11. State the heads of the reply to the objection urged against the authenticity of the Pentateuch, founded upon the use of the Divine names Jehovah and Elohim.

12. Give a brief account of the controversy as to the authenticity of the Book of Daniel ?

13. Sketch the answers to the objections of modern unbelievers to Messianic Prophecy.

14. Write a brief note on the relation between the predictive element of prophecy and human freedom.

15. Criticize Dr. Wallis's illustration of the doctrine of the Trinity. 16. What is the general character of the argument put forward in the work entitled "Ecce Homo"?

17. Write a note on the title "God-Man," and its Greek and Latin equivalents.

18. What is the exact position of Monotheletism in the history of heresy? How may it be refuted from Scripture ?

19. Criticize Archbishop Magee's interpretation of the first sacrifice recorded in Scripture.

20. What aspect of the mystery of the Atonement has the doctrine of imputation been supposed to clear up? Write a note on the doctrine of imputation.

GREEK TESTAMENT.

1. Explain briefly the Ammonian or Eusebian Canons.

2. State your opinion of the comparative value of the Uncial and Cursive MSS. as authoritative textual tests.

3. Write a note on the "brethren" of our Lord.

4. Give a geographical sketch of S. Paul's missionary journeys.

5. Translate, and write a note on any striking word or thought in the texts: S. Luke, xiii. 32; S. John, iv. 9-12; Gal. iii. 13-15; vi. 16, 17; Eph. ii. 11; Phil. iii. 2.

6. (a). Point out the force of the presence or absence of the article in the following texts: Rom. v. 7; Col. iii. 5.

(B). Explain the use of is in S. Matt. viii. 19; xviii. 24; xxi. 19; S. Mark, xvi. 2.

(y). Write a note on the use in the N. T. of the expressions ò Xporos, and Χριστός.

7. (a). Is the "Cleopas" of S. Luke, xxiv. 18, the same as the person named in S. John, xix. 25? Write a note on 'Aλpatos.

(6). Explain the word ovкopavreiv. Where is it found, and how is it rendered by our translators?

(y). Write a note on the words Evxáp, S. John, iv. 5; Eλwáμ, S. John, ix. 7.

8. Write a note on S. John, 13; on the distinction between ayla ἁγίων, and ἁγία ἁγίων; μύριοι, and μυρίοι; on the datives in S. Matt.

v. 21; Acts, ix. 13; xvi. 9; on the use of πрwтоç, S. Luke, ii. 2; S. John, i. 15.

9. (a). Compare the meanings of Eph. ii. 15, and Col. ii. 14, as affected by the construction.

(B). Write a note on the use of the aorist in the N. T.; and illustrate your meaning by such texts as S. Luke, i. 1; S. John, xv. 6; xviii. 12; Acts, xxiii. 30.

(7) Give instances of parallelisms in the N. T.; and note the peculiarities in the form of the texts S. John, iv. 35; Acts, xvii. 28; xxiii. 5. 10, (a). Translate, and write a short note on Eph. iii. 8-13.

(B). State the different meanings of which the following passages are susceptible:-Gal. iv. 12; Phil. i. 19-21.

2. Give the rule which determines the change of dental n [] into lingual [] [ए]

3. Give the rule which determines the changes of dental s [] into lingual s [4].

ष

4. Decline sa mahan as'vaḥ, 'this great horse,' in the singular, observing the rules of sandhi.

5. Specify the ten classes by giving the 3rd pers. sing. active present of each respectively.

6. Give parallels from the cognate languages. [This will carry additional marks.]

7. Give the 1st pers. sing. active of all tenses of the verb bhu.

8. Give the aorist of the roots dā, bhū, kṛi, tud, in the 3rd pers. sing.

9. Give the instrumental singular of bhavat, panthan, s'van.

10. Give the dative plural of rājan, dis', vedabudh, madhulih.

II. Give the signification of the words instanced in 8, 9, 10, writing out each individually.

12. Name the different classes of compounds, with examples. 13. Decline the pronoun idam in the masc.

QUESTIONS ON HISTORY, LITERATURE, AND RELIGION.

1. Who was As'oka? Write a short account of him.

2. Who was Buddha? Write a short account of him.

3. What is meant by the Veda?

4. What is the Hindoo Trinity?

5. What are the different meanings of brahman?

6. You have heard of the Thugs; whom did they worship?

7. By whom was "S'akuntala" written, and what are the contents of the drama so called?

II.

1. Give an account of the philosophy of the Bhagavadgītā.

Na mē Pārtha 'sti kartavyam trishu lokeshu kinchana

Nā 'navāptam avāptavyam, varta eva cha karmani.

(This is spoken by Krishna to Arjuna in the Bhagavadgītā.)

Asti kasmins'chid vanoddes'e kas'chit Pulindaḥ [name of a nation]. Sa cva papardhin kartun vanañ prati prasthitaḥ. Atha téna prasarpatá mahān ati-bhīma-vān kālah sarpah drishtah. Tañ dṛis'tvā sa Pulindah sāyakan (arrow) preshayam-asa. Tena sāyakena sa sarpō hataḥ naiva vyāpaditah. Pas'chad muhur muhur āgamya, tasya Pulindasya padam ahanti. Tasmat vṛanat sa Pulindah panchatvam agathah. Tató 'han bravimi.

Na s'atrur avamantavyaḥ
Kaniyan api san lōkē.

Sa hi Pulindo 'mriyata
Vyapaditaḥ sarpavranāt.

4. Translate into English :

Yatha kashthan cha kashthan cha saméyātām mahitale
Sametya cha vyapeyātām tathā 'sti lōkasamayaḥ.

5. Translate into Sanskrit :

a. It cannot be done.
b. Take a seat.

c. How do you do?

d. He is greater than I.

e. "I am strong," in this opinion he acted.

6. Translate into Sanskrit :

A sheep stood at a stream, drinking water. Near it, at the lower part of the stream, there stood a wolf, drawn thither by thirst, drinking water also. Then the wolf, seeing the water disturbed by the sheep, said, "Why dost thou trouble the waves, thou evil-doer ?" Thus saying, the wolf devoured the sheep.

Les éléments mêmes les plus étrangers à ce système, l'Eglise, les communes, la royauté, furent contraints de s'y accommoder; les églises devinrent suzeraines et vassales, les villes eurent des seigneurs et des vassaux, la royauté se cacha sous la suzeraineté. Toutes choses furent données en fief; non-seulement les terres, mais certains droits, le droit de coupe dans les forêts, le droit de pêche : les églises donnèrent en fief leur casuel, les revenus des baptêmes, les relevailles des femmes en couche. On donna en fief de l'eau, de l'argent. De même que tous les éléments généraux de la société entraient dans le cadre féodal, de même les moindres détails de la vie commune devenaient matière de la féodalité.

II.

Il est plus aisé de poser en principe cette prétention que de la faire réellement prévaloir. Une conviction n'entre pas dans l'intelligence humaine si l'intelligence ne lui ouvre la porte: il faut qu'elle se fasse accepter. De quelque manière qu'une croyance se présente, quel que soit le nom qu'elle invoque, l'intelligence y regarde; et si la croyance pénètre, c'est qu'elle est acceptée par l'intelligence. Ainsi il y a toujours sous quelque forme qu'on la cache, action de l'intelligence individuelle sur les idées qu'on prétend lui imposer. Il est très-vrai cependant que

l'intelligence peut être altérée; elle peut, jusqu'à un certain point, s'abdiquer, se mutiler; on peut l'induire à faire un mauvais usage de des facultés.-GUIZOT.

III.

Cet homme à illusions, se regardant avec plaisir dans le miroir moqueur qui le reflète, n'est-ce pas le George Dandin réel à qui Molière d manda jour pour lui lire, avant de la faire représenter, sa pièce de George Dandin, qui invita à cette lecture une nombreuse compagnie, et qui applaudit si bruyamment, sans s'en douter, au tableau de ses propres malheurs. Cet avare qui ne reconnait pas son vice sur la scène, malgré les traits de vérité dont il est marqué, n'est-ce pas cet autre Harpagon qui sortait du théâtre en disant: "Il y a là de bonnes leçons d'économie à prendre," détournant ainsi la moralité de la comédie jusqu'à profiter pour devenir plus ladre, de l'exemple qui aurait dû le corriger de la ladrerie ?

Et ce fat qui croit voir autrui, quand il devrait se voir lui même, dans le fat dont il rit avec la foule et avec l'auteur, n'est-ce pas à la fois, l'un et l'autre marquis de l'Impromptu de Versailles, dont chacun gage cent pistoles que l'autre est le marquis raillé dans la Critique de l'Ecole des femmes ?-G. GUIZOT.

Translate the following passage into French :

At this crisis there supervened the capture of Constantinople by the Turks, the fall of the Eastern Empire, the arrival of the fugitive Greeks in Italy. They brought thither a new knowledge of antiquity, a quantity of manuscripts, a thousand resources for studying ancient civilization. Of course the wonder and the earnestness of the classical school increased tenfold. It was for the Church, in Italy especially, the most brilliant epoch of her history, not indeed as to purely political power, but as to riches and luxury. Consider the life of the men who played a leading part in the politics and the literature of the day-Cardinal Bembo, for example-you will be surprised at the combination of dissipation with intellectual development, of depravity in morals with strength of mind.

1. M. Guizot notices three periods in European civilization? 2. Discuss the effects of the Crusades on modern history.

3. The reign of Louis XI. forms a marked epoch in European politics. 4. What peculiarities does M. Guizot notice in the intellectual revolution of the 18th century in France ?

5. Give some account of the lives and writings of Victor Hugo and of Lamartine.