An examiner would regard such personal allusions as in bad taste. Do not go out of your way to drag in party shibboleths. An examination paper is not the proper place for partisanship and controversy. Yet it is, of course, allowable to argue temperately and modestly in favour of any particular view. It is high praise for an examiner to describe a paper as " workmanlike.” This is what should be aimed at. It is not a bad plan to number the different parts of an answer, but beware of drawing distinctions where there is no real difference. When the paper is finished, arrange the sheets in the order in which they were written, and in which they are to be read—the sheet first written innermost, and the sheet last written outermost. The name, subject, and nature of the examination (e.g., first year, exhibitions, simple admission) should then be written on the outside.

The hints that have been given above are of a strictly practical nature. They have had reference only to so much of theological knowledge as can be taught in lectures and tested in examinations. But the subject of theology has, of course, another aspect in which it stands alone amongst all subjects. And it is hoped that the course of reading through which the student will go, bringing him in contact, as it must, with the deepest and loftiest thoughts that can touch the heart or mould the character of man, may be not without fruit of another kind, and that the higher and better fruit, which examinations cannot test, may be sought in the way in which it is to be found. The key to the inner meaning of the Scriptures, and to the purpose and unity that runs through the history of the Church, is to be apprehended by a process that is not purely intellectual, and its attainment is possible to those who are most diffident as to their own powers.



I. RUDIMENTS OF CHRISTIAN KNOWLEDGE. 1. Compare the characters of Esau and Jacob, and show

how the character of each influenced his history.
A short account of the reign of Saul.
By what foreign powers was the kingdom of Judah
chiefly assailed during the later period of the
monarchy ? By whom were the Jews carried into
Captivity, and by whom were they permitted to
return? What great change had taken place in

the East during the interval? 4. Give the position of the following places, and men

tion some of the events connected with them :Hebron, Shechem, Bethel, Megiddo, Bethlehem,

Capernaum, Ephesus. 5. Who were the Samaritans? What were their rela”

tions to the Jews ? 6. Name the chief companions of St. Paul on his mis

sionary journeys, and state what you know about

them. 7. “In the beginning was the Word, and the Word was

with God, and the Word was God." Explain this. 8. Give the origin of the names, “ Epiphany," “ Lent,"

“ Easter." From what does each of these seasons

derive its character ? 9. What reasons may be given for the use of stated

Forms of Prayer ?

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4 1. Add together 15, of 41,

516 2. Find the G.C.M. of 1521, 1755, and 2691,

and the L.C.M. of 7, 11, 21, 33, 42, 55. 3. Simplify 3

5 7 +

5 8

6 2 2

2 4. Express as a decimal fraction á of 7), and as

vulgar fractions .0227, 17.308. 5. Find the value of .1 x .0001 and of 7.6 X 5.3. 6. Reduce 1.725 of 5s.6d. to the decimal of 2s.6d. 7. Find by Practice the cost of 2cwt. 3qrs. 12lbs.

at £1 7s. 6d. per cwt. 8. Find the square root of 56169. 9. At what rate per cent. will £1125 amount to £1260 in 4 years ?


ALGEBRA. 1. Add together 7a 3b 5c + 9d, 26 30 , 5d, and — 40 + 150; and from a + b

- 7 take 8

- b + a. 2. Divide 3xy + + yo 1 by y + x 1. 3. Find the G.C.M. of x + (a + 1) x + (a + 1) x + a and 23 + (a

(a 1) x + a.

23 4.x2 19x 14 4. Reduce the fraction

2.23 9.x 38x + 21 to its lowest terms. 5. Simplify P

a + P

р р a +




1) 2*

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6. The difference between two numbers in 8, and

the quotient resulting from the division of the greater by the less in 3. What are the

numbers ? 7. Extract the square root of 4.x* + 4.0" 7.3* –

7x 4.3 + 4. 8. Solve the equations(i) 1


3х 2 4x 3
(ii) X Y

2 3

= 0.

+ 를

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= 8




EUCLID. 1. Define a circle, a square, a semi-circle, a rhomboid,

an acute angled triangle. 2. Draw a straight line at right angles to a given

straight line from a given point in the same. 3. Any two angles of a triangle are together less than

two right angles. 4. If two triangles have two sides of the one equal to

two sides of the other, each to each, but the angle contained by the two sides of one of them greater than the angle contained by the two sides, equal to them, of the other, the base of that which has the greater angle shall be greater than the base of the

other. 5. If a straight line falling on two other straight lines

make the alternate angles equal to one another, the

two straight lines shall be parallel to one another. 6. Triangles on the same base and between the same

parallels are equal. 7. Describe a parallelogram that shall be equal to a

given triangle and have one of its angles equal to a

given rectilineal angle. 8. Describe a square on a given straight line,


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For Students not Candidates for Honours.


HOMER, OD. I.-VI. 1. Translate :

Od. 1., 150-168.-From, αυτάρ επεί πόσιος νόστιμον ήμαρ.

Od. iv., 448-463.-From φώκαι δ' εξ αλός τέο σε χρή και Od. ν., 43-67.-From “Ως έφατ':... έργα μέμηλεν.

Od. vi., 85-100.-Frcm Αι δ' ότε δή ποταμοίο από κρήδεμνα βαλούσαι. 2. Explain and illustrate κρητηρας επεστέψαντο ποτοίο

τανηλεγέος θανατοϊο-ιστον εποιχομένη-'Αρτεμις ιοχέαιρα
ήριγενένεια Hώς-βουλντόνδε-οιήμενος.

Translate :
I., c. xii.–From Inter quce senatu.. admonuit. II., c. lx.-From Sed Germanicus.... imperio tenuisse.

III., c. xvi.—From Audire me memini....... liberis meis consulatis.

IV., c. lvii.–From Inter quoe diu....... donum ejus accepisset.

Translate :-

S. Luke, o. viii., νν. 16-21.
S. John, o. iii., νν. 4-12.

c, . .
xiv., νν. 13–20.

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