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13

3. Describe fully the various parts of any dicotyledonous flower, and show how the fruit is formed from the flower. 4. What are the seeds of plants ? Describe the germination of any seed. Mention any structures, in seeds you are familiar with, which aid in the dispersal of the seed. 5. Give the characters of the flower and inflorescence in any form of the following orders: Cruciferaa, Gramineaa, Compositas, Liliacese, Leguminosse, Geraniaceffi. 6. State clearly what you understand by a vegetable cell, and show how cells are modified to form different kinds of tissues. What is wood ? 7. What is the condition of plants grown in the dark? Explain why they assume that condition. 8. What is starch, and in what form is it found in plants? What purposes does it serve in the life of the plant ? 9. What are the various elements required by plants for their healthy growth ? From what sources are these elements derived, and how are they taken up by the plant ?

Greek. — Optional for Glass D and Junior and Senior Civil Service. Time allowed: 3 hours. 1. Translate— (a ) Ou irpo'Se^afiivwv Si avrHv \xiav fjt.kv fjfizpav Zireo-)(ov, rfj §' vo-repaia avr/ydyovro fi.ev vvktos Itt oXlyws va.vs toys (WXtVas TiwTas €7ri/3<./?a(raFT£s, 7rp6 Sk ttjs eu> oXiyov aTre/Saivov t?)s vt)<jov eKarepoiOev, ei< re toy TreXdyovs KO.I 7rpt>S TOY XlfJ.eVO'S, OKTaKOCTIOI jlXa/U<XTa 6Vt£S OTtXiTCU, Kal Iy((J)pOVV S/30/XU) Ittl TO irpu>TOV <j>vXaKT7/pIOV T77S VTjtTOV. £>Se yap SiiTerd)(aTO' iv ravrrj fi.iv rfj irpdny <f>vXa.Krj u>s TpLaxcvra rjo~av 07rAiTai, fj,eo~ov Se teal bjiaXdirarov re Kal Trepl to vSo)p ol 7rAeta"TOt avTihv Kal ETrtraSa? o ap^oiv el^ev, oe Tt ou ttoXv avro Tovcr^arov c<^>uA.ao"o~e t^s vtjo-ov to Trpos rrjv HvXov, o tjv e/c T£ 6akdcro-r]<; onroKp^vov Kal 6/c -j-tjs yrjs tJkloto. tTrijj,ay(ov' Kal ydp tl ko.l epu/xa avToOi rjv "TraXaiov XiOuiV XoydSy]v 7r€7rot^^tevov, b ivo/Ai^ov o~(facriv co^eAt^coy ay eivai, el KaraXajxpavoc avaj(ojpr]o~LS fiiaioTepa. ovto jxkv Teray^kvoi yjcrav. (b.) 'Etto. Si t]kovo-cv 6 'AtrTvdyr]<s 6Vt iroXi^iot do-iv iv rrj X°''Pa> e^ef3oi]6a Kal auros Trpos to. opia avv rot? Trepl avrov Kal o vlos avrov a)(jai;Ta)s o~vv TOZ9 7rapaTvy(ovo~iv LTnroTats, i<at tols aAAots eo~y]^aive iracriv eKfior/Oeiv. w? 8e elßov ttoAAoijs avOpdrirovs tusv Ao"O"uptwF o-vvtztayjxevovz kqc toys t7T7reas yjcrv^iav e^oj^Ta?, ko~T7]O~av /cat ol Mi^Sot. oSe KGpo? bptav IkJßotjOovvtos Kal toys aAAovs 7rao~o~vOL, iKfior]oei Kat avTos 7rpa)rov Tore oirXa erotJ?, OV7TOT€ oio/xevos' ovtios £7re6vf>L£i avTOts lt:OirXio~ao~oai' [xdXa Se /caAa yjv Kai ap^OTTOVTa avroj a o iraTnros Ttepi to o~£)[A,a eireiTQiyjTO. ovtoj Brj il^oirXto'df/.evo^ 7rpoo"ryAao*e tw itttto). i<at o A.o~Tvdy~qs e6aviJiao~€ fiev tivos KeXevo~avTO<s r)Koi, o//,cus Si elwev airw [xeveiv Trap lavrov. (c.) BaTpa^oi TroTe Trpeo-fieLs eTre/Juj/av Ittl toy Ata, Seo/ievoi /JacriAea aurots Trapau'^elv' 0 8e £vXov eh rrjv Xijj.vr]v KaßrJKe. Kal 01 y3arpa^ot to /lev 7rpu)Tov KararrXayevTK toy ij/ocfaov eauTOws els to. [idOrj t?}s Xtfivrj^ ZppnrTOV vo-repov Be, cos aKivrjTov rjv to £vXov, avaSvvTes el's too-ovtov KaTat^poi/rjcrcoos r/Xdov, ware eTri/SalvovTa's avTw iiriKa9e-l,eo-QaC avdfcwv Se 7rol.oviJ.evoL toiovtov i\ew /3a<riAe'a, tjkov Ik SevTepov Trpo; toy Aid, Kal airbv irapeKaXovv dXXd^ai avTols toy ap^oi/Ta" toy yap irpCirov e(f>aaav Xiav elvai vca^eXrj. Kal 6 Zeus ayavaKTrjaai Kar' airwv, vSpav avTois eTreTTefjiif/ev, v<j> 175 o~vXXafxf3avofji.evoi KaTijcrOiovTO. 2. Translate into Greek— A child, who was bathing in a river one day, was in danger of being drowned ; so, seeing some one passing by, he called to him for help: but the traveller began to find fault with the boy for being rash. The boy, however, said to him, "Well, but help me now, and afterwards find fault with me, when I have been saved." 3. Give the demonstrative pronouns in Greek, with their meanings. Decline fully ovtos. 4. Give the comparative and superlative of dya#os, ra^us, evSai/xwv, iroXvs, dXrj6S>';. 5. Give rules for forming the future and perfect active of a Greek verb from the stem. 6. Distinguish the meanings of 6'cros, ttoo-os, oVoctos. What other similar sets of correlatives can you give ? 7. What are the chief uses of the subjunctive and optative moods respectively in Greek in (a) pprincial, (b) dependent clauses?

Shorthand. — Optional for Senior and Junior Civil Service. Time alloived: 3 hours. Instructions to Supeevisoes. 1. Inform candidates before the time for taking up this subject that they may use pen or pencil, and ruled or unruled paper, as they please, for taking notes, but that they must transcribe those notes into longhand with pen and ink. 2. Inform candidates that when once you have commenced to dictate you cannot stop until the passage is finished. 3. Dictate the passages at the following rates of speed : — ((a) 50 words per minute. Junior \(b) 80 1(0) 100 „ l(d) 80 „ Senior \(e) 120 ((/) 150 „ N.B.—lt will be well to practise reading these aloud some time beforehand, looking at a clock, so as to accustom yourself to the speed. 4. Candidate^ are at liberty to take down the three passages, if they choose. If they do so, all the passages ai'3 to be dictated to them before they commence transcribing. If a candidate