vous contenterez, s'il vous plaît, de la moitié du profit; vous me tiendrez compte de l'autre. Vous ne sauriez vous imaginer, continua-t-il, la dépense que je suis obligé de faire, ni combien de ressources il me faut pour soutenir la dignité de mon poste; car, malgré le désintéressement dont je me pare aux yeux du monde, je vous avoue que je ne suis point assez imprudent pour vouloir déranger mes affaires domestiques. Réglez-vous sur cela." (c) Que nos gueux soient avertis de ne pas mener avec eux des chiens de chasse, comme chiens courants et levriers, ni même des roquets; les aveugles seuls ayant le droit de se faire accompagner dans la ville par un petit chien attaché à une ficelle. Cette défense pourtant ne regarde pas ceux de nos frères qui ont des chiens à talents. Nous permettons à ces derniers de continuer à leur faire faire leurs exercices ordinaires; qu'ils les fassent danser ou sauter dans les cerceaux; mais qu'ils ne s'avisent pas de s'arrêter devant la porte d'une église, où il y aura d'autres gueux de la société, attendu que cela porterait à ceux-ci un notable préjudice.

SENIOR FRENCH II.

AUTHORS.
PASS.

Translate and discuss, giving explanatory notes where necessary, extracts from Rousseau, Extraits en Prose; Brueys et Palaprat; L'Avocat Patelin; Voltaire, Choix de Lettres; Sedaine, Le Philosophie sans le savoir; Sainte-Beuve, Causeries du Lundi.

SENIOR GERMAN I.

COMPOSITION, TRANSLATION AT SIGHT, ETC.
PASS.

1. Translate (at sight)

Fanfare folgte der Fanfare und durchschmetterte, zum festlichen Jubel auffordernd, die Luft; heitere Hochzeitsgesänge hallten, näher und näher fommend, den Horchenden entgegen; die hohen Chöre der Knaben und Mädchen übertönten den tieferen, fräftigen Gesang der Jünglinge, Männer und Greise; Flöten pfiffen boch auf und forderten zu festlichem Frohsinn; Trommelgebrumm murmelte wie Meeresgebraus

с

in gemessenem Marschtakt heran, und dazwischen schallte Cymbelton und das Schellengeläut vom freisrunden Rande der Tambourine, die Jungfrauenbände in festlichem Rausche über dem Lockenschmuck schwangen, schüttelten und schlugen; Lautenschläger lockten aus den Saiten liebliche Klänge, und wie dieser gewaltige Strom von mannigfaltigen Tönen ganz nabe berangewogt war, ließ sich schon von fern neuer Gefang und neue Musik vernehmen. Unabjebbar erschien dem Obreder Aufzug, und was das Gehör wahrgenommen, das bestätigte bald auch das Auge. Alles lauschte, borchte, schaute, späbte dem Gefolge entgegen. Jeder Blick schien gezwungen, dem gleichen Weg zu folgen; und nun erschienen, allen voran, die Fanfarenbläser auf feurigen Roffen und reihten sich an beiden Seiten der zu dem Schauplag der Hochzeit führenden Straße am Ufer auf. Vor sie hin stellte sich links der Thor der Frauen, rechts der der Männer, die hinter jenen bergezogen waren, beide in leichten meergrünen Gewändern, und mit Lotosblumen überreich geschmückt. Den Frauen wallte das gelöste Haar, in das sich weiße Blütenglocken mischten, über die Schultern; die Männer trugen Papyrus und Schilf in den Händen; Flußgöttern, die den Wegen entstiegen, sollten fie gleichen.

2. Translate into German

Last Monday (July 31st) we were nearly surrounded by ice, which closed in the ship on all sides, scarcely leaving her the sea room in which she floated. Our situation was somewhat dangerous, especially as we were compassed round by a very thick fog. We accordingly lay to, hoping that some change would take place in the atmosphere and weather. About 2 o'clock the mist cleared away, and we beheld, stretched out in every direction, vast and irregular plains of ice, which seemed to have no end. Some of my comrades groaned, and my own mind began to grow watchful with anxious thoughts, when a strange sight suddenly attracted our attention, and diverted our solicitude from our own situation. We perceived a low carriage, fixed on a sledge, and drawn by dogs, pass on towards the north, at the distance of half a mile; a being which had the shape of a man, but apparently of gigantic stature, sat in the sledge and guided the dogs. We watched the rapid progress of the traveller with our telescopes, until he was lost among the distant inequalities of

the ice. This appearance excited our unqualified wonder. We were, as we believed, many hundred miles from any land; but this apparition seemed to denote that it was not, in reality, so distant as we had supposed. Shut in, however, by ice, it was impossible to follow his track.

3. (a) How does the Romantic Literature contrast with the Classical Literature of Weimar ?

(b) "The Romantic Movement in Germany differs from the Romantic Movements in England and France by its connection with philosophical speculation."

Explain this statement.

(c) Name and characterise the principal dramatists of the Romantic School.

(d) How was the movement which resulted in the War of Liberation represented in Literature?

(e) What is the significance of Heine's worship of Napoleon?

SENIOR GERMAN II.

AUTHORS.
PASS.

Translate into English, extracts from E. T. A. Hoffmann, Der Goldene Topf; Heine's Prosa; Kleist, Kätchen von Heilbronn; Z. Werner, Der 24 Februar; Bucchheim, Balladen und Romanzen.

LOGIC AND MENTAL PHILOSOPHY.

PASS.

(Not more than SEVEN questions to be attempted.)

1. Explain and illustrate each of the following, property, essence, abstraction.

2. Logically define and divide library, art, trade-union.

3. Explain and illustrate the relation between induction and deduction.

4. Describe the psychical elements involved in perception.

5. Explain and illustrate what is meant by the association of

6. State and illustrate the laws of attention.

7. Discuss psychologically the evil effects of "cramming." 8. Describe the part played by the mind in memory, and contrast with the working of phantasy or imagination.

9. Contrast the teaching of Socrates with that of the Sophists. 10. Describe the main features of the Platonic scheme of education.

11. State accurately the logical oharacteristics of each of the following propositions

(a) Most women are vain, some men are not.

(b) London is the key of India.

(c) Critics are the men who have failed.

A

(d) All the great things have been done by the little nations. (e) No language makes you so thirsty as French.

12. Construct a syllogism of the third figure, and reduce to form of first figure.

LOGIC AND MENTAL PHILOSOPHY.

HONOURS I.

1. Explain what you understand by (a) free ideas, (b) free will. 2. Discuss the relation between reason and passion with reference to the development of the moral consciousness in man.

3. Explain and illustrate each of the following-Plurality of causes, cause as invariable antecedent, cause as sum of conditions.

4. Examine each of the following, stating the exact nature of the fallacy involved

(a) "Rules are general, feelings are general, why should not property be general ?"

(b) "He was also strongly in favour of the equal division of all property except land; liberty depended on land, and the greater the landowners, the greater the liberty of a country."

(c) "He denounced the sentiment as un-English, and got very much cheered.."

(d) The radical manufacturer's confession of faith-"I don't like extremes, a wise minister should take the duty off cotton wool."

(e) "You vote with your family, sir, like a gentleman. You are not to consider your opinions like a philosopher or a political adventurer." (Advice from aged to youthful peer.) (f) "I object to half-measures-it is neither one thing nor the other."

(g) "The missionaries complain of intolerance. A weasel might as well complain of intolerance, when he is throttled for sucking eggs."

HISTORY I.
PASS.

You are recommended to answer SEVEN questions, and not more.

1. Write a short account of the conquest of Britain by the English.

2. Sketch the history of the conversion of the English Tribes to Christianity.

3. Write a short account of the invasions of England by the

Danes.

4. Give some account of the events that led to the conquest of England by the Normans.

5. "The aim of Henry II. was to make a second reign of Stephen impossible." Explain.

6. Give an account of the "Angevin Empire" as it existed in the reign of Henry II. Explain how the various provinces were acquired, and how they were afterwards lost. If possible, illustrate your answer by a map.

7. Describe the government of England by Henry III., and explain the causes of the discontent that in the end led to rebellion.

8. Trace the growth of Parliamentary institutions from 1215 to 1295.

9. Explain the meaning of the following terms-Witan, thane, commendation, relief, escheat, scutage.

10. Write short notes on the following-Picts, Scots, Welsh, the Lothians, Strathclyde.