IX.

1. State some of the causes of the French Revolution

of 1789.

2. Such was the policy which brought the heir of a long line of kings to a prison and a scaffold.' What policy? Contrast (with facts) his policy with that of Queen Elizabeth.

3. What was the 'Habeas Corpus' Act? When did it become law? And what was the Toleration Act?

4. Can you mention some results of the impetus given to English civilisation by the expulsion of the House of Stuart ?

5. Discuss briefly one or more of the following subjects:

(a) The comparative merits of classical and romantic poetry.

(b) The equitable rights of a tenant over the land he occupies.

(c) The effects of music, or of the drama, on national character.

(d) The value of history as a training for the mind.

(e) The disadvantages of public school education. (f) The comparative merits of Classical and

Gothic architecture.

X.

1. What was the Feudal system, and what was its origin in Europe? Give the meaning of the word 'Feudal.'

2. Who were the Normans? Give a short account of their conquests in Europe.

3. Show how the different classes of English society were affected by the Conquest, and give some account of the early life and of the character of William the Conqueror.

4. Give the date of the capture of Constantinople by the Turks; mention some of the effects of that capture (1) upon the political state of Europe, (2) upon letters.

5. Was the loss of France a benefit to England, or the contrary? Give reasons for your answer.

6. Which was the most powerful of the European. nations in the sixteenth century? What was the extent of its dominion, and what its policy?

7. The measures which led to the rupture with the American Colonies: what statesmen are responsible for them?

8. Give the date of Charlemagne; his character, policy, and the extent of his dominions.

9. Give the dates and characteristics of the following: Kings Henry II. and Henry VII. of England, Archbishop Cranmer, Lord Burleigh, Cardinal Richelieu, Lord Falkland, Lord Clarendon, Talleyrand, Lord Pal

merston.

10. Write a short account of the Duke of Buckingham satirized in 'Absolom and Achitophel,' and give Dryden's lines upon him.

XI.

1. The rise of the Athenian ascendency in Greece. 2. The manner in which the various magistracies of republican Rome were united in the emperor.

3. Give some account of Solon, Aristides, Appius Claudius Cæcus, and the two Catos; and of the historians Herodotus, Arrian, Sallust, and Suetonius.

4. Roman Catholicism as affecting English politics since the time of Mary.

5. The rise in England of a ministry responsible to Parliament.

6. The various races of the British Islands.

7. The struggle for power between the Crown, the nobility, and the communes in France.

8. Give an account of the progress of geographical discovery in the fifteenth and sixteenth centuries.

XII.

1. Compare the Greek and Roman religions in respect of their influence on political progress.

2. Estimate the strength of the evidence for events in Greek history before 500 B.C.

3. What causes favoured the growth of political speculation in Greece?

4. Progress has been said to be an advance from homogeneous to heterogeneous.' Illustrate this statement from the constitutional history of Greece and Rome.

5. Is it true to say that the Empire came too late in the history of Rome.

6. What means do we possess of forming an accurate conception of the earliest state of society in Latium ?

7. Trace the influence of Oriental ideas upon Roman society under the Empire.

8. Account (1) for the brilliancy, (2) for the rapid decline of Provençal culture.

9. Connect the political theories of Dante with the state of Italy in his time.

10. Discuss the reign of Henry VIII. as an epoch in the history of the English nobility.

11. Enumerate the chief epochs in what Lord Coke calls the struggle between sovran power and Magna Charta.'

XIII.

1. Trace briefly the history of the Attic dialect.

2. How far may dramatic poetry be said to have flourished at Rome?

3. Illustrate the confused state of the Greek casesystem. What traces of the instrumental are to be found in Greek?

4. What is meant by saying that the Romans were the first stylists?

5. What are the chief facts in the history of the Greek alphabet? What connection may be historically traced between alphabetic writing and formative art?

6. Criticise recent opinions on the Homeric question. 7. Estimate precisely the knowledge of the Greek language possessed by cultivated Romans in Cicero's day.

8. What indications are there of the influence of accent upon Latin versification?

9. The literary history of the Greek anthology.

10. What information may be gained respecting ancient Greek life and character from (1) their personal names, (2) their every-day metaphors ?

XIV.

1. Compare the character and political position of Charlemagne and Napoleon the Great.

2. In what ways has the modern world been most influenced by classical antiquity?

3. Give a short account, with dates, of any two of the following: Gonsalvo de Cordova, Richelieu, Epaminondas, St. Boniface of Germany, Tiberius Gracchus, Lord Burleigh.

4. Sketch briefly the Thirty Years' War, or the Peloponnesian War, or the contest between Pompey and Cæsar.

5. Distinguish between a serf and a slave, between the title of emperor and king, between the Roman 'colonia' and the modern 'colony.'

6. Explain the failure of the Crusades.

7. What events do you connect with the names of Rocroi, Ravenspur, Northallerton, Artemisium, Marengo, the Savoy Hospital? Give dates.

8. Why has the union between England and Scotland proved more prosperous than that between England and Ireland?

9. Compare the relation between the different classes of society in the middle of the eighteenth century in England and France.

10. Are Shakespeare's views of English history at all influenced by the ideas of the time in which he wrote? Has he contributed to spread erroneous views on the subject?

11. At what point in Athenian history can her constitution be said to have become a complete democracy?

12. Explain the skill of the Romans in making, organising, and retaining their conquests.