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SOME ACCOUNT 
 
 OF THE 
 
 FOUNDATION 
 
 OF 
 
 ETON COLLEOE 
 
 AND OF 
 
 THE PAST AND PRESENT CONDITION 
 OF THE SCHOOL. 
 
 By E. S. creasy, M.A., 
 
 PROFESSOR OF HISTORY AT UNIVERSITY COLLEGE, LONDON ; 
 LATE FELLOW OF KING’S COLLEGE, CAMBRIDGE; AND 
 FORMERLY NEWCASTLE SCHOLAR, ETON. 
 
 LONDON: 
 
 LONGMAN, BROWN, GREEN AND LONGMANS, 
 
 PATERNOSTER ROW. 
 
 1848 . 
 
PRINTED BY RICHARD AND JOHN E. TAYLOR 
 RED LION COURT, FLEET STREET. 
 

 PREFACE. 
 
 A COMPLETE History of Eton College would be valuable 
 ^ and interesting not only to Old Etonians^ but to all 
 
 , moditications ot our national institutions^ ot our systems 
 "of education, and also of the habits and customs of our 
 
 I A ^ 
 
 •i 
 
 . higher and middle classes. 
 
 To the production of such a work I would gladly 
 0 devote my time. 
 
 ;But the present little treatise is of a far more unpre- 
 
 mentary account of the origin, progress, and present 
 ^ condition of the most important public school in our 
 "^country. 
 
 Me si fata meis paterentur ducere vitam 
 Auspiciis. 
 
 ^tending character j and only purports to give some ele- 
 
SOME ACCOUNT 
 
 OF THE 
 
 FOUNDATION OF ETON COLLEGE, 
 
 AND OF THE PAST AND PRESENT CONDITION OF 
 THE SCHOOL. 
 
 Eton College was founded about four hundred years 
 ago by King Henry the Sixth, in connexion with King^s 
 College, which he founded at Cambridge at the same 
 time. The first charter of the foundation of Eton was 
 granted by the king in 1440. Eton was at that time 
 a small village adjacent to Windsor, and this vicinity to 
 his birth-place was, as we read in the original charter, 
 a reason why Henry of Windsor selected Eton as the 
 site of his intended College. The old parish church of 
 Eton was pulled down, and a new edifice erected in its 
 stead, which was to serve both as a parochial church 
 and as a collegiate chapel. The second charter was 
 granted in 1441 ; a third in 1444 ; and others in 1447, 
 
 B 
 
2 
 
 1449 and 1459. The statutes were principally drawn 
 up in 1444^ and received some additions in 1445 and 
 1446. 
 
 The name given to his foundation by the Founder 
 was The Kynges College of oure Ladye of Eton 
 beside Wyndesore and the collegiate body as finally 
 designed by him was to consist of a provost^ ten 
 fellows^ ten chaplains^ ten clerks^ sixteen choristers^ 
 an upper and under master, seventy scholars, and 
 thirteen servitors. Many changes and reductions soon 
 took place in this scheme ; but the infiux of students 
 unconnected with the foundation itself, and the great 
 benefits which the College still continued to ofier, 
 speedily made Eton the principal school in the king- 
 dom, and such it has continued to be through four 
 centuries to the present time. 
 
 Before adverting to the foundation, some attention 
 may usefully be directed to the personal character of 
 the Founder, and also to the circumstances of the king- 
 dom and the general state of education at the time. 
 A right understanding of these points will render many 
 of the old customs more intelligible, and will make it 
 more easy for us to trace the gradual change of Eton 
 education from the eighteenth century to the system 
 now actually prevailing in the school. 
 
 Henry the Sixth had in his infancy succeeded to the 
 English throne, and he had 
 
 ‘‘ Worn upon his baby brow the top 
 And round of sovereignty ” 
 
3 
 
 over Trance also. But during his boyhood England 
 had lost almost all her conquests in that country ; and 
 the growing turbulence of the English nobility^ together 
 with the public discontent at the national reverses^ 
 must have made the young heir of the Lancastrian 
 dynasty feel^ as he advanced towards manhood^ that he 
 was entering on a troubled and perilous reign. But 
 the gentleness of spirit and fervid piety which distin- 
 guished and sustained Henry through all the vicissitudes 
 of his troubled life^ grew in him from his youth up. 
 Blended with these we find in his disposition an earnest 
 love of learning, and a sincere zeal for the progress 
 of education and the advancement of all the liberal 
 sciences. Like the other princes of his house, he was 
 a zealous adherent of the Roman Catholic church, and 
 a severe enemy of the followers of Wycliffe ; and some 
 have supposed that a desire to discourage the spread of 
 Lollardism through the agency of private teachers, many 
 of whom were at that time imbued with the new tenets, 
 cooperated in the minds of Henry and his advisers with 
 the other motives that led to the foundation of Eton 
 College, not only as a place of gratuitous instruction’ 
 and maintenance for indigent scholars,* but as a place of 
 education for the children of wealthier families. 
 
 The state of literature in England, and indeed in 
 Europe in general, was by no means brilliant at this 
 period. Some learned Greeks had already left Con- 
 stantinople for Italy, and communicated some acquaint- 
 ance with their language ; but it was almost unknown 
 
 B 2 
 
4 
 
 in the Western kingdoms. Latin^ from being the lan- 
 guage of the Churchy had never ceased to be studied ; 
 but it was more the Latin of the missals and the school- 
 men than that of the classics. The Roman laws formed 
 one of the branches of learning in our Universities 
 (involving also the study of the Latin tongue), but the 
 logic and metaphysics of the schoolmen continued to 
 form the main pursuits of men who devoted themselves 
 to a learned life. 
 
 All these studies were blended with divinity, and 
 their professors were almost invariably ecclesiastics. 
 But laymen also, as Hallam remarks, received occa- 
 sionally a learned education ; and indeed the great 
 number who studied in the Inns of Court is a conclusive 
 proof that they were not generally illiterate. The 
 common law required some knowledge of two lan- 
 guages. Upon the whole, we may be inclined to think 
 that in the year 1400, on the accession of Henry the 
 Fourth, the average instruction of an English gentle- 
 man of the first class would comprehend common 
 reading and writing, a tolerable familiarity with French, 
 and a slight tincture of Latin ; the latter retained or 
 not, according to his circumstances and character, as 
 school learning is at present. This may be rather a 
 favourable, statement ; but after another generation it 
 might be assumed as a fair one*.^^ 
 
 Henry the Sixths foundations of his two colleges 
 were not the effect of a casual or accidental thought, but 
 * Hallam’s Literature of Europe, vol. i. p. 72. 
 
they were what he had proposed from early youth^ and 
 which he tells us he had intended to put in execution 
 ^ so soon as he should take unto himself the rule of his 
 realms/ Accordingly this seems to have been his earliest 
 undertaking, and which, when once begun, he prose- 
 cuted with such vigour as not to leave it, even though 
 amidst those civil wars which threatened equally his 
 kingdom and his life, till he had brought it to some 
 good degree of perfection. His Procuratory bears 
 Teste Sept. xij° An® Regni xix*, and which was also 
 the nineteenth year of his life ; in which Procuratory, as 
 by a public instrument, he delegates his proctors to treat 
 with the bishop and church of Lincoln about appro- 
 priating the then parish church of Eton to his intended 
 College; and so as to make the chapel of the said 
 College which he should erect upon the demolition of 
 the old church to be as well parochial as collegiate. 
 Nay, from the words of the instrument it appears that 
 previous hereunto he had made purchase of the ad- 
 vowson of the said parish church in order for such 
 appropriation. So that he must probably for some 
 years before have actually begun what he had thus long 
 designed ; and especially as this advowson was then the 
 property of three distinct persons, which of course must 
 have taken up more time in completing than if the 
 whole had been vested in one single person 
 
 The first charter, as has been mentioned, was granted 
 by the king in 1441, and confirmed in parliament, 
 * Old MS. History of Eton in British Museum, vol. i. p. 20. 
 
6 
 
 together with the second charter in 1442. They are 
 both to be found set out on Inspeximus in the 
 parliamentary rolls of that year. The commencement 
 of the original charter is important as throwing light 
 on the primary object of the Founder^ and a translation 
 is here supplied. 
 
 Henry by the grace of God^ King of England and 
 France and Lord of Ireland^ to all to whom these 
 presents may come^ greeting. 
 
 The triumphant Church that reigns on high^ whose 
 president is the Eternal Father, and to which hosts of 
 saints minister, and quires of angels sing the glory of 
 its praise, hath appointed as its vicar ppon earth the 
 Church militant, which the only-begotten Son of the 
 same God hath so united to himself in the bond of 
 eternal love, that He hath deigned to name it His most 
 beloved Spouse, and which, in accordance with the 
 dignity of so great a name. He, as a true and most 
 loving Spouse, hath endowed with gifts of His grace so 
 ample, that she is called and is the mother and the 
 mistress of all who are born again in Christ ; and she 
 hath power as a mother over each of them ; and all the 
 faithful honour her with filial obedience as a mother 
 and a mistress ; for through this worthy consideration 
 sainted princes in bygone time, and most particularly 
 our progenitors, have so studied always to pay to that 
 same most Holy Church the highest honour and devout 
 veneration, that besides many other glorious works of 
 their virtues, their royal devotion has founded not only 
 
7 
 
 in this our kingdom of England^ but also in divers 
 foreign regions, hostels, halls, and other pious places, 
 copiously established in affluence of goods and sub- 
 stance. Wherefore we also, who, as the same King of 
 kings through whom all kings reign hath ordained, 
 have now taken into our hands the government of both 
 our kingdoms, from the very commencement of our 
 riper age, have turned it in our mind and diligently 
 considered how, or after what fashion, or by what 
 kingly gift suited to the measure of our devotion, and 
 according to the manner of our ancestors, we could do 
 fitting honour to that our same most Holy Lady and 
 Mother, so that He the great Spouse of the Church 
 should also therein be well pleased. And at length, 
 while we thought these things over with inmost medi- 
 tation, it has become fixed in our heart to found a 
 College in the parish church of Eton, near Wyndesore, 
 not far from the place of our nativity, in honour and in 
 aidance of that our Mother who is so great and so holy. 
 Being unwilling therefore to extinguish so holy an 
 inspiration of our thought, and desiring with our ut- 
 most means to please Him, in whose hand are the 
 hearts of all princes, in order that He may the more 
 graciously illuminate our heart, so as that we may here- 
 after direct all our royal actions more perfectly accord- 
 ing to His good pleasure, and so fight beneath His 
 banner in the present Church, that after serving the 
 Church on earth, we, aided by His grace, may be 
 thought worthy to triumph happily with the Church 
 
8 
 
 that is in heaven_, We^ by virtue of these presents, 
 and with the consent of all interested therein, do found, 
 erect and establish, to endure in all future time, to the 
 praise, glory and honour of Him who suffered on the 
 cross, to the exaltation of the most glorious Virgin 
 Mary his mother, and to the support of the most Holy 
 Church, His Spouse, as aforesaid, a College to be ruled 
 and governed according to the tenor of these presents, 
 consisting of and of the number of one provost and ten 
 priests, four clerks and six chorister boys, who are to 
 serve daily there in the celebration of divine worship, 
 and of twenty-five poor and indigent scholars who are 
 to learn grammar* ; and also of twenty-five poor and 
 infirm men [whose] duty it shall be to pray there con- 
 tinually for our health and welfare so long as we live, 
 and for cur soul when we shall have departed this life, 
 and for the souls of the illustrious Prince, Henry our 
 father, late king of England and France ; also of the 
 Lady Katherine of most noble memory, late his wife, 
 our mother ; and for the souls of all our ancestors and 
 of all the faithful who are dead : [consisting] also of one 
 master or teacher in grammar whose duty it shall be to 
 instruct in the rudiments of grammar the said indigent 
 scholars and all others whatsoever who may come toge- 
 ther from any part of our kingdom of England to the 
 said College, gratuitously and without the exaction of 
 money or any other thing/^ 
 
 * Grammatica. This formed the first part of the Trivium of 
 the Schoolmen, and treated of the ancient languages exclusively. 
 
9 
 
 Henry applied for the sanction of the Pope for his foun- 
 dation^ and in the following February a bull of Pope 
 Eugenius the Fourth was obtained^ authorising the king 
 to found and endow his College as specified in his charter. 
 
 This bull also contained a papal indulgence^ which is 
 styled in the letter of the Archbishop of Canterbury 
 ordering its publication, more ample than any previously 
 granted by any Roman pontiff. In it Pope Eugenius 
 granted a plenary remission of sins to those who should 
 devoutly visit the College chapel on the day of the 
 Assumption of the Blessed Virgin. The contributions 
 of the pilgrims were to be devoted to the support of the 
 College buildings, and to the expulsion of the Turks 
 from the Holy Land. 
 
 The building of the College commenced in the year 
 1441 ; the first stone of the chapel being laid in the 
 month of July in that year. 
 
 The first statutes were drawn up in 1413, and in that 
 year William Waynflete, the first provost, and the first 
 fellows, clerks and other members of the College were 
 sworn in. A more complete body of statutes was pub- 
 lished by the Founder in 1446. He also, according to 
 a power which he had reserved to himself, granted his 
 letters patent to the bishops of Winchester and Lincoln, 
 authorising them to correct and reform the statutes 
 during his life : this was in 1454. Some additions 
 were accordingly made by these prelates to the body of 
 the statutes, which then were finally completed. 
 
 The Founder in his statutes greatly enlarged the 
 
 B 5 
 
10 
 
 members of bis College^ as mentioned in tbe original 
 charter ; King Henryks final design comprising seventy 
 scholars instead of twenty-five; and adding also an 
 usher for the school^ a parish clerk and two more cho- 
 risters ; but reducing the number of the alms-men from 
 twenty-five to thirteen. 
 
 The school thus founded speedily was resorted to as 
 a place of education by the sons of the higher orders, 
 as well as by the class for whose immediate advantage 
 the benefits of the foundation were primarily designed. 
 The vicinity of Eton to Windsor, the usual place of 
 royal residence and of the court, probably aided much 
 to thus make Eton from its very commencement the 
 first place of education in the land. An interesting anec- 
 dote is cited in the MS. history to which I have referred, 
 apparently first told by one of King Henryks chaplains, 
 who was an eye-witness of what he relates, which shows 
 both how early the school was frequented by the con- 
 nexions of the king^s attendants, and the gentle but 
 earnest anxiety of the Founder for his young Alumni. 
 ^^When King Henry met some of the students in 
 Windsor Castle, whither they sometimes used to go to 
 visit the king^s servants whom they knew, on ascertain- 
 ing who they were, he admonished them to follow the 
 path of virtue, and besides his words would give them 
 money to win over their good-will, saying to them, ^ Be 
 good boys ; be gentle and docile, and servants of the 
 Lord.^ Sitis boni pueri, mites et docibiles, et servi Do- 
 mini/^ — Kind and wise words from the Founder's own 
 
11 
 
 lips, which the Eton boy of the present day should cherish, 
 as addressed to himself as well as to those who first en- 
 joyed the Founder's bounty four hundred years ago. 
 
 In the well-known collection called the Paston Let- 
 ters* there is preserved a curious document, which 
 proves both how early the sons of the English gentry 
 were educated at Eton, and also that from the very first 
 period of the schooFs existence, skill in Latin versifica- 
 tion was regarded as the crowning excellence of an 
 Etonian. The letter I refer to, is one written on the 
 14th of February 1467, by William Paston, junior, from 
 Eton, to his elder brother, John Paston, at the family 
 seat in Norfolk. The young student, who seems at the 
 date of the letter to have been about eighteen or nine- 
 teen, and who was evidently an Oppidan, thanks his 
 brother for money sent him to pay for his board, and 
 for some figs and raisins which he was expecting by the 
 first barge. He then narrates a love affair, and describes 
 the merits of a young gentlewoman to whom he had 
 been introduced at a wedding-party in the neighbour- 
 hood by his Dame. The young gentleman seems even 
 at that tender age to have been wary in his love, and 
 does not omit to mention the money and plate that 
 would form his fair MargarePs immediate dowry, and 
 also her reversionary interests, which he wishes his bro- 
 ther to inquire further into. And, as if he distrusted 
 his own taste in beauty, he wishes his brother to see 
 
 * See vol. i. p. 297 of Original Letters ; it is referred to by 
 Hallam. 
 
12 
 
 the young lady and judge for himself, and says, Spe- 
 cially behold her hands, for and if it be, as it is told me, 
 she is disposed to be thick/^ He seems impatient to 
 leave Eton, and tries to convince his brother that he only 
 lacks skill in versification to make his education com- 
 plete. To show what progress he is making in this 
 requisite, he quotes with a good deal of self-satisfaction 
 a Latin hexameter and pentameter distich of his own 
 making, on a given theme which he also quotes. The 
 verses are not calculated to impress us with a very high 
 opinion of young Paston^s knowledge of quantity, &c. ; 
 but they throw valuable light on the state of education 
 then existing in England, and on the system pursued 
 at Eton soon, if not immediately, after its foundation. 
 
 As this earliest specimen of an Etonian's letter to his 
 friends is both an amusing and valuable record of the 
 time, I have quoted it entire in an Appendix*, adopting 
 the modernized form given by the original collectors 
 and publishers of the work referred to. 
 
 Among the troubles which clouded over the latter 
 years of Henry the Sixth, and the wars which overthrew 
 his dynasty, his favourite foundation sufiered grievous 
 curtailments from the ample measure and proportion 
 which his munificence had designed for it. Not only 
 was the progress of the buildings checked, but Edward 
 the Fourth, besides actually taking away from Eton large 
 portions of its endowments, obtained in 1463 a bull 
 from Pope Pius the Second for dissolving Eton College 
 * See Appendix No. 1. 
 
13 
 
 and merging it in the College of St. George at Windsor, 
 from this imminent destruction Eton was saved by the 
 strenuous exertions of William Westbury, clarum et 
 venerabile nomen to all Etonians^ whom the Founder 
 had made provost^ and who publicly and solemnly pro- 
 tested against the designed incorporation^ and exerted 
 himself so effectually both with King Edward and the 
 Pope, that the bull was revoked, and King Edward re- 
 stored to Eton many of the possessions which he had 
 originally taken from it. Still the College, though saved, 
 suffered severely, nor was the full number of members 
 of the various branches of the foundation ever completed. 
 The actual number kept up has consisted of a provost, a 
 vice-provost, six fellows, two chaplains, ten choristers, 
 the upper and lower master, and the seventy scholars. 
 
 With the accession of Henry the Seventh Eton was 
 again restored to royal favour. Henry by act of par- 
 liament confirmed the College in its eharters and privi- 
 leges, and restored some estates of which it had been 
 deprived. He also granted licenses to several indivi- 
 duals to alien their lands to the College, notwithstanding 
 the statutes of mortmain. The College was included in 
 Wolsey^s survey of colleges in the thirty -seventh year 
 of Henry the Eighth, and the details of the survey of 
 Eton, which are to be found in the MS. history, pre- 
 sent many curious points of information to the anti- 
 quary and to the political economist. No consequences 
 of importance resulted to the College from that survey ; 
 but Eton once more came into imminent peril near the 
 
14 
 
 close of the reign of Henry the Eighth. The last par- 
 liament of that monarch subjected to his disposal all 
 the colleges^ chauntries^ and hospitals in the kingdom, 
 and all their manors, lands and hereditaments; and 
 the king was empowered to send his commissioners to 
 seize them to his use. But Henry died soon after the 
 passing of this act. Whether Eton would have been 
 made by him the subject of spoliation, or whether it 
 would have been spared by the founder of Trinity Col- 
 lege, Cambridge, we have no certain means of knowing. 
 Certainly no commission was let loose to plunder it ; 
 and by the act passed in the first parliament of Edward 
 the Sixth, which confirmed to the new king most of the 
 spoils which his predecessor had not appropriated, Eton, 
 Winchester, the Oxford and Cambridge Colleges, and 
 several others were specially exempted and preserved. 
 
 After the blowing over of this storm, the school has 
 enjoyed uninterrupted prosperity for the last three cen- 
 turies. Though of course many changes in its develop- 
 ment have ensued, we can still trace in most important 
 points the primary principles of its institution. 
 
 As has been before stated, the numbers of some parts 
 of the collegiate body were early reduced below the 
 Founder's scheme, in consequence of the abstraction of 
 part of the revenues. But the number of scholars on 
 4 the foundation has always been kept at seventy, except 
 at those periods when enough candidates to fill the 
 vacancies did not present themselves. They were first 
 lodged in two large chambers on the ground-floor in 
 
15 
 
 the old quadrangle of the College, three of the upper 
 boys being placed in each, with authority over the others, 
 and responsible for good conduct being maintained in 
 the dormitory. The upper and lower master had their 
 separate apartments in the upper story of the same 
 building. Many years elapsed before Long Chamber,^^ 
 which has in the last few years been done away with, 
 was built, and made the common dormitory of all the 
 scholars. A dinner in the hall was provided daily for 
 all the members of the College, and also supper. And 
 every scholar received yearly a stated proportion of 
 coarse cloth, which probably was at first made avail- 
 able as a chief article of clothing, but has long ceased 
 to be made up in any useful form. 
 
 The students not on the foundation, and who lodged 
 in the town, w'ere called Oppidans ; and, as has been 
 stated, probably comprised from a very early period a 
 large portion of the noblest youth of England. And 
 as wealth became more diffused through the upper and 
 middle classes of the community, the number of students 
 at the school continued to increase. Oppidans and 
 Collegers seem always to have been mingled together 
 in the school for the purposes of instruction, but their 
 respective conditions out of school were widely dif- 
 ferent. 
 
 There is a full and minute account of the state of 
 Eton about the year 1560, which shows the general 
 system of the school, the discipline kept up among the 
 boys on the foundation, and the books read in the various 
 
16 
 
 forms at that period. This curious document is pre- 
 served in a manuscript in Corpus College^ Cambridge, 
 and is transcribed in the MS. history of Eton in the 
 British Museum. It commences with a Calendarium, 
 in which the holidays and customs observed in the 
 several months are enumerated. I have given it in the 
 original Latin in an Appendix, and the curious in Eto- 
 nian archaeology will find it well worth consulting. 
 Among other points of importance to be noticed in it, is 
 the great encouragement shown at that period to Latin 
 versification, and occasionally to English, among the 
 students. Also, it will be observed, that great care was 
 'i taken to teach the younger boys to write a good hand : a 
 necessary rudiment of education that afterwards fell into 
 desuetude at Eton, till properly revived by the present 
 authorities a few years ago; since which revival, as in the 
 olden time, the younger boys Discunt scribere, qui 
 nondum scite pingunt.^^ The Consuetudinarium^^ of 
 the months is followed in the MS. by a description of 
 the routine of a day as passed by the scholars on the 
 foundation. That also will be found in an Appendix ; 
 and it throws valuable light on the disciplinal and edu- 
 cational system of the school, and on the extent of clas- 
 sical knowledge in England generally about the time of 
 the accession of Queen Elizabeth. 
 
 According to this old epitome of the duties of a day, 
 the boys on the foundation rose at five, at the summons 
 of one of the four prsepositors of the chamber, who 
 at that hour thundered out [intonat] Surgite.^^ The 
 
17 
 
 boys repeated a prayer^ in alternate verses^ as they 
 dressed themselves, and then made their beds. Each 
 • boy swept the part of the chamber close to his bed, 
 and the prsepositor chose four to collect the dirt into 
 one heap and remove it. They then left the chamber 
 and went in a row to wash, after which they re- 
 paired to the school. The under master entered the 
 school at six, and read prayers. The prsepositor s took 
 down the names of those who were absent, and one 
 praepositor^s special duty was to examine the students^ 
 faces and hands, and report any boys that came un- 
 washed. At seven the head master entered the school, 
 and the work of tuition began in earnest. The boys 
 were at this period divided into seven forms. The first, 
 second and third were, as now, under the lower master, 
 and the higher ones under the upper master, though 
 the fourth form boys, during part of the school hours, 
 passed over for a time into the province of the lower 
 master. The boys dined at eleven, and seem to have 
 supped at seven. These seem to have been the only 
 two usual meals. Bed-time was eight o^clock. Great 
 and assiduous attention was paid to Latin composition 
 both in prose and verse, and the habit of conversing in 
 Latin sedulously encouraged. Friday seems to have been 
 fiogging-day. The lists of authors read in the various 
 forms deserve notice. Besides some elementary treatises, 
 the lower school boys read Terence, some select epistles 
 of Cicero, Lucianos Dialogues (these must have been 
 Latin translations), and ^sop^s Fables (no doubt also 
 
18 
 
 in Latin translations). The fourth form boys read 
 Terence, the Tristia of Ovid, and the Apophthegms or 
 Epigrams of Martial, Catullus, or Thomas More. The - 
 fifth form read Justin, Ovid^s Metamorphoses, Vale- 
 rius Maximus, Florus, Cicero^s Letters, and Horace. 
 Among the books read by the boys in the two highest 
 forms are mentioned Csesar^s Commentaries, Cicero De 
 Officiis and De Amicitia, Virgil, Lucan, and the Greek 
 Grammar, The circumstance of only the very highest 
 boys using the Greek Grammar shows that the Lucian 
 and -/Esop mentioned in the lower school books must 
 have been translations. And the whole catalogue of the 
 school books shows that the Latin authors were copi- 
 ously studied, but that Greek was almost unknown. 
 Indeed we can ascertain from other sources that a 
 knowledge of Greek was at this period a rare accom- 
 plishment even at our Universities. The study of this 
 language had however now commenced, and was rapidly 
 prosecuted in England during Elizabeth's reign : and 
 in a book published in 1586 it is stated that at Eton, 
 Winchester and Westminster boys were then ^^well 
 entered in the knowledge of the Latin and Greek 
 tongues and rules of versifying 
 
 This old record is also valuable for showing the an- 
 
 * Harrison’s description of England prefixed to Holinshed. 
 I take this quotation from Hallam, whose views as to the dis- 
 semination of Greek learning in England during the first half of 
 Elizabeth’s reign are strongly confirmed by this old Eton Con- 
 suetudinarium. 
 
19 
 
 tiquity of one of the disciplinal principles of the school, 
 which gives the upper boys authority over the lower, 
 and makes them responsible for the maintenance of 
 general good conduct. This principle is indeed coeval 
 with the foundation of Eton ; for, as has been already 
 stated, according to the original scheme of lodging the 
 seventy scholars, it was required that a certain number 
 of the elder and more trustworthy boys should be placed 
 in each dormitory, and made responsible for the con- 
 duct of the rest. The old Consuetudinarium^^ con- 
 tinually refers to the functions of the Prsepositi,^^ that 
 is to say, of the boys set over the others. The Latin term 
 is the original of our word Provost,^^ but, probably in 
 order to avoid indecorous confusion between the desig- 
 nation of the head of the College and that of the youth- 
 ful aiders of the executive, it has, when applied to the 
 boys, been anglicized Prsepositor,^^ or, as usually con- 
 tracted, Prsepostor.^^ Pour prsepositors in 1560 were 
 appointed weekly from among the upper boys to keep 
 order in school. One prsepositor, as Moderator Aulae,^^ 
 officiated at meal-times ; two aided in preserving decorum 
 in church ; four had authority in the playing-fields, and 
 four were the ruling powers of the dormitory. Probably 
 many of these offices were filled by the same boys. All 
 these seem to have been appointed out of the Collegers^ 
 But besides these there were two Oppidan prsepositors, 
 whose duties probably were more particularly connected 
 with the students not on the foundation. And there 
 was one more, a sort of youthful Master of the Cere- 
 
20 
 
 monies, whose particular function it was to keep a sharp 
 look-out after dirty and slovenly lads. 
 
 Y This system of carrying on the government of the 
 school through the upper hoys is general among our 
 public schools, and I believe it to be one of their most 
 valuable features, though it is one the most frequently 
 attacked by those who are unacquainted, either through 
 experience or inquiry, with the true working and full 
 objects of public school education. To accustom lads 
 early to the exercise of responsible power, under due 
 superintendence and safeguards against its abuse, and 
 to diffuse through a community of young minds a 
 respect for authorities that form part and parcel of that 
 community itself, such respect being based on other 
 feelings than mere dread of superior brute force, is, 
 surely, to provide them with one of the very highest 
 branches of education. For Education means far more 
 than the mere imparting of knowledge; — it means 
 also the development of the moral as well as the 
 intellectual faculties. I dislike in general arguments 
 drawn from etymologies, as being frequently little more 
 than verbal quibbles ; but it would be well to remember 
 in practice the true import of the word Educo.^^ It 
 is not to teach.^^ Educatio^^ and Doctrina^^ are not 
 synonymous. The word seems primarily applied to all 
 that aids in rearing and maturing to full expansion and 
 vigour the kindly fruits of the earth. When we apply 
 it to the training of the Inner Man, we mean by it all 
 that aids in expanding and maturing all holy and 
 
21 
 
 healthful faculties and powers. And that education is 
 imperfect, which neglects the moral qualities and the 
 faculty of discerning and managing the tempers and 
 natures of others, which all must possess who would 
 rule wisely and obey well. 
 
 As the numbers of the students continued to increase 
 at Eton, assistant-masters were added, who besides 
 taking part in the actual school business carried on in 
 school hours, gradually assumed the duty of watching 
 over the studies of the boys out of school-time, and 
 taking care that they entered the school-room properly 
 prepared. 
 
 The system of each boy being placed under the special 
 tutorage of one of the assistant-masters gradually became 
 general, and for the last half-century has been universal. 
 Gradual changes also of course took place in the books 
 used in the different parts of the school. Some slight 
 ameliorations also were introduced in the treatment of 
 the boys on the foundation. But the spirit and extent 
 of the improvements which have been effected in the 
 last few years will best be understood by a brief survey 
 of what Eton was early in the present century, before 
 we proceed to examine what it is now. 
 
 The seventy boys on the foundation, the Collegers, or 
 the King^s Scholars as they are also termed in com- 
 pliance with a wish of King George the Third, were 
 lodged, as formerly, in the Long Chamber, some few 
 however sleeping in another room called Lower Cham- 
 ber, and two other small rooms called Upper and Lower 
 
22 
 
 Carter^s Chamber. A guinea a year was paid for the 
 privilege of sleeping in either of the private chambers, 
 as they were termed. All these chambers communicated 
 with each other. The upper and lower master had 
 long ceased to occupy apartments near to those of the 
 scholars ; and after eight o^ clock when the doors of the 
 Lower School passage were locked, till seven the next 
 morning when they were unlocked, the whole seventy 
 scholars were shut up together without any control, 
 except the discipline maintained among the rest by the 
 sixth form boys. This discipline was very systematic 
 and strict, so that Long Chamber was far from present- 
 ing the chaos of disorder that might have been expected : 
 
 sed quis custodiet ipsos 
 Custodes ? ” 
 
 The elder boys were the very ones over whom the 
 superintending authority of some higher power at this 
 time was most wanted. And though hundreds of us 
 may fondly look back to many joyous hours passed in 
 Old Long Chamber,^^ and may cherish many a merry 
 tale and association of friendship connected with it, we 
 all felt, or at least we all feel now, that the old system 
 was destructive to habits of steady industry among the 
 younger boys, and fraught with grave perils to the 
 characters of the more advanced in years. 
 
 Such, until the recent changes, was the lodging pro- 
 vided for the Collegers. The chambers were daily swept, 
 and the fires in the Long and Lower Chambers were 
 lighted in winter-time by college servants, but every- 
 
23 
 
 thing else was done by the boys for themselves. The 
 lower boys, besides making their own beds, &c., served 
 the sixth form, and the six boys immediately below the 
 sixth form who were called The Liberty The fifth 
 form, in which were comprised most of the Collegers, 
 looked after themselves. 
 
 As for food, the College provided a dinner at half-past 
 one or two, which invariably consisted of roast mutton, 
 potatoes, plenty of excellent bread, and a display of 
 undrinkably bad small-beer. The uniformity of the 
 roast-mutton diet gave rise to many jokes, but never 
 was found any practical grievance. At five or at six 
 there was a rather scanty supper set out in the hall, of 
 cold mutton, bread and beer. The sixth form were, 
 however, allowed the privilege of having a cold loin of 
 mutton and a certain quantity of bread sent into 
 chamber for them to sup off at a later hour. 
 
 Thus scantily and uncomfortably provided in the 
 College with house-room and food, the Collegers found 
 both as well as they could elsewhere. Most of them 
 hired sitting-rooms in houses in the town of Eton, 
 where each could find a quiet home and place of study 
 in the day-time. There also they took breakfast and 
 tea. As for any supplies of food which a growing lad 
 might crave before his bed-time, which was properly 
 half-past nine or ten, but was frequently made much 
 later, there was nothing for those below the privileged 
 upper rank, save what their pockets could procure them. 
 Boys are never likely to be very frugal housekeepers for 
 
24 
 
 themselves; and from the extent to which a Colleger had 
 to supply his own wants out of money sent him from 
 home^ his maintenance at Eton was quite as expensive 
 as that of an Oppidan, though supposed to be almost 
 eleemosynary. Such was the case with most of the 
 scholars on the foundation, though there were instances 
 in which parents, from lack of means or lack of kind- 
 ness, left their sons to the College allowance, in which 
 condition the lads underwent privations that might 
 have broken down a cabin-boy, and would be thought 
 inhuman if inflicted on a galley-slave. 
 
 The Oppidans were lodged and treated much as at 
 present, a subject which I shall describe a little further 
 on. Of the seven forms into which the school was 
 divided at the time when the old Consuetudinarium 
 was compiled, one had been done away with, the sixth 
 form being made the highest rank in the school, 
 as it still continues to be. The flrst three forms were, 
 as anciently, under the jurisdiction of the lower master, 
 the fourth, fifth and sixth forms being under the head 
 master. And the College buildings being now much 
 enlarged, principally through the liberality of Provost 
 Godolphin, the upper and lower master presided re- 
 spectively in different school-rooms, and a principal di- 
 vision of the boys into those of the Upper and those of 
 the Lower School was established ; the number in the 
 Lower School, that is to say, in the three lowest forms, 
 ranging from thirty to fifty; the number of those in 
 the Upper School being generally between 350 and 450. 
 
25 
 
 Between the fourth and fifth forms a new stage of the 
 school had been introduced^ called The Eemove/^ and 
 all the hoys of the Upper School were (and continue to 
 be) either in the Sixth form^ the Fifth form^ the Remove, 
 or the Fourth form. 
 
 In the Lower School the boys were instructed in the 
 well-known old Eton Latin and Greek grammars, in the 
 rudiments of Latin composition, in some little compila- 
 tions of easy passages from the classics, and in some 
 similar compilations from Scripture history. In the 
 Upper School the fourth form boys continued their study 
 of the Greek grammar, and were instructed in Farnaby^s 
 collection of Greek Epigrams, iEsop^s Fables (in Greek), 
 and in the Greek Testament. The Latin authors used 
 by them were portions of Terence, of Caesar, and of 
 Ovid^s Metamorphoses and Heroides. Turselline, and 
 Wattses Sacred History were also used in that part of the 
 school. Latin prose exercises were continued, and the 
 pupil was gradually trained to advance in Latin versifi- 
 cation. During the year which a boy passed in The 
 Remove, comparative ancient and modern geography 
 formed, and still forms, a large and valuable part of his 
 studies. Two compilations from Greek authors were 
 used in this part of the school. One, called Poetse 
 Graeci, consisted of a few extracts from the Odyssey and 
 Hesiod, of a large portion of Theocritus, some Tyrtseus, 
 of several of the hymns of Callimachus, some Apollonius 
 Rhodius, and of a few pieces of the elegiac and lyric 
 writers, and Bion and Moschus. The prose collection. 
 
 c 
 
26 
 
 called Scriptores Grseci^ was made up of a very few 
 extracts from Herodotus^ still fewer from Thucydides^ of 
 more liberal selections from Xenophon, but the bulk of 
 the book was filled with Lucian. Virgil was read by the 
 Remove boys, and Horace^s Odes, and Nepos ; and an 
 old geographical writer in Latin, Cellarius, was expected 
 to accompany the other authors in the students^ hands, 
 to be consulted whenever any topographical point oc- 
 curred. The Greek grammar was still learned by heart, 
 and the Greek Testament read. Watts also was still 
 used. The number of Latin verses (consisting of hex- 
 ameters and pentameters, or of all hexameters) required 
 each week, was increased ; and composition in the lyric 
 metres of Horace was now taught. Instead of using the 
 Latin prose exercise-books, the student now composed 
 a short prose theme, which usually consisted of a Latin 
 version of some dictated passage in English. 
 
 In the fifth form the amount of composition in Latin 
 verses, Latin lyrics, and Latin prose, was gradually 
 further augmented. The Poetse Grseci^^ was still 
 used, and the Scriptores Grseci.^^ The Iliad now 
 became part of the school business. Virgil and Horace 
 were read, especial attention being directed to the 
 Satires, Epistles, and the Ars Poetica. A compilation 
 of Latin prose authors, called Scriptores Romani,^^ 
 was also used here; extracts from Livy and Cicero 
 making up the larger part of the volume, a few being 
 added from Velleius Paterculus and Tacitus. Selec- 
 tions from Catullus, Tibullus and Propertius, as well as 
 
27 
 
 those from Ovid^s minor poems, were repeated by heart. 
 The Greek Testament was read during a part of the 
 week, and Porteus^ Evidences of Christianity ; and, in 
 Lent, the Latin work of Burnet on the same subject. 
 
 The sixth form, which consisted of about the twenty- 
 two highest boys in the school, used the same books as 
 the fifth form, and also read one or two Greek plays, or 
 one or more speeches from the Greek orators, in the 
 course of the year. Two or three times also in the year 
 they were required to compose in Greek one of the 
 three weekly exercises of theme, verses, and lyrics, which 
 they continued to prepare. Throughout the school 
 the practice of learning by heart was (and still is) largely 
 carried on j every passage from the Greek or Latin poets 
 that was construed at one school-time, being said by 
 heart at another, as was also the case with the Greek 
 Testament, and with the Greek and Latin grammars in 
 the lower forms. Some books were said by heart in the 
 fifth and sixth forms without having been previously 
 construed. As has been already mentioned, this was 
 the case with the selections from the extracts from the 
 Latin elegiac writers ; and the sixth form boys were 
 also required to learn andr repeat some extracts from the 
 epigrams of Martial. - Great encouragement was (and 
 still is) given to the sixth form students, and to those 
 in the upper part of the fifth form, to make themselves 
 thoroughly masters of all the finest passages in the 
 authors used in the school, and also in other classics ; 
 every upper boy being continually called on, while con- 
 
 c 2 
 
28 
 
 struing any part of the school-books^ to quote off-hand 
 any parallel passage that may be contained in other 
 well-known authors. Every hoy of any pretensions to 
 merit was (and is) thus guided to extend his reading and 
 the stores of his memory far beyond the passages that 
 formed the texts of the school lessons. And an exten- 
 sive and accurate familiarity with the Latin poets of the 
 Augustan age^ with Juvenal^ with Theocritus^ and some 
 of the most celebrated similes and expressions in other 
 Greek poets, was thus rendered a general characteristic 
 of the senior Etonians. 
 
 Many of the boys read also Greek plays and other 
 works not comprised in ordinary school routine, under 
 their tutors. These were called private pupils,^^ pay- 
 ing a double stipend to the tutor in consideration of 
 this extra instruction. And the greatest liberality was 
 (and is) always shown by the tutors in admitting to 
 these extra- scholastic classes every deserving and pro- 
 mising boy among their ordinary pupils. 
 
 Trials in the whole school business took place in the 
 lower forms as the boys passed from one station to 
 another. Places were lost and gained in these trials, 
 which operated as a great stimulus to excellence in all 
 the business of the school. But after a boy had got on 
 the fifth form, he passed no more trials, and no more 
 periodical examinations ; unless he were a Colleger and 
 went into election-trials, of which I shall treat presently. 
 During, therefore, the last years which most boys passed 
 in the school, no mode of signalizing themselves was 
 
29 
 
 open^ except tlie rewards held out throughout all parts 
 of the school to excellence in composition. This was 
 the peculiar merit eagerly sought after ; and this merit, 
 especially in Latin versification, formed the distinguish- 
 ing boast of Eton. There is no modern Latin poetry 
 with which the ^^Musse Etonenses^^ need fear compa- 
 rison, and they are fully equal to many of the produc- 
 tions of antiquity. Boys were encouraged and expected 
 not to limit themselves to the stipulated number of 
 verses or stanzas required for each exercise. Elegance 
 of idea, taste in arrangement, and felicitous accuracy in 
 expression and rhythm, were sedulously taught ; the 
 great extent to which the boys learned the classic poets 
 by heart, much facilitating their selection and imitation 
 of the best possible models. 
 
 When a boy continued for some time to distinguish 
 himself by attention to these points, he was usually 
 rewarded by one of the best of his exercises being 
 publicly read and commended by the Head-master. 
 This honour was termed being sent up for good,^^ 
 and was eagerly coveted and permanently prized. The 
 great proof of a boy^s merit was that he had been sent 
 so many times. The chosen exercises of the sixth 
 form boys were laid before the Provost. This was 
 termed sending up for play,^^ the half-holiday in a 
 regular week being dependent on an exercise of sufficient 
 merit for this honour being supplied by one of the sixth 
 form, according to the selection of the Head-master. 
 
 Teachers in the modern languages, and in arithmetic 
 
30 
 
 and mathematics^ resided at Eton, who, with the sanc- 
 tion of the College authorities, gave instruction in their 
 respective departments to those boys whose parents 
 desired it ; but these teachers were wholly unconnected 
 with the management of the school ; their lessons were 
 paid for separately; the subjects which they taught 
 formed no part in any way of the school business, nor 
 could proficiency in them lead to any public distinction. 
 The number of those who learned either modern lan- 
 guages, or arithmetic and mathematics, was but small, 
 except among the youngest boys, whose parents gene- 
 rally made them pupils for a year or two of the gentle- 
 man who combined tuition in writing, ciphering, algebra 
 and mathematics. Of course these little boys only 
 learned writing and the elements of arithmetic. 
 
 Such was the general character of the state of educa- 
 tion at Eton until 1829, when the munificence of an 
 old Etonian gave a greater stimulus to increased and 
 varied study throughout the school, than has often been 
 eficcted in any institution by the single act of an indi- 
 vidual benefactor. In that year. His Grace the present 
 Duke of Newcastle founded three scholarships of fifty 
 pounds each per year, for superior proficiency in divinity 
 and classics. Each scholarship was made tenable for 
 three years, so as to ensure a vacancy every year. The 
 Examination is conducted by two Masters of Arts, from 
 Oxford or Cambridge. The Examination in Divinity is 
 appointed to precede the Examination in Classics, and 
 no candidate who may grossly fail in the Divinity Ex- 
 
31 
 
 amination is to be allowed to proceed to tbe Examina- 
 tion in Classics. 
 
 The institution of the Newcastle Scholarship at once 
 remedied to a great extent the chief defect then existing 
 in the Eton system^ namely the want of an annual ex- 
 aminatioi^ of the boys in the higher parts of the school. 
 This want was not^ and is not^ completely remedied — 
 — but the Newcastle Scholarship has done very much 
 to correct it. 
 
 A new path to distinction was opened^ and a reward 
 for merit in other parts of the school business, besides 
 composition, was offered. Now it was that attention to 
 the school lessons began to tell, not merely in saving a 
 boy from censure, but in raising him to distinction. 
 The boy who had failed in happily imitating the Ovidian 
 or the Virgilian turn of idea and flow of versification, 
 but who had steadily and systematically made it a point 
 of honour with himself to master each daily task ; who 
 had carefully stored the information given him as to the 
 structure of the classic languages ; who had obeyed 
 advice in attending to the history and geography con- 
 nected with each passage ; who had availed himself of 
 the encouragement and assistance always proffered to a 
 deserving boy to employ some of his private hours in 
 perusing some of the Greek plays or orations, in addition 
 to the routine work of the school ; — a boy of this dis- 
 position and these habits came forward among the 
 candidates for the scholarship with far better hopes of 
 acquitting himself with credit, than could be entertained 
 
32 
 
 by the mere brilliant versifier, who had continued to 
 augment his sending up^^ trophies, but who from the 
 time of his getting into the fifth form had paid no 
 more attention to the school lessons than was absolutely 
 necessary to screen himself from punishment and dis- 
 grace. Of course the boy who was a good composer as 
 well as a sound well-informed scholar, stood best of all. 
 And I am far from saying that the two branches of merit 
 were not frequently, or even generally, found to coexist. 
 But they were not always found together. And up to 
 the time of the institution of the Newcastle, the student, 
 such as I have first described, had no public honour 
 open to him whatever, while the successful composer 
 of Latin verse was the admired of all admirers among 
 the youthful world in which he lived. The change was 
 instantly felt. Many boys who had hitherto remained 
 in the ranks, comparatively unnoticed, now became the 
 objects of attention and interest; while others who had 
 contented themselves with the laurels of successful com- 
 position, became aware that they must study in a dif- 
 ferent spirit, — that they must seek to extend the range 
 and accuracy of their reading, and must in future look 
 on the school lessons as being as important as the 
 school exercises. 
 
 Great exertions have been continually made ever since 
 the institution of the Newcastle, by the tutors to qualify 
 their best pupils to compete for it, and by the students 
 themselves in preparation for all the branches of the 
 examination. The work out of school has been more 
 
33 
 
 systematic and assiduous ; and the number of authors 
 now gone through by many of the upper boys in their 
 own studies^ or under their tutor^s direction^ is singu- 
 larly ample. But it is most unjust and untrue to re- 
 presentj as some have done^ that the examinations for 
 the Newcastle proved the insufficiency of the old routine 
 of school business to make a boy a fair proficient in the 
 classics. On the contrary, the value of the school lessons, 
 properly learned, was felt and proved, as I have stated, 
 in the very first examinations that took place. And, 
 ever since, the best and most successful line of reading 
 for distinction in the Newcastle, has been found to be a 
 system of maximizing the school business, — of getting up 
 every lesson as if it were sure to be one of the passages 
 hereafter to be set by the examiners, and of doing every 
 exercise as if it were to be shown up as one of the 
 scholarship papers. This, the actual school business, 
 has always been found to make the best staple of the 
 preparation necessary for a Newcastle candidate. Nor 
 can the reading of other works and authors by the 
 student, under the encouragement and direction of his 
 superiors, be properly considered a thing apart from, 
 and disconnected with, the business of the school. As 
 I have before mentioned, the students in the upper part 
 of the fifth form and sixth form have always been ex- 
 pected to be able to illustrate any passage in the 
 regular lesson, by quoting analogous or similar expres- 
 sions from other parts of the classics. In construing, 
 for instance, the detached parts of Livy that formed por- 
 
 c 5 
 
34 
 
 V 
 
 1 
 
 tion of the Scriptores Romani/^ a sixth form boy was 
 expected to have filled up the chasm of the intervening 
 histoiy by his own perusal of the full text of the author. 
 In many other ways the attention of boys was directed 
 to collateral reading. The number of lines actually con- 
 strued in school formed the minimum amount required 
 of the dullest intellect. The maximum varied, according 
 to the varying capabilities of the various students. Boys 
 are thus early taught and directed how to study for 
 themselves ; and self-instruction, that most valuable of 
 all instruction, is encouraged and rewarded. It is the 
 want of remembering this, that causes many of the unjust 
 attacks sometimes directed against our public schools. 
 The compulsory allowance actually gone through within 
 the walls of the school-room is treated as representing 
 the whole amount of study which the pupil is aided to 
 carry on ; whereas in truth, by thus only enforcing 
 an uniform standard of labour up to a certain extent, 
 and by directing each student to go beyond it in the 
 manner and degree best suited to his capacity, far 
 more instruction is conveyed in the aggregate, than if 
 some higher Procrustean measure of work were fixed, to 
 which all intellects must be either dwarfed or strained. 
 
 In thus bearing witness to the value of the regular 
 school business and the encouragement held out to 
 ampler studies at the period which I speak of, I feel 
 bound, though at the risk of seeming egotistical, to 
 state that I speak from personal observation and expe- 
 rience. I feel bound to state this as a just acknow- 
 
35 
 
 ledgment of the worth and kindness of the excellent 
 and learned men^ under whom I had the good fortune 
 to pass my boyhood^ and more particularly my old 
 Head-master^ and my old Tutor. 
 
 The beneficial emulation caused by the institution of 
 the Newcastle Scholarship is not limited to the thirty 
 or forty students who actually appear as candidates^ but 
 is generally felt throughout the Upper School. To be 
 thought fit at some future day to sit for the Scholarship 
 is an object of ambition with the lower fifth form^ and 
 even the Remove or fourth form boy of superior or 
 fair capacity. The promising pupil is naturally trained 
 up with peculiar care by the tutor^ who hopes that he 
 will do him credit in future competitions. Thus the 
 admirable efiect of this institution, while it confers im- 
 portant substantial help in their University career on 
 those who are first in its contests (one of whom is proud 
 hereby to acknowledge his obligations to its Founder), 
 and gives distinction to those who acquit themselves 
 with credit, exerts a general beneficial infiuence through- 
 out the whole youthful world of which the Duke of 
 Newcastle was once a member, and in which he now is, 
 and long will be, revered as a benefactor. 
 
 The next great improvement of recent years that claims 
 attention, is the total reform that has taken place with 
 respect to the selection and the treatment of the scho- 
 lars on the foundation ; and the increased care taken 
 to make merit the test of a boy^s chance of proceeding 
 from Eton College to King^s College, Cambridge. 
 
36 
 
 The unsatisfactory manner in which the Collegers 
 were lodged, and the general objections to the system 
 in force respecting them, have already been noticed a 
 few pages above. Several efforts were made by the pre- 
 sent College authorities a few years ago to remedy some 
 of the grievances complained of. The quality of the 
 diet was improved. The annual sum formerly received 
 by the Head-master from the Collegers, as well as from 
 the Oppidans, ceased to be taken from the boys on the 
 foundation ; and the Provost and Fellows paid the 
 Head-master an equivalent sum from the College funds. 
 This annual payment, consisting of six guineas per year 
 for each Colleger, Dr. Hawtrey, the present Head-master, 
 has most liberally devoted to the College improvements. 
 Other changes were introduced, all showing the same 
 desire on the part of the authorities to improve the 
 position of the boys on the foundation. But no com- 
 plete and effectual amelioration could be effected, so long 
 as the old defective and objectionable system of lodging 
 the boys remained unaltered. At last, in 1844, a de- 
 cisive effort was made. By the combined exertions of 
 a large body of old Etonians and other well-wishers to 
 Eton, the College authorities were enabled to undertake 
 and complete the erection of new buildings, and the 
 alteration of the old ones, on a scale ample enough to 
 provide for every scholar on the foundation those de- 
 cencies and comforts, which in modern usages and 
 manners are absolutely necessary, and also to provide 
 the means of ensuring that proper and prompt superin- 
 
37 
 
 tendence^ which is essential for the due maintenance of 
 discipline and decorum. 
 
 There is now no hardship whatever in the life of an 
 Eton Collegef. Indeed many of the Oppidans in the 
 older boarding-houses are not so comfortably lodged as 
 the boys on the foundation ; and as sufficient accommo- 
 dation for every purpose of study and quiet is now pro- 
 vided, besides the increased liberality and care shown 
 in providing for their meals, the education of a Colleger 
 has been rendered really a cheap one, while at the same 
 time his position has been freed from all its former 
 unpleasant incidents. 
 
 By means of the recent improvements, each of the 
 forty-nine senior students on the foundation has his 
 separate apartment. A portion of the old Long Cham- 
 ber serves as a dormitory for the twenty-one younger 
 boys of the seventy. But these are provided with 
 studies ; and there are also breakfast-rooms and lava- 
 tories. Rooms are annexed for the servants whom the 
 College now hires and employs to attend to the build- 
 ings, and to perform all those offices of domestic service 
 which the boys formerly had to do for themselves. And 
 that which is probably the greatest improvement of all 
 has been also attended to. Apartments for one of the 
 assistant-masters have been built in communication 
 with those occupied by the boys. One of these gentle- 
 men now permanently resides there. And although 
 the upper boys still are the vicegerents of authority, 
 and are responsible for the preservation of order, the 
 
38 
 
 prompt superintendence of a higher power is ensured 
 at all hours^ and every desirable guarantee of discipline 
 and quiet provided. 
 
 Far greater liberality also is now shown by the Col- 
 lege authorities in respect to the diet provided for the 
 scholars on the foundation. The quality and number 
 of the meals have been increased^ and the system of 
 serving them to the boys rendered consonant to modern 
 usages. The parent of a boy on the foundation has 
 now really very few things to provide for him in addi- 
 tion to the College allowances. The fee of the tutor 
 under whom he must be placed (for this system is now 
 universal in the school) is ten guineas a year. A small 
 annual payment will also be requisite for the care which 
 will be paid to some of the domestic arrangements re- 
 specting his son by one of the Dames. Each parent can 
 best judge for himself what the pocket-money and cloth- 
 ing which he allows his son will cost him ; and he must 
 add something for the yearly expenses of books^ and 
 for the journeys backwards and forwards at each of the 
 three vacations. 
 
 The maintenance of a boy on the foundation having 
 now been rendered thus economical^ and the hardships 
 done away with that naturally deterred many parents 
 from placing a child on the foundation^ the admission 
 into College is now eagerly sought for, and the number 
 of candidates to fill up the vacancies in the statutable 
 complement of seventy is yearly becoming greater. 
 The hope of ultimately obtaining first a scholarship and 
 
39 
 
 then a fellowship at King^s College^ Cambridge (which, 
 as before mentioned, is exclusively recruited from Eton 
 Collegers), always has caused a considerable number to 
 seek admission to the Eton foundation ; but of late years, 
 before the new improvements, the dislike of the hard- 
 ships of College kept boys off the foundation till the 
 last possible year of their age in which they were eligible, 
 so that the whole number of seventy scholars was sel- 
 dom or never complete. Now however the competition 
 is very great to obtain an admission as early as possible, 
 and great improvements have also been introduced into 
 the system both of electing boys into College, and of 
 determining the relative precedency of the upper boys 
 with reference to their chance of succeeding in being 
 sent to King^s. 
 
 The election of boys into Eton College takes place 
 annually about the end of J uly. The Provost of King^s 
 College, Cambridge, and two chosen Masters of Arts of 
 that body, who are called Pozers, come at that time to 
 Eton, and they, and the Provost and Vice-Provost and 
 Head-master of Eton are the electors, whose duty is to 
 fill up from among the candidates who offer themselves 
 any vacancies there may be in the full number of the 
 boys on the foundation, and also to examine the upper 
 boys on the foundation, and assign to each the position 
 he is to hold on the list (or indenture), from which all 
 vacancies are to be supplied that may occur during the 
 next twelve months in the statutable complement of 
 seventy, which also is the full number of the Fellows 
 
40 
 
 and scholars on the foundation of King^s College^ Cam- 
 bridge. 
 
 This system of filling up the Cambridge from the 
 Eton College may require further explanation for those 
 who are neither Etonians nor Wykehamists. 
 
 The limited time during which a boy can remain on 
 the foundation at Eton is until the completion of his 
 eighteenth year^ unless he gets placed on the list for 
 succession to King^s, in which case he is not to be 
 superannuated before the completion of his nineteenth 
 year. It is the boy^s age at election-time^ that is to say, 
 at the end of July, which is the test whether he is then 
 to be superannuated, or is to remain another year at the 
 school. A boy who at the time of the election has com- 
 pleted his eighteenth year, and has not been judged by the 
 examining electors fit to be placed on the list for King^s, 
 must leave at once. If he is placed on the list, but suf- 
 ficient vacancies in King^s to remove him thither have 
 not occurred in the following year, his age at the next 
 election, that is to say, at the end of the next July, 
 again becomes the criterion whether he must leave the 
 College or not. If he then have not completed his nine- 
 teenth year, he may be again placed on the list for King^s, 
 and have the chance of another twelvemonth^ s vacancies 
 in that foundation being numerous enough to take him 
 off. But as soon as an election comes round which finds 
 him of the full age of nineteen, he can no longer pre- 
 sent himself before the electors to be placed on the fresh 
 list for King^s, but must forthwith quit the College. 
 
41 
 
 It is therefore important^ with reference to a boy^s 
 prospects of obtaining a succession to King^s, that he 
 should he in the fit part of the school for boys of his 
 age when he first goes to Eton^ so that he may rise 
 gradually through the various ranks of the school at the 
 proper period^ and that when he comes to the year of 
 his age preceding his nineteenth birthday he find 
 himself in his proper station in the highest part of the 
 school, and that he be placed by the electors sufficiently 
 high on the list for King^s to give him a reasonable 
 chance of obtaining the benefit of one of the annual 
 vacancies that may occur in that body. 
 
 When a Colleger is placed in the part of school 
 suited to his age, and among his cosevals, so that he is 
 likely to rise with them and find himself with them at 
 the head of the school during the last year which the 
 law of superannuation will permit him to remain in 
 College, he is said to be in his year,^^ and each num- 
 ber of Collegers of the same age is commonly spoken of 
 as ^^a year.^^ As a boy in coming to the school is 
 entered last in the particular remove for which he is 
 considered qualified, those who come earliest of course 
 gain a priority of place over those of the same age who 
 come later to the school. If, therefore, no change be 
 made in consequence of trials, or otherwise, in the rela- 
 tive positions of boys of the same year, the first entered 
 will stand first during the last twelvemonth of their 
 stay in College, the period at which they will be at 
 the head, and the period which decides whether they 
 
42 
 
 are to go to King^s or be superannuated^ according to 
 the number of vacancies among the King^smen during 
 it. Seniority^ therefore^ supposing the places of the 
 boys to remain unaltered^ would be quite decisive of 
 a boy^s comparative chance of succeeding to King^s. 
 Now^ trials^ and consequent changes of places among 
 the boys in the lower parts of the school, have long ex- 
 isted. But a very decided difference in merit between 
 two boys, where both were Collegers in the same year, 
 was requisite for one to take the other^s place ; and 
 after getting into the fifth form, that is to say, after 
 about the age of thirteen, there were no trials and no 
 opportunities of varying the relative places until the 
 boys appeared in their eighteenth and nineteenth years 
 before the six electors at the annual election in July to 
 be examined, and arranged on the list for succession to 
 King^s. That examination, called Election Trials,^^ 
 used not to be of a very searching or complete character. 
 Although the electors were by no means bound to 
 recognise the relative positions which the boys of each 
 year had occupied in the school, they in fact did so, 
 and a very great disparity of merit was required to be 
 clearly displayed before they placed a boy on the list 
 for King^s higher than another boy who had hitherto 
 been above, him in the school. A boy^s advantageous 
 place in his year was treated as a sort of vested interest, 
 of which it was harsh to deprive him unless he betrayed 
 gross incapacity, or his character was disgraced by gross 
 misconduct. Places were consequently but seldom 
 
43 
 
 changed in the Election-trials ; though sometimes a dif- 
 ferent spirit was shown^ and material alterations made^ 
 so as to place the most promising scholars higher on the 
 list than their fellow- students who were of inferior merit 
 though of longer standing at the school. These occa- 
 sional instances of change of place prevented the boys 
 from looking with indifference on Election-trials^ and 
 worked well in enforcing increased attention to their 
 studies on all the Upper Collegers. But they were the 
 exceptions and not the rule. The general result of the 
 system was to make long-standing more valuable than 
 scholarship^ and the boy whose parents had hurried him 
 to Eton as soon as he could scrawl his name^ was far 
 more likely to become a Fellow of King^s than the boy 
 of the same age who had gone to the school a year or 
 two afterwards^ though the latter might be a Person^ 
 a Lloyd^ or a Milman^ and the former be of very ordi- 
 nary capacity and acquirements indeed. 
 
 The whole system of the Election-trials has now been 
 thoroughly reformed. Gradually during the last ten or 
 twelve years the nature and extent of the examination 
 have been improved; and a far wiser and more just 
 spirit in acting upon the results of that examination 
 has also been gradually introduced. The Election -trials^ 
 to which the Upper Collegers are subjected^ now last 
 several days^ and are conducted by the electors with the 
 greatest care^ so as fully to exhibit the comparative 
 scholarship of the boys. Strict inquiry is also made 
 (as always was the case) respecting their characters; 
 and the merits of each boy^ as to character and scholar- 
 
44 
 
 ship, now mainly regulate the order in which the names 
 are inscribed on the list for King^s. 
 
 The benefit of this change of system is immense both 
 to Eton and to the sister-foundation. At Eton it 
 greatly augments a spirit of steady industry in all the 
 Collegers ; who now all know for certain that, in order 
 to enable them to have any chance of King^s, they must 
 pass through two or three searching and severe annual 
 examinations, and that their prospects of a Fellowship 
 at the Cambridge College will be almost entirely de- 
 pendent on the manner in which they acquit themselves 
 in those examinations, and on the character for general 
 conduct which they acquire and maintain. And thus 
 also, King^s College finds its ranks recruited exclusively 
 by the elite of the foundation -scholars at Eton, whom 
 other changes and improvements are tending more and 
 more to make the elite of the whole school. 
 
 The great improvement has also been recently intro- 
 duced into the school of subjecting all the fifth form 
 Collegers, who are too young for Election-trials, to 
 annual examinations, according to the result of which 
 the relative places are liable to continual modification. 
 These trials are conducted by the Provost of Eton, and 
 by the Head and Lower Master ; and their influence is 
 most beneficial in keeping up a steady system of industry 
 among the Collegers, and practically enforcing the 
 maxim, that their chance of obtaining the full benefits 
 of the foundation must mainly depend on their own 
 abilities and exertions. 
 
 Besides examining the elder Collegers and arranging 
 
45 
 
 them in the order in which they are to take their chance 
 of succeeding to King^s^ the six electors also examine 
 the candidates for admission upon the foundation at 
 Eton^ and elect enough to fill up the vacancies that may 
 have been made in its number since the last past July. 
 Here also the recent improvements in the treatment of 
 the Collegers have begun to produce the natural benefit 
 of ensuring a larger number, and a better qualified 
 order of candidates for admission into College; and 
 here also the system of examination and of appointment 
 has been materially changed for the better. 
 
 For some time before the introduction of the College 
 improvements, the number of candidates for admission 
 fell considerably short of the annual number of vacan- 
 cies ; now, on the contrary, the number of applicants 
 considerably exceeds the vacancies. Now, also, instead 
 of a very cursory and superficial examination of the 
 candidates, they are examined with great care by the 
 electors. And whereas formerly the electors nomi- 
 nated in turn such boys to be admitted as each thought 
 fit, the very great improvement is now acted on of elect- 
 ing the best of the candidates according to the result 
 of the examination and the character that can be given 
 of them by the Eton authorities, if they have been 
 already any time at the school. 
 
 Boys are eligible for admission into College from 
 the age of eight years to that of fifteen. It is of course 
 prudent for a candidate to present himself at as early a 
 year as can be done, as if he misses his election into 
 
46 
 
 College at the first year^ he then may have a chance of 
 being more successful at the next or some other sub- 
 sequent election. In the old state of College^ when the 
 hardships undergone by the junior boys on the founda- 
 tion were necessarily very severe^ many parents, who 
 
 wished their sons to have the benefits of the foundation 
 
 % 
 
 in the chance of obtaining a King^s Fellowship, endea- 
 voured to secure the benefits of College, and at the same 
 time to save their children from its inconveniences as 
 far as possible, by entering their sons at the school as 
 Oppidans very early, but keeping them out of College 
 till they were thirteen or fourteen years old. But now 
 all necessity for such a course has ceased ; and from the 
 increasing competition to obtain admission into College, 
 it is wise, as already mentioned, for a boy to try his 
 chance much earlier than formerly was required. 
 
 Proper certificates must be produced at the election 
 to show that a candidate is of legitimate birth, and that 
 he was born in England. No others are eligible. 
 Wales is treated as included in England, but no Irish 
 or Scotch boy can come on the foundation. 
 
 Besides the advantages in point of economy which 
 the position of a Colleger now offers, the hope of its 
 ultimately leading to a King^s College Fellowship is 
 the great boon which the foundation holds out. The 
 number of vacancies that annually occur at King^s of 
 course fluctuates considerably ; being mainly depend- 
 ent on the number of deaths, marriages, and pre- 
 sentations to livings that annually occur among the 
 
47 
 
 seventy Fellows and scholars of King^s. Generally 
 speakings the boys who succeed in standing first and 
 second in their year are considered safe of being sum- 
 moned to King^s. The third boy is looked on as having 
 a good chance^ and the others to have chances slighter 
 and slighter in proportion to their distance from the 
 top of the year. 
 
 There are some scholarships at Oxford and at Cam- 
 bridge in the disposal of the Provost of King’s and the 
 Provost of Eton, which are given, as they fall vacant, to 
 such superannuated Collegers as are considered most 
 meritorious in scholarship and character. And, gene- 
 rally speaking, a boy of eminent merit is almost certain 
 to obtain a succession to King’s, or one of these minor 
 endowments, on proceeding to the University, from the 
 great exertions which are invariably made in behalf of 
 such a student by the Eton authorities. 
 
 Such is the position and such are the advantages 
 enjoyed by the Collegers, besides the general benefit of 
 the education which they receive in common with the 
 boys not on the foundation — the Oppidans. 
 
 This last-mentioned class forms the bulk of the 
 school, and has of late years averaged from five to six 
 hundred in number. The Oppidans are lodged and 
 boarded partly in the houses of the lower and the 
 assistant masters, and partly in boarding-houses, which 
 are conducted under the sanction and supervision of the 
 authorities of the school, by their proprietors, who are 
 usually known at Eton under the title of Dames. 
 
48 
 
 'WTaerever lie boards^ each boy is placed under tbe care 
 of tbe lower master or one of the assistant-masters as 
 his tutor. Each Oppidan pays the Head-master six 
 guineas a year^ and his tutor ten. Many however are 
 what is called private pupils, recehdng instruction from 
 their tutors independently of preparation for the school 
 business ; these pay their tutors twenty guineas. These 
 payments, and the cost of the requisite school-books, 
 form the whole necessaiy expenses of a boy at Eton so 
 far as teaching is concerned. The expense of boarding 
 at a tutor^s house is somewhat higher than the con^e- 
 sponding charge at a Dame’s ; the latter being about 
 £84, the former about £120 per year*. As for laying 
 down any precise scale of the whole yearly outlay, which 
 a parent must prepare for who sends a son to Eton as 
 an Oppidan, it is quite out of the question. In the 
 first place, the expense must continually vary with the 
 boy’s age and position ; for it is obvious that the little 
 child of six or seven years old in the first form will re- 
 quire a different expenditure to that necessary for the 
 maintenance of the young man of eighteen or nineteen 
 in the sixth form. And, secondly, a large portion of 
 the expenses, such for instance as dress and pocket- 
 money, must depend as to their amount on the judg- 
 ment of the parents themselves. The extravagant habits 
 which are occasionally complained of as prevalent among 
 
 * This last-mentioned sum includes the full remuneration for 
 the tutor’s instructions ; so that the difference is not so great as 
 it at first seems. 
 
49 
 
 some of the boys at Eton, are imputable, not to the 
 school authorities, who anxiously strive to discourage 
 and prevent them, but to the injudicious conduct of 
 families and friends, who, in spite of caution and remon- 
 strance, place large sums of money in the hands of mere 
 lads, thus tempting them to folly and improvidence, 
 and also leading others, who can ill afford it, to try to 
 vie with their over-pursed schoolfellows in silly display 
 and prodigality. It is impossible to enforce sumptuary 
 laws on these points at such a public school as Eton. 
 Even in the military colleges, where, from the nature of 
 the institutions, a rigorous and minute discipline is kept 
 up, which would be wholly impracticable at Eton, the 
 regulations about the amount of money which a student 
 may receive from his friends, are well known to be 
 almost wholly inoperative. 
 
 Though thus differently circumstanced as to mainte- 
 nance and expense, the Collegers and the Oppidans are 
 all blended together in the school, jointly composing 
 its various forms or divisions, and competing together 
 in the various trials and examinations, excepting the 
 election- trials and those of the junior fifth form Col- 
 legers, which concern the Collegers only. Indeed boys 
 intended for college generally first enter the school 
 as Oppidans, and sometimes continue so for several 
 years before they seek to be admitted upon the founda- 
 tion. Sometimes also, though rarely, boys leave the 
 foundation and remain in their places in the school as 
 Oppidans. The general system of the school, which I 
 
 D 
 
\ 
 
 50 
 
 now proceed to delineate as it at present exists^ em- 
 braces both descriptions of students. 
 
 No alteration has been made in the number of 
 forms into which the boys are divided, or in the sub- 
 divisions of those forms. The Lower School still con- 
 sists of the first three, or lower forms ; and the Upper 
 School of the fourth form, the Remove, the fifth form, 
 and the sixth form. The Fourth form is divided into 
 three sets or removes, called respectively, the lower, 
 middle and upper removes fourth form. The next part 
 of the Upper School in ascending order, the Remove, 
 is divided into two removes, called the lower remove 
 Remove, and the upper remove Remove. The Fifth 
 form is divided first into three divisions, called lower 
 division fifth form, middle division fifth form, and upper 
 division fifth form. Each of the two lower of these 
 divisions is subdivided into two removes. The upper 
 division fifth form is not subdivided, and the sixth 
 form is not divided at all. The Lower School has its 
 subdivisions of forms as well as the Upper. A boy 
 advances through these various removes, divisions and 
 forms, till he reaches the upper division fifth form, by 
 two steps a year. Every June and December these 
 changes take place. Each set of boys then constituting 
 a remove advances one degree higher; the upper re- 
 move fourth form, for instance, becomes the lower re- 
 move Remove, the boys who composed this become the 
 upper remove Remove, and those who constituted this 
 last-mentioned remove now make up the lower remove 
 
51 
 
 lower division fifth form, and so on throughout the 
 school till they come to the upper division fifth form. 
 After this there is no more advancing by removes, but 
 those who from time to time become the seniors of it, 
 are elevated to the sixth form, which usually consists 
 of the ten highest Collegers and the ten highest Oppi- 
 dans in the school. This half-yearly change of a boy^s 
 position is called getting his remove.^^ It is some- 
 times refused to gross incompetency, and sometimes 
 eminent merit is rewarded by being promoted two 
 steps at a time. Examinations and trials take place at 
 many of these changes of remove, which will be spoken 
 of presently. Generally speaking, it will be observed 
 that by means of this system the same little set of boys 
 who are arranged together as one remove in the lower 
 part of the school, rise together and keep together 
 through the dificrent stages of the school. Many and 
 many a friendship has originated in thus being in the 
 same remove, and has continued unbroken throughout 
 all the years of after-life. 
 
 When a boy is entered at Eton he is examined by the 
 assistant-master who is to be his tutor, and according 
 to the report made of his proficiency he is placed, at 
 first provisionally, and soon afterwards permanently, in 
 the part of the school for which he is considered fit. 
 No boy is however allowed to be placed at first so high 
 as on the fifth form. Each boy is on first coming 
 placed on the list as last of the remove to which he is 
 attached ; so that precedency in each remove depends 
 
 D 2 
 
 LIBRARY 
 UWIVERS5TY OP 
 
52 
 
 primarily on comparative long-standing at the school. 
 But this is very much modified by the examinations 
 and trials which a boy passes through in most of the 
 forms, and the changes of place among the students 
 which are their results. 
 
 The Lower School is under the management of the 
 Lower Master and of three of the assistant-masters. 
 The number of boys in it is seldom very large, though, 
 from the excellent changes recently made in its system, 
 the proportion of boys who go to Eton at a very early 
 age and pass their first years there in the Lower School, 
 is materially increasing and likely to increase. Lower 
 School boys, with very few exceptions, during the last 
 three years, have been placed in the house of the Junior 
 Lower School Assistant, who takes no Upper School 
 pupils. At the age of twelve they leave him, and pass 
 into the house of another Tutor or Dame, as may be 
 chosen by the parent. All Lower School boys are the 
 pupils of a Lower School Assistant. The ages of the 
 boys in the Lower School are from about six to about 
 eleven or twelve. The same sort of instruction as 
 formerly is still given to these little boys in Latin, 
 and the rudiments of Greek, and in Latin composition. 
 Many however of the books employed have been changed 
 » materially for the better, and in particular, the Latin and 
 ^ Greek grammars now used at Eton are far superior to the 
 old-fashioned ones which kept their stations there till 
 within these last few years. An increased degree of atten- 
 tion is now paid to the religious education of the stu- 
 
53 
 
 
 dents in this, as in every other part of the school. And 
 the essential improvements have lately been introduced 
 of teaching the boys in the Lower School, as part of 
 their regular studies, English history as well as ancient, 
 and of providing for their all being instructed in writing, 
 ciphering, and the rudiments of arithmetic. A teacher 
 in writing and arithmetic is now attached to the Lower 
 School ; and all the little boys in it receive as part of 
 the school system instruction in these most necessary 
 branches of knowledge ; which formerly the Eton boy 
 used to pick up by the light of nature, unless his pa- 
 rents had lessons given him in the holidays, or made 
 him a pupil of the extra master who formerly gave in- 
 struction in these things at Eton wholly unconnected 
 with the regular school business. 
 
 The fourth form is the proper part of the school for ^ 
 a boy of eleven or twelve years old, the age at which 
 most lads are sent to Eton. We will suppose a boy of 
 eleven to be entered there, and to be found on examina- 
 tion not grossly deficient in the average standard of 
 acquirements of boys of that age. That is to say, he 
 must not exactly be like Shakespeare, knowing little 
 Latin and less Greek,^^ but he ought to have received 
 instruction for four or five years in the former lan- 
 guage, and to have read one or two easy books in the 
 latter. He must know thoroughly the Latin grammar, 
 and be able to apply its rules, and must have made 
 some progress in acquiring a similar familiarity with 
 the Greek grammar. He should be able to do exercises 
 
54 
 
 in Latin prose^ and also to turn translations from easy 
 Latin elegiacs back into the language and metre of the 
 original by the help of dictionary and gradus^ and with 
 the occasional suggestion of a more recondite word or 
 peculiar idiom. We will suppose a boy thus qualified, 
 and of corresponding acquirements in other respects, to 
 be sent to Eton at eleven years old and to be entered in 
 the lower remove fourth form. Here he will most 
 likely find himself placed the last of a batch of thirty or 
 forty boys, some of whom have come up from the Lower 
 School at the last yearly remove, while others, like our 
 supposed new-comer, have been enrolled in the little 
 company after it emerged into the Upper School. Our 
 tyro will find that every day at Eton has its fixed 
 duties, every school-time its appointed lessons, and every 
 week its fixed exercises in composition, which he will 
 have to prepare under the superintendence of his tutor, 
 in whose pupil-room every lesson is rehearsed and 
 every exercise revised before it is construed or shown up 
 in school. He will remain under the care of the same 
 tutor all the time that he is at Eton, but as he passes 
 through the different ranks of the school he will come 
 under different masters in school-time, each assistant- 
 master presiding exclusively over one particular part of 
 the school, and the sixth form, with ten or twelve of 
 the fifth form, being under the personal authority and 
 teaching of the Head-master. It would be mere repe- 
 tition to describe again the books read, and exercises 
 done by the fourth form boy, where they are the same 
 
55 
 
 as was the case twenty or thirty years ago ; a period of 
 the school history that has already been described. I 
 will now only mention the recent additions and altera- 
 tions, and in other respects the former account may 
 be referred to as representing a state of things still in 
 existence. The fourth form boy now is also taught 
 Greek and Roman history, and composition in Greek 
 prose. The books now used for teaching Latin com- 
 position are much better than the old ones, and, as 
 already mentioned, far superior grammars to the an- 
 cient ones are employed. 
 
 Supposing our imaginary student to have gone to 
 Eton soon after Easter, he would obtain a step in the 
 following June, and rise with those around him into 
 the middle remove fourth form • in December he would 
 similarly rise into the upper remove fourth form ; but 
 neither of these advances would be accompanied by any 
 trials or material alteration in his studies, though of 
 course longer and better exercises, and a better style of 
 construing his lessons, would be gradually required of 
 him. But when he comes to the next step, the step by 
 which he is to advance out of the fourth form into the 
 Remove, he undergoes a strict examination together 
 with his companions, and the order in which they pass 
 into the Remove is materially regulated by the way in 
 which each passes these trials. We will suppose that 
 while our young student has been passing through the 
 fourth form, other boys have come to the school who 
 have been placed in his remove, while it was lower, 
 
56 
 
 middle^ or upper remove fourth form. These new- 
 comers would be placed below him, just as he had been 
 placed below those of longer standing than himself. 
 On going into Trials for his advance into The Remove, 
 he would probably be about the middle of his remove, 
 and it would depend on the way in which he acquitted 
 himself in the Trials whether he rose towards the top or 
 sunk towards the bottom of it. On entering the lower 
 remove Remove, he would find himself and his compa- 
 nions ranked, not according to their old list, but in an 
 order materially modified and changed by the manner 
 in which each had acquitted himself in the examination. 
 In this new order they would remain, rising at the next 
 lialf-yearly period to be the upper remove Remove ; but 
 in order to gain this step they must pass an examina- 
 tion conducted by the assistant-master who presides 
 over this part of the school. 
 
 The step from the upper remove Remove into the 
 lower remove lower division fifth form, now takes place 
 without any trials. The Trials which formerly were 
 gone through at that stage, now occur half a year later, 
 at the next step, that of advancing into the upper re- 
 move lower division fifth form. Here a very strict and 
 complete examination by the Head-master occurs, at 
 which, changes of place, according to the relative merits 
 of the lads in scholarship and character, are again ex- 
 tensively introduced. 
 
 The year which an Eton boy passes in the Remove 
 continues to be a most valuable year of his education. 
 
57 
 
 The maps and geographical works used in the Remove 
 have been greatly improved. The old Cellarius has 
 been superseded by an admirable English description 
 of the geographical features^ and the general history 
 of each country and place. And it is hardly possible 
 for a boy of fair abilities and industry to pass through 
 the Remove without becoming well-grounded in ancient 
 and modern geography^ and acquiring much historical 
 and statistical knowledge^ besides the higher degree of 
 classical learning which he now receives, as mentioned 
 in the former description of this part of the school. 
 
 After passing into the upper remove of the lower 
 division of the fifth form, a boy (unless he be a Colleger) 
 has no more trials, but his progress in each department 
 of his studies is carefully recorded, and a report of it, 
 and also of his moral and general character, is half-yearly 
 sent to his parents. This excellent system is, indeed, 
 pursued with respect to every student in every part of 
 the school. By the regular operation of the two half- 
 yearly removes, the student passes into and through 
 the middle division, remaining in it, as in the lower, a 
 year. On reaching the upper division all classification 
 into removes ceases. Many boys leave the school at 
 some part of that period of an Eton career. Others 
 gradually rise higher and higher, by the departure of 
 those above them, till they come to the top of the divi- 
 sion, when they are in turn nominated by the Head- 
 master as sixth form boys. 
 
 D 5 
 
58 
 
 The books and exercises mentioned as formerly ser- 
 ving for the studies of the fifth form are still in use, 
 but ^dth many additions and improvements. The pre- 
 sent ^^Poetse Grseci^^ is a compilation far superior to its 
 predecessor of the same name ; and the two Scrip- 
 tores^^ have been similarly improved. The important 
 innovation has also been made of giving instruction, by 
 lectures, in ancient and modern history, though this is 
 at present confined to the lower division. 
 
 The sixth form boys now receive, separately from the 
 rest of the school, a large amount of valuable instruc- 
 tion from the Head-master in person. They read in 
 the course of a year two or more books of Thucydides, 
 and a similar proportion of Herodotus consecutively 
 through, two or more of the Greek tragedies, some of 
 the orations of Demosthenes, and selections from Lucre- 
 tius, and also portions of the works of Pindar. Essays 
 are composed by them on subjects of ancient and mo- 
 dern history, for the best of which the Head-master 
 gives prizes. And a very large amount of composition 
 in Greek, including the dramatic, epic, lyrical, and 
 elegiac metres, as well as Greek prose, is expected in 
 the sixth form, and is also attended to by the superior 
 boys in the fifth form. 
 
 The excellent system of rewarding merit in com- 
 position by sending up,^^ as already explained, still 
 continues in force; Greek exercises form a far larger 
 proportion of those thus rewarded than was formerly 
 
59 
 
 the case^ attesting the increased familiarity of the 
 scholars with the best Greek models, and their greater 
 mastery over the Greek language. 
 
 It will be seen from this sketch how grossly erro- 
 neous is the assertion sometimes hazarded by the dis- 
 paragers of our public schools, that a boy may pass 
 through Eton with distinction, and yet remain ignorant 
 of the commonest facts of modern history, and unac- 
 quainted with the very rudiments of geography/^ On 
 the contrary, no boy of ordinary capacity and industry 
 can remain any number of years at Eton without be- 
 coming thoroughly well-grounded in these sciences, in 
 addition to the excellent classical and religious educa- 
 tion which he receives. Mathematics and modern lan- 
 guages still form at Eton branches of study collateral 
 to the regular school business. Much has been said 
 and written about the advisability of making them in- 
 tegral portions of the regular system of education. We 
 are told how useful these studies are. That is perfectly 
 true ; and the same thing may be said of logic, of che- 
 mistry, of botany, and of many other sciences. But it 
 does not therefore follow that it is wise to make all 
 boys study them. Many people talk of these points in 
 utter forgetfulness of the true object of school educa- 
 tion, which is not merely the cramming a boy^s head 
 with ready-made knowledge, but the training his mind 
 so as to enable it to acquire knowledge for itself, and to 
 assimilate that knowledge by means of healthy intellec- 
 tual faculties. I gladly avail myself of the language of 
 
60 
 
 my excellent colleagues Professor Malden and Professor 
 De Morgan on this subject^ both because it is better 
 than any in which I could express the same sentiments, 
 and because, having been used by them in inaugural 
 lectures at University College, London, it cannot be 
 suspected of having been prompted by any undue pre- 
 judices in favour of our old public schools. Professor 
 De Morgan justly says of the ranging systems of edu- 
 cation, ^^When the student has occupied his time i 
 learning a moderate portion of many different things, 
 what has he acquired ; — an extensive knowledge, or 
 useful habits ? Even if he can be said to have varied 
 learning, it will not long be true of him, for nothing 
 flies so quickly as half- digested knowledge ; and when 
 this is gone, there remains but a slender portion of 
 useful power. A small quantity of learning quickly 
 evaporates from a mind which never held any learning 
 except in small quantities ; and the intellectual philo- 
 sopher can perhaps explain the following phsenome- 
 non : — that men who have given deep attention to one 
 or two liberal studies can learn to the end of their 
 lives, and are able to retain and apply very small 
 quantities of other kinds of knowledge; while those 
 who have never learned much of any one thing seldom 
 acquire new knowledge after they arrive at years of 
 maturity, and frequently lose the greater part of that 
 which they once possessed.^^ 
 
 With respect to Eton adhering to the classics as her 
 great objects of study, I transcribe with pleasure some 
 
61 
 
 remarks of Professor Malden. After vindicating in the 
 lecture, from which I quote, with truth and eloquence 
 the practical importance of classical scholarship, in 
 placing within our command the master-pieces of the 
 human mind, he proceeds to point out their benefit in 
 the development and exercise of the intellectual faculties: 
 Hence it follows that the benefit of education is not 
 utterly lost, even though the man should never follow 
 up the studies of the boy. We sometimes hear a 
 father complaining that his son^s time has been wasted 
 in learning Latin and Greek, which will be of no use 
 to him in his future life. I will put the most un- 
 “ favourable case : I will suppose that the pupil will 
 never open a classical book again. Yet, if he has 
 formed habits of attention and diligence, if he has 
 exercised and strengthened his powers of observation 
 and memory, if he has learned to compare, to distin- 
 guish and to arrange, his time has not been wasted. 
 If he has been taught to be conscious of the difference 
 between a clear and a confused conception of an ob- 
 ject ; not to be content with vague and inexact no- 
 tions, but always to labour for a full and accurate 
 knowledge of the matter before him, his time has not 
 been wasted; he has been trained to an intellectual 
 habit, which, more than any other, makes the diflfer- 
 ence in power of mind between man and man. There 
 are men of the world who tell us, that a professional 
 education would include all the benefits of a general 
 method of discipline, and be more immediately useful ; 
 
 V 
 
 
62 
 
 and so would direct the attention of a boy from an 
 early period to the specific pursuit to which he is de- 
 stined in his future hfe. A professional education is 
 a specious phrase. All men who enter into a profes- 
 sion must sooner or later have a professional educa- 
 tion. But if it be proposed to make the education of 
 a boy exclusively professional^ the true interpretation 
 of such a scheme is this : — ^ The purpose of education 
 shall not be the development of the intellectual facul- 
 ties of Man, and the perfection of his intellectual na- 
 ture. Man in his bodily faculties is inferior to many 
 animals ; beasts and reptiles are endowed with in- 
 stincts for their guidance of which he is destitute : 
 but Man is gifted with understanding and reason, 
 which render him capable of an immeasurable superi- 
 ority in the scale of being. They are faculties, which, 
 by neglect and want of exercise, are weakened, and 
 stunted, and deadened. They are faculties, which, 
 when cultivated and disciplined, enable Man to com- 
 prebend the working of the whole visible world ; to 
 trace the history of his species in past ages, and to 
 demise plans for its improvement and happiness in 
 ages to come; — faculties by which he may become 
 conscious of the mysteries of his own nature, and 
 learn the purpose of the creation of his immortal 
 spii’it, and his relation to the Infinite Intellect which 
 has called him into being. Yet the main purpose of 
 education shall not be the development of these, the 
 distinguishing powers of his natui^e. They wiU have 
 
63 
 
 exercise enough by necessity and chance, and syste- 
 matic training they want none. The education of my 
 son shall be a way of enabling him to make money ; 
 and the sooner he begins, the better.^ — I trust that 
 there are few men in that class of society with which 
 we are concerned, who would not disavow this sordid 
 scheme, when it was placed before them in its naked 
 deformity.^" 
 
 The truth is, that there may be and are many cases 
 in which an early attention to mathematics is desirable. 
 A lad may be about to enter the military or naval ser- 
 vice, or he may be destined to embark while young in 
 some civil employment or occupation in which scientific 
 knowledge is indispensable. For such cases, and also 
 for those in which parents value so highly the training 
 given to the mind by the exact sciences, as to wish it 
 commenced in childhood, mathematical instruction of 
 the very highest order can now be obtained at Eton at 
 a slight extra expense. Modern languages are also 
 similarly studied by a considerable number of the boys, 
 and a great impetus to this study has been given by the 
 annual Prizes which His Royal Highness Prince Albert 
 has recently founded for proficiency in the modern 
 tongues. These last are things which a good scholar 
 in Latin and Greek can easily learn subsecivis tempo- 
 ribus,^^ and in vacation-times. It is probable that more 
 and more attention will continue to be paid to them 
 and other auxiliary departments of knowledge, but I 
 earnestly hope that a deep, unembarrassed study of the 
 
64 
 
 classics will always form the staple of an Eton educa- 
 tion ; and that the name of Etonian will never be syno- 
 nymous with that of Margites^ who 
 
 ^7TL(TTaTo €pya, KaK<as S* ^7ri(TTaTO Tvdvra, 
 
 As there has been lately published a fresh batch of 
 the attacks which fussy philanthropists are fond of 
 making against the system of fagging at our public 
 schools, I shall not close this account of Eton without 
 adverting to that subject. All below the fifth form at 
 Eton are called lower boys, and the upper ones have 
 a right to command their services. The boys of the 
 lower remove lower division are in an intermediate 
 state, without the power of fagging others, but relieved 
 from the burthen of being fagged themselves. Each 
 lower boy has his particular master among the sixth 
 form, or upper fifth form boys, for whom he performs 
 certain stated services ; and who, by the general custom 
 and feeling of the school, becomes his patron and pro- 
 tector. 
 
 The opponents of fagging generally make three 
 grounds of complaint against it. They say, 1st, that it 
 injures the character of the upper boys by placing un- 
 due power in their hands; 2ndly, that it is attended 
 with oppression and cruelty to the lower boys ; and, 
 3rdly, that the menial services exacted of the fags are 
 degrading to gentlemen^ s sons. As to the first objec- 
 tion, it has been pointed out early in these pages how 
 ancient the system is at Eton of carrying on the govern- 
 
65 
 
 ment and maintaining the discipline of the school by 
 means of the upper boys, who exercise their authority 
 under the supervision of the masters. Nor shall I here 
 repeat the remarks there made on the beneficial opera- 
 tion of this system. It is difiicult to see how and where 
 an Eton sixth form boy can sway with such plenary 
 despotism that his character will be corrupted by its 
 enjoyment. If he is a Colleger, he is under the constant 
 control of the Head-master and of the assistant-master 
 who resides in the College buildings. If he is an Oppi- 
 dan, he is either boarded in one of the masters^ houses 
 and so continually brought under his tutor^s eye ; or in a 
 Darnels house which is regularly visited and inspected by 
 one of the masters, besides the superintendence of the 
 proprietor. Above all, he is under the control of the 
 public opinion of his schoolfellows, which never fails to 
 manifest itself strongly and decisively if any attempt is 
 made to abuse tyrannically or conceitedly the privileges 
 of the upper forms. This notion however of fagging 
 deteriorating the characters of the upper boys is rather 
 a fiourish of transcendental psychology than a sincere 
 bond fide objection made by the opponents of fagging. 
 What they mainly rely on, and what no doubt many of 
 them believe* in, is the alleged cruelty of the system 
 towards the lower boys. Now to this I fearlessly an- 
 swer, that fagging at Eton causes no oppression and 
 prevents a great deal. I speak from personal know- 
 ledge and experience, which is more than I ever knew 
 
 
66 
 
 any opponent of the system do ; for while fagging is con- 
 stantly attacked by persons who were never at a public 
 school, and who consequently know little or nothing 
 of what they talk about, it is almost invariably defended 
 by public- school men who really do understand the sub- 
 ject. There may certainly he an exception here and there, 
 for there will always be, out of a large number, a few 
 individuals whose recorded opinions will be influenced 
 by a morbid love of singularity. But the question is 
 one of fact and easily decided. For a public-school 
 man, his own recollections are evidence enough on the 
 subject. If the reader has not been at Eton, let him 
 ask of the first ten Etonians of his acquaintance whom 
 he meets, what is their opinion of fagging as a system ; 
 and when he finds, as he assuredly will, at least nine 
 out of the ten speak in its favour, he will not lightly 
 let himself be biassed by the censures of imcompetent 
 authorities, or the invectives of anonymous pamphleteers. 
 It is absurd to talk of modelling and directing every 
 pastime and habit, every act and word of six or seven 
 hundred boys in a public school, in the way in which 
 six or seven young gentlemen are watched and coddled 
 in select establishments. As for the large private 
 schools where fagging is unknown, there is infinitely 
 more bullying carried on in them than exists at our 
 public schools; — a fact pretty clearly attested by the 
 loathing with which those educated at such academies 
 look back on them, compared with the enduring attach- 
 
67 
 
 ment with which Etonians, Wykehamists, Harrovians, 
 and Old Westminsters regard 
 
 The school-boy spot 
 
 We ne’er forget, though there we ai’e forgot. 
 
 Boys are like the ancient Athenians, much disposed to 
 assert the supposed right of the strong to coerce the 
 weak (Ael KadearSiTO^ rov rjaato viro Svi/arcorepov 
 kareipyeadaL^). But the system of fagging puts a stop 
 to the exercise of this primitive licence of bullying, and 
 substitutes the dominion of station for the tyranny of 
 brute force. For it is not the having to serve an upper 
 boy, even if the services exacted be unduly heavy, and 
 enforced with unusual strictness, that breaks a little 
 boy^s spirit and really sours his young life with misery; 
 it is the being bullied by those near his own age and of 
 his own part of the school that can do this ; it is effected 
 by a series of petty insults and persecutions such as 
 thoughtless lads are sometimes apt to inflict on some 
 meek or eccentric schoolfellow. From these real cruel- 
 ties a fag has a natural protector in his master, who is 
 expected, and is bound by general usage and feeling, to 
 defend his young client from oppression. How can 
 the opponents of fagging account for the indisputable 
 fact, that the recollections and feelings created by the 
 relation of master and fag, in the mind of the latter, 
 are not of bitterness, or even of dislike, such as must, 
 according to human nature, be created, if the relation 
 
 * Thuc. i. 77. 
 
68 
 
 be that of tyrant and victim, but that, on the contrary, 
 the feeling left behind in the minds of both parties is 
 that of friendliness and mutual regard ? It will not do 
 to answer, that those who once were fags become mas- 
 ters in turn, and that the more recent remembrance of 
 the enjoyment of power overrides the remembrance of 
 suffering under it ; for many boys leave Eton so early, 
 that all, or nearly all their time there has been passed 
 by them as lower boys ; yet these will be found to speak 
 as kindly of the upper boys whom they served, and 
 in after-life there is the same joyful recognition when 
 one who has been always a fag while at school meets 
 an old master, as occurs when each party has both obeyed 
 and commanded. 
 
 As for the idea that gentlemen^s sons are degraded by 
 fagging, it can only originate in a very silly sort of pride, 
 and in a most mistaken way of regarding the mass of 
 mankind. The argument must run thus : — A boy in 
 fagging has to render services to his master which the 
 poor are usually hired to render to the rich. The poor 
 are inferior beings, and ergo the boy is degraded by being 
 assimilated to them.^^ Rather ought we to admire the 
 system which makes the young aristocrat at once, on his 
 entrance at a public school, drop all silly notions about 
 his being a superior being to his poorer fellow-creatures; 
 which teaches him that as he himself is not degraded by 
 making himself useful to others, so in after-life he must 
 not think those classes degraded who are compelled to 
 depend for their living on their utility. For there is no 
 
69 
 
 respect of persons shown at Eton. The son of the proudest 
 peer is on a fair level with the boy of humblest birth in 
 the school. They are on equal terms not only in school, 
 but out of school. The young nobleman, if he is a bril- 
 liant scholar, or if he is a good cricketer, a crack oar, or a 
 tough foot-ball player, will be looked up to by his school- 
 fellows; if he is of a frank and kindly nature, he will 
 be liked. But no exemption or pretensions on the score 
 of purse or pedigree are admitted in this admirable 
 youthful democracy. And while the children of the 
 highest and wealthiest in the land thus work their way 
 fairly through the school, the boy of humble rank, if 
 he be right-minded and honourable, finds his industry 
 encouraged, his talents justly rewarded, and no impedi- 
 ment against his becoming foremost among his youthful 
 comrades in study or in sport, save that which arises 
 from fair and friendly competition. 
 
APPENDIX 
 
 No. I. 
 
 From the Paston Letters. 
 
 Letter 22. 
 
 From Master Wm. Paston at Eton to his Worshipful Brother^ 
 John Paston, be this delivered in haste. 
 
 Right reverend and worshipful Brother, after all duties of re- 
 commendation, I recommend me to you, desiring to hear of your 
 prosperity and welfare, which I pray God long to continue to his 
 pleasure, and to your heart’s desire ; letting you wit that I re- 
 ceived a letter from you, in which letter was 8c?. with the which 
 I should buy a pair of Slippers. 
 
 Farthermore certifying you as for the 135. ^d. which ye sent 
 by a Gentleman’s man, for my board, called Thomas Newton, 
 was delivered to mine Hostess, and so to my Creansor [Creditor] 
 Mr. Thomas Stevenson; and he heartily recommended him to 
 you; also ye sent me word in the Letter of 121b. of Figgs and 
 8 lb. of Raisins, I have them not delivered, but I doubt not I 
 shall have, for Alweder told me of them, and he said, that they 
 came after in another Barge. 
 
 And as for the young Gentlewoman, I will certify you how I 
 first fell in acquaintance with her ; her father is dead, there be 
 two Sisters of them, the elder is just wedded ; at which wedding 
 I was with mine hostess, and also desired [invited] by the Gen- 
 
72 
 
 tleman himself, called William Swan, whose dwelling is in Eton. 
 So it fortimed that mine Hostess reported on me otherwise than 
 I was worthy ; so that her mother commanded her to make me 
 good Cheer ; and so in good faith she did ; she is not abiding 
 where she is now, her dwelhng is in London; but her Mother 
 and she came to a place of hers five miles from Eton, where the 
 wedding was, for because it was nigh to the Gentleman, which 
 wedded her Daughter ; and on Monday next coming, that is to 
 say, the first Monday of clean Lent, her Mother and she will go 
 to the Pardon at Sheene, and so forth to London, and there to 
 abide in a place of hers in Bow Church- Yard; and if it please you 
 to enquire of her, her Mother’s name is Mistress Alborow, the 
 name of the Daughter is Margaret Alborow, the age of her is, by 
 all likelyhood, 18 or 19 years at the farthest; and as for the 
 money and plate it is ready whensoever she were wedded ; but 
 as for the Livelihood, I trow [I beheve], not tdl after her Mo- 
 ther’s decease, but I cannot tell you for very certain, but you 
 may know by enquiring. 
 
 And as for her Beauty, judge you that, when you see her, if so 
 be that ye take the labour, and specially behold her hands, for 
 and if it be as it is told me, she is disposed to be thick. 
 
 And as for my coming from Eton, I lack nothing but versifying, 
 which I trust to have with a httle continuance. 
 
 Quare, Quomodo. Non valet bora, valet mora. 
 
 Unde di 
 
 iVrbore jam videas exemplum. Non die possunt 
 Omnia suppleri, sed ta* iUa mora. 
 
 And these two verses aforesaid be of mine own making. 
 
 No more to you at this time, but God have you in his keeping. 
 
 Written at Eton the even of St. Mathias the Apostle in haste, 
 with the hand of your Brother 
 
 William Paston, Junior. 
 
 Eton, Wednesday, 23** of February 
 1467-8, 7 E. IV. 
 
 * Tamen. The words preceding the distich were most likely the 
 theme set for verses. 
 
73 
 
 No. II. 
 
 CONSUETUDINARIUM VETUS SCHOL.E ETONENSIS. 
 
 [Harl. MS. 7044. p. 167. From a MS. in Corp. Chr. Coll. Camb.] 
 
 Mense Januario, 
 
 Primum ludendum est utroque vespere ante coenam et post, in 
 festis omnibus majoribus diiplicibus. Et schola et cubiculum 
 verruutur a prandio. 
 
 In die Circumcisionis luditur et ante et post coenam pro stre- 
 nuis ; pueri autem pro consuetudine, ipso Calendarum Januar. 
 die, veluti ominis boni gratia carmina componunt, eaque vel prae- 
 posito, vel praeceptori et magistris, vel inter se ultro citroque 
 communiter mittunt. 
 
 Epiphaniae festum majiis duplex luditur et ante et post. Post- 
 ridie ejus diei rursus strenue vel invitis animis incumbitur in 
 pristina studia literarum. 
 
 13 die, exequiae Gul. Wanflete etiam celebrantur : dantur sin- 
 gulis 2d, 
 
 Circiter festum Conversionis Divi Pauli, ad horam nonam 
 quodam die pro arbitrio moderatoris, ex consueto modo, quo eunt 
 collectum Avellanas mense Septembri itur a pueris ad montem. 
 Mons puerili religione Etonensium sacer locus est, hunc ob pul- 
 chritudinem agri, amoenitatem graminis, umbraculorum tempera- 
 tionem, et Apollini et Musis venerabilem sedem faciunt, carmi- 
 nibus celebrant, Tempe vocant, Heliconi praeferunt. Hie novitii 
 seu recentes, qui annum nondum viriliter et nervose in acie 
 Etonensi ad verbera steterunt, sale primo condiuntur, turn ver- 
 siculis qui habeant salem ac leporem, quoad fieri potest, egregie 
 depinguntur. Deinde in recentes epigrammata faciunt, omni 
 suavitate sermonis et facetiis alter alterum superare contendentes. 
 Quicquid in buccam venit libere licet effutire, modo Latine fiat, 
 modo habeat urbanitatem, modo careat obsccena verborum sem’- 
 rilitate, postremo et lacrymis salsis bumectant ora genasque, et 
 turn demum veteranorum ritibus initiantur. Sequuntur orationes. 
 
 E 
 
74 
 
 et parvi triumphi, et serio Isetantur, cum ob prseteritos labores 
 turn ob cooptationem in tarn lepidorum commilitonum societatem. 
 His peractis, ad horam primam domum revertuntur, et post coenam 
 ludunt ad octavam usque. 
 
 Fehruario mense. 
 
 In Festo Purificationis Marianse luditur. Majus duplex. Fe- 
 bruarii 7° die exequiae domini Bost, ^tonensis quondam pree- 
 sidis, celebrantur. Postridie, iis precibus finitis quae divinitus ad 
 expiandas animas institutae sunt^ luditur et ante coenam et post. 
 
 Carnisprimum, 
 
 In die Lunae Carnisprivii, ad horam nonam luditur, et con- 
 duntur carmina, sive in laudem sive in vituperium Bacchi patris, 
 et quia clientes Bacchi poetae dicuntur, in cujus tutela omnes 
 constituti sunt, omnium metrorum omni genere Dionysium ca- 
 nunt. Carmina condita a pueris 7“^ et 6^^ et aliquot 5*^ ordinis, 
 affiguntur valvis interioribus collegii. 
 
 Die Martis Carnisprivii luditur ad horam octavam in totum 
 diem ; venit coquus, affigit laganum cornici, juxta illud, Pullis 
 corvorum invocantibus eum^ ad ostium scbolae. 
 
 27° die Rogerio Luptono annuatim parentant. Erogatur sin- 
 gulis denarius. A prandio luditur ad octavam usque. 
 
 Mense Martio, 
 
 Festum Annunciationis Marise minus duplex. Non luditur 
 nisi pro arbitrio praeceptoris. 
 
 Aprili mense. 
 
 In die Mercurii hebdomadae sanctae, circiter horam nonam 
 cessatur a publicis studiis, et scribitur. 
 
 Discunt scribere qui nondum scite pingunt ; qui vero eleganter 
 sua manu aliquid possunt, hi describunt ordine figm’as elemento- 
 rum, et sociis exempla ad imitandum proponunt. 
 
75 
 
 A prandio circa horam quartam itur ad templum, ad rem di- 
 vinam. 
 
 In die Ccenae Dominicae, certus discipulorum numerus seligitur 
 a praeceptore venerandum sacramentum recepturus. Qui com- 
 municamnt, prandent in mensa seorsim lautius ex sumptibus 
 collegii, et a prandio petunt a praeceptore veniam obambulandi 
 et peragrandi agros. Facilis concedit, modo non divertant ad 
 tabernas vinarias ant cerevisiarias. Sumpta sacra synaxi redeunt 
 in chorum induti supparis, neque abesse oportet ab agendis Deo 
 gratiis in aula. Luditur ab omnibus post prandium et coenam, 
 ad octavam. 
 
 In die Veneris Sancto scribitur ad nonam usque circiter ; deinde 
 venitur ad templum ad preces matutinas ; post prandium conve- 
 niunt discipuli omnes ad ludum literarium. Ad primam horam 
 ingreditur supremus scholae moderator, et orationem habet ad 
 pueros, prsecipue provectiores ; proponit qusenam res sit Ev;(a- 
 pLcrria, quomodo sit recipienda, quibus recipiatur digne, quibus 
 indigne. Ita luculentam prsebens exhortationem, in hoc sermone 
 unam horam bene terit. 
 
 Ad quartam reditur ad templum. Post luditur; quo lusus 
 tempore gymnasiarcha constituit qui et quot, postero die, sacro- 
 sanctse dominicae mensae se admovebunt. In Sabbato Sancto 
 Paschae, quod solenne habetur, scribitur ad septimam usque vel 
 octavam; dein venitur ad templum. A prandio luditur, donee 
 pulsetur ad preces vespertinas. Itur cubitum ad septimam ; nam 
 de tertia vigilia surgere solebant dominicae mortis et resurrectiohis 
 praestantem gloriam gratissima memoria recolentes. Hie dum 
 mos viguit, tres aut quatuor scholastici majores natu eliguntur a 
 praeceptore, ad rogatum sacrorum aedilis, qui cum cereis et facibus 
 accensis observent sepulchrum, pro ceremonia, ne Judaei furentur 
 Dominum, aut quod potius est, ne quid damnum contingat ex 
 negligenti luminum observatione. Diebus hujus hebdomadae 
 festis luditur et ante et post. Diebus operariis scribitur; sed 
 luditur a ccena ad octavam usque ad diem lunae proximum, tunc 
 reditur ad studia. 
 
 Mense Maio. 
 
 In die Philippi et Jacobi, si lubeat praeceptori, et si sudum 
 
 E 2 
 
76 
 
 fuerit, surgunt qui volunt circiter quartam, ad coUigendos ramos 
 Maios, modo non sit madefactis pedibus ; et turn ornant fenes- 
 tras cubiculi frondibus virentibus, redolentque domus fragranti- 
 bus herbis. 
 
 Hoc tempore permissum est, ut vemi temporis florentem sua- 
 vitatem rythmis vel Anglico sermone contextis describant, pro 
 Id genii captu, ita tamen ut aliquid Virgilii, Nasonis, Horatii, aut 
 alicujus boni et prsestantis poetse, de Latino exprimant. 
 
 Johannes ante Portam Latinam multa secum adfert commoda. 
 Etenim a prandio dormitur in schola pueris, donee ingrediatur 
 censor aulse et anagnostes. Turn illi clamant, Surgite : illico sur- 
 gitur ; ad horam tertiam itur ad merendam ; a ccena post septi- 
 mam luditur. Hujus diei celebritas non insulso etiam carmine 
 praedicatur. 
 
 Porta Latina pilam, pulvinar, pocula praestat. 
 
 21 die beatissimse et felicis memorise principi et regi Henrico 
 Sexto justa persolvit. Datur singulis pueris 2d. In die Ascensus 
 Christi, militise literarise vacatio datur ; cessant a studiis, relaxant 
 animos, et qui studio efferuntur visendi parentes aut amicos, 
 quorum beneficiis hie aluntur ad doctrinam, his facultas discedendi 
 conceditur, ea conditione, ut reversionem faciant ad festum Cor- 
 poris Christi, quinetiam pridie ejus diei, nisi ad vesperam prse- 
 sentes fuerint, verberantur. Qui vero diutius adhuc se absentes 
 detinuerint a schola, hi collegii fructibus omnino privantur. 
 
 Hie prseceptor priusquam exercitium suum dimiserit, pueris e 
 ludo hterario omnibus convocatis concionem habere solet, qua 
 quemque admonet officii sui, ut melius ad bonos mores se com- 
 ponant, memores turpissimum esse se e hteratissimorum homi- 
 num collegio redire inanes, dedecorantes €t collegiis existimatio- 
 nem et magistri. 
 
 Mense Junio. 
 
 In festo Natalis D. Johannis, post matutinas preces, dum con- 
 suetudo floruit, accedebant omnes scholastici ad rogum extructum 
 in orientah rcg’one templi ubi reverenter a sumphoniacis cantatis 
 tribus AntipLonis, et pueris in or dine stantibus, venitur ad me- 
 
77 
 
 rendam. In hac vigilia moris erat (quamdiu stetit) pueris ornare 
 lectos variis rerum variarum picturis, et carmina de vita rebusque 
 gestis Johannis Baptistse et Prsecursoris componere, et pulchre 
 exscripta affigere clinopodiis lectorum eruditis legenda. Hie 
 luditur et dormitur mane ad sextam usque, quod fere bora nona 
 est, antequam lectulos petunt. 
 
 In festo D. Petri, idem mos observatur, qui supra. 
 
 Mense Julio, 
 
 Visitatio Mariae majus duplex : luditur. 
 
 In Translatiorie D. Thomae solebant rogum construere, sed nee 
 ornare lectos, nee carmina componere, sed ludere, si placet prae- 
 ceptori. 
 
 Festum reliquiarum : luditur, verritur cubiculum. 
 
 Hie septem hebdomadibus ante electionem in Regale Collegium 
 Cantabrigiae ineboatur exhortatio literaria ^Etonae, et affiguntur 
 portis chartae denunciantes liberum esse omnibus liberalis ingenii 
 et egregiae indolis pueris, ad bonasque disciplinas percipiendas 
 aptis et idoneis, ad Collegium ^tonense accedendi, eorum judi- 
 cium subeundi, qui id agent ut aptissimi quique ex omni Bri- 
 tannia in Collegium iEtonense subrogentur. 
 
 Electionis tempore per quinque dies luditur a prandio, si ad- 
 feratur epomis cuculla philosophicae, vel praepositi vel examina- 
 torum, in aulam. 
 
 In hebdomada electionis celebrantur exequiae Roberti Reade, 
 quibus interesse praepositus Cantabrigiae et examinatores oportet. 
 
 Mense August o, 
 
 Assumptae Virginis et Matris festum est principale duplex. 
 Vigilia verritur cubiculum; luditur sub vespertinas preces, et 
 toto die festo. 
 
 Decollatio Sancti Johannis Baptistae merendam tollit et aufert, 
 et promus a prandio rogat praeceptorem ludendi veniam puerorum 
 nomine in totum diem. Posthac non luditur a septima. 
 
78 
 
 Mense Septembri, 
 
 Nativitas Mariana celebrabatur quondam, et cubiculum verre- 
 batur. 
 
 Hoc mense certo quodam die, si visum fuerit prseceptori, liber- 
 rima ludendi facultas pueris conceditur, et itur collectum Avel- 
 lanas, quas domum, cum onusti reportaverint, veluti nobilis ali- 
 cujus praedse portionem prseceptori, cujus auspiciis susceptum 
 illius diei iter ingressi sunt, impartiunt, turn vero communicant 
 cum magistris. Priusquam vero nuces legendi potestas permit- 
 titur, carmina pagunt, autumni pomiferi fertilitatem et fructuosam 
 abundantiam pro virili describentes, quinetiam adventantis hyemis, 
 durissimi anni temporis, letalia frigora, qua possunt lamentabili 
 oratione deflent et persequuntur ; sic omnium rerum vicissitudi- 
 nem jam a pueris addiscentes, turn nuces, ut in proverbio est, re- 
 linquunt, id est, omissis studiis ac nugis puerilibus ad graviora 
 magisque seria convertuntur. 
 
 Mense Octohri, 
 
 I 
 
 In Translatione D. Edvardi vel diebus festis, scholam fre- 
 quentare incipiunt ad quartam, donee auditur quinta in literis 
 perseverantes. Hoc tempore ex Bibliis et sacris libris prsecipue 
 inaudiunt aliquid, ut inde vitse sanctimoniam amare discant, con- 
 traque mores perditos profligatosque et impia facta summopere 
 detestari. 
 
 Haec consuetudo omnibus festis diebus durat ad Paschale 
 tempus. 
 
 Mense Novembri, 
 
 Festum Omnium Sanctorum majus duplex. Verritur cubiculum 
 et luditur. 
 
 In die Animarum circiter septimam venitur ad templum a 
 pueris in superpelliceis ad preces peragendas. Post prandium 
 itur ad ludum literarium, et dicunt vicissim preces funebres spe 
 posteritatis fructuque ducti vitae mortuorum, in memoriavivorum 
 grata recordatione ponentes. Haec fiunt presente praeceptore, 
 qui jubet lectiones lugubres ordinari a pueris quibus illi visum 
 
79 
 
 fuerit, et inde vulgaria confici carmina de exurrectionis gloria, de 
 animarum beatitudine, et spe immortalitatis. Ad secundam vel 
 tertiam horam itur ad ludendum. 
 
 In die Sti. Hugonis pontificis solebat ^tonse fieri electio Epi- 
 scopi Nihilensis, sed consuetudo obsolevit. Olim episcopus ille 
 puerorum habebatiir nobilis, in cujus electione, et literata et lau~ 
 datissima exercitatio, ad ingeniorum vires et motus excitandos, 
 ^tonae Celebris erat. 
 
 Mense Decembri. 
 
 Circiter festum D. Andreae ludimagister eligere solet pro suo 
 arbitrio, scaenicas fabulas optimas et quam accommodatissimas, 
 quas pueri feriis natalitiis subsequentibus non sine ludorum ele- 
 gantia, populo spectante, publice aliquando peragant. Histrio- 
 nnm levis ars est, ad actionem tamen oratorum, et gestum mo- 
 tumque corporis decentem, tantopere facit, ut nihil magis. 
 
 Interdum etiam exhibet Anglico sermone contextas fabulas, 
 quae habeant acumen et leporem. 
 
 In vigilia D. Thomae indicitur otium literarium et vacatio a 
 publica praelectione in schola. Scribere discunt, et ea exercitatio 
 scribendi ad Epiphanium Domini continuata permanet. 
 
 Praeter haec discipuli inter se conferunt quotidie aliquid, aliquid 
 interpretantur, atque hoc proprio Marte et privatim alter invitat 
 ad epigrammata; ille lacessit carminibus, nec deest qui prosa 
 oratione laudandam invidiam ad virtutis imitationem excitet at- 
 que commoveat. 
 
 Haec omnia etsi propemodum nescio praeceptore fiant, etenim 
 hoc tempus omne permittitur lusibus ; animadvertit tamen sedulo, 
 ut intermisceantur ludi liberates, ludi literis digni, et non abhor- 
 rentes ab ipsis studiis, ut bonas horas, vel ipsis natalitiis, non 
 male collocasse videantur. 
 
 In die Natalis Domini luditur ; et statim a septima itur cubi- 
 tum, quia surgendum erat quondam pueris, intra tertiam et 
 quartam, ad preces matutinas. 
 
 Omnibus feriis insequentibus luditur et ante et post ccjenam, in 
 aula propter ignem. 
 
 In diebus operariis natalitio tempore scribitur toto die in ludo 
 
80 
 
 literario, sed luditur singulis noctibus ex consuetudine, et pro 
 arbitrio praeceptoris. 
 
 Hord quinta, 
 
 Unus ex cubiculi prsepositis (qui omnes quatuor sunt numero) 
 cui hoc munus ilia hebdomada objecerit, Surgite, intonat. Illi 
 omnes statim pariter consurgunt; fundentes interim, dum se 
 vestiunt, preces, quas suis vicibus unusquisque orditur, ac caeteri 
 omnes alternis versibus subsequuntur. Finitis precibus lectos 
 sternunt. Inde unusquisque quantum pulveris et sordium sub suo 
 lecto est, in cubiculi medium profert, quern deinde variis cubiculi 
 locis conspersum, quatuor ex omni numero, ad hoc a praeposito 
 designati, in unum acervum redigunt, exportantque. Tunc omnes 
 bini longo ordine lavatum manus descendunt. A lavando reversi 
 scholam ingrediuntur, ac suum quisque locum capessit. 
 
 Hord sextd, 
 
 Ingreditur hypodidascalus, ac superiori scholae parte flexis 
 genibus preces orditur; quibus finitis ad primam et infimam 
 classem descendit, repetens ab his et orationis partem et verbum, 
 quod praecedente die dederat conjugandum. A prima ad secun- 
 dam se convertit; a secunda adtertiam; atertia, si visum fuerit ; 
 ad quartam, quae in illius parte sedit ad septimam, ibi si quid 
 obscurius oriatur, examinanda. Alter interim ex scholae praepo- 
 sitis, cuique ordini tarn in praeceptoris quam hypodidascah parte 
 praepositos adiens ab eis a matutinis precibus absentium nomina 
 descripta aufert, hypodidascaloque tradit. Alius item praepositus 
 (qui solus semper hoc munus obit) singulorum manus et facies 
 diligenter intuitus, si qui forte illotis manibus ad scholam ac- 
 cesserunt ; hos iUe ingredienti ludimagistro statim ofiert. 
 
 Hord septimd, 
 
 , Ordo quartus ab hypodidascalo ad ludimagistri partem se con- 
 fert. Ingreditur scholam ludimagister. Hinc omnes omnium 
 ordinum praepositi suos post septimam absentes tradunt ; ac unus 
 
81 
 
 ctiam ex scholae praepositis eorum nomina qui pridie post sextam 
 et septimam vespertinam e schola abfuerant ludimagistro suos, 
 hypodidascalo item suos tradit. Inde omnes ordines, quae sibi 
 praelecta fuerant memoriter reddunt, eo ordine ut custos semper 
 incipiat et caeteros recitantes auscultet. 
 
 Hord octavd, 
 
 Ludimagister suis sententiam aliquam quartae classi vertendam, 
 quintae variandam, sextae et septimae versibus concludendam pro- 
 ponit ; cujus ab ore custos primus excipit, et primus vertit : bypo- 
 didascalus item tertiae et secundae classi sententiam aliquam pro- 
 ponit vertendam, et primae quoque, sed earn brevissimam. — Vul- 
 garia exhibita a singulis scribuntur eo mane, quae subsequenti 
 die et ordinate et memoriter recitant. 
 
 Hord nond. 
 
 Aut circiter, primum superioris cujusque ordinis custos classis 
 sibi proxime lectionem memoriter recitat et exponit ; deinde lu- 
 dimagister suis, hypodidascalus item suis eadem praelegit. 
 
 In diebus Lunae et Mercurii quatuor superiores ordines de pro- 
 posito ilUs themate soluta oratione scribunt, ex secundo ordine 
 tertio et primo sibi quisque sententiam proponit ac vertit. 
 
 In diebus Martis et Jovis superiores ordines themata sibi pro- 
 posita carminibus concludunt. Reliqui duo soluta oratione eadem 
 conscribimt. 
 
 Ordini 
 
 In diebus Lunae et Martis praelegit ludimagister 
 f 4° Terentium. 
 
 5° Justinum Historicum. 
 
 6® / Caesaris Commentaria, Officia Ciceronis ; de 
 7° ^ Amicitia; vel alios pro suo arbitrio. 
 lisdem diebus praelegit hypodidascalus 
 "3° Terentium. 
 
 Ordini - 2° Terentium quoque. 
 
 1° Vivem. 
 
 Ex quibus lectionibus pueri excerpunt flores phrases vel dicendi 
 
 E O 
 
82 
 
 loquutiones ; item antitheta, epitheta, synonima, proverbia, simi- 
 litudines, comparationes, historias, descriptiones temporis, loci, 
 personarum, fabulas, dicteria, schemata et apophthegmata. 
 
 In diebus Mercurii et Jovis praelegit ludimagister 
 4° Ovidium de Tristibus. 
 
 5° Ovidii Metamorphosen. 
 
 ^ j- Virgilium. 
 
 r 
 
 lisdem diebus praelegit bypodidascalus 
 
 3° Selectas per Sturmium Ciceron. Epist. 
 2° Luciani Dialogos. 
 
 1° Ludovicum Vivem. 
 
 Hora nona cum praelegerint, exeunt scbola. 
 
 Hord decimd. 
 
 Scholse preepositus ad preces consurgite exclamat. 
 
 Illi verb ex utraque parte scbolae erecte stantes, verba praeeun- 
 tem abquem pro arbitrio praepositi designatum sequuntur. 
 
 [Hord undecimd.'] v 
 
 Inde bini omnes ordine longo in aulam procedunt. 
 
 Finito prandio eodem quo exibant modo ad scholam rever- 
 tuntur. 
 
 Hord duodecimd. 
 
 Ingreditur bypodidascalus, atque ea quae ante prandium quartae 
 classi praelegerat ludimagister ab eadem jam sua parte usque ad 
 primam sedente reposcit, et singulas orationis partes discutit. 
 Eidem primo ingredienti quatuor primorum ordinum praepositi 
 suorum absentium nomina exhibent. 
 
 Hord primd. 
 
 [et secunddJ] 
 
 Quarta classis in suam propriam sedem migrat ; jamque ingre- 
 dienti magistro singulorum ordinum praepositi suos tradunt ab- 
 
83 
 
 sentes. Ludimagister quod spatii inter primam et tertiam datur 
 in quinto, sexto, septimoque ordine examinando insumit, et ex 
 proposita lectione vulgaria ad linguae Latinse exercitationem con- 
 dit ; ita tamen ut dimidia hora ante tertiam trium superiorum 
 ordinum praepositi sua et sociorum themata eidem tradunt, quae 
 examinat diligenter. 
 
 Hypodidascalus easdem horas in tribus suis ordinibus exami- 
 nandis ponit. 
 
 Hord tertid, 
 
 Uterque exit. 
 
 Hord quartd, 
 
 Redit uterque. 
 
 Quo tempore tantum reddunt ex his auctoribus quantum illis 
 a praeceptore est constitutum, id rogante a magistro uno praepo- 
 sito. 
 
 r 4° Ex figuris in grammatica et carminum ratione. 
 
 I 5° Valerium Maximum, Lucium Elorum vel Ciceronis 
 Epistolas, Sysembrotum. 
 
 Qraecam grammaticam aut aliud pro arbitrio 
 
 L7° praeceptoris. 
 
 H 5 q)odidascalo suorum absentes exhibentur, item ordinis 
 themata, ac 2^ etiam sententiae quas sibi quisque proposuerit, ac 
 in sermonem Latinum verterit. Turn unusquisque quantum sibi 
 ex regulis praescriptum erat, memoriter dicit turn etiam vulgaria 
 quo melius regulae grammatices intelligantur a pueris, confici- 
 untur ut inde Latinus sermo omni ratione familiarior sit. 
 
 Hord quintd, 
 
 Eodem exeunt et revertuntur ordine quo ante prandium. 
 
 Hord sextd. 
 
 li qui ex supremo ordine ad caeteras classes instruendas a ludi- 
 magistro designati sunt suas provincias aggrediuntiur, et fldei suae 
 
84 
 
 commissos in lectionibus exponendis et sententiis e sermone ver- 
 naculo in Latinum vertendis exercent. Item, dictata eodem die 
 a prseceptore recitant. Singularum classium praepositi hoc mu- 
 neris subeunt, ita ut scholae moderatores animadvertant in omnes 
 ad profectum in Uteris et morum compositionem. 
 
 Hord septimd, 
 
 Potum dimittuntur. Post septimam reversi eodem modo quo 
 post sextam sese exercent, nisi certo quodam anni tempore, quo 
 a ccena luditur pro arbitrio praeceptoris et consuetudine. 
 
 Hord octavd. 
 
 Cubitum eunt preces fundentes. 
 
 Die Veneris, 
 
 Diebus verb Veneris post lectionem quam pridie habuerant re- 
 citatam, qui grave aliquod crimen commiserunt, accusantur. 
 
 ^ Correctiones vocant; dant enim malefactorum dignas poenas. 
 
 Ante prandium praelegitur nihil. 
 
 Hora prima pomeridiana ingreditur uterque leetionis quas ilia 
 hebdomada praelegerant, reposcunt. 
 
 Hora tertia egrediuntur. 
 
 Quarta revertuntur, et quicquid eadem hebdomada inter quar- 
 tam et quintam docuerunt, ilUs redditur. 
 
 Ante 5^ praelegit ludimagister 
 
 ^4° Apophthegmata aut Epigrammata Martialis, Ca- 
 tulU, aut Thomse Mori. 
 
 Ordini <J 5° Horatium. 
 
 '6°'i . . 
 
 jLucanum aut ahum pro arbitrio. 
 
 Inque diei sequentis horam septimam matutinam proponit 
 thema aUquod 6^, et 7° versibus ; 5° vero soluta oratione varian- 
 dum. Ac in horam primam ejusdem diei pomeridianam ab iisdem 
 rursus se 4° quoque ordine soluta oratione fusius expUcandum. 
 
85 
 
 Ante 5*®™ praelegit hypodidascalus 
 
 { 3° JEsopi Fabulas. 
 
 2^ -^sopi Fabulas. 
 
 1° Catonem. 
 
 Die Sabhathi. 
 
 Hora septima reddunt omnes ordines quae pridie praelecta 
 fuerant. 
 
 Ludimagistro traduntur variationes. 
 
 Hypodidascalus quae pridie praelegerat cuncta examinat. 
 
 Hora nona exit uterque. 
 
 Hora prima scholam intrat uterque et quae ilia bebdomada 
 dictaverant pueros recitantes audiunt. 
 
 Traduntur item praeceptori themata. 
 
 Hie si qui sunt ea bebdomada a praeceptore constituti ingenii 
 exercendi gratia beto tbemate proposito declamant, et altering 
 in alterum invebitur orationibus. 
 
 Ante 7®’“nemini ad naturae requisita conceditur exeundi po- 
 testas ; sed ne tunc quidem pluribus quam tribus simul ; idque 
 cum fuste, quern in liunc usum babent egredi est permissum. 
 
 Gustos in omnibus classibus is assignatur, qui vel Anglice 
 loquitur, vel qui aliquam ex bis quas dedicerat regulam integram 
 exceptis tribus verbis interroganti recitare non potest, aut qui 
 recte scribendi rationem negligens in orthograpbia 3®^ peccaverit 
 in suis cbartaceis. 
 
 Scbolae ^Etonensis praepositores e pueris constituuntur 4°’’. 
 
 Aulae moderator unus. 
 
 Templi duo. 
 
 Campi 4°^. 
 
 Cubiculi 4°^. 
 
 Oppidanorum duo. 
 
 Immundanorum et sordidorum qui faciem et manus non lavant 
 et se nimis sordide abjiciunt, unus. 
 
No. III. 
 
 CHRISTMAS, 1838. 
 Fourth Form Examinations. 
 
 To he Translated, 
 
 Ti vfilv doKei Trepl rov Xpiorov ; rlvos vios eem ; Xeyovcnp avT(p‘ 
 Tov Aapid, Xeyei avrols’ irios ovv Aa[5id ev 7rv6vp,ari Kvpiov avrbv 
 KoXet', Xey(i)v' elirev 6 KvjOtos Xvpi(p jiiov kolQov eic de^iibv p,ov, 
 ews av 9oj rovs exOpovs <rov vitoirobiov Tutv TrodCjv orov. 
 
 1. From whence is the passage cited in these verses taken? 
 
 2. How was the prophetic declaration of our Saviour in these 
 verses fulfilled ? 
 
 3. Give a short account of the Pharisees, Sadducees, and 
 Essenes. 
 
 4. What Roman was the original protector of Herod ? 
 
 5. Mention any circumstances in the private life of Herod 
 which agree with the accounts of his cruelty mentioned in the 
 Gospels. 
 
 6. What was the general state of the Heathen world at our 
 Lord’s birth ? 
 
 7. What sons did Herod leave ? Which of them succeeded to 
 Judaea and Samaria? 
 
 8. How did he govern ? What prophecy was fulfilled by his 
 removal ? 
 
87 
 
 To he Translated, 
 iEsopi Fab. 
 
 ’'OvoSj ^vXa Pacrrd^ojVf diej3aive riva Xijuvrjv, *OXi<T9{](ras 
 (jjs KaTeireffeVf k^avaar^vai fii) dvvdfjievosj wdvpero re, Kal earevev. 
 Ot ev ry Xijxvy Bdrpaxot ruiv (rrevaypidiv avrov aKovaavres, ’Q 
 ovros, e(j>a<Tav, Kal ri dv €7roir]*Tas, el roaovrov evravOa xpovov ^le- 
 rptj3es, o(Tov ypie'is, ore, irpos oXiyov Treaihv, ovt( 09 odvpy ; 
 
 Epigram. 
 
 nXovros *Api(TTelSy ddpiaXis fiia, Kal rpix6p>aXXos 
 ^Kv ois* eK TovTiov Xip.bv eXavve Qyprjs. 
 
 ""RfiPpore d* dpuporepiov* dfivyv Xvkos eKravev* wSls 
 Tyv ddfiaXiv Trevlrjs d' wXero jSovKoXwv, 
 
 1. What is the 3rd dual plusq. perf. indie, pass, of ^a(Trd((ol 
 
 2. Give ihe,full derivations of oXiarOya-as and i^avaa-ryvat,. 
 
 3. Give the 3rd plural imperfect and 3rd plur. aor. 2. of 
 
 4. Give ih^full derivation of yp-^pore. 
 
 5. Give the accusative cases singular of the following words — 
 iXiris — ^dpis — yXavKS>7ris — Kopvs — ^apvs. 
 
 6. Give the vocatives singular of the following words — 
 AypoaOevys — — A’las — yvvrj — pyrrjp — Xapirryp — Traryp, 
 
 7. Give the patronymic of 'Ayjrvprys -rod. 
 
 8. What are the characteristic letters of the 3rd conjugation ? 
 
 9. What case usually answers in Greek to the Latin ablative 
 absolute ? 
 
 10. WTiat case do verbs of benefiting or injuring govern ? 
 
88 
 
 To he Translated into Latin. 
 
 Papirius, the dictator, ordered the master of the horse to keep 
 in his station, and not to give battle to the enemy in his ab- 
 sence. Fabius having discovered by spies, after the Dictator’s 
 departure, that everything was as disorderly among the enemy 
 as if no Roman were in Samnium, drew out and prepared his 
 army, marched to Imbrinium, and engaged with the Samnites. 
 Such was the fortune of the battle, that nothing was omitted by 
 which it could have been better fought, had the dictator been 
 present. Neither the general failed [in duty] to the soldier, nor 
 the soldier to the general. 
 
 To be Translated. 
 
 Est via sublimis, ccelo manifesta sereno, 
 Lactea nomen habet, candore notabilis ipso. 
 
 Hac iter est Superis ad magni tecta Tonantis, 
 Regalemque domum. Dextra laevaque Deorum 
 Atria nobilium valvis celebrantur apertis. ^ 
 Plebs habitant diversa locis : a fronte potentes 
 Coelicolse, clarique suos posuere Penates. 
 
 Hie locus est, quern, si verbis audacia detur, 
 Haud timeam magni dixisse Palatia cceh. 
 
 Ergo ubi marmoreo Superi sedere recessu, 
 Celsior ipse loco, sceptroque innixus eburno, 
 Terrificam capitis concussit terque quaterque 
 Csesariem ; cum qua terram, mare, sidera movit. 
 
 1 . With what word understood does Me agree ? 
 
 2. J)\^im^u\%\ivalvaj januaj ostium j porta. 
 
 3. Distinguish Lares and Penates. 
 
 4. What is the original meaning of Palatium and coeluml 
 
 5. In the last line explain cum qua. What would have been 
 the meaning of qua without cum ? 
 
89 
 
 To he Translated into Elegiac Verses, 
 
 ’Twas Spring, ’twas Summer, all was gay; 
 Now Autumn bends a cloudy brow ; 
 
 The flowers of Spring are swept away. 
 
 And Summer fruits desert the bough. 
 
 The verdant leaves that play’d on high. 
 
 And wanton’d on the western breeze. 
 
 Now trod in dust neglected lie. 
 
 As Boreas strips the bending trees. 
 
 No more, while through the midnight shade 
 Beneath the moon’s pale orb I stray. 
 
 Soft pleasing woes my heart invade. 
 
 As Progne pours the melting lay. 
 
 What bliss to life can Autumn yield. 
 
 If glooms, and showers, and storms prevail ; 
 
 And Ceres flies the naked field. 
 
 And flowers, and fruits, and Phoebus fail ? 
 
 To he Translated, 
 
 Elisei fere eequalem Eusebius Lycurgum perhibet ; qui Lace- 
 dcemoniorum regnum, a fratre relictum, cum aliquamdiu admini- 
 strasset, nato fratris filio postumo Charilao, sua sponte regno se 
 abdicavit, non minore laude fidei, quam prudentiae. Inde, opti- 
 matibus auctoribus, ipsoque Charilao, rempubl. constituit : agrum 
 Laconicum viritim aequaliter divisit : auri argentique usum sus- 
 tulit, ferreo nummo inducto : leges non literis, sed disciplinae, 
 mandavit. In legibus, quas ille Rhetras appellavit, fuit, ne leges 
 scriberentur, nimirum ut moribus custodirentur. 
 
 1 . Where was Lacedaemon, and when did Lycurgus live ? 
 
 2. How is Lycurgus said to have induced the Lacedaemonians 
 to keep his laws ? 
 
 3. Under what kings of Judah and Samaria did Elisha live? 
 
90 
 
 4. Translate these sentences into Latin : — 
 
 (a) Having led his army into Troy, Agamemnon threat- 
 ened the city. 
 
 (/3) Caesar marching with 20,000 soldiers, filled the Gauls 
 with alarm. 
 
 (y) War being proclaimed, Protesilaus unwillingly left his 
 bride ; Ulysses too was forced to leave his wife and infant 
 son. 
 
 To be Translated. 
 
 Ac fuit antea tempus, quum Germanos Galh virtute superarent, 
 et ultro bella inferrent; ac, propter hominum multitudinem, 
 agrique inopiam, trans Rhenum colonias mitterent. Itaque ea, 
 quae fertilissima sunt Germaniae loca, circum Hercyniam sylvam, 
 quam Eratostheni et quibusdam Graecis fama notam esse video, 
 quam illi Orciniam appellant, Volcae Tectosages occuparunt, at- 
 que ibi consederunt. Quae gens ad hoc tempus iis sedibus se 
 continet, summamque habet justitiae et bellicae laudis opinionem : 
 nuncque in eadem inopia, egestate, patientia, qua Germani, per- 
 manent ; eodem victu, et cultu corporis, utuntur. Gallis autem 
 provinciae propinquitas, et transmarinarum rerum notitia, multa 
 ad copiam atque usus largitur. Paulatim assuefacti superari, 
 multisque praeliis victi, ne se quidem ipsi cum illis virtute com- 
 parant. 
 
 1. Give the modern names of Rhenus and Hercynia silva. 
 
 2. Explain and distinguish these words : (a) ager — O) cam- 
 pus — (y). arvum — (6) pratum. 
 
91 
 
 JUNE, 1847. 
 
 Fifth Form Examinations. 
 
 To he Translated, 
 
 ''Orav de Idrire to pdeXvyixa rr)s epnf^McreioSf to pr]9ev vtto Aavii^X 
 TOV TTp0^r]T0Vj 6<7T0JS 07T0V OV del* (6 dvayLViOCTKOJV VOeiTW') TOTe 01 
 6V Ty *lovdaiq, ^evysTOiGav eis to, opy' 6 Se eirl tov dtopuTos py 
 KUTafSaTO) eis Tyv oiKiav, pyde eiffeXOeTO) dpai tick Trjs oiidas avTOV’ 
 Kal 6 eis tov dypov cjv py eTrcffTpexf/dTCt) els Tct otticw, apai to Ipd- 
 Tiov avTOV, oval de rats ev yatJTpl exovaais Kai rats driXa^ovaais ev 
 eiceivais rats ypepais, 7rpoaevx^(^9e de Iva py yevrjTai y (j)vyy vpwv 
 XeipCivos. ecrovTai ydp at ypepai eKetvat 6Xi\pis, dia ov yeyove rot- 
 avTT} CL7T* ajO%f)s KTi(76(jJs ^s eKTiaev 6 06OS, eti>s TOV vvVf ical ov py 
 yevrjTai, Kal ei py Kvpios e/coX6/3w(7e ras rjpepasy ovk dv e(TU)9ri 
 Trdaa adp^" dXXd, did, tovs eKXeKTOvs ovs e^eXe^aTO, eKoX6j3<ocr€ rds 
 rjpepas, Kat rore edv rts vpiv eliry, *ldov, wde 6 XpiaroSj rj idovy 
 6Kei, pi) TTKTTevariTe. eyep9rjaovTai yd.p \pevS6xpt(TTOi Kal ^evSo- 
 'Trpo^fjTai, Kal doiaovai arjpeTa Kal TepaTa^ irpbs to d'KOTzXavaVy ei 
 dvvaTOVf Kal tovs eKXcKTOvs, vpeTs de /SXeTrere* idovy TrpoeiprjKa 
 vpiv irdvTa. 
 
 1. To what fact does the prophet Daniel allude, and what 
 other facts does he prophesy in the same chapter ? 
 
 2. Was there any apparent probability of the siege of Jeru- 
 salem, at the time when our Saviour spoke, so that these events 
 could have been foreseen by human wisdom ? Give reasons for 
 your answer. 
 
 3. pr) KaTa^aTco, K. X. How then could he escape ? Explain 
 this from the way in which Jerusalem and other Eastern cities 
 were built. 
 
 4. What was the immediate cause of the sedition which caused 
 the war of Vespasian in Judaea ? 
 
 5. yj/evdoxpto-Toi, How was this prophecy verified? 
 
 6. Did the Christians take advantage of our Saviour^s pro- 
 phecy at the siege, and how ? 
 
92 
 
 7. Cite passages from Scripture, in which the personality, and 
 the ordinary and extraordinary agency of the Holy Spirit are shown. 
 
 8. Cite passages in which the unity and coequality of the 
 Father and the Son is shown. 
 
 9. Prove from Scripture, that though we are saved by faith 
 only, yet that faith has no evidence except from works. 
 
 For Latin Elegiac Verse, 
 
 Now Spring returns ; hut not to me returns 
 The vernal joy my better years have known : 
 
 Dim in my breast life’s dying taper burns. 
 
 And all the joys of life with health are flown. 
 Starting and shivering in the inconstant wind. 
 
 Meagre and pale, the ghost of what I was. 
 
 Beneath some blasted tree I lie reclined. 
 
 And count the silent moments as they pass : 
 
 The winged moments, whose unstaying speed 
 No art can stop, or in their course arrest ; 
 
 Whose flight shall shortly count me with the dead. 
 And lay me down in peace with them that rest. 
 
 Oft morning dreams presage approaching fate ; 
 
 And morning dreams, as ^ets tell, are true : 
 
 Led by pale ghosts, I enter Death’s dark gate. 
 
 And bid the realms of light and life adieu ! 
 
 I hear the helpless wail, the shriek of woe ; 
 
 I see the muddy wave, the dreary shore. 
 
 The sluggish streams that slowly creep below. 
 
 Which mortals visit, and return no more. 
 
 There let me wander at the close of eve. 
 
 When sleep sits dewy on the labourer’s eyes ; 
 
 The world and all its busy follies leave. 
 
 And talk with Wisdom where my Daphnis lies. 
 There let me sleep, forgotten, in the clay. 
 
 When death shall shut these weary aching eyes ; 
 Rest in the hopes of an eternal day. 
 
 Till the long night is gone, and the last morn arise. 
 
93 
 
 1 . Describe a circle, and draw within it the Arctic and Ant- 
 arctic circles, the Tropics-, the Equator, and the Ecliptic. Draw 
 within the same circle an outline of the eastern hemisphere. 
 Give the names of the six most important capes, and the two 
 largest rivers in Asia, Europe, and Africa. 
 
 2. What arrangement of the solar system occasions the change 
 of the seasons ? 
 
 3. What is the period of the earth’s revolution round the sun, 
 and what is leap year ? 
 
 4. Give the situation and modern names of the following 
 towns, and state what important events, if any, occurred at or 
 near them, and at what time : — Tibur; Tarentum; Joppa; Arbela; 
 Mantinea; Antiochia; Ticinum; Saguntum; Plataea. 
 
 . 5. Give the modern names, and state what is the course of the 
 following mountains : — Paropamisus ; Hemodes ; Taurus ; Apen- 
 ninus; (Eta; Caucasus. 
 
 6. Who first discovered the southern coast of Africa in mo- 
 dem times ? Is there any reason to beheve it was discovered 
 before ; and if so, by whom ? 
 
 7. Give the names of the principal isthmuses in the Old and 
 New World, and state what they divide. 
 
 8. Name in order the maritime counties of England. Begin 
 with Durham, and proceed southwards, south-westwards, and 
 then northwards. 
 
 To he Translated, 
 
 OvKOvv ^XovcniOTepa y* av eirjf Trpoaodojv avry TrXeioviav yej/o- 
 p,kv(t)v\ Ei’fcos yovv, e(l)r}, Ae^ov etc riviov vvv aX irpoao^oi 
 
 ry TToXeif Kal woffai Tives eiai ; AriXov yap, otl eaKexpai, tW, el pev 
 Tives avru)v evdeios exovaiv, eKTrXrjpibays’ el de TrapaXeiirovrai, 
 TTpoffTTOpicrys, *AXXd pd At , etpy 6 VXavKtjJv, ravrd ye ovk eireaKep- 
 pat, ei tovto, e<pr\, TrapeXmes, rds ye dairdvas tt}s iroXeejs 
 
 yptv eiire: drjXov ydp, on Kal tovtojv rds Trepirrds dtpaipelv dtavoy* 
 *A\Xd pd TOP At, e(prj, ovde rrpbs ravra ttoj eaxoXaaa, 
 
94 
 
 Tbv d’ T^fxeLper eireiTa 9ea yXavKioTns 'AOrjvty 
 (jj Trdrep r)fier€pe Kpovibrjj vTrare KpeidvrajVf 
 ei p.6V vvv tovto (piXov paKapecrai Oeoicfi, 
 voGT?!(jai *ObvG?icL datcppova ovde dopovdej 
 ^Eppieiav pev eireiTa diuKTOpov 'Apyei^ovTrjv 
 vrjffov es 'Qyvyirjv orpvvopev, b(ppa ra%tora 
 vvp(f>y evTrXoKCLpip eiTry vrjpeprea PovXyv, 
 v6(Ttov *Odi)(T(Trjos raXaaiippovoSj ws fce veyrai* 
 avrdp ey^v *l9dKi]vd' eaeXevaopai^ ocppa oi viov 
 pdXXov 67rorpvv(Of Kai ol pevos ev (ppefft 06io>, 
 els dyopyv KaXecravra Kdprj Kopoojvras 'A^aiovs, 
 
 Tract pvrj(jrr)p6(T(nv aTrenrepev, oire oi aiei 
 prjX* ddivd CTra^ouct, Kai eiXiirodas eXiKas (3ovs. 
 
 1. When does a subjunctive follow tva, g>s, o(jypa, ottcos, or py, 
 and when does an optative follow them ? Translate into Latin 
 iva €K7rXrjpd)(Tr]S and tva eK7rXypd)(Tais, 
 
 2. What would Treplrras be in Ionic Greek ? 
 
 3. What cases in Greek are used absolutely? 
 
 4. What cases do words which mean to take away, to speak, 
 or do well, or ill, and to conceal, govern ? Give examples, with 
 Latin translations. 
 
 5. What case does cj^eldopai govern? Show it by an example 
 
 with a Latin translation. ^ 
 
 To he Translated, 
 
 Longa tibi exsilia, et vastum maris eequor arandum : 
 Et terram Hesperiam venies ; ubi Lydius, arva 
 Inter opima virum, leni fluit agmine Thybris. 
 
 Illic res Isetse, regnumque, et regia conjux 
 Parta tibi : lacrimas dilectse pelle Creusse. 
 
 Non ego Myrmidonum sedes Dolopumve superbas 
 Adspiciam, aut Graiis servitum matribus ibo, 
 Dardanis, et divse Veneris nurus : 
 
 Sed me magna deum genetrix his detinet oris. 
 Jamque vale, et nati serva communis amorem. 
 
 Hsec ubi dicta dedit, lacrimantem, et multa volentem 
 Dicere, deseruit, tenuesque recessit in auras. 
 
95 
 
 Ter conatus ibi collo dare brachia circum ; 
 
 Ter frustra comprensa manus effugit imago. 
 Par levibus ventis, volucrique simillima somno. 
 Sic demum socios consumta nocte revise. 
 
 Coelo supinas si tuleris manus 
 Nascente Luna, rustica Phidyle, 
 
 Si ture placaris et horna 
 
 Fruge Lares, avidaque porca : 
 Nee pestilentem sentiet Africum 
 Fecunda vitis, nec sterilem seges 
 Robiginem, aut dulces alumni 
 Pomifero grave tempus anno. 
 
 Quid leges, sine moribus 
 Vanae, proficiunt, si neque fervidis 
 Pars inclusa caloribus 
 
 Mundi, nec Boreae finitimum latus, 
 Durataeque solo nives, 
 
 Mercatorem abigunt ? horrida callidi 
 Vincunt aequora navitae ? 
 
 Magnum pauperies opprobrium jubet 
 Quidvis et facere et pati. 
 
 Virtu tisque viam deserit arduae. 
 
 1 . Why Lydius Thybris ? 
 
 2. Who was king of the Myrmidons ? 
 
 3. Who was Magna Deum Genetrix ? 
 
 4. Ter conatus ibi, &c. From what author is this passage 
 imitated ? Quote the lines, if you remember them. 
 
 5. Give the etymology of horna. 
 
 6. How do you translate anno ? Can you recollect elsewhere 
 the same word being used in that sense ? 
 
 7. Fervidis pars inclusa caloribus — Duratae solo nives. — What 
 regions of the world are here meant ? 
 
96 
 
 8. Give a short account of (a) Virgil and of (^3) Horace, and 
 of their works. 
 
 9. In what respect does the rhythm of Heroic verse most 
 
 differ from that of Elegiac verse ? « 
 
 10. Give schemes of the (a) Sapphic, (/3) Alcaic, (y) Anapaestic, 
 and (§) Iambic metres, with the caesuras necessary, and the 
 licences permitted. 
 
 Subject for Latin Theme, 
 THE DEATH OF C^SAR. 
 
 Subject, 
 
 Quern juvant clamor, galeaeque leves, 
 Acer et Mauri peditis cruentum 
 Vultus in hostem. 
 
 I 
 
 Alcaic Ode of Roman soldiers to Mars, before the battle of 
 
 Zama. ^ 
 
 To be Translated into English. 
 
 Interfuit autem pugnae navali apud Salamina, quae facta est 
 prius quam poena hberaretur. Idem praetor fuit Atheniensium 
 apud Plataeas in praelio, quo Mardonius fusus, barbarorumque 
 exercitus est interfectus. Neque aliud est ullum hujus in re 
 militari illustre factum, quam hujus imperii memoria; justitiae 
 vero, et ^quitatis, et innocentiae multa: imprimis, quod ejus 
 aequitate factum est, quum in communi classe esset Graeciae simul 
 cum Pausania, quo duce Mardonius erat fugatus, ut summa im- 
 perii maritimi ah Lacedaemoniis transferretur ad Athenienses : 
 namque ante id tempus et mari et terra duces erant Lacedaemonii. 
 Turn autem et intemperantia Pausaniae, et justitia factum est 
 
97 
 
 Aristidis, ut omnes fere civitates Graeciae ad Atheniensium so- 
 cietatem se applicarent, et adversus barbaros hos duces deligerent 
 sibi, quo facilius repellerent, si forte bellum renovare conarentur. 
 
 Ad classes aedificandas, exercitusque comparandos, quantum 
 pecuniae quaeque civitas daret, Aristides delectus est, qui consti- 
 tueret. Ejus arbitrio quadringena et sexagena talenta quotannis 
 Delum sunt collata. 
 
 1. Give the situations and modem names of Salamis — Plataea 
 — Delos — Sparta. 
 
 2. Give some account of Mardonius and Pausanias. 
 
 3. How was Aristides banished ? 
 
 4. Who was his rival at Athens? 
 
 NEWCASTLE SCHOLARSHIP. 
 
 1842. 
 
 GOSPEL OF ST. LUKE. 
 
 1 . Translate into Greek : — 
 
 IV. 20. ‘‘And he closed the book, and he gave it again to the 
 minister, and sat down. And the eyes of all them that were in 
 the synagogue were fastened on him. 
 
 21. “And he began to say unto them. This day is this scrip- 
 ture fulfilled in your ears. 
 
 22. And all bare him witness, and wondered at the gracious 
 words which proceeded out of his mouth. And they said. Is not 
 this Joseph’s son? 
 
 23. “And he said unto them. Ye will surely say unto me this 
 proverb. Physician, heal thyself : whatsoever we have heard done 
 in Capernaum, do also here in thy country.” 
 
 F 
 
98 
 
 20. In what city and at what period of our Lord’s ministry did 
 the circumstance here related occur ? 
 
 20. State what you know of the origin of the Jewish Syna- 
 gogues ; and refer to any passage in the Acts of the Apostles 
 from which we may gather the nature of the service performed 
 there. 
 
 21. Quote and explain the passage referred to. 
 
 22. Paraphrase this verse, and give instances of similar objec- 
 tions being brought against our Lord. 
 
 23. Can Capernaum itself be regarded as our Lord’s own city, 
 and is it ever so spoken of? 
 
 2. Translate and explain the following passages : — 
 
 IIvp ^\6ov paXelv ets Trjv yriVy Kal ri 9e\(o ei r}^r\ avrj^Or ) ; j3d- 
 TTTUTfia de e%0) ^aTTTKjQrivai, Kal ttws avvexofiai eojs ov TeXeady ; ^o- 
 fceire on eipyvyv Trapeyevoiiriv dovvai ev ry yy ; ovxh Xeyo) vfuVf 
 dXX ^ dLafiepior/jLov. 
 
 KaXbv TO dXas’ kdv to dXas pnopavQyf ev tlvl dpTvOrjaeTai ; 
 0 VT 6 els yrjv, ovTe eis KOirpiav evdeTOV eoTiv' ^dXXovaiv avTO. 
 6 ex^iv wra cLKOveiv, aKOveTOJ, 
 
 Tore dp^ovTUi Xeyeiv rots opeci, necrere e0’ yp,ds» Kal toIs jSovvoTs, 
 KaXvJ/are ypds, oti el ev Tip vypip ^vXip TavTa Troiovaiv, ev Tip ^ypip 
 tI yev7]Tai ; ^ 
 
 3. How does St. Luke mark the date of the birth of our Sa- 
 viour, and that of the commencement of the preaching of St. John? 
 Explain the apparent difficulty connected with one of these state- 
 ments. 
 
 4. Explain the parables of the unjust steward and of the unjust 
 judge. 
 
 5. From what passages in the Old Testament does our Lord 
 prove the Divinity of the Messiah, and the doctrine of the Re- 
 surrection? 
 
 6. Mention the different tribunals before which our Lord was 
 brought, and the different charges that were made against him as 
 recorded by St. Luke. 
 
 7. Give the meaning that the following words have in the 
 Gospel of St. Luke : — iiprjpLepia, TrapacrKevy, tra^^aTov devTepo- 
 TTpiOTOv, dpTos TTjs T7poBi(T€(os, KaTixXvpLa, dvcojeov and iyKaBeTos. 
 
99 
 
 HISTORY AND PROPHECY. 
 
 1. Give the dates of the commencemeiit and the close of the 
 Books of Exodus, Judges, Samuel, Ezra, Ruth and Daniel. 
 
 2. The history of Abraham previous to the birth of Isaac. 
 
 3. What is known of the history of Joshua during the lifetime 
 of Moses ? What is the signification of his name, and how had 
 it been altered? Give instances of similar changes of name. 
 
 4. Give the character of Balaam, and mention the different 
 passages both of the Old and New Testament in which allusion 
 is made to him. 
 
 5. The nature of the sin and the punishment of Uzziah. 
 
 6. Prove that the principal events of the temporal history of 
 the Jewish nation, from the reign of David to the captivity, may 
 be traced in the predictions of their prophets. 
 
 7. Show distinctly the moral and the political causes that led 
 to the separation of the ten tribes under Jeroboam. 
 
 8. Give instances from the Old and New Testaments of pro- 
 phecies that admit both of a temporal and a spiritual fulfilment. 
 
 9. Oh God, the heathen are come into thine inheritance ; 
 thy holy temple have they defiled ; they have laid Jerusalem on 
 heaps.” 
 
 ‘‘ The glory of this latter house shall be greater than of the 
 former, saith the Lord of hosts : and in this place will I give 
 peace, saith the Lord of hosts.” 
 
 Where do these passages respectively occur ? at what period 
 were they written, and to what events do they allude? 
 
 EVIDENCE AND DOCTRINE. 
 
 1. In what way may the morality of the Gospel be regarded as 
 an evidence of its truth ? 
 
 2. Show that the mixture of good and evil that is now found 
 in the Church is no argument against its being the Church of 
 Christ. 
 
 F 2 
 
100 
 
 3. Prove from the Gospels, and from the Acts of the Apostles, 
 that the baptism of St. John was in itself imperfect, and point 
 out wherein that imperfection did consist. 
 
 4. Why in the sacrament of baptism is repentance required of 
 infants who cannot yet have committed sin ? 
 
 5. Prove the Divinity of the second and third Persons of the 
 Holy Trinity ; and mention any instances of prayers addressed 
 to them in the Church Service. 
 
 6. When was the seventh day first hallowed? What two 
 distinct reasons are given for the observance of it in the books 
 of Exodus and Deuteronomy ? and how do you account for the 
 change of day in the Christian Church ? 
 
 ACTS OF THE APOSTLES. 
 
 1 . State what is known of the history of St. Luke from the 
 Acts of the Apostles and from the Epistles of St. Paul. Is there 
 any passage in the latter from which it would appear he was of 
 Gentile origin ? 
 
 2. Translate ; — 
 
 V. Ot de aKOvaavres dieirpiovTOj Kai ejSovXevovro dveXeiv avrovs, 
 
 dvaards de ns kv np (jvvedp'Kj) ^apiadios, 6 v 6 p,an TapcaXi^Xf vo- 
 podidddKoXos rifuos Travrl T(p Xaipf eKeXevaev e^oj Ppaxv n rovs 
 dirodToXovs TTOiriaaiy elirk re Trpos avTOvSy ^^"AvSpes *I( 7 paTjXiraif 
 7Tj00(76%er6 kavTols eirl rots dvOpioirois rovrois ri jJteXXere irpacrffeiv. 
 
 TTpo yap TOVTOJV TMV '^p.epCjv dvearr] Qevddsj Xeyojv elvai nva 
 eavTOV, (p TTpoaeKoXXrjOri dptOpibs dvdpojv wcret rerpaicoaiojir os dvy~ 
 pkOriy Kai eyevovro eis ovbev. pterd rovrov dvearrj *Iovdas 6 FaXi- 
 XaToSf kv roTis yptepais Trjs ctTroypatprjSj Kai aTrearyae Xabv iKavbv 
 oTricrio avrov’ kclkeivos dir^XerOy Kai Trdvres octol kTreiOovro ovnp 
 dieaKopTriaOrjaav. 
 
 33. Give the narrative of the previous proceedings at this 
 Sanhedrim. 
 
 34. What is supposed to have been the origin of the Jewish 
 Sanhedrim ? 
 
 36, 37 . What is known of Theudas and Judas? Give the 
 
101 
 
 conclusion of Gamaliel’s speech^ and mention the effect it had 
 on the assembly. 
 
 3. Translate : — 
 
 VII. Ovros KaraffOipKJaiievos to yevos r/jitwr, e/ca/coxre rovs rrarepas 
 J 7 /X(ov, Tov TTOieiv sK^era rd Pp(i(l>r} avTu)v, els to pn) ^ojoyovelcOai. 
 ^ ’El/ (p Kaip(p eyevvrjBi] Moxrrjs, Kai daTetos T(p Oe(p. 
 
 19. Examine the construction. 
 
 20. Explain the meaning of the expression doreios tS 0ew. 
 
 4. Translate : 
 
 xxvii. Svi/ap7ra(70ei/rog de tov ttXoiov, Kai piiij dvvapievov dvTO(p- 
 OaXpelv Tip dvepiipf eTTidovTes e(j)€p6p,69a, vr^aiov ^e tl vTTodpap^ovTes 
 KaXovfievov KXavSrjVj pLoXis t(7%v(rajitei/ Trepucparels yeveaBai tvs 
 <TK d(f>ris’ Yjv dpavTeSj fSorjOelais expiovTOy vTTo^iovvvvTes to ttXo'lov' 
 ^oPovpievoi T€ fiv 6ts Trjv avpTiv eKTreaujiTi, ^aXacavres to OKevoSy 
 ovTWS e^epovTO. ^(podpws de xetpa^ojuei/wi/ r/puoVy Ty e^rjs efc/SoX?)!/ 
 ewoiovvTO' Kai Ty Tpvry avTox^ipes Trjv GKevrjv tov ttXo'lov eppi-^apev. 
 
 Explain the construction irndovres eipepopeBa, and distinguish 
 between (tk€vos and a-Kevrj. 
 
 5. Enumerate the various revelations that were made to St. 
 Paul. 
 
 . 6. In what parts of the Bible have we the account of our 
 Lord’s Ascension? Show the importance of the doctrine, and 
 mention any t}"pes or prophecies that refer to it. 
 
 7. Distinguish between the ordinary and the extraordinary 
 operations of the Holy Spirit, and mention any instances of the 
 fonner that are found in the Acts of the Apostles. 
 
 8. Quote passages from the books of Moses, the Psalms and 
 the Prophets, which by the first preachers of the Gospel were 
 dirrectly apphed to our Saviour. 
 
 1. Translate: — 
 
 Xe^it) ^6, pep\pLV ovTiv dvOpcJirois "ex(vvy 
 dXX’ S)v ^e^iOK evvoiav e^rjyovpevos* 
 ot Trpu)Ta pev ^XeirovTcs e^Xeirov paTtjv, 
 kXvovtcs ovk yKovoVf dXX’ oveipaTiov 
 
102 
 
 dXiyKioi fiop6a7(Ti rov fiaxpov \p6vov 
 ^vpov eiKjj Tidvraj Kovre TrXivBvtpels 
 iopovs TrpoffeiXovs ytrav, ov ^vXovpyiav' 
 Karu)pv\€s ^ evaiov wot’ drftrvpoi 
 pvpprjKes drrpwv ev pv\o7s dvrjXiois. 
 
 aiTEiS’ a ^ aireis, rap* idv 9^ys 
 kXv(s)v C^e(f9ai ry vofftp O’ vTrrjperelVf 
 aXci/v Xa,3ocs dv KdvaKov<*iiffiv icaiciov’ 
 dyo) Eh'os pev tov Xoyov ravc’ kEeput, 
 
 Eeyos kk rav TrpaxOkvros' ov yap dv paxpdv 
 iXvevov avTOSf ptj ovK ex<*>v ri <rvpj3oXov 
 vvr c, v(TT€pos yap dffrbs els d(rrovs reXui, 
 vpiv TrpopwvtJ Traffi Kacpeiois race' 
 ooTis TToO’ irputv AaTov rov Aa»3cdxov 
 Karoicev dvcpbs er rlvos knaXero, 
 rovTov KcXevit) irdvra (rqpaiveiv kpoc 
 jf€« p'ev tpo^eiraij TOVTriKXtjp’ vTreEeXutv 
 avTos caO’ avrov’ Treitrerai yap dXXo pkv 
 d(rrepy6S ovcevy yrjs S’ aTreiffiv d^a^fjs. 
 el c’ av res dXXov oiSev kE dXXrjs x^ovbsj 
 TOV avrox^ipa pi) cnwTrdrw t 6 yap 
 ^ Kepcos reXfci ’yu) x^ X“P‘® T^poffceiaerai. 
 
 rt rr)v TvpavviS*j dSixiav evcaipova^ 
 rip^s vTreoifieVf jcai pey* ijyijaai roCe, 
 
 TrepuSXkireaOai ripiov ; Kevbv pkv ovv. 
 
 Tj TToXXd poxOeiv xdXX’ kv Swpaai 
 
 povXet ; ri C* etm rb TrXeov ; bvop* ex^i povotr 
 kTrel rd y’ dpKOvvff iKavd rols ye <Tbnppo(Tiv. 
 ovroi rd iSia Kevrrjvrai Pporol, 
 
 rd ribv Oeibv S’ exovres ejripeXovpeOa' 
 brav ce XPV^*^^ * dpaipovvrai irakiv, 
 
 01 Skf peya 6poveovreSf TrroXkpoio yepvpas 
 elaro Travvi'X^oc icvpd Se (Toun Kaiero TroXXd. 
 fc>s S’ or ev ovpavip dffrpa paeivryv dppi ffeXrtvijv 
 paiver dpiTroeirea, ore r eirXero vrfvepos aid^p, 
 
 6JC T etpavev rratrai (rroiriai, rai Trpwoves axpoi, 
 
 jcai vdirar ovpavoOev S’ dp’ v^eppdyri denreros aiOrjpf 
 
 Tzdvra ce r eicerai dffrpa* yeyijOe Se re ^peva ■K’oiprjv’ 
 
103 
 
 rbaaa^ fjLCcrrjyv veiov ^SidvOoio podiovy 
 Tpd)(jjv KaiovTiov TTVpd (j)aiv6T0 *l\io9t npo, 
 
 dp* €V Tred'up Trvpd Kaiero* Trap be eKdarip 
 elaro TrevT7]KOVTa^ ae\q. irvpbs aiOopievoio. 
 iTTTTOt be Kpl XevKov epeiTTopLevoL Kai dkvpas, 
 effrarores wap* 6x€(T(pLV, evOpovov ’Ho) piipivov, 
 
 *Ea9Xbv (7VV MoiaaKU Kvbwvwv evpopies dvbpaf 
 “Qvopia p,ev AvKibav, ris b* ainoXos' oube kg rts puv 
 *liyvoir}(T€v ibwv, ewei alwSXip e^ox €(pKei. 
 
 *Ek: p,ev yap Xaaioio baavrpixos elx^ Tpdyoio 
 KvaKov bepp! ^pouri, veas rapiaoio woToabov' 
 *Ap(pi be ot aTr]9eaaL yepdjv eaipiyyero TrewXos 
 E(t)(rrripi wXaKeptp' poiKav b* e%ei/ dypieXaiu) 
 Ae^trep^ Kopvvav* Kai p* aTpepas elwe aeaapws 
 "OppaTi peibiowvTif {yeXcjs be ot et^ero %6t\6vs’) 
 'Etpixiba, 7T^ bt) tv peaapepiov wobas eXicets, 
 'AviKa bt] Kai aavpos e(j>* aipaaiaTai Ka9evbeif 
 Ovb* eTTiTvpjSibioi KopvbaXXibes rjXaivovTai ; 
 
 ’'H perd baira KXrjrbs eweiyeai ; ij rivos daruiv 
 Aavbv e7ri9p(jj<TKeis ; tos rev woal viaaopevoio 
 Udaa Xi9os wTaioiaa wot* dpPvXibeaaiv deibeu 
 
 1. Translate: — 
 
 Ot be 'EKv9eiov jSacrtX^es, dKovaavTes r?}s bovXoavvtjs to ovvopOf 
 opyrjs ewX7](r9r)(jav, ti^v pev bij peTa EavpopaTe<ov poipriv Tax9ei- 
 <raPf Trjs vpX^ EKutwaais, wepwovai, **Ioj(n KeXevovTes es Xoyous 
 dwiKea9ai tovtoioi^ oi Tbv**\(STpov e^evypevov e^povpeov* avTutv be 
 roifft vwoXeiwopevoicn ebo^e wXav^v pev prjKeTi IlepaaSf ffira be eKd- 
 (TT0T€ dvaipeopevoKU ewiTi9e(j9ai, vivpibvTes Sjv diTa dvaipeopevovs 
 Tovs AapeioVj ewoievv tcl PePovXevpeva. ?) pev bi) 'iwwos Tiqv 'iwwov 
 aiei TpewecTKe if to)v SfcuOewv ot be Tijjv Uepaeojv iwwoTai (pevyovTes 
 eaewiWTOv is Tbv we^ov. b be we^bs dv ewcKOvpee* ot be EKv9ai eaa- 
 pd^avTes tijv iwwoVf vweoTpe^oVf Tbv we^bv (pojieopevoi, ewoievvTo 
 be Kai rds vvKTas wapawXrjaias wpoaPoXds ot S/cv0ai. 
 
 be woXepirj Tybe rot KaTioTaTai' ei e9eXoi rot prjbev dvTi^oov 
 KaTaaTrjvaif ToaovTip tol yiveTai woXepKVTeprjf oaip dv wpo^aivys 
 
104 
 
 eKaffreptpf to TrpoffM aiel fcXeTrro/xei/os* evTrprj^Lrjs yap ovk eari av- 
 9p(jJ7roL(Ti ovdepiYf 7r\ri9(i)prj, Kai drj roi, o>s ovdevos evavTLevjjievoVf 
 Xeycj T-qv XWjOJjv, irXevva ev irXevvi yivopevriVy Xifibv re^e- 
 
 <70at. 
 
 2. Give the events that led to the Ionian migration ; and men- 
 tion any influence that the colonies had on the affairs of the 
 mother coimtry previous to the Peloponnesian war. 
 
 3. Give some account of Histiaeus, Mardonius, Cleomenes, 
 and Smerdis. 
 
 4. Mention any pecuUarities of the Spartan character, and 
 illustrate them from history. 
 
 5. What part was taken by Argos, Sicily, Crete, Thessaly, and 
 Corcyra in the Persian war ? 
 
 6. Draw a map of Laconia. 
 
 7. Explain and illustrate from the History of Herodotus his 
 views with regard to the (j)66pos of the gods. 
 
 For Translation into Latin Prose. 
 
 He very frequently professes contempt of the world, and re- 
 presents himself as looking on mankind, sometimes with gay 
 indifference, as on emmets of a hillock, below his serious atten- 
 tion ; and sometimes with gloomy indignation, as on monsters 
 more worthy of hatred than of pity. These were dispositions 
 apparently counterfeited. How could he despise those whom he 
 lived by pleasing, and on whose approbation his esteem of him- 
 self was superstructed ? Why should he hate those to whose 
 favour he owed his honour and his ease ? Of things that termi- 
 nate in human life, the world is the proper judge ; to despise its 
 sentence, if it were possible, is not just ; and if it were just, is 
 not possible. But his levity and his sullenness were in truth 
 only in his letters ; he passed through common life, sometimes 
 vexed and sometimes pleased with the natural emotions of com- 
 mon men. 
 
105 
 
 1. Translate : — 
 
 Sat fatis Venerique datum, tetigere quod arva 
 Fertilis Ausoniae Troes ; sunt et mea contra 
 Fata mihi, ferro sceleratam exscindere gentem, 
 
 Conjuge praerepta ; nec solos tangit Atridas 
 Iste dolor, solisque licet capere arma Mycenis. 
 
 Sed periisse semel satis est. Peccare fuisset 
 Ante satis, penitus modo non genus omne perosos 
 Femineum. Quibus haec medii fiducia valli, 
 
 Fossarumque morae, leti discrimina parva, 
 
 Dant animos : At non viderunt moenia Trojae 
 Neptuni fabricata manu consider e in ignes ? 
 
 Sed VOS, 6 lecti, ferro qui scindere vallum 
 Adparat, et mecum invadit trepidantia castra ? 
 
 Non armis mihi Volcani, non mille carinis 
 Est opus in Teucros. Addant se protenus omnes 
 Etrusci socios. Tenebras et inertia furta 
 Ne timeant ; nec equi caeca condemur in alvo ; 
 
 Luce, palam, certum est igni circumdare muros. 
 
 Haud sibi cum Danais rem faxo et pube Pelasga 
 Esse putent, decumum quos distulit Hector in annum. 
 
 2. Quote any passage in the writings of Virgil in which allu- 
 sion is made to the events of his own time, 
 
 3. Explain fully the following lines : — 
 
 Candidus auratis aperit quum cornibus annum 
 Taurus et adverse cedens canis occidit astro. 
 
 Dat somnos adimitque et lumina morte resignat. 
 
 Aggeribus socer Alpinis atque arce Monceci 
 Descendens ; gener adversis instructus Eois. 
 
 1 . Translate ; — 
 
 Romanus, eheu ! poster! negabitis, 
 
 Emancipatus feminae, 
 
 Fert vallum et arma miles, et spadonibus 
 Servire rugosis potest ! 
 
 F o 
 
106 
 
 Interque signa turpe militaria 
 Sol adspicit conopium ! 
 
 Ad hoc frementes verterunt bis mille equos 
 Galli, canentes Caesarem; 
 
 Hostiliumque navium portu latent 
 Puppes sinistrorsum citse. 
 
 Si potes Archaicis conviva recumbere lectis, 
 
 Nec modica coenare times olus omne patella; 
 
 Supremo te sole domi, Torquate, manebo. 
 
 Vina bibes iterum Tauro diffusa palustres 
 Inter Mintumas Sinuessanumque Petrinum. 
 
 Debemur morti nos nostraque ; sive receptus 
 Terra Neptunus classes Aquilonibus arcet, 
 
 Regis opus, sterilisque diu palus, aptaque remis, 
 
 Vicinas m’bes alit, et grave sentit aratrum ; 
 
 Seu cursum mutavit iniquum frugibus amnis, 
 
 Doctus iter melius : mortalia facta peribunt, 
 
 Nedum sermonum stet honos et gratia vivax. 
 
 Verterunt, Archaicis,'^’ — palus ’^ — Comment upon the 
 quantity of these words. 
 
 2. Translate and illustrate : — 
 
 Projicit ampullas et sesquipedalia verba. 
 
 Davus amicum 
 
 Mancipium domino et frugi quod sit satis, hoc est 
 TJt vitale putes. 
 
 Quern Venus arbitrum 
 
 Dicet bibendi. 
 
 3. Show from the writings of Horace the place of his birth, 
 his residences at different periods, and the various countries that 
 he visited. 
 
 Translate ; — 
 
 Concitata multitudo erat, certamenque instare videbatur : hc- 
 tores Icihum circumsteterant : nec ultra minas tamen processum 
 
107 
 
 est. Quum Appius, “ Non Virginiam defend! ab Icilio, sed in- 
 quietum hominem, et tribunatum etiam nunc spirantem, locum 
 seditionis quserere/’ diceret ; “ non praebiturum se illi eo die ma- 
 teriam : sed ut jam sciret, non id petulantiae suae, sed Virginio 
 absent! et patrio nomini et libertati, datum, jus eo die se non 
 dicturum, neque decretum interpositurum : a M. Claudio peti- 
 turum, ut decederet jure suo, vindicarique puellam in posterum 
 diem pateretur. Quod nisi pater postero die adfuisset, denun- 
 ciare se Icilio similibusque Icibi, neque legi suae latorem, neque 
 decemviro constantiam defore : nec se utique collegarum lictores 
 convocaturum ad coercendos seditionis auctores ; contentum se 
 suis lictoribus fore.’’ Quum dilatum tempus injuriae esset, 
 secessissentque advocati puellae, placuit omnium primum, fratrem 
 Icilii filiumque Numitorii, inpigros juvenes, pergere inde recta 
 ad portam, et, quantum adcelerari posset, Virginium adciri e 
 castris. In eo verti puellae salutem, si postero die vindex injuriae 
 ad tempus praesto esset. 
 
 Adloquente adhuc Agricola militum ardor eminebat, et linem 
 orationis ingens alacritas consecuta est, statimque ad arma dis- 
 cursum. Instinctos ruentesque ita disposuit, ut peditum auxilia, 
 quae octo millia erant, mediam aciem firmarent; equitum tria 
 millia, comibus adfunderentur : legiones pro vallo stetere, ingens 
 victoriae decus citra Romanum sanguinem bellanti, et auxibum, 
 si pellerentur. Britannorum acies in speciem simul ac terrorem 
 editioribus locis constiterat, ita ut primum agmen aequo, ceteri 
 per acclive jugum connexi velut insurgerent : media campi covi- 
 narius et eques strepitu ac discursu complebat. Turn Agricola, 
 super ante hostium multitudine, veritus, ne simul in frontem, 
 simul et latera suorum pugnaretur, diductis ordinibus, quamquam 
 porrectior acies futura erat, et ^^arcessendas” plerique “ legiones” 
 admonebant, promtior in spem, et firmus adversis, dimisso equo 
 pedes ante vexilla constitit. 
 
 Ac primo congressu eminus certabatur : simul constantia, simul 
 arte Britanni, ingentibus gladiis, et brevibus cetris, missiba 
 nostrorum vitare, vel excutere, atque ipsi magnam vim telorum 
 superfundere : donee Agricola tres Batavorum cohortes, ac Tun- 
 grorum duas cohortatus est, ut rem ad mucrones ac manus addu-- 
 
108 
 
 cerent : quod et ipsis vetustate militiae exercitatum, et hostibus 
 inhabile parva scuta et enormes gladios gerentibus : nam Britan- 
 norum gladii sine mucrone complexum armorum, et in arcto 
 pugnam non tolerabant. Igitur, ut Batavi miscere ictus, ferire 
 umbonibus, ora foedare, et tractis, qui in aequo obstiterant, eri- 
 gere in colles aciem coepere; ceterae cobortes, aemulatione et 
 impetu commistae, proximos quosque caedere : ac plerique semi- 
 neces, aut integri, festinatione victoriae relinquebantur. Interim 
 equitum turmae fugere, covinarii peditum se prcebo miscuere : et 
 quamquam recentem terrorem intulerant, densis tamen bostium 
 agminibus, et inaequalibus locis baerebant : minimeque equestris 
 ea pugnae facies erat, cum aegre diu stantes, simul equorum cor- 
 poribus impellerentur, ac saepe vagi currus, exterriti, sine recto- 
 ribus equi, ut quemque formido tulerat, transversos, aut obvios 
 incursabant. 
 
 1. Explain tbe law terms in the first passage. 
 
 2. Wherein did tbe legions under tbe Empire differ from those 
 of tbe early times of tbe Repubbc ? 
 
 For Translation into Greek Prose. 
 
 An object of our admiration and affection, of oiu* pride and of 
 our hopes, was suddenly taken from us : and it seemed as if we 
 bad never, till then, known bow deeply we loved and reverenced 
 him. WTiat the country had lost in its great naval hero — the 
 greatest of our own, and of all former times, was scarcely taken 
 into the account of grief. So perfectly, indeed, bad he performed 
 bis part, that tbe maritime war, after tbe battle of Trafalgar, was 
 considered at an end : tbe fleets of tbe enemy were not merely 
 defeated, but destroyed ; new navies must be built, and a new 
 race of seamen reared for them, before the possibility of their 
 invading our shores could again be contemplated. It was not, 
 therefore, from any selfish reflection upon tbe magnitude of our 
 loss that we mourned for him ; the general sorrow was of a higher 
 character. 
 
109 
 
 Translate into Latin Alcaics : — 
 
 Et 9efus €(TtL fioi rav a(pavrt 9ebv 
 
 KOI (T6 \iTa7s 
 
 evvvxiiov dva^y 
 
 Aidiovev Aiduvevy \i(rao^ai, 
 
 p,r)T eTTLTroviiJ nr]T kiri papvaxfTi 
 
 ^evov eKTavvaai 
 
 fi6p(p TCLV TrayKevOrj kutu) 
 
 vcKptbv TrXafca Kal 'Ervyiov dofxov, 
 
 TToWatv yap dv Kal fidrav 
 
 TrrjfiaToyv iKvovp,ev(x)v, 
 
 TToXiv (T6 daifjKOv d'lKaws av^oi, 
 
 w xOoriai Oeat, (Tujfid t dviKdrov 
 
 OrjpbSf bv 6v '7rv\ai(Ti 
 
 (paal TToXv^eoTois 
 
 evvdadai Kvv^daOai t dvrpojv 
 
 dddfiarov (puXaKa Trap* *Atdg, 
 
 Xoyos aiev e%er 
 
 bvy S)s Fas 7ral Kal TaprdpoVf 
 
 KaTevxopiai kv KaOapqi f5r)vai 
 
 bppL(i)iikvip veprepas 
 
 T(p ^6V(p veKpbiv TrXdKas. 
 
 <7€ roi KiKXrj(TK(jt) rbv aiavvirvov. 
 
 Translate into Latin Elegiacs : — 
 
 Oh ! let me only breathe the air. 
 
 The blessed air, that ^s breathed by thee. 
 And, whether on its wings it bear 
 Healing or death, ^t is sw^eet to me ! 
 
 There, — drink my tears, while yet they fall, — 
 Would that my bosom’s blood were balm^ 
 And well thou know’st, I ’d shed it all. 
 
 To give thy brow one minute’s calm. 
 
 Nay, turn not from me that dear face — 
 
 Am I not thine — ^thine own loved bride — 
 The one, the chosen one, whose place 
 In life or death is by thy side ? 
 
110 
 
 Think’ st thou that she, whose only light. 
 
 In this dim world, from thee hath shone. 
 Could bear the long, the cheerless night. 
 That must be hers, when thou art gone ? 
 That I can live, and let thee go. 
 
 Who art my life itself? — No, no — 
 
 When the stem dies, the leaf that grew 
 Out of its heart must perish too ! 
 
 Translate into Greek lambics : — 
 
 Though my lone breast may bum 
 At times with evil feelings hot and harsh. 
 
 And sometimes the last pangs of a vile foe 
 Writhe in a dream before me, and o’er-arch 
 My brow with hopes of triumph — ^let them go. 
 
 Such are the last infirmities of those 
 
 Who long have suffer’d more than mortal woe. 
 
 But being mortal still have no repose 
 ^Save on the pillow of Revenge — Revenge, 
 
 That sleeps to dream of blood, and waking glows 
 With the oft-baffled slakeless thirst of change, 
 
 Wlien we shall mount again, and they who trod 
 Be trampled on, while Death and Ate range 
 O’er humbled necks and sever’d heads. — Great God, 
 
 Take these thoughts from me. 
 
 Translate into Greek Anapaests : — 
 
 There is sweet music here that softer falls 
 
 Than leaves from full-blown roses on the grass. 
 
 Or night-dews on still waters between walls 
 Of shadowy granite in a moonlight pass : 
 
 Music, that gentlier on the spirit lies 
 Than tired eyelids upon tired eyes : 
 
 Music, that brings sweet sleep down from the blissful skies. 
 
Ill 
 
 Translate into English prose ; — 
 
 BactXeiis Sgj ws Xeyerai, eOaiffjiaffe re avrov rijv Sidvoiavt Kai 
 €Ke\ev 6 TToieiv ovtcos. 6 S* ev Tip ov eweiTX^f tt/s IIep(Ti^os 
 
 yX(x)(T<Ti]s oaa d^vvaro KUTevorjire Kai riov eTnTTjdevfidriov Trjs %wpas* 
 d(j)LK 6 fJi 6 vos de iierd rbv eviavrbv yiyverai Trap* avTip fieyas Kai 
 0(Tos oubeis TTio ^BWrjVijJV bid re t^v TrpovTcdpxovaav d^iioaiv Kai 
 Tov '^WriviKOV eXTridaj rjv vTreTiOei avrip bovXuxreiVf fidXurra be 
 dirb TOV TTelpav bibovs ^vverbs (paivecrOai, ydp b QepKTTOKXris 
 jSejSaiorara bi^ ^vaeios i(T%vv briXwaaSj Kai bia^epovTios ti es avTO 
 pdXXov erepov a^ios Qavp,d<yai. oiKeiq, ydp ^vveaeiy Kai ovre Trpopia- 
 9 o)v es avTriv ovbev ovt* 67rt/>ta0a>v, rwv re 7rapa%pi7/ia bi eXa%iOT7js 
 jSovXrjs KpdriiTTos yvibfitJVf Kai tojv peXXSvTiov erri TrXelorov tov 
 yevrjaopievov dpiaros eiKaar^s* Kai a fiev perd ;;^e7pas e%ot, Kai e^rj- 
 yriaaaQai oTos re' o)v be direipos eirjj Kpivai Ixavibs ovk dTrrjXXaKTO. 
 TO T€ dpeivov 7 ] %etpoi^ ev Tip d^avei ert TTpoewpa pdXiara, Kai rb 
 ^vpirav eiTreiVf (pvaeios pev bvvdpei peXerrjs be ppaxvTrjTi KpdriiTros 
 by ovTos avToax^bid^eiv rd beovra eyevero, 
 
 1. What objection is there to this usage of iKeXeve, in the 
 first sentence of this passage ? State the proper significations of 
 the several past tenses in Greek. 
 
 Translate and explain Aristoph. Equites, 813. 
 
 AAAANTOnQAHS. KAEQN. 
 
 AAA. TToXts ^Apyovs, kXvcO* ola Xeyei. Sv OepuTTOKXei dvrupe- 
 
 piZ^is ; 
 
 *Os eTTOiyaev ryv ttoXiv r)pibv pearyv evpejv eTTixetXr}, 
 
 JLai TTpbs TOVTois dpiarihay rbv Ueipala irpoaepa^ev. 
 
 Translate the following sentences, explain their construction, 
 and quote similar passages : — 
 
 THUG YD. 1. 4. c. 28. 
 
 ’O be NiKtas, Tibv re *A 9 rjvaiiji)v ti v 7 ro 9 opv^r]<jdvTit)v es rbv KXe- 
 ivvaj OTL ov Kai vvv TrXeet, et pq^biov ye avTip (paiveraiy Kai dpa bpatv 
 avrbv eTTiTipoivTa, eKeXevev yv riva ^ovXerai bvvapiv Xa^ovra rb 
 
113 
 
 ewl (T(J)ds eivat eTnx^ipeTv, 6 rd fiev irpidrov olopevos avrbv \6y(p 
 povov d(f)L6vaif eroipos ^v’ yvovs de r<p ovri TrapadoxTeiovTay dvex^)- 
 peif Kal ovK 6^r) avroSj dXX eKeivov (TTpaTrjyeiv, 
 
 2 . Ixionii vento rota constitit orbis. 
 
 3. Ter tibi fit libo, ter, Dea casta, mero. 
 
 Translate and explain : — 
 
 PLUTARCH, in vit. Themistoclis. 
 
 ’EviKrjffe de Kal xoprjyoiv Tpayipbols Kal irivaKa rris v'iktis dveOriKe 
 TOiavTTjv k7viypa(prjv exovra^ OepLaroKXrjs ^pedpios e%opi?yei, ^pvvi- 
 Xos kdidaaKeVj * Abeipavros ^px^v. 
 
 The Spartan Epbori are frequently compared to the Roman 
 Tribunes. State in what points they differed. 
 
 Explain the meaning of the following political and legal terms 
 at Athens : — 
 
 "Artjuta, *l(Triyopiaf Tpa^j), AiKrjf Ot dwo tov Kvdpov fSovXevTalf 
 *Avrido(7iSj Evppopiaj Eia^opd, 
 
 Translate and explain the historical allusions in the following 
 passage *. — 
 
 JUVENAL, Sat. x. 71—81.^ 
 
 Verbosa et grandis epistola venit 
 A Capreis : bene habet, nil plus interrogo. Sed quid 
 Turba Remi ? Sequitur fortunam, ut semper, et odit 
 Damnatos ; idem populus, si Nurscia Tusco 
 Favisset, si oppressa foret secura senectus 
 Principis ; hac ipsa Sejanum diceret hora 
 Augustum. Jampridem, ex quo suffragia nulli 
 Vendimus, efiugit cm’as. Nam qui dabat olim 
 Imperium, fasces, legiones, omnia, nunc se 
 Continet, atque duas tantum res anxius optat, 
 
 Panem, et Cir censes. 
 
 Explain the original formation and functions of the Comitia 
 Curiata. What were they in Cicero’s time ? 
 
113 
 
 What was the object, and what were the principal provisions 
 of the Agrarian law of Tiberius Gracchus ? 
 
 Explain the following terms and phrases ; Colonia, Municipium, 
 Jus Latii, Cinctus Gabinus, Pomoerium, Justitium, Intercessio. 
 
 Subject for Latin Prose. 
 
 Regulus, primo bello Punico captus a Poenis, cum de captivis 
 commutandis Romam missus esset jurassetque se rediturum, 
 captivos reddendos in senatu non censuit. 
 
 The Speech of Regulus. 
 
 CONCORSO AL PREMIO PER LE LINGUE MODERNE, 
 
 Fondato da 
 
 S. A. R. IL PRINCIPE ALBERTO. 
 
 ETON, 1847. 
 
 Padre Marcello ed un mariuolo sconosciuto cJie in tempi iris- 
 tissimi e a notte molto avanzata era venuto con scellerate inten- 
 zioni a chiamarlo fuori del suo convent o fingendo che un morente 
 chiedeva essere assistito e henedetto da lui. 
 
 — “ Deo gratias : che domandate voi, nel nome santissimo di 
 Dio.’’ 
 
 — Reverendo padre,” rispose lo sconosciuto, Dio in questo 
 momento chiama a se un solenne peccatore. Come tutti i nodi 
 giungono al pettine, cosi in questa terribile ora gli tornano a mente 
 i commessi misfatti, e dispera delle misericordia divina, e bestem- 
 miando coloro da cui nacque, e 1’ ora in che venne al mondo, corre 
 presentissimo pericolo di morire dannato . .” 
 
114 
 
 — Misero lui perche peccava; piu misero assai, perche dispera 
 della misericordia del Signore ! . 
 
 — E cosi mi affaticava a dimostrargli io ; ma come ignorante 
 di divinitia, ho veduto fare poco frutto le mie parole : nonostante 
 non ho mai smesso di raumiliarlo, e persuaderlo a credere, che 
 alia per fine ogni cosa si accomoda, che Dio e tanto vecchio, e ne 
 ha vedute tante, e poi tante, che adesso non deve andare tanto 
 per la sottile, e cercare il nodo nel giunco, e il quinto piede al 
 montone, che un bel hucato di pentimento, ma di quello proprio 
 vero, ha lavato bene altre colpe, che le sue per avventura non 
 sono . 
 
 — Certo, grandissima e la virtu del pentimento, e Dio come 
 il buon pastore, si travaglia principalmente dietro la pecora 
 smarrita.” 
 
 — E il moribondo ha detto : — Ma chi ardirehhe presentare la 
 mia anima a Dio, senza paura che non si coprisse gli occhi con le 
 mani ? Chi levera per me una preghiera, senza paura che le ven- 
 gano chiuse le porte del cielo in faccia ? Un solo . . un sol giusto 
 io conosco al mondo, che varrehbe a ispirarmi un filo di fede . . 
 ma e troppo tardi . . egli non verra . . a questa ora rinfranca con 
 breve riposo le membra afiaticate nelle opere di Dio . . Ahime e 
 troppo tardi ! E traendo doloroso guaito, si rotolava smanioso 
 per il letto. Alla fine mi riusciva a fatica a cavargli di bocca il 
 nome di questo venerabile uomo, che certamente non vuolsi ne- 
 gare santissimo e dottissimo, essendo questo vostro reverendo 
 padre Marcello, che Dio sempre letifichi. — E comecche V ora sia 
 tarda, nonostante mi e parso bene mettermi in avventura, spe- 
 rando che mi sia conceduta la grazia di potere anch’ io povero 
 peccatore contribuire alia salvazione di un’ anima battezzata . 
 
 E siccome il frate stava pensoso sopra se, e non rispondeva, 
 egli soggiunse ponendo tra ima parola e 1’ altra certa pausa stu- 
 diata : 
 
 — Oltreche, essendo il moribondo fuori di modo ricchissimo, 
 e grande mercatante, ne per quanto io mi conosca avendo figh, o 
 parenti se non lontanissimi, ho pensato che inestimabile quantita 
 di pecunia avrebbe lasciato per essere spesa in opere pie, elemo- 
 sine, uffizj, eccetera.” 
 
115 
 
 Pero il frate non aveva punto dato ascolto al ragionamento 
 finale di costui : e alio improvviso, come se risensasse, favello : 
 — “Tanto, morire una volta dobbiamo; e la migliore delle 
 morti sicuramente e quella cbe noi incontriamo nel servigio di 
 Dio. Qiiesta vita di sospetto sembra una morte di tutti i mo- 
 ment!. — Dabbene uomo, tu nella semplicitia del tuo cuore con- 
 sigliasti come il piu dotto dei Padri della Chiesa. Dio voile dare 
 mercede uguale tanto agli operai, cbe vennero mattutini, quanto 
 agli altri che si fecero verso sera alia sua vigna. La carita non 
 guarda V orologio ; e V ora piu luminosa per lei e quella in cui 
 pub portare maggiore soccorso ai poveri afflitti. La carita ope- 
 rata nelbuio della notte e quella che piii si manifesta all’ occbio 
 di Dio. La casa del Signore non rimane mai vuota : piccbiate, 
 e vi Sara aperto. la fontana della pieta celeste non viene mai 
 meno : domandate, e vi sara dato da here ; — il sangue del Re- 
 dentore scorre perenne lavacro per le anime pentite, e umiliate. — 
 Certo, pieni di pericolo camminano i tempi, e mani invisibili per- 
 cuotono i sacerdoti. La religione adesso geme sopra il sangue 
 dei martiri, che bagna la terra senza fecondarla. E vi e chi vuole 
 la religione sua ancella, anzi pure complice, e presume vestirla 
 della sua assisa; le proprie armi gentilizie sostituire sopra la 
 stola alia croce, e stipendiarla come una lancia spezzata. — Tolga 
 Dio tanta infamia : la religione ha mandate di mettersi in mezzo 
 fra 1’ oppresso e 1’ oppressore, salvare il prime sotto le fimbrie 
 del sacro manto, guardare in faccia il secondo, lanciargli contro 
 r anatema, e strascinarlo pei capelli davanti a un tribunale dove 
 egli e polvere . .Ma questa citta ha lapidate i suoi profeti; — gli 
 angioli piansero quando videro fra Girolamo arso dal popolo, e 
 pei cieli corse un lamento : — O Signore, o Signore, e forse venuta 
 la fine del mondo ? — Come nello uffizio della settimana santa al 
 terminare di ogni salmo spengono un lume ; e quando saranno 
 spent! tutti, batteranno le tenebre, e come ferocemente! — Tu 
 potresti ingannare ; Giuda tradi Cristo baciandolo ; ma io voglio 
 piuttosto essere tradito una volta, che sospettare per tutta la 
 vita . . Va innazi, uomo; ch’ io ti vengo dietro . .” 
 
 — Come, siete voi ? 
 
116 
 
 — “lo sono frate Marcello. Gli altri dormono, ma a me il 
 Signore ha detto : — Veglia, perche la tua vita sara breve, e dor- 
 mirai presto i sonni perduti dentro il sepolcro. — La preghiera e 
 la mia sposa, la predicazione la sorella, il pianto la mia volutta . 
 
 {Guerrazzi,) 
 
 Stupido si, ma intrepido rimane 
 Tancredi ; e poiche vede il tutto cheto, 
 Mette securo il pie nelle profane * 
 
 Soglie, e spia della selva ogni secreto. 
 
 Ne piu apparenze inusitate estrane, 
 
 Ne trova alcun fra via scontro o divieto, 
 Se non quanto per se ritarda il bosco 
 La vista e i passi, inviluppato e fosco. 
 
 A1 fine un largo spazio in forma scorge 
 D’ anfiteatro ; e non e pianta in esso. 
 Salvo che nel suo mezzo altero sorge. 
 Quasi eccelsa piramide, un cipresso. 
 
 Cola si drizza ; e nel mirar s’ accorge 
 Ch’ era di varj segni il tronco impresso, 
 Simili a quei che in vece uso di scritto 
 L’ antico gia misterioso Egitto. 
 
 Fra i segni ignoti alcune note a scorte 
 Del sermon di Soria, cb’ ei ben possiede 
 O tu che dentro ai cbiostri della morte 
 Osasti por, guerriero audace, il piede ; 
 Deb, se non sei crudel quanto sei forte. 
 Deb non turbar questa secreta sede. 
 Perdona all’ alme omai di luce prive : 
 Non dee guerra co’ morti aver chi vive. 
 
 Cosi dicea quel motto. Egli era intento 
 Delle brevi parole ai sensi occulti. 
 Fremere intanto udia continue il vento 
 Tra le frondi del bosco e tra i virgulti : 
 
117 
 
 E trarne un suon che flebile concento 
 Par d’ umani sospiri e di singulti ; 
 
 E un non so che confuso instilla al core, 
 
 Di pieta, di spavento e di dolor e. 
 
 Pur tragge al fin la spada, e con gran forza 
 Percote V alta pianta. Oh meraviglia ! 
 
 Manda fuor sangue la recisa scorza, 
 
 E fa la terra intorno a se vermiglia. 
 
 Tutto si raccapriccia ; e pur rinforza 
 II colpo, e ’1 fin vederne ei si consiglia. 
 
 Allor, quasi di tomha, uscir ne sente 
 Un indistinto gemito dolente. 
 
 Che poi distincto in voci : Ahi troppo, disse, 
 
 M’ ai tu, Tancredi, ofieso : or tanto basti. 
 
 Tu dal corpo che meco e per me visse, 
 
 Fehce albergo gia, mi discacciasti : 
 
 Perche il misero tronco a cui m’ affisse 
 II mio duro destino, anco mi guasti ? 
 
 Dopo la morte gli avversarj tuoi, 
 
 Crudel, ne’ lor sepolcri ofihnder vuoi ? 
 
 Clorinda fui ; ne sol qui spirto umano 
 Albergo in questa pianta rozza e dura ; 
 
 Ma ciascun altro ancor. Franco o Pagano, 
 
 Che lassi i membri a pie dell’ alte mura, 
 
 Astretto e qui da novo incanto e strano. 
 
 Non so s’ io dica in corpo, o in sepoltura. 
 
 Son di senso animati i rami e i tronchi : 
 
 E micidial sei tu, se legno tronchi. 
 
 (Tasso.) 
 
 QuaV e la dimensione di questi versi ? 
 
 Quail sono le vegole che m si osservano ? 
 
 In che consiste principalmente la loro varieta ? 
 
118 
 
 To be Translated into Italian. 
 
 1. Non dicendus est Justus, quisquis non infert injuriam; sed 
 qui, inferre impune cum possit, libenter abstinet. Philem. 
 
 Non metu, sed officii causa, peccatis abstinendum. Democr. 
 Sentent. 
 
 Quid am pamm cur ant, spontene, an metu, legibus pareant. 
 Verum non minus fur est, qui metu a furto abstinet, fui’tum 
 ipsum non perosus nec damnans, quam ii qui furantur. Et illi 
 homines non sunt belluis meliores ; nam illae quoque, si timeant 
 homines aut canes gregem custodientes, a rapina abstinent. Dio 
 Chrysost. Oral. 68. 
 
 Non possumus pudicos dicere eos, qui a flagitio arcentur infa- 
 mise aut legum ac judiciorum metu. Nam quid faciet is homo 
 in tenebris, qui nihil timet nisi testem vel judicem ? Cic. 1 de 
 Leg. n. 50, 51. 
 
 Non est diuturnus magister officii timor. 2 Philip, n. 90. 
 
 2. Etsi infamise ac suppliciorum metus hominem, qui a pec- 
 cato abstinet, non prsestat innocentem; ssepe tamen nonnihil 
 confert, ut ille tandem vir bonus fiat. Nam dum ilium a scelere 
 avocat, paulatim assuefacit parere divinis humanisque legibus, 
 quibus docemur domitas habere libidines, coercere omnes cupi- 
 ditates, nostra tueri, ab alienis mentes, oculos, manus abstinere. 
 Itaque sapienter admodum antiqui legum conditores, ut efferatos 
 agresti vita, aut militia, populorum animos mitigarent, et ad 
 mansuetudinem ac justitiam traducerent, Deorum primum metum 
 iis injiciendum esse rati sunt ; deinde ad terrorem impietatis, 
 audacise, flagitii, carceres, vincula, variaque supplicia instituerunt : 
 ut quos amor honesti in officio non retineret, ii gravitate poenae 
 k scelere deterrerentur. Cic. 1 de Oral. n. 194. Livius, 1. i. n. 9. 
 Cic. pro Rose. Amerin. 70. 
 
119 
 
 La Pentecoste. 
 
 Madre dei Santi, imraagine 
 Della Citta superna, 
 
 Del sangiie incorrutibile 
 Conservatrice eterna ; 
 
 Tu, che da tanti secoli 
 SofFri, combatti, e preghi ; 
 Che le tue tende spieghi 
 Dair imo alV altro mar ; 
 
 Campo di quei, che sperano, 
 Chiesa del Dio vivente, 
 
 Dov' eri mai ? qual angolo 
 Ti raccogliea nascente, 
 Quando il tuo Re, dai perfidi 
 Tratto a mori sul colle, 
 Imporporb le zolle 
 Dal suo sublime altar ? 
 
 E allor, che delle tenebre 
 La diva spoglia uscita, 
 
 Mise il pqtente anelito 
 Della seconda vita ; 
 
 E quando in man recandosi 
 Il prezzo del perdono, 
 
 Da questa polve al trono 
 Del Genitor sali ; 
 
 Compagna del suo gemito, 
 Conscia de’ suoi misteri, 
 
 Tu, della sua vittoria 
 Eiglia immortal, dov’ eri ? 
 
 In tuo terror sol vigile, 
 
 Sol neir obblio secura, 
 
 Stavi in riposte mura, 
 
 Fino a quel sacro di, 
 
 Quando su te lo Spirito 
 Rinnovator discese, 
 
 E V inconsunta fiaccola 
 Nella tua destra accese ; 
 Quando segnal dei popoli 
 Ti collocb sul monte ; 
 
 E ne’ tuoi labbri il fonte 
 Della parola apri. 
 
 Come la luce rapida 
 Piove di cosa in cosa, 
 
 E i color varii suscita, 
 Ovunque si riposa ; 
 
 Tal risonb montiplice 
 La voce dello Spiro : 
 
 L’ Arabo, il Parto, il Siro 
 In suo sermon V udi. 
 Adorator degl’ idoli, 
 
 Sparso per ogni lido, 
 
 Volgi lo sguardo a Solima, 
 Odi quel santo grido : 
 
 Stanca del vile ossequio, 
 
 . La terra a Lui ritorni : 
 
 E voi, che aprite i giorni 
 Di piu felice eta, 
 
 Spose, cui desta il subito 
 Balzar del pondo ascoso, 
 
 Voi gia vicine a sciogliere 
 Il grembo doloroso ; 
 
 Alla bugiarda pronuba 
 Non sollevate il canto : 
 Cresce serbato al Santo 
 Quel, che nel sen vi sta. 
 Perche, baciando i pargoli, 
 
 La schiava ancor sospira ? 
 
 El il sen, che nutre i liberi, 
 In vidian do mira ? 
 
 Non sa, che al regno i miseri 
 Seco il Signor solleva ? 
 
 Che a tutti i figli d^ Eva 
 Nel suo dolor pensb ? 
 
 Nova franchigia annunziano 
 I cieli, e genti nove ; 
 
 Nove conquiste, e gloria 
 Vinta in piu belle prove ; 
 Nova, ai terror! immobile, 
 
 E alle lusinghe infide, 
 
 Pace, che il mondo irride, 
 Ma che rapir non puo. 
 
120 
 
 Oh Spirto I supplichevoli 
 A’ tuoi solenai altari ; 
 
 Soli per selve inospite, 
 
 Vaghi in deserti mari, 
 
 Dair Ande algenti al Libano, 
 D’ Ibernia all’ irta Haiti, 
 Sparsi per tutti i liti, 
 
 Me d’ un cor solo in Te, 
 
 Noi t’ imploriam : placabile 
 Spirto discendi ancora 
 Ai tuoi cultor propizio, 
 Propizio a chi t’ ignora ; 
 Scendi e ricrea ; rianima 
 
 I cor nel dubbio estinti ; 
 
 E sia divina ai vincti 
 
 II Vincitor merce. 
 
 Discendi, Amor ; negli animi 
 
 L’ ire superbe attuta : 
 
 Dona i pensier, che il memore 
 Ultimo di non muta : 
 
 I doni tuoi benefica 
 Nutra la tua virtude ; 
 
 Siccome il sol, che schiude 
 Dal pigro germe il fior : 
 
 Che lento poi su le umili 
 Erbe morra non colto, 
 
 Ne sorgera coi fulgidi 
 Color del lembo sciolto, 
 
 Se fuso a lui nell’ etere 
 Non tornera quel mite 
 Lume, dator di vite, 
 
 E infaticato altor. 
 
 Noit’ imploriam : nei languidi 
 Pensier dell’ infelice 
 Scendi, piacevol Alito, 
 
 Aura consolatrice : 
 
 Scendi bufera ai tumidi 
 Pensier del violento ; 
 
 Vi spira uno sgomento, 
 
 Che insegni la pieta. 
 
 Per Te soUevi il povero 
 Al ciel, ch’ e suo, le ciglia : 
 Volga i lament! in giubilo, 
 Pensando a Cui somiglia : 
 Cui fu donato in copia, 
 Doni con volto amico. 
 
 Con quel tacer pudico, 
 
 Che accetto il don ti fa. 
 Spira dei nostri bamboli 
 Nell’ innocente riso ; 
 
 Spargi la casta porpora 
 Alle donzelle in yiso ; 
 Manda alle ascose vergini 
 Le pure gioje ascose ; 
 Consacra delle spose 
 Il verecondo amor. 
 
 Tempra dei baldi giovani 
 Il confidente ingegno ; 
 Reggi il viril proposito 
 Ad infallibil segno ; 
 
 Adoma la canizie 
 Di liete voglie sante ; 
 
 BriUa nel guardo errante 
 Di chi sperando muor. 
 
 {Manzoni.) 
 
 QuaV e la dimensione di questi versi? 
 
 Quali sono le varieta che vi si osservano ? 
 
 QuaV e la legge che vi d seguitaper le rime? 
 
121 
 
 PRIX DE LANGUES MODERNES, 
 
 FONDE A ETON, 
 
 PAR S.A.R. MONSEIGNEUR LE PRINCE ALBERT, 1841. 
 Examen de 1847. 
 
 Ecrivez en Anglais le morceau suivant, 
 
 II suivait tout pensif le chemin de Mycenes ; 
 
 Sa main sur ses chevaux laissait flotter les renes ; 
 
 Ses superbes coursiers, qu’on voyait autrefois 
 Pleins d’une ardeur si noble obeir a sa voix, 
 
 L^oeil morne maintenant et la tete baissee, 
 
 Semblaient se confer mer a sa triste pensee. 
 
 Un effroyable cri, sorti du fond des dots, 
 
 Des airs en ce moment a trouble le repos ; 
 
 Et du sein de la terre une voix formidable 
 Repond en gemissant a ce cri redoutable. 
 
 Jusqu’au fond de nos coeurs notre sang s’est glace ; 
 
 Des coursiers attentifs le crin s’est herisse. 
 
 Cependant, sur le dos de la plaine liquide, 
 
 S’eleve a gros bouillons une montagne humide ; 
 
 L’onde s’approche, se brise, et vomit a nos yeux, 
 
 Parmi les dots d’ecume, un monstre furieux. 
 
 Son front large est arme de comes menagantes ; 
 
 Tout son corps est convert d’ecailles jaunissantes ; 
 Indomptable taureau, dragon impetiieux, 
 
 Sa croupe se recourbe en replis tortueux ; 
 
 Ses longs mugissements font trembler le rivage. 
 
 Le ciel avec horreur voit ce monstre sauvage ; 
 
 La terre s’en emeut. Pair en est infect^ 
 
 Le dot qui Papporta recule epouvante. 
 
 Tout fuit ; et, sans s’armer d^un courage inutile, 
 
 Dans le temple voisin chacun cherche un asile. 
 
 Hippolyte lui seul, digne dls d’un heros, 
 
 Arrete ses coursiers, saisit ses javelots. 
 
 G 
 
122 
 
 Pousse au monstre, et d’un dard lance d’une main sure 
 II lui fait dans le danc une large blessure. 
 
 De rage et de douleur le monstre bondissant 
 Vient aux pieds des cbevaux tomber en mugissant, 
 
 Se roule, et leur presente une gueule enflammee 
 Qui les couvre de feu, de sang et de fumee. 
 
 La frayeur les emporte ; et, sourds a cette fois, 
 
 Ils ne connaissent plus ni le frein ni la voix. 
 
 A travers les rochers la peur les precipite ; 
 
 L’essieu crie et se rompt : I’intrepide Hippolyte 
 Voit voler en eclats tout son char fracasse; 
 
 Dans les renes lui-meme il tombe embarrasse. 
 
 Excusez ma douleur ; cette image cruelle 
 Sera pour moi de pleurs une source eternelle. 
 
 J’ai vu. Seigneur ; j’ai vu votre malbeureux fils 
 Traine par les cbevaux que sa main a nourris. 
 
 II veut les rappeler, et sa voix les effraie ; 
 
 Ils comment : tout son corps n’est bientot qu’une plaie. 
 
 De nos cris douloureux la plaine retentit, 
 
 Leur fougue impetueuse enfin se ralentit : 
 
 Ils s’arretent non loin de ces tombeaux antiques 
 Ou des rois ses aieux sont les froides reliques. 
 
 J’y cours en soupirant, et sa garde me suit : 
 
 De son genereux sang la trace nous conduit ; 
 
 Les rochers en sont teints ; les ronces degouttantes 
 Portent de ses cbeveux les depouilles sanglantes. 
 
 J ’arrive, je I’appelle; et, me tendant la main, 
 
 II ouvre un ceil mourant qu’il referme soudain. 
 
 Phedre. — Racine. 
 
 Ecrivez en Fran^ais le passage suivant. 
 
 I do not remember to have met with any instance of modesty 
 with which I am so well pleased, as that celebrated one of the 
 young prince, whose father being a tributary king to the Romans, 
 had several complaints laid against him before the Senate, as a 
 tyrant and oppressor of his subjects. The prince went to Rome 
 
123 
 
 to defend his father ; but coming into the Senate, and hearing a 
 multitude of crimes proved against him, was so oppressed, when 
 it came to his turn to speak, that he was unable to utter a word. 
 The story tells us, that the Fathers were more moved at this in- 
 stance of modesty and ingenuousness, than they could have been 
 by the most pathetic oration ; and, in short, pardoned the father 
 for this early promise of virtue in the son. This little historical 
 fact affords an example not only of modesty, but of a becoming 
 assurance ; qualities which are both amiable, and may very well 
 meet in the same person. Without assurance, this prince would 
 never have undertaken to plead before the most august assembly 
 in the world; without modesty he would have pleaded the cause 
 he had taken upon him, though it had appeared ever so scan- 
 dalous. — Addison. 
 
 Ecrivez en Fran^ais le passage suivant. 
 
 His constitutis rebus, nactus idoneam ad navigandum tempes- 
 tatem, tertia fere vigilia solvit, equitesque in ulteriorem portum 
 progredi, et naves conscendere, et se sequi, jussit : a quibus 
 quum id paullo tardius esset administratum, ipse hora diei circiter 
 quarta cum primis navibus Britanniam attigit, atque ibi in omni- 
 bus collibus expositas hostium copias armatas conspexit. Cujus 
 loci hsec erat natura : adeo montibus angustis mare continebatur, 
 uti ex locis superioribus in litus telum adjici possit. Hunc ad 
 egrediendum nequaquam idoneum arbitratus locum, dum reliquae 
 naves eo convenirent ad horam nonam, in anchoris exspectavit. 
 Interim legatis tribunisque militum convocatis, et quae ex Yolu- 
 seno cognovisset, et quae fieri vellet, ostendit : monuitque, ut 
 rei militaris ratio, maxime ut maritimae res postularent, ut quae 
 celerem atque instabilem motum haberent, ad nutum et ad tern- 
 pus omnes res ab iis administrarentur. His dimissis, et ventum 
 et aestum uno tempore nactus secundum, dato signo, et sublatis 
 anchoris, circiter millia passuum septem ab eo loco progressus, 
 aperto et piano litore naves constituit. At barbari, consilio Ro- 
 manorum cognito, praemisso equitatu et essedariis, quo plerumque 
 genere in proehis uti consuerunt, reliquis copiis subsecuti nostros 
 navibus egredi prohibebant. — C^ sar, De Bello Galileo. 
 
 g2 
 
124 
 
 Ecrivez une traduction litre en prose Frangaise des vers suivants. 
 
 At the close of the day, when the hamlet is still. 
 
 And mortals the sweets of forgetfulness prove ; 
 
 When nought but the torrent is heard on the hill. 
 
 And nought but the nightingale’s song in the grove ; 
 
 ’T was then, by the cave of the mountain reclined, 
 
 A hermit his nightly complaint thus began ; 
 
 Though mournful his numbers, his soul was resign’d ; 
 
 He thought as a sage, though he felt as a man. 
 
 Ah ! why, thus abandon’d to darkness and woe, 
 
 Why, thus, lonely Philomel, flows thy sad strain ? 
 
 For Spring shall return, and a lover bestow. 
 
 And thy bosom no trace of misfortune retain. 
 
 Yet if pity inspire thee, O cease not thy lay ! 
 
 Mourn, sweetest companion ; man calls thee to mourn : 
 O soothe him, whose pleasures, like thine, pass away ! 
 
 Full quickly they pass — but they never return. 
 
 Now gliding remote on the verge of the sky. 
 
 The moon, half-extinct, a dim crescent displays ; 
 
 But lately I mark’d, when majestic on high 
 
 She shone, and the planets were lost in her blaze. 
 
 Roll on then, fan* orb, and with gladness pursue 
 The path that conducts thee to splendour again ; 
 
 But man’s faded glory no change can renew : 
 
 Ah fool ! to exult in a glory so vain ! 
 
 ’T is night, and the landscape is lovely no more : 
 
 I mourn ; hut, ye woodlands, I mourn not for you ; 
 
 For morn is approaching, your charms to restore. 
 
 Perfumed with fresh fragrance, and glittering with dew. 
 Nor yet for the ravage of Winter I mourn; 
 
 Kind nature the embryo blossom shall save : 
 
 But when shall Spring visit the mouldering urn ? 
 
 O when shall it dawn on the night of the grave ? 
 
 The Hermit . — Beattie. 
 
125 
 
 Ecrivez en Anglais le passage suivant, 
 
 amour du peuple, le bien public, I’interet general de la 
 societe est la loi immuable et universelle des souverains. Cette 
 loi est anterieure a tout contrat ; elle est fondee sur la nature 
 meme ; elle est la source et la regie sure de toutes les autres lois. 
 Celui qui gouverne, doit etre le premier et le plus obdssant a 
 cette loi primitive : il peut tout sur les peuples ; mais cette loi 
 doit pouvoir tout sur lui ; le pere commun de la grande famille 
 ne lui a confie ses enfants que pour les rendre heureux. II veut 
 qu’un seul bomme serve par sa sagesse a la felicite de tant 
 d’hommes, et non que tant d’hommes servent par leur misere a 
 flatter I’orgueil d’un seul. Ce n’est point pour lui-meme que 
 Dieu Pa fait roi : il ne Pest que pour etre Phomme des peuples. 
 Le despotisme tyrannique des souverains est un attentat sur les 
 droits de la fraternite humaine ; c’est renverser la grande et sage 
 loi de la nature, loi dont ils ne doivent etre que les conservateurs. 
 Le pouvoir sans bornes est une frenesie qui ruine leur propre 
 autorite. On peut, en conservant la subordination des rangs, 
 concilier la liberte du peuple avec Pobeissance due aux souverains, 
 et rendre les bommes tout ensemble bons citoyens et fideles 
 sujets, soumis sans etre esclaves, et libres sans etre eflrenes. 
 L’amour de Pordre est la source de toutes les vertus politiques, 
 aussi bien que de toutes les vertus divines. — Fenelon. 
 
 Questions, 
 
 1 . Donnez PInfinitif, les Participes, la premiere personne du 
 singulier du Present, de PImparfait, du Preterit, et du Futm- de 
 PIndicatif, du Present et de PImparfait du Subjonctif, des verbes 
 suivants : est, gouverne, peut, veut, serve, fait, doivent, rendre. 
 
 2 . Avec quoi s’accorde le part, passe dans un verbe passif ? 
 Donnez-en un exemple ayant le part, au fern. pi. 
 
 3 . Avec quoi s’accorde le part. pass4 dans les temps composes 
 d’un verbe actif? Donnez-en un exemple ou le part, soit au 
 masc. pi. 
 
 4 . Avec quoi s’accorde le part, passe, dans les temps composes 
 
 g3 
 
126 
 
 d’un verbe reflechi? Donnez-en un exemple ou le part, ne 
 s’accorde pas avec le pronom reflechi. 
 
 5. Quel mode d’un verbe est employe apres un adjectif au 
 superlatif relatif ? 
 
 6. Quelle espece de verbe est pouvoir ? 
 
 7. Quelle espece de verbe ent falloirl et, lorsqu’il est suivi 
 d’un autre verbe, en quel mode doit etre ce second verbe ? 
 
 8. Quel est le pronom relatif qui s’emploie comme sujet ou 
 nominatif d’un verbe, et celui qui s’emploie comme objet ou 
 accusatif? 
 
 9. De quel genre, de quel nombre, et de quelle personne sont 
 les pronoms qui et que ? 
 
 ^iir ben 5}5rei6 ©cinev Jldniylicben ^obeit/ be^ iprinjen Albert. 
 
 @tcn, 1847. 
 
 I @e^dbic{)te Per alien unb neuen Citeratur. 
 
 7 ©cblegei. 
 
 war ba^ glansenbeOemablbc be§ auffclUbenben grieebifepen 
 (Seifleg in feiner ganjen ^raft unb Jperriicbfeit, welcbe^ icb in 
 bem erjlen 2?ortrage nerfuebte, burfb cinen fitrsen 2lbrif in ba5 
 ©ebaebtnif juvucisurufen. 3'cb wenbe micb iegt ju ber anbern 
 ©cite be5 25ilbe:5, p bem allgemeinen 2?erfa(Ie, ber auf jene 
 5^iitte ber grfinbung unb gntwicftung fo unmittelbar unb un^ 
 gfaublicb febned foigte, unb naebbem bie ©itten entartet, bie 
 ©tauten jerriittet waren, aucb bie ^iinfi unb ben @ei|t ber @rie= 
 rben burcb cine falfcbe ©epbiffif P ©runbe riebtete. 
 
 2)er er|te groge ©dbriftireder, welcber un^ ben SJerfatt unb bie 
 Seriittung in difentlicben 25egebenbeiten unb in ben adgemeinen 
 ©itten barfledt unb mit bittcrifebem Sieffi'nne ergriinbet, iff 
 XbuepbibeJ. ©)urdb ben beben ©tpl unb ben gebanfenrctlen 
 5’nbalt, wie burcb ben @rnfl ber grofen ©eli'nnung, reibt er ficb 
 
127 
 
 nod& ^anj an bie ber etjlen ^Uitoven (Brieribenlanb^. Seine 
 ©efdbldbte lit ein ^unf?werf bev 2 )ar(leC(unj 5 ; fo wurbe fie non 
 ben ‘^((ten felbjt beuvtbeilt, unb befonbevi^ einer obwobl nicbt 
 erbicbteten, fonbern gefcbidbtlicl^en Xragbbie nerylidben, unbwobl 
 modbte bem X)ar|re(ler felbfl jener geo^e 25 iirgertrie 3 , bie ©e^ 
 fcbidbte non bem Untergange feiner einfl fo blUbenben, 
 madbiiyen ®ater)tabt ein furdbtbare^ Xrauerfpiel erfdbeinen. 
 'Bar jia boci) biefe SeAebenbeit in ibren tneitern S^ofAen, fo vnie 
 mir biefelben Uberfeben, tna^ bamal5 nodb nidbt fo bell einleucb^ 
 tete, ami) bie ©efc{)ifJbte non bem attAemeinen UnterAanAe ber 
 Aefammten Aviecbifcben Station ! Xbucpbibe^ b^^t bie ben ©riedben 
 eiAentbumlidbe jtunffform ber ^iftorie A^f^U'tet unb ijt audb in 
 ber Avo^en ^Inlaae feine'^ Berf^ non ben Spateren unerreidbt 
 Aebiieben. 2)ie ©iAenfcftaften biefer befonbern bijrorifdben £un|^ 
 form bejreben in ber ©infIeci)tunA au^fUbrlidber, funjlreidber 
 pofitifcber 3^eben, meldbe aOfe 29etneAunAfA^^^^^ wnb Staat^an* 
 fi'cbten iebennicbriAen 2?eAebenbeit au^ bem nerfdbiebenen @tanb= 
 punfte ber entAeAenAefe^en ^artbepen entbalten unb mit Sdbarf^ 
 finn enttnicfeln ; fobann in einer fajt bicbterifdb ausfiibrlicben, 
 lebbaft mablenben XarffeOfunA non Sdbladbten unb anbern, in ber 
 BeltAefcbicbte firJb nur adgu bauft'A mieberboblenben, offentlidben 
 25eAebenbeiten : enblirib in ber bodbjlen Biirbe eine^ reicb A^' 
 fdbmucften Stpre^ in ber funjlreicbflen -^Jrofa. 
 
 auf ZauxiL 
 
 ©oetbe, 
 
 Sor meinen Obren font ba^ alte Cieb— 
 tBerAeffen ban’ icb’^ unb nerAaf e^ 
 
 X)a5 Cieb ber ^arcen, ba^ fie Avaufenb fanAen, 
 
 W Xantaluy nom AOib’nen Stuble fiel . 
 
 ©te (itten mit bem ebeln 5'n'unbe; AtimmiA 
 Bar ibre 2?ruff, unb furdbibar ibr ©efanA- 
 3’n unfrer SuAenb fanA’^ bie ^mme mir 
 Unb ben @efcbtni)tern nor, icb merft’ e^ tnobl. 
 
128 
 
 furcbtc bie ©otter 
 2)a^ ^fieirfcbengefctilecfit ! 
 ©ie balten bie 0errfcbaft 
 3n ewiyen ^iinben, 
 
 Unb fcnnen lie braucfcen 
 ®ie’^ tbnen gefattt. 
 
 2>er fiircbte fi'e boppelt 
 ■I)en je lie erbeben ! 
 
 ^uf ^lippen unb iffiolfen 
 ©inb ©tUble bereitet 
 Urn golbene Xifdbe. 
 
 grbebet ein Sro'll ftcb : 
 ©0 liilrjen bie ©Site 
 ©efcbmabt unb gefcfionbet 
 3n nacbtUcbe Xiefen, 
 
 Unb batten oetgeben? 
 
 3'm 5'initetn gebunben, 
 ©etecbiee ©etkJbte^. 
 
 ©ie abet, lie bleiben 
 5n ewigen ^cfien 
 ^n gclbenen Xiftben. 
 
 ©ie fcbteiten torn 2>'etge 
 3u Sttgen biniibet: 
 
 ^u^ ©rblUnben bet Xiefe 
 Xamptt ibnen bet ?ttbem 
 ©r|ticftet Xitanen 
 ©leicb Dpfetgerilcben, 
 
 ©in leirbte^ ©ew’dlfe. 
 
 ©si wenben bie ^ettfcber 
 3bt fegnenbe^ ‘ituge 
 2?cn gan 3 en ©efcbiecbtetn, 
 Unb meiben, im ©nfel 
 Xiie eb’mal^ geliebten 
 ©tilt vebenben 
 Xes ^bnbtttn ju febn. 
 
 V 
 
129 
 
 ©e^dbidbte bc^ breiflwja^i'wen 
 
 Scbillcr. 
 
 3wei X&ore werben jegt con ben ©tiirmenben ber Jpauptarmee 
 geb'ffnet, unb XiHp lagt einen Xbeil feine^ ^ufcoltg einmar= 
 fcbiren. <5§ befegt fogleicb bie $aupt|frafen, unb bn§ aufse= 
 pfianjte Oefcbii^ f(^eud[)t ofle ^iirger in i&re ifficbnungen, bcrt ibv 
 ©cbicffal 3 u emmrten. 9Jidbt lange lagt man fie im ^weifel ; 
 jtcei aCorte beb Orafen Xilfp befiimmcn ®agbebuvA^ ^Sefcbicf. 
 6in niir etwa? menfcblicber ^clbberr wilrbe fclcben Xnippcn 
 PcrAebficbSdbonunganbefcblenbflben; XiUp gab ficb aucb nicbt 
 bie 2Riibe, e^ ju cerfucben. 2)iircb baet ©tillfdbweigen feines 
 ©eneral^ jum $eren iiber ba^ Ceben aller 35 iirgergemacbt,riiir 3 te 
 ber ©olbat in bag 3‘nnere ber $iiufer, um ungebunben ade 2?egier= 
 ben einer ciebifcben ©eele ju fiiblen. Scr mandbem beutfcben 
 Dbre fanb bie fTebenbe Unfdbiilb (Srbarmen, feineg cor bem tauben 
 Orimme ber 2Dattonen aug SPappenbeimg ^eer. £aum batte 
 biefeg Slutbab feinen abnfang genommen, alg affe iibrigen Xbore 
 aufgingen, bie ganje 3?eiterei unb ber Sroaten fiircbterlirbe 25an= 
 ben gegen bie unglUdflicbe ©tabt loggelaffen tcurben. 
 
 2)ie aCiirgefcene fing iegt an, fiir weldbe bie (Sefcbiibte feine 
 ©pracbe, unb bie 2)icbtfun|l feinen $infel bat. 9?icbt bie ffbulb= 
 freie .Rinbbeit, nicbt bag biilffofe atlter, nicbt 3'ugtn&/ 
 ©efcbiedJt, niribt ©tanb, nicbt ©cbonbeit, fdnnen bie 2Butb beg 
 ©iegerg entmajfnen. .^frauen werben in ben airmen ibrerSianner, 
 Xdcbter ju ben ^iigen ibrer Sater mipbanbelt, unb bag mebriofe 
 ©efcblecbt bat blo^ bag 2?orrecbt, einer geboppelten 2Dutb jum 
 Dpfer 3 U bienen. Seine nocb fo cerborgene, feine nocb fo gebeu 
 (igte ©tatte fonnte cor ber aWeg burcbforfcbenben Jpabfucbt 
 ficbern. Sreiunbfiinfsig ^rauengperfonen fanb man in einer 
 Sircbe entbauptet. Sroaten cergniigten ficb Sinber in bie 5lam= 
 men 3 U werfen— iJ3appenbeimg 'Badonen, ©auglinge an ben 
 29rii|ten ibrer ®iitter 3 u fpiefen. ©nige (iguittifebe Dfft 3 iere, 
 con biefem graufencollen ^nblicfe empdrt, unterffanben |tcb, ben 
 ©rafen Xillp 3U erinnern, bap er bem 35lutbabe mccbte ©nbalt 
 tbun laffen. "Sommt in einer ©tunbe tcieber,” tear feine 
 ainncort: "3’cb werbe bann feben, tcag icb tbun tcerbe; ber 
 ©olbat mup fiir feine ©efabr unb airbeit ettcag baben.” 
 
130 
 
 ©rammatif* 
 
 Seittrb'rter. 
 
 1. 2Bann bebient man fi'db beg ©onjiunctipg ; unb wann beg 
 3'nbi(atipg? 
 
 2. ®an gebe bie attgemeinen 9?egeln ber Sonjtruction beg 
 
 3eitti»cvteg ober ber in einem (Sage. 
 
 3. SHJelcbe 3fittt’(5i'tf>' werben in ber 2?ergangenbeit mit 
 "baben,” unb meldbe mit "fein” coniugirt? 
 
 4. '3)?an ertnabne bag 3>npttfectum unb bag rergangene >}5ar> 
 ticipium ber fclgenben unregelmafigen 3eitmbrter:— 
 
 E’er^en 
 
 fecbten 
 
 flingen 
 
 nebmen 
 
 treiben 
 
 bieten 
 
 flieben 
 
 friecben 
 
 rei^en 
 
 rergeben 
 
 biegen 
 
 gebeiben 
 
 leiben 
 
 riedben 
 
 rerbriegen 
 
 benfen 
 
 gelingen 
 
 lefen 
 
 rufen 
 
 rerlieren 
 
 bringen 
 
 genefen 
 
 (iegen 
 
 faugen 
 
 wafcben 
 
 biirfen 
 
 bauen 
 
 meiben 
 
 fdbitfen 
 
 mnben 
 
 empfeblen 
 
 beben 
 
 mb'gen 
 
 fdbreiben 
 
 tracbfen 
 
 ei‘b(eicj)en 
 
 beifen 
 
 miigen 
 
 tragen 
 
 aiebt'n 
 
 erfcbrecfen 
 
 fabren 
 
 fennen 
 
 nennen 
 
 treten 
 
 ^vrlngen 
 
 ’ 2Bag finb bie (5barafteri|tifcben ©igenbeiten beg 5'mperfectumg 
 unb beg rergangenen -'Panicipiumg ron regelmiigigen 3eitwbrtern? 
 
 0auptmcrter. 
 
 5Wan gebe ben (Senitir ber foigenben Jpauptwb'rter, in ber ein= 
 facben unb mebrfacben 3abl : 
 
 bie 3?acbt 
 
 ber fKegen 
 
 ber 9{abe 
 
 ber Xifcb 
 
 — 25abn 
 
 — ©egen 
 
 — .S^nabe 
 
 — $ut 
 
 — .^eber 
 
 — Dcnner 
 
 — ©ebanfe 
 
 — ®Ur(t 
 
 — sptTicbt 
 
 — SDinter 
 
 — 
 
 — ^enfeb 
 
 — ®anb 
 
 — ©tacbel 
 
 — spattafl 
 
 bag ©rab 
 
 
 — fantcffel 
 
 — SJcrafl 
 
 - ®elb 
 
 — Scbuib 
 
 bag^Kiibcben 
 
 — jSucbllabe 
 
 — 2>crf 
 
 — ©cbrift 
 
 — Sifcbtein 
 
 — ®unfe 
 
 — Ceib 
 
 — ®Jacbt 
 
 — ?(uge 
 
 — ©taube 
 
 — Dbr 
 
 — £raft 
 
 — Gnbe 
 
 — ^riebe 
 
 — ^erj 
 
131 
 
 Jlbjfctiof. 
 
 2Delc^e^ (i'nb bie allgemctiicn JKegdn im 2?etre jf bes ©ebvaucbS, 
 &c. bc^ ?(biectit)^ ; unb weKfte^ ffnb biejeniacn, welcjje in bdbercr 
 @prac{ie einen (Sonitio ju ficb nebmen? 
 
 sprepofitionen. 
 
 3);an erwiibne bie sprepcfi'ticnen weicbe, cbne ^u5nabmf,i()rem 
 Sflfug nadbfolgen. 51ucb fclcbe, bie entroebee nor cbcr nacb bem= 
 felben )teben fcnnen. 
 
 ®elcpe non ibnen regiren einen 2)atip cber ^Tccufatic? 
 
 Unb nacb ttelcben 9vegein fann biefe# ber fein? 
 
 (N.B. 2)ie (Srtliibrungen bev ^ragen, &c. gebe man im (Snglifdben.) 
 
 2?ce^lel^pe. 
 
 1. aiDie merben Cangen unb ^ilrjen miififalifcb bejeicbnet? 
 
 2. 2Belcber mujitalifcben Saftart i|l bev Svocbaifcbe Seed ju 
 nevgleicben ; unb wie liigt (icb feibigev in einen 3'ambifcben ner= 
 wanbeln? 
 
 3. 2Fcrauf fommt e^ bei bev iZ?evmifcbung nevfcbiebenev 
 SBev^avten vcvsuglidb an ? 
 
 4. 'BaS fagt 2?of binficbtlicb mufitalifcbev .SenntniiTe? 
 
 6. 3)?an gebe einige Seifpieie non lauteven, miinnlicben, weib= 
 litben unb gleitenben 9?eimen. 
 
 5)?an liefve, al^ beutfcben ^uffa^, eine jSetvacbtung iibev bie 
 nevfcbiebenavtigen (Befuble, wel>'J;e bie entgegengefegten @igem 
 beiten be5 ©ommev'5 unb Bintev^ in bev menfcblicben ©eefe 
 evjeugen fcnnen ; aucb fiige man biefev 25etvacbtung einige 
 nievjeinge Xvocbaifdbe 2?evfe binju, mcBcn bie l|le unb 3te 
 ocUfianbige Simetev, mit meiblicben 9?eimen, unb bie 2te unb 
 4te ubev^ablige ^Rcncmetev mit miinnlicben 3?eimen entbalten; 
 nacb fcigenbem ©cbema : 
 
 — 'U — Wj — w — w 
 
 nSTT- 
 
 
132 
 
 Dber Dierjetlige ^ambifc^c 2?errc/ wcpon bie l|te ittib 3te iiber- 
 jablige Dimeter, mit n>ei6lic{ien 8?eimen, bie 2te unb 4te »off= 
 tliinbige Dimeter mit mcinnlirlien 0ieimen entMtett; ncic^ 
 bem <arj)ema : 
 
 W — ^ W — W — J w 
 
 W — W — J o — v>» — ^ 
 
 — j ^ w 
 
 w — w— j — 'w/— j &C. 
 
 THE END. 
 
 PRINTED BY RICHARD AND JOHN E. TAYLOR, 
 RED LION COURT, FLEET STREET. 
 
 a 
 
NEW WORKS 
 
 In miscellaneous and GENERAL LITERATURE, 
 
 PUBLISHED BY 
 
 Messrs. LONGMAN, BROWN, GREEN, and LONGMANS, 
 PATERNOSTER-ROW, LONDON. 
 
 CLASSIFIED INDEX. 
 
 AGRICULTURE & RURAL AFFAIRS. 
 
 Pag-es 
 
 - 6 
 
 - 9 
 
 - 9 
 
 - 11 
 - 16 
 
 19 
 
 19 
 
 Bayldon on Valuing Rents etc. 
 
 Crocker’s Land Surveying 
 Davy’s Agricultural Chemistry 
 Fresenius’ ditto - - - - 
 
 Johnson’s Farmer’s Encyclopaedia - 
 Loudon’s Encyclopaedia of Agriculture - 
 ,, Self-Instruction for Farmers, etc 
 ,, (Mrs.) Lady’s Country Companion 18 
 Low’s Breeds of the Domesticated Animals 20 
 ,, Elements of Agriculture - - 20 
 
 ,, On Landed Property - - - 19 
 
 ,, On the Domesticated Animals - 20 
 Parnell on Roads ----- 24 
 Thomson on Fattening Cattle, etc. - - 30 
 
 Topham’s Agricultural Chemistry - 30 
 
 ARTS, MANUFACTURES, AND 
 ARCHITECTURE. 
 
 Ball on the Manufacture of Tea - - 6 
 
 Brande’s Dictionary of Science, etc. - 7 
 
 Buckler’s St. Alban’s Abbey - - - 7 
 
 Budge’s Miner’s Guide - - - - 7 
 
 Cartoons (The Prize) . . - - 8 
 
 Cresy’s Encycl. of Civil Engineering - 9 
 
 D’Agincourt’s History of Art - - - 9 
 
 De Burtin on the Knowledge of Pictures 9 
 Dresden Gallery ----- 10 
 
 Eastlake on Oil Painting - - - 10 
 
 Evans’s Sugar Planter’s Manual - - 11 
 
 Gwilt’s Encyclopaedia of Architecture - 13 
 
 Havdon’s Lectures on Painting & Design 13 
 Holland’s Manufactures in Metal - - 17 
 
 Jameson’s Sacred and Legendary Art - 15 
 Loudon’s Rural Architecture - - - 19 
 
 Moseley’s Engineering and Architecture 24 
 Parnell on Roads ----- 24 
 Porter’s Manufacture of Silk - - * 17 
 
 ,, ,, Porcelain & Glass 17 
 
 Reid (Dr.) on Warming and Ventilating 25 
 Steam Engine (The) , by the Artisan Club 5 
 Ure’s Dictionary of Arts, etc. - - 31 
 
 Wilkinson’s Engines of War - - - 32 
 
 Wood on Railroads ----- 32 
 
 BIOGRAPHY. 
 
 Andersen’s (H. C.) Autobiography - 5 
 
 Bell’s Lives of the British Poets - - 17 
 
 Dunham’s Early Writers of Britain - 17 
 ,, Lives of the British Dramatists 17 
 Forster’s Statesmen of the Commonwealth 17 
 ,, Life of Jebb - - - - 17 
 
 Gleig’s British Military Commanders - 17 
 Grant (Mrs.) Memoir and Correspondence 12 
 Haydon's Autobiography and Journals - 13 
 
 James’s Life of the Black Prince - - 15 
 
 ,, Eminent Foreign Statesmen - 17 
 Lull’s (M.) Life of Dost'Mohammed - - 23 
 
 Leslie’s Life of Constable - - - 18 
 
 Mackintosh’s Life of Sir T. More - - 20 
 
 Maunder’sBiographicalTreasury - - 22 
 
 Roscoe’s Lives of Eminent British Lawyers 17 
 
 Pages 
 
 Rowton’s British Poetesses 
 Russell’s Bedford Correspondence - 6 
 
 Schopenhauer’s Youthful Life - - 27 
 
 Shelley’s Literary Men of Italy, etc. - 
 
 ,, Eminent French Writers - 17 
 
 Southey’s Lives of the British Admirals - 17 
 „ Life of Wesley - - - - 29 
 
 Townsend’s Twelve eminent Judges - 31 
 Waterton’s Autobiography and Essays - 31 
 
 BOOKS OF GENERAL UTILITY. 
 
 Acton’s (Eliza) Cookery Book - - 5 
 
 Black’s Treatise on Brewing - - - 6 
 
 Cabinet Lawyer (The) - - - - 8 
 
 Collegian’s Guide ----- 8 
 
 Donovan’s Domestic Economy - - 17 
 
 Hints on Etiquette ----- 13 
 Hudson’s Executor’s Guide - • - 15 
 
 ,, On Making Wills - _ - 15 
 
 Hume’s Account of Learned Societies etc. 15 
 Loudon’s Self Instruction - - - 19 
 
 ,, (Mrs.) Amateur Gardener - 18 
 
 Maunder’s Treasury of Knowledge - - 22 
 
 ,, Scientific and LiteraryTreasury 22 
 
 ,, Treasury of History - - 22 
 
 ,, Biographical Treasury - - 22 
 
 ,, Natural History - * - - 22 
 
 Parkes’s Domestic Duties - - - 24 
 
 Pycroft’s Course of English Reading - 25 
 
 Reader’s Time Tables - - - - 25 
 
 Rich’s Companion to the Latin Dictionary 26 
 Riddle’s Eng.-Lat. and Lat.-Eng. Diet. - 26 
 Robinson’s Art of Curing, Pickling, etc. 26 
 „ Art of Making British Wines, 26 
 Rowton’s Debater - - - - 26 
 
 Short Whist 28 
 
 Thomson’s Management of Sick Room - 30 
 
 ,, Interest Tables - - - 30 
 
 Webster’s Encycl. of Domestic Economy .32 
 Zumpt’s Latin Grammar - - - - 32 
 
 BOTANY AND GARDENING. 
 
 Abercrombie’s Practical Gardener - - 5 
 
 ,, and Main’s Gardener - 5 
 
 Ball on the Cultivation of Tea - - 6 
 
 Callcott’s Scripture Herbal - - - 8 
 
 Conversations on Botany - . _ g 
 
 Evans’s Sugar Planter’s Manual - - 11 
 
 Henslow’s Botany “ - - - . - 17 
 
 Hoare On the Grape Vine on Open Walls 14 
 ,, On the Roots of Vines - - - 13 
 
 Hooker’s British Flora - - - - 14 
 
 ,, Guide to Kew Gardens - - 14 
 
 Lindley’s Theory of Horticulture - - IS 
 
 ,, Orchard and Kitchen Garden - 18 
 ,, Introduction to Botany - - 18 
 
 ,, Synopsis of British Flora - - 18 
 
 Loudon’s Hortus Britannicus - . - 19 
 
 ,, Hortus Lignosus Londinensis ■* 19 
 „ Encyclopaedia of Trees & Shrubs 19 
 ,, Gardening - 19 
 
 M ,, Plants - - 19 
 
 London; Printed by M. Mason, Ivy Lane, Paternoster Row. 
 
2 
 
 CLASSIFIED INDEX 
 
 Pages 
 
 Loudon’s Suburban Gardener - - - 19 
 
 ,, Self-Instruction for Gardeners 19 
 ,, (Mr,) Amateur Gardener - - 18 
 
 Repton’s Landscape Gardening, etc. - 25 
 
 Rivers’s Rose Amateur’s Guide - - 25 
 
 Rogers’s Vegetable Cultivator - - - 26 
 
 Schleideu’s Scientific Botany - - - 27 
 
 Smith’s Introduction to Botany - - 28 
 
 „ English Flora - - - - 28 
 
 ,, Compendium of English Flora - 28 
 
 CHRONOLOGY. 
 
 Blair’s Chronological Tables - - - 6 
 
 Bosanquet’s Chronology of Ezra, etc. - 7 
 
 Nicolas’s Chronology of History - - 17 
 
 Riddle’s Ecclesiastical Chronology - - 26 
 
 COMMERCE AND MERCANTILE 
 AFFAIRS. 
 
 Banfield and Wild’s Statistics - - 6 
 
 Baylis’s Arithmetic of Annuities - - 6 
 
 M‘Culloch’s Dictionary of Commerce • 20 
 Reader’s Time Tables - - - - 25 
 
 Steel’s Shipmaster’s Assistant - - - 29 
 
 Symonds’ Merchant Seamen’s Laws - 29 
 Thomson’s Tables of Interest - - - 30 
 
 Walford’s Customs’ Laws - - - 31 
 
 GEOGRAPHY AND ATLASES. 
 
 Butler’s Ancient and Modern Geography 7 
 ,, Atlas of Modern Geography - 8 
 
 ,, ,, Ancient Geography - 8 
 
 y, ,, General Geography - 8 
 
 De Strzelecki’s New South Wales - - 10 
 
 Erman’s Travels through Siberia - - 11 
 
 Forster’s Historical Geography of Arabia 11 
 Hall’s Large General Atlas - - - 13 
 
 M'Culloch’s Geographical Dictionary - 20 
 
 Mitchell’s Australian Expedition • - 22 
 
 Murray’s Encyclopiedia of Geography - 24 
 Parrot’s Ascent of Mount Ararat - - 24 
 
 Schomburgk’s Barbados, and Map - - 27 
 
 HISTORY AND CRITICISM. 
 
 Bell’s History of Russia - - - 
 
 Blair’s Chron. and Historical Tables 
 
 • 17 
 
 Bloomfield’s Translation of Thucydides - 6 
 
 ,, Edition of Thucydides - 6 
 
 Cooley’s Maritime and Inland Discovery 17 
 Crowe’s History of France - - - 17 
 
 Coulton on Junius’s Letters - - - 8 
 
 De Sismondi’s Fall of the Roman Empire 17 
 ,, Italian Republics - - 17 
 
 Dunham’s History of Spain and Portugal 17 
 ,, Europe in the Middle Ages - 17 
 ,, History of the German Empire 17 
 ,, Denmark, Sweden, and Norway 17 
 ,, History of Poland - - - 17 
 
 Dunlop’s History of Fiction - - 10 
 
 Eastlake’s History of Oil Painting - 10 
 Eccleston’s English Antiquities - - 10 
 
 Fergus’s United States of America - 17 
 
 Fletcher’s-Studies of Shakspeare - - 11 
 
 Gibbon’s Roman Empire - - - - 12 
 
 Gr^nt (Mrs.) Memoir and Corespoudence I 7 
 Grattan’s History of Netherlands - 12 
 
 Grimblot’s William III. and Louis XIV. 12 
 Halsted’s Life of Richard III. - - 13 
 
 Haydon’s Lectures on Painting and Design 1 3 
 Historical Charades - - _ - 
 
 Historical Pictures of the Middle Ages 
 Jeffrey’s (Lord) Contributions 
 Keightley’s Outlines of History 
 Laing’s Kings of Norway 
 Lemprifere’s Classical Dictionary 
 Macaulay’s Essays - . - 
 
 Mackintosh’s History of England 
 
 ,, Miscellaneous Works 
 
 Pages 
 
 M‘Culloch’s Dictionary, Historical, Geo> 
 graphical, and Statistical 
 Maunder’s ’Preasury of History 
 Milner’s Church History _ _ - 
 
 Moore’s History of Ireland - - - 
 
 Mosheim’s Ecclesiastical History - 
 Nicolas’s Chronology of History 
 Passages from Modern History 
 Ranke’s History of the Reformation 
 Rich’s Companion to the Latin Dictionary 
 Riddle’s Latin Dictionaries - - - 
 
 Rome, History of - - - - - 
 
 Rowton’s British Poetesses - - - 
 
 Russell’s Bedford Correspondence - 
 Scott’s History of Scotland --- 
 
 Sinnett’s Byways of History - - - ^ 
 
 Stebbing’s History of the Christian Church 17 
 
 Church History 
 Switzerland, History of - 
 Sydney Smith’s Works 
 Thirlwall’s History of Greece - 
 Tooke’s History of Prices 
 Turner’s History of England - 
 Zumpt’s Latin Grammar - 
 
 JUVENILE BOOKS. 
 
 Amy Herbert - - - - - 
 
 Gertrude 
 
 Gower’s Scientific Phenomena 
 Historical Charades - - - - 
 
 Howitt’s Boy’s Country Book - 
 ,, Children’s Year 
 Laneton Parsonage • - - - 
 
 Mackintosh’s Life of Sir T. More 
 Marcet’s Conversations — 
 
 On Chemistry - - - - 
 
 On Natural Philosophy 
 On Political Economy 
 On Vegetable Physiology - 
 On Land and Water - - - 
 
 Marryat’s Masterman Ready - 
 ,, Privateer’s-Man 
 „ Settlers in Canada 
 „ Mission; or. Scenes in Africa 
 Passages from Modern History 
 Pycroft’s Course of English Reading 
 Twelve Years Ago - - - - 
 
 MEDICINE. 
 
 Bull’s Hints to Mothers - - - 
 
 „ Management of Children 
 Copland’s Dictionary of Medicine - 
 Elliotson’s Human Physiology 
 Esdaile’s Mesmerism in India - " . " 
 
 Fergusson’s Notes of a Professional Life 
 Holland’s Medical Notes - . - . 
 
 Lane’s Water Cure at Malvern 
 Latham On Diseases of the Heart • 
 Pereira On Food and Diet . . - 
 
 Sandby On Mesmerism - - - - 
 
 Thomson On Food - - - - - 
 
 MISCELLANEOUS. 
 
 Adshead On Prisons - - - . 
 
 Cartoons (The Prize) - - - - 
 
 Carey’s Past, Present, and Future - 
 
 Cocks’s Bordeaux, its Wines, etc. - 
 Collegian’s Guide - - - - - 
 
 Colton’s Lacon ------ 
 
 Coulton On Authorship of Junius - 
 De Burtin On the Knowledge of Pictures 
 De Morgan On Probabilities - - - 
 
 De Jaenisch On Chess Openings 
 De Strzelecki’s New South Wales - 
 Dresden Gallery _ - - _ _ 
 
 Dunlop’s History of Fiction . - - 
 
 Gardiner’s Sights in Italy - _ . 
 
 Gower’s Scientific Phenomena 
 
 ‘M 
 
TO MESSRS. LONGMAN AND CO/S CATALOGUE, 
 
 3 
 
 Pages 
 
 Graham’s English ----- 12 
 Grant’s Letters from the Mountains - 12 
 Hobbes’s (Thos.) complete Works - 14 
 Hooker’s Kew Guide - - - - 14 
 
 Howitt’s Rural Life of England - - 15 
 
 i, Visits to Remarkable Places - 14 
 
 „ Student Life of Germany - 15 
 ,, Rural and Social Life of Germany 15 
 ,, Colonisation and Christianity - 15 
 Hume’s Account of Learned Societies - 15 
 Jeffrey’s (Lord) Contributions - - 16 
 
 Lane’s Life at the Water Cure - - 16 
 
 Loudon’s (Mrs.) Lady’s Country Companion 18 
 Macaulay’s Critical and Historical Essays 20 
 Mackintosh’s (Sir J.) Miscellaneous Works 20 
 Maitland’s Church in Catacombs - - 21 
 
 Necker DeSaussure’s on Education - 24 
 Plunkett on the Navy - - - - 25 
 
 ,, on the last Naval War - - 25 
 
 Pycroft’s English Course ofReading - 25 
 Rich’s Companion to the Latin Dictionary 26 
 Richter’s Levana - - - - 26 
 
 Riddle’s Latin Dictionaries - - - 26 
 
 Roget’s Economic Chess-board - - 26 
 
 Rowton’s Debater - - _ - 26 
 
 Sandy’s Mesmerism - - - - "27 
 
 Sandford’s Parochialia - - - - 2/ 
 
 Seaward’s Narrative of his Shipwreck - 2/ 
 Southey’s Common-Place Book - - 29 
 
 „ Doctor, etc. Vols. VI. and VII. 29 
 
 Summerly’s Sea and Railway - - - 29 
 
 Sydney Smith’s Works - - - - 28 
 
 Thomson on Food of Animals, etc. - - 30 
 
 Walker’s Chess Studies - - - - 31 
 
 Willoughby’s (Lady) Diary - - - 32 
 
 Zumpt’s Latin Grammar - - - - 32 
 
 NATURAL HISTORY IN GENERAL. 
 
 Catlow’s Popular Conchology - - - 8 
 
 Doubleday’s Butterflies and Moths - 10 
 
 Gray and Mitchell’s Ornithology - - 12 
 
 „ „ Accipitres - - 12 
 
 Kirby and Spence’s Entomology - - 16 
 
 Lee’s Taxidermy ----- 18 
 
 Elements of Natural History - - 18 
 
 Maunder’s Treasury of Natural History 22 
 Stephens’ British Beetles - - - 29 
 
 Swainson on the Study of Natural History VJ 
 Animals - - - - 17 
 
 „ Quadrupeds - - - - 17 
 
 y. Birds - - - - 17 
 
 yy Animals in Menageries - 17 
 
 yy Fish, Amphibia, and Reptiles 17 
 y. Insects - _ - - 17 
 
 ,, Malacology - - - - 17 
 
 yy Habits and Instincts - - 17 
 
 y. Taxidermy - - _ - 17 
 
 Turton’s Shells of the British Islands - 31 
 Waterton’s Essays on Natural History - 31 
 Westwood’s Classiflcation of Insects - 32 
 
 NOVELS AND WORKS OF FICTION^. 
 
 Autobiography of Rose Allen - 
 Bray’s (Mrs.) Novels 
 Dunlop’s History of Fiction - 
 Hall’s Midsummer Eve 
 Lady Willoughby’s Diary 
 Marryat’s Masterman Ready - 
 y, Privateer’s-Man 
 „ Settlers in Canada - 
 
 - 5 
 
 - 7 
 
 - 10 
 
 - 13 
 
 - 32 
 
 - 21 
 - 21 
 - 21 
 
 l; or. Scenes in Africa - 21 
 Pericles, A Tale of Athens - - - 24 
 
 Rafter’s Savindroog - - _ - 25 
 
 Southey’s Doctor, etc. Vols. VI. and VII. 29 
 Twelve Years Ago ----- 31 
 
 ONE VOLUME ENCYCLOP>CDIAS 
 AND DICTIONARIES. 
 
 Pages 
 
 Blaine’s, of Rural Sports - - - - 6 
 
 Braude’s, of Science, Literature, and Art 7 
 Copland’s, of Medicine - - - - 9 
 
 Cresy’s, of Civil Engineering - - - 9 
 
 Gwilt’s, of Architecture - - - - 13 
 
 Johnson’s Farmer ----- 16 
 Loudon’s, of Trees and Shrubs - - 19 
 
 yy of Gardening - - - - 19 
 
 ,, of Agriculture - - - • 19 
 
 ,, of Plants ----- 19 
 ,, of Rural Architecture - - 17 
 
 M‘Culloch’s Geographical Dictionary - 20 
 ,, Dictionary of Commerce - 20 
 Murray’s Encyclopaedia of Geography - 24 
 Ure’s Arts, Manufactures, and Mines - 31 
 Webster’s Domestic Economy - - 32 
 
 - POETRY AND THE DRAMA. 
 
 Aikin’s (Dr.) British Poets - - -27 
 
 Burger’s Leonora, by Cameron - - 7 
 
 Chalenor’s Walter Gray - - - - 8 
 
 Collier’s Roxburghe Ballads - - - 8 
 
 Costello’s Persian Rose Garden - - 9 
 
 Fletcher’s Studies of Shakespeare • - 11 
 
 Flowers and their Kindred Thoughts - 1 1 
 
 Goldsmith’s Poems, illustrated - - 12 
 
 Gray’s Elegy, illuminated - - - 12 
 
 Gutch’s Robin Hode - - - - 12 
 
 Howitt’s (Mary) Ballads - - - 14 
 
 L. E. L.’s Poetical Works - - - 18 
 
 Linwood’s Anthologia Oxoniensis - - 18 
 
 Macaulay’s Lays of Ancient Rome - - 20 
 
 Mackay’s English Lakes - - - - 20 
 
 Montgomery’s Poetical Works - - 23 
 
 Moore’s Poetical Works - - . - 23 
 
 ,y Lalla Rookh - - - - 23 
 
 ,, Irish Melodies - - - - 23 
 
 Moral of Flowers ----- 23 
 Poets’ Pleasaunce - - - - - 25 
 
 Rowton’s British Poetesses - . - 26 
 
 Shakspeare, by Bowdler - - - 27 
 
 Sophocles, by Linwood - - - - 29 
 
 Southey’s Poetical Works - - - 29 
 
 ,y British Poets - - - - 27 
 
 Spirit of the Woods - - - - 29 
 
 Thomson’s Seasons, illustrated - - .30 
 
 „ with Notes, by Dr. A. T. Thomson 30 
 
 POLITICAL ECONOMY AND 
 STATISTICS. 
 
 Banfield and Wild’s Statistics - - - 6 
 
 Lang’s Cooksland - - - - - 16 
 
 ,, Phillipsland - - _ - 16 
 
 M‘Culloch’s Geographical,Statistical,and 
 Historical Dictionary - - - 20 
 
 M’Culloch’s Dictionary of Commerce - 20 
 y. Literature of Polit. Economy 21 
 ,, On Succession to Property - 20 
 y. On Taxation and Funding - 21 
 ,, Statistics of the British Empire 21 
 Marcet’s Conversations on Polit. Economy 21 
 Symonds’ Merchant Seamen’s Law - 29 
 Tooke’s Histories of Prices - - - 30 
 
 Twiss’s (Dr.) View of Political Economy 31 
 
 RELIGIOUS AND MORAL 
 WORKS, ETC. 
 
 Amy Herbert, edited by Rev. W, Sewell 5 
 Barrett’s Old Testament Criticisms - - 6 
 
 Bloomfield’s Greek Testament - - 6 
 
 ,, College and School ditto - 7 
 
 ,, Lexicon to Greek Testament 7 
 
 Bunsen’s Church of the Future - - 7 
 
 Border’s Oriental Customs • - - 7 
 
 Burns’s Christian Philosophy - - - 7 
 
 yy Christian Fragments - - - 7 
 
Callcott’s Scripture Herbal 
 Cooper's Sermons - - - - 
 
 Coquerel’s Christianity - - - 
 
 Dale’s Domestic Liturgy 
 Dibdin’s Sunday Library - - - 
 
 Englishman’s Hebrew Concordance 
 „ Greek Concordance 
 
 Fitzroy’s (Lady) Scripture Conversations 
 Forster’s Historical Geography of Arabia 
 ,, Life of Bishop Jebb - - - 
 
 From Oxford to Rome - - - * 
 
 Gascoyne on the Apocalypse - - - 
 
 Gertrude, edited by the Rev. VV. Sewell - 
 Hook’s (Dr.) Lectures on Passion Week 
 Horne’s Introduction to the Scriptures - 
 ,, Compendium of ditto 
 Jameson’s Legends of Saints and Martyrs 
 Jebb’s Correspondence with Knox - 
 ,, Translation of the Psalms 
 Kip’s Christmas in Rome - - » - 
 
 Knox’s (Alexander) Remains - - - 
 
 Laneton Parsonage ----- 
 Letters to my Unknown Friends 
 Maitland’s Church in the Catacombs 
 Margaret Percival - 
 Milner’s Church History - - • - 
 
 Miracles of Our Saviour _ _ _ 
 
 Moore on the Power of the Soul - 
 ,, on the Use of the Body 
 Mosheim’s Ecclesiastical History - 
 Parables of Our Lord _ _ - - 
 
 Parkes’s Domestic Duties - - - 
 
 Pitman’s Sermons on the Psalms 
 Ranke’s Reformation _ ~ - 
 
 Rest in the Church - - - - - 
 
 Riddle’s Letters from a Godfather - 
 Sandford On Female Improvement - 
 
 „ On Woman - - - - 
 
 ,, 's Parochialia . - - - 
 
 Sermon on the Mount (The) - - - 
 
 Shepherd’s Horae Aposiolicae 
 Shunanimite (The Good) - - - - 
 
 Sinclair’s Journey of Life - - - 
 
 Sketches (The) - - - - - 
 
 Smith’s (G.) Perilous Times - - 
 
 ,, Religion of Ancient Britain 
 
 „ Sacred Annals - - - 
 
 Southey’s Life of Wesley _ - _ 
 
 Stebbing’s Christian Church - - - 
 
 ,, Reformation - - - 
 
 Steepleton 
 
 Sydney Smith’s Sermons - 
 Tate’s History of St. Paul --- 
 Tayler’s(Rev.C.B.) Margaret - - - 
 
 ,, ft Lady Mary 
 
 Taylor’s (Jeremy) Works _ - - 
 
 Tomline’s Introduction to the Bible 
 Turner’s Sacred History - - . 
 
 Twelve Y ears Ago - - - - - 
 
 Wardlaw On Socinian Controversy 
 Weil’s Bible, Koran, and Talmud - 
 Wilberforce’s View of Christianity 
 Willoughby’s (Lady) Diary 
 Wilson^s Lands of the Bible - 
 Woodw'ard’s Sermons and Essays - 
 ,, . Sequel to Shuiiammite 
 
 10 
 
 10 
 
 10 
 
 11 
 
 11 
 
 11 
 
 11 
 
 12 
 
 12 
 
 14 
 
 14 
 
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 29 
 
 29 
 
 30 
 30 
 
 30 
 
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 3] 
 
 32 
 32 
 32 
 32 
 32 
 32 
 
 RURAL SPORTS. 
 
 Blaine’s Dictionary of Sports - - - 6 
 
 Ephemera on Angling - - - - 11 
 
 Hawbuck Grange - 13 
 
 Hawker’s Instructions to Sportsmen - 13 
 
 Loudon’s (Mrs.) Lady’s CountryCompanion 18 
 Stable Talk and Table Talk - - - 29 
 
 THE SCIENCES IN GENERAL, 
 AND MATHEMATICS. „ 
 
 Pages 
 
 Baker’s Railway Engineering - - - 6 
 
 Bakewell’s Introduction to Geology - 5 
 
 Braude’s Dictionary of Science, etc. - 7 
 
 Brewster’s Optics ----- 17 
 Conversations on Mineralogy - - 8 
 
 De la Beche on theGeology ofCornwall,etc.l0 
 Donovan’s Chemistry - - - - 17 
 
 Farey on the Steam Engine - - 11 
 
 Fosbroke on the Arts of the Ancients - 17 
 Gower’s Scientific Phenomena - - 12 
 
 Herschel’s Natural Philosophy - - 17 
 
 ,, Astronomy - - - - 17 
 
 Holland’s Manufactures in Metal - "17 
 
 Humboldt’s Cosmos - - - - 15 
 
 Hunt’s Researches on Light - - - 15 
 
 Kater and Lardner’s Mechanics - - 17 
 
 Lardner’s Cabinet Cyclopaedia - - 17 
 
 ,, Hydrostatics andTneumatics - 17 
 ,, and Walker’s Electricity - 17 
 „ Arithmetic - - - - 17 
 
 ,, Geometry _ _ - . 17 
 
 ,, Treatise on Heat - - - 17 
 
 Marcet’s Conversations on the Sciences 2l 
 MatteucciOii Physical Phenomena - 21 
 
 Memoirs of the Geological Survey - - 22 
 
 Moseley’s Practical Mechanics - - 23 
 
 ,, Engineering and Architecture 23 
 Owen’s Lectures On Comparative Anatomy 24 
 Peschel’s Physics - - - - - 24 
 
 Phillips’s Pal’asozoicFossilsof Cornwall, etc. 24 
 ,, Mineralogy, by Prof. Miller - 25 
 ,, Treatise on Geology - - - 17 
 
 Portlock’s Geology of Londonderry - 25 
 Powell’s Natural Philosophy - - - 17 
 
 Ritchiea(Robert) on Railways - - 26 
 
 Topham’s Agricultural Chemistry - - 30 
 
 TRAVELS. 
 
 Allan’s Mediterranean - - - - 5 
 
 Costello’s (Miss) North Wales - - 9 
 
 Coulter’s California, etc. - - - 9 
 
 ,, Pacific ----- 9 
 
 De Strzelecki’s New South Wales - - 10 
 
 Dunlop’s Central America - - - 10 
 
 Erman’s Travels through Siberia - - 11 
 
 Francis’s Italy and Sicily - - - 11 
 
 Gardiner’s Sights in Italy - - - 12 
 
 Harris’s Highlands of .^Ethiopia - - 13 
 
 Hutton’s Five Years in the East - - 15 
 
 Kip’s Holydays in Rome - - - 16 
 
 Laing’s Tour in Sweden - - - 16 
 
 Lang’s Cooksland - - ... 16 
 
 ,, Phillipsland - - - - 16 
 
 Mackay’s English Lakes - - - 20 
 
 Marryat’s Borneo - - - - - 21 
 
 Mitchell’s Expedition into Australia - 22 
 Montauban’s Wanderings - - - 22 
 
 Parrot’s Ascent of Mount Ararat • - 24 
 
 Schomburgk’s Barbados - - - - 26 
 
 Schopenhauer’s Pictures of Travel - - 27 
 
 Seaward’s Narrative of his Shipwreck - 27 
 Tischendorfif’s Travels in the East - - 30 
 
 Von Orlich’s Travels in India - - 31 
 
 Wilson’s Travels in the Holy Laud - 32 
 
 VETERINARY MEDICINE 
 
 Miles On the Horse’s Foot - - - 22 
 
 Stable Talk and Table Talk - - - 29 
 
 Thomson on Fattening Cattle - - 30 
 
 Winter On the Horse - - . - 32 
 
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 DE BURTIN.^A TREATISE ON THE KNOWLEDGE NECESSARY TO 
 
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 ■m 
 
10 NEW WORKS AND NEW EDITIONS 
 
 DE JAENISCH AND WALKER.-DE JAENISCH’S CHESS PRECEPTOR: 
 
 A New Analysis of the Openings of Games. By C. F. De Jaenisch, of St. Petersburgh. 
 Translated from the French, with copious Notes, by G. Walker, author of Chess Studies,” 
 and various other Works on the Game of Chess. 8vo. 15s. cloth. 
 
 DE LA BECHE.— REPORT ON THE GEOLOGY OF CORNWALL, DEVON, 
 
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 DE STRZELECKI (P. E.)~PHYSICAL DESCRIPTION OF NEW SOUTH 
 
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 DIBDIN (THE REV. T. F.)-THE SUNDAY LIBRARY: 
 
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 DRESDEN GALLERY.— THE MOST CELEBRATED PICTURES OF THE 
 
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 DUNLOP.— TRAVELS IN CENTRAL AMERICA. 
 
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 DUNLOP (JOHN).— THE HISTORY OF FICTION: 
 
 Being a Critical Account of the most celebrated Prose Works of Fiction, from the earliest 
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 plete in One Volume. Medium 8vo. 15s. cloth. 
 
 EASTLAKE.— MATERIALS FOR A HISTORY OF OIL PAINTING. 
 
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 EGGLESTON (JAMES).— AN INTRODUCTION TO ENGLISH ANTIQUITIES. 
 
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 ELLIOTSON.— HUMAN PHYSIOLOGY: 
 
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 THE ENGLISHMAN’S GREEK CONCORDANCE OF THE NEW TESTA- 
 
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 Royal 8vo. 42s. 
 
 THE ENGLISHMAN’S HEBREW AND CHALDEE CONCORDANCE OF 
 
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PUBLISHED BY MESSRS. LONGMAN, AND CO 
 
 11 
 
 EPHEMERA.— A HAND-BOOK OF ANGLING; 
 
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 ERMAN.— TRAVELS IN SIBERIA: 
 
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 ESDAILE.— IVIESMERISIVI IN INDIA; 
 
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 EVANS.— THE SUGAR PLANTER'S MANUAL; 
 
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 FAREY.-A TREATISE ON THE STEAM-ENGINE, 
 
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 FERGUSSON (DR. WILLIAM).— NOTES AND RECOLLECTIONS OF A 
 
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 FITZROY (LADY). —SCRIPTURAL CONVERSATIONS BETWEEN 
 
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 FLETCHER.— STUDIES OF SHAKESPEARE 
 
 In the Plays of King John, Cymbeline, Macbeth, As You Like It, Much Ado about Nothing, 
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 FLOWERS AND THEIR KINDRED THOUGHTS; 
 
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 FORSTER (REV. C.)-THE HISTORICAL GEOGRAPHY OF ARABIA; 
 
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 FORSTER (REV. C.)— THE LIFE OF JOHN JEBB, D.D. F.R.S. 
 
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 FRESENIUS.— A MANUAL OF AGRICULTURAL CHEMISTRY. 
 
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 FROM OXFORD TO ROME : AND, HOW IT FARED WITH SOME WHO 
 
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 12 NEW WORKS AND NEW EDITIONS 
 
 GARDINER.— SIGHTS IN ITALY: 
 
 With some Account of the Present State of Music and the Sister Arts in that Country. By 
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 Cecilia, Rome ; and of the Class of Fine Arts of the Institut Historique of France. 8vo. with 
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 GASCOYNE.—A NEW SOLUTION, IN PART, OF THE SEALS, TRUM- 
 PETS, and other SYMBOLS of the REVELATION of ST. JOHN; being an Attempt to 
 prove that, as far as they are fulfilled, they denote the Rise, Increase, and Maturity, of the 
 Man of Sin, and the Coming of our Lord Jesus Christ for his Destruction. By the Rev. 
 R. Gascoyne, A.M. Mickleton, near Campden, Gloucestershire. 18mo. 5s. cloth. 
 
 GERTRUDE. 
 
 A Tale. By the author of Amy Herbert.” Edited by the Rev. William Sewell, B.D., of 
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 GIBBON.— HISTORY OF THE DECLINE AND FALL OF THE ROMAN 
 
 EMPIRE. A new Edition, in One Volume ; with an Account of the Author’s Life and 
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 An Edition in 8 vols. 8vo. 60s. boards. 
 
 GOLDSMITH-THE POETICAL WORKS OF OLIVER GOLDSMITH. 
 
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 by Bolton Corney, Esq. Square, crown 8vo., uniform with “Thomson’s Seasons,” 2ls. 
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 GOWER.— THE SCIENTIFIC PHENOMENA OF DOMESTIC LIFE FAMILIARLY 
 
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 GRAHAM.-ENGLISH; OR, THE ART OF COMPOSITION 
 
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 GRANT (MRS.)— LETTERS FROM THE MOUNTAINS. 
 
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 GRANT (MRS., OF LAGGAN).— MEMOIR AND CORRESPONDENCE 
 
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 GRAY (THOMAS).-CRAWS ELEGY, 
 
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 GRAY AND MITCHELL’S ORNITHOLOGY.— THE GENERA OF BIRDS; 
 
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 sive List of Species, referred to their several Genera. By George Robert Gray, Acad. Imp. 
 Georg. Florent. Soc, Corresp. Senior Assistant of the Zoological Department, British 
 Museum; and author of the '‘List of the Genera of Bii'ds,” etc. Imperial 4to. illustrated 
 with 350 Plates, by David William Mitchell, B.A. 
 
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 GRIMBLOT (P.)— LETTERS OF WILLIAM III. AND LOUIS XIV. AND OF 
 
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 Amongst other important and interesting subjects, this work contains the whole of 
 the diplomatic correspondence relative to the Spanish succession, etc. (1697 — 1702). 
 
 GUTCH.— A LYTELL GESTE OF ROBIN HODE. 
 
 With other Ancient and Modern Ballads and Songs relative to this celebrated English 
 Yeoman. To which are prefixed, his History and Character. Edited by J. M, Gutch, 
 F.A.S. 2 vols. 8vo. with Woodcuts by F. W. Fairholt, F.A.S., 30s. cloth. 
 
'M 
 
 Sig i -r- "i = 
 
 PUBLISHED BY MESSRS. LONGMAN, AND CO, 13 
 
 GWILT..-AN ENCYCLOP/EDIA OF ARCHITECTURE; 
 
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 HALL’S (SIDNEY) GENERAL LARGE LIBRARY ATLAS OF FIFTY- 
 
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 HALSTED.— LIFE AND TIMES OF RICHARD THE THIRD, 
 
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 HARRIS— THE HIGHLANDS OF /ETHIOPIA; 
 
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 HAWBUCK GRANGE; 
 
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 HAWKER.-INSTRUCTIONS TO YOUNG SPORTSMEN 
 
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 HAYDON.-THE AUTOBIOGRAPHY AND JOURNALS OF THE LATE 
 
 B. R. HAYDON, Historical Painter, [/« preparation, 
 
 HAYDON (B. R.)~ LECTURES ON PAINTING AND DESIGN, 
 
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 HISTORICAL CHARADES. 
 
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 whilst they derive entertainment from this agreeable source, they also acquire muchvaluable 
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 HISTORICAL PICTURES OF THE MIDDLE ACES, 
 
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 HOARE.— A DESCRIPTIVE ACCOUNT OF A NEW METHOD OF 
 
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 author of “ A Treatise on the Cultivation of the Grape Vine on Open Walls.’* 12mo. 5s. cl. 
 
 .. .. e ' '.i ! 
 
M 
 
 14 NEW WORKS AND NEW EDITIONS 
 
 HOARE— A PRACTICAL TREATISE ON THE CULTIVATION OF THE 
 
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 HOBBES.— THE COIVIPLETE WORKS OF THOIVIAS HOBBES, 
 
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 HOLLAND.— MEDICAL NOTES AND REFLECTIONS. 
 
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 HOOK (DR. W. F.)-THE LAST DAYS OF OUR LORD’S MINISTRY; 
 
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 HOOKER.— KEW GARDENS ; 
 
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 HOOKER.— THE BRITISH FLORA. 
 
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 HORNE (THE REV. T. H.)-AN INTRODUCTION TO THE CRITICAL 
 
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 ^ — ' ■ ’ ' "y — — — . - -|jg 
 
PUBLISHED BY MESSRS. LONGMAN, AND CO, 15 
 
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 HOWITT.— COLONISATION AND CHRISTIANITY: 
 
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 HUDSON.-PLAIN DIRECTIONS FOR MAKING WILLS 
 
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 HUDSON.-THE EXECUTOR'S GUIDE. 
 
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 HUMBOLDT (BARON). - COSMOS : 
 
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 HUME.— THE LEARNED SOCIETIES AND PRINTING CLUBS OF THE 
 
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 HUNT.-RESEARCHES ON LIGHT: 
 
 An Examination of all the Phenomena connected with the Chemical and Molecular Changes 
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 JAMES.-A HISTORY OF THE LIFE OF EDWARD THE BLACK PRINCE, 
 
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 JAMESON.— THE LEGENDS OF SAINTS AND MARTYRS. 
 
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16 NEW WORKS AND NEW EDITIONS 
 
 JEBB (BISHOP) AND KNOX (ALEXANDER). -THIRTY YEARS’ COR- 
 RESPONDENCE between John Jebb, D.D.F.R.S., Bishop of Limerick, Ardfert, Aghadoe, 
 and Alexander Knox, Eisq. M.R.I.A. Edited by the Rev. Charles Forster, B.D. Rector of 
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 . ■ ■: — - — - - — ■ V— 
 
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