In [?]
Examination Paper for 1869
University of Toronto
Candidates for B.A.
I.B. McQuesten

University of Toronto.
Annual Examinations: 1869
Fourth Year.
Civil Policy.
Honors.
Examiner: Rev. James Beaven, D.D.
Smith's Wealth of Nations.
1.a. State the general subjects of the four first books.
1.b. Give the reasons for discussing each of these subjects.
2. Explain the law of settlement, as it formerly existed in England, with its objects. Show how it operated; and what steps have been taken at different times, to remove its inconveniences?
3. Explain the origin and nature of capital, with the difference between fixed and circulating capital.
4.a. What doctrine was formerly held as to the essential pre-requisite for carrying on foreign war?
4.b. Under what circumstances is this doctrine erroneous? Why?
5. Explain the difficulties of allowing colonial representation in the British Parliament.

University of Toronto.
Annual Examination: 1869.
Candidates for B.A.
Astronomy and Acoustics.
Examiner: J.B. Cherriman, M.A.
1. State the nature of the apparent daily motions of the stars. What difference in the motion of the same star would be manifested to spectators at different points on the earth's surface?
2. Define the terms, Declination, Right-ascension, Altitude, Azimuth, Meridian. If two stars have the same meridian altitude at two places, or if they come to the meridians at the same time, what inferences can be drawn?
3. What is the direct object of astronomical observations? Show how this object can be attained by observations made in the plane of the meridian, describing the instruments necessary.
4. What is the nature of the sun's path on the celestial sphere? How are the changes in the length of day, and the alternation of the seasons explained thereby, refering to a place in north latitude?
5. Mention the 5 astronomical corrections, and point out what particulars in the motion of the stars, as described in the first question, are modified by them.
6. The sun's mean horizontal equatorial parallax being 8".943, calculate approximately his mean distance from the earth, and his mean velocity in his orbit. The value formerly accepted for this parallax being 8".57; what difference would this cause in his calculated distance?
7. Shew [sic] that the irregularities of a planet's motion as seen from the earth are consistent with the hypothesis of the earth and planet both moving in orbits round the sun. How can an interior planet be distinguished from an exterior without calculation of the ratio of their distances?
8. Give Kepler's laws of the planetary motions with Newton's inferences therefrom, and an outline of the process by which we are led to infer the principle of universal gravitation, referring in particular to the variation of gravity on the earth, and the phenomena of precession and nutation.
9. Describe and account for the moon's phases. Do any other heavenly bodies show phases, like or unlike these?
10. What means have we of ascertaining the distance of a star from the earth, and what results have been arrived at? What information has been obtained (and how?) as to the constitution of these bodies from spectroscopic observations?
11. What constitutes sound? What is a musical note, and on what does its pitch depend? Why does the pitch of an orchestra rise in the course of playing? If the standard [?] be produced by 512 vibrations per second, what are the highest and lowest notes perceptible by ordinary ears, and what are the lengths or organ pipes producing them?
12. Construct the diatonic and chromatic scales, and explain the necessity of tempering. How nearly could we get from one C to another by moving by perfect thirds and fifths?

[The next Exam is a language test]
[A passage written in German]
Schiller, Geschichte des Alfalls der Niederland, B.I.
1. Dies vorausgesetzt. Explain this construction. To what does dies refer? Give the form when not contracted.
2. Finden. Why is zu omitted before the infinitive?
3. Kaufleute. Give the singular. Give some other words that form the plural in a like manner.
4. Geworfen. Give the present, imperfect and imperative.
5. Flucchtlinge. From what noun is it derived?
6. Threr. What case, and why? Give the nominative singular and plural.
7. Dem Schwerte...zu entflichen. Give some other particles which compounded with verbs require the dative case.
8. Brachte...zurucck. Why is the particle separated from the verb? Give the present indicative and perfect participle.
9. Erdrueckt. Give the difference between druecken and erdruecken.
10. Analyse the following words: Erdreich, Niederlande, Religionsbegriffe, Volkscharacter, Zusammenfluez, Stapelstaedte. Give the meaning of each component part.
11. From what verbs are the following substantives derived: Verfolgung, Aufnahme, Wachsthum?

[Another section to be translated]
1. Kann nicht weiter. What verb is understood?
2. So zillert zie vor Schrecken und vor Freude. What is here the force of ae? Why is sie placed after the verb? Why does she tremble with fear, and why with joy?
3. Geholfen. Conjugate the present. Give the imperfect and the imperative.
4. Um dich. Put wegen instead of wm.
5. Litt. Give the present indicative and perfect participle.
6. Der Frende. What case, and why?
7. Give the present, imperfect, and perfect participle of vergessen, stehen, seken.
8. Give the derivation of Freude, Jagd, Armbrust, hinfort.
9. Give the reason for Tell's proceedings as described in the last three lines.
10. Explain the noble traits of Tell's character, as displayed by him in this scene.

History of German Literature.
1. Give a brief sketch of the life and writings of Herder.
2. In what respects do the Dramatic works of Goethe differ from those of Schiller?
3. Characterize the German Drama after Lessing, Goethe, and Schiller.
4. What is the character of De La Motte Fouque's novels?
5. Mention the names of some ladies who have written fictions.
6. Give some account of the writings of the brothers Augustus and Friedrich Schlegel.
7. What are the merits of Nieburh's History of Rome? Of what new school of historic research is he the founder?

University of Toronto
Annual Examination: 1869
Candidates for B.A.
German
Examiner: Rev. John Schulte, D.D. PH.D.

I.Subject for German composition: "Public Opinion."
Not to be less than twenty lines.
II. Translate: [a German passage]
Dr. L. Motte Fouque, Sintram, chap. vi.
1. What is the character of the imaginative literature of the Germans?
2. Give your opinion of Fourque's "Sintram."
3. Analyse the following compound words, giving the meaning of each component part: Freiherr, Nordlandestamm, Oberkleid, Baerenklane, Scokoenig, Geierfluegel, Wappenzeichen, Schamroethe. What part is placed first in the composition of substantives, the determinative or the determined?
4. Enumerate the inseperable compound verbs in this passage.
5. Staunend. Express the same by a noun with a preposition.
6. Daraus. Put in its stead the pronoun with the preposition.
7. Zusammen nestlend. Change it into a relative clause.
8. In ...Beschaemung. Put in its stead the participle, and change the adjectives into adverbs.
9. Anfallen koeunte. Why the subjunctive? Give the present, imperfect and perfect participle of anfallen.
10. Unverwarnter Weine. What case, and why?

[Another passage to be translated]
Schiller, Maria Stuart, Act. ii., Sc. iii.
1. Du muessest. Why the subjunctive mood? Supply the conjunction.
2. Sobald du willst. Give the different uses of wollen.
3. Dasz frei ist. Put a noun instead of these words, and change dein wills accordingly.
4. Die Wahrheit deincs ... I'nt instead of Wahrheit the corresponding adjective, and change this line into a clause commencing with the conjunction dass.
5. Verschwinden. When is zu omitted before the infinitive? Give the present, imperfect and perfect participle.
6. Des Weibes. Give the difference between Weib and Frau.
7. Auf dieses... when does auf govern the accusative, and when the dative?
8. Schwanke Rohr. To what does he refer?
9. Give the derivation of the following words: menschelich, vergangen, wandelbar, Neigung, Nothwendigkeit, Stifter.
10. Point out the peculiarities of the German arrangement of words in the last ten lines.
[German passage to be translated] Korrmer, Epische Fragmente, Eduard and Veronica, Gesang ii.

1. Explain the meaning of the second line.
2. Dan Haar... durehfochten. Explain this construction.
3. Ward. Give the usual form.
4. Zag doe erwachende. Paraphrase this line.
5. Hoeher. Give the positive and superlative.
6. Ergreifend. Change it into a relative clause.
7. Kueszle die Sonne. Supply the conjunction.
8. Laengst. Give the positive.
9. Enumerate and classify the compound verbs of this passage.
10. Give the perfect participle of the irregular verbs occurring in the same.

University of Toronto
Annual Examination: 1869
Candidate for B.A.
German Honors
Examiner: Rev. John Schulte, D.D. PH.D.

[Passage to be translated]
[Several sentences to be translated]
1. Des plus pointus. What is des plus equivalent to here?
2. Que nouse nous convrions tous deux. Give second person singular, and second person plural of imperative of this verb.
3. Les merveilleuses choses. Supply ellipsis.
4. Tout de bon? Paraphrase.
5. Je l'enverrais promener. Exact meaning of this. Illustrate, by giving a few sentences in French, the peculiar kliomatical ways in which se promener is made.
6. Je suis ravi Monsieur... What verb is understood here?
7. Correct the errors which occur in the following sentences, and translate them:
a. Tout ce tripotage ne sart de rien; je savons c'en que je savons.
b. Ne lantiponnes point d'avantage, et confesses a la franquette que vous etes medecin.
c. Un petit enfant de douze ans se laissit choir du haut d'un clocher; de quoit il eut la tete, les jambes et les bras casses; et vous, avec je ne said quel onguent, vous fiter qu'aussitot il se relevit, sur ses pieds, et s'en fut joner a la fossette.

University of Toronto
Annual Examination: 1869
French Honors and Scholarships
Examiner: Monsieur Emile Pernet

[Passage to be translated into French]
LaFontaine, Liv. I, Fable V.
1. Tant les chiens. Give a sentence using tant as an exclamation. What is its meaning followed by que? Give a sentence with this also.
2. Fourvoye. Give another participle.
3. Volontiere. Qualify this differently.
4. Entre en propos. Paraphrase this. What is the difference between en propos and a propos?
5. Tout a la pointe de l'epec. Explain in French.
6. Portants bitons et mendiante. Correct error in this passage. Use relative pronoun que, then using verbs instead of the above.
7. Moyennant quoi is equivalent to what?
8. De maints caresse: add words understood.
9. Qu'est-ce la? Mais encor? Vous ne courez donc pas ou vous voulez? Pas toujour; mais qu'importe? Ask these questions differently, showing their full meaning.
10. Give in a few words in French the moral bearing on this fable.

[French passage to be translated into English]
LaFontaine, Liv. iv., Fable iv.
1. C'etait chez, &c. Paraphrase this line.
2. En cet equipage. Explain.
3. Il faut le croire. Why?
4. Lui pensa devoir. Do away with this particular idiomatic form, using other words.
5. Ce chanteur. Who is referred to here?
6. En mien cousin. What is preferred to this form now?
7. White a moral in French on the above.

[French passage to be translated into English]
1. Vous pourriez. Give full force of conditional here.
2. Que j'ai dit. Use impersonal verb instead. Give feminine of this participle.
3. C'est deja trop pour vrai. Paraphrase.
4. Ou par mes propres mains immoblie. How is ou rendered more emphatic?
5. Je saurai m'affrenchis. How, in French?

University of Toronto
Annual Examination: 1869
Second Year.
French, Honors.
Examiner: Monsieur Emile Pernet

[French passage to be translated into English]
Racine, Andromaque, Act. ii, Scene 8.
1. J'irai voir. What is understood after any parts of aller followed immediately by a verb in the infinitive. State also what difference of meaning there is in aller followed by infinitive and by present participle. Examples. Translate also, I will go there.
2. Ma seule joie. State when seul can be used as a noun, when it can take subjunctive, and when indicative. Example.
3. Ca fils, que de sa flamme il ne laissa pour gage? Paraphrase.
4. Je m'en souviens. Give this in the interrogative and negative forms. Give second person singular in the interragative form.
5. Let prit. What is the meaning of s'en prendre a quelqu'un?
6. Chere epouse, &c. Paraphrase to the end of Hector's speech.
7. Et je puis ... et je laisse. Give full force of this.
8. Le siens. Give noun.
9. Est assez fort... Complete this.
10. Ask the two questions after, differently.

[French passage to be translated into English]
Racine, Esther, Act iii, scene 4.
1. L'audace et l'imporsture. Explain what is referred to here.
2. Pendant qu'ils n'adoraient. Difference between durant and pendant. Examples.
3. N'est point tel que. What part of speech is tel here? What words mostly follow tel besides que? Examples, using tel in ints different acceptations.
4. Le figure a vos yeux. Can figurer be used as a neuter verb? What is the meaning of se figurere? Examples.
5. Son ouvrage. Give a few sentences introducing the following words: Ouvrage, travail, travails, travaux, labeur.
6. Qu'on outrage. Give noun and another verb instead of this.
7. Avec d'egales lois. What is the meaning of a l'egal [?]. Example. What is to be observed as to the position of this adjective with regard to the noun?
8. Et du haut de son trone. Paraphrase.
9. La chut epouvantable. What verb does chute come from? Give a few sentences using chute in its literal and figurative acceptations.
10. Give meanings and peculiarities attached to the following words which occur in the above passage: Vouloir, benir, cieux, yeux, juger. Examples.

[Sentences and paragraph to be translated] L'Avane, Act v. Scene 5.
1. Quoi! Vous ovez cous dire. Paraphrase, using subjunctive.
2. Qui que ce soit. What is the exact meaning of this used without negation? What with negation? Examples.
3. Pour le moins, au moins, du moins. Compare meanings with sentences.
4. En voulant derober. Give a few sentences using the verb derober in its other acceptations. What is the meaning with se before it?
5. Touche de ma fortune. Paraphrase.
6. Des que de m'en trouvai capable. What does en refer? Take en away and finish the sentence.
7. A la quete. Use another expression.
8. Translate the following:
a. Vous donnez furieusement dans le Marquis.
b. On cherchera des bains pour le rompre.
c. Voila leur epee de cheret, de l'argent.
d. Or sus, mons fils savez vous ce qu'il y a?
e. Pourvu que vous vouliez vous y prendre par la douceur.
f. Il n'y a pas de quoi monsieur.
9. Give your opinion if this comedy of Moliere comparing it with some of this other works.

University of Toronto
Annual Examination: 1869
Candidate for B.A.
French, Honors and Scholarships
Examiner: Monsieur Emile Pernet

[French passage to be translated into English]

University of Toronto
Annual Examination: 1869
Candidate for B.A.
English, Honors
Examiners: W. Oldright, M.A., M.D. & Rev. John Campbell, M.A.

Shakespeare: Henry VI.,
Parts I,II, and III.
1. Describe fully the different editions of Shakespeare's Dramas down to the time that the Duncial was written; and estimate the value of each.
2. Are there any individual allusions in the several parts of Henry VI, or in the choice of the second and third parts as a whole, which tend to shew in what reign the drama was written?
3. Review the external and internal evidence bearing upon the question of the connection of Shakespeare with the several parts of Henry VI.
4. State the most important points wherein this drama is at variance with historical truth.
5. Discuss as dramatic efforts, the characters of York, the two Gloucesters, LaPuselle and Queen Margaret? And shew how the prejudices of his own day may have influenced Shakespear in the delineation of some of these.
6. a. Give the meaning and derivations of the words in italics: "odd gimmals or device," "piel'd priest," "immediacy," "life's exigent," "bandoy," "alder-liefest," [?], "bodged," "darraign," "periapts," "may double our supplications in the quill."
[Five passages follow, by Milton, Pope, Cowper and Wordsworth]
Criticise the above passages, exhibiting their excellencies and defects respectively; and shew [sic]in how far these may be considered as accidental or as characterisitic of their authors.

[A third passage by Milton]
Analyze this passage critically, pointing out (a) all peculiarities of syntax and prosody, (b) rhetorical figures, and (c) expressions borrowed from other poems or other parts of the same poem; (d) explain the allusions in 2,4,5 and 6,7,10-14; and (e) state what distinction Milton draws between outer and utter (I, 4); sovran and sovereign (I, 10).

University of Toronto
Annual Examination: 1869
Candidate for B.A.
English, Honors.
Examiners: W. Oldright, M.A., M.D. & Rev. John Campbell, M.A.

Milton, Pope, Cowper, and Wordsworth.
1. "In none of the works of Milton is his peculiar manner more happily displayed than in the Allegro and the Penseroso."- What is the peculiar manner to which Macaulay thus alludes, and how is it especially conspicuous in these works?
2. Compare the theology of Pope, as exhibited in his Moral Essays, with that of Milton, Cowper, and Wordsworth, respectively.
3. Give a brief analysis of the contents of Cowper's Task, Bk. VI.
4. It has been said "that a devoted attachment to simplicity was the source of Wordsworth's weakness, and, at the same time, of his strength." Examine this statement, and distinguish bewteen the simplicity of Wordsworth and that of Cowper.

University of Toronto
Annual Examination: 1869
Candidate for B.A.
English
Examiners: W. Oldright, M.A., M.D. & Rev. John Campbell, M.A.

1. Give a historical sketch of the English alphabet.
2. Latham says: "The logical and historical analyses of a language generally coincide." Illustrate this in the case of the English language.
3. Describe the process by which the Anglo-Saxon was converted into the English language, mentioning the stages in the progress from the one to the other.
4. Mention the more important structural peculiarities that distinguish the language of Chaucer from the English of the present day.
5. Can than govern the objective case? If so, what is the nature of the government?

6. "Of all ambitions man may entertain,
The worst that can invade a sickly brain,
Is that which angles hourly for surprise,
And baits its hook with prodigies and lies,
Credulous infancy, or age as weak,
Are fittest auditors for such to seek,
Who to please other will themselves disgrace,
Yet please not, but affront you to your face."
Cowper, Conversation.

"But first whom shall we send,
In search of this new world; whom shall we find
Sufficient? Who shall tempt with wandering feet
The dark, unbuttomed, infinite abyss,
An through the palpable obscure find out
His uncouth way, or spread his aery flight,
Upborne with indefatigable wings,
Over the vast abrupt, ere he arrive
The happy isle? What strenght, what art can then
Through the strict sentries and stations thick
Of angels watching round? Here he has need
All circumspection, and we now no less
Choice in our suffrage; for, on whom we send,
The weight of all and our last hope relies."
Milton: P.L., II.

a. Point out and correct all deviations from the rules of syntax and prosody in the above extracts.
b. Give derivations of the nouns in italics and synonyms for them.
c. Note all instances of syntactical convertibility.
d. Name the rhetorical figures employed, and re-write the sentences in which they occur without using any tropes.

English Literature
1. Sketch the history of the English novel.
2. Describe the philosophical literature of Queen Anne's reign, and characterize its influence upon the poetry of the period.
3. Give an account of the life and writings of Edmund Burke.
4. Compare Cowper with Wordsworth, and Browning with Tennyson, as poets of reflection.