日三月六年五六九一恶公年四十五 國民中
月行
四期星
费
WAH, KIU YAT-PO
百四初月五年之歷資
【C
百三强六第
缺堂
•特家安運動猜出之優勝者獲獎驗,於星期六下午十二時假大世
家庭安全運動猜圖比賽
中時,市政局衛生業官低類委員會主席胡百富醫生任大會主席,市政局委任議員
定本週末頒獎
利、九龍新法等校學生 分膺各組冠軍 樂善堂,聖腓力、基德、聖安當、聖瑪
【沙利士主持望獎。
四十四開小學遶出。 曾以比亮小學班,分六組舉行,參加者共爲三千零八十一人,由全 鬻之五百
四余雰-天光龍警案小基上午校, :小學一年級組:榮華(樂善堂觀上午學校〕,添粜爛〔聖公會基淼學校), 是次我网安全湿醐游阿比賽,各组鼦季取之姓名及其就讀之學校名得如下:
們,將家庭安全之概念傳至各衅岽城 隈谛安全薘勦喦比安1保由市政局於11月開在各小門主辦,目的係透過小学生 開時,新法箸院樂齡將在場演奏助疵,醫療皰助&貝作室內救傷示範表演。
此外,一至三年級組另殼優勝者十名,每名以再發三十元。
·星至於四至六年舨祖、其質三、三獎之裝分期分班爲一百五十元,一百元及七十五元。 奇品全屬世辦,小顧】菹三年灣組首獎畲愛一百元,二七十元,三獎五十元。
《灣橫棒Žå級粱:郁或C澳安營小學),周妍秒(墀德主教下午小學),梁燕昌
小三年級組:小康〔聖公會基德小學),羅慰能(九镅新小 》,李純咨
: 小學二年級怼:腿少杳《聖腓力學校〕,何磅媧(聖毌學校),翩美德〔鑽石山
三院第一小學上午校)。
杏院》。 小學五年註:質家青(痘琱洲學校),梁卓螂(偉光小學) - 本珞康(我男
·遭替察小刚上午校。《》 小啟六年級組,英淑窜(九龍新法小學),佘罪倬〔受洲女校),王翠(天光
ERSITY)
從英美两間新興大學的課程
看今日高等教育的趨勢
英國的基爾大學和美國的南伊里諾大學
• DE 40 •
的水平和次序。): 名綺運倒。人生:科名前的纯孤代表不同 下面便是五大單元的和一些對料
生物學發展史,三五六天文學,
〇一生理學生,101行爲與心理 科名蹕例:一C一自然科學概,11 〇〇地區,二〇一人的生物性質,三家長及 單元甲:人的自然甜境和生物棋盤,
單元乙:入的社會傳和社會責任 尤物理系衪的分析,三六五科學的哲項工作 文件
紙譯本,三四二世世紀的術,四 巫槪號,三一〇西方文化的崇敦菩礎, 觀念,二一一東方文茹族說,三〇一倍意 音樂的基苑,二〇九藝代文學形式與 堅概論,二〇三戲劇與合我折, 104 倫理問題?一五二溯,二〇二路
各種政治主雜4. ,世代九今日的遠期,兵在今日的 三五九社會與國家,社會與政治原理 與廂下的高粱,三四一婚姻的研究, 和西方——溯游與前瞻,三三三戰爭 的經濟分析,三三世十北綎的攻方 域的經濟發展,一美閣袅桀政策
TRE 10
政治經濟學-三〇一法律處的比較,
口一文化,让會和人類行為,二操,與及在
·隋栱县諾大总是伊恩新州的州立大學學藝立了。在南娜大,還飾髮
AM SOUTHERN ILLINOIS UNIV (GENERAL STUDIES SEKTIVEEN- 傑座(GENERAL STUDIES PRDGR | 本府道新的高等激育理想,各周曾遹術班族,三大太莎士比亞,三八二帝国, 〔)三)英著伊里髅大學的普通學習能走上健康之路-人群文化才能挺演繁榮。影學與電影,三六〇世界名城的惡術區美
FROGRAM) 的新制坐便在南伊恩話大元-意念的紅識和傳路
大大婆的料
TYRE-101KRex - 10111
旧IVERSITY),成立於一八六九年。服科目。 SOUTHERN HINOIsNormal U |D,學生須有系統地浃修普逊學習颖弪的經濟與商業統計,國三數學獨對 「上之一,它的前身是附伊里闊師箭大學,正式有主旅科的。前兩年間,共六朗期堂含的口露仲達,10元基本數學,學
其發科飛培,一九四七年,經伊州立
三高速過,升格標獨立大學,始得命名,第一名高。學生送入了 直石思義,起初它只是一所師賽雕練該橘,一年級生而做,第三水平爲三年級及四四四基本准交。
·單元戊:健康與生理 A&ES CHEKd
大基本修文,一三本拉丁文,一
英二千级大事院校中尉第二十一位。
今兹校只有十八個専門书院,開設了四十 千11百四十九人,學生人數逾二萬,在全 普通習課璂究甓是甚麽學科呢?,101健康的生活。A未完】 大環碩士翠翠和十八種博士課程,教師一比正式專攻主修淨的熱程了。薄些所望,一〇三輝,一〇四個人與團楂的活 及渡假營 輔 員訓練班」 社會福利署主辦「兒童夏令會 三年級後,普通科颺修華大半,學生們已 體育溫晰,一Q一游泳,1011生理疼感
展却近十年來的裤。】方面現任的灰色 南伊大成立近百年,但它的急速發
HHCR, DELYTE W. MOR
岁。一九六二年的秋天,南伊大創始一 ,但如南伊大汊機賴極案旅的却是十分罕 意通才教育。过过思潮,當然早就有了 也是引起教育界注意的地方,就是它非常
·傑伊大其一般逆附大學不同的地方, 方面是州政府很慷慨的給鉅額的經費
夏RIS)是個有魄力有遠見的領導者,另一
糖
念
及社
申覆福
各訓三生
上車 區十万円輔署
童日設
破表
易發度有寧夏爲於中 译员者學七令訓長
煙及年五歲
將者 少男 年以會練洲
地廿工期
完七
後十
往日
基本竞要特別討論的林了。 L STUDIES PROGRAM),把就之「兒童夏令會及评 以上單裡之請妳明 富,期制由八月4日作者,服務期間爲四 兹新的眼務,叫做普通學習假港(GENER 會福利磬青年組主辦上,且具有中學五年地點,將軍澳宵年 日。在上觌被假發
一但選科配合不得其法,則不還有斷裂或青年很考慮到 學士學位,學生須依照學校的規定完成主歡迎, 一是生四年中所得的哦織,雖不能說是倫狹,,並紛紛送返想著。 俊麟科诺千分-艾另外某些學有若干基分。发格,早被取
百”在一艘的大基文,要獲得文學土或有受到學校及
延空學府
學的實任不單是爲了訓練專才,它實佤
一序的,求擊間的過程應當是由據及約。大心做止申識。
·缺乏通才致育的專爲人才爲優勝
盘子的的。空逛歡手
生和使了明虛水的想
岩誠命解題,準欣械
會師,得淡的盘化別物的
假
表演莊生,在生一在爲齊
止期湿生
謨於作者到及來工規度湿度。月項會由送被
,未多一
始已有中。空請教
在指
應及重
濃爲
我假指
若臺工期七
則往载作問
本機工【那有理青線及 【造出作郊下年假就辦年班濃 堵述務酵、由眼水、、食假辦八街
七分務區 城大觀 大台發之月, 月轎 處服 安坑牌仙會工兒間將此供行 每新給期為令。期廿二。我年棗社社工作就在診等 【運界舟間兩會熱由六期上中中區 區作:意下加周宿間如
等
何工作,开日至九月一日,第 眾洪宇、唱歌、爭工 豐中心第二期由八月八日 夏令會之主 那和国集中月廿四日资中七日, 該製供給。 七日 雅】日。長洲樂 要工作,主要爲指導 八中心,第一期由八月凫案活動,如教道克
3 日至七日鐵灣日至一,該期間內
爲務元由上服在日日期期智深深心心「無淚歸、免
風蛋
其属中磊些外舀行以材和
山
四、與黄色書刊同嫩足以誘致兒童 加强檢查靠淨海盜的電影
報告書 (續) 香港阿飛問題
行爲,我們必須提醒盤影檢查當局,阿在
一問題。类稷人民一方面李受李光淝水準的|職兵規檔的中學,以;第二期由八月二日 致兒富和肾年走進非份的「幻想世界」
和對新滾境的適溫。 今日大學的使命
【使一些,就分饱,推中去。我們以爲有些影片,影檢查常
其煜業就必須加以限制。
• 北五,同時我們也纈詿甓TM 無接
被抽,有關明的教育,人類的社會生活方,營麤務嬌既錢而酸,一者,則毎週疮卓立 威期的故事及節目,必須停止播馆(未完
的理
而渡假發之工作,期
良各項活黝,在能會 「薄露之少年兒眾開
祖在收
該加月
英中會考歷史科答案。黃文謙。
Suggested Answers for
History Fan-- 21. (continued)
Hong Kong Eng Sch Cert Examination. 1965
By Mr. Wong Man Hvom
(15) Examine the causes of the First World War (1914-1918) to show how far it was brought about he Colonial Rivalro in Africa and the Far East.
Ins. There are several reasons why the European nations have contin="
uad to resort to war?
(a) International Anarchyia:
The most important or these reasons is internationa anarchy. Anarchy means the condition of affairs were there la no government to enforce law and keep order. Partexampla
if there were no government In this country, and go police and if each person were free to do as he pleased, and i averyone had to carry a gun as the only means of protecting namself that would be anarchy. Now that was exactly the state of affairs as regards nations. Every nation could what it pleased, or what iv dared because there was no International government to make laws for the nations and to compel all nations to respect such laws. There was ne one to restrain a strong nation from attacking its weat neighbour. The nations were like lawless men and hot sbedient, to any law :op" any authority'
mait by International anarchy
G
Before the World War of, 191 there were various at- tempts to substitute law, and peace for international
marchy, but none for the attempts was holly successful. for example, in 1815, Czar Alexander had formed a holy alliance to maintain peace, ane Metternich had organized a league of the Great Powera, for the same durcowin in vain.
After Metternich's downfall in 1840, the Great Powers still continued to hold conferences from time to time, for the discussion of international disputes. This kind of co- operation doubtless prevented a number of wars, but it was not sufficient to stop wars altogether
One of the most interesting attempts to end intematicn- alanarchy was made by the Czar Nicholas Ti or Russxajuat:: at the clase off the nineteenth centry. He Invited "all: the independent states of Europe, Asia, and North Marica to send delegates to a Peace Conference at the Hague for the dism cussion of plans to rice:md litary and naval armaments, The Conference met in 1899. It could do nothing to reduce the size of armies and navies, because some nations, in- cluding Germany, objected, however, it did create an Inter national court of arbitration at hague, by which internationa disputes might be judged if the disputing nations were willing. In addition, the Conference drew up a code of laws to prevent unnecessary cruelty in warfare Unfortunately. there was no provision for enforcing such laws. Territorial Disputes:-
1 second reason for wars was the existence of tárritorial. disputes among the natiohe;
The Congress of Vienna disregarded the sentiment of national self-determination and drew höundaries which were almost certain to causo trouble. Consequently, Germany,.. Italy, and Belgium had to win their freedom by force of \arma, during the 19th century. And even after the liberation:
of these three nations, many disputed territorities remained to endanger peace. For example, Italy still desired certain provinces of Austrian - Hungary Empire (particularly Trent and Trieste) which were Inhabited by Lralian-speaking people ́ Frarice Longed to reconquer the provinces or Aksace ; add Jorrbine which Germany had taken from her in 1871. In Eastern Europe there were many Woppressed nationalities", such as the Poles and Czechoslovaka, who hoped to win thein, Independence. In the Balkan Feninsular the claims of the various states to each other's territories caused two wars in 1912-1913 and seemed likely to cause many more.
Territorial disputes might possibly have been leas:aan- gerous if all nations had, been willing to recognize the princi-" ple of self-determination by allowing the people in any dis puted territories to decide what nation they wished to belonge Such a popular vote is called alebiscite". Plebiscites. were employed on several occations in the middle of the 19th century, but after 1871 they were no longer used. No nation would run the risk of losing a province. For instanes Ger- many would not dream of all-owing a plebiscite in Alsace- Lorraine or in Prussian Poland, Each nation: believed in ceair. determination in causs where the, nation might again territory. thereby, and each ropposed self-determination. Inc ases where there was 4 risk of losing something.
(c) Militaris-
Militarian, that is to say, the maintenance of large military forces, was one of the most important reasons for for war. Militarism grew very rapidly, Louis XIV, Frederick the Great, 'and the other wad.ike despotos or the math contury had armies which would be regarded as comparatively small, measured by 19th century standards, larger armies were made possible by the adoption of conscription or compulsory military service during the French Revolution and the Napoleonic Wars, The final step was taken by Frussia in 1862, when she made military service compulsory for all able-bodied men
have know, Prussia promptly used her enlarged way: against Austria in 1866 and against France in 1870, «Frussia's Buccaps led Austria, Frnace, Japan, Russia and rely to adpet similar systems of universal military training. Bách country believed that ir own army was simply for defence and that the Armies of neighbouring states were for attack. Consequently no nation felt safa unless it had a larger army than its rivals possessed. Each nation regarded its neighbours with fear and suspicion
(ul Secret Diplomacy:-
Finally, secret diplomy was in additional cause of war The foreign ministers and ambassadors of the various nations usually conducted internat enal negotiations secretly, and refused to publish the terms of alliances and similar arme- ments. The common people never knew why or when they might be called on to shoulder arms. At any moment they might be
secreat alliance. Thus in 1914 a dispute between Austria And wge Hussia brought about awer betweet Germany and France, the allies of, Austria and Russia respectively. The chances of
war were doubled by the fact that a nation had to fight not only in its own quarrels but also in those of its allies. How secret diplomacy and secret alliances brought Gurope.tu the threshold of the greatest war in all history
We shall explain in detail later, AMENAZA
plunged into war to aid an ally to whom they were bound by a ka
小
• Between the Triple Alliance and the Triple Entente, there seemed to be a pretty even: "Balange of Fower", Nalther group was quite certain of its ability to Vanquish the other. To
be sure Germanye"s Triple Alliancl was really only a Dual AII1anco! after Italy made her sectet bargain with France.
But Germany a military strength was very great, on the other hand, France and Russia could not ly absolutely sure that 'in case of was they would be aiderbs England, the third member
of the Triple Intente, or by Japan, england a ally, Conse- quently, on both aides there was much nervousness and suspic- Lan. Whenever a member ofkore coalition increased its army or launched a new battleship, the members of the opposing league feft that their safe would be reaphoned unle as they in Creased
aralo Kenndi hayae's Staggering under the
The worst feature of the Every year or so, a "crista"ib
The Crisis of 19051.
:
Frontfr the nations, VETE
hr Power was its insecurity.
he the two leagues seemed to be r
For example, 1n, 1905, just after she; formation of the Angiem:: Irench Sntente, the Gorman Eniperor oppöhed the French the French Plans for a protectorate over Horrorcol Perhaps he wished to test heatrength of the Enter If so, he was disappointed. England loyally supported France and even offered to join in a war against fermany, eo is said Nvertheless, france was unwilling to risk
War since her ally Russia, wao very weak at that moment, Thora fore, the French government yielded to Germany's demands, namely, that the Morrocan question should, he wmitted to an internationas conference.
The Crisis of 1903-1909:
Another crisis occuı In 1908 when Austria flungary annexer the furkish provinces of Bosnia and Herzegovina, thereby violating the Treaty of Berlin Because these provinces were inhabited by fugo-Slays the Little Yugo-Slay kongdon of Serbia protested Igainst this action. Russia, as the chamsion of all Flavs, showed sympathy with Serbia and mobilized her army as if for war. For s the Serbia and Russia would ras time it seemed possible,
sist Austria and Drag all the Great Fewers into a bloody conflict.
ermany, however, announced that she would aid Austria. The thrast was enough Russia and Serbia recognized the Austro-Hungarian, annexation of Bosnia-Herzegovina, and the Serbian government even aromised not to allce Serbian
zona to conduct anti-Austrian second time Germany howed her propaganda in the future skill in avoiding the ntubreak of a hlbody conflict The Crisis of 19115
j:"Tyo"yeare, later, m1911, peace as lperlled by aceaconai Morrocan crisis, and again a prost was seemed inevitable, Incident occurred that some
the Sultan of Turkey.
in danger, Frnace sen
Again Germany in
of Agadir on the
tizens, but reall of account
But::England"anno Russia could also be disouasions, 2 compro "tablish a protecter
and thus Morroco became
ve tribes in Morroco rebelled against that the lives of foreigners were
Ccountry, and keit. it there) man, guncat was sent to the port
protectiGerman ci Germany must not be rmany seemed unavo
supporting France. and
Artar long and angry was par itted to e87 she did the next yeaY
colony. On the other
hand, France had to 'cede:about 700,000 square mties of French Congo to Germany.
The Crisis: of: 1912-191
f. Still. closen to"war was Europe brought by the Balkan crisis or
1912–1913; The trouble
When the little Balkan states of
Serbia, Montenegrok Bulgaria and Creece attacked and defeated Turkey. How the victors aãould deivde the ferritory conquered from. Turkey o was the question. Austria-Hungary was unwilling to permit the
and Serbia to annex as much as they Yago-Slav states of Montne Intented. Russia, on the other hand, backed Montenegro and Serbia very strongly. Russia and Austria began to mobilize their armies, War was in the air. Fortunately, Sir Edward Grey, the British Foreign Minister, was
as able to arrange a series of conferences of the ambassadors of the Great Powers, abd by timely compromises a great war was avoided. But Germany and Austria were very much; dissatisfied
In othe first place, Turkey with the outcome of the whole affair,
was practically an ally of Germany, and Turkey had been terribly weakened by defeat ; and by the loss of much: territory: Secondly, the Yugo-Slav Kingdom of Serbia the thorn in Austria - side - had. calmost doubled her territory. In the summer' of 1913 Austria eecretiy
proposed to her allies that something be done to control Serbiale ambition, However, Dermany and Italy refused their consent.
Peare was maintained arise, and no one could a bloody test or strengt Entenle Meanwhile, all strengthened their armies.
but no one knew when the next crisis would rete11 whether the next crisis would lead to tieen Whe, Triple Allkance arid the Triple:
• Great Fower of the Continent feverishly.
continued)
多及團
能方在尙體的使
心活部倩装防鴿此
該工作亦規慈物 訓游街
無鐵模的年
【英文中英文科先修專
Lesson &
Kinds of Clauses (4)
The word "that"
whof.
'when'
by or
"which", is always used to introduce an Adjective Clause following are examples of their usða 1
uberg
Asient. " why where 常带被用作
that a need for things and people
1. The house that was situated in the wOOK
belonged to Jane.
2.The boy that I mean 18 his brother.-
3. This is the game lady that came yesterday,
"which" is used for things and animals”
1. The book which I told you of is on the desk. 2. This is the dog which was stuck by him, 3. The letter which you wrote was posted.
is used for people 1
l. These are the boys who work hard.
2. I knew the man who was his uncle.
3. Never argue with a man who is ang
The Relative, Bronoun 'sh has three different forms
Example
Nominative Case
(2) Donitive Case (###) whose
___ (Posaénsive Case)
Accusative Case (*), whom
She met an old women who was nure. 2. The boy whose father waa sick wad
good student.
The hunter whom ali knew was killed;
whan" is used for time
The time when she left was unknow?
The hour when you came was about 2.00 ̈plak
whyia used for reason
1. Thaiheng the cause why I did i 2.1 know the reason why you left
(f) "where' to used for place
1. She had no place where she might lay her
head.
2. The hut where the "eccident opcurred is near,
by
the
lesion of the Relative Pronoun or/Relative Adverb
The Relative Pronoun Relative Adverb in- troducing an Adjective Clause, is sometimer undefatood," and ia omitted :(有時阁侯代名词及阁係副词学被尚界的
Exercise 15
I tell the story/1 know. (that) 2.The time she was hiirt should be known. (chon)
kbhad lost was mine. {which)
), Wake each of these pairs of simple sentences into a Complex Sentence by using one of the follm ine worda ra that, which, who, when, why, where.
(1) He had lost the book. He bought it yesterday (2) The men won the prize. He is your father (3). She saw the man. He killed the dog.
(4) They lived in a house. It had a big garden.
(5) He is going to sing a song. He la called John..
This is the woman," She lives with her daughter. The pan wrote very well. He bought the -pen Iaat week. (8) The old man made friends with me. He lived in that house (9) Teow the pup1Xe They were playing football, 10) She had a friend, He was • teacher,
(1) which was painted man (House) (2) that I asked for
(everything), (3) that she bought (prize), (4) which she wante (book), (5) who knew your sister (nonah), (6) that was broken- (cup), (7) that is silly (anything), (8), which was broken (diah), (9) cho was your friend (girl). (10) whose mother bad løft (baby))