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SELECTIONS FROM QUESTIONS SET AT THE
PUPIL-TEACHER AND SCHOLARSHIP
EXAMINATIONS.
___________________________________________
The figures following some of the Questions refer to the page in
Meiklejohn’s Grammar.
___________________________________________
PUPIL-TEACHERS.—FIRST YEAR.
Requirements.—Parsing
and analysis of simple sentences, with knowledge of the ordinary terminations
of English words. Writing from memory the substance of a passage of simple
prose, read with ordinary quickness.
SET A.
1.
“Toll for the brave!
Brave Kempenfelt is
gone.
His last sea-fight is
fought;
His work of glory done.”
Analyse these lines, and parse
the words in italics.
2. Explain the use of the
adjective brave in the first line, and give similar instances. (10.)
3. Write out the past
indefinite tense of each of the verbs, toll, go, do, fight. (46.)
SET B.
1.
“Cowards die many times before their death,
The
valiant only taste of death but once.”—Shakespeare.
Analyse these lines, and parse
them.
2. Point out any English
terminations in them; and give instances of words with a similar ending. (117.)
3. What is meant by mood,
and how many moods are there? Write out the imperative mood of the verb to
die. (38.)
SET C.
1. Parse and analyse the
following:—
“And now
a gallant tomb they raise,
With costly sculptures decked;
And
marbles storied with his praise
Poor Gelert’s bones protect.”
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2. Distinguish between an
inflexion and a suffix, illustrating your answer from the lines
above. (100.)
3. Explain the apostrophe in
Gelert’s. Write down the possessive case plural number of woman, ox,
mouse, child, and son-in-law. (20.)
4. When a singular noun ends
in an s sound, how is the possessive sign affected? Give examples. (20.)
SET D.
1. “Here Ouse, slow winding
through a level plain
Of spacious meads, with cattle
sprinkled o’er,
Conducts the eye along his
sinuous course
Delighted.”—Cowper.
Analyse the above, parsing the
words in italics.
2. Mention verbs ending in
le, like sprinkle. (118.)
3. Give examples of adjectives
ending in ish and en, and explain the significance of those
terminations. (116.)
SET E.
1. “Having reached the house,
I found its rescued inmate safely
lodged,
And in serene possession of
himself
Beside a fire.
Analyse these lines, and parse
the words printed in italics.
2. What are the different
meanings of the English termination en when added to a noun, an
adjective, and a verb? Give instances. (116-118.)
3. How would you parse a noun
fully? Explain each term you use. (11.)
SET F.
1.
“But now
To the wide world’s astonishment,
appeared
A glorious opening, the
unlooked-for dawn
That promised everlasting joy
to France.”
Analyse these lines, and parse
the words printed in italics.
2. State any English
terminations of adjectives which mean belonging to, likeness, direction,
and negation, and give instances of words in which they occur. (116-118.)
3. What is meant by regular,
irregular, auxiliary, defective, transitive, and intransitive verbs? Give
examples.
SET G.
1. Parse this sentence—
“He needs strong arms who swims
against the tide.”
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2. Say how many sentences
there are in this verse, and what is the subject and predicate of each—
“Sweet
bird! thy bower is ever green,
Thy sky is ever clear;
Thou
has no sorrow in thy song,
No winter in thy year.”
3. Explain what is meant by a
participle, and give examples. (40.)
4. Show the meaning and find
the final syllable in each of the following words, and give other examples of words of
the same formation: oxen, golden, darken, bounden, duckling, streamlet,
readable, singer, peaceful, faithless. (116-118.)
SET H.
“I now gave over any
more thoughts of the ship, or of anything out of her, except what
might drive on shore from her wreck, as indeed divers
pieces of her afterwards did; but those things were of small use to me.”
1. Parse the words in italics.
2. Define the adverb
and the preposition, and illustrate the distinction by examples from the
above sentence.
3. Give the plural
forms of the following pronouns: mine, me, thine, she, him, my, herself,
whatever.
SET I.
1. “Bounded
the fiery steed in air,
The
rider sat erect and fair,
Then like a bolt from steel cross-bow
Forth launched, along the plain they go.”
Analyse this passage, and
parse the words in italics.
2. What is case? How do you
know the nominative, possessive, and objective cases? (19.)
3. Point out the affixes, with
their meaning, in the following words: scholar, goodness, friendship, maiden,
speaker, lambkin. (116-118.)
SET K.
1. Give instances (1) of nouns
which have no singular, and (2) of nouns which have no plural.
2. When is the plural suffix
s pronounced like z? (16.)
3. Parse as fully as you can
the words in italics in the following lines:—
“See
the dew-drops how they kiss
Every little flower that is,
Hanging on their velvet heads
Like a string of crystal beads.”
4. Analyse the above.
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SET L.
1. Which consonants are called
flats, and which are called sharps? (6.)
2. State the distinction
between strong and weak verbs; and give the past tense and
passive participles of the following verbs: to creep, peep, teach, reach,
flay, pay, slay, read, lead, tread. (43-45.)
3. Give the comparative and
superlative of the adjectives: evil, little, fore, old, sad, bad, happy, gay.
(33.)
4. Parse the following:—
“Neither a borrower nor a lender be,
For
loan oft loses both itself and friend.”
PUPIL-TEACHERS.—SECOND YEAR.
Requirements.—Parsing
and analysis of sentences, with knowledge of the chief Latin prefixes and
terminations. Paraphrase of a short passage of poetry.
SET A.
1.
“She, good
cateress,
Means her provision only to the good,
That live according to her sober laws,
And
holy dictate of spare temperance.”—Comus.
Analyse the above, parsing the
words in italics.
2. What Latin prefixes and
terminations do you see in it? (119-121.)
3. Paraphrase the passage.
(“She” refers to “Nature.”) (176.)
4. How is the prefix in
(meaning not) modified in composition? Give instances. (108.)
SET B.
“In short, you will
find that in the higher and better class of works of fiction and
imagination, you possess all you require to strike your grappling-irons
into the souls of the people, and to chain them willing
followers to the car of civilisation.”
1. Analyse the above passage.
2. Parse the words in italics.
3. Show wherein prepositions
and conjunctions are like and wherein they are unlike. (58.)
4. When is a noun said to be
in the nominative, possessive, and objective cases respectively? (19.)
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SET C.
1. Analyse the following from the words “then burst his mighty heart,” and parse the words in italics:—
“For
when the noble Cæsar saw him stab,
Ingratitude, more strong than traitors’ arms,
Quite vanquished him: then burst his mighty heart,
And in
his mantle muffling up his face,
Even
at the base of Pompey’s statua,
Which all the while ran blood, great Cæsar fell.”—Julius Cæsar
2. Point out and explain the
force of the adjective suffixes in the following:—
“At which time
would I, being but a moonish youth, grieve, be effeminate, changeable, proud,
fantastical, apish, shallow, inconstant, full of tears, full of smiles.”—Shakespeare
(123.)
3. Paraphrase the following:—
“Music
the fiercest grief can charm,
And
fate’s severest rage disarm;
Music
can soften pain to ease,
And
make despair and madness please;
Our
joys below it can improve,
And
antedate the bliss above.” (176.)
SET D.
1. “Far
up the lengthening lake were spied
Four
darkening specks upon the tide,
That, slow enlarging on the view,
Four
manned and masted barges grew,
And,
bearing downwards from Glengyle,
Steered full upon the opening isle.”
Turn this passage into
prose. (176.)
2. Analyse the above passage,
and parse the words in italics.
3. What is the meaning of
ad, ex, and ob? Give words in which they occur. How and when are they
sometimes changed in composition? (107, 108.)
SET E.
1.
“Immortal glories in my mind revive,
And in
my soul a thousand passions strive,
When Rome’s exalted beauties I descry,
Magnificent in piles of ruin lie.”—Addison.
Analyse the above, parsing
the words in italics.
2. Point out any Latin
prefixes in the above, and give their meanings; and instance other words in
which they occur. (107, 108.)
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3. Paraphrase the following:—
“He
that holds fast the golden mean,
And
lives contentedly between
The little and the great,
Feels
not the wants that pinch the poor,
Nor
plagues that haunt the rich man’s door,
Embittering all his state.”
(176.)
SET F.
“They
do not err
Who say
that when
the poet dies
Mute nature
moans
her worshipper,
And celebrates his
obsequies;
Who say tall cliff and cavern lone
For the departed Bard make moan.”
Paraphrase this passage,
analyse the subordinate sentences, and parse the words printed in italics.
(176.)
2. What Latin prefixes occur
in the above passage? Mention some words in which these prefixes undergo a
modification. (107, 108.)
3. State the various kinds of
subordinate sentences. Why are they so called? and how are they distinguished?
(94.)
SET G.
1.
“Hadst thou
but lived, though stripped of power,
A watchman,
on the lonely tower,
Thy thrilling
trump had roused the land,
When fraud
or danger were at hand.”
Paraphrase this passage,
analyse it, and parse the words printed in italics. (176.)
2. Give the meanings of the
following Latin prefixes, and illustrate each by two English words: ad, ante,
contra, extra, retro, sub, ultra. (107, 108.)
3. State, with examples, some
of the Latin terminations in English abstract nouns. (119.)
SET H.
1. “The service done,
the mourners stood apart; he called to mind how he had seen her sitting on that
very spot, and how her book had fallen on her
lap as she was gazing with a pensive face upon the sky. Another told how
he had wondered that one so delicate as she should be so bold; how
she had never feared to enter the church alone at night.”
(a) Point
out the subordinate conjunctions in the above. State to which class of
subordinate conjunctions each belongs, and show why such conjunctions are called
subordinate. (60.)
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(b) Parse
the words in italics.
2. How can you tell when the
following are used as adverbs, and when as conjunctions?—after, before,
since. Give examples of them in both uses. (60.)
SET I.
1. “The pass was left;
for then they wind
Along a wide and
level green,
Where neither tree
nor tuft was seen.”—Scott.
(a) Show
from the above passage that conjunctions may join both principal to principal
sentences and subordinate to principal sentences. (94.)
(b) Parse
the participles in the above, and show how participles differ from verbs. (40.)
2. In analysis an enlargement
is said always to be an adjective, or to partake of the nature of an adjective.
This being so, what parts of a sentence are (properly speaking) capable of
enlargement? Give examples of such enlargements. (94.)
SET K.
1. “It is the first
mild day of March,
Each minute
sweeter than before;
The
redbreast sings from the tall larch
That stands beside
our door.
My sister!
(‘tis a wish of mine)
Now that our
morning meal is done,
Make haste, your
morning tasks resign,
Come forth,
and feel the sun.”—Wordsworth.
(a)
How many sentences are there in the above? Assign each to the class to which it
belongs.
(b) Parse
the words in italics.
2. What are corresponding
conjunctions? Give a list of them. (60.)
SET L.
1. “Before a novice can
commence the study of any science, he must make himself acquainted with the
terms employed in that science.”
(a) Point
out the principal and the adverbial sentence in the above, and show why each is
so called. (95.)
(b) Mention
other kinds of subordinate sentences besides adverbial, and give an example of
each. (94.)
(c) Point
out, and carefully parse, the participles and auxiliary verbs in the above.
2. What are causal
conjunctions? Why are they so called? Give examples. (60.)
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PUPIL-TEACHERS.—THIRD YEAR.
Requirements.—Parsing,
analysis, and paraphrasing of complex sentences. Prefixes and affixes generally.
Knowledge of the simple tests by which English words may be distinguished from
those of foreign origin.
SET A.
1. Analyse the following,
parsing the words in italics:—
“Oh, how it
yearned my heart, when I beheld,
In London streets
that coronation day,
When Bolingbroke
rode on roan Barbary!
That horse,
that thou so often hast bestrid,
That horse, that I
so carefully have dressed!”—Richard II.
2. What are impersonal verbs?
Give examples.
3. What is the origin and
force of the particle be in beheld, bestrid? Give instances of it
as a prefix to nouns. (104.)
4. Most monosyllabic words are
of English origin. Point out any exception to this rule in the above.
(132.)
SET B.
1. “The whole cavalcade paused
simultaneously when Jerusalem appeared in view; the greater number fell upon
their knees, and laid their foreheads in the dust, whilst a profound silence,
more impressive than the loudest exclamations, prevailed over all; even the
Moslems gazed reverently on what was to them also a holy city, and recalled to
mind the pathetic appeal of their forefather, ‘Hast thou not a blessing for me,
also, O my father?’”
Paraphrase this passage.
(177.)
2. Point out the subordinate
sentences in it, analyse the two last, and also parse the last of them. (89.)
3. Point out also and explain
the meaning of any Latin or English prefixes in this passage. (104-110.)
SET C.
1. Morning fair
Came
forth, with pilgrim steps in amice gray,
Who
with her radiant finger still’d the roar
Of
thunder, chased the clouds, and laid the winds
And
grisly spectres which the fiend had raised.”—Milton.
Analyse the foregoing, parsing
the words in italics.
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2. Paraphrase the passage. (Amice
means a pilgrim’s robe.) (177.)
3. Point out the prefix in
each of the following words: spend, enormous, symmetry, accede, pellucid,
ignoble, coagulate, suppress, combustion. (104-112.)
SET D.
1. “These feelings I shared in
common with the humblest pilgrim that was kneeling there, and, in some respects,
he had even the advantage of me; he had made infinitely greater sacrifices than
I had done, and undergone far heavier toils, to reach that bourne. Undistracted
by mere temporal associations, he only saw the sacred spot wherein the
Prophets preached, and David sung, and Christ had died.”
Paraphrase this passage.
(177.)
2. Point out the subordinate
sentences in it, analyse the two first, and parse the second of them. (90.)
3. What are the means of
readily distinguishing between words of English and of Latin origin? Take your
examples from the above passage. (221.)
SET E.
1. “An
inadvertent step may crush the snail
That crawls at evening in the public path;
But
he that has humanity, forewarned,
Will tread aside and let the reptile live.”
Analyse the above, parsing
the words in italics.
2. Explain how the word
aside is formed, and give instances of adverbs of similar formation. (104.)
3. Point out a Latin prefix
and a Latin suffix in the above. (107-110.)
4. Correct, where needful, the
following sentences:—
(a) It is I
that he fears.
(b) He is a
boy of nine years old.
(c) Who can
this letter be from?
(d) I feel
coldly this morning.
SET F.
1. If enlargements are words
and phrases attached to the nouns in a sentence, and extensions words or phrases
attached to the verbs or predicates, assign all the enlargements and extensions
which occur in the following to their proper classes:—
(a) “The
harp, his sole remaining joy,
Was carried
by an orphan boy.”
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(b) “Ocean
and earth, the solid frame of earth,
And ocean’s
liquid mass, in gladness lay
Beneath
him.”
(c) “The
sheen of their spears was like stars on the sea,
When the
blue wave rolls nightly on deep Galilee.”
2. Parse any participles, or
verbs in the infinitive mood, which occur in the following, and give the meaning
of the passage in simple words of your own:—
“Blest
be the art that can immortalise,
The
art that baffles time’s tyrannic claim
To
quench it.”
3. With what Latin
prepositions are the words support, suffice, effect, destroy, compounded?
Give the meaning of the preposition in each case. (107-110.)
SET G.
1. Words or phrases attached
to the nouns of a sentence are called enlargements; attached to the verbs
they are called extensions. Give two examples of each. (89.)
2. “Dost
thou so hunger for my empty chair,
That
thou wilt needs invest thee with mine honours?
Stay but a little; for my cloud of dignity
Is
held from falling with so weak a wind,
That it will quickly drop.”—Shakespeare: Henry IV.
(a) Analyse
the last three lines.
(b) Parse
the words in italics.
(c) Give
the meaning of the above passage in your own words, explaining, so far as you
can, the figures and metaphors.
3. What are the Latin
prepositions that mean out of, from, under? Give examples of words in
which they occur, pointing out the force of the preposition in each case.
(107.)
SET H.
1. What is the derivation of
the word transitive, and how is the derivation connected with the use of
the words transitive, intransitive, in grammar?
2. “When I came to my castle I
fled into it like one pursued; whether I went over by the ladder or
went in at the hole which I called a door, I cannot remember; no, nor
could I remember the next morning; for never frighted hare fled to cover, or
fox to earth, with more terror of mind than I to this retreat.”—Defoe.
(a) Analyse
the above passage from “When I came” to “next morning.” (94.)
(b) Parse
the words in italics.
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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.)
SET K.
1. “It is
a 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.)
SET L.
1. “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.
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(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. Outline of the history of the language and literature.
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.”
Analyse the above passage, and
parse the words in italics. (95.)
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 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 Faëry Queen,’ ‘Vanity Fair,’ ‘Robinson
Crusoe,’ ‘The Task,’ ‘Kenilworth,’ ‘The Excursion,’ ‘The Idylls of the King.’
(369.)
SET B.
1. “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 minister lifted above the cloud
Of the dense air, which town or city breeds.
<page 239>
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
compounded or derived from the Latin verbs, amo, duco, fero, audio.
(132, 133.)
<page 240>
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. (132-134.)
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? Give examples of the different ways
in which the word that is employed. (60.)
2. Mention some of the classes
of words in our language which are generally of Latin origin. Give examples.
(234.)
<page 241>
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.)
SET I.
1. “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.)
<page 242>
SET L.
1. Are Anglo-Saxon and English
different languages? or what is their relation to one another? (206.)
2. “The Batavian territory,
conquered from the waves and defended against them by human art, was
in extent little superior to the principality of Wales; but all that narrow space was a busy and populous hive, in which new wealth was every day
created, and in which vast masses of old wealth were hoarded.”—Macaulay.
(a) How
many different sentences are contained in the above? Assign each to its proper
class.
(b) Parse
the words in italics.
3. When should the word the
be considered as an adverb? Give instances. (30.)
SCHOLARSHIP
SET A.
(Two hours and a half allowed for this paper.)
No abbreviation of
less than three letters to be used in parsing or analysis. All candidates must
do the composition, parsing, and analysis.
Composition.
Write a letter, or an essay,
on one of the following subjects:—
(a) Your favourite
flowers, and the way to cultivate them.
(b) The moral lessons
of the microscope and the telescope.
(c) The advantages and
disadvantages of town life as compared with life in the country.
(d) Examinations.
(159.)
Grammar.
1. Parse the words in italics
in the following passage, not omitting to give and explain their syntax:—
“Breathes there a man with soul so dead
Who
never to himself hath said,
This
is my own, my native land!
Whose heart hath ne’er within him burned
As
home his footsteps he hath turned
From
wandering on a foreign strand?
If
such there breathe, go, mark him well;
For
him no minstrel raptures swell!
<page 243>
High
though his titles, proud his name,
Boundless his wealth, as wish can claim,
Despite those titles, power and pelf,
The
wretch concentred all in self,
Living, shall forfeit fair renown,
And,
doubly dying, shall go down
To the
vile dust from whence he sprung,
Unwept, unhonoured, and unsung.”
2. Analyse either the first or
the last half of the above passage into its component sentences, and show in
separate columns—
(a)
The nature of the sentence.
(b)
(If dependent) its relation to the principle sentence.
(c)
Subject. (d) Its enlargements (if any).
(e)
Predicate. (f) Its extensions (if any).
(g)
Object (if any). (h) Its enlargements (if any). (95.)
3. Explain by a paraphrase, or
otherwise, the portion of the passage which you take for analysis. (177.)
4. Examine and illustrate the
etymology of any five of the following words from the above: Own, native,
whose, heart, foreign, minstrel, raptures, titles, boundless, claim, wretch,
concentred, forfeit, renown. (127-144.)
5. Distinguish common, proper,
and abstract nouns,—cardinal and ordinal numbers,—intransitive and neuter
verbs,—continuative and disjunctive conjunctions,—personal, possessive,
reflexive, and relative pronouns.
6. It is often said that
English is less of an inflected language in its latter than in its
earlier stages. Explain what is meant by this, and give a few instances of
inflexion in English as now spoken. (61.)
7. Show by examples how
analysis helps us to parse correctly. (90.)
8. At which periods, and in
connection with what events, in the history of this island, did the most
important changes take place in the language of the inhabitants? Illustrate your
answer. (202-238.)
SET B.
(Directions as in A.)
Composition.
Write a letter, or an essay, on
one of the following subjects:—
(a) Singing birds.
(b) Fairy tales.
(c) Best way of
spending holidays.
(d) Advantages of the
study and knowledge of geography. (159.)
Grammar
1. Parse the words in italics in the
following passage, not omitting to give and explain their syntax:—
<page 244>
“I
met a traveller from an antique land,
Who
said: ‘Two vast and trunkless legs of stone
Stand
in the Desert. Near them, on the sand,
Half-sunk, a shattered visage lies, whose frown
And
wrinkled lip and sneer of cold command,
Tell that the sculptor well those passions read
Which still survive, stamped on these lifeless things,
The
hand that mocked them, and the heart that fed:
And on
the pedestal these words appear:
‘My
name is Ozymandias, King of kings;
Look
on my works, ye mighty, and despair!’
Nothing beside remains. Round the decay
Of
that colossal wreck, boundless and bare,
The
lone and level sands stretch far away.”
2. Analyse either the first or
the last half of the above passage. (95.)
3. Explain by a paraphrase, or
otherwise, the passage from “Near them” down to “that fed.” (177.)
4. Examine and illustrate the
etymology of any five of the following words from the above sonnet:
traveller, visage, passions, survive, despair, level, boundless, lone, decay,
colossal, desert, lip, pedestal. (100-144.)
5. Show by definition and
examples what is meant by (a) substantive, (b) intransitive, (c)
passive, (d) defective, (e) strong (irregular) and (f) weak
(regular) verbs. To which of the two last-named classes would you refer the
verbs to lead, to spread, to show, to sweep, to spend? and why? (34-56.)
6. Give your definition of an
adverb, a preposition, and a conjunction, and show by examples the difference
between each of them and the other two. Can you mention any words belonging to
these three classes which cannot be parsed without knowing their position in
a sentence? (57-60.)
7. Give a short historical
sketch, with dates, of the origin and growth of the English language.
(199-201.)
SET C.
(Directions as in A.)
Composition.
Write a letter on one of the
following subjects:—
(1) Gardening.
(2) A storm at sea.
(3) A day’s angling.
(4) Some public park.
(159.)
<page 245>
Grammar
1. Parse fully the words italicised
in the following sentences (syntax is an essential part of parsing):—
“For who would bear
The insolence of office and the spurns
That patient merit of the unworthy takes,
But that the dread of something after death,
The undiscovered country form whose bourne
No traveller returns, puzzles the
will,
And makes us rather bear those ills
we have
Than fly to others that we
know not of?”
2. Analyse the sentence in
Question 1. (86-99.)
3. Select and classify the
pronouns, conjunctions, and prepositions in the same sentence.
4. Explain the terms cardinal,
ordinal, and indefinite numerals, and give examples of each. (29-31.)
5. Give the past tenses of the
verbs crow, hew, sing, win, help, bid, chide, write, dig, lie, get, shear,
and any obsolete forms of those tenses. (46, 47.)
6. Classify the English
conjunctions, and show that they are frequently derived from verbs.
7. Explain the force of the
following affixes: -dom, as in martyrdom; -some, as in
handsome; -less, as in speechless; -ible, as in inflexible;
and give other examples of each affix. (100-124.)
8. Define a preposition, and
show by examples that prepositions do not always precede the noun they govern.
(58.)
9. Give examples of noun,
adjective, and adverbial clauses, employed as subordinate sentences. (95.)
10. Name the sources of our
language from which the following words are derived: hat, shoe, vest, glove,
sock, bonnet, ribbon, tunic, shirt. (128-144.)
SET D.
(Directions as in A.)
Composition.
Write a letter, or an essay, on
one of the following subjects:—
(a) Common fruits.
(b) Football.
(c) Modes of
travelling.
(d) The advantages and
disadvantages of living in an old, or in a newly settled, country, compared.
(159.)
Grammar.
1.
Parse the words in italics in the
following passage, not omitting
<page 246>
to give and explain their syntax,
and carefully distinguishing the words which occur twice over:—
“For therein stands the office of a King,
His honour, virtue, merit, and chief
praise,
That for the public such a
weight he bears.
Yet he who reigns within himself, and
rules
Passions, desires, and fears, is more
a King:
Which every wise and virtuous man
attains;
And who attains not, ill aspires
to rule
Cities of men or headstrong multitudes,
Subject himself to anarchy within,
Or lawless passions in him, which
he serves.”
2. Analyse the passage. (95.)
3. Of the 15 nouns in the
above passage, 5 are of Anglo-Saxon, 8 of Latin, and 2 of Greek origin. Classify
them accordingly. About which word only may there be a difference of opinion,
and why? (131-137.)
4. Make a list of the
auxiliary verbs, distinguishing those of mood from those of tense. (53.)
5. Give examples of English
words in which differences of (a) case (b) number, (c)
gender, (d) degree, (e) mood, (f) tense, (g) voice,
are indicated by changes in the form of the word itself (inflexion).
(11.)
6. Point out the historical
order in which the several foreign elements were incorporated into the English
language. During what period did English seem to be dying out, and under what
circumstances and influences did it revive? (198-202.)
SET E.
(Two hours and a half allowed for this paper.)
No abbreviation of less than three letters to be used in parsing or analysis.
Section
I.—Parse fully the words in
italics in the following passages (syntax should not be neglected in the
parsing):—
“Yet mourn
not, Land of Fame,
Though ne’er
the Leopards on thy shield
Retreated from so sad a field,
Since Norman William
came.
Oft may thine annals
justly boast
Of battles stern by Scotland
lost;
Grudge not her
victory.
When for her freeborn
rights she strove,
Rights dear to all who
freedom love,
To none so dear as
thee.”
“One evening, as the
Emperor was returning to the palace through a narrow portico, an
assassin who waited his passage rushed upon him with a drawn sword,
loudly exclaiming, ‘The Senate sends you this.’”
<page 247>
Section
II.—Point out the subjects,
predicates, and objects, with their extensions, enlargements, or complements (if
any), in the following sentences:—
Remember, prince, that thou shalt
die.
Whoever reflects upon the
uncertainty of his own life, will find out that the state of others is not more
permanent.
This exuberance of money
displayed itself in wantonness of expense, and procured for me the acquaintance
of others equally favoured by Fortune. (95.)
Section
III.—Point out clearly the
relations which the sentences included in brackets in the following passages
bear to their principal sentences, and give your reasons for assigning each
relation:—
He (that would pass the latter part
of his life with honour) must (when he is young) consider (that he shall one day
be old) and remember (when he is old) (that he has once been young.) (95.)
(When Socrates was building himself
a house) being asked by one (who observed the littleness of the design) (why a
man so eminent would not have an abode more suitable to his dignity) he replied
(that he should think himself sufficiently accommodated) (if he could see that
narrow habitation filled with real friends).
Section
IV.—1. Explain the term
“case.” Show that there are generally only two forms of case in English, and
give words that employ more than two forms.
Explain how the possessive case is
written in English, with any exceptions to
the general rules. (19-22.)
2. What does the term conjugation
include? Name some of the English defective verbs. What condition is expressed
by a subjunctive mood? Give examples of sentences, showing varieties of that
condition. (42-56.)
3. What is meant by saying that
prepositions express relations? Give examples to show that the principal
relations are those of cause, place, and time. (58-60.)
Section
V.—In the following passages
select words containing Latin prefixes; convert also the nouns into adjectives
by means of suffixes, giving the force of each prefix and suffix. (107-110.)
Pity presupposes sympathy.
He satisfies his ambition with the
fame he shall acquire.
Lawful authority is seldom resisted.
Extravagance, though suggested by
vanity and excited by luxury, seldom procures applause.
The passions continue their tyranny
with incessant demands for indulgence, and life evaporates into vain repentance
or impotent appetite.
Section
VI.—Write full notes of a
lesson on one of the following subjects:—
(a) Concords of verb
and subject.
(b) Complements or
extensions of the predicate.
<page 248>
(c) The advantages of
learning Latin grammar, or some other grammar than English.
Section
VII.—Write a letter
descriptive of—
(a)
Some outdoor school game.
Or, (b) A
shipwreck.
Or, (c) The
beauties of summer.
Or, (d) Your
favourite walk.
Underline any
words you have used that are of Latin origin. (159.)
SET F.
(Directions as in E.)
Section
I.—Parse fully the words in
italics in the following passages (syntax should not be neglected in the
parsing):—
“The better days of life were ours;
The worst can be but
mine:
The sun that cheers, the storm that
lowers,
Shall never more be
thine.
The silence of that dreamless sleep
I envy now too much to weep;
Nor need I to repine
That all those charms have passed
away
I might have watched through long
decay.”
“The flower in ripened bloom
unmatched
Must fall the earliest
prey;
Though by no hand untimely snatched,
The leaves must drop away.”
Section
II.—Analyse the principal
sentences in the following passage; and state the nature of the subordinate
sentences, pointing out the sentences upon which they depend:—
“This mother is still alive, and may
perhaps even yet, though her malice was often defeated, enjoy the pleasure of
reflecting that the life, which she often endeavoured to destroy, was at last
shortened by her maternal offices, and that, though she could not transport her
son to the plantations, she has had the satisfaction of forcing him into
exigencies that hurried on his death.” (95.)
Section
III.—Select and classify the
adverbs and conjunctions in the passage given above. (57-60.)
Section
IV.—Give
examples of reflective, distributive, and interrogative pronouns. State the
differences in usage of the relative pronouns who, which, and what.
(27.)
2. Explain the term preposition.
What are the principal relations
<page 249>
indicated by prepositions? Give
examples of compound prepositions, formed by prefixing simple prepositions to
nouns and adjectives. (59.)
3. Explain the terms
adjective and adverbial clauses. Give sentences showing that these
clauses are equivalent to simple adjectives or adverbs. (89, 90.)
Section
V.—Select twelve of the
following words, show how they are compounded, and derive their meaning from the
meaning of their component parts: but, since, except, become, amongst,
between, although, astray, perhaps, whither, good-bye, towards, forsooth,
despite, gosling, boyhood, kingdom, complex.
Section
VI.—Write full notes of a
lesson on one of the following subjects:—
(a) Interrogative
pronouns.
(b) Moods of verbs.
(c) Analysis of a
simple sentence.
Section
VII.—Write a letter
descriptive of—
(a) The plan of
some large town.
Or, (b) A visit to a
factory.
Or, (c) A ramble by a
river-side.
Or, (d) A day’s
skating. (156.)
SET G.
(Two hours and a half allowed for this paper.)
No abbreviation of less than three letters to be used in parsing or analysis.
Candidates must not answer more than one question in each of the Sections
IV., V., VI.
Composition.
Write a letter descriptive of—
(1) The early signs of
Spring.
Or, (2) Some Museum with which
you are acquainted.
Or, (3) Some act of kindness
or heroism which you may have witnessed.
Or, (4) Some of the
difficulties of a young teacher’s life. (159.)
Section
I.—Parse fully the words
italicised in the following sentences (syntax is an essential part of parsing):—
“Yet live there still,
who can remember well
How
when a mountain-chief his bugle blew,
Both
field and forest, dingle, cliff, and dell,
And solitary heath the signal
knew;
And fast the faithful clan
around him drew,
What time the warning note was
keenly wound,
What time aloft their kindred
banner flew,
While clamorous war-pipes yelled the
gathering sound,
And while the Fiery Cross glanced,
like a meteor, round.”
<page 250>
Section
II.—Analyse the following
sentences, making a table, showing in separate columns:—
(1) The nature of the
sentence.
(2) (If dependant) its
relation to the principal sentence.
(3) Subject.
(4) Its enlargement (if
any).
(5) Predicate.
(6) Its extensions (if
any).
(7) Object.
(8) Its enlargements (if
any).
How to deal with him was a
puzzling question.
While the lion and the tiger
were tearing each other, the jackal had run off into the jungle with the prey.
“Who spills the foremost foeman’s life,
His
party conquers in the strife.”
“If I
suffer causeless wrong,
Is then
my selfish rage so strong,
My sense
of public weal so low,
That for
mere vengeance on a foe
Those
cords of love I should unbind
Which
knit my country and my kind?”
Section
III.—Select and classify the
pronouns, conjunctions, and adverbs in the sentences given above.
Section
IV.—1. Write out rules for
the spelling of those classes of words which include receiving, judgment,
changeable, so far as relates to the part of the word printed in italic
type.
2. Explain the terms reflexive,
indefinite, and show in what sense they are applied to some of the parts of
speech. (25.)
3. Explain the term subjunctive
mood, and give examples of its uses. (80.)
Section
V.—1. Show that the following
words may represent two or more parts of speech: next, under, till, by, that,
like.
2. Derive the following words:
compact, arrange, acquaint, algebra, geography, dissuade, abroad, precede,
suspend.
3. Give a noun, an adjective, and a
verb, formed from each of the following Latin words: disco, sedeo, scribo,
verto, duco, dico. (131.)
Section
VI.—1. State whether the
concords in the following sentences are incorrect, and give the proper rule of
concord in each case:— (76.)
Neither she nor James
were there.
Either Mary or Jane must
fetch me their rake.
Scott’s ‘Tales of a
Grandfather’ were written for his grandchildren.
2. Explain the terms metaphor,
simile, and give appropriate examples. (174.)
3. Give examples of defective
English verbs, and show how the deficiencies are supplied. (53.)
<page 251>
SET H.
Section
I.—1. What attempts have been
made to classify the English irregular verbs? Supply a brief classified list of
these verbs. (43.)
2. What are participles, and to what
uses are they applied in the formation of sentences? (40.)
Section
II.—1. How do you distinguish
between adverbs and conjunctions, adverbs and prepositions, adverbs and
adjectives? (102.)
2. Give instances of the employment
of adverbial and prepositional phrases, and classify them according to their
meaning. (90.)
Section
III.—Account historically for
the presence of so many words of foreign origin in the English language. (204.)
SET I.
Section I.—Parse the words in italics
in the following passages:—
“The monarch saw, and shook,
And bade no more rejoice;
All
bloodless waxed his look,
And tremulous his voice:
Let the men of lore appear,
The wisest of the earth,
And expound the words of fear
That mar our royal mirth.”
Envy
is of all crimes the basest: for malice and anger are appeased with
benefits, but envy is exasperated, as envying to fortunate persons
both their power and their wish to do good.
Write the first passage in simple
prose. (177.)
Section
II.—Analyse the following
passages:—
“Yet time
may diminish the pain:
The
flower and the shrub and the tree,
Which I
reared for her pleasure in vain,
In time
may have comfort for me.”
After men have travelled through a
few stages in vice, shame forsakes them and turns back to wait upon the few
virtues they have still remaining.
Section
III.—Give the author, and
name of poem from which taken, of some (not more than six) of the following
lines:—
A primrose by a river’s
brim.
Some village Hampden
that with dauntless breast.
We watched her breathing
through the night.
O Solitude! where are
the charms.
The world was all before
them where to choose.
He prayeth best, who
loveth best all things great and small.
<page 252>
Our glorious Semper
Eadem, the banner of our pride.
The quality of mercy is
not strained.
O woman! in our hours of
ease.
Higher still and higher
from the earth thou springest.
There are seven pillars
of Gothic mould.
Now’s the day and now’s
the hour.
Section
IV.—Classify in parallel
columns—
1. The following nouns as common,
proper, collective, abstract, or in any other way: Mob, sheep, man, William,
maid-servant, army, Russia, aunt, scissors, parent, authoress, pride, vixen,
dream, flock, dragon. (9.)
Or, 2. The following pronouns as
personal, relative, interrogative, possessive, or in any other way: Mine,
this, each, who, that, what, any, she, all, we, himself, whatever. (24.)
Or, 3. The following verbs as
transitive or intransitive, regular or irregular, weak or strong, or in any
other way: Fetch, can, love, regard, speak, come, bring, go, sing, become,
hang, do, will, carry. (35.)
Section
V.—1. Write down the
comparative and superlative degrees of old, bad, much, late, fat, wilful,
amiable, clumsy, decent. Name some comparatives and superlatives that have
no positive. (32.)
Or, 2. The past tenses and passive
participles of the verbs begin, sting, bear, speak, tread, drive, swear,
smite. Name also some defective verbs. (53.)
Or, 3. The meaning of the Latin
prepositions ante, præ, and sub, used in composition
as prefixes, with examples of each meaning. (107.)
Section
VI.—Write full notes of a
lesson on one of the following subjects: (a) Abstract nouns; (b)
Prepositions of place; (c) Analysis of sentences containing adjective
clauses.
Section
VII.—Write a letter
descriptive of—(a) Some manufacturing process; (b) The locality of
your town or village; (c) The story of Grace Darling; (d)
The Prince of Wales’s visit to India. (159.)
Underline in the letter any words
you know to be of Latin origin.
THE END.
