8. Pourquoi dit-on grain mais grenier, ai mais avoir, tiens mais tenir, veux mais vouloir, peux mais pouvoir, relief mais relever, lièvre mais levrier? 9. Expliquer les doubles formes telles que charrier et charroyer, plier et ployer, croyant et mécréant, créance et croyance, aimant et amant, aimé et amé. 10. Montrer par des exemples que la ressemblance extérieure des mots prise comme base de l'étymologie, est un principe faux, et que deux mots de forme identique comme le L. tres et le français très ne peuvent jamais venir l'un de l'autre. 12 TAYLORIAN SCHOLARSHIP AND EXHIBITION. MICHAELMAS TERM, 1871. Scholarship in French. WILLIAM AUGUSTUS BREVOORT COOLIDGE, Exeter College. Exhibition in French. WILLIAM COLLETT SANDARS, Schol. non Ascript. Honorary Mention, with present of books. A. BRACHET F. MAX MÜLLER Examiners. H. G. LIDDELL, Vice-Chancellor. EXAMINATION PAPERS FOR THE Taylorian Scholarship and Exhibition, in Italian, MICHAELMAS TERM, 1872. EXAMINER pro hac vice: AMERIC PALFREY MARRAS, M.A. Late Scholar of Lincoln College; Taylorian Scholar, 1861. EXAMINER ex officio: F. MAX MÜLLER, M.A. Professor of Comparative Philology. Oxford: OXFORD: BY T. COMBE, M.A., E. B. GARDNER, E. PICKARD HALL, AND J. H. STACY, PRINTERS TO THE UNIVERSITY. TAYLORIAN SCHOLARSHIP AND EXHIBITION. MICHAELMAS TERM, 1872. I. Nov., 10 A.M.-1 P.M. 1. Translate into Italian :— When Latin had thus ceased to be a living language, the whole treasury of knowledge was locked up from the eyes of the people. The few who might have imbibed a taste for literature, if books had been accessible to them, were reduced to abandon pursuits that could only be cultivated through a kind of education not easily within. their reach. Schools, confined to cathedrals and monasteries, and exclusively designed for the purposes of religion, afforded no encouragement or opportunities to the laity. The worst effect was, that, as the newly-formed languages were hardly made use of in writing, Latin being still preserved in all legal instruments and public correspondence, the very use of letters, as well as of books, was forgotten. For many centuries, to sum up the account of ignorance in a word, it was rare for a layman, of whatever rank, to know how to sign his name. Their charters, till the use of seals became general, were subscribed with the mark of the cross. Still more extraordinary it was to find one who had any tincture of learning. Even admitting every indistinct commendation of a monkish biographer (with whom a knowledge of church-music would pass for literature), we could make out a very short list of scholars. None certainly were more distinguished as such than Charlemagne and Alfred. But the former, unless we reject a very plain testimony, was incapable of writing; and Alfred found difficulty in making a translation from the pastoral instruction of St. Gregory, on account of his imperfect knowledge of Latin. Whatever mention, therefore, we find of learning and the learned during these dark ages, must be understood to relate only to such as were within the pale of clergy, |