mount, light; mount on and alight from my horse.

inherit; possess, cause to possess, place in possession of.

noble; a gold coin, of the value of 6s. 8d., struck in the reign of Edw. III.

in name of lendings; not for his own use, but to be paid over to others. His possession of it was only to be temporary, like that of a loan. lewd; wicked, vile. Comp. Acts xvii. 5.

or here, etc.; either here or elsewhere.

for these, etc.; for the last 18 years. From Wat Tyler's insurrection in 1381.

complotted; plotted together. So complot is used (like the Fr. complot) for a conspiracy by Shakespeare:

"I know their complot is to have my life."

Duke of Gloucester; Thomas of Woodstock, youngest son of Edw. III., put to death at Calais, 1397.

suggest; prompt, incite, seduce. So in Two Gentlemen of Verona, Act III. Sc. I, we have

"Knowing that tender youth is soon suggested." sluic'd out; let out by means of sluices or flood-gates. tongueless; silent.

spent; Comp. Ps. xxxi. 10, "For my life is spent with grief." pitch; It is not necessary to supply a preposition here.

146. interchangeably; in exchange or in return for his.

150. in haste whereof; for the speedy accomplishment of which.

153. choler; the bile, and, figuratively, anger.

156. conclude; end your mutual strife; or, conclude an agreement between each other, come to terms.

162. When?; an exclamation of impatience. Comp. Tempest, Act I. Sc. 2, "Come, thou tortoise, when ?”

164. boot; it is bootless to resist, there is no use in resisting.

167. The one, etc.; My duty owes thee my life, but thou shalt not have my fair name, which (despite of death) lives on my grave.

170. baffled; treated with ignominy. Nares says that baffling was origi nally a term used for the mode of punishing recreant knights, who were hung up by the heels. Comp. Hen. IV., Pt. 1., Act I. Sc. 2, "An I do not, call me villain, and baffle me.”

173. which; the antecedent of this relative pronoun is contained in the possessive pronoun "his; "the heart-blood of him who breath'd this poison." In Shakespeare's time "which often referred to

persons.

174. leopards; Malone says that the Norfolk crest was then a golden leopard. 177. mortal times; human life.

178. that away; that (being) away.

absolute.

Nominative absolute, or subject

184. dear my liege; my dear liege, a very common inversion in Shakespeare's time. Comp. Hamlet, Act I. Sc. 2,

"A truant disposition, good my lord."

189. impeach; this word originally meant "to hinder, impede" (Fr. empêcher). Here it seems to mean to diminish, lessen, impair; to prevent his standing upright before his adversary.

192. parle; parley, invitation to a conference.

193. motive; agent, instrument.

195. harbour; shelter itself, lodge, dwell.

199. St. Lambert's day; Sept. 17.

201. swelling; growing, increasing.

202. alone; make at one, reconcile. Comp. Cymbeline, Act I. Sc. 5,

"I was glad I did atone my country man and you."

203. Justice; we shall see Justice herself mark out (distinguish) the knighthood (prowess) of the victor.

SCENE II.

Duchess of Gloucester; Eleanor Bohun, widow of the Duke of Gloucester.

1. The part I had in Woodstock's blood; my relationship to Thomas of Woodstock, Duke of Gloucester.

2. exclaims; exclamations.

6. quarrel; cause of dispute, ground of complaint.

7. they; the gods; referring to the plural notion implied in "heaven." 14. by nature's course; they died a natural death.

21. envy; malice.

23. self-mould; self-same mould.

25. consent; approve of, share in. Acts viii. 1, unto his death."

28. model; copy, representation. 29. despair; desperation.

42. complain myself; make my complaint.

"Saul was consenting

A reflective form like the

French verb se plaindre. Comp. Joel ii. 13, “He is slow to anger, and repenteth him of the evil." Kings viii. 47, "If they should bethink themselves in the land whither they were carried captives." 46. cousin; relation: fell; fierce, cruel.

49. if misfortune; if disaster to Mowbray fail to arrive with the first

onset.

53. caitiff; (Lat. captivus, a captive) a bad person, wretch: to; i.e., compared to.

54. sometimes; sometime, once, former.

58. Grief boundeth, etc.; my grief is like a solid ball, which rebounds and causes my complainings to renew themselves again and again. 66. Plashy; near Dunmow, in Essex, where the Duke of Gloucester had a seat.

68. In ancient times, when a family removed from their castle, the tapestry was taken down from the walls, which were then left bare.

FRENCH.

FRÉDÉRIC-LE-GRAND avait coutume, toutes les fois qu'un nouveau soldat paraîssait au nombre de ses gardes, de lui faire ces trois questions: "Quel âge avez-vous? Depuis combien de temps êtes vous à mon service? Recevez-vous votre paye et votre habillement comme vous le désirez?" Un jeune Français désire entrer dans la compagnie des gardes. Sa figure le fit accepter sur le champ; mais il n'entendait pas l'allemand. Son capitaine le prévint que le roi le questionnerait dès qu'il le verrait, et lui recommanda d'apprendre par cœur, dans cette langue, les trois réponses qu'il aurait à faire. Il les sut bientôt, et le lendemain Frédéric vint à lui pour l'interroger; mais il commença par la seconde question et lui demanda : "Combien y a-t-il que vous êtes à mon service? "___“ Vingt-etun ans," répondit le soldat. Le roi, frappé de sa jeunesse, qui ne laissait pas présumer qu'il eût porté le mousquet si long temps, lui dit d'un air de surprise: "Quel âge avez-vous ?""Un an, sous le bon plaisir de Votre Majesté.” Frédéric, encore plus étonné s'écria : " Vous ou moi avons perdu l'esprit." Le soldat, qui prit ces mots pour la troisième question répliqua avec fermeté: "L'un et l'autre, n'en déplaise à Votre Majesté." "Voilà," dit Frédéric, "la première fois que je me suis vu traiter de fou à la tête de mon armée." Le soldat, qui

66

avait épuisé sa provision d'allemand, garda alors le silence et quand le roi, se retournant vers lui, le questionna de nouveau, pour pénétrer ce mystère, il lui dit en français qu'il ne comprenait pas un mot d'allemand: Frédéric, s'étant mis à rire, lui conseilla d'apprendre la langue qu'on parlait dans ses états, et l'exhorta d'un air de bonté à bien faire son devoir.

NOTES.-Avait contume, was accustomed: toutes le fois, etc., every time that de lui faire, etc., to put to him these three questions: Depuis combien, etc., how long have you been in my service?: le fit accepter, etc., caused him to be accepted immediately: Pallemand, German : le prevint, warned him: dès qu'il, etc., as soon as he should see him : par cœur, by heart: sut, knew (from savoir): vint, came (from venir): qui ne laissait, etc., which did not allow it to be supposed: perdu l'esprit, lost one's senses: sprit, took (from prendre): fermeté, firmness, confidence: l'un et l'autre, both: n'en deplaise, let it not displease: que je me suis, etc., that I have seen myself treated as a fool: provision, stock: de nouveau, anew: s'étant mis à rire, having set himself to laugh, having burst out laughing (mis from mettre): d'un air, etc., with an air of kindness to do his duty well.

Translate the above passage into English, and then turn your English version carefully back into French.

ANSWERS TO "SCHOOL MANAGEMENT."

BY DUNCAN FERGUSON, 1st Queen's Scholar, 1879.

GENTLEMEN,-The accompanying answers are, as far as I remember, the same as those I wrote during the Scholarship Examination. The answers to the other papers I will forward as I write them. Hoping the answers may meet your requirements, I am, yours truly,

Messrs. Moffatt and Paige.

DUNCAN FERGUSON.

Section I. Ques. 1.-The number of children provided with desks in our school was 260. The desks were of the "dual " kind, i.e., constructed to seat two children each. They were furnished with reversible fronts, so that they might either be used for writing or reading. If the lesson was writing, the movable portion was let down, and the desk was then quite flat, slightly sloping towards the writer. If the lesson was reading, it was turned up, and then formed a sloping surface, with a ledge at the lower edge, to prevent the book from slipping down. These desks were placed close to each other before and behind, and in single rows, leaving a sufficient

distance between the rows to allow the children to pass up and down. Each desk is 40 in. long, thus giving each child 20 in. writing space.

The lessons usually given out of desks were Reading, Spelling, and, occasionally, Geography. They were so given in order to facilitate supervision of the class, and to keep up the individual attention in the class, as children are apt to become inattentive and lazy if seated during these lessons.

Section II. Ques. 3.-In order to allow the children to form some idea of the character of the passage, and to master the more difficult words, it is well to spend five or ten minutes in silent reading of the lesson. Then, by a few general and rapid questions, try how far the passage has been understood. The teacher should now read the lesson with the class, correcting the mistakes, and showing how each passage should be rendered, the class following collectively. Then let each child read a portion of the passage, and be required to explain some part of what he has read. If he makes a mistake, or is unable to answer, one of those who can answer should be allowed to do SO. By this means the mechanical and intelligent mastering of a passage are both taught in a lesson. If the lesson is of 40 minutes' duration, allow 10 minutes' silent reading, and 15 minutes each for mechanical and intelligent reading.

Section III. Ques. 3.-To find the value of a dozen articles when the cost of one is given :-Call every penny in the price per article a shilling, and all fractions of a penny fractions of a shilling.

To find value of a score of articles, when the price of one is given :- - Call every shilling in the price per article £1, and all fractions of a shilling fractions of £1.

To multiply by 99, add two noughts, and subtract the multiplicand.

To divide any number by 60, divide by six and mark off the unit's figure as a decimal.

Section IV. Ques. 3.-Drawing is a subject to which children, as a rule, are much attached. As soon as they are able to make marks on a slate or paper, they attempt to draw. The first lesson is to learn to draw a straight line. This requires considerable practice at first. When the pupil can do this, he should practise straight-lined objects, as capital letters, simple tools, etc. When these can be drawn fairly well, curved lines may be introduced. In these there is much more variety, and