B. VERG. ECLOG. IV. 31-52. Pauca tamen suberunt priscae vestigia fraudis, C. LIV. XXII. c. 30. Signo dato conclamatur inde, ut colligantur vasa. profecti et agmine incedentes ad dictatoris castra in admirationem et ipsum et omnes qui circa erant converterunt. ut constituta sunt ante tribunal signa, progressus ante alios magister equitum, cum patrem Fabium appellasset circumfusosque militum eius totum agmen patronos consalutasset, "parentibus" inquit "meis, dictator, quibus te modo nomine, quo fando possum, aequavi, vitam tantum debeo, tibi cum meam salutem, tum omnium horum. itaque plebei scitum, quo oneratus sum magis quam honoratus, primus antiquo abrogoque et, quod tibi mihique [quod] exercitibusque his tuis, servato ac conservatori, sit felix, sub imperium auspiciumque tuum redeo et signa haec legionesque restituo. tu, quaeso, placatus me magisterium equitum, hos ordines suos quemque tenere iubeas." tum dextrae interiunctae militesque contione dimissa ab notis ignotisque benigne atque hospitaliter invitati, laetus que dies ex admodum tristi paulo ante ac prope execrabili factus. D. CIC. DE ORAT. III. §§ 171-172. Sequitur continuatio verborum, quae duas res maxime, collocationem primum, deinde modum quemdam formamque desiderat. Collocationis est componere et struere verba sic, ut neve asper eorum concursus neve hiulcus sit, sed quodammodo coagmentatus et levis. In quo lepide soceri mei persona lusit is, qui elegantissime id facere potuit, Lucilius: Quam lepide lexeis compostae! ut tesserulae omnes Arte pavimento atque emblemate vermiculato. Quae quum dixisset in Albucium illudens, ne a me quidem abstinuit : Crassum habeo generum, ne rhetoricotero' tu sis. Quid ergo iste Crassus, quoniam eius abuteris nomine, quid efficit idem illud scilicet, ut ille vult et ego vellem melius aliquanto quam Albucius. Verum in me quidem lusit ille, ut solet. Sed est tamen haec collocatio conservanda verborum, de qua loquor; quae iunctam orátionem efficit, quae cohaerentem, quae lenem, quae aequabiliter fluentem. Id adsequemini, si verba extrema cum consequentibus primis ita iungentur, ut neve aspere concurrant neve vastius diducantur. II. 1. Derive the words hornus, proelium, idus, cliens, adorea, curia, mollis, comissor, pessum dare, seditio. 2. Discuss the spelling of the words lacryma, coelum, scaena, fenus, prelum, soboles, caussa, nequidquam, correcting the form here given, where it is incorrect. 3. Discuss the quantity of the first syllable in dico, fido, nubo, odi, movi, vidi. 4. Explain the terms nomenclator, res mancipi, contaminatio, fundus serviens, edictum, translaticium, sodalicium, iudex editicius, praefectura, antestari. 5. What do you cousider to have been the primary force of the genitive case? Enumerate and explain its principal uses, comparing them with the corresponding idioms in Greek. 6. Enumerate the principal peculiarities of the accidence, syntax, and prosody of Plautus, as compared with Juvenal. Translate into Latin: III. 1. The interest of money has been lowered from 18 to 6 per cent, therefore your £100,000, divided among your four children, will only produce for each a revenue of £1500 per annum. 2. My loving people, said the queen, we have been persuaded by some, that are careful of our safety, to take heed how we commit ourselves to armed multitudes, for fear of treachery: but assure you, I do not desire to live to distrust my faithful and loving people. Let tyrants fear I have always so behaved myself, that under God, I have placed my chiefest strength and safeguard in the loyal hearts and goodwill of my subjects. [Use the oratio obliqua.] 3. The genius of Vergil was barren in creating, great as was his talent for embellishing. That he himself was conscious of this, and was content to be great in the way suited to his endowments, is proved by his practice of imitating and borrowing, and by the touches he intersperses of his exquisite and extensive erudition. 4. I remember reading a very remarkable speech, with most of which I agree, delivered by Mr. Mill, on the difficulties of a comprehensive education. He said that the study of science taught young men to think, while the study of classics gave them the power of expressing their thoughts. I own I have thought there is some little fallacy in the distinction drawn between the education taught in these two departments. I believe it is almost impossible for a man to study the ancient languages without himself acquiring good habits of thought; and I dare say that you have all had opportunities of hearing some of the most distinguished professors, who have conveyed their thoughts to their audiences in such singularly clear and perfectly eloquent language, that I feel there is something in the study of science which makes a man feel that in what he is talking about, he must eschew all redundant and irrelevant verbiage. A. S. WILKINS, B IV ANCIENT HISTORY. 1. What is known to you concerning the legislative activity of Solon? What innovations are stated to have been introduced into Attic political life by Clisthenes ? 2. Enumerate the principal Greek cities in Sicily; and mention any occasions in which their history comes into direct contact with that of the mother-country. 3. Write a brief life of Demosthenes, introducing the dates and describing the occasions of his most celebrated orations. 4. What account is given by the ancient historians of the so-called Constitution of Servius Tullius? What do you suppose to have been the object, and the ultimate effect, of the organisation in question? 5. Narrate as fully as possible the careers of the Gracchi; and mention any attempts at agrarian reform made by Roman statesmen before Tiberius Gracchus. 6. Date the following battles; and state briefly in the course of what wars they severally occurred: 7. At what period is the influence of Greece upon Rome first observable, and in what direction had it asserted itself before the end of the Roman Republic? 1. Accurately explain ἐπανάγαγε, and ἔξελθε ἀπ' ἐμοῦ. 2. éπioτára: the derivation and classical usage of this word? What is the equivalent in the other Gospels for this word which is peculiar to Luke? Give other expressions which are only used by Luke. 3. Tоû êóvтas etc.: accurately explain the construction; is it classical? In which of the N.T. writers is it most frequent? 4. éπλýolŋoav: so Butt. All the leading authorities have eλnoav. Ti.'s note is "143 (is est Vat. 1229, unde error de B. i.e. 1209 fluxit.). ......al paue arm επλήσθησαν”: explain this. 5. Compare this narrative with the similar passages of Matthew and Mark. B. c. xii. 47-51. 6. Write short notes on πολλὰς, παντὶ, ἀλλ' ἢ. 7. Inquire into the punctuation and meaning of τί θέλω εἰ ἤδη ἀνήφθη. C. c. xvi. vv. 1—4, 8, 9. 8. Write short notes on έγνων, τῆς ἀδικίας, ἑαυτοῖς, The origin and meaning of μαμωνάς ? 66 9. Translate, with the necessary explanations, the following: "exy cum * et B* DL 1. al et Ti exλeη cum AB369. al..............s (et. Gb. sed Sc ekλy) ekλityte cum Nea P al mu." D. ......5 10. Discuss the interpretation of this parable. - σατο and 12. Comment on the forms yvo and — ηpyáσato. 13. 0 exwv: remark on the construction: do these words admit of two translations? E. c. xxiii. vv. 10-16. 14. Discuss the meaning of åvarpívw in this and other passages of the N.T. 15. Give a short account of Herod and of Pilate. F. c. xxiv. vv. 17-20, 45-48. 16. Can Emmaus be identified? 17. Examine the meaning of où μóvos πaρ. 18. What other punctuation and reading are given of 47, 48? Remark on the construction. |