with fairly short manageable sentences, will offer the fewest difficulties, and in all probability secure the highest marks. Grammatical accuracy and clearness of expression are the chief objects to be attained. It is also necessary, however, to consider the matter as well as the form of the composition, as this exercise, more than any other, affords a test of general intelligence. INDEXING OR DOCKETING. This exercise, which is set in most of the Civil Service Examinations, requires much careful practice on the part of the candidate. In it he is given a series of letters, and is required to index them on forms supplied to him, stating the subject-matter as briefly as possible. Before commencing, it is well for the candidate to read the whole of the correspondence carefully through, to get a general idea of it; then only will he be able to state the key points of each letter briefly and precisely. A good idea of the subject of each letter-with, in many cases, a fair index of it-may often be found in the letter of reply. Brevity and precision are the two main requirements. We strongly recommend every candidate who has had no official experience in indexing to seek the required practice by the study of either Parliamentary papers or some well-known treatise on the subject. DIGESTING RETURNS INTO SUMMARIES. The candidate is here required to rule a form as large as his paper will admit, according to a specimen provided, and to fill up the several columns from the series of tables supplied. Waste paper is allowed, but the candidate is not permitted to make any rough copy. Generally a number of columns have to be supplied by the candidate. Here, as in the preceding exercise, practice is invaluable. The alphabetical order of the names may be noted in pencil on the original form, and also the totals on the copy, till they have been verified. In all examinations success does not wholly depend on the knowledge of the candidate, but also on his power to use that knowledge to the best possible advantage. It is most important therefore that he should endeavour to form a clear idea of the nature of the ordeal through which he has to pass, that so, by strengthening himself in those subjects in which he feels most weak, he may gain that success which is the object of his ambition. To this end, he should carefully study the papers which have been set to candidates at former examinations, a number of which are published in the present volume. He will find it excellent practice to work out these papers, answering all the questions, and solving the problems in the allotted time and without the aid of books, as if he were already under examination by the Civil Service Commissioners. Let him then assure himself, either by subsequent reference to the text book, or by inquiry of some person more qualified than himself, that correct and sufficient answers have been given in every case. EXAMINATION PAPERS. CLERKSHIPS.-CLASS I. Papers given at an Examination held in February and March, 1883. SUBJECTS FOR ENGLISH COMPOSITION.-Time allowed, 3 hours. Write an essay on one of the following subjects:-1. Compare the difficulties of ancient and of modern civilised powers in dealing with uncivilised neighbours and subjects. 2. To what extent does Public School education in England approach the ideal of the Greek theorists on education. 3. Is a Scientific Conception of Nature inconsistent with Poetry. N.B.-Candidates are desired to bear in mind that their exercises will be valued according to the quality rather than the quantity of what they write. PRECIS-WRITING.-Time allowed, 3 hours. 2. Having read the accompanying correspondence,*-1. Make a short Abstract, Schedule, or Docket of the several letters and other papers. Draw up a Memorandum or Précis, i.e., a brief and clear statement of what passed, not letter by letter, but in the form of a narrative. N.B. You are warned that both the Abstract and the Précis are obligatory. DIRECTIONS.-1. The object of the Abstract, Schedule or Docket is to serve as an Index. It should contain the date of each letter; the names of the persons by whom and to whom it is written; and, in as few words as possible, the subject of it. The merits of such an Abstract are (1) to give the really important point or points of each letter, omitting everything else; (2) To do this briefly; (3) distinctly; and (4) in such a form as readily to catch the eye. 2. The object of the Memorandum or Précis, which should be, not letter by letter, but in the form of a narrative, is that any one who had not time to read the original letters might, by reading the Précis, be put in possession of all the leading features of what passed. The merits of such a Précis are (1) to contain all that is important in the correspondence, and nothing that is unimportant; (2) to present this in a consecutive and readable shape, expressed as distinctly as possible, and as briefly as is compatible with completeness and distinctness. Brevity should be particularly studied. The Abstract should occupy 1 or 2 pages only, or 3 at the most. The Précis about 2 pages, or 3 at the most, of ordinary handwriting. ENGLISH HISTORY.-(Including the History of the Laws and Constitution.) Time allowed, 3 hours. [Full marks may be obtained by adequate answers to any eight of these questions.] 1. Trace the order in which the chief Roman cities in Britain were taken by the English. 2. How did the division of England into the existing shires and hundreds originate? Explain the terms Wapentake, Tithing, Riding. * This was an extract from a paper presented to Parliament entitled "Franco-German War, No. 1 (1871)," and occupied about 16 pages. 3. Trace the growth of the kingly power between the time of the first settlement of Wessex and the reign of Athelstane. 4. Describe the condition of the English peasantry at the time of the Domesday Survey. How was this class affected by the introduction of the Norman Law? 5. Explain the causes of the early decay of feudalism in England. What is the meaning of the terms barony, scutage, escheat? 6. Compare the condition of the Irish in the reigns of Henry II. and James I. respectively. 7. Describe the civil reforms introduced by Edward I. Explain how his legislation affected the clergy and the mercantile class respectively. 8. What causes led to the enfranchisement of the servile classes in England? 9. What were the principal events which led to the Wars of the Roses ? Give a succinct account of the social results produced by these Civil Wars. 10. State the causes of discontent which led to the insurrections against Henry VIII. 11. Enumerate the illegal measures against which the Petition of Right was directed. 12. Describe the condition of the Navy in the reign of Charles II. When and by what means were the principal abuses rectified? 13. Comment on the statement that "the Act of Settlement put the seal to the English Constitution"; and state briefly the effect of the principal declarations in the Act. 14. Describe the suppression of the Rebellion of 1745, and the consequent measures taken for the settlement and pacification of Scotland. 15. Give an account of the state of English trade and commerce in the first half of the eighteenth century. 16. Describe Lord Wellesley's Indian policy, and narrate the chief events in the war with the Mahrattas. 17. Describe the policy of England at the Congress of Vienna, and show how the interests of this country were secured after the final defeat of Napoleon. 18. What causes led to the passing of the Municipal Reform Act? What were the objects and what have been the effects of that measure ? ENGLISH LANGUAGE AND LITERATURE. Time allowed, 3 hours. [N.B.-Not more than ten of the following questions are to be attempted.] 1. Write the following passages in modern English, and add grammatical and etymological notes on the words italicised : (1.) Ich was in one fumere dale, In one snwe digele hale, I herde ich hold grete tale And hule and one nyytingale. þat plait was stif I stare and strong, Sum wile softe I lud among, Another agen other sual I let þat wole mod ut al. (2). Luber is to leosen þer ase lutel ys, The hayward heteb us harm to habben of his ; The wodeward waiteb us wo that lokeb under rys; Ne mai us ryse no rest rycheis ne ro. (3.) Pride prikede hem so faste, that nolde theih nevere have pes Ar theih hadden in this lond make swich a res, That the best blod of the lond shamliche was brouht to grounde, If hit betre mihte a ben, allas, the harde stounde bitid, That of so gentille blod i-born swich wreche was i-kid. 2. Trace the formation of a literary language in England, and show what were the chief influences which completed the process. 3. Give an historical account of the chief auxiliary verbs in use at present. 4. Give the etymology and trace the history of the following words :Scamp, jug, magpie, plot, alert, vessel, umpire, sentinel, hobgoblin, puzzle. 5. Give some account of the chief additions made to the English vocabulary by the extension of commerce and navigation during the last two centuries. 6. "The genius of a people is seen in the metaphors and similes which have been absorbed into their ordinary expressions." Apply this statement to the English language. 7. Draw out, with illustrations from his writings, Chaucer's conception of chivalry and chivalrous ideas. Compare him in this respect with other English writers of the fourteenth and fifteenth centuries. 8. Sketch the condition of the English drama when Shakespeare began to write. What traces do his plays bear of conditions prescribed by the existing necessities of representation? 9. Illustrate from the writings of Sir Philip Sidney some of the chief characteristics of Elizabethan literature. 10. Discuss the services of Dryden to English literature, both prose and verse. 11. Describe the structure of the sentence adopted by prose writers at different periods, and quote instances if you can. Remark on any principles which your survey brings to light. 12. Note and account for variations in the prevailing forms of versification at different periods of English literature. 13. Give some account of the literature of travel and adventure in England, and discuss its merits. 14. Mention the chief English writers who died prematurely, and give your reasons in each case for thinking that their works showed signs of greater excellence in the future. 15. Give some account of the chief works of English oratory. Estimate the effect of oratory on the development of English prose. 16. Point out and explain the chief tendencies observable in the literature of the first twenty years of the present century. How far are they still at work in the literature of the present day? LANGUAGE, LITERATURE, AND HISTORY OF ROME. Time allowed, 3 hours. Not more than twelve questions to be answered, of which not more than five should be in any one section of the paper. SECTION I. 1. Turn into Oratio Obliqua, adding explanatory notes:- "Your lands have been taken from you; when will they be restored? Who will be found to avenge your wrongs, unless you fling aside the submissive obedience that emboldens your foes? Awake from your lethargy and show your insolent oppressors that the spirit of your forefathers is not dead. This is your first chance of freedom; if you fail to seize it, it will be your last." 2. Note any points of contrast between Latin and Greek Syntax. 3. Analyse philologically the various forms of the Perfect Indicative Active, and Present Infinitive Passive in Latin. 4. Explain and illustrate any peculiarities of construction in the following: -(a) Scriberis Vario fortis et hostium victor Mæonii carminis alite. (b) Scire tuum nihil est nisi te scire hoc sciat alter. (c) Immemor heu victusque animi respexit. (d) Quæ nemora aut quos agor in specus? (e) "Per me equidem sint omnia protinus alba." (f) Quatuor dierum supplicatio indicta est ex a. d. v. Id. Oct. 5. Assign etymologies to castus, cruor, diu, haruspex, lautus, immanis, oppidum, singuli, vidua. 6. What evidence have we of a distinction between the spoken Latin in common use, and the literary Latin of the Classics? 7. Writes notes on the peculiar forms of old Latin in the following:-(a) De senatuos senteniad. (b) Si nurus plorassit sacra divis parentum estod. (c) Endo manum jacito. (d) Si in jus vocat ito. Ni it, antestamino: igitur em capito. (e) Honc oino ploirume consentiunt Romai. Duonoro optumo fuisse viroro. 8. What are the main rules for the order of the words in a Latin sentence: and what are the principal exceptions? SECTION II. 1. Pœnico bello secundo Musa Pinnato gradu Intulit se bellicosam in Romuli gentem feram. Illustrate this quotation. 2. The growth and decay of history as a branch of Roman literature. 3. Compare Cicero's place in Roman History with his place in Roman literature. Give some accounts of Ciceronianism in the Middle Ages. 4. Give some account of the literary works of M. Terentius Varro. 5. How far do you regard the Æneid of Virgil as a success, and how far as a failure ? 6. What was the condition of the Drama at Rome in the Augustan age? 7. What views have been held as to the authorship of the Diræ, Ætna, Pervigilium Veneris, Dialogus de claris Oratoribus ? 8. Criticise the historical value, literary style, and Latinity of Lucan's Pharsalia. SECTION III. 1. What traces of Etruscan, Latin, and Sabine elements can be found in the political institutions of Rome? 2. Trace the origin and growth of the naval power of Rome. 3. Describe the course of the principal Roman roads in Italy; and any remarkable historical events specially connected with any of them. 4. Give a short account of Spurius Cassius, Brennus, Spartacus, Vercingetorix, Cato Minor, Arminius, Agrippina. 5. What were the real objects for which the Gracchi contended; and what were the causes of their failure? 6. 66 The Roman State in its complete development consisted of two parts with a distinct organisation, Italia and the Provinciæ." Illustrate this. 7. Explain, with illustrations from Roman history, the following terms: Perduellio, Provocatio, Nexum, Divinatio, Feria Latina, Majestas, Triarii, Quæstiones perpetuæ, Unciarium fenus. |