ENGLISH GRAMMAR AND COMPOSITION.

Three hours allowed for this Paper.

The first and third Sections refer to the First Book of Milton's "Paradise Lost."

The second and fourth to Shakespeare's play of "King Lear."

You are not at liberty to answer upon each author.

Your paper will not be read over unless it contains a paraphrase of one of the passges (including the parsing of the words in italics in the same passage).

You may take the other questions for answering at your discretion from any of the Sections, but you must not attempt to answer more than six questions (exclusive of the paraphrase and parsing). You are advised to confine yourself as far as possible, to the questions arising from the passage which you paraphrase.

You are requested to answer, at least two questions in Section V.

SECTION I,

MILTON.

"Forthwith upright he rears from off the pool

His mighty stature; on each hand the flames,

Driven backward, slope their pointing spires, and roll'd

In billows, leave in the midst a horrid vale.

Then with expanded wings he steers his flight

Aloft, incumbent on the dusky air,

That felt unusual weight; till on dry land
He lights, if it were land that ever burn'd
With solid, as the lake with liquid fire;
And such appeared in hue, as when the force
Of subterranean wind transports a hill
Torn from Pelorus, or the shattered side
Of thundering Etna, whose combustible
And fuell'd entrails thence conceiving fire,
Sublimed with mineral fury, aid the winds,
And leave a singed bottom, all involved

With stench and smoke such resting found the sole

Of unblest feet."

1. Paraphrase this passage.

:

2. Compare your paraphase of the first four lines with the original, and explain why Milton used the words and order that he did.

3. Parse the words printed in italics, and fully explain their construction with the rest of the sentence.

4. What is meant by "thence" in the phrase "thence conceiving fire ?"

5. "Such" is sometimes called a pronoun. Account for this, give the precise etymology of the word pronoun, and show how a slight change in our nomenclature has caused some confusion here in our grammatical definitions.

6. Write out the argument of the First Book.

7. Analyse the sentence beginning "And such appeared," and ending "stench and smoke."

SECTION II.

SHAKSPEARE.

"There is division,

Although as yet the face of it be cover'd

With mutual cunning, 'twixt Albany and Cornwall;
Who have (as who have not, that their great stars
Thron'd and set high !) servants, who seem no less;
Which are to France the spies and speculations
Intelligent of our state; what hath been seen,
Either in snuffs and packings of the dukes;
Or the hard rein which both of them have borne
Against the old kind king; or something deeper,
Whereof perchance, these are but furnishings;
But, true it is, from France there comes a power
Into this scatter'd kingdom; who already,
Wise in our negligence, have secret feet

In some of our best ports, and are at point
To show their open banner."

1. Paraphrase this passage.

2. Compare your paraphrase of the first five lines with the criginal, and explain why Shakspeare used the words and order that he did.

3. Parse the words in italics, explaining the construction of each, with the rest of the sentence.

4. Analyse the passage beginning "But true it is," and ending "their open

banner."

5. What are the different uses of the word "as?" Construct sentences to exhibit them, and point out how most of the anomalies in its use, have grown out of elliptical constructions.

6. What is the probable origin of the use of the word "there" in such phrases as "there comes?" In what light is the word to be now considered? 7. Give the plot of the Second Act.

SECTION III.

MILTON.

"And now his heart

Distends with pride, and hardening in his strength
Glories: for never since created man

Met such embodied force, as named with these,
Could merit more than that small infantry
Warr'd on by cranes: though all the giant brood
Of Phlegra with the heroic race were joined
That fought at Thebes and Il.um, on each side
Mix'd with auxiliar gods; and what resaunds
In fable or romance of Uther's son
Begirt with British and Armoric knights;
And all who since, baptized or infidel,

Jousted in Aspramont, or Montalban,
Damasco, or Morocco, or Trebisond,
Or whom Biserta sent from Afric shore,
When Charlemain with all his peerage fel
By Fontarabia."

1. Paraphrase the above passage.

2. Parse the words printed in italics, and explain their construction with the rest of the sentence.

3. Analyse the passage beginning "for never," and ending "by cranes."

4. Explain the allusions in the passage, and give the locality of the places mentioned.

5. "Since created man "is a Latin construction. Give instances of other such constructions in Milton.

6. Distinguish accurately between adverbs and prepositions. Mention any words in which the distinction is difficult to maintain.

SECTION IV.

SHAKSPEARE.

Come on, sir; here's the place ;-stand still.
-How fearful

And dizzy 'tis, to cast one's eye so low!

The crows and choughs, that wing the midway air,
Show scarce so gross as beetles: Half way down
Hangs one that gathers samphire; dreadful trade!
Methinks, he seems no bigger than his head:
The fishermen, that walk upon the beach,
Appear like mice; and yon' tall anchoring bark,
Diminished to her cock; her cock, a buoy

Almost too small for sight: The murmuring surge,

That on the unnumber'd idle pebbles chafes,

Cannot be heard so high :-I'll look no more;

Lest my brain turn, and the deficient sight
Topple down headlong.

1. Paraphrase this passage.

2. Parse the words printed in italics, and explain their construction with the rest of the sentence.

3. Analyse the passage beginning "The fishermen," and ending "for sight."

4. Sktech and compare the characters of Gloucester and Kent.

5. In what different ways may the word "like," in the phrase appear like mice," be parsed? Latham says that the adjective "like" is the only English adjective that governs a case. Examine this statement.

SECTION V.

1. Describe how you would teach children to distinguish between the past teuse of a verb, and the past participle derived from the same verb.

2. Give the steps by which you would teach the parsing of pronouns, and the reasons for the order that you adopt.

3. In what order ought children to learn the parsing of the different parts of speech, and what are the chief difficulties which they encounter at each stage? 4. What are the advantages and disadvantages of teaching children etymology?

No. 85.

PAPERS FOR THE SCHOOLMASTER.

MARCH 1, 1858. .

Industrial Occupation.

Apart from the consideration that it is desirable to habituate the children of the peasantry and artisans to manual industry from earliest years, industrial education is becoming increasingly imimportant as a possible remedy for the evil of the early withdrawment of our children from school. Whether we attribute it to cupidity or to necessity the grave fact we have to deal with is, that parents do and will remove their children from school the moment. that their labour can be used with profit. We fear that the only remedy must be some counter attraction in the shape of money. There is no doubt that children would stay at school if they were paid for it. Prize schemes have been so far successful as they have served this end. If a boy has a chance of obtaining a prize of money, or a certificate which in after life will represent a money value, his parents will not object to his remaining at school an extra year or even two. So long, however, as the examination depends upon the subjects of school instruction, we fear that the retention at school will not extend beyond the few boys of intellectual aristocracy. The process will be found to be too expensive for the practical results. We have greater faith in the voluntary extension of the factory half-time system, and in the association of employers binding themselves to engage boys who possess the school certificate of past attendance. Where any locality is not ripe for adopting the half-time system, from the impenetrability of employers, or other circumstances, the only substitute that can be devised must involve payment to the boys for work performed. If the work be not immediately remunerative the parents will only

object that gardening wears out their children's clothes, while it affords no real training for after life.

Industrial training seems to be more desirable for girls even than boys. It is needed for boys principally as a means of retaining them longer at school. When they go to work they will probably learn the mysteries of their future craft, whether as carpenters or bricklayers, more perfectly under their fathers or employers than they could at school; but it is not so with girls. They have no opportunity of being taught to cook or to do a housewife's work at home, and for want of fitness they are generally driven into a lower class of service, where their improvement is impossible, and their moral defences very weak. It cannot be doubted that many a child promising in the eyes of the clergyman and schoolmistress becomes ruined for the simple want of industrial schooling. Some lay the blame upon the normal school, as if an industrially-trained schoolmistress would supply, all that was needed. Normal schools follow the universal law of demand and supply. Create the de

mand, and the supply will follow. The onus of solving the problem falls upon the managers of the elementary school. Let them find the funds necessary for the support of a kitchen and for the remuneration of the girls, in order to induce them to remain longer at school-a remuneration that might take the shape of a dinner by rotation and an annual present of clothes-and the normal school will not be long in supplying the required schoolmistress. An expedient has been tried in Cheshire which, though startling from its novelty, has nothing really objectionable in principle, The sacramental alms have been in part devoted to the sustentation of a kitchen, and the proceeds of the cookery have been disposed of to the poor either in charity or at a reduced price. By this application of the sacramental alms the poor have been relieved in the least objectionable manner, while their children have been educated with a special view to their after condition of life.

We have made these observations in the hope that some of our readers, both among the clergy and schoolmanagers, as well as masters and mistresses, may examine the subject in its various bearings, and favour us with any exposition of their views.