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English Literature.

Junior.

As You LIKE IT.

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1. Explain the following phrases :-Jove in a thatched house ; Omittance is no quittance; Concave as a covered goblet ; Ovid amongst the Goths.

2. Give the Shakesperian meaning and the derivation of the following words :-feature, traverse, puisny, complexion, capable, erst, carlot, constant, parcels, straight.

3. Paraphrase Phoebe's speech at the end of Act III., beginning, “Think not I like him."

4. Analyse Act III., Sc. 4, 11. 41-45.

English Grammar.

Junior.

1. Define the word “ verb.” How are verbs classified ?

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2. What is meant by “voice," “mood,” “ tense.” Illustrate your answer by examples.

3. Into how many conjugations may English verbs be divided ? Give examples of each. 4. Give a list of anomalous verbs. Account for the different

a forms found in the conjugation of the verbs be, can, will, may, go.

5. Parse fully all the verbs in the following lines :“ It was about the lovely close of a warm summer's day, There came a gallant merchant ship full sail to Plymouth Bay. Her crew had seen Castile's black fleet beyond Aurigny's Isle, At earliest twilight on the waves lie heaving many a mile ; At sunrise she escaped their van by God's especial grace, And the tall Pinta till the moon had held her close in chase. Forthwith a guard at every gun was placed along the wall, The beacon blazed upon the roof of Edgcumbe's lofty hall Many a light fishing bark put out to pry along the coast, And with loose rein and bloody spur rode inland many a post. Analyse the two first lines in the above quotation.

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English Literature.

Senior.

As YOU LIKE IT.

1. Junior Paper, No. 2.
2. Junior Paper, No. 3.

3. Explain all allusions and difficulties of construction in the following passages, giving the name of the speakers, and, if possible, the context :

(i) “Dead shepherd, now I find thy saw of might.”
(ii)

“ 'Twas just the difference
Betwixt the constant red and mingled damask.”
(iii)

« Lean but upon a rush,
“The cicatrice and capable impressure

Thy palm some moment keeps." (iv) “I am here with thee and thy goats as the most caprici

ous poet, honest Ovid, was among the Goths.”

4. Junior Paper, No. 4.

English Grammar.

Senior.

1. Junior Paper, No. 3.
2. Junior Paper, No. 4.
3. Junior Paper, No. 5.
4. Analyse :-

“ Him the Almighty Power
Hurled headlong flaming from the ethereal sky,
With hideous ruin and combustion, down
To bottomless perdition.”

5. Give examples of Iambic and Trochaic verse, marking the feet and accent.

English Language and Literature.

Higher Local.

(a) CHAUCER, PROLOGUE AND KNIGHT'S TALE; (6) SHAKE

SPEARE, As You LIKE IT ; (c) Bacon, EsSAYS 1.—XXVIII. ; (d) HISTORY OF ENGLISH LITERATURE.

(a) 1. Compare Chaucer's reflections on Death towards the end of the Knight's Tale with Bacon's.

2. Give a short account of Boethius.

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3. “Than is it wisdom, as it thinketh me,

To maken virtu of necessité." Indicate as briefly as possible the nature of the arguments by which Theseus is led to this happy conclusion. 4. Paraphrase and comment on points of interest in(i) “ The firste moevere of the cause above,

Whan he first made the fayre cheyne of love,

Gret was th' effect, and high was his entente.”
(ii) “For nature hath not take his bygynning

Of no partye ne cantel of a thing,
But of a thing that parfyt is and stable,
Descendyng so, til it be corum pable.
And therfore of his wyse purveiaunce
He hath so wel biset his ordinaance,
That spices of thinges and progressiouns
Sehullen endure by successiouns,

And not eterne be withoute lye. 5. Explain the meaning of the following :- Culpons, 2-wrye, stree, lynd, whyppyltre, amadrydes (derive this), perrye, rede, lichewake, leeveth me, me lust declare.

(6) 1. “He uses his folly like a stalking-horse, and under the presentation of that he shoots his wit.” Explain this. Mention an instance in which this statement is true of Touchstone.

Do you agree with Rosalind's description of him as clownish fool?

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2. What seem to you the merits of this play?

3. The language of Shakespeare and Bacon makes a period of transition in the history of our language. Prove and illustrate this by quotations from the books you have been reading in this class.

(c)
1. Give the substance of the essay on Expense.

2. Explain the use Bacon makes of these sayings :(i) “Dry light is ever the best.” (ii) “A friend is another himself." (iii) “ Cor ne edito."

3. Compare Bacon's views on Love with his views on Friendship.

4. Paraphrase and explain what is necessary in-
(i) “ It is a ridiculous thing, and fit for a satire to persons

of judgment, to see what shifts these formalists have, and what prospectives, to make superficies to seem body that hath depth and bulk."

(ii) “A negative is more pregnant of direction than an indefinite ; as ashes are more generative than dust.”

5. What are the fruits of Friendship?

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(d) 1. Mention four novelists of the eighteenth century who in your opinion may fairly be taken as representatives of different schools.

2. Describe the chief points in which the poetry of Tennyson differs from that of Wordsworth.

SPECIAL PERIOD.

3. Mention and briefly criticise the chief translations in English verse in this period.

4. Write an account of the poetry of Drayton.

English Language. MARCH, ANGLO-SAXON READER, pp. 13—40, 52–65. MORRIS,

SPECIMENS OF EARLY ENGLISH, pp. 110–170.

1. What is the rule for the accent in Anglo-Saxon ? Mark the accent in the following words :-Brôxor, misdâd, ætpindan, ¿ eard, æfterfyligan, adrîfan, ofer-cuman.

2. Explain clearly what is meant by euphonic changes, and classify the chief which take place in Anglo-Saxon. Explain the term gemination, and give instances of it.

3. Show how the words fire, door, ten, tongue illustrate Grimm's Law.

4. Give the principal parts of the following verbs, and the mood and tense of the part given :-hpetton, mihte, môste, bæron, scufon, stigon, geseah, gecîranne, gebad, sigon, Cpæd, spâc.

5. Translate into modern English :

(i) MORRIS, Specimens, lx., 11. 30—44, and write notes on the words neddre, bemares, dream, orhel.

(ii) Specimen, X., 11. 108–121. Parse henges, and give notes on pið, longis.

(iii) Specimen, xii., 11. 1–14.
(iv) Specimen, xv., 11. 2204—2210. Derive wrigtful.

(v) Specimen, xv., 11. 2406—2410. What modern colloquialism has sprang from muned.

. (vi) Specimen, xviii., 11. 495—524. Show by giving the Anglo-Saxon of some of the words in this extract which are still in use, how the language was gradually becoming modernized. Account for the change where you can.

(vii) MARCH, Anglo-Saxon Reader, p. 28, 11. 8—19. What force does the prefix ge- give to such words as geascian, gewinnan, geâhnian, gerîdan respectively? What is the meaning of lægon here ? Parse the word. What was the original force of se? Give the infinitive mood, past tense (first person), and past participle of findan, rinnan, peorban, beodan.

(viii) P. 39, 11. 32–46. P. 55, 11. 3—12. P. 63, 11. 3—13.

(ix) P. 48, l1. 30—41. Write short notes on the words Scippend, Metod, Dryhten, Freâ middangeard; and parse sceolon, onstealde, gesceộp, teôde.

6. Translate into Anglo-Saxon :

These three men the king commanded to be cast into a burning furnace ; but their bonds were burned, and they unhurt went praising with song the heavenly God, who so preserved them in the furnace that their hair was not even singed. And the king commanded them then to go from the furnace.

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