point of importance is the date of the famous Latin poem about Winchester, which is usually assigned to 1550. Mr. Warner, following a writer in the school magazine, places this a century later, but he ought to have given his reasons. We cannot discuss the subjects of this book in detail, interesting as they are; but we would call attention to the wisdom of such a venerable foundation in having a museum of relics. Some of these are figured in the plate we reproduce here: the blackjacks, long ago familiar with "swipes," or "Warden's ale," or siasms and trials of boy life are clearly described, and the three friends are fairly well characterised. To those who know who are meant the book will be deeply interesting, but it would interest even an outsider to read the sketches of Tait and of Mat Arnold. We see Tait, though as less heroic perhaps than he is meant to be; but the picture of Arnold, lounging in an easy-chair with all the biggest strawberries on his plate, or uttering whimsical epigrams, is a masterpiece in its way. We can cordially recommend the book. the School Management and Methods of Instruction. By George Collar, B.A., B.Sc., and Charles W. Crook, B.A., B.Sc. viii. +336 pp. (Macmillan.) 3s. 6d. The authors of this attractive guide to teaching have lofty views of the schoolmaster's responsibilities. The excellent tone which pervades the chapters on "Organisation," "Discipline," and "General Principles" cannot fail to have an elevating effect on the young neophyte. "Sincerity of purpose should permeate all schoolwork" (p. 33). "In eyes of the pupil his (the head teacher's) authority is supreme, and he is the model of justice and truth" (p. 54). "One of the great effects of the training of a good school is the gradual development of this idea of duty for duty's sake.... the child has not been educated unless this idea guides his future actions" (p. 56). These are, of course, the sentiments of all true educators, and it is only because it is so often alleged that no such ideas govern the work of our elementary teachers that attention is here directed to them as taking a prominent place in a book intended specially for the use of beginners in public elementary schools. Ten chapters of the book are devoted to a formal consideration of how the chief school subjects should be presented to children. If any two teachers could be expected to be able to write authoritatively on the best methods of teaching subjects as various as spelling, geography, French, and geometry, the authors of the treatise before us might be. But there is a limitation to human capabilities, and more value is to be attached to a collection of essays by specialists acquainted with the peculiar needs of the class-room, brought together and arranged by an editor of wide and varied experience. At the same time, we heartily recommend this volume to acting teachers as well as to students in training. From the Winchester School Museum of Relics. "huff," now reposing high and dry beside ancient birches, candlesticks, and a buff jerkin which they perchance once helped to fill. The famous "notions" are here analysed and in part explained. As for Winchester football, a masterful attempt is made to describe it, but to those who know it not the game is hardly describable. One thing we must mention which is surely unique. There are other ancient and stately schools in England, others which, like Winchester, have played a part in the national history; but we doubt if anywhere else was ever given in alms half-a-crown at the gate to a Greek Archbishop. The index is very inadequate. The Three Friends: a story of Rugby in the 'Forties. By A. G. Butler, M.A. (Froude.) 3s.-This story, "hovering between fiction and fact," is very welcome to all interested in Rugby. It describes a period of which little has been written, the "aftermath" of the Golden Age. The story is simply told, and does not attempt to rival "Tom Brown," but the enthu SENIOR OXFORD LOCAL EXAMINATION, JULY, 1901 Revision Tests.-No. 1. THE following papers are the first of two in each of the subjects dealt with; the second tests will appear in the June number. Arithmetic. (Pass Paper.) 519 (1) Reduce to its lowest terms T Show how you can tell by inspection whether, if the fraction be converted into a decimal, the decimal will terminate or recur. (2) Multiply the sum of 3 and 4 by 2; divide your result by the difference between 9 and 23. (3) Add together 37, 0245, 4.101738. (4) Find, by Practice, the charge for carrying 27 tons 3 cwt. 2 qrs. 25 lbs. of goods at the rate of 17s. 6d. per ton. Give your answer correct to the nearest penny. (5) The cost of paving a pathway, 4 feet wide, which surrounds a rectangular plot of grass, 9 yards long, is £22 15s.; if the average cost be Is. 3d. per square foot, what is the width of the plot of grass? (6) A man, who is paid at the rate of Is. 4d. an hour, should receive £1 6s. 8d. for a piece of work; he is joined by a second workman who works half as fast again as the former and for their joint work they receive £1 4s. 8d.; how much should the second receive if he were to do the work unaided ? (7) A sum of £220 8s. 4d. is collected amongst the members of a society; if each member gives as many pence as there are members, how many members are there and how much does each give? (8) Find, to the nearest penny, the difference between the Compound Interest on £3,154 for 2 years at 3 per cent., and for 3 years at 2 per cent. per annum. (9) A man holds £5,000 stock in the 2 per cents., when the price is 87; how much of the stock must he sell out for reinvestment in 4 per cent. stock at 108 that his income may be increased by £21? (10) A dealer, if he sold a certain article for 4s. 1old. would lose 9 per cent. ; at what price must the article be marked that he may gain 12 per cent., and at the same time give 10 per cent. discount on the marked price? What would be his total gain or loss on 21 articles if one article out of seven was spoiled and had to be sold at half the marked price, without discount? English Grammar and Analysis. (1) Analyse the following passage : I spoke of war to come and many deaths, May beat admission in a thousand years, I recommenced: "Decide not ere you pause." (2) Explain and illustrate the terms :-phonology, solecism, synonym, verbiage, euphony. (3) Parse fully the words in italics below: Thank you. (4) Prove that vowel-change is not the decisive mark of the strong conjugation. To which conjugation belong these verbs :bring, fight, beseech, go? : (5) Illustrate the various uses of the word that. (6) Distinguish carefully between conjunctive adverbs and conjunctions. (7) Explain the uses of the gerundial infinitive. (8) Discuss the syntax of the following sentences :---Neither you nor I am right. Whom do you say that he is? Man never is, but always to be blest. I dared not meet him. I had rather not go back again. They were both tired of one another. Henry V. (1) Explain, with reference to the context, the following passages: It is not well done, mark you now, to take tales out of my mouth, ere it is made an end and finished. I speak but in the figures and comparisons of it. I knew there was but one way, for his nose was as sharp as a pen, and 'a babbled of green fields. The strawberry grows underneath the nettle, If you grow foul with me, Pistol, I will scour you with my rapier. (2) Show how many of the minor characters are used to bring out characteristics of Henry's leadership, or of the English army as a whole. (3) Describe, and criticise the injustice of, the arguments used by the Archbishop of Canterbury to convince Henry of his right to make war on France. (4) Explain the following words and phrases :-boot, orisons, show us the mettle of your pasture, sconce, it sorts well with your fierceness, farced, scambling, ancient, lavoltas, firk, whiffler, legerity. (5) What is the reason for the use of choruses before the acts? Merchant of Venice. (1) Of what different stories did Shakespeare make use in this play, and whence did he obtain them? (2) Explain, with reference to the context, the following passages: Let it presage the ruin of your love, Did feign that Orpheus drew trees, stones and floods. Fading in music. He is a proper man's picture; but, alas! who can converse with a dumb show? (3) Who were :-Alcides, Cato's daughter, Midas, Barrabas, Cressid, Thisbe? In what connection are they mentioned here? (4) Explain :-cater-cousins, sad ostent, patines, usance, Erebus, respective, wealthy Andrew, Hyrcanian, Phill-horse. (5) Write a note on the character of Shylock. (6) Describe and criticise Shakespeare's attitude to (a) usury, (b) Jews. Childe Harold: Canto III. (1) To what does Byron attribute Napoleon's fall? In what respects did he consider that he resembled Napoleon? (2) Give, in your own words, Byron's description of Rousseau. How far is it adequate? (3) What thoughts are suggested to the poet by the sight of (a) the field of Waterloo, (b) the Alps? (4) Explain, in reference to the context, and give any allusions contained in, the following passages : Had I not filed my mind, which thus itself subdued. Which stung his foes to wrath. This makes the mad men who have made men mad The part of Philip's son was thine, not then What want these outlaws conquerors should have (5) What do you know of:- Marceau, Ferney, Brunswick, Ehrenbreitstein, Harmodius, Drachenfels, Julia Alpinula, Murat? (6) Explain the following words and phrases :-blazon, Stygian coast, pride of place, Sorrow's most detested fruit, sheen, Cytherea's zone, Chaldean, pibroch. K Geography. GENERAL PAPER. (1) What are the causes of ocean currents? Give an account of the Japanese current, and explain its importance to the people of the Aleutian Islands. (2) How do you account for :-The blue appearance of the sky; the absence of tides in the centre of the North Sea; the trade winds? (3) What are the principal areas of greatest rainfall? Give the causes in each case. (4) Whence does Great Britain obtain its chief supplies of :Indigo, cork, mahogany, nitre, esparto grass, lemons, indiarubber? (5) By what routes is it possible to go from London to Calcutta? Describe one of them. (6) Explain the importance of the Danube as a commercial highway. (7) Give the boundaries of the Chinese Empire. Name the ports in which each of the Great Powers is most interested. (8) Where are the following, and for what are they noted :— Candahar, Yucatan, Lima, Sadowa, Brindisi, Kiel? (9) Describe the extent and physical features of the Himalayas. French. (1) Translate into English : - (a) Mon âme, me disais-je, est tout d'une pièce; elle ne peut se prêter à aucun partage: il faut qu'elle se donne ou se refuse toute entière: elle n'a le choix qu'entre le trop-plein des affections violentes ou le vide de l'indifférence. C'est que je suis à la fois raisonnable et passionnée; trop raisonnable pour m'aveugler sur rien, trop passionnée pour me contenter de peu. (b) Le prisonnier suivit son conducteur, qui le conduisit effectivement dans une salle presque souterraine, dont les murailles nues et suantes semblaient impregnées d'une vapeur de larmes. Une espèce de lampion posé sur un escabeau, et dont la mêche, nageait dans une graisse fétide, illuminait les parois lustrées de cet affreux séjour, et montrait à Dantès son conducteur espèce de geôlier subalterne, mal vêtu et de basse mine. (2) Turn into French : : At my coming to London, it was some time before I could settle myself in a house to my liking. I was forced to quit my first lodgings by reason of an officious landlady that would be asking me every morning how I had slept. I then fell into an honest family, and lived very happy for above a week, when my landlord, who was a jolly, good-natured man, took it into his head that I wanted company, and therefore would frequently come into my chamber to keep me from being alone. (3) State, with examples, the rules for the agreement of past participles in French. (4) Write down with their meanings the French indefinite pronouns. (5) How is the feminine form of the possessive pronoun son written before a vowel? Why not s'? Distinguish between ma propre main and ma main propre; and between l'âne même, le même âne, and même l'âne. (6) Give the participles of vivre, voir, venir, devoir, s'asseoir, prendre. (7) Put into French: (a) To return to our subject; (b) a wholesale and retail dealer; (c) to be at the last gasp; (a) ladies first; (e) he has not acknowledged the receipt of my letter. Euclid. BOOKS I.-IV. A. (1) P is any point in the straight line AB, and from P straight lines PC, PD are drawn on opposite sides of AB; show that if the angles CPA, DPA together equal two right angles, CPD is a straight line. (2) If a straight line falls across two parallel straight lines it makes the alternate angles equal, the exterior angle equal to the interior and opposite angle on the same side of the line, and the two interior angles on the same side of the line together equal to two right angles. (3) BC is a straight line bisected at A and divided unequally at D; show that the difference of the squares on BA and AD is equal to the rectangle contained by BD and DC. (4) The straight line bisecting any chord of a circle at right angles passes through the centre of the circle. (5) If a straight line touch a circle, and from the point of contact a straight line be drawn cutting the circle, the angles which this line makes with the tangent are equal to the angles in the alternate segments of the circle. (6) Inscribe a regular hexagon in a given circle. B. (7) ABCD, AB'C'D' are parallelograms having the same angular point A ; if BB' be parallel to CC it is also parallel to DD', and CC' is equal to the sum (or difference) of BB' and DD'. (8) The bisectors of the angles of a triangle are concurrent. (9) AB is a diameter of a circle and P,Q any points on the circumference; if AQ, BP meet in O show that the circles described about the triangles APO, OQB intersect at a point E on AB; distinguish between the cases when P,Q are on the same side or on opposite sides of AB. Show also that AP, EO and BQ meet in a point. (10) ABC is an isosceles triangle having each of the angles ABC, BCA double of the third angle BAC; a point D is taken in AB so that AD equals BC and C,D are joined. If the circle described with centre A and radius AB cuts CD produced in K, show that the arc CK equals three times the arc CB. + = §. x+7 x-3 (7) A dealer buys a certain number of dozen of eggs for 16s.; he sells them at 10d. a dozen and gains as much as he gave for 6 dozen; how many dozen did he buy? (8) If the equation x2+2(3+p)x+p2=0 has equal roots, find the value of p. a, B are the roots of the equation x2+ax+b=0; form the equation whose roots are (9) Simplify: (i.) I I α B2 + √√5–1 3√√5+7 √5+3 (ii.) 3/4 × 4/2 (10) If a b = cd, prove that Answers. a2+b2+c2+ď a-2+b2+c-2+d-2 =abcd. (3) (i.) -7; (ii.) x=a, y=b. (4) P. 3×24-21 (ii.) of £3+ of 5s. of 3 half-crowns. (4) A half-gallon jar is one quarter filled with milk and water mixed in the proportion of 1 to 3; if the jar be filled up with milk, how much milk will there be altogether in the jar? (5) Divide -015276 by 1.14. Add together 175 of 3 cwt., 2-235 of 1 qr. and 2.31 of 2 lbs. Bring your result to the decimal of one ton. (6) If a solid silver spoon weighing 15 dwts. 8 grs. cost Is. Iod., what is the value of a solid silver tray weighing 19 lbs. 11 oz. 4 dwts. ? (7) Find, by Practice, the total cost of maintaining 154 boys in camp for 3 weeks 2 days at an average cost per boy of 75. 64d. per week. (8) A money lender charges 6d. per £ per month; how much is this per cent. per annum ? What will be the Simple Interest on a loan of £45 for I year 4 months? (9) 6 men and 3 boys can finish a piece of work in 7 hours; at the end of 2 hours they are joined by 4 more men and 2 more boys; how much sooner will the work be finished if one man does as much work as 3 boys? (2) Give an account of the formation of the Possessive case. When is it used? (3) Enumerate some of the ways in which the past tenses of verbs are formed. Give the first person singular of the past tense of :-weave, shoe, light, lie, lay, abet, fulfil, refer, differ. Give the present participles of :-sing, cringe, leave, agree. (4) Explain what is meant by a Relative pronoun. Distinguish between the uses of who and that. (5) What do you understand by the comparison of adjectives? What adjectives do not admit of comparison? What rules of spelling obtain when adjectives are compared by means of inflexion? (6) Give instances of the parts of speech to which each of the following words may belong-round, after, that, the, stone, needs. (7) Distinguish between transitive and intransitive verbs. Name some that are always transitive, some that are always intransitive and some that vary. (2) Mention the principal causes and not more than six notable incidents in the Wars of the Roses. (3) Distinguish clearly between two Dukes of Buckingham, two Dukes of Clarence, two Dukes of Gloucester, two Dukes of Norfolk, and two Earls of Warwick, who played prominent parts in the history of this period. Mention the family names of each if possible. (4) Trace the relations existing between the first four Tudors and Scotland. (5) Write a brief account of Henry VIII.'s breach with Rome. (6) Set down in three columns (a) the following place names, (b) where the places are, (c) why they are important in the history of this period:-Arras, Calais, Chastillon, Hornildon Hill, Mortimer's Cross, Newfoundland, Northampton, Pinkie, Shrewsbury, Wakefield. Henry V. (1) "Henry is Shakespeare's ideal man of action." Illustrate this, quoting where you can. (2) Why did Shakespeare abandon his expressed intention of making fresh sport for his audience with Falstaff in this play? (3) Explain with reference to the context : 'Tis a hooded valour, and when it appears it will bate. I am not Barbason; you cannot conjure me. You shall be a woodmonger and buy nothing of me but cudgels. I charge you, in his Majesty's name, apprehend him! He is a friend of the Duke Alençon's. (4) Quote as exactly as you can one of the choruses or one of the passages beginning: (a) In which array (brave soldier) doth he lie. (6) What's he that wishes so? (c) True: therefore doth heaven divide. (5) In what context and with what meaning are the following words used:-caveto, rivage, bawcock, vaward, curtle-axe, broached, kecksies, haggled. Poems of England. (1) What special points in Cromwell's character and career are selected for eulogy by (a) Milton, (6) Marvell, (c) Waller? (2) What have Tennyson, Scott and Wordsworth to say respectively of the patriot-statesman? Who was the original of "The Happy Warrior," and how far is the portrait true to life? (3) What martial lyrics particularly recall Drayton's “Agincourt?" Give a sketch of the treatment of the theme in each. (4) What do you know of:-Sir Henry Lawrence, Sir John Moore, Colonel Seton, Blake, Scarlett, Sir Richard Greville, Electra, Longleat, Ardennes, Blenheim, Piedmont, Thebes, Kaux ? (5) Explain, in reference to the context, the following pas-. sages: Sounds, not arms, shall win the prize, (3) From what countries do we import :-sugar, rice, sago, cotton, teak, currants? Name the chief gold-producing countries of the world. (4) Where are the following:-Rotterdam, Cracow, Cadiz, Colombo, Astrakhan, Quito? What are the boundaries of Switzerland? (5) Where do we find :-Basques, Maoris, Cingalese, Albanians, Banians, Moors? (6) Explain the meaning of latitude, and longitude. Give the latitude of :-London, Bombay, Moscow, Cape Wrath, Pondicherry. (7) Name the various kinds of ocean currents, and illustrate their effects on climate and navigation. (8) Describe the overland route to Australia. (9) Name the seas washing the shores of Asia, with the chief ivers flowing into each. French. (1) Translate into French : (a) One fine morning in the month of July, 1831, the island left the bottom of the sea and appeared at its surface. (b) The letters which he had received had announced the death of the General. (c) They praise each other every day. (d) Here I am; do not speak to me. (2) Translate into French: During the last sixty years many things have been done to improve the state of this country, and to give its people a b tter share of the blessings of life. We have better schools, better books, better clothes, and better laws than our forefathers. These improvements have been obtained for us by the work of men many of whom have now passed away. (3) Write out the preterite, the present subjunctive and parti ciples of finir, marcher, venir, aller, paraître. (4) Give the feminine of: loup, chanteur (2 forms), acteur, maître; and the plurals of rameau, cheval, tableau, ciel, travail. (5) State the cases in which the verb être is used as an auxiliary. (6) Translate into English: Il est de bonne heure encore quand nous montons à cheval pour commencer l'étape du jour, sous un ciel couvert et tourmenté d'où cependant les averses ne tombent plus. Suivant une pente ascendante vers les hauts plateaux, nous cheminons jusqu'à midi par des sentiers de fleurs, au milieu de champs d'orge, entre des séries de collines que tapissent des bois d'oliviers aux ramures grises, aux feuillages obscurs. (7) For those only who offer "Chouans et Bleus." (The page references to Hachette's edition.) (1) Translate (a) p. 3, 11. 5-17; (b) p. 107, 11. 8-16; (c) p. 141, 11. 20-28. (2) Write notes on- - Vendée; faites-moi ranger ces drôles; un bonnet phrygien; ces sans-culottes verraient beau jeu. (8) For those only who offer "La Tulipe Noire." (The page references are to Hachette's edition.) (1) Translate (a) p. 43, ll. 12-19; (b) p. 197, ll. 19-28; (c) p. 245, ll. 8-14. (2) Write notes on-Comme au temps des Amalécites; pour avoir meilleur jour; vasistas ; où voulait en venir le prince. Euclid. BOOKS I. AND II. A. (1) Define "an angle," "a segment of a circle" and "a rectangle." State the converse of the Twelfth Axiom. (2) ABC, DEF are two triangles having the sides AB, BC, CA respectively equal to the sides DE, EF, FD; prove that the angle ACB is equal to the angle DFE. (3) The opposite sides and angles of a parallelogram are equal, and each diagonal bisects the parallelogram. (4) On a given straight line AB describe a rectangle equal to a given triangle. (5) If a straight line be divided into any two parts, the square on the whole line is equal to the sum of the squares on the two parts together with twice the rectangle contained by the two parts. (6) In any triangle the square on the side opposite an acute angle is less than the squares on the sides containing it by twice the rectangle contained by either of these sides, and the straight line intercepted between the perpendicular let fall on it from the opposite angle and the acute angle. B. (7) C is the middle point of the given straight line AB; from Ca straight line CD is drawn equal to CA or CB. Show that if AD, DB be joined the angle ADB is a right angle. (8) The straight line joining the middle points of the sides of a triangle is parallel to the base. (9) Construct a triangle equal in all respects to a given triangle having one side lying along a given straight line, and its opposite angular point on the circumference of a given circle. How many such triangles can be drawn as a rule? When is the problem impossible? (10) Divide a straight line into two parts so that the rectangle contained by the two parts may be equal to a given square. Algebra. (Pass Paper.) (1) (i.) Simplify 2(a-3b) - [2a −3{4a+(2b− 3a)}]. (ii.) Explain why a+b-c=-(a−b+c). (2) Divide 9a3—3a2c+3ac2 — al2+be+abc-c3 by 3a+b-c. (3) Find the coefficient of x in the product of 1-3x, 1—4x and I-3x-2x2. (4) The weight of water in a tank is x lbs. ; if the tank be a ft. wide, and b ft long, and a cubic foot of water weigh 62 lbs., what is the depth of water in the tank? (5) Solve the equations : 2x-7 3x-1 4 7 I (ii.) = |