16. Describe the loss, without gain, in the case of the Chinese language. 17. Give some account of the process of change in a language by use, as the Greek language; the differences between the early poets and historians, and the later ones. 18. State also how the Attic dialect is distinguished into divisions, as it gradually developed by being written; and show the difference between the old and new, by force or by syntactical regularity respectively. 19. Illustrate the process of change also in English, as to loss and gain, by quotations from English writers, exemplifying force or refined composition respectively. 4. ETHNOGRAPHIC AFFINITIES OF THE ANCIENT GREEKS. 1. Describe the country of Armenia, at the foot of Mount Ararat, the cradle of the human race, and the countries adjoining. 2. Besides sporadic colonists, upon what geographical considerations may it be thought that two distinct streams of colonization would set out from the foot of Mount Ararat ? 3. How may this be reconciled with the Biblical account of three races from the three sons of Noah ? 4. Trace the probable course of the eastern stream down the Euphrates, with their settlements Then eastward and westward from the Persian gulf. 5. Trace the probable course also of the western migration in Asia, with their settlements . . . and beyond its confines, with their settlements. 6. Give also the Scriptural account of the sons of Shem, and the countries colonized or possessed by them. 7. Also name some of the sons of Japhet, and the tribes descended from them, with their localities. 8. Trace the course of these ancient colonists to Central Europe, and thence southward into the two peninsulas. 9. What evidence does Greek and Roman tradition afford of this origin of the primitive inhabitants? What name is given to these primitive inhabitants? 10. Explain the words, German, Pelasgic, Pelops, Teutonic, Thuringia, Thracia. very important means of calling forth the energies of a pupil, and of training him to the exercise of independent power; but it is a TEST, without the frequent application of which, both master and pupil will be in constant danger of mistaking the power of acquiring knowledge for knowledge actually acquired." Part III. "Mathematical and Physical Science," completing the work, will soon be ready. BRIDGWATER, February, 1858. |