they derive a particular malignity even from the wisdom and soundness of our other institutions. For very obvious reasons you cannot trust the Crown with a dispensing power over any of your laws. However, a government, be it as bad as it may, will, in the exercise of a discretionary power, discriminate times and persons: and will not ordinarily pursue any man when its own safety is not concerned. A mercenary informer knows no distinction. Under such a system the obnoxious people are slaves not only to the government, but they live at the mercy of every individual they are at once the slaves of the whole community and of every part of it: and the worst and most unmerciful men are those on whose goodness they must depend. In this situation all the means given by Providence to make life safe and comfortable are perverted into instruments of terror and torment. LATIN.-PART II. (COMPOSITION.) Professor Tucker and Mr. Tubbs. Translate into Latin prose Are you aware that there is at this moment a universal clamour throughout the whole of Ireland against the Union? It is now one month since I returned from that country. I have never seen so extraordinary, so alarming, and so rapid a change in the sentiments of any people. Those who disliked the Union before are quite furious against it now; those who doubted doubt no more; those who were friendly to it have exchanged that friendship for the most rooted aversion; in the midst of all this (which is by far the most alarming symptom) there is the strongest disposition on the part of the Northern Dissenters to unite with the Catholics irritated by the faithless injustice with which they have been treated. If this combination does take place (mark what I say to you) you will have meetings all over Ireland for the cry of "No Union"; that cry will spread like wildfire, consuming all opposition; and if this be the case Ireland is gone, and the death-blow of England is struck and this event may happen instantly. COMPARATIVE PHILOLOGY. Mr. Elliott. N.B.-FOUR questions from each of the first two parts are to be answered by second-year students; THREE questions from each of the three parts by third-year students. A. 1. Trace succinctly the development of the science of Comparative Philology, pointing out especially the advances made by the New School. 2. Examine and illustrate the influence of Analogy as a factor in sound-change. Under what circumstances, and with what limitations, are we justified in assuming its influence? 3. What is the exact meaning to be attached to the expression "Indo-European parent-speech"? Give examples showing by what method you would determine whether given words in Greek, Latin, or English go back to the parent-speech. 4. What is the difference between stress-accent and pitch-accent? Illustrate the effects of accent on sound-change, and show what reason there is for believing that the principle of accentuation in Latin was different in the ante-classical and the classical periods. 5. Explain palatalisation, epenthesis, compensatory lengthening, root, voiced spirant. B. 6. Explain clearly what is meant by Ablaut or vowelgradation. What principle underlies the changes connected therewith? Trace both in Greek and Latin, and distinguish carefully the different grades of the suffix men. 7. State the phonetic laws which express the representation of the Indo-European stops or explosives in Teutonic. Give the Greek or Latin word corresponding to the following English words, mentioning the original Indo-European stop in each case-Book (O.E. bōc), quick (O.E. cwic), loud (O.E. hlud), guest (O.E. gæst). 8. "Latin is a far less faithful representative than Greek of the original Indo-European vocalism." Examine this statement, and justify your conclusion by examples. 9. Trace carefully, with examples, the development in Greek of s, both alone and in combinations. What original sounds are represented by Latin g and b, and under what circumstances? 10. Examine carefully the etymological connexion, if any, between rap and jecur, TEIXOS and fingo, ἵημι and satus, ἄρκτος and ursus. Account for the forms τάλας, ὀρθός, βαίνω, sido, posco, vivos. C. For Third-year students only. 11. Classify the compounds of Greek and Latin according to (1) form, (2) meaning, illustrating your classification by examples. 12. "The Greek and Latin nominal and verbal systems contain scarcely any common elements which do not go back to the Indo-European parent-speech." Examine the evidence for this statement. 13. Restore the Indo-European words for 1, 4, 5, 7, 100, 5th, and twice, showing clearly the exact relation thereto of the corresponding words in Greek and Latin. 14. Trace the origin of the suffixes in παιδεύω, χαρίεις, μeiLove (nom. plural), wóλɛɩ (accus. plural), periculum, breviter, cognomentum, amabam. 15. Analyze fully, and trace back to the earliest attainable form in each case, ἵπποι, ἐρυθρός, χιόνος, topév, ilico, simus, virosus. ENGLISH.-PART I. The Board of Examiners. 1. From what language is each of the following words derived-Abbot, annoy, balcony, cabal, canoe, caste, chagrin, chess, clan, fetish, folio, iceberg, paragon, programme, punctilio, rice, scimitar, sovereign, street, whiskey? 2. Give the history of each of the following words:Alligator, assassin, baron, basket, battledore, breeches, buffalo, evangelist, schooner, slave. 3. Write a note on each of the following quotations from As You Like It : (1) He lets me feed with his hinds. (2) Three proper young men of excellent growth and presence. (3) Here feel we but the penalty of Adam. (4) What's that "ducdame?" (5) I should not seek an absent argument (6) Doth my simple feature content you? (7) Who ever loved that loved not at first sight? (8) She calls me proud, and that she could not love me, Were man as rare as phoenix. (9) According to the fool's bolt and such dulcet diseases. (10) Good wine needs no bush. |