On what Where was this? Does Horace mention it? Ianum bis clausum. occasions? Ludos feci nomine magistratuum absentium ter et viciens. How was it that this duty devolved so often on Augustus? Quindecim viri. Nature of their duties? What was the number of the college in earlier times? Templum Martis Ultoris, Aedes Jovis Tonantis. On what occasions were they vowed?" 35 10. What children had Julia the daughter of Augustus? Trace the descent of Caligula from Augustus and from Antonius. Who were the two Drusi mentioned in the first book of the Annals? Was either related to Atticus? 25 11. In the division of the provinces, by what principle was Augustus determined? Enumerate those which fell to the senate, giving your authority. Which class of provinces had the better government? Give your reasons. 30 12. Velinum Lacum qua in Narem effunditur. State what you know concerning this outlet of the lake. How do the waters of the Rhine reach the sea? Give the ancient and modern names of the different channels. Fix the position of Ara Ubiorum. c. 70. Penetratumque ad amnem Visurgim. Have you any remark to make upon this? Caesia silva. Lipsius proposes Hesia. Give his reasons, and your judgment upon them. Give the modern names of the Amisia, Luppia, Albis, and Visurgis. 50 13. Segimerus, Segimundus, Segestes. What is probably the meaning of the first syllable in these names? 5 14. c. 17. The soldiers complained denis in diem assibus animam et corpus aestimari, and requested uti singulos denarios mererent. Reconcile the apparent contradiction. What was the pay of the troops in the time of Polybius? What alterations were made by Julius Cæsar and Domitian? 40 15. The Latin of Tacitus differs materially from the Latin of earlier writers. Prove this by instances. 100 Senior Latin Class. (Second Paper.) MIDSUMMER. 1832. ETYMOLOGY. 1. Arrange the vowels ā, é, i, ō, u, in the order of physical articulation; and having so arranged them, show by instances from the Latin language that each vowel is interchangeable with its immediate neighbours. 30 2. In what positions are the letters n, d, t, liable to disappear in Latin orthography? Give instances, and point out similar changes in other languages. 20 3. Show by instances from the Latin and other languages that roots containing the letters r, l, n, m, sometimes appear with a vowel before the liquid and sometimes with a vowel after it. 4. Initial gutturals are liable to disappear. Give examples. 20 29 5. Show by examples that the initials of the Latin often corresponds to the Greek aspirate, the short o to a Greeks, and qu, c, &c. to x. 30 7. Produce evidence of the close relation between the Latin and Sanscrit languages. 6. Festus says that lacrima was once written dacrima (daxgv-w); give other instances of a similar change. 10 20 20 8. Prove by examples that short words are less liable to contraction. 9. Distribute the nouns of the Latin language into declensions depending upon that letter of the word which comes into contact with the suffixes belonging to the several cases; and give the suffixes in their separate forms. 20 10. Show that the various forms of nouns or pronouns employed to represent rest at a place were in fact datives. 30 11. The Homeric form -q-aro has the long, -w has it short. Show that the same principle exists in the Latin verbs. 20 12. Give the adjective forms, including comparatives and superlatives, of ex, in; sub, de, inf; pro, post; ol, ci. 30 13. Explain the formation of the gentile names Publilius, Manilius, and give other instances. 14. Explain the forms sum, est, sunt, eram, essem, absens. 10 20 15. The Greeks form a verb χρυσο-ω with a noun χρυσος. How has the Latin language supplied the place of the verbs having o for a characteristic? any trace in Latin of verbs in o? 16. Legimus, λεγομεν. Analyse the suffixes. Is there 15 10 17. Dissect the word proficiscitur, and assign to every element its proper power. 15 10 18. State the four principles upon which Latin perfects are formed. 19. Analyse the following words: ultro, Dolabella, petesso, interim, postea, hactenus, hodie, nudius-tertius, postridie, uterque, utut, imago, talis, nunc, debeo, suscipere, cupiditas, aegritudo, ebrietas, clientela, quingenti, viginti, sepono, indoles, incumbo, contio; and illustrate each case by similar formations. 100 20. Give the different forms in which the roots bib-o, li(n)-o, lav-o, appear. 20 21. Largiter, aliter, petivi, hilarulus (dimin.) appear at first to be irregularly formed. Show that they are regular. 20 22. Account for the quantity of the syllables marked in Italics in the following words: amentia, requiramus, fecit, probare, sustulit, nomen, cogitatio, paucis, didicisse, oratio, usus. 20 Senior Greek Class. CHRISTMAS. 1831. PART OF THE SIXTH BOOK OF THUCYDIDES. 1. Give a systematic division of the tenses in the indicative mood, in English and Greek. 2. Explain and illustrate by examples the true character of the tense, called in the vulgar grammars the Paulo-Post-Futurum. 3. διείργεται τὸ μὴ ἤπειρος οὖσα. Point out the idioms in this expression ; and illustrate them by analogy, or by similar examples. 4. Explain the etymology of μεσημβρινός, ταμιεύεσθαι, ἐκεχειρία, ἕτοιμος, ἐξέτασις, περαιωθῆναι, πλεονεκτεῖν. 5. Explain briefly the force of the prepositions in the following compounds, as they are used in this book :-προστειχισθεῖσα, ἐνδοιαστῶς, ὑπεριδόντες, ἀντιπαρακελεύομαι, μεταγνόντες, ἐπεξέτασις, ἐπιδοχὰς, ἐπιφορὰς, περιϊδεῖν, προσήκει, ἐπιβόητος, καταπεπολεμῆσθαι, μεταχειρίζω, επιμεταπέμπεσθαι, ἐπακτῷ, ἐπητιῶντο, ἀναγωγή. 6. λύτρα ἀνδρῶν Συρακοσίων αἰχμαλώτων. Give examples of nouns of the same class as λύτρον (i. e, in which the same termination conveys the same meaning.) 7. Explain the derivation of μετέωρος. State the forms in which the word appears, and the senses in which it is used. 8. Mark the quantity of the doubtful syllables in the following words:—ἄκων, ἀναλοῦν, εὐπραγούντων, ἱκέτευον, ἀφικόμενος, ἀκριβές, φασί, παντάπασι, ξυγκραθέν, προθυμότατα, πολιτεύειν, ἀσφάλεια, πολιτεία; and, where you can, account for the quantity. 9. Accent the following words:—ούδε, ούτε, έρωτας, ήρωτα, μεταβολης, παρελθων, φοβηθείσαι, Αθηνων, τοξοτων, εἰργασμένος. 10. Explain the meaning of ψηφίζεσθαι, ἐπιψήφιζε, ἀναψηφίσαι. 11. σιτοποιοὺς ἐκ τῶν μυλώνων. Give examples of nouns of the same class as μυλών. Translate: 12. καὶ ἔρως ἐνέπεσε τοῖς πᾶσιν ὁμοίως ἐκπλεῦσαι τοῖς μὲν γὰρ πρεσβυτέροις ὡς ἢ καταστρεψομένοις ἐφ ̓ ἃ ἔπλεον, ἢ οὐδὲν ἂν σφαλεῖσαν μεγάλην δύναμιν· τοῖς δ ̓ ἐν τη ἡλικίᾳ τῆς τε ἀπούσης πόθῳ ὄψεως καὶ θεωρίας, καὶ εὐέλπιδες ὄντες σωθήσεσθαι· ὁ δὲ πολὺς ὅμιλος καὶ στρατιώτης ἔν τε τῷ παρόντι ἀργύριον οἴσειν, καὶ προσκτήσασθαι δύναμιν ὅθεν ἀΐδιον μισθοφορὰν ὑπάρξειν. ἢ οὐδὲν ἂν σφαλεῖσαν μεγάλην δύναμιν. 6. Explain the force of the tenses in οἴσειν, προσκτήσασθαι, and ὑπάρξειν. 13. What did the old Greek geographers account the boundary between the Iberians and Ligurians? 14. Of what race are the Siceli supposed to have been a branch? What people are we to understand by the "Orixes? What is the probable etymology of the name? 15. Mention memorials of the settlements of the Phoenicians in the islands of the Mediterranean Sea. What monument of them remained in Sicily? What dates, on what authorities, are assigned for the foundation of Carthage? 16. Deduce from Thucydides the date of the foundation of Syracuse? 17. Give the dates B.C. of the beginning of the Peloponnesian war, of the expedition of Laches to Sicily, of the peace of Nicias, of the battle of Mantinea, of this Sicilian expedition. 18. What was the political state of Argos at the time of the expedition to Sicily? 19. ἄγοντες ἑξήκοντα τάλαντα ὡς ἐς ἕξηκοντα ναῦς μηνός μισθὸν. What was the regular complement of a ship's crew? What was the rate of pay to each sailor at this time? By whom was the additional pay furnished to the better class of mariners? What intimations have we of the falling of the rate of pay at the end of the war? 20. ξυγκατοικίσαι δὲ καὶ Λεοντίνους, ἤν τι περιγίγνηται αὐτοῖς τοῦ πολέμου. Translate. What war is here meant? and what was the state of Leontini at this time? 21. ῥᾳδίας ἔχουσι τῶν πολιτειῶν τὰς μεταβολὰς καὶ ἐπιδοχάς. Translate exactly, and give examples of these changes in the Sicilian states. 22. πολλαὶ δὲ τριήρεις καὶ ὄχλος ὁ πληρώσων αὐτάς. Explain and illustrate the fact implied in these words. 23. Explain the meaning of the words χορήγιαι, τριήραρχος, ἐπίβαται, πρύτανις, ἐπὶ κέρως. 24. From what countries chiefly did Attica import corn? What was the average annual importation? By what authorities does this appear? What is the consumption calculated to have been? MISCELLANEOUS. FOREIGN. FRANCE. EDUCATION.-'It is a wretched mistake in my estimation' (says Professor Cousin, in his report on education in Germany), ‘to banish the clergy completely from all intervention in elementary education. Thank God! the fanaticism of abstract systems and disorganization has not yet impelled us to banish moral and religious instruction wholly from popular schools: for it would be absurd to attempt imparting moral and religious knowledge in those schools, and, at the same time, to make the minister of the parish an utter stranger to the education given; it would be absurd, too, to render popular education obnoxious to families, by depriving it of every feature of a religious kind, in a country, where Christian tenets are still so extensively maintained by private families. In principle, I esteem the mayor and minister of the place, each in his proper sphere, as the natural inspectors of the village school, as well as the fitting correspondents and agents of the district committee.' Martinique. The persons of colour in this island have formed a society for the purpose of diffusing the benefits of general education throughout it. The minimum of the yearly subscriptions is twelve francs, or about nine shillings and sixpence, and the produce is destined towards defraying the expense of sending young men to France, and educating them there in the Royal Colleges or other seminaries. Lots will be drawn every year for determining those who shall be sent. College of Industry.-At the close of January last, the Council of Public Instruction determined to establish an institution for education of a secondary class, under the appellation of a College .of Industry.' It will be placed in the centre of Paris, and Mr. Lamotte has been appointed director of it. None but day pupils will be admitted; the course of study will last four years, and comprise the French, English, and German languages, mathematics, architecture, linear and academic designs, physics, chemistry, commercial accounts, history, geography, French literature, logic, morals, and the elements of commercial law. The illustrious dead.-The French Government intend to apply for a vote of 2,900l. towards purchasing the late Baron Cuvier's library, as well as for another of 2,000l. towards purchasing the collection of Egyptian MSS. made by the late M. Champollion the younger. The ministry likewise propose the grant of a pension of 240l. to the widow of Cuvier, and of pensions of 120l. each to the widows of Champollion, Abel Rémusat, St. Martin, and de Chézy, all of whom died in the course of the year 1832.-A subscription, originating with the Entomological Society in Paris, has been opened for the purpose of erecting a monument to the memory of their late honorary president, Latreille;—and the city of Bordeaux is about to erect two statues in marble of Montaigne and Montesquieu, as fit embellishments to the handsome mall of Tourny, which has just been opened. Both of these great men were natives of the department of the Gironde. National Education.-In October, 1831, the French government directed that the details of the expenditure of all grants under this head should be annually reported, and that every three years, a statistical review of the state of national education should be compiled. In conformity with these directions, Guizot, the minister of public instruction, submitted a long report on these two subjects, in the month of January last; and from that report the subsequent data are extracted. Grants amounting to 19,680l. have been made towards purchasing, building, and repairing school-houses, in such districts as were unable to raise the funds required. A further sum of 4,3401. has been applied in providing fittings and furniture; and another of 5,480l. towards providing books of easy reading, and dépôts for them, for gratuitous distribution among poor children. For allowances to invalid and aged teachers, and gratuities to others, a charge of 3,1657. has been incurred; and for founding 'normal primary' schools, for the education of teachers, a charge of 3,8601. -From the appended comparative view of the state of national education between the years 1829 and 1832, it appears that there were in the latter year 4055 schools and 231,375 scholars more than in 1829, and that 2741 districts (communes) are at this moment provided with schools, which possessed none in 1829. There has, besides, been an increase of 536 in the number of schools for mutual instruction, and of 34 in that of normal primary' schools. On examining the details, which established this gratifying result, we observe that, in the district under the management of the Academy. 104 ....103,465. 1 1243..... 20 ... 48,473.... 2 .... Pawn-banks.-One of these useful establishments, which we could wish to see formed on equally benevolent principles in England, has been in operation for the last hundred and fifty years at Angers. It is available to the lower orders, where even the minutest fraction of occasional aid is required; and what constitutes a peculiarly valuable feature in it is, that it lends that aid without the exacting of any interest whatever on the sum advanced. Henri Arnauld, the bishop of the diocese, and one of the family of that |