4.

What is generally understood by the Affections? In what manner do they operate? What great purpose do they serve? Under what two general heads may they be classed?

5. Show how the Desire of Approbation, when properly regulated, is calculated to produce a highly beneficial influence ;-and state some of the evils resulting from a perverted use of this Feeling.

6. With respect to that inestimable precept to do to others as we would that they should do to us, a caution is given (by Abercrombie) to this effect, that we are to remember that the principle of Action which this precept makes use of is not to be considered as the Rule, that is, the Ruling Motive, of our conduct in dealing with others; the real design of the precept being to serve as an ever-present Reminder of the great Standard or ultimate Rule to which all our actions ought to be referred; and also as an infallible Test wherewith to try our conduct in individual instances::

What difficulty might arise in the mind of one who was endeavouring to act in accordance with the precept now in question, but who did not attend to this explanation of it? In all cases, what ought to be the Ruling motive or ultimate Standard of our conduct? Explain, as precisely as you can, the nature of the mental exercise that is brought into operation in every case when the above-mentioned inestimable precept is duly applied. From what propensity of our nature would an habitual attention to this exercise effectually guard us in our dealings with others ?-And how would it tend to advance our own moral culture?

7. Contrast the control or voluntary power which we can exercise over any of our Intellectual processes with that which we can exercise over our Feelings.

8. By what means can we influence our Feelings? -If, for example, it were our wish to call up within us the Feeling of compassion and kindness for any one in distress, what steps could we adopt to accomplish that object?

9. State briefly what you consider the due regulation of the Moral Feelings to consist in ;-and mention any circumstances that might lead to their derangement.

B. A. Examination.

ENGLISH POETRY.

Examiner.-REV. J. RICHARDS, M. A.

1. What opinion have you formed of the character of Hamlet? Illustrate your view by quotations.

2. Illustrate from Hamlet the difference between Wit and Humour, and explain in what way they may be discriminated.

Quote any passage from Hamlet that seems to you distinguished for beauty and force, and point out the particular points of beauty.

3. In what sense does Shakespeare use the words, carnal, censure, collection, cry, expostulate, meditation, rivals, waft?

4. Other readings have been proposed in the foling passages. Mention them.

(a)

"while they distill'd

Almost to jelly with the act of fear

Stand dumb."

(b) "I would not

Have you to slander any moment leisure

As to give words or talk with the Lord Hamlet."

(c) "I'll silence me e'en here."

(d) No, no, he is dead,

So to thy death bed

He never will come again."

Explain clearly the following passage :

"O what a noble mind is here o'erthrown!
The courtier's, soldier's, scholar's eye, tongue,
sword,

The expectancy and rose of the fair state,

The glass of fashion and the mould of form, The observ'd of all observers ! quite, quite down." 5. On what is Comus founded? Mention any other masks which were published before Comus.

In what terms does Milton refer to masks in his Paradise Lost? Under what circumstances did he publish the Comus?

6. In what respects does a mask differ from any other dramatic composition?

7. Explain clearly the words in Italics.

The drouth of Phoebus-Iris' woof-wavering morrice -grave saws-margent green-swilled insolence-infamous hills-the swink'd hedger-swart fairy-Clouted shoon.

8.

(a)

Explain allusions.

"Rude Heiskar's seal, through surges dark Will long pursue the minstrels' bark." (b) Awaked before the rushing prow The mimic fires of ocean glow, Those lightnings of the wave.

(c) "Was not the life of Athole shed

To soothe the tyrant's sicken'd bed."
(d) Now ask you whence that wondrous light
Whose fairy glow beguiled their sight!

It ne'er was known.

9. Explain the meaning of the following suffixes and state whence they are derived :—

fy, ness, en, esk, ly, tion, terde.

ENGLISH PROSE.

Examiner.-REV. W. C. FYFE.

1. Give a short account of the life and writings of Lord Bacon, and point out some of the chief excellencies and defects of his style. In what relation does the Treatise on the Proficience and Advancement of Learning stand to the rest of his philosophical works?

2. Lord Bacon divides human learning into three parts, history, poetry, and philosophy, respectively referring to memory, imagination and reason, which he conceived to be the proper distribution of the intellectual faculties. Give the substance of his observations on history; with remarks on their practical tendency, or the justness of his reasoning.

3. Paraphrase the following passage, and point out any changes either in spelling or construction which the English language has undergone since the time of Lord Bacon.

And surely when I set before me the condition of these times, in which learning hath made her third visitation, or circuit, in all the qualities thereof; as the excellency and viuacity of the wits of the age; the noble helps and lights which we haue by the trauailes of ancient writers; the art of printing, which communicateth bookes to men of all fortunes; the opennes of the world by nauigation, which hath disclosed multitudes of experiments, and a masse of naturall history; the leasur wherewith these times abouud, not imploying men so generally in civill businesse as the states of Græcia did, in respect of their popularity, and the state of Rome, in respect of the greatnesse of their monarchy; the present disposition of these times at this instant to peace; the consumption of all that ever can be said in controuersies of religion, which haue so much diuerted men from other sciences; the perfection of your Majesties learning, which as a Phoenix may call whole volies of wits to follow you; and the inseperable propriety of time, which is euer more and more to disclose truth; I cannot but be raised to this perswasion, that this third period of time will farre surpasse that of the Grecian and Romane learning: onely if men will know their own strength, and their own weakness both; and take, one from the other, light of invention, and not fire of contradiction, and esteem of the inquisition of truth, as of an enterprise, and not as of a quality or