicating any composers who are specially associated with each of these branches of composition. Give two quotations from any specific work or works you have mentioned. (A quotation should be not less than two bars in length.) (15)

2. Name three forms of choral composition which could be described as contrapuntal in style (excluding the round or catch), and describe the construction of one of them, referring to a particular example from which you should quote two themes, each of not less than two bars in length. (15)

3. Give some examples of orchestral “ programme music ” associated with the theatre, and some associated with the concert hall. Describe one example of each of the two species, mentioning the size and composition of the orchestra used, and how the composer produces music which matches the “ programme he has chosen. Quote a theme of not less than two bars in length from each the two works you have described. 3

4, («) Identify four of the following excerpts from the list of pieces prescribed i study. Name the work, and the movement if it contains more than one, fc composer, and the date of its composition. (6) (}) Write a short factual paragraph about the form and general character- jjitics (including the instruments used if it is scored for orchestra) of one of the iorks identified, or, in the case of a longer work, the particular movement iientified (not the whole work). (5) I (c) Quote a few bars of at least one theme, but not more than two, from the tork or movement about which you have written. (4) (Total marks = 15)

Quick 3553*

PP cresc. sf

Art Lower I

I 958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ART

Lower Grade—(First Paper)—Figure Composition

Wednesday, 19th March—■1.0 p.m. to 4.0 p.m.

Your figure composition must be done in colour, using water colour, gouache (My colour), poster or powder colour, but NOT oil colours or pastels. It should i the sheet of paper with which you have been supplied, and should be painted on the side which has no printing. Due credit will be given to preliminary sketches which must be done on the sheet marked “ Preliminary Sketching ” ffll attached to the BACK of the finished painting.

100 marks are assigned to this paper.

Choose ONE of the following subjects.

h A Garden Party.

2. Outdoor Sketching Club.

3. The Stargazers.

4- On the Harbour Wall.

[88]

Art ' Lower II

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ART

Lower Grade—{Second Paper)—’Design

Friday, 21st March—9.15 A.M. to 11.45 A.M.

All rough work and preliminary sketches must be done on the paper marked "Preliminary Sketching ” and attached to the BACK of the completed design. Tracing paper may be used in all questions, but this should be handed in SEPARATELY from your finished work. Colour work must be executed in water colour or gouache (body colour) or poster or powder colour. Your design must be painted on the side of the paper which has no printing.

100 marks are assigned to this paper.

Answer ONE of the following questions.

1- Design a repeating pattern lor curtains, using as the motif “ Seashore hfo” Complete six repeats in colour, each repeat to be 4 inches by 2 inches (long side upright).

2- Design in colour a leaflet, size 9 inches by 6 inches (long side upright), advertising one of the following :— (a) Rock Gardens ; (b) Scottish Steel; (c) Rural Crafts. Incorporate the title in your design.

3. Make a design suitable for execution in embroidery for a teacosy Pmided top) of lime yellow linen, size 10 inches wide (at base) and 7| inches high. tou may use any motif except the human figure. Draw the teacosy full size and complete your design in colour. Below your design state clearly the threads i°u would use, and name the stitches.

[89] 2

4. Design a decorative sign for a roadhouse or wayside inn. You may design it for any medium, and it may be in the form of a plaque (e.g. carved wood or plaster), or a hanging painted sign. Describe briefly how your design would be carried out. Choose one of the following titles and include it in your design :— {a) Green Dolphin ; (5) The Twa Corbies ; (c) Jolly Waggoner; {d) The Leather Bottle. Your design must be 9 inches by 9 inches.

(C60458) Art ^ Lower III id 31

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ART

Lower Grade—(Third Paper)—REPRESENTATIONAL DRAWING AND PAINTING

Friday, 21st March—1.0 p.m. to 4.0 p.m.

100 marks are assigned to this paper.

Choose ONE of the following alternatives. (s) Still-Life Group On the sheet of paper supplied to you paint the group set before you. The punting should fill the paper. Only water colour or gouache (body colour) may be used. Or P>) Plant Form (1) On the first sheet of paper make a detailed study in pencil of the spray d leaves provided.

(2) On the second sheet of paper make a study in colour from the flower or Pitted plant provided. Only water colour or gouache (body colour) may be 1>ed. Do not draw the container which holds the plant.

[90] ■ ' M-

‘ ‘ ' .■ ' ■ Art Lower IV

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ART

Lower Grade—(Fourth Paper)—DETAILED STUDY FROM LIFE

Friday, 21st March—1.0 p.m. to 3.30 p.m.

100 marks are assigned to this paper.

On the sheet of paper supplied to you make a detailed study either of the figure or of the head of the model posed for you. You may use pencil, pen and ink, gouache (body colour) or water colour. If you draw from the full figure, the chair in which the model is posed should le indicated but not drawn in detail.

[91] (C60460)

Art Higher I

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ART

Higher Grade—(First Paper)—Figure Composition

Wednesday, 19th March—1.0 p.m. to 4.0 p.m.

Your figure composition must be done in colour, using water colour, gouache (body colour), poster or powder colour, but NOT oil colours or pastels. It sliould fill the sheet of paper with which you have been supplied, and should je painted on the side which has no printing. Due credit will be given to pre- Mnary sketches which must be done on the sheet marked “ Preliminary Sketching ” and attached to the BACK of the finished painting.

100 marks are assigned to this paper.

Choose ONE of the following subjects.

!• Morning Coffee.

2. Promenade.

3' A Farm Sale.

4' Aftermath of the Storm.

[92]

Art Higher II 1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ART

Higher Grade—(Second Paper)—Design

Friday, 21st March—9.15 a.m. to 11.45 a.m.

All rough work and preliminary sketches must be clone on the paper marked Preliminary Sketching ” and attached to the BACK of the completed design, being paper may be used in all questions, but this should be handed in SEPARATELY from your finished work. Colour work must be executed in rater colour or gouache (body colour) or poster or powder colour. Your design must be painted on the side of the paper which has no printing.

100 marks are assigned to this paper.

Answer ONE of the following questions.

1. Make a design for a printed fabric using as the theme “ The Forest ”. Complete six repeats in colour, each repeat to be 5 inches by 3 inches (long side upright).

2. Design in colour the cover of a pamphlet on one of the following :— (a) Atomic Power ; (b) National Parks ; (c) Country Fair. jhe title of the pamphlet you have chosen must be incorporated in your design, .'lake your design 9 inches by 5 inches (long side upright).

3. Design a toy animal (approximately 8 inches long) to be carried out in coloured felt and decorated with embroidery. Choose one of the following :— Bull; Pig ; Lion ; Unicorn. Cafry out your design in line and colour. At the foot of your finished design "rite down the name of the stitches used in the embroidery.

4- On the sheet of paper provided, design a panel of script approximately 1 “dies high and 8 inches wide, using the following passage. Include a ecorated capital and other appropriate decoration. " I got up the mountain edge, and from the top saw the world stretcht out—cornlands and forest, the river winding among meadow- flats, and right off, like a hem of the sky, the moving sea, with snatches of foam and large ships reaching forward, out bound. And then I thought no more, but my heart leapt to meet the wind, and I ran, and I ran.” [93] fwaSefs mq&i no ok ; Art Higher III

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ART

Higher Grade—(Third Paper)— Representational Drawing and Painting

Friday, 21st March—TO p.m. to 4.0 p.m.

100 marks are assigned to this paper.

Still-Life Group On the sheet of paper supplied to you paint the group set before you. The painting should fill the paper. Only water colour or gouache (body colour) aiay be used.

[94] (C60464)

Art Higher IV

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

Higher Grade—(Fourth Paper)—DETAILED STUDY FROM LIFE

Friday, 21st March—1.0 p.m. to 3.30 p.m.

100 marks are assigned to this paper.

On the sheet of paper supplied to you make a detailed study either of the full figure or of the head of the model posed for you. You may use pencil, pen and ink, gouache (body colour) or water colour. If you draw from the full figure, the chair in which the model is posed should Vindicated but not drawn in detail.

[95] IC60465) y'i-! uv.y';i:

i . ■ • ' ' ' ' Art Higher V 1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ART Higher Grade—(Fifth Paper)

Wednesday, 19th March—9.15 a.m. to 11.30 a.m. (2 hours + 15 minutes break)

' Section 1—HISTORY AND APPRECIATION OF PAINTING AND ARCHITECTURE—(9.15 a.m. to 10.15 a.m.) TWO questions should be attempted, No. 1, and any one other. 25 marks are assigned to each question. 1. Either Answer briefly any five of the following :— (a) Whom do you consider to be the two most outstanding painters of the German School of Painting ? Name one work bj? each painter. (b) Describe either “ Bacchus and Ariadne ” by Titian or “ La Baignade ” by Seurat. (c) Name the school of painting to which each of the following painters belonged and name one work by each : Botticelli, Tintoretto, Brueghel, Renoir, Hogarth. (d) What were three important characteristics of the paintings of the “ Little Dutch Masters ” ? Name an artist and one of the pictures of this school of painting. (e) When did Allan Ramsay live and what land of pictures did he mainly paint ? Indicate two of the principal features of his paintings. (/) Name three prominent members of the Glasgow School of Painting and give the title of a picture by one of them. Or Answer briefly any five of the following :— (g) Name a Roman temple and sketch its main features as seen from the front. (h\ In what style of architecture do you find balusters ? Name four other architectural features of this style. [k) With which periods of architecture do you associate the following ornament : chevron, fan vault, volute, arabesque, fanlight ? {1) Who designed St. Paul’s Cathedral, London ? What is the architectural style and what is the approximate date of building ? (») What features are typical of Scottish Baronial architecture ? (n) In what architectural styles are the following built : Dunblane Cathedral; Elgin Cathedral; The Palace, Culross; Blythswood Square, Glasgow ; George Heriot’s Hospital.

[96] [turn over 2

2. Trace the development of the English school of watercolour painting, giving an account of the principal painters and their work.

3. Compare, in some detail, the work of three outstanding Spanish painters.

4. In recent years, exhibitions of work by Cezanne, by Renoir, by Gaugin and by Braque have been held during Edinburgh Festival periods. Describe the work of any three of these artists.

5. Describe, briefly, the work of any three outstanding artists whose reputations have been made in countries other than their own.

6. Discuss the differences of construction and style arising from the use of (a) the pointed arch, (&) the steel girder and screen. Illustrate your answer by sketches.

7. What were the chief characteristics of British architecture in the 18th Century ? Illustrate your answer by sketches.

8. Compare the characteristics of an Egyptian temple with those of a Norman cathedral. Give a plan of each type of building and add any other sketches which you feel may help your answer.

9. Compare Greek and Roman architecture from the point of view of aesthetic and constructional development.

Section 2—DRAWING FROM LIFE—10.30 a.m. to 11.30 A.m.

50 marks are assigned to this section

On the single sheet of cartridge paper provided make two drawings, one of each model. Each drawing should occupy approximately half the sheet of cartridge paper provided. Including any rest periods (3 minutes), each pose will be of 25 minutes’ duration, and 10 minutes will be allowed for the posing of the second model.

N.B.—A finished drawing of each model is not desired. Any object the sole function of which is to enable the model to maintain the pose should be indicated but not drawn in detail.

(C60466) Bkg Lower

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

BOOKKEEPING

Lower Grade

Wednesday, 12th March—9.15 a.m. to 11.15 a.m.

Marks will be deducted for careless or badly arranged work.

Hie value attached to each question is shown in brackets after the question.

1. (a) Why must we give a narrative in the journal and not in any other took of account ? (b) Distinguish clearly between a Bank Current Account and a Partner’s Current Account. ' (16)

2. Merchandise in the store of Brown and Sons was almost totally destroyed tyfire on the night of 10th September, 1957. The books, which were kept in a fc-proof safe, were, however, saved and disclosed the following information :— Stock at 1st January, 1957, £1,420 ; purchases between 1st January, 1957, and 10th September, 1957, £5,100 ; sales during the same period, £7,500 ; carriage on goods bought during the same period, £348. The rate of gross profit on sales for the previous jrear was 32 per cent, and this may be taken as typical. Calculate the value of the stock destroyed by the fire. (12)

3. Determine the missing figures in each line of the following :— Capital /IAdditional (AULbiUniM Cost of at at capital Draw- Sales goods Profit or beginning end paid in ings net sold Expenses loss* £ £ L £ £ £ £ £ 20,000 ? (i) 6,000 2,000 10,000 6,000 1,500 ? (ii) 15,000 17,000 3,000 ? m 17,000 10,000 ? (li) 4,000 Ml) 20,000 10,000 none ? (ii) 18,000 6,000 3,000* 12,000 20,000 3,000 5,000 25,000 12,000 ? (i) p (u) 15,000 20,000 none 3,000 18,000 ? (i) 2,000 ? (ii) Ar.B.—Do not copy out the table given above. Write down opposite each Your answers the reference letter and numeral to which the answer relates. All the working must be shown in its proper position. (25)

[turn over [97] 4. On 1st December, 1957, the balances in the books of Allan and Cooper, who traded in partnership, were as follows :—cash in hand, £15 ; bank overdraft, £285 ; stock of goods, £976 ; sundry debtors (J. Smith, £32 ; T. Watson, £107 ; G. Evans, £28) £167 ; sundry creditors (W. Peters, £85 ; R. Ruston, £46) £131 ; bills'receivable (No. 36, on T. Watson, due 24/12/57, £84 ; No. 38, on G. Evans, due 30/12/57, £66) £150 ; bill payable (No. 16, to W. Wood, due 14/12/57) £135; loan from A. Young, £600; furniture and fittings, £230; machinery and plant, £1,425 ; capital, Allan, £1,207 ; capital. Cooper, £605. The partnership deed provided, inter alia, that Cooper should receive a monthly salary of £40 for his services to the firm. Open the necessary books of account and record therein the above and the following transactions. Bills books are to be kept. Balance off the cash book. Make up the ledger account of T. Watson only. No other transactions are to be posted to the ledger. All payments were made by cheque, unless otherwise stated, and all receipts were paid into bank on the days they were received. 1957 Dec. 2. Sold goods to j. Smith, £25. „ 3. Sold on credit to Brand & Co. for £215 machine valued at £280. „ 6. T. Watson paid on account, £27. „ 6. Bought of W. Peters goods value £120, less 20 per cent, trade discount. „ 7. Made J. Smith an allowance of £3 in respect of goods damaged in transit and received his bill for £51 10s. at thirty days in full settlement of his indebtedness. „ 10. Allan agreed to advance £750 as a loan to the business. „ 12. Gave, as donation to the Old Folks’ Christmas Fund, goods valued at £5 15s. „ 13. Repaid A. Young’s loan, together with interest to date, £17 10s. „ 13. Sold to G. Evans goods value £37. „ 14. Duly met at bank bill due to-day. ,, 16. T. Watson is bankrupt: received first and final dividend of 14s. m the £ : balance owing written off as a bad debt. „ 16. Paid rates for year to 15/5/58, £63 10s. 9d. „ 19. Returned to W. Peters goods value £15 gross, and accepted his bill for £100 at one month : sent him cheque for £66 in full settlement of our indebtedness. „ 20. G. Evans sent his cheque for amount owing, less 5 per cent, cash discount. „ 24. Paid to staff Christmas Bonus by cheque, £40. „ 27. Bought for cash National Insurance stamps, £6 8s. Qd. „ 30. Allan drew by cheque for his own use, £50. „ 30. Bill due to-day duly honoured. „ 31. Cash sales for month, £388. „ 31. Paid salaries for month by cheque, £95, less National Insurance, £3 15s. 9d., and Income Tax, £4 12s. ,, 31. Provide for salarj/ due to Cooper for month.

(CGU742) Bkg. Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

BOOK-KEEPING

Higher Grade

Wednesday, 12th March—9.15 a.m to 11.15 a.m.

fte value attached to each question is shown in brackets after the question. Marks will be deducted for careless or badly arranged work.

1. [a) Explain clearly the purpose of a manufacturing account and state ■e items which should appear therein. (&) What are the advantages which the preparation of such an account ?res? (16)

2. Which of the following items may be classed as capital expenditure and 'hich as revenue expenditure ? Give reasons in each instance. (a) Purchased a delivery van on credit. (&) Purchased a delivery van for cash. (c) Paid salaries for month by cheque. (d) Repaid loan by cheque. («) Paid interest on loan to date in cash. (/) Purchased goods for cash. fe) Paid carriage on above goods in cash. (h) Paid carriage in cash on new accounting machine for office. (16)

[98] [turn over 2

3. {a) From the particulars given below prepare in tabular form, suitable for analysis, trading accounts for the three consecutive years :— Stock at 1st January, 1955, £2,400 ; stock at 31st December, 1955, £2,600 ; at 31st December, 1956, £2,800 ; at 31st December, 1957, £2,900 : purchases (net) for year to 31st December, 1955, £12,200; to 31st December, 1956, £14,400; to 31st December, 1957, £15,300: sales (net) for year to 31st December, 1955, £25,300 ; to 31st December, 1956, £26,500 ; to 31st December, 1957, £26,900 : factory wages for year to 31st December, 1955, £6,100 ; to 31st December, 1956, £7,400; to 31st December, 1957, £8,100. (12) (6) Make the necessary analysis on a percentage basis so as to bring out the possible causes of the variations in the operating results disclosed by the accounts. (12) (24)

4. On 1st February, 1958, T. Abbott and D. Robb agreed to combine their businesses and to enter into partnership. The balances in the books of T. Abbott were as follows :—cash at bank, £183 ; furniture and fittings, £167 ; stock of goods, £357 ; sundry debtors (W. Gibb, £36 ; S. Bower, £57),^£93 ; sundry creditors (R. Milne, £84 ; P. Moir, £62), £146 ; D. Conn, consignor, £18 (Dr.) ; bill payable (No. 44, to D. Conn, due 17th February, 1958), £120 ; rates paid in advance, £48 ; buildings, £2,400; motor vehicles, £940 ; capital, £3,940. D. Robb’s assets and liabilities were as follows :—bank overdraft, £110; stock of goods, £282 ; furniture and fittings, £380 ; provision for legal expenses, £270 ; sundry debtors (J. Forbes, £47 ; W. Low, £58), £105 ; bills receivable (No. 23, on R. Gray, due 23rd March, 1958, £85 ; No. 26, on J. Forbes, due 24th February, 1958, £100), £185 ; creditor, J. Rust, £264 ; capital, £308. The partnership deed provided, inter alia, that : (a) each partner should, in order to provide the new firm with working capital, pay £250 into the firm’s banking account : (b) the buildings owned by T. Abbott should remain his personal proper!} but should be leased to the firm at a rental of £50 per month . (c) the book value of the motor vehicles should be reduced by 20 per cent. and the book value of the furniture and fittings by 10 per cent.. (d) the provision for legal expenses in D. Robb’s books, which represented his estimated liability under a claim now before the courts, shou not be transferred to the new firm : (e) the goodwill of T. Abbott’s business should be valued at £430, and that of D. Robb’s at £120 : (/) after the initial adjustments had been completed, the capitals of the partners should remain unaltered. Open the necessary books of account for the partnership and record theren the above and the following transactions. Bills books should be kept. 0 off the bank cash book. Do not post any transactions to the ledger. All payments were made by cheque, unless otherwise stated, and all receipts lire duly paid into the bank on the days they were received. 1 Feb, 1. The partners duly paid into bank the sums agreed on. , 3. Drew from bank for office cash, £60. , 4. J. Forbes paid on account, £17. , 5. Sold on credit to Rapid Sales, Ltd., for £90 surplus furniture and fittings valued at £110. 6. Bought of R. Milne goods value £140. 7. Sold to W. Low on credit part of D. Conn’s consignment, £77. , 10. Discounted at bank bill No. 23 ; amount received, £84 3s. , 12. Paid J. Rust amount owing, less 2| per cent, cash discount. . 13. W. Low bought goods value £45, less 10 per cent, trade discount. 14. Sold remainder of D. Conn’s consignment by auction for £83 and paid auction expenses of £3 10s. Sent Conn cheque for net amount owing, after deduction of our commission at the rate of 2J per cent, of the gross proceeds. 15. J. Forbes is insolvent; agreed to accept composition of 10s. in the £ in full settlement, payable as to one half in cash and one half by bill of exchange at 30 days ; cheque and acceptance duly received. 17. Met at bank bill due today. 18. Received letter from J. Rust stating that he was unable to allow the cash discount deducted by us on 12th February because payment of the debt was long overdue and that he was carrying the amount forward on our account. » 20. D. Robb took for his own use goods value £35. 21. Sent W. Low credit note for £3 10s., in respect of goods damaged in transit, and received from him in full settlement of his indebtedness bill of exchange for £170 at 20 days. • 22. R. Milne made an allowance of £5 on the goods bought on 6th February; sent him cheque for total amount owing, less 2| per cent, cash discount. 26. Bought for cash National Insurance Stamps value £3 18s. ! 28. Cash sales for month, £368. 28. Paid wages for month in cash, £45, less National Insurance, £2 14s. and Income Tax, £4 8s. 28. Provided for rent due to T. Abbott for month. (44)

Comm. A. Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

COMMERCIAL ARITHMETIC

Higher Grade

Tuesday, 18th March—9.15 a.m. to 10.45 a.m.

Candidates should attempt SIX questions, viz., the two questions in Section A and any four questions taken from Section B. Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required. Four-place mathematical tables are provided. All the working must be shown in its proper position in the answer and, when necessary, the different steps of the calculation should be shortly indicated in words. Algebraical symbols may be used, if properly explained. Marks will be deducted for careless or badly arranged work. fte value attached to each question is shown in brackets after the question.

Section A The two questions in this Section should be attempted. h When the rateable value of a town was £1,440,000, the amount required jo meet the annual expenditure was raised by a rate of 24/6 in the £. In the following year the rateable value of the town increased by £45,000 and the annual expenditure by 7J per cent. What was the new rate per £, correct to the nearest penny ? (16)

2. A British manufacturer, who produced a powder at 2s. per lb., exported fte product to Germany. He then had to pay 3d. per lb. for transport charges and customs duty at the rate of 33| per cent, of cost plus transport charges. At what price, in Deutchmarks per Kilogramme (correct to the nearest pfennig), must he sell the powder if he is to have a profit of 20 per cent, on selling price ? (1 Kg. = 2-2046 lbs.; £1 = DM. 11-60 ; 100 pfennig = 1 DM.) (20) [turn over [99] 2

Section B FOUR questions should be attempted from this Section.

3. A retailer, in purchasing a television set, the list price of which was £77 10s., was allowed 20 per cent, trade discount and 2J per cent, cash discount. If he sold the set at the list price, what was his actual profit per cent, on selling price ? (16)

4. A merchant in Singapore consigned to a London agent 15 chests each containing 140 lbs. of smoked sheet rubber. His agent sold the whole consignment at 2s. 2d. per lb. Charges paid by the latter were as follows :—landing charges, £7 5s. ; warehousing and transport, £2 14s. 3(1; selling charges, including contract stamps, £4 2s. 11^.; postages and sundries, 8s. 4i. His commission amounted to 2J per cent, of the gross proceeds. How many dollars did the Singapore merchant receive for his produce ? (16) (1 Straits dollar = 2s. 4(7.)

5. A rectangular bar of gold, measuring 15 cms. by 4 cms. by 1-5 cms., was melted down along with an equal quantity of alloy and drawn into round wire J mm. in diameter. Calculate, correct to the nearest metre, the length of the wire. (16) (tt = 3-1416)

6. A man who had borrowed £7,250 from his bank gave as security for the loan £5,400 of Government stock together with the title deeds of his business premises. He subsequently became bankrupt and the stock was sold at 67f and his premises realised £2,760. If the ordinary creditors received a dividend of 12s. 9(7. in the £, how much did the bank lose ? (t',l

7. A firm which had bought certain machinery for £5,650 estimated that, at the end of seven years, it would fetch £750 as scrap. At what rate per cent, per annum should depreciation be written off ? (16)

8. A man invested £6,000, partly in a 6 per cent, stock at 89| and partly in 10s. shares at 12s. 9d. each. His total income was £440. If a dividend of 10 per cent, was paid on the shares, how much did he invest in each ? (lb) (Brokerage, on stock, | per cent. ; on shares, 3<7. per share.)

(CG0743) Shorthand

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

COMMERCIAL SUBJECTS—SHORTHAND

Thursday, 20th March—9.30 a.m. to 11.30 a.m.

This paper must not be seen by any candidate

■ Instructions to the Teacher 1. The twenty minutes immediately preceding the beginning of the tests mid be used to make yourself thoroughly familiar with the passages to be ad. 2. When so instructed by the supervising officer, read to the candidates the Instructions to Candidates ” given below. 3. The short practice passage of approximately eighty words which is mted on page 3 is to be used for practice reading to the candidates. The Sage may be read once only. 4. Then read the passages to the candidates clearly and naturally, actuation will be indicated by appropriate pauses and the inflection of the w, and will in no case be dictated. 5. Tests should be read in ascending order from the lowest to the highest Pd required. An interval of two minutes is to be allowed between the reading of the •Sages. ^Phrasing according to any particular system of shorthand is not

8' Tests, or parts of tests, must not, under any circumstances, be read more once. The reading of each passage should occupy exactly five minutes. W. Figures should be read in full, e.g., £164,300 (one hundred and sixty- lrthousand, three hundred pounds).

111- Errors made in reading will be noted by the supervising officer and ;‘® mto account by the examiners. Corrections must not be made by the JCoer after the passage has been read. J2. No test paper may be taken from the room by you or by any other ■ s°n until the conclusion of the examination. 13. When all the passages required have been read you will immediately raw from the examination room.

[100] Instructions to Candidates The procedure will be as follows :— 1. A short practice passage will be read. This must not be transcribed. The shorthand notes must be handed in at the end of the examination. 2. Tests will be read in ascending order from the lowest to the highest speed required. 3. An interval of two minutes will be allowed between the reading of the passages. 4. The shorthand notes may be taken with either pen or pencil, but transcripts must be written in ink. 5. You may take down the passages dictated at more than one speed, but you may submit a transcription of only one passage. 6. On no account may alterations be made to the original shorthand notes. Any alterations which you wish to make should be indicated by a circle round the wrong outline or phrase and the correct one written above. 7. Candidates on the higher grade must not take down passages read at speeds lower than eighty words per minute. 8. You may not ask for the repetition of any word or phrase. 9. All writing during subsequent readings, as well as in the intervals between readings, is strictly forbidden. 10. You will be told by the supervising officer when transcription may be commenced. 11. The shorthand notes of the passage transcribed should be attached to the transcript and should be handed to the supervising officer, together with all other shorthand notes made by you. 3

SHORTHAND

Practice Passage for Dictation The passage may be read once only at an appropriate speed. Candidates iouldnot make a transcription of the passage, but must hand in their shorthand Wes at the close of the examination. The oblique lines, /, mark the divisions into sections of ten words each, lie reader should not make a pause when they occur, unless the sense requires it.

1 beg to draw your attention to the clause in / the agreement restricting the right of your client to park / his vehicles on the waste ground at the side of / our premises. I shall be glad if you will remind / him of the clause and at the same time obtain / from him a promise that the offence will not be / repeated. The provision of parking space is not our responsibility / and we wish to make our position clear at the / outset.

[MlH!-‘ 4^- rf^|CO COih-* CO ^|MtO[M ^|M tO»HWt0|M rfHl-* >— The obliquelines,/,markthedivisionoftime,butreadermustnotmake year ourorganiserswhocollectbothorders/andcashthenj on apatternprofitable/toourpublicandourselves.Inthepast, point ofviewwearesatisfiedthatbyrelatingthe/valuegoodssent Dear Sir, that peoplearepreparedtodepositmoneywith/usandfromanobjective forward themtoushavefoundthatmoreandoften/their has /developedalongthelineslaiddownatstart,growingsteadily to prosper./Wefoundeditin1932asacashclubbusinessand! our list.Ihopethisinformationwillbeusefulinframing yourpolicy. or instores,iskeepingadequatebutnotexcessivestocksandbeinga flationary Itoanyextent. enable ustopreventthisnewmethodoftradingfrombecomingin- to theamountofmoneydepositedwehaveaclose/enoughcontrol customers wanttheirgoodsquickly.Wehavehelpedorganiserstomeet this systembefore.Wehadto/replythatwejustnotthoughtofit. business forthemselves./Manypeoplehaveaskedwhywedidnotstart enabling organiserstoservetheirmembersbetteranddo has beenremarkable.Theideawaswelcomedasareal/contribution| payment inproportiontothevalue/oftheirdeposits.Theresponse interest. Inreturnwe/allowthemtotakethegoodsinadvanceof this needby/encouragingthemtodepositmoneywithusat5percent, position tosupplybyreturnanyoneofthetensthousands ofitemson/ I amhappytoreportthatourmailorderbusinesscontinues One oftheproblemsinretailselling,whetheritbebymail/order This systemisnowareal/success.Forourpartweareproud (Fifty minutesallowedfortranscription) Sixty WordsperMinute 4 .SKpfP Yours faithfully,/ 5

Seventy Words per Minute (Fifty minutes allowed for transcription) The oblique lines, /, mark the division of time, but the reader must not nake a pause when they occur, unless the sense requires it. The double lines, / /, jark the completion of each minute. The 30th annual general meeting of the company was held on June 13th in London. The chairman / of the company presided. The secretary read the notice convening the meeting and the treasurer read ! the report / of the auditors. The chairman said : My lords, ladies and gentlemen, I welcome | your presence at this, / the 30th annual general meeting of the company. 1 The report of the directors and the company’s accounts for / / the year 1956 have been circulated to all shareholders. You will have noticed that we / have now adopted a new form of I annual report and accounts which is accompanied by a separate review / of activities at home and overseas during the year. I hope that this new form commends itself / to you. We are always willing to consider any suggestions for making the report easier to understand. The / / accounts this year have been presented in a new and simpler i form. In particular, the profit and / loss account of the company and the separate profit and loss account of the group have been recast. / In addition to the essential figures of sales, manufacturing and trading i profits and income both before and / after taxation, we now give an analysis of the income after taxation showing both the portion retained ' in / / the business and the portion distributed as net dividends to share- ! holders. In order to do this the / balance of some four million pounds on profit and loss appropriation account carried forward at December 31, / 1955, has been added to the revenue reserve. Our intention is that in future income / remaining after appropriations and dividend distribution ' should be transferred to revenue reserve and that no balance will be / / carried forward on profit and loss appropriation account. The revenue reserve will thus in future take the / place of the profit and loss appropriation account, and any call which might have been made ■ °n the / profit and loss appropriation account will, if the circumstances i should arise, be withdrawn from revenue reserve. It / will be seen that 1 the effect is to make a straight division of the income of the company. / / the completionofeachminute. a pausewhentheyoccur,unlessthesenserequiresit.Thedoublefines,//,mark 5 competitiveprices./ OOtHW ^ bO tH—* iHCO The obliquelines,/,markthedivisionoftime,butreadermustnotmake ipa successful andsatisfactorytrading.Salesearningshaveagain gratitude forhiswisecounselduringyearsofofficeandIhopehe/will years andwaselectedtotheboardin1944./Iwishrecordourdeep the boardon2ndMarch,1957,havingreadiedretirementage.1 which risingcostsofrawmaterials,/wagesandserviceshavegivenyour supported bytheloyalandefficientco-operationofall/ouremployees meet these/increasedcostsbymeansofgreaterproduction,improved company. Thesefavourableresultshavebeenachievedinaperiod. increased andinfactarethehighestsince/foundationof have goodhealthandhappinessinhisretirement. Mr. Black/hasbeenassociatedwiththiscompanyovertwenty-five circulated withthereportandaccountsforperiodfrom/4thMarch, without whichsuchsatisfactoryresultscouldnothavebeenachieved. acknowledge /thefineworkdonebyourmanagersandtheirablestaffs, at theheadofficesinLondon. methods ofmanufactureandgoodfactorymanagement.Ishouldliketo directors considerableconcern.Uptothepresentwehavebeenable Middle Eastcrisis.Theportableradiosetisstillincreasing inpopulantj 1956, to2ndMarch,1957. five percent,oftheradiosetssold/inthiscountry were operatedby and is/nowproducedbyalltheleadingmanufacturers. In 1954twenty- during theperiodandagainnewrecordfigureswere set up,although broadcasting inthebackwardcountriesof/world weconfidently dry batteries.By1956thishadincreasedtofortyper cent.On/the difficulties weremetinmanymarketsdue/tothetroubles causedbythe gratifying becauseinthemoredistantmarketsourbatteries aresolda The continuedexpansionin/thevolumeofexports isparticulary expect thatthedemandfordrybatterysetswillcontinue toincrease. export markettheproportionisjustasgreatandwith thespreado The /followingisthestatementofchairmanwhichhasbeen1 The annualgeneralmeetingofthecompanywillbeheldonJuly10th I wouldlikeattheoutsettorefer/Mr.Blackwhoretiredfrom! It givesmegreatpleasuretoreportyouonanother/yearof Sales ofthecompanjdsproductsabroadwereincreased/considerably (Sixty-five minutesallowedfortranscription) Eighty WordsperMinute 6 7

Ninety Words per Minute (Sixty-five minutes allowed for transcription) The oblique lines, /, mark the division of time, but the reader must not make '.pause when they occur, unless the sense requires it. The double lines, / /, mark ie completion of each minute.

The 40th annual general meeting of Messrs. Grey Brothers Limited will be held on Friday, July 12th, at the head offices of the / company. The following is an extract from the statement by the chairman which has been circulated with the report and accounts for / the year ended December 31st, 1956. Before I proceed to review the results and activities of the group for ! the / year, I have to refer to certain changes that have taken place in the i constitution of the board of directors. In this / / respect the year that has elapsed since our last annual general meeting has been a sad one, and it is with profound regret / that I have to record the passing of Mr. Brown, Mr. White and Mr. Black, all of whom were former managing directors / of the company. I am sure you will have welcomed the recent announcement in the Press that your managing director, Mr. John Green, / has been appointed deputy chairman of the board. Mr. Green joined the company in 1922, i was appointed to the board / / in 1947, becoming assistant managing director in 1951 and managing director in 1954. It gives me / great pleasure to have him as my deputy. The group trading profit of £3,354,000 / represents a reduction of £488,000 compared with the previous year, a result which is not unsatisfac- i tory having / regard to the continued rise in costs, made worse towards the 1 end of the year by the Middle East crisis. To a large / / extent these additional costs have again been absorbed by the company. I mentioned in my statement last year that for the first quarter / of 1956 the sales of the ! group showed an increase over the corresponding period of 1955. It now / gives me great pleasure to announce that this trend was maintained and the volume of group sales throughout the world in 1956 / exceeded the record of the previous year. This achievement takes on a greater 1 significance when considered in relation to the difficult / / marketing conditions under which the group operates. You will be pleased to know i that, in spite of these difficulties and the introduction of / petrol rationing in the United Kingdom and other European countries towards the end of | the year, the total sales of our products / in 1956 were an all-time record for the group. It is with much pleasure that I am able to / report to you . another year of outstanding achievement in sales overseas which in 1956 exceeded the record of any previous year. / / the completionofeachminute. OlrfHw tc]M 4^ (Hco mIm (Hm CO tHco fcO ^lw iHm >—1 iHw tolt-* a pausewhentheyoccur,unlessthesenserequiresit.Thedoublelines,//,mark (C60744) The obliquelines,/,markthedivisionoftime,butreadermustnotmake 011 n tax andtheyproposethatthecashbonusbereducedto2|percent. consider theeffectofreducedprofitsandincreasedrate/ consider theresultssatisfactory.Howevertheyhavebeenobligedto Accordingly, theyrecommendthepaymentto/holdersofordinary overheads coveringwages,salaries,heating,etc.,hadtobeabsorbedwith plastics, butlikemanyother/companiesaverysubstantialincreasein companies continuedtoexpandtheirsales,particularlyinthefieldof shares ofafinaldividend10percent,andcashbonus2|cent. arose fromthecreditsqueezeandincreased/competition,yourdirectors Old BroadStreet,London. Limited, willbeheldonMay28thattheheadofficeofcompany/in With the/interimdividendof1\percent,alreadypaid,thismakesa and theirpositionatthe/closeofyear.Duringyearoperating and adequatelyreflecttheyear’soperationsofourgroupcompanies^ circulated withthereportandaccounts:^ essential rawmaterialin1956were/frustrated.Itis anticipatedthat a consequentreductioninprofitmargins,aswill/beseentheaccounts before you. became apubliccompanyinNovember/lastyear. Under arecent production willcommenceshortly. total dividendof\1\percent,anda/distribution20cent., the newplantourhopesofderivingbenefitfromproduction ofthis prudent policy/ofadequatereserves,anditisproposedtoplaceafurther compared with22|percent,lastyear.Itisessentialtomaintainthe agreement atareducedrateofcommission,thiscompany shouldeffect has beensuchthat/atthe end of1956thevaluefixedassetsis necessity ofincreasingproduction sooftenexpressedbytheChancellor industrial enterprisestoday. Icanonlyhopethatdueregardtothe\ close associationwithThomasBrown,/Ltd. force onJuly1st,1956.Weshallcontinuetoenjoythe benefitsofour a satisfactorysavinginthefullyearsince/newagreement cameinto £75,000 togeneralreserve. double thefigure atwhichitstoodin1952. / spite ofalldifficultiestheprogramme ofcapitalexpenditurethegr!’ taxation which/isharmful totheexpansionofindustrialconcerns. of theExchequermayresult inthereductionofpresentlevelo The followingisthestatementbychairmanwhichhasbeen In viewoftheseadversefactorscoupledwiththeproblemswhich1 The 5thannualgeneralmeetingoftheNationalChemicalsCompany, The annualaccounts/arepresentedinasimilarformtolastyear Our associatesintheUnitedStates,MessrsThomasBrown Ltd., Due tocontinueddelaysinthedelivery/ofcomponent partsof May Iemphasisetheeffectofheavyburdentaxation on (Seventy minutesallowedfortranscription) One HundredWordsperMinute 8 Commerce Lower

1958 S SCOTTISH LEAVING CERTIFICATE EXAMINATION COMMERCE

Lower Grade an Thursday, 13th March—9.13 a.m. to 11.15 a.m.

Ill candidates should attempt FIVE questions, namely, the two questions in Section A, and any three questions from Section B. Candidates should read the questions carefully. The answers should be | clearly expressed and entirely relevant. n IB.—Write legibly and neatly, and leave a space of about half an inch between h the lines. . Marks will be deducted for bad spelling and bad punctuation, and for writing which is difficult to read. i value attached to each question is shown in brackets after the question. s ) 5 r SECTION A The two questions in this Section should be attempted. 1. What are the main branches of commercial activity ? White notes on the relative importance of each branch. (20) 2. Describe the main ways in which a business man may make use of his hk. (20)

SECTION B THREE questions should be attempted from this Section. 3. Examine the difference between gross profit and net profit. (20) 4. Write a short essay on the importance of roads in the transport system °f this country. (20) 5. Describe the means by which a public limited liability company may “htain additional capital for the expansion of its business. (20) G- What are the main items in the visible exports of the United Kingdom to-day ? Discuss the chief characteristics of the leading classes of exports. (20) 7- Explain the three basic principles in every insurance contract, and discuss the importance of insurance to commerce and industry. (20)

[105] 1060745)

Commerce Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

COMMERCE

Higher Grade

Thursday, 13th March—9.15 a.m. to 11.15 a.m.

All candidates should attempt FIVE questions, namely, the two questions in Section A, and any three questions from Section B. Candidates should read the questions carefully. The answers should be clearly expressed and entirely relevant. O.—Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing which is difficult to read. Hie value attached to each question is shown in brackets after the question.

SECTION A The two questions in this Section should be attempted. 1- “ The distribution of his product is the main problem facing the large- ^ile manufacturer.” Examine the various ways in which manufacturers try t0 solve this problem in the field of retailing. (20)

2. Explain how the financing of industry in this country is assisted by l's) the commercial banks, and (b) the Stock Exchange. (20)

[106] [turn over 2

SECTION B THREE questions should be attempted from this Section 3. Why are changes in the Bank Rate important to all members of the business community ? (20)

4. What is meant by vertical integration ? Discuss the main features of this type of organisation, indicating the industries with which it is associated. (20)

5. The following are London exchange rates for the dates mentioned July 31 August 2 August 7 Official Rate Market Rate—Sfot U.S. $ 2• 78-2• 82 2-78^-2-78^ 2• 78^-2-78^-. 2-78J-2-78f One Month Forward Rate c. pm. c. pm. Ti—fir c. pm. Explain the meaning of the following terms :—(a) official rate ; (6) market or “ spot ” rate ; and (c) forward rate. What do the above figures indicate to exporters and to importers ? (20)

6. Why is it so important for the United Kingdom to sell goods and services to the dollar area ? (20)

7. State the conditions which raw materials and foodstuffs must satisfy if they are to be bought and sold on an organised produce market. Illustrate your answer by referring to one important commodity. (20)

(C60746) Economics Lower

1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION

ECONOMICS

Lower Grade

Thursday, 13th March—1.0 p.m. to 3.0 p.m.

All candidates should attempt FIVE questions, namely, the two questions in Section A, and any three questions from Section B. Candidates should read the questions carefully. The answers should be clearly expressed and entirely relevant. U.B.- Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing which is difficult to read. The value attached to each question is shown in brackets after the question.

SECTION A The two questions in this Section should be attempted. 1. What is meant by the productivity of labour ? Discuss the factors on which it depends. (20)

2. What is meant by the value of money ? Indicate briefly how changes m the value of money may be estimated. (20)

SECTION B THREE questions should be attempted from this Section. 3. Explain clearly the distinction between producers’ and consumers’ goods. (20) 4. Explain and discuss the main functions of commercial banks in the Monetary system of this country. (20) 5. What do you understand by the “ elasticity of supply ” ? In your Miswer show how this concept is applied (a) in the short term, and (b) in the long term. (20) 6. Discuss the factors which influence the level of savings in a country at a given time. (20) . 7. What is the main purpose of a trade union ? Explain the circumstances !n which a trade union is likely to be successful in obtaining higher wages for lts members. (20) [107] (C60747)

Economics Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ECONOMICS

Higher Grade

Thursday, 13th March—1.0 p.m. to 3.0 p.m.

All candidates should attempt FIVE questions, namely, the two questions in Section A, and any three questions from Section B. Candidates should read the questions carefully. The answers should be clearly expressed and entirely relevant. O—Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing which is difficult to read. The value attached to each question is shown in brackets after the question.

SECTION A The two questions in this Section should be attempted. 1. Describe the possible effects of emigration on the economic development tf the United Kingdom. (20) 2. Discuss the main factors on which the rewards in any occupation Impend. ' (20)

SECTION B THREE questions should be attempted from this Section. 3. Explain and discuss the factors which limit the effectiveness of any monopolistic combine. (20) . 4. Give an account of the underlying assumptions on which the analysis of the Demand Curve is based. Why are such assumptions necessary ? (20) 5. Why is it difficult to have full employment without inflation ? (20) " Free trade is the only sensible commercial policy for an exporting country.” Discuss this statement. (20) 7. Explain what you understand by the term “ National Income ” and describe how the amount of this is estimated. (20) [108] (CH0748)

Econ. Geog. Lower

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ECONOMIC GEOGRAPHY

Lower Grade

Friday, 21st March—1.30 p.m. to 3.30 p.m.

All candidates should attempt FIVE questions, namely, the two questions in Section A, and any three questions from Section B. Candidates should read the questions carefully. The answers should be clearly expressed and entirely relevant. NiB.—Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing which is difficult to read. The value attached to each question is shown in brackets after the question. In any question, credit will be given for appropriate sketch maps and diagrams.

SECTION A The two questions in this Section should be attempted. 1. Why are lowlands usualty more suitable for arable farming than highlands ? Give examples to illustrate your answer. Mention any instances in "'hich the opposite is the case. (20) . 2. Describe the physical features, climate, natural resources, and occupa- nons of the people of the West Indies or West Africa or Malaya. (20)

[109] [turn over 2

SECTION B THREE questions should be attempted from this Section. 3. What are the relative advantages and disadvantages of water as compared with coal and oil as sources of power ? (20)

4. Give a geographical account of the chemical industry of Lancashire or the whisky distilling industry of North-East Scotland or the pottery industry of Staffordshire. (20)

5. Discuss the importance of inland waterways in Western Eitrope, excluding the British Isles. (20)

6. Describe, and account for, the broad distribution of population in either India and Pakistan or Australia. (20)

7. If you decided to emigrate, to which of the following Commonwealth countries would you go :—New Zealand, Union of South Africa, Canada ? Give reasons for your choice. (20)

(CB0749) Econ. Geog. Higher 1958 SCOTTISH LEAVING CERTIFICATE EXAMINATION ECONOMIC GEOGRAPHY Higher Grade Friday, 21st March—1.30 p.m. to 3.30 p.m. All candidates should attempt FIVE questions, namely, the two questions in Section A, and any three questions from Section B. Candidates should read the questions carefully. The answers should be clearly expressed and entirely relevant. N.B.—Write legibly and neatly and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing which is difficult to read. The value attached to each question is shown in brackets after the question. In any question, credit will be given for appropriate sketch maps and diagrams.

SECTION A The two questions in this Section should be attempted. I. Why is the Basin of the Clyde the most densely populated part of Scotland ? (20) 2. The following table gives certain statistics for the year 1955 for the countries named :— , , TT ± West United France Italy I. Area Kingdom Germany (thousands of sq. miles) 94-5 213 94-9 116 II. Population (millions) ...... 51 44 50 48 HI. Power (а) Coal and lignite (million tons) . . 225 73 163 1 (б) Electricity (billion kilowatt hours) 80 49 76 37 IV. Production [а) Steel (million tons). . .. 20 16 21 5 (б) Cotton piece goods (thousand tons) . . 266 192 259 101 (c) Sulphuric acid (million tons). . .. 2-1 1-5 2-3 1-9 V. Trade {a) Imports (thousand million pounds) .. 3-9 1-7 2-1 1-0 (&) Exports (thousand milhon pounds) .. 3-0 1-7 2-2 0-7 Write a commentary on the above statement. (20) [110] [turn over 2

SECTION B THREE questions should be attempted from this Section. 3. Describe the natural conditions under which petroleum is found. Select C one important producing area in the Western Hemisphere and, with the aid of a sketch map, show how the petroleum reaches its markets. (20)

4. Draw a sketch map to illustrate the division of the European part of the U.S.S.R. into regions of “ land-use ”, and show the connection between the climate and the products of each region. (20) / -■ 5. What geographical conditions appear to favour the growth of a large- scale sea-fishing industry ? Illustrate your answer by reference to the fishing J activities of the eastern coasts of either North America or Asia. (20) C 6. Examine the causes which led to the development of manufacturing industries in California or the Ganges Valley or the Lower Yangtze Valley. (20) j

7. Discuss the part played by “ coloured ” labour in the economic life of either South Africa or Southern U.S.A. (20)

(C60750) Econ. Hist. Lower 1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ECONOMIC HISTORY

Lower Grade

Friday, 21st March—9.15 a.m. to 11.15 a.m.

All candidates should attempt FIVE ciuestions, namely, the two questions in Section A, and any three questions from Section B. Candidates should read the questions carefully. The answers should be clearly expressed and entirely relevant. N.B.—Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing which is difficult to read. Hie value attached to each question is shown in brackets after the question.

SECTION A The two questions in this Section should be attempted. 1- “ The achievements of three men, Richard Arkwright, James Watt and James Brindley, may be regarded as typical of the early days of the Industrial Revolution in England.” Explain clearly the significance of this statement. (20) 2. Give an account of the steps taken by the Government during the nineteenth century to improve the working conditions of women and children in factories. ' (20)

SECTION B THREE questions should be attempted from this Section. 3. Describe the main events in the history of the trade union movement since 1910. (20) . 4. Between 1831 and 1931 the percentage of the working population engaged 111 agriculture fell from about 30 per cent to about 10 per cent. What were the main causes of this decline ? (20) 5- In what respects did the Enclosure Movement of the eighteenth century tliffer from that of the sixteenth century ? (20) 6. What were the outstanding features in railway development and operation between 1835 and 1900? (20) 7- Give an account of the changes in the size and distribution of the Population of England and Wales between 1800 and 1900. (20)

[HI] (C60751)

Econ. Hist. Higher

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

ECONOMIC HISTORY

Higher Grade

Friday, 21st March—9.15 a.m. to 11.15 a.m.

All candidates should attempt FIVE questions, namely, the two questions in Section A, and any three questions from Section B.

Candidates should read the questions carefully. The answers should be clearly expressed and entirely relevant.

H.B.—Write legibly and neatly, and leave a space of about half an inch between the lines.

Marks will be deducted for bad spelling and bad punctuation, and for writing which is difficult to read.

The value attached to each question is shown in brackets after the question.

SECTION A The two questions in this Section should be attempted. 1. Give an account of the main changes in the iron and steel industry between 1700 and 1850. (20)

2. “ In the nineteenth century the development of railways and steamships made the world one market.” Explain and amplify this statement. (20)

[112] [turn over 2

SECTION B THREE questions should be attempted from this Section.

3. “It has been said that the growth of British industry in the nineteenth century owes much to the English trading companies and settlers of the 16th and 17th centuries.’’ To what extent do you agree with this view ? (20)

4. Explain and discuss the distinctive features of the Scottish system of banking in the 18th and early 19th centuries ; and indicate the most important differences between the English and Scottish systems at that time. (20)

5. It has been suggested that the changes in industry during the first half of the twentieth century have been sufficient to justify the title of a new Industrial Revolution. Give an account of the changes referred to in support of this statement. (20)

6. Compare the social conditions and standard of living of the labouring classes in 1850 with those in 1950. (20)

7. An American historian has written as follows :—“ In Britain the ‘ take-off ’ into a period of sustained growth of the national income took place in the last two decades of the eighteenth century.’’ Explain clearfy what you understand by this assertion. (20)

(Ce075'2) Agric. Lower

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

AGRICULTURE

Lower Grade

Monday, 17th March—9.30 a.m. to 12 noon.

Not more than FIVE questions should be attempted.

Answers should, wherever possible, be illustrated by suitable diagrams. Mathematical tables are supplied. A list of atomic weights will be found in the book of mathematical tables. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. The value attached to each question, or to each part of a question, is shown in the margin.

Marks L Explain what is meant by the weathering of rocks, and describe these processes with reference to the formation of soils. 4, 16

2. Write notes on FOUR of the following in their relation to agriculture:—[a) calcium carbonate, (6) sulphate of ammonia, (c) Muriate of potash, {d) superphosphate, (e) nitro-chalk. 5 each

3. Describe the following implements and explain their uses :— (a) a zigzag harrow, and (6) a disc harrow. 10,10

[turn over [113] 2

Marks 4. (a) Make a list of the chemical elements that are necessary for plant nutrition, and name THREE of these that are often deficient in soils. 7,3

(b) Describe the effects on grassland of (i) a deficiency of water in the soil, and (ii) an excess of water in the soil. 5, 5

5. (a) Describe under the following headings how to grow a successful crop of oats :—(i) suitable climate, (ii) soil conditions, (iii) place in the rotation, (iv) preliminary cultivations, (v) manuring, (vi) sowing. 15 (b) Name one well-known variety of oat and describe its characteristics. 5

6. (a) Name a serious disease or pest which affects each of the following :—(i) oats, (ii) potatoes, (iii) turnips, (iv) sheep, (v) cattle. 5 (b) Select TWO of the diseases or pests you have mentioned and describe the control measures you would recommend. 7-j,

7. (a) Describe the reproductive system of the ewe and indicate the functions of each part. - 10 (b) Describe the appearance and characteristics of Beef Type Shorthorn cattle. 10

(C60364) Agric. Higher I

1958

COTTISH LEAVING CERTIFICATE EXAMINATION

AGRICULTURE

Higher Grade—(First Paper)

Monday, 17th March—9.30 a.m. to 11.30 a.m.

Not more than FIVE questions should be attempted.

#wers should, wherever possible, be illustrated by suitable diagrams. Pematical tables are supphed. list of atomic weights will be found in the book of mathematical tables. win be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. k value attached to each question, or to each part of a question, is shown in the margin.

Marks h [a) Explain what is meant by (i) a clay soil and (ii) a calcareous

(&) Compare a clay soil and a calcareous soil under the following ladings :—(i) cultivation, (ii) manuring, (iii) suitable crops, (iv)suit- % for carrying livestock. 16

[turn over [M41 2

Marks

2. (a) Explain what is meant by the available P205 in a soil. 3 (b) If in a laboratory test a top soil is found to contain 15 milligrams of available Pa05 per 100 grams of soil, (i) calculate in hundredweights per acre the equivalent weight of superphosphate (18% P205), assuming that an acre of top soil weighs 1,000 tons, and (ii) describe afield experiment to determine whether additional applications of superphosphate are to be recommended for the growing of swedes on this soil. 7,10

3. (a) Calculate from their formulae the percentage of nitrogen and of phosphate (as P205) in each of the following compounds :— (i) mono-ammonium phosphate, (ii) monocalcic phosphate. 8 (b) Write notes on potash fertilizers under the following headings :— (i) sources, (ii) forms, (iii) effect on potato crops. 12

4. (a) Describe the circumstances under which crops grown on the farm may be deficient in (i) calcium and (ii) phosphorus for the purpose of feeding livestock. 8 (b) Explain what is meant by (i) the starch equivalent and (ii) the protein equivalent of a foodstuff. 6 (c) Explain the main differences in protein equivalent and in starch equivalent as shown in the following table :— Protein Starch Equivalent Equivalent Whole milk ...... 3-2 17-1 Separated milk ...... 3-3 8-3 Whey ...... 0-6 6-1 6

5. Describe and explain any type of hydraulic lift which is fitted to a tractor. 20

6. (a) Describe the four-stroke cycle as applied to a modern diesel engine. (b) Explain what is meant by (i) compression ratio and (ii) compression pressure as applied to an internal combustion engine, and explain the relationship between them. (c) Give an example of transmission of power by (i) hook-link chain, (ii) V-belt, (iii) worm and wheel gearing, (iv) electric current, and explain how each method is suited to its particular purpose.

7. (a) Discuss the extent to which climate has determined the main forms of agriculture which are at present practised in Ayrshire. (b) State (i) the kind of weather, and (ii) the strength and direction of the wind which you would expect in August in N.W. Scotland to be associated with the pressure distribution shown in the following forecast chart :— 3 rks t

(8 marks)

Agric. Higher II

1958

SCOTTISH LEAVING CERTIFICATE EXAMINATION

AGRICULTURE

Higher Grade—(Second Paper)

Monday, 17th March—1.30 p.m. to 3.30 p.m.

Not more than FIVE questions should be attempted.

Marks 1. Make a labelled drawing or drawings to show the structure of the leaf of a crop plant, and state the functions of each part. 12, 8

2. Write an essay on ' Water in relation to farm crops ’. 20

3. Describe and explain the advantages of a good rotation of crops, and discuss the extent to which your remarks apply to permanent Pasture. 12, 8

[turn over

[115] Marks 4. Compare the growing of oats with the growing of barley under the following headings :—(i) suitable climate, (ii) soil conditions, (iii) place in the rotation, (iv) preliminary cultivations, (v) sowing, (vi) after- cultivations, (vii) manuring, (viii) yield, (ix) suitability of grain for feeding farm livestock, (x) usefulness of straw. 20

5. Describe FOUR of the following, giving their position and function, and stating in each case in which classes of farm livestock they are present :—(i) cloaca, (ii) leucocyte, (iii) gall bladder, (iv) duodenum, (v) diaphragm. 5 each 6. Write notes on TWO of the following :—(i) ragwort, (ii) take-all, (iii) foot rot in sheep, (iv) ox warble fly. 10 each 7. State and explain Mendel’s Laws of Inheritance. 20

(C60366) SCOTTISH EDUCATION DEPARTMENT—1958 1. Statutory Instruments—contd. diool Health Service (Scotland) Regulations, 1947. S.R. & O., 1947, No. 415, S.13. Id. (3d.). iucational Conferences (Scotland) Regulations, 1947. S.R. & O., 1947, No. 119, S.R. Id. (3d.). icidental Expenses (Scotland) Regulations, 1947. S.R. & O., 1947, No. 120, S.3. Id. (3d.). ^Contributions for Educational Services (Prescription of Areas) (Scotland) Regulations, 1951. S.1.1951, No. 899, S.54. 2d. (Ad.). eports on Handicapped Children (Scotland) Order, 1947. S.R. & O., 1947, No. 1576, S.62. 2d. (Ad.). ipproved Schools (Form of Court Record) (Scotland) Regulations, 1949. S.I. 1949, No. 1637, S.114. Id. (3d.). fhe Educational Endowments (Prescription of Information) (Scotland) Regulations, 1951. 5.1. 1951, No. 548, S.25. 2d. (Ad.). [he Register of Educational Endowments (Prescription of Contents) (Scotland) Order, 1951. 5.1. 1951, No. 549, S.26. 2d. (Ad.). [he Educational Endowments (Statement of Accounts) (Scotland) Order. 1957. S.I. 1957, No. 1646, S.81. 6d. (8d.). [he Education (Scotland) Advisory Council Order, 1952. S.I. 1952, No. 637. 2d. (Ad.). [he Exemptions (Potato Lifting) (Scotland) Regulations, 1952. S.I. 1952, No. 1147, S.52. 3d, (5d.). [he Approved Schools (Contributions by Education Authorities) (Scotland) Regulations, 1956. S.I. 1956, No. 362, S.15. 2d. (Ad.). 2. Circulars cular 30 (1957) (Relating to the Scottish Leaving Certificate Examination of 1958) (September, 1957). Is. 6d. (Is. 8d.). s \ ¥ cular 110 (Education (Scotland) Act, 1946. Reports on Handicapped Children (Scotland) Order). (July, 1947.) Id. (3d.). cular 119 (The Central Institutions (Scotland) Grant Regulations, 1947). (October, 1947.) \d. (3d.). :cular 130 (Education Authorities (Scotland) Grant Regulations, 1948). (May, 1948.) Id. (3d.). rcular 151 (Education Authorities (Scotland) Grant Regulations, 1948) (April, 1949.) Ad. (6d.). xular 154 (The Education (Scotland) Act, 1949) (May, 1949). 6d. (8d.). .cular 188 (Schemes of Work for Secondary Departments) (Revised : December, 1950). Ad. (6d.). :cular 194 (Index to Education (Scotland) Act, 1946) (October, 1950). Ad. (6d.). :cular 202 (The Children and Young Persons (Scotland) Act, 1937) (October, 1951). 6d. (8d.). xular 206 (Secondary Education. The Report of the Advisory Council) (March, 1951). 6^. (8d.). rcular 224 (Visual and Aural Aids. The Report of the Advisory Council) (September, 1951). M.(5d.). rcular 270 (The Further Education (Scotland) Code, 1952) (June, 1953). 6d. (8d.). rcular 296 (Educational Building) (December, 1954). 2d. (Ad.). rcular 300 (The Education of Handicapped Pupils. The Reports of the Advisory Council on Education in Scotland) (March, 1955). 8d. (8d.). rcular 312 (Early Leaving from Senior Secondary Courses) (July, 1955). 3d. (5d.). rcular 317 (Approved School Pupils. The Reports of. Advisory Councils) (October, 1955). Qd. (M.). rcular 331 (The Schools (Scotland) Code, 1956). (June, 1956). 8^. (10d.). rcular 340 (The Teachers’ Salaries (Scotland) Regulations, 1956) October, 1956). 6d. (8d.). rcular 346 (Education (Scotland) Act, 1956) (January, 1957). Is. 3d. (Is. 5d.). rcular 262 (Revised December, 1956) (Scottish Leaving Certificate Examination) (January, 1957). Js. 3d. (is. 5a!.). rcular 300 (The Teachers (Superannuation) (Scotland) Regulations, 1957. The Teachers JEuperannuation) (Scotland) Rules, 1957) (May, 1957). 9d. (lid.). -cular 362 (The Education Authority Bursaries (Scotland) (Regulations, 1957) (June, 1957). *$• (Is. 2d.). rcular 364 (Registration of Independent Schools) (July, 1957). Ad. (Qd.). rcular 369 (The Teachers’ Salaries (Scotland) (Amendment No. 1) Provisional Regulations, 1957) .(October, 1957.) 3d. (3d.). rcular 374 (Draft of the Teachers’ Salaries (Scotland) (Amendment No. 2) Regulations, 1957) (December, 1957.) 2d. (Ad.). (Draft of the Teachers (Training Authorities) (Scotland) Regulations, 1958) (February, ,9580 9d.(lld.). 3. Reports Wrtmental p 5UI1£ Citizens at School. Report on experiments in Education for Living. Is. (Is. 2d.). Educational Endowments in Scotland. Report of the Committee appointed in January, 1948. es-(2s. 4d.). eport on Education in Scotland in 1956 (Cmd. 162). 5s. Qd. (Qs.). supply of Teachers. First Report of the Departmental Committee appointed by the Secretary oi State. (Cmd. 8123). 9^. (11^.). uPPjy of Teachers. Second Report of the Departmental Committee appointed by the Secretary of State. (Cmd. 8721). Is. (Is. 2d.). dpply of Teachers of Mathematics and Science in Scotland. Report of the Committee appointed oy the Secretary of State. (Cmd. 9419). Is. Qd. (Is. 8d.). de Structure of Further Education Salaries. (Cmd. 9365). 9d. (lid.), jechmcal Education. (Cmd. 9703). Is. Qd. (Is. 8d.). employment of Children in the Potato Harvest. (Cmd. 9738). 9d. (11^.). uppiy 0f Teachers in Scotland (Cmd. 196). Is. Qd. (Is. 8d.). easures to Improve the Supply of Teachers in Scotland. (Cmd. 202). Is. 3d. (Is. 5<1). © Crown copyright 1958 Printed and published by Her Majesty’s Stationery Office To be purchased from York House, Kingsway, London w.c.2 423 Oxford Street, London w.i 13A Castle Street, Edinburgh 2 109 St. Mary Street, Cardiff 39 King Street, Manchester 2 Tower Lane, Bristol 1 2 Edmund Street, Birmingham 3 80 Chichester Street, Belfast or through any bookseller

Printed in Great Britain

S.O. Code No. 30-46-0-5®* HIGHER GEOG. I

(MAP)

SCOTTISH LEAVING CERTIFICATE EXAMINATION

1958

GEOGRAPHY

HIGHER GRADE (FIRST PAPER)

MAP

FILL THIS IN FIRST

Name of School

Name of Pupil .I;./...

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS AND THUS SENT TO THE DEPARTMENT.

[over NORTH AMERICA

Land over SOOOfeet 1000 feet contour

99910 (M f.P.)

^ ’ '•Sa

‘Vuo^ —— ——

A TYPEWRITING LOWER—(a)

SCOTTISH LEAVING CERTIFICATE EXAMINATION

1958

Commercial Subjects

LOWER GRADE—TYPEWRITING—(a)

Thursday, 20th March—1.30 p.m. to 2.0 p.m.

INSTRUCTIONS TO CANDIDATES

1. Read carefully the instructions at the head of each exercise.

2. Any defect in the machine should be pointed out to the Supervising Officer who will send to the examiners a certificate giving particulars of the defect and of the loss of time caused thereby.

3. Each exercise should be begun on a fresh page.

4. Any spoiled work should be cancelled by drawing a line through it.

5. The tests are to be worked in the following order :—- (1) The Copying Test. (2) The Accuracy Test.

6. The value attached to each question is shown in brackets after the question.

[101] 2

QUESTION 1. COPYING TEST

Instructions (Not to be typed) Type your name, school and grade at the top of a quarto sheet. Set the marginal stops for a 60-space line. Make one copy, in double line spacing, of the passage printed below. No credit will be given for completing this test in less than the time allowed. No part of the test is to be re-typed. The use of an eraser is not permitted. At the conclusion of this test, your typescript is to be handed to the Supervising Officer.

For a hundred and thirty-two years the Bank of England could be found within four walls—in Mercers’ Hall, Cheapside, for a few months ; in Grocers’ Hall,

Poultry, for nearly forty years ; and from 1734 on the site in Threadneedle Street part of which had been occupied by the house where the first Governor, Sir John

Houblon, had lived and his widow after him until 1731. Midway in Houblon’s governorship, in April 1696, two Directors had been instructed to “ provide and contract for a convenient house between Somerset House and Charing Cross for receiving and paying of money ”.

They found a place for this “ West End ” branch in Norfolk Street, Strand ; but there is no evidence that any use was made of it. The house was let in July.

Whatever the motive behind the lease, it very soon ceased to work. The motive may possibly have been fear that there would not be room enough in Grocers’ Hall for dealing with all the worn and clipped money that was being paid in at the time of the re-coinage. (15) 3

QUESTION 2. ACCURACY TEST

Instructions (Not to be typed) Type your name, school and grade at the top of a foolscap sheet. Set the marginal stops for a 60-space line. Set the line space lever for double spacing. The whole of the passage printed below may be attempted, but no additional marks will be gained by typing any part of the passage a second time. The use of an eraser is not permitted. At the conclusion of this test your typescript is to be handed to the Supervising Officer.

Strokes

The wind being light through the day, the Spray did not reach the 67 island till night. With what wind there was to fill her sails she stood close 146 in to shore on the north-east side, where it fell calm and remained so all 221 night. I saw the twinkling of a small light farther along in a cove, and fired 299 a gun, but got no answer, and soon the light disappeared altogether. 367 I heard the sea booming against the cliffs all night, and realised that the 443 ocean swell was still great, although from the deck of my little ship it was 522 apparently small. From the cry of animals in the hills, which sounded 593 fainter and fainter through the night, I judged that a light current was 666 drifting the sloop from the land, though she seemed all night dangerously 740 near the shore, for, the land being very high, appearances were deceptive. 814

Soon after daylight I saw a boat putting out toward me. As it pulled 885 near, it so happened that I picked up my gun, meaning only to put it 954 below ; but the people in the boat, seeing the piece in my hands, quickly 1027 turned and pulled back for shore, which was about four miles distant. 1097 There were six rowers in her, and I observed that they pulled with oars 1170 in oar-locks, after the manner of trained seamen, and so I knew that 1239 they belonged to a civilised race ; but their opinion of me must have been 1313 anything but flattering when they mistook my purpose with the gun and 1382 pulled away with all their might. I made them understand by signs, but 1454 not without difficulty, that I did not intend to shoot, that I was simply 1528 putting the piece in the cabin, and that I wished them to return. When 1600 they understood my meaning they came back. 1643 (25)

(C60965) lv vH 3

■

.. _ TYPEWRITING LOWER—(b)

SCOTTJSH LEAVING CERTIFICATE EXAMINATION

1958

I i

Commercial Subjects

LOWER GRADE—TYPEWRITING—(b)

Thursday, 20th March—2.10 p.m. to 3.45 p.m.

INSTRUCTIONS TO CANDIDATES

1. Read carefully the instructions at the head of each exercise.

2. Any defect in the machine should be pointed out to the Supervising Officer who will send to the examiners a certificate giving particulars of the defect and of the loss of time caused thereby.

3. Each exercise should be begun on a fresh page.

4. Any spoiled work should be cancelled by drawing a line through it.

5. At the close of the examination you will receive from the Supervising Officer your typescripts of the Copying and Accuracy Tests. These must then be inserted in your examination book, along with your other typescripts, and handed to the Supervising Officer.

6. The value attached to each question is shown in brackets after the question.

[102] 2

QUESTION 3

1. Type your name, school and grade on the back of the sheets in the top left-hand corner.

2. Set out the following letter neatly and attractively on quarto paper, with one carbon copy. Insert to-day’s date. Make any necessary corrections.

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[turn over 4

QUESTION 4

1. Type your name, school and grade on the back of the sheets in the top left-hand corner. 2. Prepare the letter and statement as required. All ruling is to be done by the machine. Make any necessary corrections.

Your employer, Mr. W. B. Brown, Secretary of The United Building Society, of United Building House, 14 Shore Street, Ayr, has received a letter dated 12th March, 1958, from Miss R. J. White, The Cedars, Beconskot, Devon, in which she asks him for some information about the finances of building societies. Make on quarto paper one copy of the statement given below and prepare for his signature a short covering letter on octavo paper to be sent along with the statement.

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/2r^S- 5

SCOTTISH LEAVING CERTIFICATE EXAMINATION

1958

Commercial Subjects

HIGHER GRADE—TYPEWRITING—(a)

Thursday, 20th March—1.30 p.m. to 2 p.m.

INSTRUCTIONS TO CANDIDATES 1. Read carefully the instructions at the head of each exercise.

2. Any defect in the machine should he pointed out to the Supervising Officer who will send to the examiners a certificate giving particulars of the defect and of the loss of time caused thereby.

3. Each exercise should be begun on a fresh page.

4. Any spoiled work should be cancelled by drawing a line through it.

5. The tests are to be worked in the following order :— (1) The Copying Test. (2) The Accuracy Test.

6. The value attached to each question is shown in brackets after the question.

[103] 2

QUESTION 1. COPYING TEST

Instructions (Not to be typed) Type your name, school and grade at the top of a foolscap sheet. Set the marginal stops for a 60-space line. Make one copy, in double line-spacing, of the passage printed below. No credit will be given for completing this test in less than the time allowed. No part of the test is to be re-typed. The use of an eraser is not permitted. At the conclusion of this test, your typescript is to be handed to the Supervising Officer.

In the early years of this century the larger colleges were granted charters and became universities in their own right. Manchester remained as the sole constituent of the Victoria University ; Birmingham became a full university in 1900, Liverpool in 1903, Leeds in 1904, Sheffield in 1905, Belfast in 1908, Bristol in 1909, and

Reading in 1926. Nottingham received a charter in 1948, Southampton in 1952,

Hull in 1954, and Exeter in 1955. The university college at Leicester founded in

1918 has not yet attained full university status. The most recent foundation is the University College of North Staffordshire at Keele, near Stoke-on-Trent (1949), which under special provisions awards its own degree of B.A.

In Wales, the three colleges which had already been established at Aberystwyth

(1872), Cardiff (1883), and Bangor (1885) became federated into the University of

Wales in 1893. In 1920, a new college at Swansea, and in 1931, the Welsh School of Medicine at Cardiff were incorporated within the university.

The newer or “ civic ” universities in the large cities do not have a system of collegiate life such as is found at Oxford, Cambridge and Durham. Taking them as a whole, about 31 per cent, of their full-time students live sufficiently near to travel daily from their homes to the university, and 44 per cent, live in lodgings for which in general they make their own arrangements. (15)

«c\NAl . 3

QUESTION 2. ACCURACY TEST Instructions (Not to be typed) Type your name, school and grade at the top of a foolscap sheet. Set the marginal stops for a 60-space line. Set the line-space lever for double spacing. The whole of the passage printed below may be attempted, but no additional marks will be gained by typing any part of the passage a second time. The use of an eraser is not permitted. At the conclusion of this test your typescript is to be handed to the Supervising

Strokes

The morning the spring came, Joe woke up in a circle of sunlight with a 73 breeze blowing softly upon his face. Lying still with his eyes wide open, he 151 listened to his mother’s breathing, like the sea in the distance, a ship going 228 to Africa. But because it was the spring, Joe agreed it was only a dream, and 307 jumping out of bed ran downstairs without his slippers on to see if Africana 384 had noticed the welcome visitor. 417

Africana was indeed awake, and so full of beans, you would never guess 488 he didn’t enjoy the best of health. In view of the weather perhaps it wasn’t 566 surprising, because with the sun you always feel full of beans and it’s a pity to 648 go to bed because you will never sleep. With the sun up in the sky ripe and 725 heavy like a solid gold water melon, everyone feels it will be a wonderful day, 805 and sometimes it is. 826

In the yard, the stones already felt warm. The rotten wood fencing 895 which oozed in wet weather like a crushed beetle, was dry as if washed up on 972 a beach somewhere, near pirate treasure. A weed had grown up in a minute 1046 of the night on the small patch of bare ground, which in the sunshine was 1120 earth not dirt any more. It might grow into a palm tree. 1179

Africana, awake in his house, scratched at the walls, eager to play. When 1255 Joe lifted the hook on the door he at once ran out. There was not time for a 1333 complete game, however, because Mr. Kandinsky came into the yard in his 1405 carpet slippers and quilted dressing-gown, blinking, his eyes still creased up 1483 from sleeping. He sent Joe up at once to get dressed, and put Africana back 1560 in his house until after breakfast at least. As he ran upstairs, Joe felt his own 1643 face just below the eyes, but there were no creases. He guessed Mr. Kandinsky 1722 had more skin to work with. 1750

Joe’s mother’s boss, Madame Rita, was quite right, there was more work 1822 going in the millinery once the worst of the winter was over. Before the 1896 spring arrived, women, like the crocuses in Itchy Park, felt it near, and 1969 began to peep round at hats. They were already, during the short spells of 2045 sunshine, looking into the window of Madame Rita’s shop and saying that it 2120 wouldn’t really suit me, Sadie. 2152 (25) (C60967) :

f :

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- , =■ >-. i * TYPEWRITING HIGHER—(b)

SCOTTISH LEAVING CERTIFICATE EXAMINATION

1958

Commercial Subjects

HIGHER GRADE—TYPEWRITING—(b)

Thursday, 20th March—2.10 p.m. to 3.45 p.m.

INSTRUCTIONS TO CANDIDATES

1. Read carefully the instructions at the head of each exercise.

2. Any defect in the machine should be pointed out to the Supervising Officer who will send to the examiners a certificate giving particulars of the defect and of the loss of time caused thereby.

3. Each exercise should be begun on a fresh page.

4. Any spoiled work should be cancelled by drawing a line through it.

6. The value attached to each question is shown in brackets after the question.

[104]

QUESTION 3

Type your name, school and grade at the top of the sheet or sheets.

Answers to the following questions are to he typed on quarto paper.

Number your answers to correspond with the questions.

(a) Give what are, in your opinion, the best line-end divisions of the following words :— correspondence ; particularly ; profitability ; benevolence ; guardian ; authorities.

(b) Draw an oblong (in pencil or in ink) about 6 in. x 3 in. to represent an advertisement space, suitable for insertion in a newspaper, and type the following advertisement in the space :—

(c) Indicate two methods you would adopt to secure (a) a regular right-hand margin and (b) a uniform bottom margin on consecutive pages. (12)

[turn over 4 QUESTION 4

1. Type your name, school and grade on the hack of the sheets in the top left-hand corner.

2. Set out the following letter neatly and attractively on quarto paper, with one carbon copy. Insert to-day’s date and your teacher’s and your own initials as dictator and typist respectively. Make any necessary corrections.

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QUESTION 5

1. Type your name, school and grade on the hack of the sheets in the top left-hand corner.

2. Prepare the statement and letter as required. All ruling is to he done hy the machine. Make any necessary corrections.

You are employed by Mr. Thomas Brown, of 15 George Street, Greenock. Mr. Brown has received a letter dated 12th March, 1958, from Mr. Thomas Lang, 25 Lime Grove, Greenock, asking for a statement of the costs incurred in the purchase of his house at Lime Grove. Mr. Brown asks you (a) to set out neatly and attractively, on foolscap paper, the statement that follows ; and (5) to prepare for his signature a short covering letter, on octavo paper, with one carbon copy. This is to be sent to Mr. Lang along with the statement. j^rr

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(C6O068) LOWER HIST. (Section I)

SCOHISH LEAVING CERTIFICATE EXAMINATION

1958

HISTORY

LOWER GRADE

Wednesday, 5th March—9.30 a.m. to 12 noon

Section I

(To be attempted by all candidates)

FILL THIS IN FIRST

Name of School

Name of Pupil

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS AND THUS SENT TO THE DEPARTMENT.

[OYER [6(a)] to 3

Section 1 [b)

Give the century, B.C. or A.D., of TEN of the following, indicate who or what each was, and say why each is important in history. Answers must be written in the space provided after each name. (15)

(1) The Battle of Agincourt ( century )

(2) The Building of the Antonine Wall ( century )

(3) St. Aidan ( century )

(4) Charlemagne ( century )

(5) The Emperor Constantine ( century )

(6) The Darien Scheme ( century )

(7) Domesday Book ( century )

[turn over 4

(8) William Harvey ( century )

(9) The Marriage of James IV ( century )

(10) The Battle of Marathon ( century )

(11) Marco Polo ( century )

(12) The Battle of Naseby ( century )

(C60952) HIGHER HIST. U

(Section I)

SCOHISH LEAVING CERTIFICATE EXAMINATION

1958

HISTORY

HIGHER GRADE—II

Wednesday, 5th March—1.30 p.m. to 4.0 p.m.

Section !

(To be attempted by all candidates)

FILL THIS IN FIRST

Name of School.

Name of Pupil

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS AND THUS SENT TO THE DEPARTMENT.

[over [8(a)] 1 ‘ •//o

%■] below :— TEN ofthefollowingwith map markthepositionof propriate numberasgiven a crossandaddtheap- (15) Warsaw. (5) (14) Verona. (13) Tilsit. (12) Stockholm. (11) Prague. (10) Ostia. (4) Corinth. (8) Moscow. (7) Marseilles. (6) Hamburg. (3) Cologne. (2) Brussels. (1) Actium. (9) Orleans. (5) Granada. On theaccompanying Section 1(a) to 3

Section 1 (b)

Give the century, B.C. or A.D., of each of the following, indicate who or what each was, and say why each is important in history. Answers must be written in the space provided after each name. (15)

(1) The Capture of the Bastille ( century )

(2) The Emperor Constantine ( century )

(3) St. Dominic ( century )

(4) The Dreikaiserbund ( century )

(5) The Union of Kalmar ( century )

(6) Louis Kossuth ( century )

(7) The Battle of Lepanto ( century )

[turn over 4

(8) The Edict of Nantes { century )

(9) Savonarola ( century )

(10) Socrates ( century )

(C60956) HIGHER HIST. I

(Section I)

SCOHISH LEAVING CERTIFICATE EXAMINATION

1958

HISTORY

HIGHER GRADE—I

Wednesday, 5th March—9.30 a.m. to 12 noon

Section I

(To be attempted by all candidates)

FILL THIS IN FIRST

Name of School

Name of Pupil

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS AND THUS SENT TO THE DEPARTMENT.

[OYER [7(a)] 2

Section 1 (a)

On the accompanying map mark the position of TEN of the following with a cross and add the appropriate number as given below :— (1) Carisbrooke. (6) Hexham. (11) Norwich. (2) Crecy. (7) Iona. (12) Southampton. (3) Culloden. (8) Killiecrankie. (13) Tangier. (4) Drogheda. (9) Lisbon. (14) Walcheren. (5) Dumbarton. (10) Londonderry. (15) York. (5) 3

Section 1 (b)

Give the century, B.C. or A.D., of each of the following, indicate who or what each was, and say why each is important in history. Answers must be written in the space provided after each name. (15)

(1) St. Augustine of Canterbury ( century )

(2) The Battle of Carham ( century )

(3) Charles Darwin ( century )

(4) Elizabeth Fry ( century )

(5) William Harvey ( century )

(6) Cardinal Pole ( century )

(7) The Solemn League and Covenant ( century )

[turn over 4

(8) Walpole’s Excise Bill ( century )

(9) James Watt ( century )

(10) John Wycliffe ( century )

(C60954) LOWER GEOG.

(MAPS)

SCOTTISH LEAVING CERTIFICATE EXAMINATION

1958

GEOGRAPHY

LOWER GRADE

MAPS

FILL THIS IN FIRST

Name of School

Name of Pupil

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS AND THUS SENT TO THE DEPARTMENT.

[over

[9 (a)] THE WORLD PART OF BRITISH ISLES

4 Long West of Greenwich 2

English Miles -1 1 1 1 0 10 20 30 40 50

Land over 1000 feer <2X^3

500 feel- Concur Line Contour Mop of a Region

Contours

Water —

Roads

Railways

Placenames, features of Relief, Towns, etc., are lettered e .jA . X.

Scale 1:63,360 HIGHER GEOG. I.

(OS. Map)

SCOTTISH LEAVING CERTIFICATE EXAMINATION, 1958

GEOGRAPHY HIGHER GRAD E—(FIRST PAPER)

ORDNANCE SURVEY MAP

[10(a)] [over (C61558)

'V-v 1 % A . NAT/, (O. S. Stk. 116)

TO GIVE A GRID REFERENCE CORRECT TO 100 METRES The incidence of grid letters Scale: One Inch to One Statute Mile = Vmeo and numbers on this sheet EXAMPLE BARMOUTH JUNCTION ST A. 5 Miles See diagram on left for Grid Letters. They are SH i i i 0 East North Take west edge of kilometre square in Take south edge of kilometre square 1,000 0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 Yards which point lies and read the large in which point lies and read the large figures printed opposite this line on figures printed opposite this line on 101 2345678 Kilometres north or south margins. 62 east or west margins. 14 I M H H H hi 1 I I I U— ■ - '"I I I Estimate tenths Eastwards Estimate tenths Northwards 628 142 Full 100 Metre Reference SH 628142 The above Full Reference is unique. For many purposes the first grid letter can be omitted, Heights are in feet above Mean Sea Level. Contours are at 50ft. intervals giving a reference H 628142 which recurs at intervals of 500 Kilometres. If both grid True North at the West edge of this sheet is 1 40' 23 E. of Grid North letters are omitted, the resulting reference 628142 recurs at intervals of 100 Kilometres. Mag. North is about 101/2° W.( 1956) decreasing by about Va ° in four years When the area concerned is sufficiently restricted, as will usually be the case with maps on scales of one inch to the mile and larger, both the grid letters are normally omitted. 3996 U Crown Copyright Reserved. Ordnance Survey, 1956.