SET I.

1. "And waiting to be treated like a wolf,
Because I knew my crimes were known, I found,
Instead of scornful pity, such a grace

Of tenderest courtesy, that I began

To glance behind me at my former life,

And find that it had been the wolf's indeed."-Tennyson.

(a) Point out the noun sentences in the above, and analyse them. (95.)

(b) Point out any enlargement of the subject or extension of the predicate that you notice in the above. (93.)

(c) Parse all the participles and verbs in the infinitive mood that occur in the above.

2. Of what Latin prepositions are the following words compounded: Amputate, efface, circuit, collision, preface, succeed, suffuse, sojourn, tradition." (107-110.)

1.

SET K.

"It is great sin to swear unto a sin,
But greater sin to keep a sinful oath.
Who can be bound by any solemn vow
To do a murderous deed, to rob a man,
To reave the orphan of his patrimony
And have no other reason for this wrong
But that he was bound by a solemn oath?
-King Henry VI.

(a) Parse all the words in the last line. (b) Analyse the two sentences contained in the last two lines, supplying any words that are required to make the analysis complete. N.B.-Take care to point out the character of each sentence. (95.) (c) When is the infinitive mood used without being preceded by the word to? Give examples of this from the above passage, and mention others that occur to you. (39.)

2. Write the subject-matter of a lesson on either of the following: Mood, Tense.

3. Give the Latin prepositions that mean under, with, across, out of. (107-110.)

1.

SET L.

"The voice of Enid rang

Clear through the open casement of the hall,
Singing; and as the sweet voice of a bird

Heard by the lander in a lonely isle

Moves him to think what kind of bird it is
That sings so delicately clear, and make
Conjecture of the plumage and the form;

So the sweet voice of Enid moved him."-Tennyson.

(a) Point out and analyse the noun sentence in the above passage. (94.)

(b) Parse the participles and infinitive moods in the above passage. (39, 40.)

(c) Explain how the word what is used in the fifth line, and give other uses of the same word. (27.)

(d) Give the meaning of the above passage in plain, simple words of your own.

(177.)

2. Give examples of words compounded with the Latin preposition in (meaning in, into). Mention some words in which the affix in has quite a different meaning, and state what that meaning is. (105.)

PUPIL-TEACHERS.-FOURTH YEAR.

Requirements.-Fuller knowledge of grammar and analysis, and of the common Latin roots of English words.

language and literature.

Outline of the history of the

SET A.

1.

"Now stir the fire, and close the shutters fast,
Let fall the curtains, wheel the sofa round,
And while the bubbling and loud hissing urn
Throws up a steamy column, and the cups
That cheer but not inebriate, wait on each,
So let us welcome peaceful evening in."

(95.)

Analyse the above passage, and parse the words in italics. 2. From what source is the word sofa derived? Mention other words derived from the same source. (263.)

3. To what dates and events would you assign the adoption and the discontinuance of French as the language of the Court and nobility in England? (226.)

4. Name the authors of the following works: 'Paradise Lost,' 'The Faery Queen,' 'Vanity Fair,' 'Robinson Crusoe,' 'The Task,' 'Kenilworth,' 'The Excursion,' 'The Idylls of the King.'

(369.)

1.

SET B.

"And O, ye swelling hills and spacious plains!
Besprent from shore to shore with steeple-towers,
And spires whose silent finger points to heaven;
Nor wanting, at wide intervals, the bulk
Of ancient minster lifted above the cloud

Of the dense air, which town or city breeds.

To intercept the sun's glad beams—may ne'er
That true succession fail of English hearts,
Who, with ancestral feeling, can perceive
What in those holy structures ye possess

Of ornamental interest."

Paraphrase this passage. (177.)

2. Point out in it the subordinate sentences, and analyse and parse fully the last sentence. (95.)

3. What kinds of English words are derived from the Anglo-Saxon language? State any difference in inflexion between the English and Anglo-Saxon languages. (202.)

SET C.

1. "The poet, fostering for his native land

Such hope, entreats that servants may abound
Of those pure altars worthy; ministers
Detached from pleasure, to the love of gain
Superior, insusceptible of pride,

And by ambitious longings undisturbed;
Men whose delight is where their duty leads
Or fixes them; whose least distinguished day

Shines with some portion of that heavenly lustre
Which makes the Sabbath lovely in the sight
Of blessed angels, pitying human cares."

Paraphrase this passage. (177.)

2. Point out the subordinate sentences in it, and analyse and parse fully the noun sentence. Point out also any adjectives of Latin origin. (95, 109.)

3. State the various ways by which words of Latin origin have been introduced into our language. (209.)

SET D.

1. "It is well known to the learned that the ancient laws of Attica rendered the exportation of figs criminal that being supposed a species of fruit so excellent in Attica that the Athenians deemed it too delicious for the palate of any foreigners; and in this ridiculous prohibition they were so much in earnest that informers were thence called sycophants among them."—Hume.

Analyse each of the sentences in the above which begins with the word that. (95.)

2. Parse each word in the following: "That being supposed a species of fruit so excellent."

3. Write out a list of words verbs, amo, duco, fero, audio.

compounded or derived from the Latin (132, 133.)

SET E.

1.

"'Twas now a place of punishment;
Whence if so loud a shriek were sent,
As reached the upper air,

The hearers blessed themselves and said,
The spirits of the sinful dead

Bemoaned their torments there."

Analyse this passage, and parse the words in italics.

2. From what Latin roots are the following words derived? library, locomotion, eloquence, elucidate, legitimate, lunatic, extravagant. 134.)

(132

3. When did the following writers live, and what are their principal works? Spenser, Pope, Milton, Locke, Bacon, Chaucer. (368.)

SET F.

1. "Learning hath his infancy, when it is but beginning and almost childish: then his youth, when it is luxuriant and juvenile: then his strength of years, when it is solid and reduced: and lastly his old age, when it waxeth dry and exhaust. But it is not good to look too long upon these turning wheels of vicissitude, lest we become giddy."-Bacon. Analyse this passage down to the word "exhaust," and parse the words in italics.

(95.)

2. Comment on the use of the pronoun his in it, and mention any similar use of it in another passage. (24.)

3. Point out any words in the above which have a Latin root. (132, 133.)

4. Mention any great writers in the eighteenth century and their works. (378, 379.)

SET G.

1.

"Be useful where thou livest, that they may
Both want and wish thy pleasing presence still.
Kindness, good parts, great places, are the way

To compass this. Find out men's wants and will,
And meet them there. All worldly joys go less

To the one joy of doing kindnesses."-George Herbert, 1633.

(a) Write out the meaning of the above in your own words. (177.) (b) Parse the words in italics.

(c) Analyse the first two lines. (95.)

(d) How is the word that used in the first line?

the different ways in which the word that is employed.

Give examples of

(60.)

2. Mention some of the classes of words in our language which are

generally of Latin origin. Give examples. (234.)

SET H.

1. Analyse the following, parsing the words in italics :

"No voice divine the storm allayed;

No light propitious shone;

When far from all effectual aid,

We perished-each alone;

But I beneath a rougher sea

And whelmed in blacker gulfs than he."—Cowper.

2. Point out any words in the above derived from Latin, or from Latin through French. (220.)

3. In English almost any part of speech may be used as any other part of speech. Illustrate this. (62.)

4. To what period of our literature do the following writers respectively belong? Alfred the Great, Chaucer, Spenser, Cowper. (368.)

1.

SET I.

"I would the great world grew like thee,
Who grewest not alone in power

And knowledge, but from hour to hour
In reverence and in charity.”—Tennyson.

Analyse this stanza; and explain, if you can, its metre. (95, 178.) 2. Give the etymology and exact meaning of as many of the following words as you can: fortress, fortitude, subscribe, superior, domination, rectitude, impossible, construction, export. (132, 133.)

3. Give an example of an "infinitive of purpose"; and also of an infinitive used as equivalent to a noun.

(82.)

4. Say what you know about the life and writings of Milton, Pope, or Dr Johnson.

(368.)

SET K.

1. Break up the following complex sentence into simple sentences, beginning a new line with each simple sentence :—

"All crimes shall cease and ancient frauds shall fail,
Returning justice lift aloft her scale,

Peace o'er the world her olive wand extend,

And white-robed Innocence from heaven descend."

2. Parse the verbs and participles in the above.

3. What conjunctions should be followed by the subjunctive mood? Give four examples, using a different conjunction in each. (60.)

4. Point out which of the following words are of Keltic, and which are of Saxon origin; and state what class of things (generally) have Keltic names: sheep, ship, bread, milk, basket, mop, mattock, pail. (206.)

Q