Which of these sockets are in the right place? (If any)

[morqthana]

Schools, and many universities teach via rota.

(You mean "rote" )

But anyway - exam questions for 11-year-olds applying for places to King Edward’s School in Birmingham in 1898.


ENGLISH GRAMMAR

1. Write out in your best handwriting:—

‘O Mary, go and call the cattle home,
And call the cattle home,
And call the cattle home,
Across the sands o’ Dee.’
The western wind was wild and dank with foam,
And all alone went she.

The western tide crept up along the sand,
And o’er and o’er the sand,
And round and round the sand,
As far as eye could see.
The rolling mist came down and hid the land —
And never home came she.

2. Parse fully ‘And call the cattle home.’

3. Explain the meaning of o’ Dee, dank with foam, western tide, round and round the sand, the rolling mist.

4. Write out separately the simple sentences in the last two lines of the above passage and analyse them.

5. Write out what you consider to be the meaning of the above passage.


GEOGRAPHY

1. On the outline map provided, mark the position of Carlisle, Canterbury, Plymouth, Hull, Gloucester, Swansea, Southampton, Worcester, Leeds, Leicester and Norwich; Morecambe Bay, The Wash, Solent, Menai Straits and Lyme Bay; St Bees Head, The Naze, Lizard Point; the rivers Trent and Severn; Whernside, the North Downs, and Plinlimmon; and state on a separate paper what the towns named above are noted for.

2. Where are silver, platinum, tin, wool, wheat, palm oil, furs and cacao got from?

3. Name the conditions upon which the climate of a country depends, and explain the reason of any one of them.

4. Name the British possessions in America with the chief town in each. Which is the most important?

5. Where are Omdurman, Wai-Hei-Wai, Crete, Santiago, and West Key, and what are they noted for?


LATIN

1. Write in columns the nominative singular, genitive plural, gender, and meaning of:— operibus, principe, imperatori, genere, apro, nivem, vires, frondi, muri.

2. Give the comparative of noxius, acer, male, diu; the superlative of piger, humilis, fortiter, multum; the English and genitive sing. of solus, uter, quisque.

3. Write these phrases in a column and put opposite to each its Latin: he will go; he may wish; he had; he had been; he will be heard; and give in a column the English of fore, amatum, regendus, monetor.

4. Give in columns the perfect Indic. and active supine of ago, pono, dono, cedo, jungo, claudo.

Mention one example each of verbs followed by the nominative, the accusative, the genitive, the dative, the ablative.

5. Translate into Latin:—

1. The general’s little son was loved by the soldiers.
2. Let no bodies be buried within this city.
3. Ask Tullius who found the lions.
4. He said that the city had been taken, and, the war being finished, the forces would return.

6. Translate into English:—

Exceptus est imperatoris adventus incredibili honore atque amore: tum primum enim veniebat ab illo Aegypti bello. Nihil relinquebatur quod ad ornatum locorum omnium qua iturus erat excogitari posset.


ENGLISH HISTORY

1. What kings of England began to reign in the years 871, 1135, 1216, 1377, 1422, 1509, 1625, 1685, 1727, 1830?

2. Give some account of Egbert, William II, Richard III, Robert Blake, Lord Nelson.

3. State what you know of —
Henry II’s quarrel with Becket,
the taking of Calais by Edward III,
the attempt to make Lady Jane Grey queen,
the trial of the Seven bishops,
the Gordon riots.

4. What important results followed —
the raising of the siege of Orleans,
the Gunpowder plot,
the Scottish rebellion of 1639,
the surrender at Yorktown,
the battles of Bannockburn, Bosworth, Ethandune, La Hogue, Plassey, and Vittoria?

5. How are the following persons connected with English History,—
Harold Hardrada, Saladin, James IV of Scotland, Philip II of Spain, Frederick the Elector Palatine?


ARITHMETIC

1. Multiply 642035 by 24506.

2. Add together £132 4s. 1d., £243 7s. 2d., £303 16s 2d., and £1.030 5s. 3d.; and divide the sum by 17. (Two answers to be given.)

3. Write out Length Measure, and reduce 217204 inches to miles, &c.

4. Find the G.C.M. of 13621 and 159848.

5. Find, by Practice, the cost of 537 things at £5 3s. 71/2d. each.

6. Subtract 37/16 from 51/4; multiply 63/4 by 5/36; divide 43/8 by 11/6; and find the value of 21/4 of 12/3 of 13/5.

7. Five horses and 28 sheep cost £126 14s., and 16 sheep cost £22 8s.; find the total cost of 2 horses and 10 sheep.

8. Subtract 3.25741 from 3.3; multiply 28.436 by 8.245; and divide .86655 by 26.5.

9. Simplify 183/4 – 22/3


For anyone whose eyes glazed over part-way through, go back and look at Arithmetic Q8,

 

[morqthana]

I must say that I'm struggling a bit to think how imaginary/complex numbers would come into economics

Politicians use imaginary numbers in economic contexts all the time.

And pretend that complex situations are simple, and vice-versa.

 

[ebee]

Yup that is the way I initially saw it. Changing from a choice of 1 in 3 to a choice of 1 in 2 (providing that the host - monty hall - always reveals a goat not a car - therefore from .333 to .500 is a 50% increase.

The 1 in three chance of winning gets flipped over if you change your mind and becomes a 1 in 3 chance of not losing, therefore a 2 in 3 chance of winning.
In both scenarios of changing v not changing your mind you could win or lose but you have only the initial 1 in 3 if you stik with your choice and a 2 in 3 chance if you chage your mind, there you double your chance of winning.
Simple when you see it but not so simple if you do not.

Another test/survey thingy apparently and goes something along the lines of (others might correct me) :- a disease is reckoned to be 10% prevelant in the community and a test is developed that gives with a 90% probability of a positive result or a negative result.

A patient with no other observations goes to see his GP , he has had that one test and it was positive. What are the chances he has the disease? A/ 90%, B/50%, C/10% , D/5%.
Apparently the correct answer is 50% or thereabouts.
All thanks to a Reverend Bayes and his Theorem.

Real life tests are seldom that simple and a whole host of tests and noted to build up a true picture as possible - example, I had a PSA test and that gives a number reading (lets assume 1 to 20) up to 3 counts as Negative and 12 to 20 counts as Positive.
For a start a count between 3 & 12 counts as indeterminate (the Sword of Damocles hovering above you) and a positive result has a 7 in 10 chance of being correct and a negative result has a 7 in 10 chance of being correct.

Is that test worthwhile on its own? No, it is just one clue in the GP`s armoury!

 

[ebee]

(You mean "rote" )

But anyway - exam questions for 11-year-olds applying for places to King Edward’s School in Birmingham in 1898.


ENGLISH GRAMMAR

1. Write out in your best handwriting:—

‘O Mary, go and call the cattle home,
And call the cattle home,
And call the cattle home,
Across the sands o’ Dee.’
The western wind was wild and dank with foam,
And all alone went she.

The western tide crept up along the sand,
And o’er and o’er the sand,
And round and round the sand,
As far as eye could see.
The rolling mist came down and hid the land —
And never home came she.

2. Parse fully ‘And call the cattle home.’

3. Explain the meaning of o’ Dee, dank with foam, western tide, round and round the sand, the rolling mist.

4. Write out separately the simple sentences in the last two lines of the above passage and analyse them.

5. Write out what you consider to be the meaning of the above passage.


GEOGRAPHY

1. On the outline map provided, mark the position of Carlisle, Canterbury, Plymouth, Hull, Gloucester, Swansea, Southampton, Worcester, Leeds, Leicester and Norwich; Morecambe Bay, The Wash, Solent, Menai Straits and Lyme Bay; St Bees Head, The Naze, Lizard Point; the rivers Trent and Severn; Whernside, the North Downs, and Plinlimmon; and state on a separate paper what the towns named above are noted for.

2. Where are silver, platinum, tin, wool, wheat, palm oil, furs and cacao got from?

3. Name the conditions upon which the climate of a country depends, and explain the reason of any one of them.

4. Name the British possessions in America with the chief town in each. Which is the most important?

5. Where are Omdurman, Wai-Hei-Wai, Crete, Santiago, and West Key, and what are they noted for?


LATIN

1. Write in columns the nominative singular, genitive plural, gender, and meaning of:— operibus, principe, imperatori, genere, apro, nivem, vires, frondi, muri.

2. Give the comparative of noxius, acer, male, diu; the superlative of piger, humilis, fortiter, multum; the English and genitive sing. of solus, uter, quisque.

3. Write these phrases in a column and put opposite to each its Latin: he will go; he may wish; he had; he had been; he will be heard; and give in a column the English of fore, amatum, regendus, monetor.

4. Give in columns the perfect Indic. and active supine of ago, pono, dono, cedo, jungo, claudo.

Mention one example each of verbs followed by the nominative, the accusative, the genitive, the dative, the ablative.

5. Translate into Latin:—

1. The general’s little son was loved by the soldiers.
2. Let no bodies be buried within this city.
3. Ask Tullius who found the lions.
4. He said that the city had been taken, and, the war being finished, the forces would return.

6. Translate into English:—

Exceptus est imperatoris adventus incredibili honore atque amore: tum primum enim veniebat ab illo Aegypti bello. Nihil relinquebatur quod ad ornatum locorum omnium qua iturus erat excogitari posset.


ENGLISH HISTORY

1. What kings of England began to reign in the years 871, 1135, 1216, 1377, 1422, 1509, 1625, 1685, 1727, 1830?

2. Give some account of Egbert, William II, Richard III, Robert Blake, Lord Nelson.

3. State what you know of —
Henry II’s quarrel with Becket,
the taking of Calais by Edward III,
the attempt to make Lady Jane Grey queen,
the trial of the Seven bishops,
the Gordon riots.

4. What important results followed —
the raising of the siege of Orleans,
the Gunpowder plot,
the Scottish rebellion of 1639,
the surrender at Yorktown,
the battles of Bannockburn, Bosworth, Ethandune, La Hogue, Plassey, and Vittoria?

5. How are the following persons connected with English History,—
Harold Hardrada, Saladin, James IV of Scotland, Philip II of Spain, Frederick the Elector Palatine?


ARITHMETIC

1. Multiply 642035 by 24506.

2. Add together £132 4s. 1d., £243 7s. 2d., £303 16s 2d., and £1.030 5s. 3d.; and divide the sum by 17. (Two answers to be given.)

3. Write out Length Measure, and reduce 217204 inches to miles, &c.

4. Find the G.C.M. of 13621 and 159848.

5. Find, by Practice, the cost of 537 things at £5 3s. 71/2d. each.

6. Subtract 37/16 from 51/4; multiply 63/4 by 5/36; divide 43/8 by 11/6; and find the value of 21/4 of 12/3 of 13/5.

7. Five horses and 28 sheep cost £126 14s., and 16 sheep cost £22 8s.; find the total cost of 2 horses and 10 sheep.

8. Subtract 3.25741 from 3.3; multiply 28.436 by 8.245; and divide .86655 by 26.5.

9. Simplify 183/4 – 22/3


For anyone whose eyes glazed over part-way through, go back and look at Arithmetic Q8,

Bloomin Heck, that's me tied up for a day or two then!

 

[opps]

(You mean "rote" )

Yeah, my bad, tnx.

 

[JohnW2]

Politicians use imaginary numbers in economic contexts all the time. ... And pretend that complex situations are simple, and vice-versa.

They do, and maybe, on reflection, opps was making a joke - since the imaginary and "complex" you are referring to are presumably the everyday meanings of those words, not references to mathematical imaginary and complex numbers

 

[opps]

They do, and maybe, on reflection, opps was making a joke - since the imaginary and "complex" you are referring to are presumably the everyday meanings of those words, not references to mathematical imaginary and complex numbers

Nah, just the square root of minus 1.

I bore the my customer's kids by asking them what the two answers to the square root of minus 9 are. The smarter ones pause and then answer.

I bore a lot of people...

Maybe I should have an ankle tag...

 

[morqthana]

For a start a count between 3 & 12 counts as indeterminate (the Sword of Damocles hovering above you)

Or the Finger of Doctor hovering behind you...

 

[morqthana]

They do, and maybe, on reflection, opps was making a joke - since the imaginary and "complex" you are referring to are presumably the everyday meanings of those words, not references to mathematical imaginary and complex numbers

I was making the joke (or trying to ) - I assumed opps was using the mathematical meanings...

 

[JohnW2]

I was making the joke (or trying to ) - I assumed opps was using the mathematical meanings...

... and so he has now confirmed - which still leaves me wondering how mathematical imaginary/complex numbers find their way into economics

 

[JohnW2]

TBH I cannot completely remember. I think it was something to do rates of depreciation. Rates of depreciation was why I had to learn advanced calculus/partial derivatives. Something I struggled with at A'level, but excelled at uni where all I had to focus on was integration and matrices on that particular module.

I can understand how calculus coms into economics, but am still rather intrigues to be told that imaginary/complex numbers also do - they're obviously more useful than I had realised

Meh. I decorate for a living. But I was lucky enough to be able to be go to uni and learn how to learn. Schools, and many universities teach via rota.

As has been said, you presumably mean "rote" - but, yes, that was always the case in most schools, although the situation seems to have improved a lot since my ('ancient') days.. As you imply "learning to learn" (rather than "learning things") is what really matters, and that's what's meant tyo happen at uni. Some, maybe most, of them are quite good in that sense but, as you imply, there are unfortunately some that 'behave like schools'.

 

[ebee]

I reckon that the speed of light changed since I was at school (thousands of years ago now) , we were taught in in miles per second back then, nowadays it is faster (or maybe we measure it more accurately), a rotating octal mirror I think used to be one way, unless I have got it wrong?

 

[morqthana]

I reckon that the speed of light changed since I was at school (thousands of years ago now) ,

It hasn't.

we were taught in in miles per second back then, nowadays it is faster (or maybe we measure it more accurately),

No, it is no faster.

One thing that has happened though is that the speed in miles per second we all used to use, 186,000, was rounded down, the actual speed (to the nearest mi/s) is 186,282. And the metric speed we use now, 300,000km/s, is rounded up from the actual speed of 299,792,458km/s.

So if you just convert and compare 186,000mi/s and 300,000km/s, the metric value is bigger.


Here's a fun thing - a camera so fast that you can see light travelling:

 

[ebee]

One thing that has happened though is that the speed in miles per second we all used to use, 186,000, was rounded down, the actual speed (to the nearest mi/s) is 186,282. And the metric speed we use now, 300,000km/s, is rounded up from the actual speed of 299,792,458km/s.

Ha,
thank you for clearing that up morqthana, my memory said it used to be reckoned as 186286 miles per second back then (so I remembered it very near what you said).
The "new speed" is around 300000Km/s so again not far out.
You knew I was a bit tongue in cheek about it being a bit faster these days I think.

 

[morqthana]

Yeah - just going over why the speed appears to have changed.