1978-01-30 — Page 29

WAH - KIU YAT PO

報日僑華

-期星

育教儒韻頁一第張八第日二十月二十年巳丁靨夏

KAŻE

球察

起開襟,由林建國以 但將於二月二十七日一有良好中英文6.

2 · 18 · DE · KO KELKNERKS **OF-SEEDS

線·梅枝,實幹!;魏燬作示範等。 | UR · ·BEREXHE RE-BCE ,任第一小時半。內窗一本常識;巾英文結樽之 梅研究:牒恩共二十講門:內容包括·羅羅斯 EN- (D)KSEK :該課程適合對骷歸

程,以供各界人士送慣」。由李卓瀋以粵語額投 下月集辦一系列日 開,全妈半慶一百元 《特》香悲中文一講一小時半,毎週上媒

中文大學校外進修

日間課程下月開課

學費一百二十五元。 VERZEKR-ME

費:內容包括:康與

(二)用集估|七十元。

十四日開課,全期學表

,輔以英語,於二月11

有意饰雅上述各項

̇丽介:一故常見狀的|校外進修部報名,地址 揆病的新意;肉樂服務 證者,可國中文大學

必須以有中配以上

課程共十六,由

.作者及對醫學知做有美 述人士參加 - 推參加者

BEKER - KESE

合家長、教師、社會工安年大院十三樓。

CIKKEKE

百壓由

消尙

(K)

頁四息有

張刊教

第在

说:按相像教商會 第四張第

纓母共二十孺,低

NEWE-E

CRAEVENT

K

日十三月一年八七九一公年七十六國民華中

「供新穎的遊戲,衣服及拖和椅子靠背的高度可 康成「除了爲他們提」,十分安全。巍子、坐 ER-EEGEE EKOKKEISE

·用了透發兒童的想,釘子和尖角全部 以兒的成長加は

啓發兒童想像力 幕家設計新家具 促進全面健康成長

·对克塞有深切了解的

,這種像孔用二

家來設計=

•科副尼(COLIAN

都十分堅固。據科 原雄木製成,沒子和椅

做斯 法州一家傢具使兒童有發揮其創作天 兒童家長的專家,含爲土、工具粗要作撂南, 月丁及四强一位專門設計,既附加一公斤模型精品 厄製:在出臯時

GFEKT | SAFE NE

一桌于,全張予有效! {膜用芬蘭櫟木製成的。(穗「現代機師」 、. 科礪尼最近設計了,兒童的自儕心和獨創性

**·NAREBER · (ES [RZER)

對烹鲎心有深切研究之围禳苏家特別股行

(14)

vault,

育教僑華

stones for (15) ing across those ribs. And

and more

arch

now in (16)

1978

agės (17): --

course of concrete

「中學會考試題預習專欄

明德社主

英文(十八)

魯榮光

has returned to play its part în (18)

of (19)

history

architecture.

What is this new material

which is helping to form

·(20)

crete is (1) of (22)

new style? Con-

mixture.

Articles --2

FIGLISH (18)

General English

Exercise B

0)

$13 million

65-room luxury

resort complex, including (2)

hotel and heated swimming pool, will be built on (3)

Cheung Chau (4)

next year. (5)

East Organisation, (6)

Far

powder called. cement, made from (23) clay and chalk, and water, sand, and (24)

brick or gravel.

Answers Comprehension

Passage C

Articles

broken

sister company of (7)

Far East Consortium Ltd,

Exercise A

which has (8)

real

1. the

2. the

3. X

4. the

estite in Hong Kong and owne

5. X

6. the

two hotels in (9)'.

7. the

9. X

Indesin, is handling (10)

11. X

project.

13. the

10. the 12. the 14 the

Exercise

(1)

most severe

and crippling form of (2)

smallpox has been benighed

1. A

2. a

3. X

4. X

The

6. a

7. the

8. X

9. X

10, the

from (3)

face of

(4).

Barth, (5)

Exercise C

head of (6)

1. The

World.

3. the

4. the

5. the

6. the

7. E

B. the

9. X

10. An

(7)

mark was speaking in Dacca, d ceremony confirn-

11 X

12. &

13. X

14. the

15. X

16. X

ing (8)

eradication

Asia

世界歷史 十七 胡應亮

Health Organisation said today.

Dr Halfdan Mahler of Den-

of all smallpox in (9)

(10)

comission of (11)

medical experts,

after (12)

international.

two-year

coses,

search for (13)

Bed what he called '(14)

of (15) (16)

dentli certificate of

smallpox in

Asia.

Exercise (D)

You have read the following passage before. See how many you can score correct.

And there is (1) another material, name(2) concrete, which gives

men of today fresh chances of

(4):

ty in (5)

expressing beau-

architecture.

very old

naed by (7)

Romans and known

Itin (6)

long before. (8)

Ro-

na made great concrete roofs, supported only by (9)

walls on which they rested; But in (10)

Middle Ages

this art was lost, and roofs were made with (11).

mltitude of (12)

small stones (13)

--- stones for

arched ribs of

HISTORY (17).

What was the educational

development in Meiji Japan? Discuss its effects on

pan.

During the Tokugawa period (1603-1868), only the samurai clasa (1.8. warrior class, rulers of society) had the opportunity of receiving education. Confu- cian learnings were taught. And Confucian morality was given strong emphasie. It was true that there were some "temple schools" run by Buddhist monks for the common people, but such "temple schools" were limit- ed in numbers. Education, in short, was far from popular.

After the Meiji Restora- tion (1868), however, the Meiji Leaders understood that a modern educational system was an important.... part of successful moderni- zation, which the nation mized at achieving. A literate citizenry would greatly help in the develop- ment of a new industrial s society. To make possible the long-term development of Industrialization, Western knowledge rather than Confu- cian traditional learnings should be taught. At the sane time, the people, after sone elementary education, would lead a better life. The standard of living in society would be raised.

Thus the Melja govern- ment sought to establish a national educational system and enforce uniform educaś tional standards. In the Education Act of 1872, for

of example, & Morty In

Education was created. 1873, a system of universal ́education was introduced to popularize education among all the Japanese people. It was based partly on the French system. Accordingly, Japan was divided into 8 educational regions, each

of which had a university, some middle-schools, normal schools, technical schools, and primary schools, They were all run on Western lines. The plan laid down ambitious- ly that for every 600 people there would at least be one primary school. Progresa was rapid. By 1880, for example, there were as many as 28,000 primary schools, which took care of about 4% of children at school age.

As could be expected, there were problems. First, there were not qualified: teachers. To overcome the difficulty, foreign teachers were employed for the time being, while Japanese teachers were being trained,

· Secondly, funds were lacking. Thus parents had to pay for Part of their children's school fees (when theoretically all education was free), Thirdly, people feared that the educational program would give the govern- ment an excuse to increase taxation Eduortional centralization, on the other hand, aroused the suspicions. of local Japanese leaders who were eager to protect. their local interests. More- over, many ignorant people disliked things Western and refused to accept Western compulsory education. Yet, with determination and enthusiasm, the Meiji govern- ment gradually succeeded in solving these problems.

In the 1880s, the educa-

1880 tional system was run by the Education Minister, Mori Arinori. His ideas about

education were more liberal.

A more traditional opinion led by Motoda Elfu, however, favoured the more traditional method of education - the old-fashioned Confucian

moralism. When Mori was in control of educational

policy, the liberal approach to education was adopted.. After he died, Motoda's

traditional approach won out. Thereafter, schools were: were increasingly used for teaching the people the importance of loyalty, nationalist spirit, and respect for authority. To case the acceptance of these virtues by the people, Confu- cian Clasalos (e.g. Four Books

or Five Classion £ £2) were once again brought back in the class- room. Schools taught. patriotic values as well as Edu→ technological skills. cation became i′′method of of social control. The Education Act of 1886, for example, laid down for the supremacy of the state at every educationl level. from primary school to university. In 1890, the Imperial Rescript on Eduon- tion was issued by the Emperor. A code of behaviour „and belief for the people

was laid down. The people were told not to give up national traditions like ancestor-worship and filiml piety. The educational aim, the Emperor said, was not the individual's self- betterment but unquestioned service to the State. Public éducation was an instrument in the formation

of national

Japanese

性強迦天

character.

,點

The

national relgion, Shintoism (f), was emphasized.

Higher university educa- tion was developed as a training ground for the. government's officiala. Most of the universities in Meiji Japan were founded by the government. Private ones were set up only rarely. Graduates would become officials in newly establish- ed government ministries.

It was clear, thus, that education in Meiji Japan was far from liberal. AlL teachers were civil servants. On the other hand, university professors had to take an oath of loyalty to the state.

In the long run, therefore, free thinking and question- ing mind were destroyed. As loyalty to the Emperor was emphasized, the ground was laid for the rise of ultra- nationalism, which in the and helped produce militar- iam

In short, education in the Meiji period was an underlying cause of Japanese expansionist aggression in “Asia in the 20th century.

But because of the national system of education, literary in society was. raised. It is true that literary was by no means nation-widet a survey of 22- factories in 1892 showed that about 1/3 of the workers had received no education at all. Yet there can be little doubt that more iterate citizens were produced. The achievement was considerable. On the other hand, through a modern education, Japan could import Western technological know-how and train Japanese people to acquire it themselves. With skilled technicians and engineers, industrialization could be better promoted. and progress at moderniza- tion was great.

A modern political and economic structure, which le impersonal, would be useless If there were no modern citizens to participate and run it. Education in Meiji Japan provided these modern citizens. Only then could one hope to achieve really successful modernization,

附加數學(十七)岑俊彦

Add. Maths. (17)

Differentiation

Worked. Examples:

1. Differentiate with respect

to I:

(a) √x(5x-2)* (b) tanx√1- (c) 2x2+3xy-y2

Solution:

5=0

(1)Let_y=(x(5x-2)2=x*(5x-2

dy.(5x-2) (hr)

(5-2)5)

4

(5x-2)+20x (5x-2)3

2x2

-((5x-2)*++0x (5x-2)3)

(5x-2)2(3x-2+40x)

_{45x+2) (5x-2)3

2x

Ans.

(b)Let y tanx-1=

=tanx(1-coux)† dY (I-eoxx) =(tanx) +tanxai (1-cosx)

-(1-coax), sec2x+ +tanx!}{1-cosx)-

•~(~COBX)

(1-coax)

Coax

•{1-cosx)d, sec x

tanx

2(1−cosx)

灣

Binx

sinx

200sx(1-c08x)=

2(1-cosx)+(sin2x)

cusX

2coa 2(1−cosx)+(1-cos21) COSK

2eos°x{l-cosx).

2 соях-cus x 2cog

-2

(c)2x +3xy-y2+ax−6y-5-0

Ans.

Differentiate with respect to x:

4x+3((1)y+x+(y)] +2(x)

n+6_=(y)=0

4x+3y+3x+2y+a-62-0

• (3x+2y=6)----(4x+3y+8)

~{4x+3y+a)

dx 3x+2y=6

4x+3y+a

6-3x-2y

Find the maximum and minimum values of

Solution:

Let y

x+4

2-3x-2

ABS.

()

dy (1) (2-3x-2x)=(x+4)(-3-6x)

(2-3x-2x2)2

2-3x-2x+4x+19x+12:

(2-3x-222

2x +16x+14

For stationary values, put

2x2 +16x+14

(2-3x-2x

2

(x+1)(x+7)=0

+8x+7=0

x=-1 or -7

y=1

or

(substitute -1,

-7 into (1)})

L

7 R

0

-1 R

0 +

min..

max

'L' means values of x just

less than -7 -1

Beans values of x just greater than -7, -1.

From the table above, we find that

at x-1, y has a minimum value of 1, and

at xp-7, y has a maximun value of

25 Exercise 9

Ans'.

1. Differentiate the following

with respect to x:

()x-√x (b)|1-x

(c)x*sin(3x+4)

·Y-

(x+3)*

14nzy

prove that

dx {x2-4)(x2+3)

3. If x*+y^-4a(xy2+x2y)=0,

show that

dy_ay(y+2x)

dx

ax(x+2y)–

(a) Find the maximum and minium values of

4x-3

2

1 +1

(b) Find the equation of

the tangent, to the curve y at the

x+1

point at which it

crosses the y-axix..

5. Find the equations of the tangent and normal to the ellipse x+3y”-2a"

point (á, 73).

at the