IMAGE EVALUATION TEST TARGET (MT-S) // ^>. /./ -v ^ 1.0 1.1 Iii|2j8 |25 lit lis u 140 IL25 IH 1.4 M 1.6 Photographic Sciences Corporation 23 WIST MAIN STRUT WKUTIR,N.Y. 145M (716)S72-4S03 ^ o ^. v\ »«<.lL . >* 2^ i CIHM/iCMH Microfiche Series. CIHIVI/ICIVIH Collection de microfiches. Canadian Institute for Historical IMicroraproductions / Institut Canadian da microraprodiictions historiquas Technical and Bibliographic Notas/Notaa tachniquas at bibliographiquas The Institute has attempted to obtain the best original copy available for filming. Features of this copy which may be bibliographically unique, which may alter any of the images in the reproduction, or which may significantly change the usual method of filming, are checked below. D D D D D D D Ga Coloured covers/ Couverture de couleur I I Covers damaged/ Couverture endommag6e Covers restored and/or laminated/ Couverture restaurie et/ou pellicul6e □ Cover title missing/ Le titre de couverture manque r~| Coloured maps/ Cartes giographiques en couleur Coloured inic (I.e. other than blue (-,.!. ' .•■ K 54^-f '> :^/.i; « \ r ^' \ .t^^^ .*'l-<''-i- « ^n ^ A, "?«?' .>'tV,„i* ii r\UA ■^^i-!i.i>»^ 'fT. §;:'<# ;^, :\j^ ' VS?: *•) yi. 'f ' .>., kV*';?? 4' ^\s; j.4.-i^ ^*/ \^''1*'41^&^?Mj >-' 5->^ lt-\'ir>s fi*'* >>. ^■': ««- !« ^^•■■•»:: .^•ii 1 1 1 1 3 ■ 4 Lessons in English INTERMEDIATE COURSE. BY THE BROTHERS OF THE CHRISTIAN SCHOOLS. TEACHER'S EBITIOK TOBtasno : OzroBD ]?B£S8. 23 Adelaide Street East, 1885. VS' 11 Eutorou aucordiiig to Act of Parliament of Canada, in the year of oux Lord, lHb.5, by JAMES r. O'REILLY, in tho Ofiico of tlio MiuifMer of Agriculture. Electrotyped by the Nationaij Electro and Stereotype Co., Toronto. Table of Contents. PAGE. Preface, xv IntkoductIon, . . xix Abbueviations, . . xxxviii PART I. TEXT. Accent 299 Adjectives. — Glasses, 145 " Numeral, 14-1 " Pronominal, . . . . 145 " Comparison, . . . . 152 " Irregular, .. .. 154 " Formation of, 155-164 Adjuncts, 171 Adverbs. — Classification of, . . . . 280 •♦ Modifications of, 281 " Formation of, 281 ** Exercises on, . . . . 286-288 Adverbial Phrases, . .^ 253 " Clauses, 254 Analysis. — The Sentence, 301 '* Classification of Sentences as to Meaning, . . . . 302 •• Principal Parts, . . 302 " Sentences — Adjuncts, .. .. 303 «♦ " Form— Clauses 303 V •• Phrases, 306 ♦• " Attributes, .. .. .. 43,244,302 ♦• •• Modifications, .. .... .. 307 Articles, 142 Case. — ^Nominative, 87 " Possessive, 88,89 •• Objective 90 Clauses.— Definition of 184 ■ " Adjective 184 " Substantive and Explanatory, 252 Conjunctions, CONTENTS. PAOB. 283-281 ** Exercises on, 288 Consonants, 11-13 Diphthongs, 21 Etymology. — Parts of Speech 40, 41 Figures of, 285 of Grammatical Terras, 2t)4 Genders. — Definition of, 78-81 '* Distinction of , . . . . . . . . . . . . 79 Grammar, 1 Interjections, 284-285 " Exercises on, 280 Language, 1 Letters, 1-14 Nouns 61-52 v/iasses 01, •• *• •» .. .. *. .. oo Modifioations of, Persons, 64 Numbers of , . . 69-61 Genders of 78-81 Cases, 87-90 Formation of, 106-135 Prefixes and Suffixes, 99 Rules for Suffixing 114-117 Objects 43 Orthoepy, 80-39 Orthography. — Doubling Consonants, 295 " Omission of Letters 296 '* Changing of Letters, 296 " Addition o! Letters, 297 •♦ Syllabication 297 «< Use of Capitals 298 • Orthographical Marks 24 Parsing, 800 Participles, 270-273 *' Imperfect and Perfect, 271 " Preperfect -272 " Distinction of 273 Phrases.— Adjective 172 '* Substantive or Explanatory, 252 " Adverbial 253 Prepositions, 281-283 Pronouns, .. .. 173 " Personal, 173-174 ** Compound Personal, 181 CONTENTS. Pronouns.— Relative, " Compound Relative, " Interrogative, Punctuation— The Period, •' The Colon, . . " The Semicolon, " The Comma, . . •• The Interrogation, •< The Exclamation, . . X>/UiSll| »« •• •• •• •• •• ** FarentheRes, Brackets, Quotation Points, Sentences. — Essential Parts, ** Classification as to Meaning, " Simple '* Complex, ** Compound syllables, Table of the Principal Prefixes, ^ " •• Suffixes, Triphthongs, Verbs It « II II PAOB. 182 .. ' 183 183 808 808 809 801) 810 810 310 811 42 44 45 804 301 19 312 . . 312-313 21 . . 190-204 Classification, 190 Modifications, 190 Conjugation, 191 Formation of Tenses, 193 Personal Endings, . . 194 Models of Conjugation, 195-207 Principal Parts of Irregular 208-212 Defective, 213 Simple Form of Conjugation, 214 Exercises on, 215-217 223 . . 224-220 225 231 232 233 234 . . 241-242 243 251 , . 261-264 2-4 22 Solemn Style, " Exercises on, . . .. .. " Progressive Form, . . " Negative Form, •• Interrogative Form, " Negative and Interrogative Form, " Exercises on,.. " Subject of, Object of, . . " The Passive Voice, '* Formation of, Vowels, " Equivalents vi CONTKNTS. Words. — Bimplo and Compouncl, . . '* Compounds, " ' Frimative and Durivutivu, 0(1 08 Exercises. Exercises in every Lesson after the Text. Phraseology and Composition uftor the Analytical Htudy of the literary text of every Fifth liCHBon. Homophonous Words, the Fourth Exeroise of every Fifth Lesson. PART II. Examples Analyzed in Full, 439-440 " of Syntactical Parsing, 441-442 Literary Canons. — Composition in General, 443 *' ** Narration, Description, Essays, . . . . 444 " " Letters 446451 '* • " General Qualities of Good Style 452-454 '* " Forms of Composition 454 " •• Prose, Poetry 455-456 ** " Figures of Language, 450-450 " '* Hints in Reference to Composition, ..450-4CO Summary, 460 S]rntax. — Preliminaries, 814 •• The Noun — Nominative Case, 315 ♦♦ •• Position of Subject 316 •* •• Apposition, 317 •• •* Nominative Absolute, 318 " *• Position and Form of Possessive, . . . . 325-326 ♦* " Possessive Sign 327 " " Possessive, Compounding, . . . . 828 «• " Objectives 333 •• «• Position of Objectives, 334 " *• Objectives, 335-336 •* The Article — Position — Omission 341 ** " Use of a or an 342 •* " Use of the Article 343 •• •• Repetition, 344 " The Adjective, Position, 350 •• •* Degrees, 351 ** •♦ Numbers 352 " •• This, That, etc 353 " " Pronominal Adj 359 CONTENTS. Vii PAon. 6jmtax.— The Pronoun, Aj,'reement, HOO " •• Useof 801.302 " " Rolative 307-3C8 " •• At^reement, . . . . . . . . 861) •• " Antecedents, .. 870 •• The Verb, Agreement, 875-386 •• " Subjunotivo Mood 387 •• " Infinitive Mood 894 •• The Verb, Use of the Tenses 395-31)6 ♦• ♦• •• •• Potential Mood 397 •• '* " " Subjunctive and Imporativo Moods 403 •• The Participle, Relation and Government, Use, . . 404-406 " The Adverb, Relation, Position 412 " " Use 413 " " Negative Adverbs, 414 " The Preposition 415 •• " Use 422 " The Conjunction 423 " " Use, 424-426 " False, for Correction, 431-430 f Literary Selections for Explanation. SolectioiiH in vorne arc indicatod by (*). •The Thought of God.— F. W. Fahcr . . . . 6 My First Fishing Excursion. — Whittiert . , . . . . 16 •The Brook. — Tennyson, 25 Esop and Xanthus. — Jtollin, 46 *The Morning Lark. — Thomson 56 Christmas. — Irving, . . . . . . . . . . . . . . 63 •The Month of Mary.— JVetrmaw, 73 The Man with an Ax to Grind. — Franklin, 82 •The Choice of Friends.— G. Gri/Tm 91 The Dervis and the Caravansary. — Addison, .. ., .. 100 •Two Travelers and an Oyster. — Pope, 110 Moonrise at Memphis. — Moore, 118 •Stella Matutina. — Miss E. G. Donnelly, 128 The Instability of Worldly Greatness.— Go?d«TOit/t IHl •A Storm in Harvest. — Dryden, 140 Autumn in Canada.— Jl/rs. Lepjo/ioii, 156 *Guriew.—Longfelloio, 165 A Dream. — Fahety 176 viii CONTENTS. tAOI. •The Lion and the Cub.— Gay 185 Bonediotion.— ^«u>man 318 'Sunday Hymn at Sea.— McOm 397 The Disoovery of Canada.— ParXimara 385 •The Raven.— Cou;^er, 345 A Storm at Bea.—Huyhet, 365 •I Saw from the Beach.- il/oore, 365 Eng\&nd.— Manning, 374 •God in All— AfooTtf, 390 Canada— i)ic/ren«, 819 •Thouj^hts on the QeeiBona.— Wordsworth, 839 Wooden B,uiQs.—Haliburton 887 •Loss in Delays. — Southwell, 846 Death of Father Marquette. — Parkman 864 •The Death of the Flowers.— i^rj/ant 8G3 The Valley of Mexico.- PrMcoM 871 •The Bainbow.— Hetnan«, 879 Quebec. — bickena, 888 •A Ballad of Athlone.— Der«re, 808 Spring. — Longfellow, 407 •The Bells of Shandon.— ilfaAony, 416 Venerable Marguerite Bourgeoys. — Parkman, 436 Supplementary Literary Selections. I. — RELIGIOUS SELECTIONS. *I. — Christ stilling the Tempest. — Hemana 461 II.— St. Elizabeth of Hungary and the Flowers. — Montalembert, . . 463 •III. — In Rome.— iJyan 403 IV. — The Journey to Bethlehem. — Witeman, .. 464 V. — The Mass. — Newman, 406 •VI. — Immaculate Conception. — Faber 460 •VII.— Where Can My Soul Find Ueat.—Muller, . . 407 •VIII.— Fishers of Men.— Procter 467 •IX.— Give Me Thy Heart.— Procter, 468 X. — The Catholic Church of Ireland. — Brennan, . . 470 XI. — The Immortality of the Papacy. — Spalding, . . 471 XII. — Immortality. — Brownson, 478 •XIII.— To My Own Soul.— Shakespeare, 473 •XIV.— The Paschal Fire of St. Patrick.— McCarffcy, . . 474 XV. — Influence of Canada on the Catholicity of the United States. — Shea, 476 CONTENTS. XVI.— Tho Catholio Church an«l tho Laboring Glasses. — n'alHh XVII.— Tho Christian Pilgrim at Niagara FaWa.— Lynch, * Boloollons iu vorie. ix 470 478 II. — MISCELLANEOUS SELECTIONS. — POETRY. I. — Niagara Fulls. — liuckinyliam, II.— The Fountain.— Lo/rc//, III. — Lines from tho Bunks of the St. Lawrence. - Moore, rV. — Flattery and Friendship.— .S//r 498 499 501 502 504 505 507 507 510 513 514 615 515 516 517 XXXV. XXXVI.- XXXVII.- XXXVIII.- XXXIX.- XL.- XLI.- XLII.- XLIII.- XLIV.- XLV.- XLVi. XLVII.- XLVIII.- CONTENTS. -Cartier at the St. Charles.— Parkman, -The Hands. — Dryden, -Indian Summer. — Parktnan, -Lilliputian Tailors and Cooks. — Swift, . . -A Geyser in Iceland. — Duferin, -The Island of Utopia.— More, -St. Ann de Beaupr6. — Miss A. T. Smllier, -French -Canadian Literature. — Miss A. T. Sadlier, -Intellectual Powers in Painting.— JiMs/cm, -Cranmer. — Macaxday, -Young Cyrus at the Court of Astyages -The Proprietor. — Griffin, -Reading. — Emenon, . . -Genoa. — Faber, Exercises.— PART I. PHRASES AND SENTENCES ON MOTIONS, SOUNDS, ETC. I. — Where Kept, II. — Motions of Animals, ' . . . . : • III. — Forms of Objects, IV. — Cries of Animals, VI. — Comparisons.. VII.— Sounds, VIII. — Patron Saints, IX. — Emblems, XI. — Motions, XII. — Colors, , . XIII. — Symbols XIV. — Abodes. — How Animals Collect, . . LITERARY TEXTS. XVI. — Fables. — RoUin^ XVII. — Need of Air. — Steele, XVIII. — Action of Air in the Limgs. — Steele, XT.X.— Testa of the Breath.— Steele, XXI. — Lachine Rapids. — Mrs. Leprohon,. . XXII.— King Arthur— The Round Table, XXIII. — Napoleon Bonaparte, XXIV. — Robin Hood,.. XXVI. — Madcap Harry, XXVII. — Shadows of the Mind. — Louyfellow, XXVT.II.— The Beginning of the Wars of the Roses, 517 518 518 5V.) 620 621 622 623 524 525 520 527 52H 521» 1 2 3 4 11 12 13 14 21 22 23 24 42 43 44 45 51 52 53 54 5t> GO 61 UL XXIX. XXXI. XXXIII.- XXXIV.- XXXVI.- XXXVII.- XXXVIII. XXXIX.- XLI.- XLIV- XLVI- XLVII. XLVIII.- XLIX- LI.- LII.- LIII.- LIV.- LVII.- LVIIL- LIX. LXIII.- LXIV- LXVI. LXVII.- LXVIIL- LXIX. LXXI. LXXIV.- LXXIX.- LXXXI.- LXXXII.- LXXXIII.- LXXXIV.- LXXXVI.- LXXXVII.- LXXXVITI.- LXXXIX.- XCIV. XCVI. XCVI.- CONTENTS. XI PA«K. -Education of the Younf* Spartans, . . . . 02 -The Lancastrians and Yorkists, . . . . . . 69 -lie Evil Effects of Rebreathing. — Steele, .. 71 -Sovereigns of England, 72 -Return of Columbus. — Preacott, . . . . . . 78 -Chinese Confessors. — T. W. M. Marshall, . . 79 Burning of the Temple of Jerusalem. — Milman, 80 -Chinese Confessors. — T. ir. M. Marshall, . . 81 -Influence of Heat on Man. — Arnott, . . . . 87 •• " Nature.— ^rnoff, .. .. 90 -Blood Vessels. — Mrs. Hack, . . . . . . 93 -Volcanoes. — Reid, . . . . . . . » . . 97 -The First Missionaries of Ontario. — Bancroft, . . 9H -Tue Armor of the Christian Knight. — Scott, . . 99 -First Attempt of the Jesuits to Establish a Mission in the Far West. — Bancroft, . . . . lOG -The Spider.— Go7rf«wu7;i, 107 -Concerning Ventilation. — Steele, .. .. . . 108 - " • " •' lOM • • • • • • A.\Jtf -The First Mass Celebrated in Ontario. — Varkman, 115 -The Tudors, IKi -The Stuarts , .. .. 117 -The Amazon, . . . . . . . . . . 12(5 - •• " 1Q7 • • •• •• •• •• J.£l| -In the Woods of Maine. — Thoreau, . . . . 133 .... 134 -The Brook.— TF/«/«/(?r, 135 -Daybreak. — Everett, . . . . . . . . 136 -Transformation of Insects. — Harris, . . . . 142 -Exterior of the Eye. — Everett 145 -Bamboo. — IFallace, . . . . . . . . . . 155 -The Dog-Train of the 'North-Vf eat.— Butler, . . 1(>1 -A Blade of Grass. — Ituskin, . . . . . . 1(52 -Books. — Ax^e Maria, . . . . . . . . 1()3 -Youth and Age Contrasted. — Shakespeare, . . U\k -Example of Roman Majesty. — DeQtiiiiccy, . . 171 -The Construction of the Spider's Web. — Gold- smith, . . . . . . . . . . . . 172 -Letter of Lady Mantagu to Pope, . . . . 173 -Extract from a Letter of Pope to Dean Swift,. . 174 -Letter of Addison to Pope, . . . . . . 184 -The Habitation of Moles. — Smellie, .. .. 214 -.Day and Night in Scandanavia. — Paul du C ha HI a, .. .. .. .. .. .. 215 xu XCVITT.- XXCI.- cr.- CII.- CIII.- C£V.- CVIT. CVITT.- CXVI.- CXVII.- CXIX.- CXXI.- CXXIL- CXXVI.- CXXVII.- CXXIX. CONTKNTS. -At the Source of tlic Nile.- Baker, 4« «4 «l -The Centuinan. - .S^^ Matthew, -The Dangers of Satirical Wit. — Sterne, -The Employment of Time. — Bonhote, -The Eambles of a Naturalist. — Audubon -A Dog's Memory. — TIamerton, -Theory and Practice. — Steele, -Henry VII's Chapel, Westminster Lester, -Indian Warfare. — Ilildreth, • • -The Saxons. — Azarias, -The Tide- Wave in the Bay of Fiindy.— -An Evening at Sea. — Chateaubriand, _ <> II II -A Storm in the Forest. — Audubon., • • Dawson • • PART II. XITI. — The Saxon Heptarchy, XIV.— Kingdom of England, XLVTI. — Sorrow for the Dead. — Irvhiff, XLIX. —Conclusion of a Colloquy in Westminster Irving^ LITI. — The Decline of Day. — Dickens, . . LI v.— The Mississippi. — Dickens, LIX. — Autumn. — Ailcin, 216 217 223 224 225 220 2.32 233 251 252 253 201 202 270 271 273 335 330 395 307 405 40(i 415 Outlines of Compositions, Subjects for Letters, Miscellaneous Subjects, Synoptical Tableaux, Review Dictations, Miscellaneous Dictations : — I. — II.---Terms used in Law and Businesg, III. — Ireland's Future. — New7nan, . . IV. — The Lion, v.— Traveling. — Inking, . . VI. — Frozen Kindness, VII. — The Future of Canada. — Maguire, 631 549 550 553 601 573 673 573 574 674 674 PAOti. 216 217 223 224 225 220 2B2 233 CONTENTS. Xlll PAGE. VIII.— IX.— A Turkish Tvdc.—Spcctator 575 X. — Dogs. — Ilt.vierton, 575 XI. — A Stow the Great Plague in London.— De/of, 57G XII. — Sage-Bu . . —-Mark Twain, . . . . . . . . 570 XIII. — Camp Fires. — Mark Twain, . . .. .. .. 57G XIV. — XV. — Rural Occupations. — Irving,.. .. .. 57G XVI. — Sunday in the Country.-—- Irv/n*/, . . . . . . 577 XVI.— XVII.— The Humming Bird.— Audubon, .. .. 577-578 XIX.^XX. — Sunday in London. — Irving,.. .. .. 578 XXI. — Shakespeare. — Irving, . . . . . . . . 579 XXII.— The Swallow and other Birds 579 XXIII.— XXIV. -God Seen in His Works.— L?/»t/i, . . 579 XXV. — St. Lawrence Justinian, . . . . . . . . 580 XXVI. — Answer of an Indian Orator . . . . . . 680 XXVII.— London in the Time of Charles II., . . . . 581 XXVIII. — Respect for Religion and its Ministers, . . . . 681 XXIX.— Waterton, .. 682 XXX. — Painting. — Euskin, . . . . . . . , . . 582 XXXI.— The Old Man and His Ass, 582 XXXII.— Bad Books.— ilittWM///^, 683 XXXIII.— A Rill from the Town I'nmp.— Hawthorne, . . 583 XXXIV.— XXXIV.— A Clachan.— if <»wu'/(o;i 584 XXXVI. — Shakespeare's Grave.— Iry/////, .. .. .. 585 XXVII.— XXXVIII.— " It is More Blessed to give than to Receive," . . . . . , . . 585 XXXIX.— XL.— Cleanliness— ^(/(ifsoH, 586 XLL— XLII.— Sickness.- Pope 580-587 XLIII.— XLIV.— The Constitution of Canada.—JI/c'Carf/jy, 587-588 XLV. — Charity in Speech. — Thackeray, .. . , . . 588 XLVI.— TheChristian Religion.— ira/i,/;, 580 XLVII. — Enterprise. — Wiseman, ^ . 589 XLVII. — The Submarine Telegraph. — Wiseman, .. .. 689 XLIX. — Cloud Beauty. — Ituakin, .. . . . . . . 690 L.— LI.— Cedric, the Saxon.— Sco/f, 590-591 LII. — A Holiday in the Country. — Irving, . . . . 691 LIII. — The St. Lawrence in Winter. — O'Brien 691 LIV.—LV.— The Saguenay .—TayZo/-, 692 LVI. — Men Always Fit for Freedom. — Macaulay, . . 593 LVII.—L VIII.— The Woodpecker's Complaint.— TTaterto/i, 694 LIX. — LX. — KingEdwy and St. Dunstan, .. .. 594 LXI. — A July Day in Canada. — Mrs. Lephro7ior»f . . 694 LXII. — A Christmas Dinner. — Irving, 696 LXIII. — Champlain's Mistake. — Farkriian, 695 XIV LXIV. LXVI.- LXVII.- LXIX- LXXI.- LXII.- LXIII.- LXXV.- LXXVl. LXXVII.- LXXVIII. LXXIX. CONIIiNTS. -LXV.— At Oka. -A . M. Vope -Chateau-Bigot. — Jlowells, -LXVIII. — St. Augustine's Mission in England, -LXX.— The First Martyr in Britian, -Flowers at Funerals. — Ining, -Mary, Comfortress of the Afflicted -LXIV Amaurot. — Moore,.. -Angling. — Irving, . . : -My Cottage. — Hamerton, -Dogs. — Hamerton, -The North American Indian. — Irving, -LXXX. — A New Age. — Manning, . . — Azarias, PAOB. 597 697-598 598 599 599 599 601 601 602 603 603 Hints on the Supplementary Literary Selections, .. .. 604 Biographical Sketches, 611 Index, G19 n i'- I ^:>,5t$5^\t>^^^ I PREFACE. The cordial reception given by the press and by the educa- tional profession to the Elementary Lessons in English, was a great encouragement to the authors to continue this series of Language Lessons. • They now present the second volume of the series, hoping that it will be considered a worthy complement to its prede- cessor. The principles laid down in the Elementary Les- sons are taken up, developed, and extended in a course of exercises of a nature more difficult Orthoepy and Derivation receive a considerable share of attention, and Analysis and Parsing are pretty fully developed. The course of Syntax is presumed to be quite complete. The most necessary Literary Canons have their place. The authors flatter themselves that in this department they give all the essentials briefly, and they believe Teachers will appreciate the efforts made to avoid verbosity or circumlocution. The principles are concisely stated, the necessary development being left to the Teacher. The study of Literature is continued in this course — more difficult questions being introduced, and the figures of speech are taught from the first lesson. The paraphrasing, epitomizing, or sketching of the literary selections, is an exercise so useful that it should never be omitted. The Religious and Miscellaneous Literary Selections towards the end of the volume, are supplementary to those given at the beginning of every fifth lesson. It is expected that the pupils will be required to analyze and annotate one or more of these after finishing the study of each selection given in the regular lessons. It is presumed that the Literary Selections XVI PREFACE. I I generally, particularly the pieces in prose, are good models of composition. The leading English and American authors are represented in these excerpts. Biographical Sketches of most of the authois quoted are given at the close of the volume. When a selection from an author is studied, some questions should be asked about his life and works. These sketches may be developed at discre- tion. The pupils will notice that English Literature has a goodly galaxy of Catholic authors, notwithstanding the diffi- culties under which they have labored. The exercises in Phraseology and Composition given in con- nection with every fifth lesson, are considered of paramount importance. The exercises on Homophonous Words, besides teaching the spelling of over five hundred words, afford excel- lent practice in composition. Outlines of the Compositions assigned as the last exercises of the fifth lessons, are to be found at the end of the volume, as an aid and direction to the pupils to observe order and method in their essays. Finally, the object of this Language Series is to assist Teachers to impart, and students to acquire, a practical know- ledge of English. This special edition, published for the use of Teachers, contains many useful hints by way of introduc- tion, and throughout the work. The Introduction to the Teacher's Edition should be read carefully by those who wish to understand the full scope of the work. L lodels of hors are oted are from an bout his It discre- re has a the diffi- n in con- iramount 3, besides )rd excel- ipositions ire to be rection to rs. to assist cal know- )r the use ntroduc- n to the who wish LESSONS IN ENGLISH. This work consists of three courses Elementary Course, Pupil's P^dition. Teachers " I Intermediate Course, (( (« IN PREPARATION : Higher Course, i( <♦ Pupil's Edition. Teacher's " Pupil's Edition. Teacher's " INTRODUCTION. I. THE TEACHING OF LANGUAGE. The first hinjjuagc lessons are given to the child by his mother. When he is admitted to school, he knows how to speak, he knows the meaning of a limited number of words, he applies the simplest rules of grammatical agreement, he constructs his sentences more or less according to the rules of syntax, he conjugates verbs practically, in a word, he pos- sesses a certain amount of knowledge which is not the result of reasoning, but which a skilful Teacher may easily turn to advantage. Language can, therefore, be taught independently of the methodical lessons which constitute a regular course. Methodical lessons constitute the science of language, whereas practice gives its use ; ordinarily, usage precedes science. Among the consequences to which these observations lead, mention may be made of the following : — 1. A good Teacher profits by every occasion that oral exer- cises with his pupils afford, to give examples of purity and dignity of language, and to correct the mistakes they make in speaking. To understand fully the importance of this remark, it suffices to note the difference between the language of chil- dren of unlettered parents and that of children who have intercourse with educated persons. The school is, as it were, a sort of social center whose bene- ficial effect upon the manner of expressing thought cannot he over estimated. Hence the Teacher should be very chary not to allow a single incorrect expression to pass without its being corrected. ^ 2. The Teacher should profit by every exercise to advance his pupils in the study of language. Each subject of the school 1. The Teacher might, with advantage, write out a list of the mistakes the pupils habitually make in speaking, and often during the oral lessons on lan- guage require tliem to bo corrected. He might likewise take note of the words they missiiell, and give thorn occasionally as au oral lessou, or with the review (Uctatious. XX INIRODUCilON. program requires oral ns well as written and reasoncd-oiit exer- cises. It would be losing pn-cioiis o|)j)()rtiinities were the Teacher to limit himself to exacting |)erfect exercises with reference only to the lesson in hand, without paying any re- gard to spclhng, punctuation, the use of capitals, syntax, and, in proper measure, even to dignity, elegance, and form of lan- guage. Far from being injurious to the special science which is particularly intended to be cultivated, the care thus given to language, places the pupil in a position to be more clear, pre- cise, and accurate. Too much attention can never be given to this indirect teaching of language, which may be continued even during the recreation hours, a time when occasions i)rt'sent themselves to correct many ungrammatical, vulgar, and inelegant expressions. But it is proper to remark that certain subjects afford the Teacher far more frequent opportunities than others of form- ing his pupils to elegant diction. The first place must be given to the reading lessons. As f)upils read well only when they understand, it is important to lead the pupils of themselves to f-nd out the meaning of the words, the clauses, that constitute the reading lesson. More- over it is always observed that children relate in a better tone than they read ; it is, therefore, useful to have them relate the lesson from memory, though not necessarily verbatim, before requiring them to read it in an expressive manner. No exer- cise is more efficacious than this to accustom them to group, to co-ordinate, and to express their ideas correctly. The lessons of Plistoiy, Geography, Religion, Object Les- sons, give room for exercises of the same nature, as well as subjects for composition which, annotated, corrected, and criticized, produce the hai)piest results. The following lines from an eminent educationist, the late J. S. Hart, may help to enforce the above remarks : — "Gram- mar should, no doubt, be taught by text-book and in stated lessons. The parts of speech, the conjugations and declen- sions, syntax and parsing, must all be systematically conned, the rules and definitions be committed to memory, and the judgment exercised upon their application. At the the same time, every recitation of a child, as well as all his conversation, ought to make an incidental and unconscious lesson in gram- mar. Only never allow him to use unchallenged an incorrect or ungrammatical expression, i train his ear to detect and revolt 1. Tho Teacher should uniformly correct every ungrammatical form he observes in tho language of his scholais.— Paiik. iNTROmiCTIOl^. X\l at it, as at a discordant note in music; let him, if possible, hear nothing but sterUng, honest I'Jiglish, and lie will learn grammar to some purpose. If, on the contrary, he is allowed to recite and talk in whatever language comes ujjpermost, and to hear continually those around liim reciting and talking' in a similar manner, he may parse till he is blind without learniuL,' • to speak and to write the language correctly.' Banish fioin the nursery, the school-room, and the playground, imorrt.* t and inelegant expressions, and you do more than you can do in all other ways to preserve * the well of English undefiled.' " But how advantageous soever this means of teaching lan- guage may be, it can never supply the direct study of principles and rules. It is, therefore, necessary that the teaching of language, which is attended to indirectly in every exercise, should have its fixed hours and its special exercises. ^ The following are the characteristics it should possess, some of which are common to the other subjects of the school program : — 1. The teaching of language should be properly graded. — Whether the Teacher descends from the rule to the example, which is commonly done with pupils already ad- vanced ; whether he ascends from the example to the rule, a procedure particularly recommended for bei^inners ; he should always turn to profit the actual knowledge of the pupil to assist him to ac(iuire more." Proceed from the known to the un- known, from the easy to the difficult, from the concrete to the abstract. 2. The teaching of language should be vari'ed. — A person deceives himself if he thinks that, in teaching lan- guage, good results can be obtained by exercising the pujiils alternately in the grammatical text and the exercises under it ; then, when the pupils are a little more advanced, in analysis, parsing, and dictation ; and afterwards by exercising them in sentence-building or phraseology, and lastly in composition. It is not successively, in passing from one course to another, but simultaneously and in all the courses, that the teaching must be piven that variety in its form which impairs in nothing the unity of the end, but, on the contrary, maintains harmony among the parts of the whole. Thus, without falling into con- fusion, monotony which conducts so easily to weariness and disgust, is avoided. latical form be 1. Separate lessons, with a very large measure of practice, should be given on each of the parts of speech or classes of words.— Paue. JL Sooratic questioniug.— See " Mfithodologie," by Frere Achille, F.S.O. XXIl lNTn(^^tTeTrov. 3. Teaching of language should be active. — Neither Teacher nor pupils can remain passive. The questions ad- dressed to the pupils, the researches which they force them to make, the answers which they brin^ forward, the Teacher's explanations, — all establish between him and them a constant communication that requires the simultaneous exercise of all the intellectual faculties. The use of the blackboard is often indispensable to make the lesson more striking to the mind j thus, besides the sense of hearinjj;, the sight is made to assist the intelligence ; the very fugitive image of objects and of words becomes fixed, and the attention is more easily maintained. 4. The teaching of language should be so directed as to accustom the pupils to Composition. — Language is practically known only inasmuch as it is spoken and written correctly. To write correctly is not simply to write a dictation without errors ; it is to be able to write a note, a letter, a report, a narrative, an address, an oration, comformably to the laws of language. Let the Teacher never lose sight of this principle : exercises in spelling and dictation, the study of words or lexicology, sentence-building or phraseology, variety of expression, trans- position, invention, literary analysis, and other such exercises are a preparation, a means ; they are not the end. Facility in conversation and composition, and a ])roper understanding of English authors are the end. The person who cannot speak correctly, who cannot write a composition on a familiar sub- ject, who does not understand what he reads, does not know the language. He who speaks correctly, who knows how to compose, who understands what he reads, hwws, to a certain extent, the art of speakim) and ivrithuf correctly. 5. The system pursued in the teaching of language should be rational. — Teaching addressed principally to the memory, is defective and void of solidity : it is pruticularly intelligence, good sense, reason, that should be called into requisition. Undoubtedly, grammatical definitions and rules, literary precepts and selections should be studied ; but only after ihey are understood by a reasoned explanation and numerous ex- amples. If it ' • ;n^isted on that the pupil should remember what he has studied, at iCast equal care should be taken to see that he understands' what he is obliged to retain. 1. " He only ia truly practical whose knowledge is founded on reasoning which he fully comprehends." iNTRnmirnoN. XXIII B.— Neither icslions ad- ,rce them to e Teacher's n a constant icercise of all ble to make es the sense iligence ; the es fixed, and so directed .—Language n and written le a dictation -, a letter, a rmably to the [)le : exercises or lexicology, »ression, trans- uch exercises Facility in erstanding of cannot speak familiar sub- oes not know knows how to i.s, to a certain of language ncipally to the is particularly DC called into rules, literary only after ihey numerous ex- uld remember )e taken to see In a similar manner, when written composition is in (luestion, the pupil should be assisted in his work, he ought to be pre- vented from going astray — from giving too much liberty to the imagination to the detriment o( common sense i he should be broir^'it, by an oral exercise, to discover: first, the prin cipal ideas that the subject suggests ; next, the secondary ones. He should, according to the rules already studied, or according to the nature of th^ subject, indicate the principal qualities which the style of the composition in (juestinn ought to possess, as well as the special qualities which the devel(;[)ment of such a thought, of such a sentiment, would require. The better to be assured that the pupil understands the connection of ideas and the coloring he should give them, he may often be ex^uci-^ed, and with great profit, in developing the compo- sition orally before writing it. • ; As n means to guide the pupil in this work of composition, excellent authors recommend, and with reason, to prepare him ; for the subject by having him go through the literary analysis of a similar subject from a good author ; he is taught to seek out its plan and appreciate its form, and is thus brought to imitate it on a large scale. This imitation leaves his intelli- • gence all its activity, and does not prevent him from being original. ^ Whatever the nature of the composition may be, the Teacher should always require the pupil to prepare a plan or synopsis ; this is the only means of disciplining his faculties, and of put- ting just bounds to his imagination, too much incline' to take full rein in the heat of composition 6. The teaching of language should be moral. — The same may be said of all the other subjects of the curricu- lum ; it must, however, be admitted that few specialties furnish 30 many occasions as language to advance the moral education of the pupil. Then, since it is possible to exercise a moral influence, while imparting language lessons, there can be no excuse if great care be not taken in the choice of the exercises and the literary selections. " Besides, it is a law of every good method to draw as much as possible from every subject for the general education of the pupils. Hence, since examples can ided on reasoning 1. Endeavor tr ouUivato a tasto for roadinf;, as it is a valuable agent in making the 8choU»«-« to wpoak and write grammatically.— P auk. It is very di<**vnlt for any person who roads well'-writton books and tries to understand t -wuj, not to nnnnire a competent knowledge of grammar.— John Bright. The better instructed cUit.lrfeu acquirn th»' urinciplos of grammar un~ eonaciously by reading and writing uiuier tiio direction of their Teachers. — ^BnOOEFIEIiO. n XXIV INTRODUCTION. be presented and exercises given, which develop at the same time grammatical principles, literary taste, moral and Christian sentiments, there is nothing more natural than to propose this triple end as the object of one's efforts. Such are the principles that inspired the preparation of these Lessons in English. II. HOW TO USE THIS WORK. I. Grammar. — The definitions^ and rules of Part I. should, after explanation, be committed to memory. The pupils ought to be often questioned on these principles, and the Teacher should insist on a thorough knowledge of them. Part II. contains the rules of Syntax and the most essential Literary Canons. In explanations, the teacher should : — (i) Never pass over a word or a sentence that is not perfectly understood by the pupils ; (2) Satisfy himself that the pujDils have apprehended the meaning of the examples given under the definitions and rules. It is advantageous, particularly for beginners, to proceed from the example to the rule, and for this purpose to make the application by means of an oral lesson before studying the grammatical text that relates to it. By this means, the pupils will understand better and more quickly, and grammar will not appear to them too abstract. For illustration, see Elemen- tary Course, pp. xiv.-xv. To make the explanation more striking, and the better to sustain the attention of the class, recourse should be had^to the blackboard ; even a part of the exercise, with the answers 1. Changes in the form of defiiiitionn produces looseness and general in' accuracy, not only in expression, but in the ideas themselves.— Park. NoiE.— This sugge^is that the definitions should be studied verbatim. It will be observed that in this Language Series, the phraseology of the defini- tions is generally the same throughout. tNTRODUCTIOtl. X5tV as they are given, may be written on it. This is, furthermore, a very simple and practical means of showing how the written exercise ought to be performed. In Part I., questions on the grammatical text of each lesson are given after each series of five lessons. It has not been considered necessary to give questions on Syntax or on the Literary Canons. The Teacher can easily construct suitable questions for these subjects. 2. Division of the Exercises. — Each lesson comprises three exercises, designated by the the numbers I., II., III. Exercise I. — This usually has for principal object the proper spelling of words, derivation, synonyms, etc. Exercise II. — In this exercise it is required of the pupil to com- plete sentences from which some word or words are left out. The sub-divisions in Exercises I. and II. give an opportunity of dividing them according to the wants of the class. Exercise III. — The III. exercise is usually an application of the text studied. This is followed by exei'cises in Conjui^ation, Analysis and Parsing in Part I. ; and exercises in Roots, Analysis and Parsing in Part II. Every fifth lesson comprises : — 1. A Literary Selection to be explained. This text is studied analytically^ to show the plan and explain the words and clauses. 2. Exercises in Paraphrasing^ Summarizinrf, or Sketching ; Phraseology and Composition^ such as dejinitions, transposition, substitution of tvords, construction of sentences, study of homo- phonous words, descriptions, narratives, letters, etc. 3. Written Exercises. — Each exercise should be first gone through orally, at least in part. Without this preparation the written exercise would lose some of its utility and attrac- tion, and might require too many corrections. The pupil finds more pleasure in exercises in which the calligraphic arrangement pleases the eye and renders the answer plainer. The exercise should, then, as much as pos- sible, be performed in a manner analagous to the plan given in the Teacher's Edition. The arrangement in columns and para- graphs gives order a', id clearness to the exercise. The title of an exercise should never occupy more than one line in the pupil's copy. When a lesson has a general and a special heading in the text-book, the general title is sufficient for the copy. JCXVl INTRODUCTION. Sometimes an indication is given, in the Teacher's Edition^ to ask other questions or to assign other exercises. These indications, which might have been repeated on each page, are simply hints to suggest that many more exercises may be given on the text in question. It may not be out of place to repeat here what has been stated in the preface, viz.: "The object of this Language Series is to assist Teachers to impart, and students to acquire, a practical knowledge of English." The Teacher is the living text-book.* The exercises of each lesson, excepting those in Conjuga- tion, Analysis and Parsing, should generally be written out after they have been gone through orally. Written exercises should be corrected carefully. 4. Explanation of the Words. — The Teacher ought not to pass over any expression without assuring himself that the pupils understand it ; however, it will suffice for them to have a general idea of the thing. Many children would be embarrassed if they had to tell what a tree is ; still, none of them would be misled as to the meaning of the word. Though dictionary definitions may not generally be exacted, the pupils should be taught to have frequent recourse to the dictionary : this personal work stamps upon their memory more indelibly the spelling and the meaning of words. It is well, neverthe- less, to ask them sometimes to give the definition of certain easy terms ; but to do so too often would weary them without much real profit. For derivatives, the meaning may be ascertained accord- ing to the particular idea added by the prefix or the suffix. Thus, when the pupil learns that from adore is formed ad- oration ; from coitrnffe, coiwaijeous ; from constant^ inconstant^ etc., he should be taught thai adoration means the act of ador- in,^.-.o'o <roceed to tlie literanj annh/sis of the selection, asking numerous (]ucstions concerning the con- nection of tlie ideas, on the words, the clauses, and, in the higher courses, even on the qualities of the style. The expla- nations may, however, often be advantageously given before requiring the oral statement. These Ji/th lessons should never be omitted. They give an agreeable diversity to the exercise, and, besides, present ad- vantages peculiar to themselves. In calling attention to the ideas which enter into a piece, and to the manner in which these ideas are disposed and expressed, the juagment and taste of the pupil are exercised ; at the same time he is initiated little by little into the various kinds of style, and is taught to discern promptly the faults and good qualities of a literary composition. For the convenience of Teachers, some specimens cf ques- tions ?nd even suggestions^ as to the answers, are given in the 1. The principal object of the Teacher's Edition is to direct tlie youug, in- experieuced Teacher as to the method to be pursued. As a Roueral rule it should not be used in the class-room excei^t in giving out the ux>plementai'y dictations. It may be said that too much assistance is given. It must be admitted that considei'able assistance is given ; but the intelligent Teacher will see at once that voi-y mucli is left to himself to do. In many cases the suggestion is simply a word which should bo developed. A yes or a no should not, as a general rule, be accepted from the pupils as an answer. Let the Teacher re- quire the pupils to give answers chat make, of themselves, complete sense. This fixes th6 attention more, and prevents routine. That the Teacher may question readily and well, he must prepare the lesson. The superficial Teacher may smile at this remark. Ho may rely too much on his normal-school training as sutticient preparation; he may," per- haps, think his scholarly reputation would be jeopardii'.i'd were it known that he prepares the lessons he gives his pupils. Btill, the experienced, conscien- tious Teacher grown grey in the class-room, feels that the preparation of lessons is an incumbent duty. Professor Hart may again be quoted in this connection: — "The Teacher must be thoroughly prepared in each les- son, so that the pupils may feel that they are learning fiom him. . . . . . . He must have his knowledge perfectly at his conmiand. It must bo on the tip r* his tongue. If he hesitate and stop to think, or to look in his book for the purpose of hunting up what he has to tell them, he will be very apt to lose his chance This readiness of utterance is a matter to be cultivated. The ripest scholars are often sadly deficient iii it. The very habit of profound study is apt to induce the opposite habit to readiness. A I'cafdit')- who is conscious of this defect, must resolutely set hin)s«'lf to resist it and overcome it. He can do it if he will, lint it requires resolution and practice. "Nor must your eye be occupied with the book, hunting up question and answer "You must learn to teach without book. Perhaps you cannot do this ab- solutely. But the nearer you can approach it, the better. Thorough prei ora- tion, of course, is the secret of this power. Some Teachers think they have prepared a lesson when they have gone over it once, and studied out all the answers. There could not be a greater mistake. This is only the first step in the preparation You are prepared to teach a lesson when you have all the facts and ideasjn it at your tongue's end, so that you can go through them all, in proper order, without once referring to the book. Any prepara- tion short of this will not do, if you wish to command attention. Once pre- pare a lesson in this way, and it will give you such freedom in the art of teaching, and you will fool such a pleasure iu it, that you will noVQr want tO rola|)so into tliQ old iud*.>lvut habit." INTRODUCTION. XXXI malih'iis of g the con- nd, in the The expla- ven before cy give an [)resent ad- tion to the jr in which It and taste is initiated is taught to )f a Htcrary jns of qiifes- given in the b the young, in- poiieval rule it upplementaiy fist be admittefl jLer will see at le Busgestiou is hould not, as a the Teacher re- omplete sense. st pi'cpare the [io may rely too ] ; he may, poi- |e it known that fenced, conscien- [preiJaration of be quoted in ed in each les- )m him. . • • ud. It must bo to look in his [he -will be very , a mutter to be The very habit iSB. A 'rcacluM- ,o resist it and n and practice. p question and (not do this ab- IrouRh pro) era- Ihink they have lied out all the Ihe first step in [when you have lean go through Any prepara- lon. Once pre- in the art of never >ivant to Teacher's Edition ; the Teacher can easily add other suitable questions. In this way he can, for many nouns, adjectives, adverbs, etc., ask wlience the word is derived, its different significations, the word of the opposite meaning, synonym, etc. He may even have some sentences transposed, the sense of a phrase or of a clause expressed differently ; he may ask the reason why such a thing is expressed, such an idea is sug- gested. The literary analysis is concluded by some questions rela- tive to the definitions or the rules previously studied. These questions may be multiplied according to the wants of the class. The selection explained should be given out to the pupils as a dictation, and they ought to write at least a part of the literary analysis after it. In this exercise it would be advisable for the Teacher to require answers to some questions not given in the book, but which he asked during the literary analysis. By this means the attention of the class will be secured. The questions on grammar may be asked only during the oral exercise, since they receive sufficient attention in the other exercises. When explained, the literary selections should be committed to memory. In Part II. the Outline mth which the Literary Analysis begins is of a different form, though in substance the same, as the Outline of Part I. No questions are set. The pupil is required to give under the headings : Leading Ideas, Accessary Ideas, the outline of the selection. See foot- notes, p. 320. The Supplementary Literary Selections may be studied on the same plan as the literary text of every fifth lesson. The proper way to do this is to take up one for practice after the study of each fifth lesson. 13. Exercises in Sentence-Building or Phraseology and Composition. — The teaching of language consists not only in having bad spelling and false syntax avoided, it should also lead the pupil to think and to express his ideas clearly and elegantly. For this purpose, numerous exercises on seii- tence-buUdinff or p^iraseoloijy, transpositiony and composition are continqeci in this course as? an excellent preparation for mgrs xxxu INTRODUCTION. lengthy narrations, dcscri[)tions, letters, biographical notices, paraphrazing, sketching, essays. A subject for composition is indicated as the last exercise of every fifth lesson, and additional ones "re introduced at the end of the volume. To offer some little assistance to the younpj writer, hints in the shape of outlines on the subjects for compositions are given after the Supplementary Literary Selec- tions. These subjects, being very appropriate, should be written some time during the course, but it is not by any means necessary to take them up in the order of their arrangement. Should the Teacher think proper, he may develop these in oral exercises for the pupils before assigning them to be written. It should be understood that the Teacher may give any other subjects of composition he thinks more suitable than those indicated. In all the exercises of phraseology, transposition, and com- position, the errors in spelling, in the use of capitals, in syntax, etc., should be carefully corrected, and the exercises re-written. This is of great importance, as it accustoms the pupils to ac- curacy and neatness in their work. 14. Imitation. — After studying a subject from a stan'lard author, the pupil may attempt to reproduce it in an analagous subject, trying to imitate the model. This exercise helps to initiate the pupil, by the study of standard authors, into cor- rectness, and elegance of style. ^ Different imitations of the same text might be required, by changing the personages of the scene, by giving the subject the form of a letter, a dialogue, etc. This fosters variety of ex- pression, and prevents servile imitation. 15. Paraphrasing, or Changing Poetry to Prose. — This exercise, by forcing one to penetrate into the depths of an author, to become as it were identified with him, to relish the perfections of his style, gives a great facility of expression, and initiates one into a knowledge of the author, and the secrets of the language. In exercises of this kind, the student should : (i) not simply limit himself to reproducing exactly the thoughts of the author, but he should also try to reproduce his style with its simplicity, its elegance, its richness, or its energy ; (2) not to transcribe it 1. Whoever wishes to attain an English stylo, familiar but not coaree, and elegant but not ostentatious, must give his days and nights to the study pf Addisou. — Du. Joijnkon. INTRODUCTION. XXXUl simply word by word, but to change the form of the sentence, clause, or phrase, rendering the abstract by the concrete, the passive by the active, the affirmative by an equivalent negative, etc. ; (3) not to have anything that resembles poetry, such as rhyme, rhythm, the cesura, poetic licence, or anything *;Ise that resembles poetry ; (4) not to try to change terms thai an- not be changed without destroying the sense, such as certain proper nouns, technical terms, etc.^ 16. Narratives, Descriptions, etc. — Before the pupils commence to ^rite a Narration, Description, etc., the Teacher may converse with them about the subject, then he may re- quire some of them to repeat it orally, and afterwards he may require from them the outline or sketch. This done, he ought to show them what the most salient points should be, and tell them what qualities the style, the composition, should possess, what tone of simplicity or elevation is suitable, what degree of animation is necessary for the development of such or such a sentiment, if the discourses of the personages should be direct or indirect, what proportion ought to be given to the incidents, the accessary descriptions, etc. Though outlines are given in the Pupil's Edition, the pupils may be required, as much as jjossible, to make out their own out- line, or to develop or supplement the outline given in their book. The subjects of composition suggested are, in most cases, easy ; but it is not to be supposed that the Teacher is to limit himself to those given in the book. Several supplementary Outlines are given in the Teacher's Edition. Narrations of scenes which the pupils have witnessed ; descriptions of places they have visited, objects they have seen, etc., are the most practical subjects of composition that can be assigned. Many of the Miscellaneous Dictations given in the Teacher's Edition are good models of composition. The Teacher might, occasionally, make out a synopsis from one of these subjects, completing the sketch, when he finds some important details are omitted by the author. When the pupils will have written the subject and it has been criticized, the Teacher may then read for the pupils or dictate the subject from the Teach- er's Edition, and using this text, show them their defects in 1. The authors do not for a moment suppose that the paraphrase can be as good as the original, or even that it can approach it. The chief object of paraphrasing is to force the student to seize the meaning of the author If he can seize the meaning, he can paraphrase; and if he cannot paraphrase. Aow oaa h9 rel%»h the perfeUio7is qf tlie author's style t *- *- . XXXIV INTRODUCTION. f '! 1 style and treatment, calling attention to any incompleteness tliat may be noticed in the model. When the com|)ositions have been corrected and classified, the Teacher should have a few of the best, read aloud and criti- cized, paying attention to bring out the good qualities of the composition, as a stimulus to further exertion on the part of the pupils. 17. Letters. — The Teacher should often assign letters, be- cause this is the form of composition which the pupils will most frequently be called upon to write. The hints in letter-writing, to be found on pp. 445 451, and the subjects given on p. 533, are sufificiently sujj^gcstive without going into details here. The pupils should often be rc(iuired to write letters in the class-room under the eye of the Teacher, using lctter-[)ni)er and en velopes. The Teacher ought to show how letters should be folded according to the various sizes of paper, how to write the address, sui)erscrii)tion, how and where to put on the stam.p — in a word, everything about letters, notes, invitations, teie- grams, should be explained very carefully. 18. Correcting of Compositions. — 'llic.'^ are variovs procedures for correcting written exercises. ^ Foi literary com- position, the only reliable control is the "^J'eacher's ])ersonal corrections. To fiicilitate ^liis, let the Teacher require the pupils to bring the first draft on fcjolscap, or large letier-paper, requiring them to leave a margin for correctlo)it> at the left of the page. It would be much better if paper of uniform size be used, with a margin ruled off in colored ink. Use colored ink — not pencil — in correcting. Underline the word or words written incorrectly, or put a carat (a) where there is an omission, inserting some indication in the margin, to call attention. Sometimes it would be well to put only the indi- cation in the margin, and let the pupil find out the mistake. This might be done particularly with advanced students.^ 1. See "School Government," by the Brothers of the Christian Hdiools;— "Notes on Teaching," by tlio Brothers of the Christian Schools ;—"i\I(Ll locl- ologie," by Frere Achille, F.S.G. 2. "If I may be allowed a practical sngfitestiou basod on exiunienco. yon will find it better to get your pupils to make tlieii- collections in the. lij.'ht of their own criticisms tlian to make them yoiiiself in tlieir exercise s.liend over the compositions without marking them in any way. (.ollect from them not all the errors, but a number of the most obvious oiuis. Take thiise up ono by one and discuss them in the class. Finally, ask the pupils, not to correct the defects in their essays, but to re-write the latter, and on comparison of the new with the old, reiterate your criticisms, and note tlio progress made." Note. — This method— suggested by William Houston, M.A., in a paper on "The Study and Teaching of Knglish," to be found in tho "Educational Weekly," of Toronto,— may be advantageously followed, but in tho opinion of the authors, oaly with students who have had considerable practice in com- position. Si * INTRODUCTION. XXXdf icomplcteness and classified, loud and criti- ualities of the n the part of ign letters, be- upils will most letter-writing, yn on p. 533, lis here. 'Ihe the class-room )aper and en ters should be )w to write the n the stamp — vitations, teie- .'^. are vario' s I lUcrary com- ber's ])erson;il r require the letier-paper, , at the left er of uniform 'd ink. Use ine the word ) where there nargin, to call only the indi- t the mistake, udcnts.''' istian Bchools; — lools ;— "Jlftliod- (;xi>ori()iico, yon lis ill tlu; lijjlit (if exercise 8. lieivd Ik'cl I'nnii tlKiii nko thcsf^e ui) ono S, not to CdlTOCt m comimrison of prof,'»'t!s^i^ nuiilo." A., ill a imiici' on 10 "Edncntioiial ill tlio opinion of jractico in com- In this Course, the following scheme for the corrcr jn of compositions is suggested : — Maroitial aiifiia. Stgnijlcation. Sp. An error in spelling. (Draw a lino in red Ink under error.) Gr. It M (i ram mar. h h P. II II Punctuation. »• {i Cap. 11 M regard to Capitals. O. Omit the portion underlined. A Something left out. ? Is this true ? f Paragrajjh here. No % No Paragraph here. Tr. Transfer. S. Sentence too long. I. Sentence incomplete. Ob. Obsolete. Gal. Gallicism. T. Tautology. Ff. Far-fetched expression. F. Figure not pro[)erly applied. Pu. Purity of style violated. Pro. Propriety CI. Clearness Pre. Precision U. Unity Str. Strength H. Harmony B. Bombastic style. L. Labored style. At least one lesson a week should be devoted to these exercises. The composition corrected, the pupils should be required to re-write it correctly in a clean copy, which should be carefully kept from year to year, so as to see the steady progress made. In after years, such copies can be looked back to as a re- membrance of school-days, and may stimulate industry, neat- ness, and order in all the work of one's life. The exercise on Honwphotious Words^ to be found in each fifth lesson, is very useful. The Teacher should first make the pupils read and spell those words in the columns, and then supply them orally before writing the exercise. About two hundred and fifty Homophonous Words are given in the Elementary Course, and six hundred in this volume. II M It II II II II II II II II II II II II II 11 II M It 11 II tl M II II II II II II 11 II II II II II II tl II ii II II II II II II II II XXX VI INTRODUCTION. xg. Biographical Sketches. —Nothing is more natural than the desire to know something about the writers of the literary selections. To satisfy this pardonable curiosity, as well as to instruct, short notices of most of the authors quoted in these pa^es are given at the close of the volume. The place and date of birth and death (if dead at the time of the publication of tliis book), and the princii)al works of the authors arc mentioned, with short, critical notes when judged necessarj. These can be easily developed by the Teacher who is supposed to have a good Biographical Dictionary, ^ or a reliable Cyclo- pedia, for reference. 20. Dictation. — Besides the dictations that may be given in connection with the regular lessons, it would be very advan tageous for the Teacher occasionally to select the most difficult words in the previous three or four lessons as an oral exercise of spelling. As a dictation, this exercise has the advantage, apart from its great practical utility, of saving precious time often devoted to useless dictations and fastidious corrections of copies; moreover, it tends to excite the pupils to pay special attention to the spelling of the words in the regular exercises. The Teacher's Edition contains miscellaneous dictations suitable for reviews .and examinations. Dictation containing the difficult words the pupils meet in their various text-books, such as histories, geographies, reading books, etc., should be frequently given. There is no better exercise than this to call the pupil's attention to the spelling of every word they meet. Before giving a dictation, the Teacher should read it for the pupils, and assure himself that it contains only words which they have seen, or the application of rules that they have studied. If there are any proper names or any technical terms too difficult, they should be spelled before dictating. It is important that the pupils accustom themselves, as soon as possible, to observe the rules of punctuation and the 1. It is vory much to be rogrettei that our EDf;;lish and American CatTiolic publishers have not yet issu(id a reliable Biographical Dictionary with the works -f authors criticized from a Catholic stand-point. So far, the young Catholic student has chiefly to depend upon works which are full of bigotry, iu which saints, and good Catholic writers generally, are put down as fanatics. There is room in the English speaking world for such a work, and it is to be hoped it will not be long forthcoming. The work of reference that may be recommended, perhaps, as the most impartial is Appleton's "Ameri- can Cyclopedia." AUibone's "Dictionary of Authors" and Hart's "English and American Literature " are also fair. Jenkins's "Hand-Book of English and American Literature" treats the authors and their works from a Catholic stand-point; but it is necesscrily limited and cannot take the place of a "Biographical Dictionary Writ 'jb for Catholics." INTRODUCTION. XXXVIl is more natural e writers of the lie curiosity, ns authors quoted volume. The the time of the :s of the authors dged necessar}. vho is supposed reliable Cyclo- ,t may be given 1 be very advan le most difficult an oral exercise idvantage, apart ious time often corrections ot s to pay special ;ular exercises. sous dictations tion containing ious text-books^ etc., should be than this to ery word they proper use of capitals, the Teacher ought to exact attention to these in all the written exercises. Exercises have not been given under the Rules for the Use of Capitals to be found on p. 298, nor under the Rules of Punctuation on i)p. 308-31 1, as attention should be paid to these in all the exercises, and according as they are referred to in the daily lessons, the pupils should be (lirected to the rule in question ; thus, these rules are studied practically and simultaneously with the regular course of lessons. 2Z. Synoptical Reviews. — In the review of the gram- matical text, the Teacher will find it of great advantage to use the blackboard, and by means of questions to draw from the pupils the items of a synopsis. Numerous exami)les of synop- tical reviews on several subjects of a school program, are given on pp. 553-560- 22. Hints. — The Hints on the Supplementary Literary Selections are far from being full. The Teacher is left pretty much to his own resourses for explanations. He should not forget to question on the figures of language. Toronto, December 1, 1885. read it for the y words which hat they have echnical terms ing. hemselves, as ation and the and American >hica) Dictionary id-point. So far, i which arefuUof are put down as such a work, and of reference that pleton's " Ameri- Hart'B "English tiire" treats the it is neoesftcrily tiouary Writ an XXXVlll ABUREVIATIOKS. ABBREVIATIONS USED IN THIS BOOK a or adj. -adjective. lim. ... - limited. abst. abstract. m. - - mood, masculine. adv. - adverb. mod. ... - modified. ante. - antecedent. n. - - noun, number, neuter. app. - apposition. nom. - - - nominative. art. article. num. - - - numeral. att. - - attribute. obj. - - object, objective. c. case, common. objs. - - - -objects. cd. compound. p. - person, personal, proper. cl. - clause. part, - - - participle. com. - - common. pass. - - - passive. com p. - compound, compared. perf. .... perfect. comx. or ex. - - complex. pers. p. - personal pronoim. con. connective. ph phs. - phrase, phrases. conj. - conjunction. pi. plural. cop. copulative. plu. or plu. perf. . plui^erfect. cor. - - corresponsive. p. pt. . - principal part. decl. - declarative. pos. - - . - positive. def. - - definite. poss. ... possessive. deg. - degree. pred. - - - predicate. dep. - dependent. prep. - - - preposition. disj. - disjunctive. pres. ■ - - present. ex. exclamatory. prin. - - - principal. exp. - explanatory. pro. - - - pronoun. f. - feminine. p. t. - - - past tense. g- - gender. reg. .... regular. gov. - - governed. rel. .... relative. imp. imperative, imperfect. s. or sing. - . - singular. ind. - - indicative. sent. .... sentence. indef. indefinite. sub. .... subject. inf. - - infinitive. subs. - . - substantive. int. - interrogative. t. tense. inter j. interjection. tr. - - - transitive. intr. - intransitive. v., vbs. - - - verb, verbs. 1. - line. The numbers within marks of parentfiesis throughout the hook, refer to the grammatical text. Those toith (S) before them refer to Syntax; those with (L. C), to the Literary Canons. I*-*-- LESSONS IN ENGLISH. INTERMEDIATE COURSE. TEACHER'S EDITION. Lesson I. — Preliminaries. — Letters. 1. Language is the medium through which we express our thoughts. 2. Grammar teaches the art of using words correctly in speaking, reading, and writing. 3. A Letter is an alphabetic mark commonly representing an elementary sound of the human voice. The letters of a language, taken collectively, are called its alphabet. 4. There are twenty-six letters in the English alphabet; viz., a, b, c, d, e, /, {/, h, i, .;, /.-, /, vi, n, o, p, q, r, s, t, u, r, v\ iv, y/, z. 5. Letters are divided into two general classes, vowels and consonants. 6. A Vowel is a letter the name of which makes a perfect sound when uttered alone ; as, a^ e. The vowels are «, j^s in a hcnncl. Cattle in a stable. Hens in a eoop. Birds in a cage. 2. Books in a library. 3. Hay in a barn. Water in a tank. Grain in a granary. ]Milk in a dairy. Powder in a magazine. Wood in a shed. Money in a safe. Paintings in a gallery. Guns in an armory. III. Copy this exercise, and draw one line under w or y when a vowel, and two lines when ja consonant— Mart//r, laicyer, worm- wood, sj/mpath//, asvlum, bulwark, window, brc?/'ery/,o?/8ter, swallow?, pcnn?/, tweiit?/, Ottawa, Brook]//n, Groytojrn, New York. OrnI C'onjiignlion.— Z»f7fC(7 I- Long ; as in pine, surprise, alliance. 2. Short ; as in pin, sinking, arithmetic. 13. The letter O has principally three sounds : — 1. Long; as in no, note, diploma. 2, Short ; as in not, dollar, geometry. 3" Middle ; as in do, move, improve. The middle sound of o ia usually represented by oo or ev) ; as in spoon, grew. I. Vowels. — Indicate orally, or by initials, whether i, in the first two columns, is short or long ; and whether o, in the other two col- umns, is long, short, or middle. 1. Tiger, I. 2. Linnet, 8. 3. Donkey, s. 4.Ehinoceros,s.,s. Gorilla, 8. Viper, I. Antelope, I. Racoon, m. Squirrel, S. Spider, I. Kangaroo, m. Go.dfinch, I. Lizard, S. Chicken, 8. Locust, I. Canoe. m. Lion, I. Crossbill, S. Ostrich, 8. Proverb, s. Bison, I. Porcupine, I Hedgehog, s. Remove, m. Kingfisher,s .,s. Cricket, 8. Oriole, I., I. Stone, I. II, Sentences to be completed. — What is the form of the object named ? 1. A ring is circular. A funnel is conical. A chess-board is square. A hook is crooked. A pen is pointed. An egg is oval. A lath is straight. 2. A bowl is concave. A watch-glass is convex. An orange is spherical. A reed is straight. A thorn is sharp. Round timber is irregular. Hewn timber is regular. 3. The sky is vaulted. A planed board is smooth. A globe is spherical. A gun-barrel is cylindrical. A sovereign is round. A plain is level. A tripod is triangular. 4. A mast is straight. A window is rectangular. A scythe is curved. A parrot's beak is crooked. A boat is hollow. A dart is sharp. Dice are cubic. III. Underline the words that have a short 1 or c— My little sinter h&a a. silver thimble on her middle finger.— The noble oak /s the monarch o/ trees.— Many of the streets of Toronto are lined with chest- nuts, maples, and silver.poplars. — A pitcher of sirup was broken in the kitchen. — A hovel is an open shed or a mean cottage. — Decline to listen to the enticements of the wicked. Oral Cm^n^ntion.— Indicative future Bkud future perfect of be. I-ESSONS IN ENGLISH. Lesson IV. — Vowels. 14. The letter U has principally three sounds : — 1. Long ; as in /w.sf, cuhic^ insecure. 2. Short ; as in fuss, wurmur, knuckle. 3- Middle ; as in /«///, pulpic, huUet. If). When y is a vowel it has generally the same sounds afj i under similar circumstances ; as in cry, synlcm, reply. 10. The letter w is never used alone as a vowel. 17. The vowels a, «, i, and u are often obscure, that is, they am hardly distinf,'nished in pronunciation; as in metal, aspirant ; garden, evangelist; basin, imaginable; mason, obscure : sulphur, famous. 18. When the vowel e, i, or u px-ecedes r, the thort sound of the lat- ter is usually protracted, or doubled; as in /er,/ern; bird,Jir; turn, fur. This sound is distinguished in dictionaries under the name of obtuse-short. I fir -1. I. Vowels. — Indicate orally, or by means of initials, whether u, in the first two columns, is long, ^hort, or middle; and whether y, in the other two columns, is long or short. 1. Pullet, Bullock, Puma, Buffalo, Buzzard, Muskrat, Pupa, m. 2. Unicorn, I. m. Mussel, s. I. Bull-frog, m. n. Glutton, 8. s. Plumage, I. s. BuUiinch, m. I. Mustang, s. 3. Syntax, ». Hyphen, I. Syllable, s. Synonym, s.,s. Tyrant, I. Hypocrite, s. Crystal, «. 4. Cypress, I. Solidify, I Pyramid, s. Cylinder, «. Hyena, I. Butterfly, I. Mystify, s.,l. II. Sentences to be completed. — What is the cry of the animal named ? 1. The frog croaks. The ass brays. The eagle screeches. The goo.^e cackles. The serpent hisses. 2. The fox yelps. The lion roam. The bull bellows. The owl hoots. The cricket chirps. 3. The hue hums. 6. The The cat vietrs. The The sheep bleats. The The parrot chatters. The The hen clucks. The 4. The dove cooes. C. The The dog barks. The The hog grunts. The The swnllow twitters. The The chicken pules. The cow lows. monkey chatters. turkey gobbles. crow caivs. rat squeaks. wolf hotels. cock crotcs. horse neighs. sheep bleats. duck quacks. III. Underline the longf vowels. — Men somct/mes think they hate flattery ; but they h^tte only the manner of it. — It is affectation of style to introduce many difficult terms into a composition. — K/ndness un/ted with firmness is a more efficacious mode of sccwring obedience than indiscriminate harshness and severity. — Am?/Ring anecdotes often afford examples useful in respect to our conduct. Oral Vonjugation,— Potential jircfevt ami past of bn. l8 as i under tho animal lO 15 30 INTERMEDIATE COURSE. Lesson V. Literary Selection for Explanation and Study. THE THOUGHT OF GOD. The thought of God is like the tree Beneath whose shade I lie, And watch the fleets of snowy clouds Sail o'er the silent sky. It is a thought which ever makes Life's sweetest smiles from tears, And is a daybreak to our hopes, A sunset to our fears. One while it bids the tears to flow. Then wipes them from the eyes, Most often fills our souls with joy, And always sanctifies. To think of Thee is almost prayer. And is outspoken praise ; And pain can even passive thoughts To actual worship raise. z J/ murmurs lie inside Thy Will Which are to Thee addressed ; To suffer for Thee is our work. To think of Thee our rest — F. W. Faher (1814-18G3). OmI Htntcment— Nk4>tcb.i— Af ter tho Teacher has made the pupils read tho Belection two or thi'eo timeB, he Hhould ask Bome of them to give an oral statement of its contents. In this oral statement he will exact neither the o'-der nor the terms of the text, but ho should take care that no important statement be forgotten, t r^d that the pupils express themselves correctly and clearly. This exeiciao it, of great importance, and should never be omitted. The exercise finished, the Teacher should require the pupil to commit the selection to memory. 1. It is very important to accustom the pupils to give sketches of the literary selections. This teaches them to distiiiguish between the essential and the accessory in a subject, to group iti a few words the principal ideas, and to make proper connections. However, for beginners, it is suflQcient to require an oral sketch. It is only after sufficient practice in oral sketches that written ones should be requu-bd. e LESSONS IN ENGLISH. 1. Personages.* Who Literary Analysis.^ is the speaker in this selection ? — A Christian speaking of the utility of thinking of God. 1 TiMB AND Place. When and where may the thought of God do so much good ? — At all times and in all places. ' 1. To what is the thought of God compared ?— It is compared to a tree, beneath wliose shade a person may lie down to rest, and watch the cloiuls. 2. What is said of the thought of God in the third stanza? — Sometimes it causes our tears to flow, while, at other time8,it drives away sadness, fills us with joy, and at all 2. Words and times sanctifies. Actions. -| 3. What does the Christian say in the fourth stanza ? — To think of God is almost prayer — outspoken praise, and pain even can be offered as a worship to God. 4. What is suggested in the 17th and 18th lines? — To lay our complaints before our Lord, Who will console us. 5. What is said in the 19th line? — Our work s to suffer for God. 3. Eesclt. Moral. What effect has the thought of God upon us? — It draws smiles from tears ; it illumines our hopes; it dispels our fears ; it is our rest. What lesson should he drawn from these verses? — To think of God frequently, since the thought of God is productive of so mu4:h good. 1. The literary aiialysis, or explanation of the text, is so called because the process is analytical, that is to say, the decomposition of the pjece into its ele- ments. The ideas, the expressions, the phrases, are reviewed, to study them one by o -.e, to appreciate them, and to compare them. 2. In the literary analysis, the personages are indicated as the basis of the first nnostion to be put. The Teacher should make the pupils understand that by personages, not only reasonable beings are understood, but also lower ammr.ls, and even inanimate things personified. The time and plact in which the event occurred are not always indicated in th« text; in suoh cases, it is not necessary to include them in the questions. , ■ ii )ur work s INTERMEDIATE COURSE. 7 Questions and Suggestions. 1. Who is God? — God is the Creator and sovereign Lord of Heaven and earth and of all things. 2. What is thought ? — The exercise of the mind. 3. What comparison is made in the first two lines? — The tkought of God is compared to a tree under whose shade one may repose. 4.*What name is given to a comparison such as thia? — Simile. 5. What are the clouds said to bo ? — Fleets sailing over the silent aky ! 6. Why are clouds caileA fleets? — Because in moving through the sky, they make one think of a fleet sailing. 7.* What name is given to this figure? — Metaphor. 8.*What is the difference between Metaphor and Simile f — Metaphor is Simile without a sign. (Let the Teacher explain this clearly.) 9. Expand the Brd and 4th lines into a simile. — And watch the clouds sailing like fleets o'er the silent sky. 10. For what is o'er used ? — Over. 11. Why is the e elided ?—So that there may be only six syllables in the UnCt to correspond with the 2nd line. 12.* What name is given to this omission ? — Syncope. 13. Why is snowy applied to clouds ? — Because clouds sometimes appear as white almost as snow. 14. What does the 2nd stanza contain ? — It contains the result obtained from thinkiif of God. 15. How does the thought of God beget life's sweetest smiles from tears ? — By teaching us to submit to God's holy will in all things — a sub- mission which makes us feel happy even when in temporary misery, blessing God and thanking liim when He sends us ajfiiclions as well as when we are overwhelmed with consolations. 16. What is a daybreak to our hopes — a sunset to our fears ? — The thought of God. 17.* What figure does each of these two lines {7th and 8th) contain ? — A metaphor. 18. How does the thought of God wipe the tears from our eyes ? — By drawing us forth from sadness to joy — •* Most often fills our souls with joy." 19. What does sanctify mean ? — To make h:,ly. 20. What i& praise ? — Glory rendered to God on account of His perfections. 21. What is meant by passive thoughts ? — Thoughts that come to the mind wUhout effort. 22. What is the meaning of actual ? — Real, positive. 23. What is worship? — Honor accompanied by submission and dependence. 24. What are murmurs? — Complaints uttered in a low wavering voice. 25. Use another word for addressed. — Spoken. 26. Why use a capital for the first letter of God ? — Because it is the name of the Deity. 27. To what does whose (2nd line) relate ? — To tree. 28. From what is snowy derived ? — From snow, by adding y. 29. Indicate the words that contain diphthongs in the 2nd stanza. — Thought, sweetest, tears, daybreak, our, our, fears. Note. — The questions marked C^) need not bo asked, should the Teacher deem proper, the first time the pupils go over the book. 8 LF.SSONS IN KNiJLI.SH. Questions and Suggestions. 30. Namo tlie words in which «; ia a consonant in tho 3rJ atanza. — While, wipes, with, ahvatfs. HI. Point out a triphthong in tho samo stanza. — Eyes. 32. Malie out a list of the nouns and tho adjectives in this selection. — Nouns : Thought, God, tree, shade, Jieetn, cloudu, sky, thoujiht, life's, smiles, tears, daybreak, hopes, sunset, fears, while, tears, eyes, souls, joy, prayer, praise, pai^;, thoughts, worship, murmurs. Will, work, rest. — Adjectives : Unowy, sihnt, .sweetest, one, almost, outspoken, passive, actual. Note.— Tho Teacher ehould ask the pupils to dist-'ngaish the different vowel souuds iu tiiu selouliou. ^^i .1 Phraseology and Composition. Those exorcises Bhoiild Ronorally be preceded by somo explanations. This is particularly useful wheu tho aiisweis may present sonie ditliculties, or when the questions bear upon objects with which tho pupils are but imperfectly acquainted. I. -Transpose the terms of the proposition, by placing the subject before the verb and the attribute after tho verb. — Pupil's Edi- The two eyes of history are geography and chronology. TION 1. Geography and chronology are the two eyes of history. 2. Innocence is the most beautiful ornament of the soul. 3. Science is the richest ornament of the mind. 4. Obedience is the most beautiful virtue of youth. 5. Love of country is the passion of noble hearts. 6. lieligion is the strength, the life of nations. II.— State what the following are : a professor, & pupil, a lazy person, a doctor, a porter, a messenger. 1. A professor is a man who teaches a science or an art. 2. A pupil is a person who studies and receives lessons. 3. A Uizy person is one who does not like to work. 4. A doctor is one who cures diseases. 5. A porter is a man who has charge of a door or gate 6. A messenger is a bearer of verbal communications, notices, parcels, «tc., from one person to another. INTKRMKDIATF, COURSK. Serent vowel Phraseology and Composition. III. — Kelate soiiio historical facta, in tho form of sontoncea, each of which will contain ono of tho following nanios : Adam, A' sum, Jacob, Gedeun, Samu,?l. 1. God Buid to Ada ni : "In 1' sweat of thy face shalt thou eat bvead." 2. J'jSuu sold his birthright to his younger brother for a mess of pottage. 8. Jacob had twelve sons, who were the chieffi of the twelve tribes of Israel. 4. (icdeon, with three hundred men, conquered one hundred and thirty-five thousand Madianites. 5. Samuel was the last judge of Israel. Exercise on Homophonous Words. IV.— 1. Airy. 2. Anchor. 3. Allegation. 4. Bark. Eyry. Anker. Alligatior. Barque. Ante. Ascent. Analyst. Bay. Anti. Assent. Annalist. Bey. Where the dash occMrs, insert a suitable word taken from the above list. 1. This room is not so airy as where the eagle builds his eyry. Ante means before, and anti means against or opposed to. 2. The vessel having cast ancJior, the captain brought an anker of wine ashore. Did he give his assent ? The ascent of the mountain is difficult. 3. His allegation is false, that alligation is difficult to learn. He is a skilful anahj.L of sentences. An annalist is ono who writes annals. 4. As tho barque entered tho harbor, the captain's dog began to hark with glee. The Bey gave orders that the ship should leave the bay. v.— Write a composition about Paper. (See Outlines at the end of the volume.) • I 10 LESSONS IN ENGLISH. Questions on the Grammatical Text. I. 1. What is Language ?— 2. What is Grammar ?— 3. What Is a Letter ?— What are the letters of a language called?— 4. How mauy letters are there iu the English alphabet?— Name them.— 5. Into how many general classes are letters divided ?— 6. What is a Vowel ?— Name the vowel i.— 8. When is W or Y a consonant ?— When is W or Y a vowel ? II. 8. How many distinct sounds do the voweln represent?— Give an example of each.— 0. How is the long souad of a vowel usually indicated in dictionaries? —the short sound ?— the middle sound ?— the broad sound ?— Make each of these marks on the blackboard.— 10. How many principal sounds has the letter A?— Give examples of each.— Write them on tho blackboard, putting the proper mark over each.— 11. How many principal sounds has the letter E ?— Write examples of each on the blackboard. III. 12. How many principal sounds has the letter I ?— Give examples of each. —13. How many principal sounds has the letter O ?— Give examples of each.— How is the middle sound of O usually represented ? IV. 14. How many principal sounds has the letter U ?— Give examples of each —15. When Y is a vowel, what sound has it generally ?— Examples.— 16. What observation is made on W? — 17. What observation is made on a, e, i, o, u?— Examples?— 18. When e,t, or m precede r, what occurs ?— Examples.— What name is given in dictionaries to this sound. INTERMEDIATE COURSE. u Lesson VI.— Consonants. 10. A Consonant is a letter which cannot be iDcrfcctly sounded without the aid of a vowel ; as, ft, m. s. The simple consonants are ft, c, , r, a, sA, t, tA tharp^ th Jiat^ v, to, y, «, «A. Those sounds are heard in the words baijt day^ fan^ guy, huty kite^ fame^ mind^ /lo, sing, pit, roily surly shine^ fin. Mm, thetiy vile, woe, yoke, zone, azure. 21. The letters, c,j, q, and x have no sound of their own. 22. The sounds of the consonantii are sharp or Jlat. 23. The sharp consonants aro t, and all others that require the ter- mination ed to ho pronounced like ^ wlien the e is silent ; as in passed, reaped. They are/, k (c, q),p, s (c), sh, t, and th as in tluink. 24. The, //of consonants are h, d, <; hard, iig, v, z,zh, and th as in than. L, VI, V, and r are called liquids. I. Consonants. — Indicate orally or by initials, whether the conson- ants in Italics are sharp or Jlat. 1. Maize, /. 2.Eice, MeatZ, f. Co/ee, 8qua«^, s. Bread, heek, s. Sugar, 8. 3.Fles;/, s. 4.Milfc, $. s. Beet, f. Iry, f. /' Liquor, a. Lun^, /. /. Broth, 8. Banquet, 8, II. Phrases to be completed. 1. As cunning as a fox. As tender as a chicken. As simple as a dove. As dull as a beetle. As busy as a bee. As proud as a peacock. 2. As gentle as a lamb. As merry as a cricket. As hungry as a wolf. As slow as a snail. As slippery as an eel. As blind as a bat. -Complete the comparison. 3. As bitter as gall. As brittle as glass. As tough as leather. As warm as icool. As heavy as lead. As soft as silk. 4. As dark as pitch. As red as fire. As green as grass. As clear as crystal. As white as snoic. As yellow as saffrcm. III. Underline the short vowels.—^ nimble tongue (u)* often tnps. V—A man who gives his children a habit of industry, provides for them f better than by giving them a stock of money (u).— f/nthrnking persona [care little for the future.— Mwch money (u) makes no man happy.— [The first step towards vice is to make a mi/stery of what (o) is inno- Icent. " » \ t Oral Cov^n^a^^n,— Potential perfect and pluperfect of be. J. The Jettw in parenthesis after the word is to show the equivalent sound. 12 T.FSSONS IN KNCIUSIf. il i Lksson VII. — Consonants. 26. The letter e is i^'cnerally hnnl like /r, when it precedes rt, o, n, /, /•, tf or when it ends a word ; as in cr////', come, curl), clay, cream, direct, inutiic. 20. C is soft like s, before e, i, or y ; as in cent, cider, policy. 27. The letter // is futrd, before a, o, n, I, r, or at the end of a word ; as in game, go, gun, glass, gnase, long. It is gener- ally so/t Vikej, before e, i, or y : as in gem, ginyer, energy. 28. Ch has the hard sound of k in words di rived from the (Ireek ; as in character, eatechiHin, n>onarch. The usual sound of ch is tch ; as in church, child. I. C. ch, and g. — Indicate orally, or by initialH, whether c or ch, in the iirut two columns, and g in the other two colunuiH, are hard or uoft. 1. Republic, h. 2. Chancellor, «. 3. Loj^islator, .■». 4. Dru^'j^'iat, h., h. Cygnet, «. Scholar, //. Burgeon, «. IteUgion, «. Viceroy, ». Democrat, h. Police, «. Colony, /*. Faction, //. Citadel, s. Chemist, //. Childhood, h. OrchcHtra, h. Anarchy, /*. Archer, «. Architect, /*. General, s. Ciovornor, h. Magistrate, «. Shingle, h. Vigilance, ». Guardian, h. Geometry, ». l^Iaga/ino, h. Dialogue, h. Tragedy, s. Geography, s., h. Language, h., s. II. Sentences to be completed. — TV hat sound is produced by the object named ? 1. The wind tohiatles. T\e tire crackles.' The tempest liowU. The rain patters. The brook babbles. The cataract thimderti. The bullet %ohizzes. The top hums. 2. The clock ticks. The trumpet brays. The drum rolls^ Tlie kettle siii(fs. The engine puff's. The door bamjs. The tile rasps. The machinery ivhirs. 8. The teeth chatter. The leaves rustic. The hands clap. The timbers creak. The hinges grate. The hoofs clatter. The chains clank. The waves roar. 4. The wheels rumble. The Kleigh-bells tinkle. The cannons buom. The HiiilA Jlap. The silver coins jingle. Tlie swords clash. Dry twigs snap. New boots creak. III. Underline c, ch, or o S(yft. — History is a record of the chief events whic^ con(;ern a people. It is known as sacred, profane, //eneral, ecclesiastical. Historic periods, are a.^es, decades, epochs, centuries. A //enuine history is one that was written by the person whose name it bears as the author of it ; an authentic history is one that relates matters of fact as they really happened. Oral Conjugation*— Indicative ;pr«sent and past of har«t INTF.RMROIAn: COURSE. U 'ilty cider, jiolicf/. or at tlie end of g. It is gcncr- f/eCy cturgif. I rived from the I'lie usual sound i produced by the ord of the chief profane, //eneral, pochs, renturies. •son whose name one that relates LiissoN VIII.— Equivalent Consonants. 20. The letters which, in writing, represent the sounds of the vowels or consonants, are sometimes replaced by other letters which are their equivalents; as, coinc(knm), i/iora (than ) ; cipher (nifer), rose (rozc), 1. Tlio oijuivalenta of/ aro nh final, j>h ; as In laugh, phihuophy 2. The c II. Sentences to be completed. — Tell of what the object named is the emblem. 1. A balance, of justice. A lamp, of study. A reed, of weakness. A pen, of literature. An anchor, of hope. A circle, of eternity. 2. A sword, of war. A scythe, of death. A lyre, of poetry. A shuttlecock, of inconstancy. A cross, of suffering. A crown, of royalty. 3. A scepter, of power. A mascjue, of hypocrisy. A torch, of good example. Oil, of grace. Balm, of virtue. Smoking incense, of prayer. 4. Purple, of royalty. Black, of death. Yellow, ot jealousy. Green, of ho2ie. Red, of zeal. Violet, of penance. III. Underline the sharp consonants. — We «/jould never speak badly of those who are opposed to us. — Death, li/e.sic/mess, heaU/t, — all come to ns by the order of Providence. — There is noM«it->0k«tcli.. 16 LESSONS IN ENGLISH. "Literary Analysis. 1. PsRSONAaxs. What is spoken of in this selection ?— A yuuth'tijirat fishing excursion. TiMB AND Plaob. When and where did the fishing excursion take place? — On a sweet day in early summer, and in one of the best haunts for 'pichereL 1. What did the young apprentice fisher do ? — He threw out his line, and waited anxiously for a bite. 2. How did he move the bait? — In rapid jerks on the surface of the v^atei , in imitation of the leap of a frog. 3. Did he get anything ? — He got nothing. 4. What did he on the injunction of his uncle ? — He tried again, and suddenly the bait sank out of sight. 2. Words and 6. What did he think he caught ? — A fish ; but Actions. A it was only weeds. 6. After trying in vain several times, what ad- vice did his uncle give him ? — " Try once more; we fishermen must have patience." 7. What was the result of the next trial? — Jerking up the line, lie saw a fine pickerel wriggling in the sun. 8. Did he secure the pickerel ? — No : it escaped from tJie hook and plunged into the water. 9. What did this failure bring on ? — Discourage- ment, from which his uncle had something to do to raise him. ^. Eesuia Moral. ( What lesson did he learn from his first fishing (excursion ? — That patience is necessary for fishermen, and never to brag of catching a fish till lie is on dry ground. What is the moral of this lesson ? — •* It is no use to boast of a thing until it is done, or tlien either, for it speaks for itself." I Questions and Suggestions. 1. What is an excursion ? — A trip for pleasure or health. 2. What is meant by a still, sweet day of early summer ? — A calm, bright, and agreeably warm day. 3. What is summer ? — The season between spring and autumn ; tlie most agreeable season of the year. A. What is meant by " the long afternoon shadows of the trees lay cool across our path " ? — The shadows of tlie trees in the afternoon gave them cool shade for several hours. INTFi:RMEr)lATI': COURSE. 17 1 ?— A youth'a/irat excursion take n early summer, ■8 for pickerel. )ice fisher do ? — waited anxiously — In rapid jerks , in imitation of ot nothing. m of his uncle ? iddenly the bait fc ? — A Jish ; hut times, what ad- m?—'' Try once ive patience." 3 next trial? — V ajine pickerel -No : it escaped into the water. I ? — Discourage- had something lis first fishing 8 necessary for ' catching a Jish 1 ?— " It is no is done, or then ter ?—A calm, mn; the most bhe trees lay the afternoon Questions and Suggestions. 5. Why did the leaves seem greener, the flowers brighter, the birds merrier tlian before? — Because as the youth loas on his Jirst fish- ing excursion, everything seemed happy-looking to him. 0. Who is an uncle ? — A father's or mother's brother. 7. Express long experience differently. — Long 'practice. 8. What is a Imunt ? — A 2)lace frequented. 9. What is a pickerel ? — A kind offish. 10. lire an equivalent for considerately. — Kindly, obligingly. 11. What is the meaning of anxiously ? — Very ile.'iiruu^. 1'2. How could he tell when a fish would bite ? — By the jerk the line and the rod tvould get. 13. What is the meaning of bait as used here? — Any substance put on a Jwok to catch fish. 14. Use an equivalent for rapid. — Quick. 15. What is &jerk ? — A quick movement. 16. Use another word for surface. — I'op. " 17. What is i« frog ? — An amphibious animal, with four feet, a naked body, and without a tail. 18. What is the meaning of " Nothing came of it " ? — He did not catch a' fish. 19. Why do the marks (" ") enclose "try again"? — To show that these were his uncle's words. 20. What name is given to these marks ? — Quotation nuirks. 21. What ib a quotation ? — Something cited in the exact words of another. 22. Wh}' ( ' Pie bait sink out of sight ? — Because the hook caught in a tat weeds. 23. Wha- , . „iio meaning of appealingly as used here? — Asking by tlie appearance of one's countenance for an advice. 24. What is patience ? — The suffering of afflictions of various kinds toith unntffled temper. 25. What is the vice opposed to patience ? — Impatience, anger. 20. Name some models of patience. — Jestis Christ, Job .... 27. Is patience a very necessary quality ? — Patience is necessary in every position of life. 28. What is the meaning of tug as used here? — To pull with effort. 29. Use another word for swept as used here ? — Went. 30. What is the meaning of icriggUng ? — Twisting like a icorm. 31. What is the name of the punctuation mark used after *' Uncle" (20th line) ? — The exclamation. 32. What is the mfeaning of uncontrollable ? — Ungovernable. 33. What is the meaning of excitement ? — The state of being roused into action. 34. For what is I've used ? — For I have. 35. What letters are left out ? — II a. 36.*What name is given to the omission of letters at the beginning of a word ? — Aplutrcsis. 37.* What name is given to the contraction of two syllables into one? — Symeresis. 38. What is the meaning of pla^h as used here ? — A dash in the water. 39. What is the meaning of arrowy shooting ? — Moving like an arrow. 40. From what is disappointment derived ? — From disappoint by suffix- ing ment. m r1. 18 r LESSONS IN ENGLISH. Questions and Suggestions. 41. What is the meaning of hassu "s used here ? — A thick, high, grassy spot, 42. What is a brook ? — A stream of water smaller than a river. 43. What is the meaning of refit ? — To fit again. 44. What is the meaning of "to try my luck once more " ? — To try again to catch a fish. 45. What is the meaning of shrewd ? — Keen to detect eirors, to foresee and guard aqainst the selfishness of others ; sagacious. 46. Use an equi -lent for hrag. — Boast. 47. For what does I'r« stand ? — For I have. (Repeat questions 35-37 8. The just in Heaven will be as brilliant as the sun. 9. Be as simple as the dove. 10. Let us be as prudent as the serpent. rt fe;S INTERMEDIATE COURSE. 10 ick, high, grassy iver. ore"?— To try rors, to foresee 8. estions 35.37») 'ir deeds before emselves. r to 35-37.) >r itself. waning as the iph, the words , for, bite, the, 3 or soft?— • syllables.— d.~-Great, i.; , i.; again,!.', , i.; fools, i.; Blast line? Phraseology and Composition. II.— Alter the inversion by placing the subject before the verb and the attribute after it. Pupii/s Edition : Glorious is martyrdom. 1. Martyrdom is glorious. 2. The wicked are wretched. 3. Humble souls are happy. 4. The death of the just is precioui* 5. The elect of God are blessed. 6. The damned souls are cursed. 7. The death of Saul was tragical. 8. The vow of Jephte was imprudent. 9. The heart of Samuel was docile. 10. The repentance of David was sincere. 11. The reign of Solomon was illustrious 12. The crime of Judas was horrible. III. State what the following are : *& veterinarian, 9, peddler, & coach- man, a colonel, an octogenarian, a spinster. 1. A veterinarian is a doctor who is skilled in the diseases of cattle, or domestic animals. 2. A peddler is a traveling merchant who carries his merchandise with him. 3. A coachman is a man who drives a coach. 4. A colonel is a military officer who commands a regiment. 5. An octogenarian is a person eighty years of age. 6. A spinster is a woman who spins. e the dash Exercise on Homophonous Words. IV.— 1. Beer. Bier. Bell. Belle. 2. Bin. Been. Beau. Bow. 3. Bite. Bight. Better. Bettor. 4. Borne. Bourne. Bold. Bowled. Where the dash occurs, insert a suitable word taken from the above list. 1. To drink beer to excess leads quickly to a bier. King the bell. She was a celebrated belle. 2. John has been carrying com to the bin. That impudent beau broke the Indian's bow. 3. When last I entered this bight, I saw a tame fox bite a man. It were better for that bettor that he never saw a race. 4. He was borne beyond the bourne of the country. That bold boy has bowled in the alley for more than an hour. V. — ^Write a letter to a friend, giving an acconnt of how you spent your Summer Vacation. 20 T.F.SSONS FN ENGLISH. Questions on the Grammatical Text. VI. 19. What ifl a Consonant ?—Namo the simple consonants.— 20. How many Boun(I.i do tho cousouaiita roproHent '—21. Name the letters that have no Kouiid of their owii.~22. How avo tho sounds of the consonants diRtii){niiBhv.d ? 12!. Wiiat are the sJiarp consonants ? — Name the «/iarp consonants.— -24. Name tlie /{at consonants. VII. 2.5. When is the letor c hard ?— 26. When is the [letter c soft ?— 27. When is the letter (7 liard?— When i3 the letter y soft ?— 28. When have the letters c7i tho hard sound of k ?— What is tho usual sound of vh f VIII. 29. What is meant by eqtiivalenta of letters ?— What is the equivalent off?— Of k ?—0t ng ?—0t ah i—Ot z ?— Of zh f IX. 30. What is an Initial Letters?— 31. What is a Final Letter?— 32. What are Medial Letters?—:^. Wliat is a Silent Letter ?— 34. What consonants arathe most frequently silent ?— Examples. a iii;i INTERMEDIATK COURSK. n Lesson XI.—Diphthongs and Triphthongs. 35. A Diphthong is a combination of two vowels in one syllable ; as, ou in sound ^ ea in heart. 36. A Triphthong is a combination of three vowels in one syllable ; as, iew in view^ iioy in buoy. 37. Diphthongs and triphthongs are divided into two classes, proper and improjm'. 38. A Proper Diphthong is a diphthong in which both the vowels are sounded ; as, oi in o/7, ow in crown. 39. The combinations that generally form proper diphthongs are oi and oy, ou and ow ; as in choice, joy; cloud, vow. 40. An Improper Diphthong is a diphthong in which but one vowel is sounded ; as, ai in praise^ ey in money. 41. The improper diphthongs are numerous. In some, one only of the vowels is heard ; as in belief, heart. ; in others, the two vowels unite to give the diphthong a sound different from that of either vowel ; as in vein (a), said (6). 42. The most usual triphthongs are eou after c or g, and iou after c, g, t, or X ; as in gorgeous, anxious. valent of/?— I. Diphthongs. thong is proper or 1. Caught, p. 2 Against, i. Mouth, p. Guard, i. Moisture, p. Hearth, i. Mount, p. Juice, i. — Indicate orally, or by initials, whether the diph- imyroper. . Sound, p. 3. Rejoice, p. Health, i. Outra^,e, p. Drawl, i. Brown, p. Pointer, p. Valley, i. Launch, i. Ointment, p. Devout, p. Delay, i. Youth, i. Through, i. Boyhood, p.,i. Sleigh, *. 4. Woodman, Joyful, Counter, Friend, Townsmen, Sovereign, Toyshop, Virtue, I. P- P- i. P- i. P' II. Sentences to be completed. — Indicate the motion of the object named. 1. The smoke curls. The pulse heats. The river ^M7s. The top spins. The gun recoils. The wind blows. 2. The a.rrow flies. 3. The hoop rolls. The fountain gusJies. The tempest sweeps. The snow drifts. The blood circulates. The pendulum swings. The corn wavog. The ship sails. The boat glides. The vane veers. The vapors wreath. III. Draw one l* le under the diphthongs, two lines under the triphthongs, and tcW what class.— A title of royalty (p.d.) does not always (i.d.) bring to its possessor that ease (i.d.) and pleasure (i.d.) which are thought (i.d.) to accompany it by people (i.d.) in the hum- bler walks of life.— The general reviEwed (i.t.) his troops (i.d.) before the battle, and then called the colonels, captains (i.d.), liEutenants (i.t.), chaplains (i.d.), and surgeons (i.d.), for particular advice concerning the treatment (i.d.) of the wounded (i.d.). Oral Coiyngation.— Potential 2>re$ent and past of hare. . I 22 LESSONS IN KNGLlStt. :i Lesson XII.— Equivalent Vowels. 43. The sounds of the vowels are often replaced by equiva* lents. 1. The equivalents of long a are ai, ay, ea, ei, ey ; as in pain, pay, steak, reiijn, they. 2. The equivalent of middle a is au; as in laundry. 3. The equivalents of broad a are au, aw, ou; as in cause, draw, ought. 4. The equivalents of long e are ea, ee, ei, ey, i, ie, and y; as in read, deep, seize, valley, marine, field, mercy. 5. The equivalent of short e is ea ; as in head. 6. The equivalents of long 1 are ie, y ; as in die, my. 7. The equivalents of short i are ai, ei, y ; as in captain, forfeit, myth, 8. The equivalents of long o are oa, oe, ou, ow ; as in boat, foe, soul, blow. 9. The equivalent of short is a ; as in what. 10. The equivalents of middle o are ew, 00, ou, u; as in O'row, moOn, soup. rude. 11. The equivalents of long u are eu, ew, ieu, iew,ue; ab in feud, new, lieu, view, due. 12. The equivalents of short u are 0, ou ; as in 'iOn, rough. 13. The equivalents of riiddle u are o, 00 ; as in wolf, book. I. Equivalents. — Indicate, with its appropriate sign, the vowel to which the letters in Italics are equivalent. , Coal, "New, "Lie, Police, Double, "Loaf, Boom, Chi«f, 0. u. I. e. a. 0. 0. e. 2. Yein, Law, True, Heview, Fie, Jew, Wotch, Coat, a. d. 0. a. I. a. 6. 0. 3. Hawk, Cry, Love, Prey, Rule, Dram, "Beat, Money, d. I. it. a. o. a. i' Tot/gh, St/stem, School, Laugh, Gr»>f, Great, Curtam, Through, «. I. o. a. e. a. i. o. II. Sentences to be completed.— What is the color of the object named ? 1. The cherry is red. The lemon is yellow. The laurel is green. The juniper-berry is blue. The lily is white. 2. The buttercup is yellow. Ebony is black.\ Logwood is red. Chocolate is brown. The sloe is black. 3. The swan is white. The raven is black. The grizzly bear is gray. The canary is yelloic. The boiled lobster is red. 4. The common rat is broicn. The American jay is blue. The crest of the cock is red. The common parrot is green. The common fox is red. III. Underline the improper diphthongs and tell their equiva- lents.— It is not the quantity of meat (e), but the cheerfulness (e) of the guests (g), that makes the feast (e). — The atm (a) of poetry is to touch (A) the feelings (e), and its duty to lead (e) us to virtue (u). Oral Coiqagatloa.— Potential perfect and pluperfect of hsTe* INTERMEDIATE COURSE. 23 in pani, pay, Lesson XIII.— Syllables. 44. A Syllable is one or more letters pronounced in one sound ; as, j^etiy pen-cil. A syllable may be either a word or a part of a word. 45. A Monosyllable is a word of one syllable ; as,/rwnrf, form. 46. A Dissyllable is a word of two syllables; asj friend- shipf in-form. 41. A Trisyllable is a word of three syllables; as, wn- fricnd-hj^ in-fomi-er. 48. A Polysyllable is a word of many syllables ; as, un- friend-li-nesSf iii-J'orm-a-tion, Ec-clesi-as-ti-caL 49. There are as many syllables in a word as there are dis- tinct sounds. 60. In dividing words into syllables, the ear is the best guide. Words should be divided just as they are pronounced ; the consonants joined to the vowels or diphthongs which they modify in utterance ; as, as-tron-o-my, as-tro-nom-i-caL 51. When a word is to be divided, the letters of a syllable should not be separated ; and a hyphen is used at the end of a line to show that the rest of the wcrd not completed is at the beginning of the next line. 52. A Word is one or more syllables used as the sign of an idea. I. Syllables. — ^Divide the word into many m each. 2. 3. 2. 1. 3. 4. its syllables, and tell how 1. Prov-erb, Gon-se-crate, Chest-nut, Mosque, Book-keep-er, Mem-o ra-ble, 2. Be-proach, I-de-a, Com-merce, Land-scape, Hur-ri-cane, Graunched, 2. 3. 2. 2. 3. 1. 3. Ne-ces-si-ty, 4. Mys-te-ri-ous, ' 4. " ■ 3. 1. 2. 3. Om-ni-bus, Plague, Christ-mas, Prod-i-gal, 1. The bee syniuolizes industry. The lamb symbolizes meekness. The oak symbolizes strength. The lily symbolizes purity. The lion symbolizes courage. II. Sentences to be completed.— Of what is the animal or the object named the symbol ? 2. The cat symbolizes treachery The dog symbolizes fidelity. The palm symbolizes martyrdom. The thorn symbolizes annoyance. ^j — ^„..„^„ i.„,„ „y^. The fox sjonbolizes cunningness. The cypress symbolizes mourning. The peacock symbolizes pride. The dove symbolizes simplicity. The snail symbolizes slowness. III. Draw one line under the dissyllables, and two lines under the trisyllables. — A still and quiet conscience is a peace above all earthly DIGNITIES. — He who keeps vile company, must be content if his virtues p-rid AFFECTIONS are thought hypocrisy. Qrnl %)ot^nnMion^Subjunctiv9 of liwrfit 24 LESSONS IN ENGLISH. J': I Lesson XIV.— Orthographical Marks. 68. Accent is a distinguishing stress on some particular syllable of every word of two or more syllables. 64. The Acute Accent ( ' ) is used to mark the syllable on which the stress is laid : as, e'-qual^ e-qiud'-i-ty ; char'-ac-ter^ char-ac-ter-is'-tic. 65. Polysyllables have generally two accents, a primary and a secondary accent. Thus, in us' -pi-ra' -tion, the primary accent is on m, and the secondary on aa. In English words, the primary accent is usually on the second or third syllable from the end ; as, an-te-ce'-dent, at-tor'-neyf no-bil'-i-ty, u-maV -ga-mate. &Q. The Hyphen (-) is the mark used to join tne parts of many compound words ; as, self-love^ imyuvAoad^ red-hot. 57. The Apostrophe (') is the mark usually denoting the omission of some letters of a word; as, bo't, for houyht; e'er, ior ever ; thro'f (ox throwjh. 68. TheDiaeresis(") is the mark placed over one of two contiguous vowels, to show that they are not a diphthong ; as, reenter^ cooperate^ aerial, Arsinoe. I. Accent. — Divide the word into syllables, and mark the syllable on which the accent falls. 1. Nour'-ish-ment. Be-fresh'-ment. Pump '-kin. Cau'-li-flow'-er. Un-rea '-son-a-ble. Con-Korv'-a-tive. Dis-tin'-guish. 2. Cir-cum'-fer-ence. In-tel'-li-gent. Cath '-o-lio. Pa'-tri-ot'-ic. Na'-tion-al. Im-pru '-dent. Be-nev'-o-lent. 3.Mis'-er-a-ble. Ar'-is-to-crat'-io. Ac-com '-mo-date. Des'-ig-na'-tion. Or-thog'-ra-phy. Lit'-er-a-ture. Et'-y-mol'-o-gy. II. Sentences to be completed. — Tell in what the person lives, and how the animals collect. 1. Soldiers live in barracKS. Indians live in wigwams, Arabs live in tents. Herdsmen -ive in ranc^ies. Backwoodsmen live in log-cabim. Religious live in monasteries. 2. The priest lives in a presbytery* The king lives in a, palace. The nobleman lives in a mansion. The porter lives in a lodge. The poor man lives in a hut. The insane live in an a^lum. 3. Bees collect in swarms. Cattle collect in herds. Wolves collect in packs. Locusts collect in armies. Oysters collect in beds. Moose collect in troops, 4. Fishes collect in shoals. Ants collect in colonies. Quails collect in flights. Sheep collect in flocks. Buffaloes collect in herds. Partridges collect in coveys. III. Supply the letters replaced by the apostrophe. — Tho', though; ^tia, it is; 'mong, a»to»// ; Via, I iv ill; o'ar, over ; conq' ring, conquering ; ^ne&th, beneath; e'er, ever; didn't, did not; ne'er, never; that's, thaiU, Oval €in^uf^ation,—IndicaUve present 9.ndpast of loret f M 18 «5 30 INTERMEDIATK COUKSB. 25 I.F.SSON XV. Literary Selection for Explanation and Study. THE liUOOK. I come from haunts of coot and htm ; I make a sudden sally, And si)arkle out among the fern, To bicker down a valley. By thirty hills I hurry down, Or slip between the ridges, IJy twenty thorps, a little town. And half a hundred bridges. I chatter over stony ways, In little sharps and trebles ; I bubble into eddying bays, I babble on the pebbles. I chatter, chatter as I flow To join the brimming river ; For men may come and men may go, But I go on for ever. I wind about and in and out, With here a blossom sailing, And here and there a lusty trout And here and there a grayling, And here and there a foamy flake Upon mc, as I travel, With many a silvery water-break. Above the golden gravel, I murmur under moon and stars In brambly wildernesses ; I linger by my shingly bars ; I loiter round my cresses. And out again I curve and flow To join the brimming river ; For men may come and men may go. But I go on forever. —Alfred Tennyson (1909—), Oral 9iat«niei|i— l9H«lch..„ 96 LESSONS IN ENGLISH. ;i V I. Perbonaoes. Tims and Place. 2. wordb and Actions. 3. Bbsult. Moral. Literary Analysis. What is roproBoiitod an the speaker in this aeleo* tion?--.^ brook. ' Whoii and where ih the brook represented as speaking? — There in no special time nun- tinned. It may he supposed at any time. It is represented as speaking in its channel by its action of running, 1. Where does the brook rise, and whither does it go? — From the haunts of the coot and the hern, and it runs among the fern down the valley. 2. What is tlie brook represented as saying in the second stanza? — It harries down by thirty /*///<♦, or through ridges, by twenty thorps, by a little town, and by fifty bridges. 3. Of what does the brook speak in the third end fourth stanzas? — Of the noise it makes in running. 4. Of what does the brook speak from the fifth stanza to the end ? — Of its windings, and of the blossoms, fishes, etc., sailing in it. After all the windings, eddyings, bubhlings, etc., of the Irrook, what does it finally reach ? — I'he brimming river. What practical lesson may be learned from the brook ? — To pursue patiently and courage- ously the duties of our respective vocations, notwithstanding the many crosses and im- pediments that may be thrown in our way, and at the end of our course tve shall enter the " brimming river " of celestial joys. Questions and Suggestions. 1. What ia a haunt ? — A place to which one frequently resorts. 2. What is meant by haunts in the first line ? — Places where the coot a?id hem are most frequently found. 3. What is the coot ? — A water-fowl. 4. What is the hem ? — A wading bird with very long bill, legs, and neck. (This word is more commonly written heron.) 6. What is a sudden sally ? — A quick darting, shooting, or rushing. 6. What is the meaning of the third line ? — To Imbble and shine among the fern. 7. What is fern ? — An order of plants found in humid soil. 8. What does bicker mean? — To move quiveringly. 9. What does the sound of the word bicker suggest ? — The sound of th( tpater running through the valley. INTKk.MKlH.MK LOl'RSK. 27 Questions and Suggestions. 10. What is a vnfley? - I,ow Initd hctuweti imnnitniHn or liilh. 11. What \H a hill .' A ntnall iiioiiiitnin. 12. What IH tin* iT)oaMinj4 of »•/(///<' as iiHCfl hulc '.' —////' iipfiir imrt of ,i r l;lio Houiidrt of tlir w nrdn : ilmltcr. slKirfni timl lifhirs, huh- hli>J)ahlili', Hiif^^oHt? 'I'lif ..iiund'i I he hmolc imihcA in ilifliiynt piirtH ot it« rtiiu'xt'. 1."). What (loe« tho third Htan/a (loH('rih(> '!- Thr tmiex o/thr ilidttfriiiii. I(i. Wliat is meant by hrinnninn / hull t> Hie top. 17. Why in tho brook reprisuiittd an iinij (nid rhutti'riiin f It iiinif he bfciiHse it U miid tt> '' ijo on /iuiwc/'," whilr " nifii imiif comr anil men mnji f/o," and he stid in ctinseiiuence. IR. What is tiio ineaniii>4 of Instif (I'Jth lino) ? — Stron;/, hullnj. 10. Wliat in a Inmt ?- - .1 fresh -wnterji'sh. ( It i< ixeellent j'ood. t 20. What kind of HhIi is a urin/linn ! . I. //.>/' allied to the trout j'onnd in clear, rapid Htreamx of Northern Knrooe. ( It i-< reri/ pood food, t 21. From what infoaviif (21st liiK!)(lorivod ? --/'Vomfcam, /'// siijlixinay. 22. What in meant hy vater-hreak (2;ird line) ? --J jnitee where the water is interrupted in itn courxe. 2.3. Why iH «///"«.'/•// used to modify irater-hreal; ! lleean^i the xndden interruption of the nater in its roiirse eanstsd nhil Joani < ' the top 24. What in tlie meaning of murmur in tho 2r»th lino? -!Z'o make a Ion continued noise. 25. What ia a wildernesK ^ It hen' means a traet of uncultirated lund full of brambles. 26. What is meant by xhiniilij barn? — SIntlhar phices, wii'i (jt'ivelhjy Hhinjilij bottomn. 27. What is tho meaning; of " I lr)iter round my cresseH?" — To show, as it were, the brook's partial i I ij for the cress, by snpplyinii it with vwre than an ordinary share of moisture. 28. Who ia tho author of theae verses? — Alfred Tennyson, the jwet laureate of England. 29. Point Oiit the words of two Byllablea in the lirat stanza. — Snd-den, sal'ly, spark-le, a-monn, biek-er, val-ley. 30. Point out a word containini; a proper diphtlion^ in tho Ith line. — Down. 31. Name the words that contain sliort vowci- .ti tho fifth line. — Thirty (18), hills (12-2), hurry (I t-2, 15). 32. Mention a word containin;L^ a diphthong in the 0th lino. — Ways (i). Make a list of the dissyllables in the otli Uinza, separate the sylla- bles by means of the hyphen, and mrrk tlie accented syllable. — A -bout' , blos'-som,sail'-iny, lust'-y, (iray'-Hny. Name the words containmf? e mute in tho 21st line. — Here, there. Jiake. 35. Point out the words containing })roper diphthongs in the 7th stanza. — Loiter, round. 36. What letter has a sound equivalent to ai in again (20th line)? — I'he letter e ; as in men. H7. Make out a list of the words containing improper diphthongs in tie last stanza. — Again, flow, may, may. 33 34 M 28 LESSONS IN ENGLISH. Questions and Suggestions. 38. Name the words containing silent consonants in the 8th line. — HaJf, bridges. 39. In the fourth stanza, find a word containin^^ g hard. — Go. 40. From the 25th line to the 30th, find the words containing « Bounding like z. — Stars, wildernesses, bars, cresses. 41. Make out a list of the plural nouns in the selection. — Haunts^ hills, ridges, thorps, bridges, ways, sharps, trebles, bays, pebbles, men, men, stars, wildernesaes, bars, cresses, men, men» Exercise. — Write a sketch of the Brook, without referring to tha book. Phraseology and Composition. I. — Construct sentences, each of which shall contain one of the follow- ing words and its opposite: Proud, deliberate, begun, yield, bitter. 1. God rejects the proud; He givos His grace to the humble. 2. Deliberate with caution ; act with decibion. 3. Blithe b.v/un is half done. 4. Yield with graciousness ; oppose with firmness. 5. Patience ^s bitter, but the fruit is siceet. i II. — Put the words in Italics after the word to which they refer. Pupil's Edition : Of the Sacred Heart, study to be the true friend. i. Study to be the true friend of the Sacred Heart. 2. Trutii is the brightest ornament of youth. 3. Lose no opportunity of doimj a good action. 4. Affectation is a part of the trappings of folly. 5. Be not the companion of evil-doers. 6. Consider the value of your immortal soul. 7. Despise not the teachings of the spouse of Christ. II — State why the action indicated is done. 1. We clean our teeth to prevent them from decaying. 2. We drain soil to render it productive and to prevent disease. 3. We ventilate rooms to expel foul air. 4. We boil luuit to render ii easy of digestion. 5. We e.cercise our muscles to prevent them from becoming weak and diseased. 6. }Ve exercise our mind to develop and strengthen it. SB89B INTERMEDIATE COURSE. 29 IS. in the 8th line hard. — Go. 'orda containing g isses. ion.~Haunt.s, hilU, bays, pebbles, men, It referring to tha Exercise on Homophonous Words. )n. one of the follow- 'ate, begun, yield, e humble. IV.-l. Boy. Buoy. Brake. Break. 2. Brays. Braze. Breach. Breech. 3. Bred. 4. Broach. Bread. Brooch. Brews. Brows. Bruise. Browse. Wlacre the dash occurs, insert a suitable word taken from the above list. 1. The negro boy has fastened his wherry to the buoy near the point. The robber thought to break the child's neok by thx'ov/ing it into the brake. 2. Dashing througn the breach, he broke the breech of his gun on the head of an ugly Russian. Did the smith braze the instrument ? The ass brays loudly. 3. That ill bred boy snatched the piece of bread from the little girl's hand. The man that brews our beer received a severe bruise. 4. How shall I broach the sad news to my mother that her valuable brooch has been stolen. The farmer bent his brows in anger, because strange cows were permitted to browse in his fields. V. — ^Write a composition about The Mason. bich tliey refer, to be the true Questions on the Grammatical Text. t disease, ling weak and ,ss?w XI. 35. What is a Diphthong ?— 36. A Triphthong?— 37. Into how mauyclasees are diphthongs and triphthongs divided ?— ;^8. What is a Proper Diphthong ?— :!!). What combinations generally form proper diphthongs? — 40. What is an Improper Diphthong? — 41. What observation is made about improper diph- thongs ? — 42. What are the most usual triphthongs ? XII. 46. By what are the sounds of the vowels often replaced ?— Name the equiva- lents of long a.— Of middle b.— Of broad a.— Of lotig e.— Of short e.— Of long i. —Of short i.— Of long o.— Of short o.— Of middle o.— Of Untg u.— Of short u.— Of middle u. XIII. 44. What is a Syllable ?— May a syllable be a word?— 45. What is a Mono- syllable ?— 46. What is a Dissyllable ?— 47. What is a Trisyllable?— 48. What is a Polysyllable ?— 49. How can the number of syllables in a word be distin- guished?— 50. What is the best guide for dividing words into syllables?— 51. What is the "vio for dividing a word when there is not room to finish it on the lino on which it is begun ?— 52. What is a Word? XIV. 53. What is Accent ?— £4. For what is the Acute Accent used ?— Where is the }7rimar{/a«centusually?— 55. How many accents have polysyllables usually? —56. For what is the Hyphen used ?— 57. What does the Apostrophe usually denote ?— 68. For what is the Dieeresis used ? 30 LESSONS IN ENGLISH. ;: ^ V ORTHOEPY. Orthoepy treats of the various sounds of the lar.-uage, and the proper pronunciation of words. X. B,— These particulnrs on Orthoepy are r/iven for reference, anrf as an appendix to the lessons on the sounds of letters. The study of these prinedples need not be required of beginners. See Introduction to Teacher's Edition. A. A. has four distinct sounds properly its own : — 1. A. long or open ; as heard in have, lace, obligation. 2. A short or close ; as heard in hat, valley, tenacity. 3. A middle or Italian; as heard in bir, father, diploma. 4. A broad or Dutch ; as heard in ball, swarm, waterfall. A before r has sometimes a peculiarly loiiy sound ; as in pare, care, share. A in an unaccented syllable is often ohncure : as in mental, heyyar, workable: but generally it has its long sound slightly uttered ; as in reyulate, nightiuyale. Note.— The vowels, when obscure, have nearly all the same sound ; compare thoni in villaje, tollene, actor, famous, martyr. , A before/', s, ?/, followed by another consonant, has the sound of middle a slightly shortened ; as in stajf, yraft, pass, last, ask, yrasp, chance, chant. A in many words has the sound of short ; as in what, quality, wad, waddiny, chap, wander, swallow^ dx. It has the sound qf short e in any, many. DIPHT8IO:VO$4 BKGIi\!VfIVO WITH A. Aff when pronounced in one syllable takes the soimd of short flf ; as in Isaac, Balaam, Canaan. JE generally has the sound of long e ; as in Molian, minutiee, Ccesar: it is sometimes equivalent to short e ; as in diaresia, apharesis, pha;- nomenon, et ccetera. In many words, the a of this diphthong is gener- ally rejected ; as in eniyma, phenomenon. ^/generally has the sound of long a; as in pail, pain, sail, vain: it has the short sound of e in said, saith, ayain, ayaimt : that of short a in pliid, raillery : hat of long / in aisle. At in a final unaccented syllable has usually the sound of short i; as in mountain, fountain, curtain, villain. All generally has tte sound of broads ; as in haul, cauyht, applause. Au before n followed by another consonant, has the sound of middle a slightly shoruened; as in aunt, craunch, flaunt, jaundice, laun- dry: also in lauyh and its derivatives. ^«* in a few words from the French, has the sound of long ; as in hautboy, Esquimau, Gauge and ganger ai^e pronounced gage and gagcr. "Mr INTERMEDIATK COURSE. 31 lar;:iiage, and r reference, anrf rs. The study of See Introduction Aw has the sound of broad n ; as in haicl, draw, draicl. The word ay, meaning ye.-i, is the only proper diphthong beginning with a ; it combines the middle sound of a with tlie open sound of c. Afff an improper diphthong, lias generally the sound of long a ; as in pay, hay, day, delay. It has the sound of short e in says, sayst ; and in Sunday, Monday, it is sounded as if written Sundy, Mundy. TRIPHTIIONCS BEGIIVi'VIIVC; WITH A. « ^«;e is pronounced as broad f/. Ay Of meaning always, is pronounced as long a. mtion. lacity. '*, diploma, waterfall. as in pare, care, 1 mental, beggar, y uttered ; as in e Bound ; compare I is the somid of last, ask, grasp, what, quality, 50und gf short e A. und of short a ; tiinuticB, Casar: aphceresis, pha;- ihong is gener- ynin, sail, vain: lainst : that of und of short i ; lught, applause. the sound of jaundice, laun- I of long ; as iced gage and S has but one sound as heard in by, rob, bilher. B preceded by m or followed by t in the same syllable, is silent ; as in limb, comb, dumb ; debt, doubt : except in succumb, rliomb. c. Cis hard like k, before a, o, w, I, r, t, or when it ends a word ; as in call, cot, cut, cliff, crown, edict, zinc, traffic. C is soft like s, before e, i, or y ; as in cell, face, city, mercy : ex- cept in sceptic, scirrhus. C when it ends a syllable, is hard; as in picture, flaccid, crocodile : except when it ends an accented syllable and is toUowed immediately by e or i; as in acid, docile, sagacity. Chas the sound of z in sice, discern, suffice, sacrifice, and their deriv- atives. C before ea, ia, ie, io, eon, when the accent precedes, has the sound otsh; as in ocean, social, species, toiacion-s, farinaceous. C'is silent in czar, czarina, victuals, indict, muscle, corjniscle, arhuscle, and when it follows s in the same syllable ; as in scent, scepter, scisson. Ch is generally sounded like tcii ; as in church, child, richer, .speech. Ch in words derived from the ancient languages, sounds k *, as in epoch, chorus, distich, chaos, echo: except in chart, charity, cherub, and their derivatives. Ch in words derived from the French, has the sound of sh ; as in chaise, machine, marchionexs. Ch is silent in schism, yacht, drachm. Afch before a vowel is pronounced ark ; as in archangel, architect, archipelago, archaism ; except in archer, archery, archenemi/. Arch before a consonant is pronounced artch \ as in archbishop, arcMuke, archfiend. D. D in the termination in a few words has the sound of j ; as in soldier, pronounced toljer. D is silent in Wednesday, handkerchief. • fi 32 LESSONS IN ENGLISH. i I m ' m I ■ E. £ has two sounds properly its own : — 1. E long, or open ; as heard in Eve, mete, legal. 2. E short, or close ; as heard in end, met, strength, attentive. E short before r has sometimes a peculiar ringing sound called the obtuse-short ; as in herd, merchant. No-rff.— The vowels e, i, o, u, and y, short before r, have a sound like u in urge; compare them in her, fir, nor, fur, myrrh. E in several words has the sound of a long before /• ; as in there, where, parterre. Pretty is pronounced pritty. E final is generally mute, and belongs to the syllable formed by the preceding vowel or diphthong ; as in ice, ore, hope, care. E final is sounded : — 1. In tht) words he, he, mv, «v, she, in which it has its long sound ; and in the >:. rtiuie the, in which it is long before a vowel, and obscure before a consonant. 2. In Greek and Latin words; as in apostrophe, catastrophe, simile, extempore, epitome, synecdoche, Penelope, Phoce, Pas- ■iphat, Cyanee. 3. In the termination re preceded by a consonant, it has the sound of obscure e, and is heard before the r ; as in acre, meagre, centre. The greater number of this class of words may be spelled as they are pronounced; thus, center, scepter, fiber. E route after a single consonant, or after st or th, generally preserves the long sound to the preceding vowel ; as in caw, mete, fine, cone, cube, paste, clothe : except mi a few monosyllables; as, bade, were, gone, done, give, live, love ; and in unaccented syllables; as, genuine, hostile, juven- ile, justice, maritime, doctrine, granite. E mute after c or p, shows that the consonant is to have its soft sound; es pace, nice, voice, page, huge, oblige. E in ,t^e termination ed of preterits and participles, is generally silent; aa m loved, aimed, praised; lironovmced lov\l, aim'd,prais'd. Ed is distinctly sounded : — 1. When preceded by t or d; as in lifted, contented, added, amended. 2. In adverbs in ly and nouns in ness formed from words end- ing in ed ; as in assuredly, confusedly, conq)osedness, con- tentedness. 3. In the participial adjectives beloved, blessed, cursed, learned, winged. 4. In adjectives that are not participles as well; &b, crabbed, crooked, dogged, naked, ragged, tcicked, wretched. E in the unaccented final syllable el has an obscure sound ; as in funnel, chapel, vessel. It is silent in drivel, grovel, hazel, mangel, mantel, mussel, ravel, rivel, shekel, shovel, shrivel, snivel, weasel. E is silent in most words ending in en unaccented ; as in harden, heaven, often, even ; pronounced hard'n, heav'n, of'n, fv'n. Its obscure sound is heard in acumen, aspen, bitumen, catechumen, chicken, Eden, heathen, hyphen, kitchen, latten, legumen, lichen, linen, marten, mitten, omen, patten, platen, pollen, regimen, siren, sloven, tpecimen, sudden, woolen, women. INTERMEDIATE COURSE 33 I sound like u in have its soft eiited, added. rsed, learned, OlPIITIlO.'VCiM BE<>;iIVIVI.^G vriTII K. There are no proper diphthongs or triphthong'? wej^inuing with e. E<1 ^(enerdily sounds like long e ; as in heat, hen r, fear, pea. IJlnin many words has the sound of shorts; as in dead, earl, ready. It sounds long a in hear, break, tjr'rf, pear, steak, swear, tear, wear, and their derivatives ; like middle a i.i heart, hearth, hearl-jii. Jild unaccented is obscure ; as in ocean, pageant, ren\eighbor. onceive, deceit, dee-'ire, , seujHor, seine ; coni- inrdfjle, leisure, perceive, receipt, receive, sei: nionly also in either, neither. Ei has the sound of long i in height, sleight ; of shc^t e in heifer and nonpareil. Mi in an unaccented syllable has the obscure sound of V ; as in foreign, foreigner, forfeit, sovereign. JSo is pronounced long o in yeoman; long e in people; short e in feqlf', jeopard, jeopardy, leopard. J£o unaccented has the sound of short u ; as in bludgeon, dungeon, gudgeon, luncheon, pigeon, puncheon, surgeon, sturgeon, ilu and Ew have generally the sound of long u ; as in feud, neuter, neutral, dew, few, Jew. These diphthongs, when initial, sound like yu\ as in euphony, Europe, eiver. En and EiV after r or rh have the sound of middle o ; as in rheum, rheumatism, crew, shrewd. Ew sounds long o in sew, shew. Ey accented has tiie long sound of a ; as in prey, they, survey, convey : except key and ley, pronoi^nced kee and lee. Ey unaccented has a slight sound of long e ; as in valley, galley, money. TRfPIITIIO^rCiiH BEOI!¥I¥I?:a ITITH E. Eau sounds like long o; as in beau, bureau, flambeau, portmanteau : except in beauty and its derivatives, in which ^t sounds long u. Eon forms a tiiphthong after c or g, and is sounded like short v ; &Q in herbaceous, cetaceous, gorgeous, cowagcous. After any other co.i- Bonant, the vowels are heard in different syllables, except in righteovs. Ewe has the sound of yu. Eye is pronounced j. F. F is never silent, and has one unvaried sound; as in fame, staff: except in the simple word of, pronounced ov. Q. O before a, o, u, I, r, or at the end of a word, is hard ; as in gate, gold, gun, glad, grain, keg, lo ; us hejird in time, child, confine, reconcile. 2. The short, or cIof*e ; as heard in tin, ill, min'or, tribute. I is very frequently obscure, especially at the end of an unaccented syllable ; as in direst, diversity. I in a number of words, derived mostly from the French or Italian, has the long sound of e ; as in magazine, ravins, tambourine, invalid. J Hccented followed by a vowel, has its long sound ; and the vowels belon.t* to separate syllables ; as in lion, pioun, violin, sobriety. J unaccented followed by a vowel, is obscure ; as in obedient, odiom, retaliate. I^IPHTHONCi^S BKCilNIVIIVC} WITH I. Jand fl in the terminations ial, ian, iant, iar, lard, are often sunk into one syllable and pronounced y<: , as in filial. Christian, brilliant, familiar, billiard : pronounced //7//(^//, Clirixtiian, brillyant, etc. Je final has the sound of long / ; as in die, tie, belie. le medial is generally sounded long e ; as in field, grief, belief. It som'fitimes sounds ye ; as in alien, spaniel, collier. In friend, it has the soUJjd of short e ; and in sieve, that of short /. lo in the termination ion after I or n, has the sound of yu ; as in million, batt^Jion, onion, dominion. Jo in the teJ;minations sion, tion, sounds short v ; as in version, omission, nation, a\:fion : except when tion is preceded by s or a; ; as in question, mi.xtion, pronounced quest yun, mixtyun. Some authors call the combinations ia, ie, lo, proper diphthongs when they are pronounced ya, ye, ijn ; others call the i in this situation a consonant, because it is equivalent to the consonant y. INTKRMEDIATF. COLRSL. •1 f jir derivatives, a word ending younger; drug, n phlegm, para- g hard ; as in high, although, , tough, rovgh, 3 skin of R *er S their deriva- ostler, hun.hle, ; as iii a/?, o/t, J^, reconcile, trihntc. a unaccented h or Italian, e, invalid. d the vowels ety. iienty odious, en sunk into '/, brilliant, c. \ belief. It end, it has yu ; as in in version, or a; ; as in liphthongs s situation m TRIPIITIIONOM BEC}II«NirV» WITH I. leu is found in a few words derived from the French ; as lien, adieu, purlieu : it has the sound of long u. Lieutenant is generally pro- nounced lej'tenant or levtenant, lew is found only in view, and its derivatives review and interview, ill which it has the long sound of v. If Of and ti in the termination ioim combine to form a triphthong ifter c, g, I, t, or x ; as in spacious, religioua, rebellious, factious, uiijpious. A.fter I, ious sounds as yus ; after c, g, t, or x, as us ; after tlio other consonants the letters are found in different syllables. J. tf is never silent, and has the sound of dzh; as in joy, jeicel. K. K has the same sound as c hard ; it occurs where c would have its soft sound ; as in keep, king, kitchen, smoky^ K is silent before n and after c; as in knee, know, knuckle, back, barrack, trafficker. >« L is silent in many word, especiallj' before a final consonant ; as in calf, chalk, calm, could, would, should. M before n, at the beginning of a word, is silent ; as in mnemonics, Mnemom, Mnason. Accompt, accomptant, and comptroller are pronounced, and more commonly written account, accountant, controller. N- N has two sounds : — 1. The pure ; as in man, not, entry, cannon. 2. The ringing sound of ng, before k, q, x, or c or g hard ; as in banker, banquet, larynx, concourse, congress. y final after m is silent ; as in hymn, solemn, condemn : but it is gen- erally sounded in derivatives formed from those words by adding a ter- mination beginning with a vowel ; as in hymnic, hymning, solemnize, condemnatory. o. O has three sounds properly its own : — 1. O long, or open ; as heard in vote, old, depose, tobacco. 2. O short, or close ; as heard in not, odd, resolve, laconic. 3. O middle, or slender ; as heard in do, tomb, prove, remove. O in many words has the sound of short u; as in so7i, come, done, nothing. O before r in a monosyllable or in an accented syllable, when not followed by a vowel or another r, has generally the sound of broad a ; as in lord, north, former, orchard. In work, tcord, worm, worth, and some other words, it sounds as u short before r. i II 36 LES'-,ONS IN ENGLISH. ;■ m - O in bosom, wolf, woman, Wolsey, Wohcrhamptov, has the souiul of middle u. One and once are pronounced wun, wunce. O in the termination on i' often suppressed when preceded by c, dc, s,or t ', as in hacon, reckon, treason, mutton ; pronounced oah'n, reh'n, t reason, Vint t'n, BIPHTHOIVCiS BEOINI¥IIVO WITH O. Oa has the sound of long o ; as in boat, loaf, coal : except in broad, abroad, groat, in which it sounds like broad a. Oe linal has the sound of long o ,■ as in doi', foe, mistletoe : except in nhoe, canoe, pronounced shoo, canoo. Does is pror ounced dm. iJE is very seldom found in En^^Ush, the o being generally rejected. It has usually the sound of long e , as in Antcjeci, msophanu^. Oi is generally a proper diphthong, uniting the sound of o short before r and that of short I ; as in boil, soil, rejoice.* The words in which oi does not form a pi per diphthong &re avoirdupois, connoissieur, shamois, choir, tortoise, pronounced avnrdupoiz, konnissur, shammy, ktvire, tortis. Oo generally has the middle or slender sound of o ; as in room, food, stoop. Oo has the sound of middle u in the termination ook ; as in book, brook, cook, crook, flook, look, rook, slook, took ; also in foot, good, hood, stood, icood, wool. It has the sound of short u in blood, flood ; and that of long in rfo()r,./?oo>'. On is generally a proper diphthong, uniting the sound of o short before r and that of middle u ; as in our, bound, sound, shont. Oil as an improper diphthong has six sounds : — 1. That of short n ; as in country, cousin, trouble, rough, young. 2. That of middle o ; as in soup, group, tour, through, youth, 3. That of long 0; as in court, course, source, four, shoulder. 4. That of broad a ; as in bought, sought, thought, ought. 5. That of short o, in the words cough, trough, lough (lok), 6. That of middle u, in the words could, would, should. Oiv generally sounds like the proper diphthong ou ; as in brown , how, trowel, Jlotcer. In a number of words, it has the sound of long o ; as in.^j^, bestow, groxoth, oi.. • in knowledge, the sound of short o. Oy has always the diphthi.,..t;w sound of oi ; as in boy, toy, oyster. TRIPHTHON»!>) BGCillVNIIVCi WITH O. CEu occurs only in manceuvre, pronounced manoover, and often spelled maneuver. Owe ib pronounced like long 0. P. P initial is silent before n,s,ovt; as in pneumatics, pneumonia , psalm, psalter, ptisan, ptarmigan. JP is also silent in raspberry, receipt, sempstress, corps, and when it comes between m and t in the same syllable ; as in exempt, tempt, prompt : but when preceded by m and (followed by t, in the next syl- lable, it is generally sounded ; as in redemption, temptation, sumptuous. Ph generally sounds like/; as in phantom, philosophy, phosphorus. In Stephen, and generally in nephew, it has the sound of v. Before th, the h after p is sometimes silent ; as in diphthong, triphthong, naphtha : sometimes both the p and the h are silent ; as in phthisical. the soiiml of INTERMEDIATE COURSE. 87 Q ia always followed by *, and the two letters, taken together, have tiie sound of kw, as in cjueen, quiU, quart, conquest. The u in a few words from the Frencli, is silent; as in liquor, etiquette, mosque, bur- lesque. a is never silent ; it has two sounds : — 1 . The rough ; us in ream, roll, rose, merit, spirit : it has this sound when it is not preceded by a vowel ; as in roam, dream, prompt : or when it comes between two vowels, the former of which is short; as in baron, florid, torrid. 2. The smooth ; as in for, terse, mrge, word. id of o short \ i 8. S at the beginning of a word, or after any of the sharp consonants, is always sharp or hissing ; as in see, smitlia, itteps, stocks. S is also sharp in the terminations as, is, us, ss ; as in yas,bias, this, tennis, genius, famous, less, express : except in as, has, was, whereas, is, his, and the plural of nouns ending in ea ; as, seas, pleat-. S after any of the flat consonants, and when it forms a syllable v.'ith e before it, is generally flat like z ; as in beds, bays, hens, paces, loxes, pages, Aristhles. S takes the sound of sh, in words ending in sion and sure preceded by a consonant; as in diversion, session, mission, censure, pressure, insure. S has the sound of zh, in the terminations sion and sure preceded by a vowel; &s in invasion, cohesion, explosion, measure, enclosure, leisure. Also in several words ending with sier; as, crosier, osier, brnsier. S is silent in isle, island, aisle, demesne, puisne, viscount. T. T before ia, ie, io, and immediately following an accented syllable not ending in s, has the sound of sh ; as in partial, patient, nation. T is silent in the terminations ten and tie after s ; as in fasten, listen, whistle, castle. Also in chestnut, Christmas, often, soften, mort- gage, depot. Th has two sounds : — 1. The sharp ; as in thigh, earth, author, athlete. 2. The flat ; as in with, mother, breathe, thither. Th initial is sharp ; as in thin, thank, thorn : except in the, this, that, these, those, thou, thg, thine, thee, they, their, titeirs, them, there, then, thence, thither, though, thus, and their compounds. Th final is generally sharp ; as in death, breath, south : except in beneath, booth, with, the verbs wo »/IPIITIIOIVCiS BEGINIVIIVC} WITH U. ZTfl when both letters are pronounced, has the sound of ica ; as in equal, persuade, lamjuage, asuuaye. Uci has sometimes the sound of middle o ; as in guard, guardian, In victuals and its derivatives, both letters are silent. Ue when both lettei's are pronounced, has the sound of we in wet ; aain quell, query, conqueat. In some words, t^£ has the sound of short e ; as in guess, gueat. Ue final has the sound of long u or yu ; as in due, hue, pursue, value, virtue: except in*the terminations gue, que, in which it is silent; as in league, fatigue, tongue, catalogue, antique, oblique. Ui has generally the sound of wi ; as in quiet, anguish, vanquish, languid. In some words, the u is silent; as in guiue, guile, build, guinea: in others, the i is silent ; as in juice, suit, pursuit. Uo, which occurs but in a few words, is now generally pronounced wo ; as in quote, quotient, quoth. Uff has generally the sound of we somewhat obscure ; as in colloquy, obloquy. In buy, it sounds as long / ; and in plaguy, as obscure e. The combinations ua, ue, ui, uo, and uy, in which u sounds w, are generally called proper diphthongs TRIPIITESONGS BEGIIVNIIVG WITH U. Uni is sounded like toay ; as in auail, quaint, guai-a-cum. Uaw is sounded like wa in watt ; as in quaw. Uay has the sound of way ; as in Paraguay : except quay, pro- nounced like key. Uea and tiee are sounded xcee ; as in queasy, queer, squeal, squeese. Uoi and MOy are sounded woi ; as in quoit, quoin, buoy, buoyancy. The combinations uoi and uoy in those words, are regarded by those who call the u a vowel, as the only proper triphthongs in the language. V. V is never silent, and has but one sound ; as in love, vote, vulture. w. Wisa. consonant when sounded before a vowel in the same syl- lable ; as in wine, twine, inward, Ottawa, INTERMEDIATK COT'RPE. 80 ubic. , justice. UH in union, ' e, is generally 'i ., 5 the sound of I, ruobarb, ivu, e, pronounced U. of a- a ', as in ard, guardian, of we in wet ; ad of short e ; pursue, value, is silent ; as lish, vanquish, guile, build. • y pronounced i 19 in colloquy, bscure e. ounds It-, are > r. im. 1 pt quay, pro- ■j jueal, squeese, oy, buoyancy. 3ed by those the language. '■ 1 >te, vulture. he same syl* W before h is pronounced as if it followt'd the h ; as ni wlifv, ivfiile, whip, pronouncecl /n is distinguished by observing that it will govern it or them after it, and that it is not a verb or a participle ; as. Above it ; after it ; around it; between them ; among them ; below them. 9. A Conjunction is distinguished by observing that it joins other words ; as, John and James ; John or James ; not John but James ; sweeter than horey. 10. An Interjection is usually distinguished by the exclamation mark (I); as, Lo/ hark! hush! oh! mum! In the following passage, all the parts of speech are exemplified. Let the Teacher require the pupils to distinguish them. (The Teacher might disc take from the Elementaby Cocrbe, the sentence exemplifying the parts of speech. — Teacher's Ed., p. 149.) 2 181 .5 21 38121 6 The power of speech is a faculty peculiar to man; a faculty bestowed 848 4 3 1 82 3 97 3 on him by his beneficent Creator, for the greatest and most excellent 1 9 10 7 754 5432 33 1 use B ; but, alas 1 how often do we pervert it to the worst of purposes. — LOWTH. 42 LESSONS IN ENGLISH. ?i . CHAPTEy I.— Lesson XVI. — The Sentence. 71. A Sentence is such an assemblage of words as makes complete sense ; as, " (rofl is lorr.'^ 72. The complete neAiv^. expressed in a sentence is call a propoaitiov. 73. The Essential Parts of a sentence are the subject and the predirate ; as, " / e.n'xt." 74. The Subject of a sentence is that of which it treats ; as, " God is love.'' 75. The Predicate of a sentence is that which is said of the subject ; as, ''John walks." — ''The f re burns." I. Find three things belonging to the animal, the vegetable, and the mineral kingdom. Animal King^dom. — Horn, ivory, ear, wool, cloth Vegetable Kingdom. — Bush, hay, straw, flower, root, flax Mineral Kingdom. — Sulphur, porcelain, cement, lime, water Classification of Vi^ords. — State orally, or by initials, whether the words indicated belong to the animal, the vegetable, or the mineral kingdom. 3. Wool, a. Plaster, m. Violet, r. Platina, ?h. Rose, V. II. Subjects. — Supply the subjects. Fables. Fables could never have been so universally adopted by all nations, as we see they have, if there was not a vast/W/Zf/ of useful truths con- tained in them, and agreeably concealed under that plain and negligent disguise, in which their peculiar clwracter consists. The Creator certainly designing to instruct mankind by the prospect of nature, has endowed the brute part of it with vai'ioiiS instincts, inclinations, and properties, to serve as so many pictures in miniature to man, of the several duties incumbent upon him ; and to jwint out to him the good or evil qualities he ought to acquire or avoid. Thus has lie given us, for instance, a lively image of meekness and innocence in the lamb: of fidelity and friendship in the dog; and on the contrary, of violence, rapaciousness and cruelty in the wolf, the lion, and the tiger; and so of the other species of animals; and all this /if has designed, not only as instruction, but as a secret reproof to man if he should be indifferent about those qualities in himself, which he cannot forbear esteeming or detesting, even in the brutes themselves. —Rollin (1G61-1741). III. Draw one line under the subject and two lines under the predicate. — Gold is precious, — Man is mortal. — Adam is the father of the human race. — The poor too often turn away unheard from hearts that SHUT against them with a sound that will be heard in Heaven. Oral Conjufintion,— Indicative perfect and pluperfect of lore* 1. Glass, m. 2. Bone, a. Nerves, a. Gold, m. Vine, V. Bread, r. Silver, )fi. Steel, m. Wheat, V. Pine, r. Rock, VI. Mule, a. Board, r. Earth, VI. Leather, a. tence. of words as all a proposition. ire the subject hich it treats ; hich is said of irns.' igetable, and the 3ot, flax ne, water als, whether the or the mineral lock, [ule, (oard, farth, eather, m. a. r. m. (?. 1 by all nations, it'ui truths con- in and negligent The Creator pect of nature, ts, inclinations, iure to man, of out to him the us has lie given nocence in the le contrary, of [I lion, and the all this He has f to man if he hich he cannot selvcs. (1661-1741). lines under the the father of Ird from hearts Id in Heaven. lore. INTERMEDIATE COURSE. 43 Lesson XVII.— Objects and Attributes. 76. Besides the subject and the predicate, sentences fre- qently contain objects or attributes. These four are denomi- nated the Principal Parts. 77. The Object of a sentence is the person or thing on which the action of a transitive verb terminates ; as, " Fire melts gold." — *' The lightning struck an oak." 78. The Attribute of a sentence is an adjective, a parti- ciple, a noun, or a pronoun, modifying or completing the predicate of a sentence, and relating to the subject ; as, *' The sky is blue." — " The earth is revolving." — " The horse is an animal."— "/«u- he." 79. The attribute means the same as the subject. I. Classification of Words. — Indicate orally, or by initials, whether the word designates the name of a person, an animal, or a thing. 1. Land, t. Camel, a. Well, t. Farmer,!?. Fruit, t. Plough, t. Ass, a. Officer, p. 2. Parsley, t. Gardener, ^>. Hoe, t. Worm, a. General, p. Powder, t. Mule, a. Mole, a. 3. House, t. Colonel, p. Tenant, p. Dog, a. Window, t. Servant, p. Cat, a. Wagon, t. 4. Pruning-knife, t Caterpillar, a Sprinkler, t Workman, p Apartment, t Proprietor, p Corporal, p Bavonet. t II. Supply the subjects. — The Teacher may require the pupils to dis- tinguish the objects and the attribute. The NEr.D%)F Am. The body needs food, clothing, sunshine, bathing, and drink ; but none of these wants is so pressing as that of air. The other demands may be met by occasional supplies, but air must be furnished every j moment or we die. Now, the vital element of the atmosphere is oxy- jgen gas. This is a stimulating, life-giving pihiciple. No tonic will so [invigorate as a few full, deep breaths of cold, pure air. Every organ jwill glow with the energy of a fiery furnace.— J. 1). Steele. III. Draw one line under the object, and two lines under the at- [tribute. — Louis and Edmund are good sschoi.ahs. — Cossar conquered ^many nations. — Candor, sincerity, and truth are amiable qualities. — |The rose is a fragrant flpwer. — The eagle has a strong, piercing eye. -Sloth enfeebles equally the bodily and the mental powers, — Emelia learns her lesson. — A cheerful temper is a great blessing. — Frontenac was a brave soldiek. — It is the dawn of day that chases the old dark- ness, from our sky, and fills the land v/ith liberty and light. — Tha proverb is true. On»l Cpn^ugHtiont—Jndioative future and futu^ p^fect of love, "i 1 i! s if I 44 LESSONS IN ENGLISH. Lesson XVIII. — Classification of Sentences. 80. With regaid to their meaning, sentences are divided inio four classes ; Declarative^ Imperative, Interrogative, and Ex- clamatory. 81. A Declarative Sentence is a sentence by which an aftirniatidu or a negation is expressed ; as, ''He writes his exercise.'' — ''He does )iot write Im e.vercise." B2. An Imperative Sentence is a sentence by which a command is expre jd ; a.;, " Write your exercise.'' 83, Au Interrogative Sentence is a sentence by which a question is asked ; a-s, " Uoes he write his exercise 'f " 84. An Exclamatory 3'^ntence is a sentence 1w which an exclama- tion is ii'ide ; as, ' Hoi" he lorites ! " I. Clas fication of Word''. — Indicate orally, or by initials, whether the Vv or J. uesignates a good |uality or a bad quulity. 1. Wiadoni, (I- 2, Meekness, fh ^. Anger, /;. 4, Wickedness, 1). C" iddiiiesw, b. Soience, !h Frankness n- Disobedience, b. Envy, b. I'V'otism, h. Jttvlousy, h. Amiability, 0- Goodness, n. Ch >ty. ."• Strength, .'/• Titubbornness, b. Av.iricc, h. De. t, h. Hypoeririy b. Honesty, fh Pride, b. Justice, {!• Innocence, !l- Dissipation, b. Courage, !h I'.no ranee. b. Probitv, !!■ Prudence, >f. Sloth, b. Calumny, b. Sanctity, !/■ Virtue, U' II. Blanks to be filled. — Where the dash occurs, su])ply a word that will co.nplete the sense. — The Teacher may require the impih to ■goird out f/c principal parts of the sentences. •• Action of Air in thk LuNtis, In the delicate cells of the luuys, the air gives up its oxygen to the blood, and receives in turn carbonic-acid gas andwuter, foul with waste matter, •'vhich the blood has picked up in its circulation through the body. The blood, thus purilied and laden with inspiring oxyneii, goes bounding through the system, while the air we exhale carries off t'lc impurities. In this process, the blood changes from purple to red, while, if we examine our breath, we can readily see what it has re- moved from the blood. —J. D. Steelk. III. Indicate by an initial or an abbreviation, after each sen- tence, the class to which it belongs. — Vjce brings misery, (d.)- Wisdom is more precious than gold^ (d.) — Can wickedness bring hap- piness ? (i.) — Have courage, (imp.) — How charity is admired 1 (e.) — Avoid stubbornness (imp.) — Preserve your innocence, my dear chil- dren, (imp,) — The lamb is an emblem of meekness, (d,) — Is jealousy a vice ? (i,) — A great man is always willing to be little, (d.) Oral i^ov^jugatlont— Potential presert a,ad past of lore* INTERMEDIATE COURSE. 45 entences. are divided into (fatire, and Enr- ich an aftirmation ie." — " He does tiot /Inch a command which a question Lesson XIX.— The Simple Sentence. 85. Besides their classification as to nieaniw/^ sentences are also classified as to form. The simplest division as to form is the Simple Sentence. 86. A Simple Sentence is a sentence that contains but one proposition ; as, " 2%e ivind blows." — " Let the wind blow." — " Does the wind blow ? " — " How the wind blows ! " In other words a Simple Sentence is a sentence that contains but one subject and one predicate. It may also contain an "ttribute or an object. vhic'h an exclama- y initials, whether :. Wickedness, b. Disobedience, h. Amiability, ih Gtubbornness, b. Houesty, n- Dissipation, b. Prudence, 'J- Virtue, U' s, supply a word quire the ^)mj;j7.s to its oxygen to the ?/•, foul with waste atiou through tlie )iring o.vi/iieu, j^oes ale carries off t'w )ni purple to red, e what it has re after each sen- iga misery, (d.)- edness bring hap- H admired 1 (e.) — ce, my dear chil- }. (d.) — Is jealousy ;le. (d.) I. Classification of Words. — State orally, or by initials, whether the word belongs to the animal, the vegetable, or the mineral kingdom. Kettle, m. 2. Napkin, v. 3. Tureen, Tinder, r. Tixmbler, in. Mutton, Teapot, in. Goblet, in. Gridiron, Skillet, m. Sauce, v. Sideboard, Basket, r. Veal, a. Cannister, Onion, v. Salt, m. Griddle, m. 4. Cauliflower, r. a. Nut-cracker, «*. m. Table-cloth, v. V. Saucepan, m. in. Sirloin, a. m. Oilcloth, V. % > •i^*:l II. Omissions to be supplied. — Where the dash occurs, insert a word that will complete the sense. — The Teacher may require the pupils to state to If hat class each sentence belongs, etc. Tests of the Breath. 1. Breathe into a jar, and in lowering into it a lighted candle, the flame will be instantly extinguished, thus indicating the presence of carbonic-acid gas. Breathe upon a mirror, and a film of moisture will show the vapor. If the breath be confined in a bottle for a time, the animal matter will decompose, and give an ofi\>;. ive odor. 2. Our breath is thin air robbed of its vitality, and containing in its place a gas which is as fatal to life as it is to a flame, and effete matter, which at best is disagreable to smell, injures the health, and may contain the germs of disease. — J. D. St^ lt^e. III. Draw one line under the subject, and tv^ro lines under the f)redicate. — Point out the Simple Sentences. — Order is Heaven's first aw. — The AtherJans observed Solon's laws. — What is' the hardest task in the world ? To think. — England was conquered by the Normans in the eleventh century. — The sun rising, dispelled the mists. — The eijes of faith contemplatj:: eternal truths.- A soldier's life is always peril- ous. — A good Christian never omits his morning and night prayers. — Things ark saturated with the moral law. There is no escape from it. Violets and grass preach it; rai.i and snow, ivind and tides, every change, every cause in Nature is nothing but a disguised missionary. — In Heaven, eternal happiness is enjoyed. ^ral Coniu^Htlon*— Potential perfect and pluperfect ot I«Te» ' ? 46 LESSONS IN ENGLISH. Lesson XX. Literary Selection for Explanation and Study. ESOP AND XANTHUS. One day his master designing to treat some of iiis friends, ordered Esop^ to provide the best of everything be could find in the maiket. Esop bought nothing but tongue, which he desired the cook to serve up with different 5 sauces. When dinner came, the first and second courses, the side dishes, and the removes were tongue. " Did I not order you," says Xanthus in a violent passion, *' to buy the best victuals the market afforded?" — "And have I not obeyed your orders ? " says Esop. " Is there anything better 10 than a tongue ? Is not the tongue the bond of civil society, the key of science, the organ of truth and reason? By means of the tongue, cities are built, governments es- tab.Hshed and administered : with it men instruct, per- suade, a.id i)reside in assemblies : it is the instrument by 15 which we acquit ourselves of the chief of all our duties, the praising and adoring of the gods." — " Well then," replied Xanthus, thinking to catch him, " go to market again to- morrow and buy me the worst of everything : the same company will dine with me, and I have a mind to diversify CO my entertainment." Esop the next day provided nothing but the same dishes, telling his master that tongues were the very worst things in the world, " It is," says he, " the in- strument of all strife and contention, the fomenter of law- suits, and the source of divisions and wars ; it is the organ *5 of error, of lies, calumny, and blasphemy." —Rollm (1661-1741). Oral Statciuent— Sketch I. Personages. Time and Place. Literary Analysis. Who are the personages of this selection ? — Xan- thus, hU guests, and his slave Esop. ( When and where did the event take place ? — -, Jn the palace of Xanthus, on a certain day [ lohen he gave a banquet to some guests. 1— Also written JEsop. Intermediate course. 4r 2. Words and Actions. 3. Besult. MoaAL. Literary Analysis. 1. What orders did Xanthus give to F.sop? — He ordered him on the^first onuisiuii to buy the best of every thiuy he could find in tite mar- ket; and on the necond occasion, the worst oj evenj tiling in the market. 2. What did he buy each time? — Tonyxie^. 3. How did Esop prove that tontitie ia the besl; thing to be found? — By shovinrf that the Mongue is the bond of civil society, the key of science, the organ of truth and rea- son; by its means cities arc built, and general administration in all departments of society carried on. 4. How did he prove that tongue was the worst thing to be found? — By stating that it is the instrument of strife and cnn- tention, the fomenter of lies, calumny, blas- phemy, and innumerable other evils. Could Xanthus blame Esop for his conduct? — On the contrary, he 7nust have congratulated himself on having so wise a slave. ' What does this narrative teach us? — That the ■Hrtuous use the tongue for the purpose for which God gave them this useful organ; whereas, the wicked abuse God's gift by em- ploying the tongue for evil ends. 2. i. Questions and Suggestions. 1 . Does one here express a definite idea ? — Xo : it expresses an indefin- ite idea. Use an equi-.alent for designing. — Proposing, intending. Who was Xanthus? — Esop? — Xanthm lous a Greek philosopher and historia.i, born in Lydia; he flourished about 600 B.C. —Esop was a celel rated fabulist, born in Phrygia about 619 B.C. (On account of his frequent visits to Greece, Esop is generally trer^ted by historians among the great men of that country.) 4. Use an equivalent for j)mr?rfe. — Supply, furnish. 6. What is a market ? — As uxed here, it means a public place in a city or town where provisions are exposed for sale. 6. What is the noun which expresses the action of buying ? — Pur- chase. 7. Is purchase also used as a verb? — Yes. 8. What '3 the opposite of bought f—Sold. 9. *\ " best?— Worst. 10. What is meant by sauces ? — Mixtures to b& eaten with food to improve its relish. ii[ i V- ; 1' ■ ■ i i; ; ■ ^,1 i li f ;! 4& LESSONS IN ENGLISH. Questions and Suggestions. 12 13 11. What is the meaning of renurvets as used in the 6th Hne ? — Dishes removed from a table to make room for others. In ordering Esop to bring what was best in the market, did Xan- thus mean to buy but one article of food ? — No : he intended tfutt Esop should buy a variety of meats and dainties ; but the slave, wishing to play a trick or give a lesson, tvillfully misinterpreted his mastefs intentions. Use equivalents for violent. — Forcible, vehement. 14. What is meant by victuals ? — Food. 16* What figure is contained in " market offered " ? — Metonymy. (Ex- plain.) 16. What is meant by "the bond of civil society"? — The means by which men carry on their relations with one another. 17. Why does Esop call the tongue "the key of science"? — Because the sciences are communicated to us largely by means of speech. 18. What name is given to men well versed in science ? — Scientists, sr Mnts. 19. Vvhtit is the meaning of " the organ of truth and reason " ? — The organ by lohich %oe express what truth and reason inspire. 20TV ha i figures are contained in "bond of civil society" — "key of ;joience" — "organ of truth and reason"? — Metaphors. (Ex- plain.) 21. "IVhy is it said "cities are built by means of the tongue"? — Because the tongue is the organ tJiat is used to persuade people as to ni' convenience of cities. 22. How are "governments established and administered"? — By means of debates on the necessity of government and of wise adminis- tration. 23. What name is given to the person who presides over an assembly ? — A president, a chairman — in parliament, the speaker. 24. Why does Esop speak of " praising. . . .the gods," and not / God ? — Because he was a pagan. 25. What is the meaning of diversify ? — To vary, to change in many ways 26. What is meant by the " fomenter of lawsuits " ?-r-r/jaf the bad use of the tongue is often the cause of suits at court. 27. What is the opposite of strife ? — Peace. 28. " " contention? — Agreement, forbearance, »" " error?-— Truth. " " lies ?—Trutfis. 31. What is calumny? — The accusing of our neighbor of a crime of which he is not guilty. 32, What is blasphemy ? — The saying of any thing injurious to God, to His saijits, or to religion. 33.*Pc nt out a figure in the 24th line.— Organ. 34. Point out an interrogative sentence in the selection. — The 4th, and others. 35. Point out an imperative sentence. — Commencing on the 16th line : " Well. . ..go to market " 36. Are the words 'cience, truth, concrete or abstract nouns?— Jfc- straet, because they designate things which have not an isolated existence. M line ? — Dishet rket, did Xan- e intended tfutt ; hut the slave, sinterpreted hU I NTER M ED I ATK C< > U R SK. Questions and Suggestions. •19 87. Make out a list of the adjectivefi in the first Bentence, and of the nouna in the last Heutence.- -Adjectives : One, name, best. Nouns: Instrument, strife, contention, fomenter, lawsuits, source, divisions, tears, organ, error, lies, calumny, blasphemu. (The Teacher may rcquii'e the classification of these noune.) . 1 etonymy. (Ex- —The means by ce" ? — Because f of speech. ce ? — Scientists, reason " ?--I7ie spire. ety "— " key of taphors. (Ex- lie tongue " ? — lade people as to dstered"?— ^y of wise adminis- r an assembly ? leaker. ,nd not / God ? hangc in many \-r~That the bad Ibea ranee, crime of which \ious to God, to .—The 4th, and the 16th line: It i\ouns ? — Ab- not an isolated Phraseology and Composition. I. — Give the meaning of the following proverbs : — 1. An idle man tempts the devil. The devil finding a man unemployed, is doubly induced to tempt him. 2. A lie has no legs. An untruth 'cannot stand by itself, but requires other lies to support it. 3. A liar is daring towards God, and a coward towards man. When a man tells a lie, it is because he dreads man more than he dreads God. II. — Say of what virtues the following persons may be taken as models : The Most Blessed Virgin, St. Joseph, Abraham, Isaac, St. Patrick, Ven.De La Salle, St. Vincent de Paul, St. Francis oj Assisi, St, Stanislas Kostka, Job. 1. The Most B. Virgin is a model of every virtue. 2. St. Joseph is a model of purity. H. yl fcra/«A^ords. .— 1. Bruit. 2. ]iut. y. Bloto. 4. Brest. Brute. Butt. Bloat. Breast. Brood. Bridal. Jiurrow. Bolder. Brewed. Bridle. Borouf^h. Boulder. t'i Where the dash occurs, insert a suitable word taken from the above list. 1. Do not believe the bruit that the man acted as a hntte. The bi'ood of cliickens preferred to drink home- b reived ale. 2. I am fond of a joke, bvt I would not Buffer myself to be made the butt of the company. Put the bridle on my horse that I may attend the bridal party. 3. Blote that ham, if you wish to keep it sound. John's eyo began to bloat from the effect of the blow he received. There are many burrows in the new borough. 4. The sailor from Brest received a severe wound in the breast. "'♦ Be bolder,'' cried the boy, as he sprang upon a huge boulder. . ! i t 1 1 J 1 ■1 i i- i i 1 'r 1 1 ' n ' 1 M 1 i ■ 1 J ;■■; f ' t :1 ■ [ 1 i 1 ; J 11 < s V. — Write a composition about Thk Tongue. Questions on the Grammatical Text. PartM of Sperch. 59. What is Etymology?— 60. How many Parts of Speech aro there in English ?— Name them.— f>L What is a N(mu?~6-2. What is an Article?— 63. What is an Adjective ?— 04. What is a Pronoun ?-tO.'). What is a Verb?— 66. What is a Paiticiplo ? -67. Whnt is an Adverb ?— 68. What is a Preposi- tion ?— 69. What is a ("oiijunction '.» -70. What is an Interjection?— How inay each of the parts of speech be distingiiislied ? XVI. 71. What is a Sentence ?— 72. What is a Proposition ?— 73. What are the Essential Parts of a sentence?— 74. What is the Subject of a sentence?— 75. What is the Predicate of a sentence ? XVII. 76. Beeides the subject and the predicate, what do sentences frequentlj' contain? — How are these four parts denominated?— 77. What is the Object of a sentence ?— 78. What is the Attribute of a sentence ?— 79. How is the attvi^ bute distinguished ? XVIII. 80. With regard to their meaning, how ave eentences divided? — 81. What Is a Declarative Sentence ?— 8J. An Imperative iSentenco ? — 83. An Interrogative SeuteriCL;?— 84. An Exclamatory Sentence? XIX. 85. Besides their classification as to meaning, how are sentences divided? — 86. What is a Simvile Sentence ? INTERMEDIATE COURSR 51 Chapter II. — Lesson XXI. — Nouns. 87. A Noun is the name ot any person, animal, place, or thing, that can be known or mentioned ; as, Jamefi, horse, Turonto, school, water, soul, qramniar. 88. There are two general clasfieB of .ouus, the Common Noun and the Proper Noun. 89. A Common Noun is the name of a class of bf^ings or things ; as, boy, cow, countiy, )noit)dain, hook; boys, cows, countrit's, viouiitatns, hooks. 90. A Proper Noun is the name of a particular individual, or people, or group ; as, Adam, Canada, the St. Lawrence, the Americans, the Alleghanies. 91. The first letter of a proper noun should be a capital. I. Common and Proper Nouns. — State orally, or by initials, whether the nouns are proper or common. 1. Sermon, c, Burke, p. Audience, c. Hughes, p. Preacher, c. Vincent, p. Hospital, c. Montreal, p. Sb. Louis,]?. Professor, c. 3. CsBsar, Athens, Warrior, Greece, P- P- c. Legi8lator,c. 4. Philosophy, c. Aristotle, p. Academy, c. Lecture, c. Socrates, ^j. bes divided? II. Sentences to be completed. — Where the dash occurs, insert a noun that will complete the sense. — The Teacher may require the pupils tQ distinguish between the common andproper nouns. Lachine Rapids. At length, they neared the Lachine Rapids, the roar of whose restless waters had been for some time previous sounding in their ears ; and as the broad wreaths of foam, the snow-covered rocks, with the black waters boiling and chafing up between them, or eddying round in countless different cnrrents and whirlpools, burst upon their luew, an involuntary exclamation of admiration escaped the colonel's lips. The scene was indeed grand, sublime in the extreme; and the lonely wooded khores of Caughnawaga- opposite, the tiny islets with a solitary pine tree or two growing from their rocky bosoms, and standing where* they had stood for ages, calm, unmoved by the wild tempest of waters so fiercely ranging around them, gave fresh food to the thoughts, whilst tney added increased grandeur to the scene. — Mrs. Leprohon (1832—1879). in. Draw one line under each common noun, and two lines under each proper noun. — New York is the largest city in America. — London is the lai'gest city in the world. — Pekin is the most populous city of Asia. — Tokio (forriierly Ykddo) covers a larger surface than any other city in the world. — The Nile is the largest river in Africa. — The Mississippi is the largest river in the United States. — Quito is the capital of Ecuador. — Nova Scotia is noted for its coal mines and fisheries. — Aristotle and Socrates were great philosophers. Oral Conjnfiation,— Subjunctive present of have, be, lore. Analysis and Parsing.— Lexicology is the science of >vords.— Arithmetic is the science of numbers. — Simp, decl.;— Suhj., Lexicology {com. n.,'Srd p., b. n., n. g.);— Pved., is ;irr. int. v., ind. m.. pres. t., 3rd p., a. n.);— Att., science (abst. a.,3rd p.. b. n., n. g.);— words, (com. n., 3rd p., pi. n., n. g.) *■( ! i^ i. ij' ■ : >'. ! |i^ I! li 1 i 1 _ ; jW y fi^ LESSONS IX RNl ISH. Lesson XXII. — Nouns. 02. A common name, wlum naod to deiK.e a particular object, Ue- comes in'opcr ; as, the J'kiI,, the Gdrdciiti, thi' Term. \ 93. Tho commo?i naiio of nn animal or a tlunj^ often booomcfi pioper by |)(>rsonittcation, that is, wlicn tlie animal or tJiinj^ is roi)re8ented ns capable of laiit,'ua^e ttud acti )n ; an, " The Fox uihlrt'i^xetl ih,'. Crow — ''The Oak (uldn'tt^ml thr Reed." — '-Fair Peace Jur olive branch t\rten(l»." 9i. Wbon a proper name is use'^ *o desipnate a clasH of beni .-M or tliinj,'8, it i« considered common; aa, A Solomon; three Kur'Aaiis ; a Turk ; nunnj tin Alp ; the Cicero <>f the • Waterloo, pi p- Moficow, pi 1. Maisonneuve, p. St. Francis, p., pi. Washin;^ton,|i,,2)/. Edinburgh, pi. Hudson, p., pi. I. Proper Nouns.- -Indicate names of persons or places. 1. Quebec, p. "2. Clay. V'orktown, pi. Webster, Manitoba, pt. Liverpool Selkirk, p., pi. Wallace, Las Casas, p. Napier, II. Sentences to be completed. — Where ti ^■'. dash occurs, insert a noun that will complete the sense. — The Teach, r may require the pupils tu distinguish hetiveen the ontmon and the proper nouns. King Arthur. — The Eouko Tahle. After Vortigern, there were two British himfs who. by their wisdom and courage^ prevented the Saxons from taking j^d-s^fss/o// of Britain for a time. The first was namcid Amelius Ambrosius, a Roman-Briton ; and the second was great King Arthur, about whom so many woiider- ful stories are told. It is said that he had twelve knights at his caurt who were so brave that };e could never tell which was the bravest. To disijlea^e none he had a vmnd table made for them, because he could not decide which dcscvved to sit at the head of the table at his feasts. King Arthur was never beaten in any battle ; and even when dead, the Britons firmly ?)elieved that he had only disappeared for a time, and that he would come back and help them to light the Saxons. King Arthur was buried at Glastonbury Abbey ; and after his death, the Saxons gained i^ossession of all Britain. III. Underline the proper nouns. — The Tearher mny ask the pupils to indicate the common nouns. — Seventeen Saxon kings and three J^anish kings reigned in England before the Nor!f'a)i Conquest. — William the Conqueror, William II., Henry /., and Stephen were the kings of England of the Norman line. They reigned from A.J). 106(5 to 1154. — The French were the first explorers and settlers of Canada. In 15.34, Jacques Cartier entered the Gulf of St. Lawrence and penetrated into Chaleur Bay. He erected a cross on the Gasp4 Peninsrila, and took possession of the country in the name of Francis I., king of France. — In the ship of humanity, will is the rudder and sentiment the sails. — James has gone to the Park. Oral Coniu^,'a.tion»— Subjunctive past ot hare, be, lore. Analysis and Parsing.— Orthography treatsof letters.— SpelHng is the art of expressing words by their proper letters.— Shnp. decl.; ^xxhy, Orthography (com. n., .3i'(l|p., 8. n., n. g.);— Prod., treats (ra^. int. v., lad. m., pres. t., 3rap., ». n.)',— letters, (com. n„ 3rd p., pi. u., n. g.) INTKKMEUIATE COURSE. r»!J Lesson XX 1 1 1. —Particular Classes of Nouns. 05, A Compound Noun is a namo formed of two or inor«? words joined together ; us, nilri'r.iinith, tti)ooiij'ul,m(t'i-oj'-ifin-,iiul nouns ure usiuiUy included anjou{^ common nouiiH. 97. A Collective Noun iH u namo tliat denotes a collection of many individuals ; as.^/i/m*///, iiHt'tiutiyjloch, sicartn. 98. A Concrete Noun is the namo of a thinj* that has real existence; as, sun, air, said. 99. An Abstract Noun is the namo of a quality, an action, or a state of bein^; ; as, .i, prido, motion, (jvowlU, itoveriy, vntnhootl. 100. A Participial Noun is a kind of abstract noun that retains the form of the participle; as, readintj, triiimpliiiiif. I. Particular Classes of Nouns- each noun belon^js. l.HardnesB, (J. 2. Pailful, cd. -St- o what particuUtr class Body, c. Society, coL Soul, c. Virtue, a. Iniquity, a. Singing, p^rt. Goldsmitli, cd. Glassful, cd. t Sister-in-law, cd. Penmanship, a. ILumility, a. Riding, putt. Congregation, col. 3. Hei \Va Geii , , . Writing, ^«/7. Moon, r. II. Sentences to be completed. — Where the dash occurs, insert a noun that will complett; the sense. The Teacher may also require the pupih to diatinyuish the vdrions classes of mntiis. Napoleon Bonai-ahtk. Young Napoleon soon made himself consul of France, and in the end was crowned emperor. He was a man of most extraordinary talents and genius. He saw that tlie habits and customs of the old government of France were broken to pieces ; and he resolved to put a stop to the confusion, and to create order again out of the chaos which had hitherto reigned. He turned the bloodthirsty fury of the nation to foreign conquest. He raised immense armies and led them against the old monarchies of Europe. He overran Austria, Italy, and Spain, and gave new kings to most of the kingdoms ho attacked. Bernadotte, a French general, was made king of Sweden ; one of Napoleon's brothers was made king of Spain, and another of Westphalia. Having thus disposed of the chief kingdoms of the Continent of Europe, it was determined to conquer England. III. Underline the proper nouns. The Teacher mag require the pupils to indicate the other classes of nouns. — Henry 11., Richard 1., John, Henry III., Edward I., Edioard II., Edward III., and liichard II., were kings of England known as the Angevins or Plantagenets. They reigned from 1154 to 1399. — Nature (personified) when she sends a new mind into the world, fills it beforehand with a desire for that which she wishes it to know and do. Let us wait and see what is this new crea- tion, of what new organ the great spirit had need when it incarnated this new will A new Adam in the garden, he is to name all the beasts in the field, all the gods in the sky. Oral €'onju^ationt— Imperative of hare, be, lore. Analysis and Panting.— Astronomers cannot count all the stars.— Exhibi- tions attract a large number of visitors.— Simp, decl.; Suhj., Astronomers (com. n.,.Srd p.. pi. n., m. g.);— Pi-ed., cannot count (reg. tr. v., pot. m.. pres. t., Srd p., pi. u.);— Obj,^ ttara (com. u., 3rd p., pi. n., n. g.) ^f.i IMAGE EVALUATION TEST TARGET (MT-3) 1.0 1.1 L£|M 125 lb 140 12.0 m ||l.25 |U |,.6 < 6" » Photographic Sdences Corporation 33 WEST MAIN STtECT WEBSTIR.N.Y. UStO (716) •72-4503 F«kv . f«, 'Ji i ■lil fip' I;) ' -^ if! ( '; I ^■ 64 LESSONS IN ENGLISH. Lesson XXIV. — Modifications of Nouns. — Persons^ 101. Nouns have modifications of four kinds : Persons^ Numbers^ Genders, and Cases. 102. Persons, in Grammar, are modifications that distin- guish the speaker or writer, the person or thing addressed, and the person or thing spoken of. 103. There are three persons ; the Firsts the Second, and the Third. 104. The First Person denotes the speaker or writer ; as, " I, Paul, said this." 106. The Second Person denotes the person or thing addressed ; as, " William, shut the door." 106. The Third Person denotes the person or thing spoken of; as, '' George is f/oing to school." I. Proper Nouns. — Tell whether the proper nouu is the name of a person, a place, or a group. 1. Azores, .9.,/;/. 2. Venice, pZ. 3. Curran, j?. 4. Hindoostan, pi. Cortereal, p. Cambodia, pi, Virgil, p. Borgia, p. Indies, g.,pl. Boderic, p. Galway, pi. Beeks, g.,pl. Herodotus, p. Helicon, pi. Homer, p. Dublin, pi. Vasco de Gama, p. Canaries, g.,pi Giant's Caiise- way, pi. II. Sentences to be completed. — Where the dash occurs, insert a noun that will complete the sense. — The Teaclier may require the pupils to classify the nouns. (Point out the compound nouns.) BoBiN Hood. It was in Bichard's reign that the famous Bobin Hood lived. He was said to be the Earl of Huntingdon, who was outlawed, chat is, who was declared to be under punishment by law for his wild life. Bobin Hood>wa8 very merry, although he was outlawed. He and his friends lived in Sherwood Forest, in Nottinghamshire, where they fed ifpon the deer and gam^, and robbed all the rich folks who passed through the forest. They dressed in green, carried bows and arroics ; and they were so clever at shooting that Bobin Hood could split a willow-wand in two at a hundred yards from it. Bobin 's/rj>nd« were called his " merry men; " and their names, Little John, Allan-a>Dale, Friar Tuck, and Mutch-the-Miller, are as well known as Bobin Hood's own. They never robbed the poor, but gave most of what they got to people in want and distress ; so that all the people round Sherwood loved them and defended them against the Sheriff ol Nottingham. III. Write (i) after the nouns of the first person, (2) after those of the second, and (3) after those of the third person.— I, Paul (1), an apostle (1), commend this to all good men (3). — Father (2), where art thou going without thy deacon (3) ?— Come gentle Spring (2). — We tell our charities (3), not because we wish to be praised for them, not because we think they have great merit (3), but for our justification (3) . It is a capital blunder (3) ; as we discover when another man (3) recites his charities (3). Oral C'oiy ujiation.— In^nth've of have, be, lore. AnalyriH and ParsluK*— Blvil communications corrupt good manners.— Perseverance overcomes obBtacles.— Simp, decl.;— Subj., commiinication* (com. n., Srd p., pi. n., n. g.);— Pred., corrupt (reg. tr. v., ind. m., pres. t., 3rd p., pi. a.);— Obj., mcmnen (00m. n., Srd p., pi. n., n.g.);— JiVil, adj.;— j^d, tn^....,...,. INTERMEDIATE COURSE. 55 Lesson XXV. Literary Selection for Explanation and Study. THE MORNING LARK. 10 Feathered lyric, warbling high, Sweetly gaining on the sky, Op'ning with thy matin lay — Nature's hymn— the eye of day, Teach my soul, on early wing. Thus to soar and thus to sing. While the bloom of orient light Gilds thee in thy tuneful flight, May the Dayspring from on high, Seen by Faith's religious eye, Cheer me with His vital ray. Promise of eternal day ! —Thomson (1700—1748). Oral Statement— Sketch.. 1. PXRSOMAOEB. Time and Place. I 2. Words and Actions. 3. Bbsult. >IOIUL. Literary Analysis. What is the subject of this selection ? — The Mom,' ing Lark, When and where must the sight of the lark have inspired the poet to write these I lines? — In the early vorning wJun " war- [ bling high.'* (1. WTiatis the lark said to be doing? — Warbling and flying very high. 2. What does the poet say the lark sings? — { " Nature's hymn *' at dawn. ' What result does the poet reach from his reflec- tions on the soaring of the lark? — He expresses the tcish that the Almighty power may cheer him with His vital ray. ' What lines convey the moral of this selection ? •* Teach my soul, on early wing. Thus to soar and thus to sing," I 'i- 56 LESSONS IN ENGLISH. Questions and Suggestions. 1. What is the lark called in the first line? — Lyric. 2. What suggests this name ? — The lyre. 3. Why this name ? — To suggest that the music of the lark is as sweet as that of the lyre. 4.*Is lyric, in general use, a noun? — No: here it is used by poetic license. (Explain.) 6. What is warbling i — Singing in a thrilling, quavering, vibratory manner. 6. Express "gaining on the sky " differently.— Fiy/n// high. 7. Why is the apostrophe used in opening? — To take the place ofe. 8. Why is e left out? — So that the line may have but seven syllables, to agree with the next line. 9. What does matin mean ? — Morning. 10. What is a lay t — It here means a song, or a tune. 11. What other name does the poet give to "matin lay"? — Nature's hymn. 12. What does the poet say the lark opens with its " matin lay " ? — The eye of day. 13. When does the "eye of day " commence to open ? — At dawn, when the sun approaches the horizon. 14. What, then, is the " eye of day " ?— T/je sun. 15.* What is the name of this figure ? — Metaphor. (Explain.) 16. Express the meaning of the last two lines of the first stanza in plain language. — Teach my soul to rise at dawn to offer up fervent prayers to its Maker. 17. What is the orient ? — The east. 18. What is the "bloom of orient light " ?—The rays of the sun. 19. Express the 8th line in plainer language. — Shines on you when you are singing and flying. 20. What is meant by Dayspring ? — Here it appears to mean our Lord Jesus Christ. 21. Why does Faith's commence with a capital ? — Because it is personi- fied. (Explain what is meant by penoniflcation.) 22. What is meant by "vital ray " 7—^The *' promise of eternal day " — the promise of "ii/e everlasting.*' 33. What is the meaning of eternal as used here? — Wit^ t end, ever- lotting. 24. What is the plural of sky f — Skies. 26. " " " day?— Days. (Reason.) 26. Why does His (11th line) begin with a capital ? — Because it is a pronoun referring to the Deity. 27* Make a list of the adjectives in the firp-t stanza, and of the nouns in the second. — Adjectives : Feathered, matin, early. — Nouns : Bloom, light, flight, Dayspring, Faith's, eye, ray, promise, day. Exercise. — Paraphrase the Morning Lark. s sweet as INTERMEDIATE COURSE. 57 Phrastology and Composition. I. — Make sentences containing historical facts aboiit one of the fol- lowing persons : Robert Bruce, Geonje Wanhingtm, Isaac Brock, JacqucH C artier. 1. Robert Brace defeated Edward III., of England, at Bannockburn, 1314. 2. George WiDihiiipton was commander-in-chief of the Americans during the Revolutionary War, 3. Ijaac Brock was killed at the battle of Queenston Heights, 1812. 4. Jacqueii Carticr planted the Cross on Canadian soil in 1634. II.— Put the subject before the verb and the attribute after. 1. Lyhig lips are an abomination to the Lord. 2. A promise against laic or duty is void in its own nature. 3. Ametuhnent is the best sign of repentance. 4. An evil conscience is the most unquiet companion. ' 5. Civility is a magnet that attracts all men. 6. Every day of your life is a leaf in your history. i :i '" use it is a III. — Give the reason why tlie following things are done : — 1. Wr, vmsticate our food to prepare it for swallowing and digestion. 2. We put wooden o?- ivoi^y haitdles on metal tea-pots because they are poor conductors of lieat. 3. We manure land to restore fertility, and to adapt the soil to the plants we wish to cultivate. 4. We sow different tropx in rotation to prevent the soil from becoming impoverished. 5. We filter water to remove impurities from it. Exercise on Homophonous Words. IV. -1. Cash, Cache, Calendar, Calender. 3. Cask. 4. Cast. Casque. Caste. Carat. Caster. Carrot. Castor. 2. Call. Caul. Capital. Capitol. Where the dash occurs, insert a suitable word taken from the above list. 1. Place the balance of your ca^h in a cache. Reinarkable events are entered in the calendar. Linen manufacturers use a calender. 2. Call Margaret that she may buy a caul for her sister. Ottawa is the Capital of Canada. The Capitol at Wasbington is a splendid edifio9. I;^?i )i i S ,■■ ! k i.. ! iff 58 LESSONS IN ENGLISH. Exercise on Homophonous Words. 3. The soldier filled his casque from a cask of wine. The {^old is ten carats fine. He ate a large ciurot. 4. John cast a stone into the water. There are no distinctions of caste in this country. Look at the castor constructing his dam. You should have a pepper caster. V. — Write a composition ahout Snow. Questions on the Grammatical Text. ^1 If I! % r* m V: 1! I- \ 87. What is a Noun ?— 88. What general classes of Nouns are there ? — 89. What is a Common Noun ?— 90. What is a Proper Noun ?- CI. With what kind of letter should a Proper Noun oegin ? XXII. 92. What is said of a common name when used to denote a particular object ? — Give examples. — 93. How else do common names become proper';*— Ex- amples.~94. Are proper names ever considered common ? — Examples. XXIII. 95. What is a Compound Noun ? — 96. Whatparticular classes are usually in- cluded among Common Nouns ?— 97. What is a Collective Noun ?— 98. A Con- crete Noun ?— 99. An Abstract Noun ?- 100. A Participial Noun ? XXIV. 101. What modification have nouns?— 102. What are Persons in Grammar? —103. How many Persons are there ?— Name them.— 104. What is the First Person ?— 105. The Second Person ?— 106. The Third Person ? ^:>^ ^it>;^£^ ':«■ W INTERMEDIATE COURSE. 59 there ?— ^ith what ar object ? per?— Ex- IB. iBually in- 98. A Con- rammar ? the First i. Palace, FaUices, Castle, Gastlen. Virago, Vii'ugoes. Junto, Juntos. Tyro, Ttjroes. 3. Proprietor, Proprietors. Mansion, Mansions. Portico, Porticoes. Embryo, Embryos. Punctilio, Punctilios. Lesson XXVI. — Numbers of Nouns. 107. Numbers, in grammar, are Tiodifications that dis- tinguish unity and plurality. 108. There are two numbers, the sinfjular and the plund. 100. The Singular Number denotes but one; as, pen, fo.v. 110. The Plural Number denotes more than one ; as, pens, foxes. 111. The plural of nouns is regularly formed by adding s to the singular ; as, house, houses ; book, hooks. 112. Nouns ending in ch soft, o preceded by a consojiant*, H, sh, a\ or », form their plural by adding es to the singular ; as, match, matches ; tomato, tomatoes ; cross, crosses ; brushy brushes ; box, boxes ; waltz, waltzes. I. Plural of Nouns, — Write or spell the nouns of this section in the plural number. ~ ' " 2. Miss, Miiises. Coach, Coaches. Peach, Peaches. Sex, Sexes. Quiz, Quizzes. II. Omissions to be supplied. — Where the dash occurs, insert a suitable noun. The Teacher may question the pupils on the classes of the nouns in this section, and require them to form the plural of each. Madcap Harry. Madcap Harry was the wildest prince that we read of in English history. He spent all his time with a number of low companions who went out with him to stop the people on the highroads, and to take their money from them. They used to dress in nutsks, that people might not know who they were ; and then they went and dined to- gether at some of the taverns in London. On a certain day, one of his companions had been taken before Chief -Justice Gascoigne for stealing. The prince came to the court, and demanded the instant release of the prisoner, On Gascoigne's refusal to give him up, Prince Heiwy drew his sword. Gascoigne was a man '.vho deemed the dignity of the law superior to the dignity of a prince who forgot what was due to his station, and calmly committed him to the King's Bench. Prince Harry had the good seme and good feeling to submit, and when his father heard what had passed, he exclaimed : " I am a happy king^ to have B, judge so true to his duty, and a happy /ai/tcr to have a son who knows how to submit to the Zt/jp." III. Chang^e the italicized nouns to the plural. — The maid is washing the dishes. — The mariners are preparing the ships. — Can you unrftvel the rebuses ? — The optician sold him good lenses. — Do not speak of phizzes in place of faces. — Did you hear the cuckoos singing ? — Give the messengers the calicoes. — Did he repair his losses ? — The mosses can- not be good in this part of the country. — They are hunting the buffaloes. — Did you see the patches of corn.^ Oral Coiyu gallon.— Principal Parts and Participles of harc« be* lore. Analynis and Pamlng.— Forget the faults of others. Bememberyour own faul ts.— Sp. imp, sent.;— Subj., yoxi (understood) ;— Fr ed., /orget ;—Ohyt faults. I. Some words ending in o preceded by a consonanT, add a only to form the plural; &^, piano, pianos; junto, juntos. a. Henry IV. 3. The Teacher may, if he consider it useful, give exercises from the Ele- mentary Course, Teacher's Edition, pp. 17-18. I ; ;l! i; i Pi III I ■I i 60 T.F.SSONS IN KNC.IJSH. Lesson XXVII. —Numbers of Nouns. 118. Nouns ending in // preceded by a consonant, change y into »,and add es to form the plural ; as, copu, cojn'cs. 114. Nouns ending in y preceded by a vowel, follow the general rule ; as, Av//, keys ; hoy, boys. 115. The nouns soliloquy, obloquy, alloqiuj, and colloquy, change the y into i and add es; thus, soliloquies. 116. The following nouns ending in ./', change./' into r,and add es: beef, calf, elj\ half, leaf, loaf, self, sheaf, shelf, thitf, wolf; as, beereft, calves, lea res. 117. The following nouns ending in fe, change / into v before adding s, to form the plural : lini/'e, life, and wife ; as, knives. 118. Wharf has wharfs or toharves. Stojf, when it means a cane, makes staves; in compounds it always makes staffs; as, flagstaff, flagstaffs. I. Plural of Nouns. — Write or spell the nouns of this section in the plural. 2. Sheaf, Sheaves. Colony, Colonics. Skiff, Hkiffs. Beef, Beeves. Gipny, Giimcs. 1. Play, Plays. Medley, Medleys. Ally, Allies. Leaf, Leaves. Wharf, Wharfs. Soliloquy, Soliloquies. Colloquy, Colloquies. Monarch, Monarchs. Viceroy, Viceroys. Kex'chief, Kerchiefs. II. Omissions to be supplied. — Wliere the dash occurs, supply a noun that will complete the sense. — Let the Teacher question the pupils on tlie formation of the plural of the nouns in this section. Shadows of the Mind, The shadows of the mind are like those of the body. In the morning of life, they all lie behind us ; at noon, we trample them under foot ; and in the evening, they stretch lon{», broad, and deepening before us. Are not, then, the sorrows of childhood as dark as those of age ? Are not the morning slmdows of life as deep and broad as those of its evening ? Yes ; but morning shadows soon fade away, while those of evening reach forward into the night, and mingle with the coming darkness. The life of man upon this fair earth is made up, for the most part, of little pains and little pleasures. The great wonder- flowers bloom but once in a lifetime. — Longfellow (1807-1882). III. Chang^e the words in Italics to the plural and make the other necessary chang^es accordingly. — The miner found topazes under the layers of slates. — The soldiers placed the flags on the flngpolls. — The missionaries overcame the difficulties. — The laborers cut down the cliffs. — Take the relays from the batteries. — The sailors put the sails on the skiffs. — The old man bent the blacktliorn staves. — The men are engaged in colloquies. — The huntsmen shot the wolves.^ Oral Conjufiatlon,— Indicative present and past of listen. AnalfMia and PaminiK.— Where is James?— How in your father?— Sp. int. sent. ;— Subj., James ;— Pred., is. z. The Teacher may refer to the Elementary Course for other exercises. See Teacher's Edition, pp. 19, 24. INTERMEDIATK COURSE. 61 is section in Lesson XXVIII.— Irregular Plurals. 119. The following nouns form their plural thus : — Singular. Plural. Singular. Plural. Child, Children. Mouse, Mice. Foot, Feet. Ox. Oxen. Goose, Geese. Tooth, Teeth. Man, Men. Woman, Women. 120. Rrother has brothers or brethren. 121. Penny h&s genev&Uy pence ; it h&s pennies to designate distinct coins. 122. Die, a stamp for impressing metals, has dies in the plural ; die, a cube for gaming, has dice. I. Numbers. — Write or spell the words of this section in the singu- lar. — The books should be closed, and the words dictated. 1. Pence, Penny. Women, Woman. Dice, Die. Oxen, Ox, Branches, Branch. 2. Boobies, Booby. Potatoes, Potato. Obloquies,0&/o9u^. Foxes, Fox. Toys, Toy. 3. Glories, Lasses, Eabatos, Porticoes, Splashes, Glory. Lass. liabato. Portico. Splash. II. Omissions to be supplied. — Where the dash occurs, supply a noun that will complete the sense. — llie Teacher may question on the formation of the plural of the nouns contained in the selection. The Beginning op the Wars of the Boses. During the reign of Henry VI., a famous dispute arose between Lord Somerset and Lord Warwick, in the Temple Gardens, in London, about which had the best right to be king, Henry or Eichard Duke of York, who was the great-grandson of King Edward III. Somerset was another fireat-firandson of Edward III., his grandfather being John of Gaunt, and he was a great favorite with both Henry and Margaret. He was very hot-tempered ; and when he found that Warwick could not agree with him, he hastily plucked a red rose from a rose-tree that stood near, and cried out : " Whoever is for Henry c fjancaster, let him wear a red rose ! " and he stuck it in his cap as cao badge of the House of Lancaster. Warwick immediately plucked a white rose as the badf/e of the House of York; all the gentlemen who followed him did the same ; and rosettes of red and white ribbon, or red and white paper, were very soon made, and worn by every body, all over England. This was the beginning of the Wars of the Roses, in which more blood was shed than can easily be reckoned. III. Write in the plural the words in Italics, and make any other necessary changes accordingly.— Give a few pence to the beg- gar. — The cats caught the mice. — The rosettes looked well. — The coiners lost the dies. — The gamblers lost the dice. — The pennies came from the mint last year. — My dearly beloved brethren, listen to your pastor.* Oral Conjugation,— Indicative perfect and pluperfect of read. Analysis and Parsing.— What a beautiful sight the rishig sun is !— How it rains !— Sp. ex. sent.;— Subj., sun ;— Pred., i'«;— Att., sight. I. The Teacher may give more exercises. See Elementary Course, Teacher's Edition, p. 25. mu 62 LESSONS IN ENflMSH. 1 Lesson XXIX.— Plural of Compounds. 123. The plural of compound nouns is fornicd by varying the princi|)al word ; as, .strp-mm, st('j>-s(ms ; ene-tiuuh^ eip-tcfth ; brother-in-law, hrothers-in-laiv ; cutirt-martial, courts-martial; hamjer-on, hangers-on. 124. When the tenna of a compoiuul difftn* little in importanco, the last only is varied iu tho plural ; as, qutrn-connoi'ts, jack-a-lanterm^ piaiio-fortea. 126. The plurals of the compouudH itmn-scrvant , wanmn-nervaiU, man- buyer, viati-neller, muii-cliild, aro written by a few authors iih'n-m'rvantt<, winnen-serviintH, men-buyers, men-sellers, men-clnldien. This form is contrary to analogy, and the proper plurals are manservants, woman- servants, via n -buyers, man-sellers, man-ehiUlren. The distinctive adjec- tives nes ;— Fred., wrote ;—Ohi., letter. 1. The Teacher can easily extend this exercise. INTF.RMEDIATK COURSE. 63 Is. [ by varying !/», ein'-tveth ; irts-martial ; porta n CO, the ick-a-lnnternn, -xervant, man,' iih'u-HcrvantK, riiis form is untH, womav- inctivo adjec- viale servant, malf children. vnds, are, in lin^ 8 or es at u-tites, liocus- )y adding s ; )f this Bection iijhU-errant. her men. Hh-riies. sh-brnshe/i. n-trapii. ketfnla. en-consorts. irs, supply a and to walk ley were also od ; to never alk barefoot, hea in xcinter At the age of able and ig, only an 3d that the ch children, ters. alics to the . — The male -They were nswered the T.KSSON XXX. Literary .Selection for Explanation and Study. CniUSTMAH. Of all the old festivals, that of Christmas awakens the strongest and most heartfelt associations. There is a tone of solemn and sacred feeling that blends with our convivi- ality, and lifts the si)irits to a state of hallowed and elevated 3 enjoyment. The services of the Church about this season, are extremely tender and inspiring. They dwell on the beautiful story of the origin of our faith, and the pastoral scenes that accompanied its announcement. They gradually increase in fervor and pathos during the season of Advent, 10 until they break forth in full jubilee on the morning that brought peace and good-will lo men. I do not know a grander effect of music on the moral feelings, than to hear the full choir and the pealing organ performing a Christmas anthem in a cathedral, and filling every part of the vast pile »5 with triumphant harmony. It is a beautiful arrangement, also, derived from days of yore, that this festival, which commemorates the announce- ment of the religion of peace and love, has been the season for gathering together of family connections, and drawing ao closer again those bands of kindred hearts, which the cares and pleasures and sorrows of the world are continually operating to cast loose : of calling back the children of a family, who have launched forth in life, and wandered widely asunder, once more to assemble about the paternal 25 hearth, that rallying-place of the affections, there to grow young and loving again among the endearing mementos of childhood. — TI>/.s//?«/yton Irving (1783-1859). • M Oral Htatenieni— fiketch. I. Personages Time and Place. Literary Analysis. Of what does this selection treat ? — Of Christmas and its religious ceremonies and family gatherings. ' When and where do these festivities take place ? — On the festival of Christmas, which occurs on the 25th of December. The author refers to the ceremonies of Cathedral Churches par- ticularly. The social gatherings take place around the family board. it I:" t •4 ; 1 I J ! i • ' 'i 2. worpb and Actions. ■J ' 3. Besdlt. LESSONS IN ENGLISH. Literary Analysis. MOBAL. 1. What loeVmn dooB the fentival of Christmai cause to ariso iti all Christian hearts ? — A toleinn and aacred /eeliiiff that hlendn with our conviviality, and elevate$ the spiritt to holy enjoyment. 2. What is remarkable in the ceremonies of the Church at this season ? — They are extremely tender and inipirinfl. 3. On what do the ceremonies dwell ? — On the history of the oriijin of our faith, and tlie pastoral scenes that accompanied its an- nouncement. 4. What time is set aside by the Church in preparation for Christmas? — Advent. 6, What efTect has a Christmas anthem on a Christian ? — A soul- inspiring effect on the moral feelings. 6. What beautiful arranfijement is referred to in the second paragraph ? — Gathering together the children and family connec- tions around the patsmal hearth, " there to grow young and uwing again among the endearing mementos of childhood.^' ( Wlmt do the religious ceremonies and the family gatherings of Christmas cause to spring up? — They awaken the piety in- stilled into the soul by a pious mother in early years, and they draw closer the ties of kindred hearts fry assembling at the paternal hearth, •* that rallying-place of the affections.^' What practical lesson should be drawn from this sketch? — An ever-increasing love for that grand old festival of Christmas ; fidelity in assisting at divine service, in receiving the Blessed Eucharist, and in renewing family relations, either in person or by let- ter, on tliat day. Questions and Suggestions. 1. From what words is Christmas formed? — From Christ and Mass. 2. What is meant by festivals ? — As used here, the meaning is anniver- sary days of joy. 3. What is the meaning of associations in this place ? — Connections of persons and things — thoughts of the family, old friends, the paternal liomestead, festivities both religious and social rNTF.RMF.mATF, COURSE. C5 Questions and Suggestions 4. TThg an otiuivalent for (i) Htirred, (2) hWiuh. — (i) Uohj, (2) mixeit, 5. What iii meant by amvivialitij f — The yood humor and mirth indulged in onfentive vccasioiin. {). \Vha,t in mount hy Kpiritx uh UHed hero? — Any remarkahle maniffM- tntion of life or encrm/ ; enlhuHinxm. 7. XIhg an equivalent for liulloind, for elevated. — Uohj, high. 8. (live Home BynonyniH of enjoyment. — Vleanure, Hatinfaction, gratiji- ration, happinean. 9. What are "the servicoH of the Church "?—r//trt/rt?2//^.s ; jihenotnenon, phenomc^"i. I. Numbers of Nouns. — Where the dash occurs, insert a suitable noun taken from the lists above. 1. Good news. 3. Two pair of hose. A flight of grouse. A regular hexagon. A comprehensive inde.r. . A compendinm of history. The radius of a circle. The a.tis of the earth. Herds of cattle. The sparrow species. The best yneans. A generous alms. 2. A large bellows. Twenty deer. Two flocks of sheep. A herd of swine. II. Omissions to be supplied. — Where the dash occurs, supply a suitable noun. The Evil Effects of Eebreathing. The evil effect of rebreathing the air, cannot be over-estimated. We take back into our bodies that which has just been rejected. The blood thereupon leaves the lungs, bearing, not invigorating oxygen, but refuse matter to obstruct the whole system. We soon feel the ejfects. The muscles become inactive. The blood stagnates. The heart acts slowly. The food is indigested. The brain is clogged. Instances of fatal results are only too frequent. The constant breathing of even the slightly impure air in our //oH.ses, cannot but tend to undermine the health. The blood is not purified, and is thus in a condition to receive the seeds of disease at any time. The system uninspired by the energizing oxygen is sensitive to cold. The pale cheek, the lusterless eye, the languid step, speak but too plainly o? oxygen starvation. In such a soil, catarrh, scrofula, and consump- tion run riot. — J. D. Steele. III. Write the italicized nouns in the singular, and make the other necessary changes accordingly. — The Pope has defined a dogma. — Give me the prospectus of tlie school. — What a wonderful phenomenon \~-Js there an erratum to the book? — The angler visited the valley, the meadow, the forest, and the best fishing haunt. Oral t'onjujiution.— Subjunctive of write. Analysis and Par«ln«.— Give the beggar an alms.— Describe a hexagon.— Sp. imp. sent. ;— Subj,, you (uuderstocd) ; -Pred., give ;— Cbj„ alius. U: 72 LESSONS IN ENGLISH. l<3 i ^' ! P! ^:* fi s'i 1 i ■ Lesson XXXIV.— Numbers of Nouns 134. Proper nouns generally form the plural by the addition of s or cs^ after the manner of common nouns of the same termi- nations ; as, the Carolinas ; the Jameses ; the two Sicilies ; the Platoes. 135. Imlia has Indies in the plural. IHO. When a name and title are to be used together in a plural sense, the name alone is pluralized, if the persons are of the same name ; as, the two Doctor Russells ; the title only is pluralized if the persons are of different name ; as, the Lords Howard and liusaell ; Messrs. Lmnhert d> North; the Knights-Templars; Masters Thomaa and John Kelly. 137. When words usually belonging to other parts of speech, become nouns, they should form the plural like common nouns of the same endings ; as, ^/*/w-fourths ; his yeses and noes. 138. When letters and other characters require the plural, they form it by taking an apostrophe and s ; as, two a's; four g's ; the x 's. Otherwise, the characters are liable to be mis- understood ; thus, " Stroke the t's " is very different from " Strohe the ts." L Plural of Proper Nouns. — Write or spell the plural of the nouns of this section. 2. Juliana, Julianas. • Horatio, Horation. Felix, Felixes. Bruno, Jinmoes. Baldwin, liahlwins. Kelly, Kellies. IL Omissions to be supplied. — Where the dash occurs, supply the suitable proper name, either in the singular or the plural number, according to the sense. Sovereigns of England. Among the kings of England since the Norman Conquest, there were four Wiliiams, one Stephen, eight Henries, three Richarda, one John, six Edwards, two Jameses, two Charleses, and four Georges. The queens were two Maries, one Elizabeth, one Ann, and the present sovereign, Queen Victoria. The names of the races of sovereigns are the Normans, the Aihjevins, the Lancastrians, the Yorkists, the Tudors, the Stnarts, and the Hanoverians. The Britons, the Romans, the Saxons, and tiie Danes preceded the Normans. IIL Change the nouns in Italics to the plural, and make the other necessary changes accordingly.— She visited the Miss Hamels. — He has gone to see the Mr. Sadlicrs. — They visited the Master Kellies. — Did you call upon the Dr. Russells? — Yeses and noes are not satis- factory answers in school. — Did you see the kniphts-templars f — Gross the t's, and make the x's plainer. — The 9'.s should be more distinct. — The halves might be struck out. — The Carolinas went republican. — Winter is pleasant in the Sicilies. Oral €'oniu^ation.— Imperative of command. AnalysiM and Pansinc. — The stars are the diamonds of the firmament. — The saints are the star3 of heaven.— Sp. decl. sent.;— Subj., stars ;— Pred., are; — Att., diamonds. I.James, Jameses. John, Johns. Henry , •//e;»7>i>'. Mary, Maries. Plato, Platoes. India, Indies. 3. Louisa, Louisas. Sicily, Sicilies. Carolina, Carolinas, Caesar, Casars. Fanny, Fannies. Patrick, Patricks. INTRRMKIilAri': COURSK. Lf.sson XX XV. Literary Selection for Explanation and Study 73 THE MONTH OF MAIiY. if the nouns 20 Green are the leaves, and sweet the flowers, And rich the hues of May ; We see them in the garden round, And market-paniers gay ; 5 And e'en among our streets, and lanes, And alleys, we descry, By fitful gleams, the fair sunshine, The blue transparent sky. Green is the grass, but wait awhile, 10 'Twill grow, and then will wither ; The flowerets, brightly as they smile, Shall perish altogether ; The merry sun, you sure would say. It ne'er could set in gloom ; 15 But earth's best joys have all an end, And sin, a heavy doom. The green green grass, the glittering grove. The heaven's majestic dome. They image forth a tenderer bower, A more refulgent home ; They tell us of that Paradise Of everlasting rest, And that high Tree, all flowers and fruit, The sweetest, yet the best. as O Mary, pure and beautiful, Thou art the Queen of May ; Our garlands wear about thy hair. And they will ne'er decay —Xeivmaii (1801- Oral Statement— fiiketch M 74 LESSONS IN KNGIJSFl. U r 1. Personages. Time and Place. 2. "WoUDS AND Actions. 3. Result. Moral. f Literary Analysis. Who is the person referred to in this selection? — Till' Most Jili'HKcd Virrfin Mary, and the viovth dedicated to her honor by holy Church. ( AVlien and whore \h the Month of Mary celebriitcd ? — Diiriiin the month of May, [ tlirouiihuut the Cathtdic world. ' 1. How doea the first stanza describe May? — It re/ern to the preen haves, the Kiveet Jhwera, the deHiiUt/nl huen, and the gleamy HUUAhine (f hcduliful May. 2. To wluit does tlie second stanza refer ? — It reminda that all the heaiitien of May fade away. 3. What does tlie tliird stanza sugfjest ? — That all the heaiities of ^lay are only a faint rejlection of the heautieii of Heaven. \ \ What result does the writer come to after his rotlections on IMay ? — That Mary is the Queen of May, and that when she takes charye of our (jarlands (prayers and other ofl'erinys) they are heard by (!od. What moral may he drawn from these beauti- ful lines ?—77;(/< " earth's best joys f'arc all an end, And sin, a heavy doom.'' H f if Questions and Suggestions. 1. What month of the year is specially dedicated by holy Church to the honor of the Most Blessed Virgin ? — The month of May. 2. Where did this devotion originate ? — i;< Italy. 3. Use an equivalent for hues. — Colors, 4. What is a jtanier ? — A tvicker-basket used for carryiny fruit and lowers to market. — Oriyinally a bread-basket. (This word is more commonly written pannier.) 6. Why not say " yay market-paniers "? — Gay is put at the end of the verse to rhyme loitk May (2nd line). G. For what is e'en used ? — For even. 7.*What name is given to this elision of a letter 'I—Syncojye. 8. What are alleys ? — Narrow passages or lanes in toicns. 0. Use equivalents for deiixvy. — See, perceive, notice. 10. What is meant by " fitful gleams"?— inrr/z/t/?/?/ variable ^ileams. 11. For what is 'twill used (10th 1.)?— Fo?- it will. 12*. What name is given to the leaving out of a letter at the beginning:; of a word ? — Apocope. (Explain.) INTERMF.DIATK COURSE. '5 Questions and Suggestions. It the end of the 13. »>. aat is the reducing of two syllables to one cvi\[ed7—Symcreais. (Ex^>laiu.) 11. "What \B a, Jloweret ?— A umalljlowcr. 15. Do the flowers Huiile? — A'o ; hut they look so beautiful, and give the beholder such pleasure, they are often spoken of as smiling. 10.* What flf,'iire is contained in this line (11th)? — Metaphor. (Explain.) 17. Why is the sun called vwrry ? — Because it makes all nature cheerful and pay. 18. For what is ne'er used ? — For never, (llepoat 7th question.) 11). What is meant by " earth's best joys '*?--r/it' greatest pleasures {)eople enjoy on earth. lat name is jjiven t,o this figure? — Metonymy. (Explain.) 21. What is meant by •' sir, a heavy doom " ? — The sinner suffers severe eliastisenients in this icorld, or if he does not repent, eternal torments in the next. 22.*l8 this fif^ure the same as the former? — Yes. (Explain.) 23. What is a grove ? — A group of trees smaller than a forest. 24. What is " the heaven's majestic dome"? — The sky. 25.*What figure is this? — Metaphor. (Explain.) 20. What "image forth a tenderer bower " ? — Green grass, glittering grove, heaven's celestial dome. 27. What is a bower ?- A sheltered or covered place in a garden ; an arbor ; a cottage. ^ 28. Is bower used here in its literal sense ? — No : it is used figuratively for the beauty of Heaven. 29.* What figure is tliis ? - Metaphor. (Explain.) 30. What does refulgent mean? — Radiant, brilliant. 31. What is " more refulgent home" referred to? — Ileiven. (Meta- phor again. Explain.) 32. Is this mentioned in the stanza? — Yes: in the next and the re- maining lines of the stanza. 33. What is Paradise ? — As used here, it means Heaven. (Give other meanings for Paradise.) 84. What is meant by " everlasting rest"? — It suggests that the jays of Paradise will last for eternity. 35. What does the author mean by " that high Tree"? — Most likely he means the Blessed Virgin. 36. What does the last stanza contain? — An address to the ** Queen of May.'' 37.*What name is given to an address of this kind? — Apostrophe. (Explain.) 38. What is the singular of leaves ? — Leaf. (116) 39. " " " alleys?— Alley. (114) 40. " " plural of «% ?—SAtcs. (113) 41. Why is not fmits used (23rd line) instead of fruit '^—Because ferent kinds of fruit are not referred to, but fruit in bulk. 42. Make a list of the proper nouns in the selection.— il/ay, Paradise, Tree, Mary, Queen, May. dif- r;f Note.— The 'I'encher will uuderstancl that these questionf?, particularly the grawipt^tiQal ones,are merely suggestive. The exercicies cau be easily exteude<). 76 LESSONS IN ENGLISH. Phraseology and Composition. I.— Give the meaning of the following proverbs : — 1. Ah you brew, yon nntut hale. If we do good, a roconipciiso awaits us ; but if evil, a chastise- ment. 2. A straight tree may have crooked roots. Actions that appear noble in our eyes, may spring from unwurtliy motives. 3. lieml the twig and bend the tree. Practise in youth what you wish to do in manhood. 4. Frost and fraud both end in foul. After a thaw the roads are muddy : when fraud is discovered, the guilty person is disgraced. r . I II.— State by whom or what the following actions are endured:— carried, hammered, pierced, cut, ground, salted, plucked, eaten, drunk, published, burned, washed, killed, planted, gathered, praised, adorned, denounced, punished, rewarded, encouraged, engraved, printed, %oritten. Children are carried. Nails are hammered. Graters are pierced. Meat is cut. Corn is ground. Fish is salted. Feathers are plucked. Bread is eaten. Water is dinink. Bans are published. Coal is burned. Clothes (ire wnxhed. Cattle are killed. Trees arc planted. Crops (we (fathered. Virtue is praised. Churches are adorned. Vice is denounced. Crime is punished. Merit is rewarded. Industry is encouraged. Letters are engraved. Books are printed. Manuscripts are written. Ill- — Connect a second proposition to the first by means of rvhcn. 1. We should offer our heart to God when we awake from sleep. 2. We please God when we cheerfully obey our parents. H. We render ourselves detestable when we drink to excess. 4. We are certain of having our prayers heard when we offer then> through the Immaculate Heart of Mary. 5. We honor Jesus when we honor His Blessed Mother, INTERMEDIATE COURSE. Exercise on Homophonous Words. 77 IV.— 1. ChewB. 2. Chough. 3. Coarse. 4. Cite. CvhooBO Chuff. ('ourse. Kite. Check. Choler. Cinglc. ('haste. Cheque* Collar. Bingle. Chased. Where the dash occuri, inaert « suitable word taken from the above list. 1. John cheiOH tobacco, but I choose to abstain from such a filthy liabit. A check should be kept on William, lest he for^e his father's name to a cheque. 2. A chiijf, while walking through the ftelilH, threw a stone at a chomjk and killed it. He gave himself to violent choler, becauHc his collar was too ti^;ht. 8. That is a course looking horse that is trotting on the courne. A cinfile is a girth for a horse. St. Paul preferred the ainale to the married life. 4. They will cite him to appear before a court of justice, for havmg built his house on a site to which he had no claim. The chaste person was chased by an impious crowd. .1 \4 v.— Write a com^^osition on The Month of Mary. Incans of whcn< Questions on the Grammatical Text. XXXI. 128. What kinds of nouns are not UFed in the plural ?— 129. When are the names of fishes, and similar names, used iu the singular form ?— WL'.ui in the plural ? XXXII. 130. What kinds of nouns are not used in the singular? XXXIII. 131. Name some nouns that are alike in both numbers. — 1.';2. How do a num- ber of foreign names form tliuir plural ? — Give examples. — 133. How do some other foreign names form tlieir plural ? XXXIV. 134. How is the plural ot propernouvs formed? — 1.35. What is the plural of India f — 136. When a name and a title are used together, how is the plural formed?— 137. When words that belong to other parts of speech become nouns, how do they form the plural ?— 138. How are letters and other char- acters pluralized ? i Also writteo QhecH. 78 LESSONS IN ENGLISH. ; 1: rll I i Lesson XXXVI.— Nouns.— Genders. IBO. Genders, in grainmur, arc modifications that distin* guish objc( ts in regard to sex. 140. There are three genders ; the nnm('nlim\ the J't'iuinim^ and the niiiffr. HI. The Masculine Gender is that which denotes per- sons and animals of the male sex ; as^/at/nr, liim, 142. 1'he Feminine Gender is that which denotes persons and animals of the female sex ; as, ninthcry lionrsx. 148. The Neuter Gender is that which denotes objects that are neither male nor female ; as, «^>wr, hand. 144. (lenders are distinguished in three ways : — 1. By means of different nunieH; us, boi/, ftirl ; vuin, uuniiau. 2. By niuuns of different terminutionH ; an, lion, liotiesH ; hero, heroine. 3. By means of different prefixes; as, he-hmr, she-bear; cock' npnrroii', hvu-sparrnw. I. Genders. — Indicate orally, or by initials, whether the name is of the masculine, the feminine, or the neuter f^ender. 1. Mayor, m. 2. Monarchy, «. 3. 1'^mpress, /'. Blacksmith,//!. Wisdom, '//. Boyhood, n. Bricklayer, w/. Bempstress, /'. Warrior, w/. Governess, f. Machinist, ///. Goatskin, //. Workshoi), //. Shoulder, n. Milliner, /. liaundress, f. (ioldsmitli,///. Ktoniach, n. Grandmother, /. ('hand)erinui(l,.^'. [nstruction, n. Wlieelwrifiht, vi. Irishwoman, /. I'rudence, n. II. Sentences to be completed.— llcplace the dash by u suitable noun. The Beturn <>v CoiiUsinua. 1. It was the middle of Apr'l before Columbus reached Barcelona. The uohilitii and cavaliers in attendajice on the court, together with the authorities of the city, came to the gates to receive him, and escorted him to the royal jurxence. Ferdinand and Isabella were seated, with their son, Prince John, under a superb canopij of state, awaiting his arrival. On his (qipnutch, they rose from their seats, and extending their hands to liim to salute, caused him to be seated before them. These were unprecedented marks of condescension to a person of Columbus's rank in the haughty and ceremonious court of Castile. 2. It was, indeed, the proudest moment in the life of Columbus. He had fully established the trnth of hW. 'ong-contestod theory, in the face of argument, sophistry, sneer, scoj/ticism, and cnvtrtupt. The honors paid him, which had hitherto been reserved cnh ft :- .nk, or fortune, or military snccess purchased by the bb.v.i, and tears of thousands, were, in his case, a homage to intellectual power successfully exerted in behalf of the noblest interests of humanity. — PltESCOTT (ITOO-IB-W). III. Chiiisgre the italicized nouns to the plural. — Before descending the shaft t'lo niuers threw in shovelfuh of lime slaked in pailfuls of water. — Par'.,'ament decreed that the cuiumandeis-in-chie/s\iou\d preside in person over tl""3 covrts-viiirtiaL Oral V^kik'iu^a liont—Subjunctive of dlMCOVvr (adding an object for each person). AnalyHiA and Parslnn.— Honefity Ir tl)o best policy.— IntoRvity ius^>hes confidoncc— Sp. docl. sent.;— Subj., h'oneati/i—Viad., is ;— Att., ^oiicj/, B. , that Uistin' he /I'liiiniiu't denotes per- lotes persons notes objects uuniKiu. UoHcsii ; hero, ihc-bear; cock- : the name Ib of randmothcr, /. luunberiiiaid,./". uwtruction, n. Wheelwright, vt. nHhwoinan, /. .udence, n. h by a Buitablo checl Barcelona. , togetlier with jceive him, and X iHabella were anopy of state, their seats, and e seated before \mon to a perHon •ourt of Castile, t' of Columbus. lI theory, in tbo (•(Wtt'mi't. The nly for -ik, or , and tears of wer successfully XT (1700-1859). lefore descendinp; led in pailfvh oi it'/ should preside fin object for each J-IntoRvlty Insviiea It., iiolicy. INTERMEDIATE COURSE. LES^oN XXXMI.— Nouns.— Genders. TO 115. I.— Distinction of Genders by different words Mai fa Bachelor, Beau, Boar, Boy, Brother, Buck, Bull, Cock, Rooster, Colt, Dog, Drake, Eo^l, I'atber, I'riar, or Monk, Gui.der, Qentleman, Hart, Horse, Husband, KinR, I'niKlleH. MUlll; Belle. Sow. Girl. Hiator. Doe. Cow. Hen. Filly. Bitch. Duck. Countess. Mother. Nun. Goose. Lady, lloe. Mare. Wife. Queen. Mnlei. Lad, Lord, Man, Master, Master, Milter, Mistrr, (Mr.) Nephew, Rum, 8ir, Sire, Sloven, Son, Stag, Steer, Bullock, Swain, Uncle, Wizard, Youth, Youth, LasM, I^ady. Woman. Mistress. Miss. Si)awner. Missis, (Mrs.) Niece. }']\\c. Madam. Dam. Slut. Daughter. Hind. Heifer. Nymph. Aunt. Witch. Damsel. Maiden. I. Genders. — Give the corresponding masculine. Wizard. iHanter. liuck. Hoar. Spawner, Milter Aunt, Uncle. 2. Damsel, Youth. 3. Witch, Duck, Drake. Nymph, Swain. Miss, Filly, Colt. Roe, Hart. Doe, Goose, Gander. Belle, lieau. Sow, Ewe, Ram. Hind, Stag. n. Sentences to be completed.— Supply a plural noun. Chinese Confessors. 1. Among the earliest inctinis of the terrible persecution which raged from one end of China to the other, and in which m ndarins of all ranks vied with one another in executing the sanguinary edicts of their master, were several of the emperor's nearest relatives. These members of the royal house had been nurtured in all the pride and pomp of the Chinese court ; one of them had even been named as a probable successor to the throne ; the greatest officers of state had been wont to approach them only on their knees. 2. They were now summoned, not to disavow their convictions, but only to pay external homage to the state religion. It was the same easy oompromise which had so often been proposed to the primitive converts, and which those true soldiers of Christ had calmly rejected. The Chinese princes were Christians of the same class, and had been formed by apostles of the same school. With one consent, therefore, thuy refused to touch the unclean thing ; and the whole family, including several brothers of the emperor, were degraded and exiled.— T. W M. Makshall (1815-1877). in. Change to the feminine. — The lady entered the room holding a maiden \'y the hand. — A spawner is the female among fishes. — The nymph so* * young ry/// on the back of the filly. — The countess attended on the q...i.en. Oral C'^iyngatlon. rxfitutice and Imperittive of rereal. Analy«lN and Parslaa.— Otuierosity makes frimicls. — Arlversity tries friends.— Sp. decl. sent.;— 8uuJ„ generosity ;— Pred., makes;— Oby, frienaa. i W 1 1 80 LESSONS IN ENGLISH. Lesson XXXVIII. — Nouns. — Genders. 14G. II.— Distinction of Genders by different terminations. 1. A certain number of nouna take the feminine termination ena directly ; &b, prince, princess ; poet, poetess ; baron, baroness; lion, lioness. 2. Other nouns drop a letter or a syllable before assuming ess ; as, negro, negrcss ; governor, governess ; tigei, tigress; murderer, murderess. 3. A few nouns have a peculiar termination in the feminine; as, adjutor, adjutrix; administrator, ndviinistratrix ; arbitrator, arbitratrix ; chamberlain, chambermaid; creditor, creditrix ; cz/v)/m'/o«.s as employed hore. — Promises, direct or indirect. What is the opposite of liberty ? — Constraint. What is a tyrant ? — A person who demands unreasonable serxnces, or imposes unnecessary burdens and hitrdshi2)s on those under his con- trol. What is the meaning of fellow as used here (.30th line) 'i—An ig- noble or mean man ; a cheat. (Give other meanings of fellow.) How may hoisted be construea here? — Hoisted here may mean placed, by the tackle of party, into an office that one of his quali- ties of mind or body could never reach. (The remainder of the sentence seems to state this.) What is meant by booby ? -Here it means a person void of wisdom or intellect. 7. 8. 9. 10. 11. 12. 13. 14. 15. IG. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 80. 31. 32. 33. 34. Why is there an apostrophe in icinter's ? — To indicate the possessive case. 35. What kind of noun is grindstone ? — A common noun, compound in form. (96) INTERMEDIATE COURSE. Questions and Suggestions. 36. Give the plural of hettlefuL—KeUhfuU. (123) 37. Point out a compound noun in the IGth line. — Hchool-hcU. 38. What ia the plural of boohij.—Jioohies. (113) 85 Exercise. — Write a sketch of The Man with an Ax to Grind. n use ? — Yes, Phraseology and Composition. I . — Construct sentences which shall contain two of the given names : Jems, Blessed Sacrament. — Pius IX., Immaculate Conception. — Jesuits, Ontario. — liesponsihle Government, Act of Union.- ■ Canada, Treaty of Paris. — Catholic Church, Society. 1. We should love to visit Jesus in the Blessed Sacrament. 2. In 1854, Pope Pius IX. declared the Immaculate Conception of the Most Blessed Virgin to be a dogma of faith. 3. The Jemits were the first missionaries of Ontario. 4. Responsible Government was introduced into Canada by the A^t of Union, 1841. 5. Canada y'a.& formally ceded to England by the Treaty of Paris., 1763. 6. The Catholic Church is the safeguard of society. de on a large II. — Name a quality of each of the following animals : Elephant, buf- falo, leopard, horse, float, beaver, ostrich, condor, hawk, mocking- bird, lark, wren, whale, shark, dolphin, eel, trout, sardine. The elephant is large. The buffalo is strong. The leopard is spotted. The horse is useful. The goat is sure-footed. The beaver is industrious. The ostrich is long-legged < The condor is fierce. The hawk ia swift. The mocking-bird is imitative. The lark is inusical. The wren is lively. The w/////■ 4i. Exercise on Homophonous Words. .— l.Coal. 2. Coat. 3. Coin. 4. Cit. Cole. Cote. Coif?ne. Sit. Coble. Coral. Climb. Complement. Cobble. Corol. Clime. Compliment. Where the dash occurs, insert a suitable word taken from the above list. 1. Put coal into the stove, otherwise the cole will not be boiled quickly. A shark broke the coble. That old shoemaker will cobble your shoes. 2. I tore my coat while driving some sheep to their cote. Some islands are formed almost entirely of co»'«/. The corol is the inner part of a flower. 3. The young man has plenty of coin, but wi'.l not give any to the erection of the church whose coifjne has just been laid. To climb that lofty mountain in such a sunny clime is very warm work. 4. Cit is used for citizen by Shakespeare. Bid him sit. He has his complement of men. The com^iliment was not well received. V.—'^xite a composition on Hygiene. Questions on the Grammatical Text. XXXVI. * 139. What are Genders in grammar ?— 140. How many genrloru are there?— Name them.— 141. What is the Masculine Gender ?— 142. The Feminine?— 143. The Neuter?— 144. In how many ways are genders distinguished ?— What are they ?— Examples. XXXVII. 145. Give the female of Bachelor Beau... XXXVIII. 146. How many ways are there for forming the feminine of nouns by means of different terminations ?— Give the tiiffereut forms.- Examples. XXXIX. 147. Give the female of Ke-flrontf —148. Words that are compounded or de- rived from others, express gender liow?— 149. Give some nouns that are appli- cable to both 80X68.-150. Name some nouns that have no con-espouding feminine. — 151. When inanimate things are personified, how are tbey dis- tinguished with regard to gender ? INTERMEDIATE COURSE. 87 Lesson XLl. — Cases of Nouns.— The Nominative. 152. Cases, in grammar, are modifications that distin- guish the relations of nouns and pronouns to other words. 153. There are three cases ; thfe nominative, the 2^osscssive, and the objective. 151. 'J'he Nominative Case is that form or state of a noun or pronoun which usually denotes the subject of a verb. 155. The Subject of a finite verb is that which answers to the question with uho or what before the verb ; as, " Thomas ■writes." TrAo writes? Thomas.— '' The hoi/s p/ajj hall." Who play ? The boys.—*' The ball rolls." What rolls ? The ball. — Thomas, boys, and ball are in the nominative case. I. Opposite of Nouns. — Give the opposite of the noun. 1. Sickness, health. 2. Happiness, tuiac/t/. 3. Generosity, ar«/'/cf. Victory, defeat. Severity, lenity. Motion, rest. Reward, pu}ii>ihmcnt. Liberty, darery. Aid, o]>i)Ofiition. Bravery, coicardice. Humidity, dryness. Peace, Industry, Pain, Praise, Gayety, Famine, discord. idleness. pleasure. blame. sadness. abundance. Confidence, dijiidencc. Friendship, enmity. Strength, weakness. Wisdom, folly. Birth, death. Virtue, vice. Glor shame. II. Omissions to be supplied. — Insert a subject, in place of the dash. Ixi'iuENCE OF Heat on Man. 1. Even man, the master of the whole creation, whose mind embraces all times and places, is far from being insensible to the change of season. His far-seeing reason, of course, draws delight from the antic- ipation of autumn, with its fruits ; and his benevolence rejoices in the happiness observed among all inferior creatures ; but independently of these considerations, on his own frame the returning icarmth exerts a direct influence. In his c'.rly life, when the natural sensibilities are yet fresh, and unaltered by the habits of artificial society, spri.'ig, to man, is always a season of delight. 2. The eijes brighten, the whole countenance is animated, and the heart feels as if a new life had come, and has longings for fresh objects of endearment. Of those who have passed their early years in the country, there are few, who, in their morning walks in spring, have not experienced, without very definite cause, a kmd of tumultuous joy, of which the natural expression would have been, how good the God of nature is to us 1 Spring, thus, is a time when sleeping sensi- bility is I'oused to feel that there lies in nature more than the grosser sense perceives. The heart is then thrilled with sudden ecstasy, and wakes to aspirations of sweet acknowledgnn.ent. — Aknott (1788-1874). III. Put the Italicised nouns in the plural. — The huntsmen brought back trophies of a successful hunt. — Geese, yrouse, and the tonyues of calves were served up at the dinner parties. — Corks are drawn by means of corkscrews. Orhl Colouration. — Indicative present and past of jump. AnnlyHiM and Pnriiinic. — Oxeu and cowb wei'e formerly called neat. — Peas and beans wore formerly called pulse,— Subj.j Oxen and cows ;— Pred., wer$ Citlled ,~Att., neat. i.i !''■■ . i m I h ! I i l •if I • ii ii)i iiii^ 88 LESSONS IN KNGLISH. Lesson XLII. — Cases of Nouns.— The Possessive. 166. The Possessive Case is that form or state of a noun or pronoun which usually denotes the relation of property ; as, " Thfi boy's booh:'—'' My book" 157. The possessive case of nouns is formed, in the singular number, by adding an apostrophe and an s to the nominative ; as, boy J boy' a ; Jo.v, fox's ; Jly, jlu's. 158! When the nominative plural ends in », the apostrophe only is added ; as, buys', foxes', flics'. 159. When the nominaiive plural does not end in s, the possessive case is formed in the same mrnner as the singular ; as, VK'n, wen's ; children, children's. I. Possessivts.— -Write the possessive case. singular and plural, of eaclx noun. 1 ^Volf, tcolfs, wolves'. 3. Attorney, attorney's, attorneys'. Lynx, lynx's, lynxes'. Negro, neffro's, ney roes'. Judge, judge's. judffes'. Walrus, ivalrus's, walruses'. A nimal, aninuiVs, animals'. Leaf, leafs, leaves'. Woman, icomau's, women's. Ostrich, ostrich's. ostriche8\ Army, arnnfs, armies\ Calf, calfs. calves'. 2. Mother, viother's, mothers'. 4. Child, child's, children's. Essay, esHdifs, essays'. Monkey, monkey's. monkeys'. Lady, lady's, ladies'. Battertly, hutterfiy's. butterfiies'. Thief, thiefs. thieves'. Sheaf, sheafs, sheaves'. Sphinx, sphinx's, sphinxes'. Goose, (loose's, fieese's. Hero, hero's, heroes'. Jury, jnry's, juries'. Wife, tvife's, tvii'es'. Alderman , alderman's , aldermen's. n. Sentences to be completed. — Supply a singular noun in the possessive case. 1. Slanderers are Satan's bellows, with which he blows up strife. Milton's Paradise Lost is an immortal poem. What lessons of wisdom are contained in St. Paul's Epistles I Nothing surpasses the beaver's ingenuity in building his dam. Calais fell into the hands of the French in Queen Mary's reign. A man's taste often depends on circumstances. 2. Who but God has an insight into man's heart ? A father's wish is sacred in the eyes of a dutiful son. Adam's disobedience is the origin of the evils of this life. John employs his spare time in reading Mrs. Hemans's poems. Few tears are shed over the stranyer's grave. To Columbus's firmness is due the discovei'y of the New World. in. Change the nouns in Italics to their plurals. — Slighted pride is round at the root of the great heresies. — Travelers in foreign countries do well to keep diaries. — Heavy bodies may be raised from the ground by means of pulleyft. — Among all the flowers, I like the daisies, the peoni :s, the violets, and the pansies, the best. — America possesses the largest l/tkvs, the longest rivers, and the highest active volcanoes' in the world. — Formerly in England there used to be a tax levied on the chimneys of liouses. — The large strawberries rolled to the ground. " Oral Conjnfiation.— Indicative perfect and pluperfect of leap. AnalyMiN aiid I'arMiii^. — Esau asked for Isaac's blessing. — Tobias asked for liis fatiier's blossiug.— Sp. docl. soiit. ;— Subj., iJat^a;— Prod., asked ; («q fttt.), IN lEKMliDIAIK CUt'RSL. 89 Lesson XLIII.— Cases of Nouns. — The Possessive. 160. Those nouns whose plural is like the singular in form, take the apostrophe after the h in the plural, to distinguish it from the singular ; thus, slwep'ii, ftheepn' ; dei'r'n, ileers\ 1()1. The possetiHive case of compound nouns is always formed by adding the apoatrophic s to the end of the word ; as, » 'nmander-in- chief '«, court -mart ud'n. 162. The apostrophe and s add a syllable to all nouns that require the €8 of the plural to bo pronounced separately ; as, pag-ca, page's ; torch-es, torch's. 163. The apostrophe and h, the sign of the possessive case, must be distinguished from tlie contraction of the verb is, which gives to the nominative case the same form ; thus, " An honest man's (is) the noblest work of God." I. Possessives.- noun. -Write the possefcsive, singular and plural, of each l.Deer, . deer's, deers'. 2. Princess, princesses, princesses^ llnnt&m&n,liuntsman's,huntsmen's. Tigress, tiiiress's, tijiresses'. German, German's, Germans'. Neat, neat's, neats'. Grouse, fj rouse's, grouses'. Publican, puhVican's, publicans'. Countess, countess's, countesses'. Landlady, landlady's, landladies\ Swine, swine's, sioines'. Belfry, belfry's, belfries'. Seraph, seraph's, seraphim's. Seaman, seaman's, seamen's. Dormouse, dormouse's, dormice's. Gallery, gallery's, galleries'. II. Sentences to be completed. — Insert a noun in the possessive case plural, in place of the dash. 1. The western Indians hang bears' claws about their necks. The furrier has just received a load of deers' antlers. Ostrich feathers are used to ornament ladies' head-dresses. Men's happiness or misery is mostly of their own making. Samson tied the foxes' tails together, two by two. A Chinaman can live on a few cents' worth of rice daily. 2. Three days' time is allowed by way of grace on a note. The Apostles' C'reed is the earliest abridgment of our faith. The " Gloria in Excelsis " was the angels' song at the Nativity. The Thirty Years' War filled Europe with desolation. The apprentice is now employed making children's shoes. Widows sometimes retain their deceased husbands' Christian name. III. Supply a compound noun in the possessive. — The bride iu staying at her father-in-law's house. — The court-martial' s violent pro- ceeding was greatly coixdemned. — The soldiers promptly executed the commander-in-chief's orders. — It is the sergeant-at-arms's duty to execute the orders of the Speaker. — The Governor-General's message to parliament was read by the premier. — The wounded general reached the ambulance leaning ou his aid-de-camp's arm. — In Ireland, the Lord-Lieutenant's will is law. — Divers are employeu repairing the man- of-tcar's keel. — The attorney-general's address to the court took three hours to deliver. Oral Cov^uKation.— Indicative future &rid future perfect of rault. AnalyMl» and Parsing.— Give me ten deers' horns.— Hold the pages' torches.— Sp. imp. sent.;— Subj., ?/0Jt (understood) ;—Pred., give ;— Obj., homs.-^ Me, pers. pro.;— re«, u. adj.;— deers' , c. u., ;jrd p., pi. u., m. g., p. q , >u I J' 90 LKSSONS IN EN'dlJSH. i'i f i Lksson XLIV. — Cases of Nouns. — The Objective. 104. The Objective Case is that form or state of a noun or pronoun which usually denotes the object of a verb, partici- ple, or preposition. 106. Tlie object of a verb, participle, or preposition answers to the (juestion with ir/iom or ir/mt after it ; as, " Ihwid suc- ceeded Sftti//^ David succeeded ir/iom / Saul. — ^^ limit buj the ln(J/'f(lo is line s/nirf.'^' Hunting ir/iat .' The buffalo. — • ^' Sloth lends to iniseri/.'' Sloth leads lo ir/itit .^ To misery, Saul, buffalo, and misery are in the objective case. 100. The declension of a noun or ])r()noun is a regular arrangement of its numbers and cases, 'i'hus : — Siiifjutar. Norn. Scholar. Fox, IMy, Man, Sheep, Pos8, Scholar's, Fox's, Fly's, Man's, Sheep's, Obj. Scholar ; l-'o.x ; Fly; Plural. Man ; Sheep ; Norn, Scholars, Foxes, Flies, ]\Ien, Sheep, Pass. Scholars', F.)Xos' Flies', Men's, Sheeps', Ohj. Scliolars. Foxes. Flies. Men. Sheep. I. Declension. —1) L'cline the nouns. Norn. Pons. Ohj. Xoiit. PofiH. Ohj. 1. C!ity, cv7//'.s-, ci'ji ; cities. CitifH\ cities. Valley, valtei/'.s. ralleif ; valleys, r(illeiis\ ralle»fn. Nuncio, nunci<)\s, HiuK-io ; nuncios, nunc ion'. ■nuneiofi. Fancy, fancjf's. fallen '< fancies. faneies\ faaeies. *- .Seaman, seaman's, .seaman ; seamen. Kcanu'n''i, .1 .tnien. Leaf, leafti. leaf; leaves, lea res', ieiiveh. Lioness, lionetis's. liuiiesx ; lionesses. lionet<:'»^ of run. Analyiii!) and ParMlnsf.— David succooded Saul.— Sloth leads to misery. — Sp.decl. sent.;— Subj., Dauifi;--Pred., succeeded',— Ohj., Saul.— Saul, p. n., 3rd p., s. n., m. g., obj. governed by succeeded.— Miser ij, c. u. (abstract), 3ra p., s. n,, u. g., obj. gQverned by the prep. to. INTKRMF.niA'I'K COURSR» Lesson XLV. Literary Selection for Explanation an Study llIE CHOICE OF FJilENDS, to 15 League not with him in fri^dship's tie, VVhose selfish soul is bent on pleasure ; For he from joy to joy will fly, As changes fancy's fickle measure. Not his the faith, whose bond we see, With lapse of years remaining stronger ; Nor will he then be true to thee, When thou canst serve his aim no longer. Him, too, avoid whose grov'ling love In earthly end alone is centered, • Within whose heart, a thought above Life's common cares, has seldom entered, Trust not to him thy bosom's weal, A painted love alone revealing ; The show, without the lasting zeal ; The hollow voice, without the feeling. — (?. Oriipn (1803-1840). Oral Statement— Ijikeich. 1. Personaoss. Time and Place. Literary Analysis. Who are the personages in this selection ? — We see here the writer giving advice, the persons addressed, and an excellent pen pic- ture of those characters that should never be on our list of intimate friends. When and where should such false friends be avoided? — At all times and in all places, unless duty or charity calls our attention to them. II I 92 If if I i 2. WoUim AND ACTI0N8. 3, Hehult. MOUAL. LKSSoNS IN JuMlLISH. Literary Analysis. 1. What iidvico docm tlio poet n\vo in tlio flrst four vt'i'HOH? — Not tit uniti' in frifiuMiip ifitk thost' who arc Iwiit on ninful plcnsureH, lifiUitiHc their friendahip in Jickle and, at bent, iisi'lcHK. 2. What is HUj^^iCHted by tho 5th and 0th lines ? — Thiit true friendship becomes atronyer with the lapue of i/eam. a. Wfiat do the next two lines go to show ? — Tliat the so-called friend who is bent on sin andpleasure, remaim friendly only as tony us it units his own jiurposes. 4. Wliat further advice does tho poet f,Mvo in tlie first four lines r)f tho Bccond stun/a ? — To avoid t',;e takiny up with those whose thonyhts are only of this earth. /). What name doea tlio poet j^ive tho love of such an earth -vvorni ? — Painted love — show without warutth (zeal) — " 77je hollow voice, tvithout the feeliny " of true love. What conclusion may bo drawn from these sa^'o advices? — That the sinful or worldly 7cho seek friendship for self-interest are not true friends, toill abandon us tvhen we " can serve their aim no lonyer^ ' What moral instruction should be drawn from tliis? — To be very careful in our choice of friends, and never to associate freely with the sinful or icilh those " — whose yrovling love In earthly end alone is centered.^' Questions and Suggestions. 1. Use an equivalent for choice. — Selection. • 2. What is a friend? — One joined to another by affection, a wcU-ioisher. 3. Use equivalents for league. — Unite, join. 4. Why is tie applied to friendship ? — Jieccfuse the union bet ween friends is a moral tie. 5. What is the meaning of selfish ? — Unduly devoted to one's own inter- est; void of due regard for others. 6. What is pleasure ? — Gratification of the senses seems to he the meaning as the loord is used here. 7. Express the meaning of the fourth lino in different phraseology. — As suits his changeable wliims. 8. Does the word measure give the precise meaning intended to be conveyed ? — No : it is used to rJiyme with pleasure (2nd verse). 9. Give tho meaning of faith as used in the 5th line. — Fidelity to hU fnend. INIKKMKDIATK COirKSK. Questions and Suggestions. 08 10 Uw> HynonyniH for hand. — 77<', link, chain. . . . 11. lixprt'HH tlu) <»tl» lino in ditTurcnt i)hra80oloj,'y. — Decominij truer a» the frii'iulxliip {frown older, 12. ParapiirnHo the laat two lincB of tho flrst Btan/a. — Uc will not be trite to i/oit when you cannot be of aerviee to him. 18. For what it* can''Ht UHetl? — For cannot. (Exi)lai!i.) 14. Why in tho e loft out of yrovUnnf—To viahe the line a xijUable shorter, ko oh to atjrie in rhythm leithjthc 11th line. (I'iXplain.) 15. What iH tho inoaiiin^^ of yroveliny aH used horo? — Low, mean, . . . US. ExproHa tho meaning of tho 11th aud 12th lines differently. — Who never thinks of Heaven, or who only think of earthly comforts. 17. What is the moanin^^ of tho l.'Uh line ? — Do not confide to him your secretH. 18. What ftfjure does the 14th lino contain? — Metaphor. (Explain.) 19. Explain the last two lines. — His love ia only in word and appear' ance : it is not from the heart. 20. Point out the nouns in tho possessive case in the selection. Friendship's, fancy^s, life's, bosom's. 21. What is the plural ot fancy f — Fancies. (113) 22. " " •• life?— Lives. (117) Exercise. — Paraphrase The Choice of Friends. . H ^ i\ , f ^•"•k.- Phraseology and Composition. I. — Add a second clause which shall contain the opposite of the word in Italics. 1. Virtue is a garment of honor : vice, a robe of shame. 2. The wise man knows he knows but little: the /ooi thinks he knows all. 3. Deep rivers flow in silence : shalloto brooks are noisy. 4. Among the base, merit begets envy : among the noble, emulation. 5. Anger stirs up fury : mildness turns away wrath. II. — Replace by a preposition and a noun the adjective that qualifies the subject. 1. Application in youth makes old age comfortable. 2. A man of prudence will not murmur when he is reproved. 8. The power of will over bodily organs may be increased by judi- cious physical exercise. 4. A man of obedience shall speak of victory. 6. The man of honesty will always be trusted. 6. The man of politeness will gain many friends. 7. The man of virtue will be rewarded. n It n 1 ii 1, 1 \ c .' 94 LESSONS IN ENGLISH. Phraseology and Composition. III. — Add a second proposition, and connect it with the first by means of the conjunction hecmise. 1. We should ohep the Church and the State, because they watch over our spiritual and temporal welfare. 2. We should love our neighbor, because he is our brother in Adam and in Christ. 3. We should shun bad companions, because he who loves danger shall perish in it. 4. Fresh air gives a gloic to the cheeks, because it purifies the blood by introducing oxygen into it. 6. Persons look pale and jaded in croivded cities, because they breathe impure air. nm Exercise on Homophonous Words. IV.— 1. Cord. 2. Cougher, Chord. Coffer. Core. Coward. Corps. Cowered. 8. Cousin. 4. Creak. Cozen. Creek. Councilor. Crews. Counselor. Cruise. Where the dash occurs, insert a suitable word taken from the above list. 1. With a cord I measured the chord of the arc. The soldiers of that Irish corps are game to their hearts' core. 2. One who coughs is a cougher. That miser has a large coff^er for his money. The man who cowered as a vicious dog approached him and his wife, is an arrant coward. 3. My cousin tried to cozen me out of a barrel of apples. He was elected councilor, although he had often proved a bad coun- selor for those who sought his advice. 4. My new shoes continued to creak, though I gave them a thorough soaking in the creek. The crews of those vessels in the harbor long to get ashore after their long cruise to Japan. V. — ^Write a composition on Toe Choicos or Coufanzons. INTERMEDIATE COURSE, 95 by means Questions on the Grammatical Text. itch over in Adam ager shall ) blood by ly breathe Creak. Creek. Crews. Cruise. ve list. core. 1 and his Xlil. 152. What are Cases in grammar ?— 153. How many cases are there ?— Name them. — 154. What is the Nominative Case ?— 155. How is the subject of a finite verb found ? XI.If. 156. What is the Possessive Case ?— 157. How is the possessive case of nouns in the singular formed ? — 158. When the nominative plural ends in s, how is the possessive plural formed ?— l.'SO. When the nominative plural does not end in s, how is the possessive plural formed ? XL.fIT. 160. When the plural is like the singular in form, how is the postsessive plural formed ? — 161. What do the apostrophe and s add to some nouns ? — 162. From what should the sign of the possessive case be distinguished ? — 163. How is the possessive case of compound nouns formed ? XI.IV. 164. What is the Objective Case ?— 165. How is the objective case found ?— 166. What is the Declension of a noun ?— Decline Scholar —Fox bad court- thorough ore after '^^^:^^^^ir^?^^^^^ ,- I 'J I I '1 id a ,i r I ■u l! hi i I '' i 9G LESSONS IN ENGLISH. . Lesson XLVI. — Simple and Compound Wordt,. 167. Words are simple or compoundj primitive or derivative. 168. A Simple Word is one that is not composed of other words ; as, pen, man, bojf. 169. A Compound Word is one that is composed of two or more simple words ; as, penman, schoolboy, nevertheless. 170. Permanent Compounds are those which are written as one word ; as, bookseller, rainbow. 171. Temporary Compounds are those the parts of which are joined with the hyphen ; as, glasshouse, neyro- merchant, man-of-war, bosom-friend. I. Compounds giving sense. 1. Sandstone, Ploughshare, Bookseller, Almshouse, Watchword, 2. Bricklayer, Schoolmistress, Penholder, Screwdriver, Grindstone, — Decompose the compound nouns into two words sand stone, plough share, book seller, alms house, ivatch word, brick layer, school mistress, pen holder, screw driver, grind stone. 3. Breastplate, Shellfish, Pearlash, Milestone, Waterfall, 4. Commonwealth, Blackberry, Statesman, Windmill, Safeguard, breastplate, shellfish, pearl ash. mile stone, water fall, common wealth, black berry, states man. wind mill, safe guard. II. Omissions to be supplied. — Insert a suitable plural. Blood- VEKi.KLS. 1. The manner in which the blood-vessels are disposed in the human body, bears some resemblance to the arrangement of the pipes by which a great city is supplied with water. Large trunks are carried from tho pumping engine in different directions; smaller pipes branch out from these trunks into streets, lanes, and. alleys; still smaller ones issue from them, and convey the water into private houses. These water- pipes represent the arteries, which carry the blood from the heart to the extremities of the body. So far the resemblance is complete. 2. But the citizens may use the water or waste it as they please. Not so with +he blood. The precious fluid conveyed by the arteries to the ends of the fingers, must be returned to the heart. In order to effect this purpose, another set of pipes is prepared called veins, which, joining the extremities of the arteries^ receive the blood fi*om them, and carry it back again to the heart. The reins present the same general appearance as the arteries. — Mrs. Hack (adapted). III. Underline the compound words, and tell the kind. — The snoufall (p.) seldom reaches knee-height (t.) on the cornfields (p.) — Nothing (p.) exceeds in beauty the landscape (p.) around Quebec. — A fond grandfather (p.) will often sit for hours in his easy-chair (t.) doting over a child at its playthings (p.) — The desire to excel is praiseworthy (p.) — The candlestick (p) is in the cupboard (p.). Oral Conjugation.— PnncipaZ Parts and Infinitive of dream. AnalyHis and Panalnjj.—'^rdor is Heaven's first law.— Brevity is the soul of wit.— Sp. decl. sent.;— Subj., or^.m them, the same nd.— The Ids (p.)— lebec. — A t.) doting iseworitiy the Boul >»'S, p. 11., Lesson XLVII. — Compounds. 172. When a compo md word has but one accented syllable, and the parts of it are easily pronounced together, the hyphen is not generally inserted ; as, watchword^ yentleman, sheep/old^ sunbeam. 173. Compound words retain the orthography of the simple words which compose them ; as, shellfish, horseman, lady-like, knee-deej), pennij worth. 174. The exceptions are : — In permanent compounds oifull and all, one I is dropped ; as, careful, handful, fulfill, alivays, altogether : but in temporary compounds, both Va are retained ; as, full-eyed, all-ivise. In shepherd, fetlock, chilblain, pastime, rvelcome, loelfave, Christmas, one of the double letters is dropped. I. Compounds. — Write the words iu a compound noun, with or without the hyphen, as required. 1. Watchtower. 3. Teacup. Elbow-room. Handful. Landmark. Chilblain. Meeting-house. Time-server. Ant-hill. Candlemas. 2. Brickkiln. Barnyard. 5. Hourglass. 7. Watermelon. Harness-maker. Butterfly-shell. Fortune-hunter. 4. Printing-press, fi. Thorn-hedge,. 8. Horse -cucumber. Glow-worm. Counting-house. Shoemaker. Stepping-stones. Goatskin. Writing-master. Tin-pedlar. Blackbird. Papei-mill. Gunpowder. Pitchfork. Self-devotion. Bosom-friend. Fetlock. Skylight. Plum-tree. Pear-tree. Grandson. Chess-board. Air-pump. II. Omissions to be supplied. — Insert the plural noun required. Volcanoes. 1. Volcanoes in a state of eruption present several remarkable phenom- ena. Flames, smoke, and large hot masses are projected from the craters often to a considerable height. Sliowers of ashes are ejected »nd spread over the face of tlie country. These showers are some- times so dense as to darken the surrounding towns and tnllnges, so that the inhabitants must carry lanterns with them in the streets in the middle of the day. This has happened dui'ing the ei'uptions of Vesuvius, and iu Quito during the eruptions of Pichincha. 2. " Lava streams," says Humboldt," are less dreaded than an erup- tion of asJies, a phenomenon which fills the imaqinations of men with imaiies of terror, from tho vague tradition of the manner in which Herculaneum, Pompeii, and Stabia3 were destroyed." Lava streams often issue from the sides of the volcanic mountain, and creep with slow but steady steps over the adjoining country, which they cover with a bed of molten rock; destroying buildings, consuming the plants and trees they meet in their resistless progress, and entirely altering the face of the country. — Reid — adapted — ^1791-1858). III. Insert a compound noun instead of the words in Italics. — K glass-house formerly stood on the hill-top.— A. snowball w&a thrown at me. — The liinekilu stands at the other side of the thorn-hedge. — A barrowful of earth was put around the trunk of the plum-tree. — The shoemaker lay down to sleep near an ant-hill. OrnI Conjugation.— r/fJiraf/iie present and past of rare. AnalyMlM and l»ai'«»i»ig.--Kiiowlo(lf4o is powor. -Lucv is a good girl.— Sp decl. Biiut.;—H\xhi. yknowlcdije ;— Prod., is;— \tt., power. i,!?: 98 LESSONS IN ENGLISH. * •,! ii ■- 1 Lesson XLVIII. — Primitive and Derivative Words. 175. .i Primitive Word is one that is not formed from any simpler word ; as, waw, friend, draw. 176. A Derivative Word is one that is formed from some simpler word ; as, manly, manfully ; friendly, jriendsMp, un- friendly ; drawing, iviithdraw. 177. The parts of derivative words are roots, prefixes, and suffixes. 178. The Root of a word is that part that belongs exclu- sively to the primitive form, and expresses the principal mean- ing ; as in pressure, mpress/ow, suppress, the root is press. 179. A Separable Root is one that in a significant English word without a prefix or a suf)ix ; as, move, see, hold. 180. When the root is not used alone as a word, it is said to be inseparable ; as in convert, //(Produce. Vert and duce arc inseparable roots, since they are not used as English words. I. Root.- -Point out the root of the word. 1. Eeform, Form. 3. Armament, Arm. 5. Beggar, Beg. European, Europe. Songster, Song. F^mbark, Bark. Kingdom, King. Inaction, Act'. Perform, Form. Pressure, Press. Adverb, Verb. Childhood, Child. Entomb, Tomb Teacher, Teach. Prefix, Fix. 2. Bravery, Brave. 4. Nonsense, Sense. 6. Duckling, Duck. Overload, Load. Forenoon, Noon. Spaniard, Spain. Uncrown, Crown. Lambkin, Lamb. Misdeed, Deed. Hillock, Hill. Slavery, Slave. Reclaim, Claim. Misbelief, Belief. Withdraw, Draw. Westward, West. n. Omissions to be supplied.— Insert a suitable plural. The Fikst Missionaries of Ontario. 1. Years before the pilgrims landed in Cape Cod, the Roman Catholic Church had been planted by missionaries from France, in the eastern moiety of Maine; pnd Le Caron, an unambitious Franciscan, had penetrated the land of the Mohaioks, had passed to the north of the hunting-grounds of the Wyandots, and bound by his roics to the life of a beggar, had, on foot, or paddling a bark canoe, gone onward, and still onward, taking alms of the salvages, till he reached the rivers of Lake Huron. 2. While Quebec contained scarcely fifty inhabitants, priests of the Franciscan Order {Fi'thers Le Caron, Viel, Sagard) had labored for years as missionaries in Upper Canada, or made their way to the neu- tral Huron tribe that dwelt on the tvaters of the Niagara. — Bancroft. III. Underline the derivatives. — Most insects are furnished with compound eyes, which consist of several six-sided surfaces, united together in such a manner as to form a large dark-colored protuberance on each side of the head. — In man, the habitual absence of sufficient light proclaims itself in the wan cheek and the bloodless lip. OmI Cot^rngsMonm—Indicatwe perfect and pluperfect of muse. AnalyHis and Parsing.— Men of few words are the best men.— The better part of valor is discretion. — Sp. decl. sent.;— Subj., men:— Pred., are;— A tt., me7t;—of, prep.;— /ew, adj.;— iworrfs, c. n., 3rd p., pi. n., n. g.;— f/ie, def. art;— beat, p.-ij. INTERMEDIATE COURSE, Lesson XLIX. — Prefixes and Suffixes. 181. A Prefix is a significant syllable or word placed before the root ; as in mistake, undertake ; mis and under are prefixes. 182. A Suffix is a significant letter or syllable placed after the root ; as in amused^ amusement, amusing ; d, ment, and ing are suffixes. 183. All words formed from the same root are said to belong to the same family of words ; thus, betake t tvh- take, retake, partake, ocertake, umJcrtake, &c., belong to a family of words. The following words belong to another family : Divert, convert, avert, pervert, controvert, invert, subvert, revert, perversii.\rK ( niksi:. 105 . M • secretes a Questions on the Grammatical I'ext IVIiVI. ir>7, How aro wohIh claHHlHcd aw to forni ?— 108. Wluit is a Hliuplo Word?— l\V.). Wliiit in a CoinpoiitKl Wonl? 170. What aro Porumiiont CoiupouinlH?— 171. What aro Touiporary Conipoiinda ? XliVII. 17'J. Whoii is the hyphen omitted in compound words?— 17;J. How aro cohl- ])oiiud words Hpolt ?— 174. What ai'o the oxcoiitioiis to thu last rulo V XliVIII. 175. What is a Primitive Word?— 170. Wliat is a Dorivatlvo Word ?— 177. Wliat aro tho ))arts of dorivativo words ?— 178. What is the Uoot of a word ?— 177. Wliat is a Separable Root ?— 180. When la tho root of a word said to bo inseparable i XlilX. 181. Wliat ia a Prefix?— 182. What is a Suffix ?— 183. What is meant by a fitmUii of ivordsf **i«^^ [ ■■ r I ! ■^ V I i ! i- !■ 100 LESSONS IN ENCUSM. T.EssoN M. — Formation of Nouns. Iftl. NoiinH uro foniu'd : — 1. iJy uiiitinj^ two or iiiori' wordH ho hr tomako but one; a«, imuae' trap, jiimpovulcr, hliicksiiiith,/o'4 u HiiHi\ to a verb, an adjootivo, or another noun ; as, act, arlion ; Jrn, I'mdom ; Inir, hinyer. 185. Many noiniH aio (U'rivtd from vorbn : — 1. "Without any chan^^n; iih, to /ro/Zi, work ; toluiw, love. 2. Hy clianj^ing the i)OHition of thi! accent ; aw, /o ;vbel, o rebtf^; to object, ttn ohji'ct ; to /v'cord, , Wllh, HiKiiith'H o/>, iu,tit; iiH, Kh<)uril,on hoiird. n\ni\it\vH U{>(»i, oi'rr, lU'iiriirHti ; ax, Bcsimttcr, ti> Hpntternvcr, HlfiiiirtcH ayai'iKt, opitused to; hh, Countcnn^, to art atiainst. (biiforo b, p), Hi^iiitlus to makif, in, upon ; an. Ennoble, to make nobl«, HiKnif\o8 not, contrary ; an, Forbiit, ^» hid not to do. Hignitlos before ; an. Foretell, to tell beforehand, Hi({niiluH wrong, ill; an, Miscall, to call bif a irron{f name. hlknifiw excenH beyond, crterior ; rh, Outlair, beyonti the law. Hii^nifieH exeesH, beyond; an, Ovtrshoot, to HiKuitlieyond. nliiiMiw not, to undo : an, VntnnHt, to undo thetwiitt. h\H\iifioH inferiority, hcneath; an, \JnAtra{fent,an inferior agent. Vi\g,nitiQB motion upwards, suhvemion; hh, Upr«o^ to root up. v\nn\fiQfi against, hack; rh, Withafaxrl, to stand against. IHH. Tho prefix bfl Hometimos fornm traiiHltWo vorbs from liitranHitive; as, bemoan; it homotinioH fornm tratiHitivo verbH from adU^ctlvoa or nouns; as, benumb; a,n<\ it la somotinuss niurely intouHltlvo ; rh in beduszle, becalm. Oral texcrelnr.— Find words witii one of the above \)rof[\eH :— A head, be- siege, countermand, enrich, forsake, foresee, viisspell, outcry, overfloiv, unkind, underlie, upcast, withdraw. I. Prefixes.— Form tho noun by mc IS of the above prefixes. 1. Thought, Forethought. 3. Jaker, Undertaker. Growth, Underyroivth. Liine, Outline. Truth, Untruth, Hap, Mishap. Cast, Outcast, Believer, Unbeliever. Chanter, Enchanter. Post, Outpost. 2. Kindness, Unkindness. 4. Closure, Enclosure. Start, Upstart. Noon, Forenoon. l^ortune. Misfortune. Writer, Undenoriter. Coat, Overcoat, Seer, Overseer. Finger, Forefinger. Certainty, Uncertainty. II. Sentences to be completed. — Insert a singular noun. The Si'idkk. 1. Of all the solitary insects I have ever remarked, the spider is the most sagacious, and its actions, to me, who have attentively consid- ered them, seem almost to exceed belief. This insect is formed by na- ture for a state of war, not only upon other insects, but upon each other. For this state, nature seems perfectly well to have formed it. Its head and breast are covered with a strong natural coat of mail, which is impenetrable to the attempts of every other insect, and its belly is enveloped in a soft pliant skin, which eludes the sting even of a wasp. Its legs are terminated by strong claws, not unlike those of a lobster ; and their vast length, like spears, serves to keep every assailant at a distance. 2. Not worse furnished for observation than for attack or rf<;/!»wrc, it has several eyes, large, transparent, and covered with a horny substance, which, however, does not impede its vision. Besides this, it is furni'jhed with forceps above the mouth, which serve to kill or secure the prey already caught in its claws or its net. — GoLnsMiTH. III. Decompose the noun into two words giving^ sense. — Dooms- day, doonVs day; ant-hill, ants^ hill; Michaelmas, Michael Mass; swineherd, swine herder; painstaker, pains taker; daystar, day star; •p&Aiirtie, pass time ; mole-hill, molcs^ hill; sheepskin, sheep's skin; jpeany-yfeight, penny's weight; shepherd, sheep herder; fetlock, feet lock. Oral CoiyniKatlon. — Potential lyerfect and pluperfect of Ming (a song)- AnalyHlfi and PnrMing.— Edmund Burke was* a f^reat orator.— Daniel O'Oonnell was a grep,t patriot.— Sp. decl. sent. ;— Stibj., Edmund Burke;— Pred., was;— hit., orator;— a, iodet ejit.— great, adj. 108 LESSONS IN ENGLISH. :-if-'l ?st; as, Contraband, against the prohibition. Ois, di, 1i X, e, cc, cf, em. In, iin,il, Ir, Inter, Ob, op,-oc, of. Per, Pre, Pro, signifies from, down; as, Dethrone, to remove from tho throne. signifies away, apart, not; as, Displease, not to jplease. signifies out of, from ; as, Efface, to blot out. signifies in, upon, not ; as. Imprint, to print into. signifies between, among; as. Intermix, to mix together. signifies against, down, in front; as, 0\ijectt to cast against, signifies through, by', as, Pervade, tojiass through. signifies before; as, 'Prejudge, to judge beforehand. Bigni&ea for, forth, forward; as, Pronoun,foranoun. 190. The prefix in, im, il, ir, joined to a verb or a word derived from a verb, signifies, into, xtponj as, Impress, to preas into. But, when pre- fixed to an adjective or a noun derived from an adjective, it signifies not; as, Impj'udent, not prudent. Oral Exercise.— Find nouns having one of the above prefixes;— /I r^/ttdf/- ment, antemeridian, circumference, co-operation, contradiction, depression, dis- charge, expense, imperfection, intercession, opposition, percentage, presentiment, progression. I. Prefixes. — Form nouns by means of the list of prefixes. 1. Justice, Loyalty, Sequence, Date, View, 2. Avowal, League, Vision. Heir, Religion, Injustice. Disloyalty. Consequence. Antedate. Interview. Disavowal. Colleague. Prevision. Coheir. Iireligion. 3. Pjase, Promise, Credit, Sentiment, Room, 4. Junction, Mixture, Motion, Legality, Migration, Disease. Compromise. Discredit. Presentiment. Anteroom. Conjunction. Intermixture. Promotion. Illegality. Emigration. IL Omissions to be supplied. — Where the dash occurs, insert a plural noun that will complete the sense. — The Teacher may question on the formation oftlie nour--. Concerning Ventilation. The foul air which passes from the lungs and through the pores of the skin does not fall to the floor, but diffuses itself through the sur- rounding atmosphere. A single breath, therefore, will to a trifling but certain extent, taint the air of a whole room. A light or fire will vitiate air as much f.s a dozen pei'sons. It is now fully established that carbonic oxide gas, a product of combustion still more deadly than carbonic acid gas, leaks out from a stove through the pores of the hot iron. — J. D. Steele. in. Add a prefix in No. i, and separate the prefix in No. 2. — 1. Claimant acclaimant, mpatience, disorder, cj>CM?nlocution, /)rpor- tion, con-cord, jpro-cession, attraction, de-pression. ir-reverence, de-fence. Oral Coiunxation. — Subjunctive of attend (a meeting). Analysis and ParwlnjUf.— Tho raulc is but tho guinea's stamp.- The wish was father to tho thought.— Sp. docl. sent.;— Sr.bj., rank ;—I'red., is ;— Att., 9tam^,-^but, GOiij.;— guinea's, c. u., 3rd j)., Biuy. n., u. g., j)08b. <;, INTERMEDIATE COURSE. 109 .i Lesson LIV. — Formation of Nouns.— Prefixes. 191. The following are also Latin prefixes : — Re, (Bigiiifios back, again; as, Reenter, to enter again. Mub« «Me, suf* ) signifies under, after ; as, SufVlx, to fix after. sup, HIIM« i finpcrt murt signifies over, above, beyond ; as. Surmount to mount above. Tran«> tra, signifies across, otherwise ; as. Transpose, to lilacc otherwise. Note. — The prefixes ad, con, ex, in, oh, sub, change the final letter to accord with the initial consonant of the root. Thus, adjoin, accede, ajirm, offfiregate, allot, annex, apportion, arrogatey assure, attest ; — con- fuse, coheir, cognate, colleague, compress, correspond ;— expire, eject, eccentric, ejfuse ; — inflame, implant, illegal, irregular, ignorant; obtain, occur, offer, oppose ;— subdivide, succor, suffuse, suggest, mpplant, sustain. 192. The ijrincipal Greek prefixes are :~ A, an, signifies without ; as, Anarchy, without rule. Amphl* Bignifles on both sides, two ; as, AmphibioMS, having two lives. Antlf ant* signifies against, opposite to ; as, Antarctic, opposite to the Arctic. Dla, Bignifles through; as, Diameter, a measure through. En« cm, BignifieA in,upon ; &B, "Energy, inward power. Hyper* signifies over, bej/ond; as, Hypercritical, over critical. Syn, »yl» I signifies with, together; as, Syllable, a taking together. 8ym, J Oral Exercise.— Find nouns having one of the above prefixes :—JiJcvieiw, sulMvision, surveyor, transformation '.—Atheist, amphitheater, antichristian, dialogue, engraver, hypermeter, sympathy. L Prefixes.- prefixes. 1. Entrance, Editor, Action, Porter, Vision, Name, Planter, Deacon, Lease, -Give a noun formed by means of the above list of Reentrance. Subeditor. Transaction. Reporter. Supervision. Surname. Supplanter. Subdeacon. Release. Fusion, Version, Petition, Structure, Climax, Position, Election, Division, Abundant, Transfusion. Subversion. ■ Repetition. Superstructure. Anticlimax. Transposition. Reelection. Subdivision. Superabundant. . n. Omissions to be supplied. — Where the dash occurs, insert a noun of the plural number that will complete the sense. — The Teacher may question on the formation of the nouns. Concerning Ventilation. — (Continued.) Thus, besides the air which a stove withriraws from a room, it actually poisons that which we breathe. Many breaths and lights rapidly unfit the air for use. The perfection of ventilation is reached when the air of a room is as pure as that out of dooi's. In spite of these well-known /acts, scarcely any pains are taken to supply fresh air, while the doors and icindoivs, where the life-giving oxygen might creep in, are hermetically sealed. — J. D. Steele. in. Add a prefix in No. i, and separate the prefix in No. 2. — 1. Construction, reconstruction ; contract, swficontract ; behave, mis- behave; ply, reply; inform, w/sinform; abuse, disabuse; conduct, reconduct ; duplicate, reduplicate ; demeanor, wtjsdemeanor ; direct, mis- direct ; do, undo ; lock, unlock. — 2, Re-publican, sus-pension, in-ele- gant, re-semblance, ad-join, mis-spell, ir-rei»roachable, ir-retentive, in-eloquent, in-fallible, a-foot, a-board, il-liberal, a-broad, un-manly, dis-obey, dis-commode, en-able, re-breathe, be-numbed, ex-centric. Oral CoQJuKation.— Imperative and Participles of bake. Analysiii and Paming.— Obey your superiors.— Respect your equals.— 8p. imp. sent. ;— Sub j., you (understood) ;—Pred., obey;— Ohj., superiors. 'j : i ■•yautrnjam h )• ■ It-' u if! 111' I - '. '■ r- i %] 110 lessons in english. Lesson LV. Literary Selection for Explanation and Study. TWO TRAVELERS AND AN OYSTER. 10 Once, says an author, where, I need not say, Two travelers found an oyster in their wav • Both fierce, both hungry ; the dispute grew strong ; While scale in hand Dame Justice passed along. Before her each with clamor pleads thr laws, Explained the matter, and would win the cause. Dome Justice, weighing long the doubtful right, Takes, opens, swallows it, before their sight. The cause of strife removed so rarely well, "There, take." says Justice, " take ye eacn a shell We thrive al vVestminster on fools like you : 'Twas a fat oyster — Live in peace — Adieu." —Pope (1688-1744). Oral Statement— Sketchi. Literary Analysis. 1. Personages. Who are the personages in this fable? — Two travelers and Dame Justice. Time and Place. • 2. Words akd Actions. 3. Result. Moral. When and where did the interview take place? — The time and place are indefinite. " Once . . . IV here, I need not 8ay.^* 1. What did the two travelers find? — An oyster on their way. 2. What does the third verse suggest? — That there was a hot dispute between the travelers as to the ownership of the oyster. 3. Who appeared on the scene? — Dame Justice. 4. What did the travelers before Dame Jus- tice? — Each argued his cause eloquently and vehemently. What was the result ? — Dame Justice opened the oyster and swallowed it, politely leaving a shell to each of the travelers. What lesson should be learned from this fable? — To avoid lawsuits when possible, as they most frequently end in loss to both parties. ■« f M i study. itrong ; )ng. I ise. rht, shell )88-1744). fable 7— Two w take place? finite, lot say.^* i? — An oyster ggest 7— That n the travelers er. Dame Justice. 3 Dame Jus- loquently and ice opened the ely leaving a n this fable? sible, as they both parties. INTERMEDIATE COURSE. Questions and Suggestions. Ill 1. What is an oyster? — A hirnire sJiell-fmh 2. For what is the first line remarkable ? — It is a popular formula for beginning a familiar story. 3. Supply some omissions in the 3rd line. — [They rcere] both fierce, [they were] both hungry. (These omissions are said to be under- stood.) 4. What name is given to an omission such as the above? — Ellipsis. 5. What is a dispute? — A controversy in words; debate; discussion. (Give the different shades of meaning of these words.) 6. Who is Dame Justice ? — Justice personified. 7. What is the meaning of Dame ? — Lady, mistress, (Sometimes it is used in a reproachful sense ; as, " Dame Van Winkle." 8. What is meant by " with clamor"? — With noisy eloquence. 9. What is the meaning ol plead? — To argue in support of a claim, or in defence against the claim of another. ^ 10. Wh^u means " and would win the cause "? — It means that each one ^ believing he had such good reasons on his side and tluit he proclaimed ' them so eloquently, thought he should win. What do the 7th and 8th lines contain ? — The decisior,. of Dame Justice. Use one word for ** cause of strife " (9th 1.) — Oyster. I'd. What does the 10th line suggest ? — That little more than an oyster .fhell remains to the contesting parties after a lawsuit. * 14. V t is the meaning of thrive ? — To prosper. 15. iivitj is Westminster? — In England. (Is there any other West- .. i.tster?) 16. What place in Westminster is referred to hero ? — Westminster Hall — the High Court of England — in which laivyers make their for- times — " We thrive at Westminster on fools like you." 17. Why does Dame Justice address them as fools ? — Because people who go to law without having serious reasons, are foolish. 18.' Wliat does " 'twas a fat oyster " suggest ? — This is another hint as to the fat sums lawyers often take from their clients. 19. What is the meaning of " live in peace "? — An advice from Dame Justice to the trat^elers to profit by the lesson she gave them, and henceforth to live in peace. 20. W^hat is the meaning of adieu? — Good-by, farewell; a commenda- tion to the care of God, (from tico French words meaning to God). 21. Why did the author select an oyster as the bone of contention here? — To slwwfor what a trifle some people go to law, and to show hem ridiculous such people make themselves. 11. 12. 22. Of what gender is Dame Justice ? — Feminine gender. 23. Make a list of the plural nouns in the fable. — Travelers, laws, fools. 24. Analyze and parse: Live in peace. — Sp. imp. sent.; — Subj., you Jundierstood) ; — Pred., live\ — (neither obj. nor att.) — Live, reg. int. v., imp. m., 2nd p., pi. n.; — in, prep. ;—^eace, c. n. (abst.), 3rd p., s. n., n. g., obj., gov. by prep. in. k \ ;c Bzerdse.— Paraphrase the Two Trayelera and an Oyster.- 112 LESSONS m KMGLtSH. Phraseology and Composition. , — Construct s6htences which shall each contain two of the given names : Othoniel, Samuel ; Saul, Gelboe ; Joseph, Pharao , David, Jerusalem ; Jehu, Achab. OtJwniel a-s the first, and Samuel the last, of the Judges of Israel. Saul, the first king of Israel, lost his life at the battle of Gelboe. Joseph interpreted two dreams for Pharao. David built city of Jerusalem. Jehu exterr ited the family of Achab. U. — Change the imperative form. h n Pupil's Obey .... Be firm. . . . Never yield.. Study .... Shun. . .. Never deceive. Be proud.. .. Speak.. .. Edition : Obey^ if you ivish to be obeyed. You should obey, if you wish to be obeyed. You should be firm in face of danger. We must never yield to our evil propensities. You should study attentively the history of your country. We must shun sin as we would a serpent. , . . , You should never deceive your master. We should be proud of our country's glory. We sJwuld speak seldom of our own doings. > fl III. — ^What special meaning does the adjective give to the noun which it qualifies ? 1. A high-pressure engine is a steam-engine in which the steam is not condensed. 2. A loiD-pressure engine is a steam-engine fitted with an apparatus for condensing the steam into water. 3. Corned meat is meat that is preserved by being moderately salted. 4. Fresh meat is meat that has not been salted. 6. Civil law is the law of a state or country. 6. Moral law is the law of God's commandments. 7. Ecclesiastical law is the law of the Church. 8. Sacred history is the narrative of events contained in the Bible. 9. Natural history is the history of the Animal Kingdom. noun which INTKUMKDIATE COL'RSK. Exercise on Homophonous Words. 113 V. I.Day. 2. Discreet. 3. Dost. t. Draft. Dey. Discrete. Dust. Draught Dun. Doe. Does. Dram. Done. Douj^h. Doze. Drachm Where the dash occurs, insert a suitable word taken from the above list. 1. Day and night succeed each other. A (ley is a Moorish governor. The mason began to dun mo for his pay before he had entirely done his work. 2. My grandfather was very discreet. I asked the pupil what he meant by a discrete proposition. Tne tame doe bounded through the kitchen and upset the cook's dish of dough. 3. Dost thou not believe the words of the Almighty Who hath said : " Unto dust thou shalt return." I was awakened from my fitful doze by four does breaking through the bushes near where I lay. 4. I was robbed of a draft for forty dollars while taking a draught of water. John gave a drachm for a dram of good rum. V. — ^Write a composition about GnANnFATiiER's CiiOCK. Questions on the Grammatical Text. lii. 184. Give throo ways in which nouns a,re formecl.— Give examples under each.— 185. How aro many nouns derived from verbs ?— Give examples. lill. 186. Of what origin are prefixes ?— 187. Give some of the Anglo-Saxon r'*e- fixes.— Give the meaning of each.— 188. What does the prefix be sometimes form ? 1. 11 1. 189. Name the principal Latin prefixes.— Give the meaning of each.— Give example.— 190. What does the prefix in, im, il, or ir joined to a verb or a word derived from a verb, signify ? I.V. 191. Name some more Latin prefixes.— Examples.— What change is made in the prefixes ad, con, ex, in,oh, sub, to accord with tho iuitial consonant of the root?— Examples.— 190. Name tho principal Greek prefixes.- Give the mean ing of each.— Give examples. 114 LESSONS IN KNGLISH. Lesson LVI. — Rules for Suffixing. In forming words by suffixes, the following rules should be observed : — 193. Monosyllables, and words accented on the last syllable, when they end in a single consonant preceded by a single vowel, double the final consonant before a suffix beginning with a vowel ; as, (jun^ gunner j rob, rul bery ; .sww, sunny. 194. The chief exceptions are : — 1. Final x being equivalent to ha, is never doubled; as in mix, mixing, mixer. 2. Vi ords that on the addition of a suffix, change the position of the accent, do not alwc^v*^ double the final consonant ; as, prefer, pref- erence, preferable. Bu mpounds retain the double letter, though the position of the accent )ften changed ; as, grasshopper, harelipphl.. 196. A final consonant, when it is not preceded by a single vowel, or when the accent is not on the last syllable, should remain single before a suffix ; as,/ooZ, foolery; hxmty hunter; offer, offerings. 196. The exceptions are : — 1. A single consonant, when preceded by a vowel after qu, is doubled ; as, acquit, acquittal, acquitting. 2. A number of dissyllables ending in single I preceded by a single vowel, but not accented on the aecond syllable, are generally written in their derivatives with double Z; as, metal, metallic; excel, excellence. I. Final Consonants.- -Add the suffixes ing, y, er, ed , ish. 1. Spinn/wr;. 2. Knotty. 3. Cleaner. 4. Prefixed. 6. Qeliish. Dripping. Sunwy. Neater. Bigoted. Snappts/i. Fixing. Foggy. IRedder. Omitfed. Child/s//. Joininfl. Room?/. Thinner. Modeled. Foolish. IRunmng. Muddy, Blacker. Limited. HlvLggish. Vihizzing. Eainy. Greener. Extorted. Foppinh. II. Sentences to be completed. — Instead of the dash, insevt in No. 1, a word in ery, and in No. 2, a word in ing, formed from the lists. 1. The seaman has gone to the fishery to examine the nets. A nunnery is a religious retreat for women. Everybody should know enough cookery to prepare his own food. The artillery-man makes gunnery the study of his life. Hides a)re dressed, at the tannery. 2. The practice of gambling should be discouraged. A floor may be very tastefully arranged with matting made of rags. Heavier clothing is required in winter than in the milder seasons. The alacrity with which sailors move among the rigging is surprising. Amateur gardening is a most useful and instructive amusement. III. Suffix ence to No. i., ed to No. 2. — 1. Difference, occur- rence, reference, conference, concurrence, abhorrence, preference. — 2. Re- pel/ed, preferred, benefited, befitfed, clothed, sneered, dragf/ed, com- pelled, remitted, expel/ed, referjcd, oWotted. Oral C'onjujtation.— Princtpa/ Parts an.d Infinitive of record. Annlyiiiii and Parslnu.— Religion is man's consolation.— Virtue is its own reward.— Sp. dec!, sent.;— Subj.,iJeii(7*on;— Pred., is ;—Att., consolation. s m mix. IX'IKUMKDIATE COURSE. 115 i Lesson LVII. — Rules for Suffixing. 107. Final <• silent of a primitive word is dropped on taking a suffix beginning with a vowel; as, (jnidc, fjiiidance ; remort'j teniival ; come, coming ; i/lohc, tjlohuie. 198. The exceptions are : — 1. Words endiii}* in ce or (fc retain the e before a!I»?Hf»Y. Ar<^uwi<'//^ J^odgment. Ainuseni^'jj/. Outrageows. Vovous. Famo?/.'*. NervoMs. IJmbrageoj/s. Slavjs/t. Whitfs/j. Agui.s7j. Thievjs/*. ISluMsh, 5. Purely. Entirely. Securely. Tvvdy. WholZy. Lovely. I II. Omissions to be supplied. —Where the dash occurs, supply the suitable plural noun. — Quextion on the formation of the nouns. The First Mass Celkoiutki) in Oxtario. The twelfth of August (1()1.5) wi.s a day evermore marked with white in the friar's (Father Le Caron) calendar. Arrayed in priestly vestments lie stood before his simple altar ; behind him was a little h&nAoi Cliristians, the twelve Frenchmen who had attended him, and the two who had followed Champlain. Here stood their devout and valiant chief (Champlain), and, at his side, the dauntless woodsman, pioneer of pioneers, Etienne Brule, the interpreter. The Host was raised ; the icorshipers kneeled. Then their rough voices joined in a hymn of praise, Te Deum LAUUAMrs; and then a volley of their guns proclaimed the triumph of the Faith to the okies, manitous, and all the brood of anomalous devils who had reigned with undisputed Bway in these wild realms of darkness. The brave friar, a true soldier of the Church, had led her forlorn hope into the fastnesses of Hell ; and now, with contented heart, he might depart in peace, for he had said the first Mass in the country* of the Hurons. — Parkman (1823- ). III. In No. I indicate the sufBx, and in No. 2 add a suffix.^— 1. Stranger, sii. idlt;?*, swimmer, villager, dye?-, dig//t?-, winder, sufferer, cottager, voya^ji r, t^&cher, boiler, trim?/ie/-, stopper, runner, fruiterer, treasure?*. — 2. Dyeing, dying; singing, singeing; virtuotis, havmr;, derivative, h&ting, r&ving, eyeing, judgwe«<, vihility, r&vity, maturity, agitat/o>{, creator. Oral Conjugation.— Indicative preset? i and past of teach. Analysis and Parsing.— The bride has gone to her father-in-law's.— The Rroom has gone to his mother-in-law's. — Sp. decl. sent.;~Subj., bride;— Pred , has gone; — (no &tt.)',—fathei'-in-laiv's, c. n., 3rd p., sing, n., m. g., poss. c. 1. Within the limits of what is uow known as the County of Simcoe. ■l-Mf- 116 LESSONS IN KNGMSM. f i ; « hMi Lesson LVIII. — Rules for Suffixing. 201. Final ?/, when preceded by a consonant, is changed Into i before the addition of a suffix not beginning wi^h / ; as, cittj, citizen; mem/, mcnimenf; holjj^ holiness: but co/ti/, copyist; holn/, bahjfish ; irphj, rcphjing ; tory, toryism. In n few deriva- tives, y is changed to e, before ous ; as, pity, piteous ; plenty^ plenteous. 202. Words ending in ie, drop the e and change the i into y before m//, to prevent the doubling of i ; as, tic, tying ; vic^ vying ; belie, belying. 203. Final y, when preceded by a vowel, should not be changed ; as, annoy, annoyance ; boy, boyhood. 204. The words daily, laid, lain, paid, said, and thoir compounds are exceptions. I. Final Y. — Add the suffixes ous, er, nesa, hig, ancc. 1. Envjoua. 2. Destroyer. 3. Bus/«ess. 4. Copy/;//;. 5. Conveyawce, Defy///r/. Luxur/a/jce. 'Detiance. Awnoyance. AWiance. CoxnyMance, A\i\}]iance. 1 ' BountcoMs. Conveyer. Readi«t'.ss. Victor/oMs. Testifier. Happntess. Delay/»(/. Beautt'OMs. Employer. Clums/ness. Play/»,'ypti«ui sphinxes wore ro[)ruHC'nte(l witli tho b()rk. — (2) A liyht veHselfor pleamre or state. 87. ITse other words for pliden. — Moves^ sails 88. What is ajliite ?— ^ reed muxical instrument. 39. Where was Jhibyhm? — Babylon was a city of Asia, ann one of the most celebrated in the world. It was situatf i vt the Juiphraiis, 60 miles south of Bagdad. The modern town of Hillah occupies a portion of its site. (Point out locality on map.) 40. What " festal scone " is referred to ? — 'The great Festival of the Moon. 41. What island is referred to? — A little island half-way between the Gardens of Memphis and the eastern shore, where stood the Temple of the Moon. 42. Of what were the sphinxes made? — Of polished marble — "whose spanf^linf? marble " 48. What are sycamores ? — The sycamore here referred to is a species of fig- tree, having wide-spreading branches. (Give other meanings for sycamore What is the American sycamore ? — the Canadian sycamore ?) 44. What is a vestibule? — Here it proba^-v means an open space before a building. (Give other meani;!i„? } 45. Find some consolidated compounds in this description, and f»ive the rules relating to them. — Moowise, welcomed, moonlight, already. 46. Find the derivative nouns in tlie first paragraph, and explain the formation of each. — Itiyi)„gy acclaim, eminence, multitudes, suprem- acy, decline, pyramids, sight. 47. Give the plural of ■^icene, glory, sphinx, ruby, yacht, ceremony, alley, vestibule. — Scenes (111), glories (113), sphinxes (112), rubies (113), yachts (111), ceremonies (113), alleys (114), vestibules (^11). 48. Analyze and parse: All was yayety and life. — Sp. decl. sent.; — Subj., All (pro. adj.); — Pred., was\ — Att., gayety and life\ — and, conj. Exercise.— Write a sketch of Moonn'se at Memphis. 122 LESSONS IN ENGLISH. Phraseology and Composition. I. — Make five statements about modi't^ty. 1. Modesty is the pearl of good morals. 2. ModcHiy is the lamp of the chaste soul. 3. Modesty prevents the features from becoming darkened. 4. Modesty moderates outbursts of laughter. 6. Modesty regulates one's whole demeanor. II. — Replace the adjective with a noun from the same root, and mako the other necessary changes accordingly. The meek .... The 2)oor. . . . The obedient .... The pure. . . . The humble. . .. The anynt .... The vainylorious . Meekness is a source of edification to all. Poverty merits our compassion and assistance. Obedience is certain to find favor with God. Purity has the glory and merit of martyrdom. Humility merits the gift of chastity. Anyer cannot see straight, Vainglory seeks for happiness from human applause. III. — What special meaning is given by the adjective to the noun which it qualifies ? 1. Hard water is water that contains salts which curdle soap. 2. Soft water is water that contfins no substances which curdle soap. Mineral water is water so impregnated with foreign substances as to render it medicinal. A fickle boy is a boy of an inconstant character. A studious boy is a boy that applies himself to study. A medicinal plant is a plant possessing medicinal qualities. 3. 6. 6. 7. A textile plant is a plant from which cloth may be made. Exercise on Homophonous Words. 3. Droop. 4. Docile. Drupe. Dossil. Discus. Deviser. Discous. Div sor. IV. — 1. Duct. 3. Demean. Ducked. Demesne. Dying. Depositary. Dyeing. Depositoi'y. Where the dash occurs, insert a suitable word taken from the above list. 1. The thief was ducked in a pond and then cast, into a duct for carrying off dirty water. The dyiny man scolded his wife for dyciiiy her dresses black before bis death. INTERMEDIATE COURSE. 123 Exercise on Homophonous Words. 2. Would you demean yourself by stealing apples from the orchard of the demesne ? The depositary is placing his goods in a safe depository. 8. Drupe is a soft pulpy fruit. Will that flower droop f Discous means disk-like, circular ; and discus means a quoit. 4. The wounded boy, though very docile^ tore the dossil from his womid. John, though a clever deviser, could not define divisor. V. — Write a composition on Time and its Fkincipal Divisions. »m human Questions on the Grammatical T^zt. o the noun liVI. 103. Give the rule for adding a Suffix to monosyllables and words accented on the last syllable.— Examples.— 194. What are the exceptions ?— Examples. —195. What is the rule for the f nal consonant when it is not preceded by a single vowel, or when the accent is not on the last syllable ?— Examples. — 196. What are the exceptions ? liVII. 197. What is the rule for the final emute of a primitive word? — Examples.— 198. What are the exceptions ?— 199. When is the final e mute of a primitive word retained ?—20O. In what particular instances is the e mute omitted? liVIII. 201. What is the rule for the final y when preceded by a consonant ?— Give examples. — 202. What is the rule for words ending in ie ? — Examples.— 20a. What is the rule for the final y when preceded by a vowel ?— Examples.— 204. What are the exceptions ? lilX. 205. What is the rule for words ending in double letters ?— Examples.— 206. What are the exceptions ?— 207. What is the rule for monosyllables ending in /, {, or 8 /—What are the exceptions ?— 208. What remark is made about the finale/ If ' ir^ 1^ I fit I'M) 124 LESSONS IN ENGLISH. Lesson LXI. — Formation of Nouns. — Suffixes. 209. The suffixes which denote the action of doing, the thing done, are : — ion« ation« Itlon* Invention, the act of inventing, the thing invented. nicnt* Payment, the act of paying, that which ia paid. nl. Bemoval, the net of removing, cct Nc. Defense, the act of defending. unce* ancy* Mepentance, the act of repenting. eucc, cncy* Occurrence, the thing tvhich occurred, urc. Enclosure, that ivhich encloses, the act of enclosing, age* Carriage, that ivhich carries, the act of carrying. inx* Reading, the act of one who reads, the thing read, lh» t. Uroivth, the act or result off/rowing. cpy, y. Discovery, the act of discovering, that which is discovered. These suffixes are almost always .ioiiiod to verb roots. 210. The suffix age, when joined to noun roots, generally expresses cost, sometimes a state; as, Cartage, the cost of carting goods; vassalage, the state of a vassal. 211. Nouns in ing are derived from participles without any change. They are distinguished from participles by taking an article, an ad- jective, or a noun or pronoun in the possessive case, before them. I. Derivatives. — Form 1. Tempt, Temptation. 2. Convert, Conversion. Satisfy, Satisfaction. Amuse, Amusement. Amend, Amendinent. Inter, Interment. Bribe, Bribery. derivatives with the aid of the above suffixes. Approve, Approval. 3. Suspend, Suspense, Abstain, Abstinence. Steal, Stealth. Seize, Seizure. Depend, Dependency. Press, Pret>sure. Whistle, Whistling. Deliver, Delivery. Heal, Health. p]xpand, Expanse. Toll, Tollage. Complain, Complaint. Post, Postage. I I. Sentences to be completed. — Find a noun proper to the action. — Orally, have the pupils find tlie root. 1. Use diligence and perseverance, and you cannot but succeed. Good cultivation prepares an abundant harvest. It is quite natural to grieve over the removal of a friend. No argument can justify us in retaining the goods of others. Extravagant pretensions cause legitimate pretensions to be rejected. Heaven is the defence of the widow and the orphan. 2. The true florist displays taste in the arrangement of his flowers. A soldier without discretion never gains distinction. Excessive confidence is the usual forerunner of a, failure. Good usages should be respected and followed. The entire life of man is a succession of trials. Fermentation augments the volume of bodies. III. Substitute a derivative instead of the verb in Italics. — Pupil's Edition : To reflect is irksome.... — lie flection is irksome to the young. — Ever3' child should consider that obedience is his duty. — Whistling in the prc^sence of company is improper. — liaillery is often dangerous. — Satisfaction both to God and to our neighbor, should accompany our repentance. — Pouting marks a bad character. — Per- severance to the end is the crown of a good life. Oral Voniuiiation.— Indicative present and past of sail (on the lake). AnalysiiH aad Parsln^f.— Good cultivation prepares an abundant harvest. — Fermentation augments the volume of bodies.— Sp. decl. sent. ;— Subj., culti- vation;— Fred., prepares;— Ohj., harvest ;— good, adj.;— an, indef. art.;— abund- ant, adj. 4:,.''*»a , ' ixes. f doing, ted. sing* iod. s discovered. [y expresses ling goods; my change, icle, an ad- 3 them. ova suffixes. Suspense. Delivery. Health. Expanse. ToUitfje. :i, Complaint. Postage. 3 the action. cceed. id. )thers. be rejected. lis flowers. ure. in Italics.— irksome to , hia duty.— llery is often [bor, should racter. — Per- the lake), hdant harvest. ;— Subj., fiure shall receive a special reward in Heaven. The insolent shall not ^o unpunished. The courageous do not shrink in the presence of danger. The prudent do not act without due deliberation. The envious have no place in Heaven. The fickle never accomplish anything great. ; — Subj., thou III. — Give the meaning of the following proverbs : — 1. Do 7iot ride a free horse to death. A willing person should not be mac's to do more than what is fair. 2. Cleave the log according to the grain. Persuade or instruct others according to their particular disposi- tion. « 3. Children and fools should not handle edged tools. Authority should not be vested in incompetent persons. 13l> LESSONS IN rNr.i.rsrr. Exercise on Homophonous Words. 1. Elector. 2. Fiitc. a. Feet. 4. Flee. Electer. TiUe. Feat. Flea. Kwea. Faun. Find. Fnrs. IT 80. Fawn. Fined. Furze. IV. Where the dash occurs, insert a suitable word taken from the above list. 1. The Elector has lost tin electer mouthpiece of his meerschauni pipe. Kill those old ewes, and use their flesh as food. 2. He met with his unhappy /(((e while on his way to a grand /r/f. Faun is a sylvan deity. The young /'/«?» is playing in the field. 8. John performed a difticnlt./WJ^ and by so doing saved a child's feet from being broken. I find that you have been fined twice. 4. The. ^eas tormented me so much that I was forced to ^/tv from the wigwam. The field is covered with furze. A robber stole the lady's furs. V. — Write a composition about Tiik Most Blkssed Virgin Mary. R i :| Questions on the Grammatical Text. 209. What suffixes express tlio action of doing ?— Give oxamplos.— To what are these suffixes almost always joined ?— 210. What does the suffix age gonor- ally express when joined to noun root^ ?— 211. !'rom what are nouns in ing derived ? I^XII. 212. What are the sufflxos that denote the state of being, or the condition, the quality of being ?— Exauiplos. liXIII. 21.3. What are the suffixes that denote o_ffi.ce, jurisdiction, ot character? — Examples.— 214. What are the suffixes that denote place or a coUection ?— Examples. I.XIV. 215. Wliat suffixes denote art, science, practice ?— Examples —216. What does the suffix ism indicate ? iMikMi DiATK corusr. 1 :\:i Lesson LXVI.— Formation of Nouns.— Suffixes. 217. Tho suffixes that iiulictit( tho author of un action, tho person who is devoted to u profcHsiou (»i Hied in it, are : - IT, )«'••• Header, Sawyer, one uh' ndiJu.naws. vrr, J«'r. Auctiuncer, onv who tietln h\i auction. ar, nrd. BeoiiAr, Dotard, ono who beys, dotea. or. Creator, one vho creatrs. nnf , ent. PreHident, Stialeni, one who presides, studies. an« inn. MuHiciar\, one skillfd in music. Mrr. Spinster, one n-ho sfn)in. Int. A rtiat, one slcillrd iii an art. ire. Fiifiitive, one wlio flees. nry. Missionary, one .tent on a mission. nl«. De/cf/ate, one nl7 derivatives instead of the italicized nouns. — Catholic missionaries in pagan lands have often to encounter obstacles raised by the greed of European traffickers. — Without the telescope, the astron- om,er would know nothing of innumerable worlds that lie beyond the range of the human eye. — The structure, classification, growth, and use of plants is the study of the botanist. — The skillful artist can trans- form the coarsest materials into objects of luxury. Oral Conjugation,— Potential perfect and pluperjccl of translate (into French.) Analysis and Parsing.— The Church is the house of God.— My house is a house of prayer. — Sp. decl. seut.;— Subj., c/jurc7i ;— Pred., is ;— Att., fcoi^se ;— of, prep. I .,1 134 LKf?SONS IN ENC.MSK. f ! i'r iiiii Lesson LXVIL— Formation of Nouns.— Suffixes. 218. The suffixes that namo tho inhabitants of a country oi oity, are:— nn. Inn. Mexico, Mexican ; Tionton, Jinstonian. fmt't liifi. Vortuufi,], Port minese; Floreiic*), i'7orfl»^/nr. llv!, nrd« <'r. Moab. Moabite ; Hpaiii, Sptuiiard; Montruul, Montrealcr. ThuHo HufllxoH aro addod to iiouiih. DorlvatlvuH in eso aro iiiviirialtUi; thufl, " A Vortuyuese "; " The PortimueHe are of the aume urii/in an the SpaniardH." 2iy. Several of tlieao suflixea indicate tho society, tho follower, or the desoenduiit ; &h, JJominick, Dominican; William, Willinmite; Levi, Lc'vite. 220. The word mnn is often compounded with tho proper adjective, to name the individual inhabitants of a country; aH, an KnifUnhmdn, a Frenchman; two ll,l«. I'Iko, /i/rAcrel ; run. runnel; Bpook, apecMt. (■I<>, «tI. Va.rt,]Ktrtic\c, parcel. llnjK, ork. Duck, '/.(/r/i-ling; liill, /li/'ock. riiMs iilf, Aui[tm],(iiiiniiilcule',uM)v,yloh\ile. kin, «>n«Mi€r. liiiinb, /i(;)(/>kin ; cat, A/tten ; iinot, jjoofatter. ) t ***. .Joliii, Johnny ; CharlcH, Chnrfie. Let, et, ercl, el, le, linn, ock, fc/», en, y, ie, aro An«lo-Raxon Bufllxos. H«!Voral of thoHo hhIIIxch am addofl to wordu to uxitruHS uiidearniont or oon- teniitt ; aH, bird, binlic ; 'lord, lordling. 22.'). Thd augfmentative suffixes nP iho noun, that ia, thouo which j^ivo it a titront^er Hi^niJtication, aio: — ion. one* Mi^i^ahniediillion; Tromh, trombone. ooiit OH. ])all, balloon ; GaJluy, (/at/eon. I. Derivative. — Give a diminutive to the noun. 1. Leaf, Lcitjli't. 8. Sphere, Spherule. 5. Goose, Goitli'ng. Dear, Darling. Back, Hatchet. Man, Manikin, Bull, JiuUock. Babe, Baby. Lock, Locket, Eaj,'lo, J'Mfilct. Bamon, Hamlet. Chicken , Chickling, Brook, liroohlet. Crown, Coronet. Table, Tablet, 2. Chant, Cuntirle. 4. Gland, Glandule. 6. Verse, Vernicle. Grain, (iranule. Maid, Maiden. Youth, Youngster. Mantle, Mantelet. Wit, Witling. Lad, laddie. Park, J'addock. Plant, mantlet. Ball, liullet. IbIo, Inlet, Stream, Streamlet. Root, Rootlet, n. Sentences to be completed. — Supply the noun required. TlIK BllOOK. 1. The brook was far more attractive than the meadow, for it had slieltered bathing-places, clear and white-sanded, and weedy stretches, where tjie shy pickerel loved to linger, and deep 2iools, where the stupid sucker stirred the black mud with his fins. It was, for the most part, a sober, quiet, little river ; but at intervals it broke into a low rippling laugh over rocks and trunks of fallen trees. 2. It ground our corn and rye for us at its two grist-mills ; and we drove our sheep to it for their spring washing — an anniversary which was looked forward to wioh intense delight, for it was always rare fun for the youngsters. On its banks we could always find the earliest and latest wild Jlowers, from the pale blue, three-lobed hepatica, and small, delicate wood-anemone, to the yellow bloom of the witch-hazel, burn- ing in the leafless October woods. — John G. Whittier. III. Use a diminutive instead of the words in Italics.— Castles are often ornamented with many turrets. — The rivulets of Canada abound in pickerel. — A drop of water put on a red-hot stove assumes the form of a spherule. — The banks of the brooklet are overgrown with the/o}/? Place. Literary Analysis. Who are the characters represented in this nar ration ? — A Chinese scholar, the philojO- 2)her C mjucius, a bookseller, Xixofou, and Fipsi'iihi. When and where did the Chinese and the book- seller meet? — In the bookseller's store at Amsterdam. The time is indefinite — " Once took into, . . . Europe.'* It ! 1, t:\\ if II taipasfgaaaM sss IP 1 jit ' 1 '^i ^Sl^'.ii^ 1 ■ I 'I iiiii I lii' 138 2. Words and Actions. 3. Result. Moral. LESSONS IN ENGLISH. Literary Analysis. 1. What is said of the Chinese scholar? — That he had studied the works of Confucius, knew the characters of fourteen thousand words, and could rend from ^^ every hook that came in his loay.'^ 2. Why did he take " it into his head " to travel into Europe ? — To observe the cus- toms of the i)eople ivhom he thought almost equal to the Chinese in seeking pleasure. 3. When he reached Amsterdam, what did he do? — He went intoabookseller^s to buy the work.H of the immortal Xixofou. 4. What did tlie Chinese say upon being in- formed by the bookseller that he never heard the book mentioned before? — He expressed his surprise that such an eminent poet, such a lipht, so much honored by kings, had never been heard of in Amsterdam. His surprise was still greater when he found that Fipsihihi, second cousin to the moon, was also ignored in the bookstalls of the Capital of the Lowlands. What conclusion did the Chinese traveler come to? — He came to the conclusion that worldly greatness is of small account, since it soon fades away. What is the moral of this fable ? — That our aim sJiouhl not be to acquire the esteem of men or to immortalize our name; but** to lay up treatiures tvhere the moths do not eat, where rust does not consume, and where thieves do not dig through and steal:' Bi I ill. Questions and Suggestions. 1. What is a Chinese, ? — A native of China. (The same form is used for the plural. — Chinese is also used as an adjective.) 2. Who was Confucius ? — A celebrated Chinese philosopher. He was horn B.C. 551 ; diet], 479. 3. What is the meaning of u^orh as used here ? — Writings. 4. " '• characters " — The hieroglyphics or figures tised by the Chinese as their written language. 5. Express briefly th'j circumlocution, "that came in his way." — That he saw. 6. Express more briefly "once took into his head to travel into Europe?" — Resolved to go to Europe. 7. Where is Europe?. . . .Give the boundaries. . . .Trace its shape on the blackboard.. .. INTERMEDIATE COURSE. 139 Questions and Suggestions. 8.* What figure is contained in " whom he thought. . . .every plea- sure?" — Euphemism. (Explain in what it consists.) 9. What is the opposite of pleasure ? — Displeasure. (Here its oppo- site would be properly mortijication .) 10. Where is Amsterdam ? . . . . Point it out on the map. 11. What is the meaning of letters in this place ? — Literature. (Give other meanings for letters.) 12. What is i>M Her Cubs. Questions on the Grammatical Text. I.XVI. 217. What are the suffixes that indicate the author of a.i action, the person who is devototl to a profession i'— Examples.— Which suflixe.j arc usually added to verbs. I.XVIV. 218. W7it,t are the suffixes that name tlie inhabitants of a country or a city? —Examples. — To what are these suffixes added? — 219. What do several of these sufflxer. indicate''— Examples.— 220. How is the word nuui sometimes used? —Examples.— 221. How is the name of an inhabitant of a country frequently found ?— Examples. L.XVIII. 222. What are the diminutive suffixes of the noun ?— Examples.— 223. What are the augmentative sttffixes of the noun ?— Examples. liXIX. Form nouns, from the lists given, by means of a prefix or a su^x. m H ? it': ■ i'tk i. I; ■ - 142 LESSONS IN ENGLISH. Chapter III. — Lesson LXXI. — Articles. 224. An Article is the word thr, a or an used before nouns to limit their signification ; as, the school, a vian, an eye. 225. There are two articles, the (fefinite and the indejinite 226. The Definite Article is the. It denotes some parti- cular thing or things; as, the enemy, the enemies, the pro- vinces. 227. The Indefinite Article is a or an. It denotes one thing of a kind, but no particular one ; as, a province, an enemy. 228. A is used before a consonant sound ; as, a foclc, a hotel, a icall. 229. The consonant sounds of w or y, even when expressed by other letters, require a, not an, before them ; as, a year, a unit, a tmion, a wonder, a one. 2f^0. An is used before a vowel sound ; as, an error, an iron. 2,''j . The words in wliich initial h is silent require an, because they begin with a vowel sound; as, an honest man ; an honorable position . A UlilCOl'll. An v-^aglet. /• i ..spoon. Au hourglass. An umpire. An imperial edict. A hundred sheep„ An erroneous opinion. A humorous story. An honest occupation. I. A or an. — Supply the suitable indefinite article. 1. A. humor. 2. A euphemism. 3. An honorable position. An heiress. A hermitage. A university. . An herbalist. A eudiometer. II. Omissions to be supplied. —Where the dash occurs, supply the suitable article, or noun. Transformation of Insects. 1. A caterpillar, after feeding upon leaves till it is full' grown, retires into some place of conceahnent, casts off its caterpiilar-skia, and presents itself in an entirely different form, one wherein it has neither tlie power of moving about nor of taking /oorf; in fact, in this its second or chrysalis state the insect seems to be a lifeless oblong or conical body, without a distinct head or movable Unibs. 2. After resting a while an inward struggle begins ; tJte chrysalis skin bursts open, and from tJie rent issues a buttertly or a moth, whose small and flabby ?t'/'»f/.s soon extend and harden, and become fitted to bear away tJie insect in search of the honeyed juice of Jlowers. Caterpillars and grubs undergo a complete transformation in coming to maturity ; but there are oth ;' innjts, such as crickets, grasshoppers, and bugs, which, though differing a good deal in the young and adul stales, are not subject to so great a chaiige. — T. W. Harris. III. Change the italicized nouns to the singular. — Do not confide your secret to an indiscreet 7nan. — With the talents of an amjel, a man may act like a fool. — It is losing time to try to please a humorsome child. — Do you prefer an oramje to an apple? — A bad i.peller should not pretend to be ^f scholar. Oral Von\nxt,nt\nn.~I'rinnpal Parts and Infinitive of mcc, AnalyMN and l»fTri«iinia;.— A small loak will siak a groat ship.— The ploep- infj; lux catches no i)oultry.—Si). decl. sent.;— Snl.j., leak; — Prod., ivill sink; — (Jhi-, ship ;— A, iiKlKyt. art.;— s/H(i/i, c. &.;— sleeping, i^rt, a.;— «t>, pro. a. INTERMEDIATE COURSE. 11^ Chapter IV. — Lesson LXXII. — Adjectives. — Classes. 232. An Adjective is a word added to a noun or a pro- noun, and generally expresses (quality ; as, a rosy ^/////A' ; five diligent hoys ; unhappy ?//f. 238. Adjectives are divided into five classes ; common, proper^ numeral,, pronominal^ and participial. 234. A Common Adjective is an adjective that denotes quality or situation ; as, good, bail, cast, western. 235. A Proper Adjective is an adjective derived from a proper name ; as, Canadian, Irish, Grciforian. 236. A proper adjective should be«in with a capital letter ; as, the Engflish lanpiiaijc ; the Copemican syatem: unless the adjective has lost its reference to the proper name ; as, academic, (jalvanie, laconic. I. Adjectives. — Indicate by the initials whether the adjective ex- presses a good or a hud quality. — Question why. l.Hard wood, Hard heart, Dry linen, g. Dry style, b. Deep wound, 6. Deep knowledge, g. Green meadow, g. Green apple, 6. Heavy claim, g. Heavy burden, b. g. 2. Sharp frost, 6. Sharp sight, g. g. Soft answer, g. b. Soft chai'acter, h. Gra re deportment, g. Grave mistake, h. Quick temper, 6, Quick motion, g. Thick wall, g. Thick skull, I). b. 3. Strong constitution, g. Strong taste, 6. Black ink, g. Black design, 6. Broad gash, 6. Broad mind, g. Firm will, g. Firm prejudice, 6. Li gilt head, 6. Liijht step, g. II. Sentences to be completed. — Supply an adjective expressing the characteristic quality of the material or object named. Glass is brittle. Steel is elattic. Oil is unctuous. Lime is caustic. Pepper is pungent. . Granite is hard. Air is transparent. Hemlock is poisonous Oak is durable. 3. Gold is precious. 5. Justice is impartial. The pine is roiinous. The hare is timid. The reed is Ji<.\ci hie. The hyena is cruel. The sun is hrilUant. The camel is sober. The moon \y beautiful. The moose is icary. 4. Spring ia mild. G. The stork is tnigninly. Summer is warm. The dog is faithful. , Fall is blustery. The eel is slimy. W inter is cold. The swallow is swift. Quicksilver is liquid. Exercise is healthful. The lamb is gentle. III. Insert an adjective instead of the words in Italics.— Augustus by assuming the imperial authority changed the Jionian constitution. — Germany is a constitutional monarchy. — All excess destroys bodily health as well as mental vigor.— The heiglit of the mercury in a barometer varies according to the ntmoxpheric pressure -ir/xt^ men measure time by their improvement of it. — Covetous persons arc always in want. — Every man is not prepared to speak on doubtful questions. Oral Conin^Ht^;. fut, fatter, fattest), and relates to kitche.i ; — lean, c. a Celebrated, imrt. a, (couip. by means of more and most),nud relates to orator ;~orator, c, n., :Ud p., s. u., m. g., att. uiom. after tran). Ut "IIP" td li\': 144 LESSONS IN ENGLISH. Lesson LXXIII. — Adjectives. — Numeral. 287. A Numeral Adjective is an adjective that ex- presses a definite number ; as, vne, three, tnentij-jUe. 238. Numeral adjectives include: — 1. Cardinal numbers; as, one, tiro, three, four, &o. 2. Ordinal numbers; kh, first, second, third, fourth, &c. 3. Multiplicative numbers ; an, siuijle or onefold, double or twofold, tuple or threefold, quadruple ov fourfold, &o. 239. Ordinal adjectives are formed ifrom cardinal adjectives by the addition of th or eth : eth is added to final y, and th to other termina- tions : as, four, fourth ; thirty, thirtieth. 240. The only exceptions &vefiritt, second, third, and their compounds. 241. The parts of compound numerals between twenty and one hundred, are ioined by the hyphen; as, twenty -one, forty -ninth ; eighteen hundred and eighty-Jive. Multiplicative adjectives above tenfold are usually written with a hyphen ; as, sixty-fold, one hundred-fold. I. Adjectives. — Prefix a suitable adjective to each noun. 1. Fresh water. Fatal poison. liipe fruit. Dense smoke. Feeble health. Sharp pain. Laconic answer. Counterfeit money. 3. Obstinate defence. Spm'tive youth. Cheerful temper. Wholesome food. Abject poverty. Leisure hours. Fruitful tree. Choice meats. ) 1 2. White napkin. High winds. Tropical climate. Straight line. Operatic airs. Courteous officials. Slender stalk. Precious jewels. II. Numeral Adjectives.— Write the numbers in full. 1. The ^first locomotive was driven by Robert Stephenson, in eighteen hundred and thirty. — On tlie twelfth, of Ociohev,fotirteen hundred and ninety -two, Columbus took possession of San-Salvador in the name of the Castilian sovereigns. — William the Conqueror died in o?/t' thousand and eighty-seven, in the forty-first year of his i-eign over Normandy, and the twenty -first year of his domination in En;;land. — To reform the Calendar, Pope Gregory the thirteenth ordered ten entire dajs (those between the fourth and the fifteenth of October) to be suppressed from the yea.i' fifteen hundred and eighty -two. 2. Bonie celebrated her two thousand six hundred and thirty -seventh anniversary, April the tiventy -first, eighteen hundred and eighty-five. — The art of printing was invented at Mentz towards the middle of the fifteenth century. — In June, eighteen hundred and seventy -seven. Queen Victoria celebrated the fortieth anniversary of her accession to the English throne. — The earth revolves around the sun, at a distance of ninety-five millions of miles, in three hundred and sixty-five days, five hours, and forty-nine minutes. III. Replace the italicized words by an adjective. — Worldly maxims are always dangerous. — There are nine angelic choirs. — W ithout heavenly grace man can do nothing meritorious. — In the Mid- dle Ages many princes renounced toorldly greatness to lead pious lives in monastic retirement. Oral Vonin^ntion.—Indicatix^e perfect an<\ pluperfect of ride. Analj'Mi^ and Parninic. — The telescope was invented towards the end of the sixteenth century.— Gunpowder was invented towards the end of the thirteenth century.— Sp. decl. sent.;— Subj., telescope; — Pred., was invented (reg. tr. v., pass, v., ind. m., past t., 3rd p., 3. n.);— towards, prep.i—atxteenth, numeral a. (ordiuai), lAlates to century. h tl pi m w w A A Pr )r e mc coy COJ K: INTKkMEUIATK COURSK. 145 Lesson LXXIV. — Adjectives. 242. A Pronominal Adjective is an adjective that may cither accompany its noun or represent it understood; as, " All join to (/Hard v/tat each drihrs to (ftiin," or " All nn'n join to f/unnl ivlutt each vion ilrsirrs to (/(tin." 243. The principal pronominal luljoctives tiro : All, any, both, each, either, every, feio, fimt, former, la.jlish. Lesson LXXV. Literary Selection for Explanatii n and Study. A STORM IN HAJIVEST. Ev'n when the fanner, now secure of fear, Sends in the swains to sp I the finish'd year, Ev'n when the reaper fills his greedy hands, And binds the golden sheaves in brittle bands, 5 Oft have I seen a sudden storm arise From all the warring winds that sweep the skies. The heavy harvest from the root is torn, And whirled aloft the lighter stubble borne; With such a force the flying rack is driven, » And such a winter wears the face of heav'n : The lofty skies at once come pouring down ; The promised crop and golden labc f s drown. The dikes are filled, and with a roaring sound The rising rivers float the nether ground ; X5 And rocks the bellowing voice of boiling seas rebound. The father of the gods his glory shrouds, Involved in tempests and a night of clouds ; - . And from the middle darkness flashing out, By fits he deals hk fiery bolts about. ao OeCi) horror seizes ev'ry human breast. Their pride is humbled, and their fear confest. While he from hsgh his rolling thunder throws, And fires the mountains with repeated blows : The rocks ate from their old foundations rent ; 95 The winds redouble, and the rains augment : The waves in heaps are dashed against the shore, And now the woods and now the billows roar. •-Vryden (1G31-1700). Oral Statement—liketch 1. Pebsonaoes. Literary Analysis. ' Who are the personages referred to in this description ? — FaiTnei's, swains, reapers, the father of the gods (Jupiter), vumkind (ev'ry human breast — 20th 1.). 1. 2. 3. 4. 5. 1 INTF.RMKDIATR COURSE. 147 .1 Time and Place. 2. Words and Actions. nd. 3. Result. Moral. Literary Analysis. When and where \h the Rtorm represented an having takoii place? — [n the country, tUtr- 1. 3. 5. in(j hiirvi'st lime. From vvliat is the storm said to have arisen ? — " From all the warring xvind» that nweep the xkirx,'' (0th 1.). What is described from the 7th 1. to the 12th inclusive?— 77/« ilcstruction of the ha r rent by the storm. What is described from the 13th 1. to the 15th inckisivo ? — The Jlood occasioned by the storm. What do 1 lext four lines bring out? — Tiie / "J and thunder, said to be dealt out b. her of the flods.^* What efl thunder and lightning? — i'A :h(it is related in the la»t four lit uj the description. (Rocks rent, winds increase, rains augment, waves dashed againsi the shore, woods and bil- lows roar.) / What is tho result of the harvest storm f — Al- thoufih it injures the produce of the land, it has a good moral effect : — " Deep horror seizes ei'ery human breast, Their pride is humbled and their fear confest.'^ What lesson do the 20th and 21st lines suggest? — To admire (ind ivorsKip God, Who is Master of the tempest, and to invoke His assistance in all dangers of life. ryt it/ i ft; ■Ml 700). in this ipers, the hid (ev'ry Questions and Suggestions. 1. What are the harvest months in this country. — Part of July t Aug'usi, September, and part of October. 2. Why is eu'w syncopated ? — To make this verse agree in meter mth the next. (Explain.) 3. Use an equivalent iov farmer. — Husbandman. 4. What may '* secure of fear " mean ? — It may mean that when the grain has ripened without being injured by storms, the farmer re- joices, thinhing it secure. 6. Is he ever disappointed ? — Yes : often, v:hen the swains are reaping the grain, the storm comes and injures what is ctU, and uproots what is still unrtaped. m Hi ^. IMAGE EVALUATION TEST TARGET (MT-3) ?? 1.0 I.I 11.25 mm ^ U£ 12.0 2.2 1.4 1^ IF I Hiotographic Sciences Corporation 23 WIST MAIN STRHT WEBSTH.N.Y. MSSO (7l6)«72-4»03 \ ^, <> <* >^ '^rs\ .<.* 148 LESSONS IN ENGLISH. Questions and Suggestions. 0. What does " little bands " mean l—It ineans that the sheaves are hound so that the cmm may be easily threshed out of them. 7. Why is the adjective golden applied to sheaves ? — Because they are of a golden col/ the animals tluit inlmbit the globe ; the mouse is the smallest of beasts." 251. The compaiative of adjectives of one syllable is commonly formed by adding er to the positive ; and the superlative by adding est ; as, f/reat^ greater, greatest 252. In the variation of adjectives, final consonants are doubled, final c is omitted, and final y is changed to i, agreeably to the rules for suffixing (pages 114-117). I. Comparison. — Compare the adjectives. I.Sharp, Sharper, Sharpest. 2. Wet, Gray, Grayer, Grayest. Free, Freer, Freest. Thin, Thinner, Thinnest. II. Sentences to joined by or. 1. Lime is quick or slaked. Water is soft or Lard. Metal is pure or alloyed. Ham is green or cured. Iron is cuat or wrought. Stone is rough or dressed. Timber is round or h :wn. 2. Steel is tempered or annealed. Wood is green or dry. Quartz is clear or smoked. Animals are wild or domestic. Insects are noxious or useful. Peas are split or whole. Vapors are dense or light. White, Gay, Flat, Wetter, Whiter, Gayer, Flatter, Wettest. Whitest, Gayest. Flattest. be completed. — Give the noun two qualities 3. A diamond is rough or polished. A number is concrete or abstract, A war is ciiyil or foreign. A weapon is offensive or defensive. A judge i& partial or impartial. A city is walled or open. A spring is constant or intermittent. 4. A declivity is gentle or steep. A sickness is slight or serious. A statement is true or false, A lawsuit ia just or Ainjust. A victory is partial or complete. A means is honest or dishonest. A plant is indigenous or exotic. Ill, Insert an adjective instead of the italicized words, — Remem- ber you have an imnutrtal soul. — Seek the company of virtuous persons. — Do not sacrifice Heaven for a j)assing pleasure. ' OmI t'onju^ation. — Potential present and past of janip. AnalyHis and JParsinif.— Aluxander was a great general.— Napoleox) I. WW the greatest guuoral of modern tiwos* INTERMEDIATE COURSE. 153 !'ki <1 brms of to ex- lest. positive^ ssed by a 7novs6 more or larger most or largest cnallest pliable is and the it 3 doubled, the roles ettest. Vhitest. ayest. 'lattest. qualities \olished. abstract. [iefemive, \artiaL titermittent. teep. ious. Use. it. rmplete. honest, i exotic. I — Remem- \m persons. loleoQl> WW Lesson LXXVI L — Adjectives. — Comparison . 253. Adjectives of more than one syllable are generally compared by means of the adverbs more and most ; as, famous^ more famous^ most famom; agreeablej more cujreeahle^ most agreeable, 264. Some dissyllables are compared like monosyllables; as, happy ^ happier, happiest; narrow^ narrower, narrowest. 266. The degrees of diminution are expressed by the ad- verbs less and least ; as, ime^ less wise^ least wise ; famotts^ less famousy least famous. 266. Those adjectives whose signification does not admit of different degrees, cannot be compared ; as, two, ally infinite^ iiniversaly eternal. I. Comparison. — Compare the adjectives. 1. Severe, Severer, Severest. 3. Eocky, BocMer, RockicHt. Heavy, Heavier, Heaviest. Dreary, Drearier, Dreariest, Small, Smaller, Smallest. Sincere, More sin.. Most sin. Spacious, More spa,. Most spa. Yellow, Yellower, Yellowest, Lofty, Loftier, Loftiest. Feeble, Feebler, Feeblest, 2. Tender. Tenderer, Tenderest. 4. Agreeable , More apr., Most atfr. Crooked, More crk., Most crk. Jolly, Jollier, JollicHt. Shallow, Shallower, Shallowest, Pleasant, Pleasanter, Pleasantest. Ugly. Uglier. Uffliest. Common, Commoner Commonest, Prompt, Prompter, Promptest. Familiar, Morefam. Most f am. n. Sentences to be completed. — Supply a comparative of in- crease or diminution. 1. Time is a preater treasure than many seem to think. The love of duty is nobler than the love of glory. Iron is more useful than all the other metals. A frank enemy is less dangerous than a false friend. Honor is more precious to a noble heart than life. The ignorant are less difficult to instruct than the presumptuous. 2. We often need those that are humbler than ourselves. Valleys are generally more fertile than hills. The eloquence of words is less efficacious than that of example. Fondness for show is vainer than any other folly. Riches are less estim/ible than health. It is easier to^revent disease than to cure it. III. Change the comparison of equality into one of superiority.— Pupil's Edition: As bright as.. . . — Brighter than the sun ; — more pre- ciottS than gold; — more brittle than glass; — lighter than a feather; — couur than marble ; — more transparent than air ; — rounder than a ball ; — more flexible than a reed ;—flrmer than a rock; — clearer tlian crystal; — heavier than lead ; — higher than the clouds ; — blacker than e crow ; — drier than a bone; — more welcome than flowers in May ; — sharper than a needle ; — harder than a rock ; — more cruel than a tiger. Oral Coi^ufiRtion,— Potential perfect and pluperfect of leap. Analysiii and Parslnsr*— Patricia is leas attentive.— Frances la the least attentive of the class.— Sp. decl. Hent.— Subj., Patricia (f. g.);— Pred., m;— Att., attentive (o. a., comp. dog. of dimiuutioiA, att. of Patricia) ',—l0sa, adv* ? ■ '( ; 1 \ f m. 1 1 ? ■' it ■ ' ; 1 ' 'i ■ i 1 '■ 154 LESSONS IN ENGLISH. Ill Lesson LXXVIII. — Adjectives. — Irregular Comparison. 267. The following adjectives are thus compared : — Positive. Comparative, Superlative. Good, Better, Best. Bad or ill, Worse, "Worst. Far, Farther, Farthest or farthermost Fore, Former, Foremost or first. In, Inner, Inmost or Innermost. Late, Later or latter, Latest or last. Little, Less, Least. Many, Mucn, More, Most. More, Most. Near, Nearer, Nearest or next. Old, Older or elder, Oldest or eldest. Out, Outer or utter, Outmost or utmost. Up, Upper, Upmost or uppermost. (Forth, adv.) Further, Furthest or furthermost. 268. The adjectives, front, rear, head, end, top, bottom, mid, middle, northf south. tost. went, northern, southern, eastern, western, have no comparative. and add most to form the superlative ; as, front, front- moat ; top, topmost. After {aft. adv.), hither, nether, and under have no positive, and form the superlative in mot/t ; as, aftermost or ^ft- most, nethermost. 259. Besides comparison, adjectives have no modifications, except this and that, which have these and those in the plural ; as, this book, these books; that example, those examples. L Comparison. — Gon\pare the adjectives. 1. Merry, Merrier, Merriest. 2. Tidy, Tidier, Tidiest. Moderate, More mod.. Most mod. Studious, More stu.. Most stu. Grave, Graver, Gravest. Little, Less, Least. Discreet, More dis. Most dis., Amiahle, More am.. Most am. XL Sentences to be completed.— Supply a superlative. 1. Hope is the most constant of the passions. A good conscience is the best safeguard. The heart of a mother is the safest of refuges. The strongest in virtue must shun temptation. The noblest victory is to overcome one's self. America possesses the two longest rivers on the globe. 2. The steam engine is the greatest of modem inventions. The Boman empire was the mightiest the world has seen. Tarquin the Proud was the last king of BomQ. A true friend is the most valuable of acquisitions. The rose is the most beautiful of flowers. Lucifer, before his fall, was the brightest of the angels. III. Invert the comparison by putting^ the second term first— Pupil's Edition: Gold is heavier than silver. . . . — Silver is less heavy than gold. — Wit is less precious than virtue. — Alexander is more famous than Philip. — Stoneware is less brittle than plaster. — The pine is taller than the oak. — The horse is less enduring than the mule. — Sugar is more soluble than salt. Oral ConiutiaHon.— Imperative and I'artici.phs of ipiinble. Analysis and Paralny.— Give me that book.— Haud me those pens.— Sp. imp. sent.;— Subj., yQU(uader8toocl);— Pre(3., (/ive;— Obj-, ?>wfr. INTERMEDIATE COURSE. 165 Lesson LXXIX. — Formation of Adjectives. 260. New adjectives are formed : — 1. By joining two or more words in a compound ; as, »ky-hlue^ child-like^ light-colored, nut-hrown, an out-of-the-way place. 2. By placing a prefix before another adjective ; as, honest, dishonest; consistent, inconsistent r wise, unwise. 3. By adding a suffix to a noun, a verb, or another adjective ; as, angel, anf/elic : play, playful ; yellow, yellowish. 2G1. Nouns are often used as adjectives without change to denote the material of which a thing is made ; as, a g^old cluiin ; a glass pitcher; an iron bar. 262. Compound adjectives generally assume the participial termina- tions ing or ed ; as, sea-faring, ever-living, all-seeing, left-handed, flat- nosed, short-lived. m the contrary of the n becomes im before Loyal, Disloyal. Beligious, Irreligious. Human, Inhuman. Modest, Immodest. United, Disunited. Liberal, Illiberal. adjective by means of b, m, or p ; il, before I ; 3. Resolute, Itresolute. Orderly, Disorderly. Fallible, Infallible. Equal, Unequal, Legal, Illeqal. Easy, Uneasy. I. Derivatives. — Find the prefix dis, in, un, (I if, before r). 1. Known, Unknown. 2. Penitent, Impenitent. Faithful, Unfaithful. Pleased, Displeased. Discreet, Indiscreet. Friendly, Unfriendly. n. Sentences to be completed. — Supply a pronominal or a numeral adjective. Bamboo. 1. Almost all tropical countries produce bamboos, and wherever they are found in abundance, the natives apply them to a variety of uses. The facility and regularity with which they can be split, their many different sizes, the varying length of their joints, their hard- ness outside, their freedom from any pronounced taste or smell, their great abundance, and the rapidity of their growth and increase, are all qualities which render them useful for a hundred different pur- poses, to serve which other matorials w raid require much more labor and preparation. 2. In Borneo the Dyak houses are all raised on posts, and are often two or three hundred feet long and /orn(xn, x/ti< and v)nnds, as understood in this country? — A forest m a tract of woodland of native growth, which han never hetn cultirated ; vhereas a wood or woods tiniy hare been planted by ■rnfin, and may be adorned by art. ^Give othur muaninf^s of forest.) 15. Use an equivalent for emerald (Uth 1.). — Gem. 16. Vf Imt ia a, wi'deniesn F — A tract of land vncultirnfed and vntnhab- ited by huvian beings, vhtther aforext or a. irild, ftarreii plain. 17. Is flooded the most suitable word that could bo used in this place ilOth 1.)? — No: covered or adorned loould be more suitabk. (Give reasons.) 18. Use a word conveying nearly the same meaning as contrasts. — Compares. 19. What part of the maple is of a scarlet color in autumn? — The leaves. 20. What is the color of the leaves of the (i) birch in autumn ?. . . . (2) of the po/>;ar.. ..(3) of tho sycamore ?—{i) Pale gold (leaves), (2) silvery, (3) saffron (loaves) of the sycamore. 21. What color is crimson ? — Deep red. 22. What " dyed " the vines 1— The frost. 23. Is theyJr an evergreen ? — Yes. 24. What, then, should be inserted between "and" and "ever- greens?" — Other. (Give reasons.) 25. Why is gloomy applied to the background formed by the eivr- greens ? — Because the autumnal frost did not change their color, otherwise than to deepen it. 26. Is there a figure in the last sentence? — ** Beauty smiled** — a minor personification. (Explain.) 27. Make a list of the adjectives in this selection, and tell to what class each belongs. — Other (pro.), leaden (0), gloomy (c), dark {0.), withered {p&rt.), glorious (c), glowing (part.), Canadian (profwr), golden (c), hazy (c), gorgeous (c), wondr&us (c), first (n.), severe {p.), autumn (c. — a noun used as an adj.), pleasant (c), parting (part.), green (c), emerald (c), ne\o (c), rich (c), glowing (part.), pale (c), gold — color (c), delicate (c), quivering (part.), silvery (0.), dotted (part.), saffron — leaves (c), broad (c), erinuion (c), dyed (part.), bright (c), gloomy {c), autumnal (c). (The Teacher may ask the pupils to compare a few of these adjectives.) 28. From what words are leaden, gloomy, glorious, golden, derived ? — Lead, gloom, glory, gold. 29. What is denoted by the suffix in foliage f — A collection of leaves. 30. Give the primitives of the words struck, wondrous, frost. — Strike, wonder, freeze. 'JHflf Oj crtt thf. id »ur- various vu!h, aw Hand of I wood adonitd INTF.RMKhlATK COURSE. Questions and Suggestions. my ;U. Name tlio root ot pleasant , parted, wildenwus, flooded. — rieane, pnrt, icild,Jloiv. 32. What words aro dorived from rich f—Ilichen, richly, richnesH, enrich, enrichvieut. 33. Derive nouns from ^o»(,vomh, Jyc, bright, gloomy. — Gorncousnetm, dyer, hriyhtiifnn, gloomiiiffnt. 31. Analyze and parso : Siimnnr had melloicfd into autumn. — Sp. deol. Bent.; — Subj., summt;'; — prcd., had nulloived (re^'. intr. v., ind. m., plu. t,, 3rd p., b. n ); -(no obj. nor att.); — inter- /eci point neither, but blunt and unfinished, hy no raeo^na^ creditable or apparently much-cared-for example of Nature's workmanship, made only to be trodden on to-day, and to-morrow to be cast into the oven — and a little pale and hoUoiv stalk, feeble and flaccid, leading down to the dull brown fibres of roots. 2. And yet, think of it well, and judge whether, of all the gorgeous flowers that beam in shimmer air, and of all strong and goodly trees, pleasant to the eyes, or good for food — stately palm and pine, strong ash an"", oak, scented citron, burdened vine — there be any OTze so deeply loved, by God so highly graced, as that narroio point of feeble green. — RusKiN (1819- ). III. Find the verb or noun from which the adjective is derived. — Motive, move; component, compose; decisive, decide; frugiferous, fruit; teachable, « ian* Collegian, relating to a college. kif. IvfantiXe, pertaining to an infant. its ical. Bomantic, pertaining to romance. These suffixes are joined to uouns. Adjectives in an are frequently used as nouns ; as, a republican, a partisan, 268. The suffixes which denote abounding^ in, full of, are : — ful. JVta7ful, abounding with /rui*. oa«t ous. Ferbose, abounding in words. Home* T7'ouZ>{esome, full of trouble. Yt ey« Hilly, abounding in hills. These suffixes are added to nouns. 269. The suffix that expresses without, destitute of, ia less; as, Hope/ess^ without hope. I. Derivatives. — Form derivatives by means of the suffixes. 1. Circle, Circular, 3. Patriot, Patriotic. 6. Youth, Youthful. Botany, Botanical. Spirit, Spiritual. Peril, Perilous. Nature, Natural. E mblem , Emblema t ic. Frolic, Frolicsome. Honor, Honorary. Giant, Gigantic. Mourn, Mournful. Autumn, Autumnal. Globe, Globular. Toil, Toilsome. Single, Singular. Essence , Essential. Home, Homeless 2. Insect, Insectile. 4. Joke, Jocose. 6. Quarrel, Quairelsome. Clergy, Clerical. Life, Lifeless. Truth, Truthful. Science, Scientific. Cloud, Cloudy. Flower, Floivery. Suburbs, Suburban. Peace, Peaceful. Pore, Porous. Muscle, Muscular. Herb, Herbaceous. Friend, Friendless. Feast, Festival. Humor, Humorsome. Play, Playful. II. Omissions to be supplied.— Insert the adjective required. Books. 1. A good book is a lasting companion. Truths which it has taken years to glean are therein at once freely, but carefully communicated. We enjoy the communion with the mind, though not with the person, of the writer. Thus the humhle.fst man may surround himself with the wisest and best spirits of past and present ages. No one can be Holitary who possesses a book : he owns a friend that will ins^^ruct him in the moments of leisure or of necessity. 2. It is only necessary to turn over the leaves, and the fountain at once gives forth its stream. You may seek costly furniture for your homeB, fancifi'i ornaments for your mantle-pieces, and rich carpets for your floors ; but, after the absolute necessaries of a home, give me books as at once the cheapest and certainly the most useful and abiding embellishments. — The Avb Mabia. III. Find the noun from which the adjective is derived. — ^Pharisaic, Pharisee; parental, parent; titular, title; imaginary, image; tragic, tragedy ; subsidiary, subsidy ; particular, particle ; epicurean, epicure ; febrile, /ever; b:«rometric, 6ttromeh« iah» ic. France, French ; Spain, Spanish ; Plato, Platonic. inn* n« ean. Newton, Newtonl9.n ; Russia, Buasiaa ; Pyrenees, Pyrenean. &r, (3) fight, (4) toil, (5) rest, (6) night. — (i) Doleful, (2) coverahle, corerleHS, covered, (3) light- some or light, (4) toilsome, (5) restless or restive, (6) nightly. 21. Give compound words of which {i) dealing, (2) bell, (3) toll, form part.— (i) Dotd)le-dealinq, (2) bell-shaped, (3^ toll-gate. 22. Separate the prefix or sumx in (1) window, (2) silence, (3) retire, (4) oblivion. — (i) Wind ow, (2) stlen ce, (3) re tire, (4) ob livion. 23. Give several words of the same family; as, (i) committed, (2) closer/. — (i) Complement, plentiful, supplement, implement, re- plete, depletion, supply, plenary. — (2) Disclose, undisclosed, cloister, encloister, enclose, exclude, include, occlude, preclude, reclose, se- clude, undone. 24. From what roots are (i) forgotten, (2) darken, (3) acmg, (4) shadow, derived? — (i) Get, {2) dark, {3) sing, {^) shade. 25. What nouns are formed from {i)dark, (2) die, {3,) tell, (4) cold, (5) black? — (i) Darkness, (2) death, (3) tale, (4) coldness, (5) blackness. 26. Analyze and parse : The hook is completed. — Song sinks into silence. — Sp. decl. sent. ; — Subj., book; — pred., is completed (reg. tr. v., pass, v., ind. m., pres. t., 3rd p., s. n.) ;^ sinks, (irreg. int. v.); into, prep.; — silence, c. n., 3rd p., s. n., n. g., obj., gov. by prep. into. Phraseology and Composition. I. Supply the second term of the comparison. The life of man is like the grass of the field. Grateful persons reaemhle fertile felds. Prosperity is like sunshine, bright and fleeting. Talkative persons are like empty h^ri'els. He who honors his mother is as otie who lays up a treasure. Heaven is like home to the Christian. ■^MilMMMHrtH** INTERMEDIATE COURSE. Phraseology and Composition. 1G9 II. Change the following sentences to the interrogative form without destroying the sense. Ddayn are. . . . Are not delays dangerous ? JfofMi fiootheH. . . . Does not hope sootlie our sorrows ? The pathn of ylon/ kaU.. ..Do not the paths of glory lead but to the grave ? Is not God good and merciful ? Do we not love those who honor our mother ? Does not Jesus love those who honor His Mother ? Do we not resent insults offered to our mother ? Do we not honor the B. Virgin because she is the Mother of God ? God in good .... Wt love those. . .. Jesi'j iovea.,,. We resent',,.. We honor, , , . III. Contrast the idle boy with words in Italics by their The idle boy does his work slovenly and contv.mnn study. He is iffnorant, displeases his teach- ers, receives reproaches ^ and is often jmnished. Sad, -weary, gen- erally mcioiis, he is despised by his schoolmates, is a disgrace to his family, and prepares for him- self a miserable future. the industrious boy, replacing the oppositus. The inuustriovs boy does his work neatly and loves study. He is instructed, pleases his teachers, receives 2>/'a«"«'. u-'id is often re- warded. Joy fid, lively, generally •mrtuom, he is esteemed by his schoolmates, is an honor to his family, and prepares for himself a happy future. Exercise on Homophonous Words. IV.— 1. Gamble. 2. Groan. 3. Grease. 4. Guest. Gambol. Grown. Greece. Guessed. Grisly. Grocer. Grot. Gibe. Grizzly. Grosser. Groat. Gybe. Where the dash occurs, insert a suitable word taken from the above list. 1. It is sinful to gamble. The lambs gambol in the meadow. The hunter that killed the grizzly bear has a grisly appearance. 2. Though the man is fully grown, yet the least pain causes him to groan. The conduct of that grocer is becoming grosser every day.. '1 ' \ m S .'1' K 170 LLbSONS IN ENGLISH. 8. Do not drop any nreote on the floor. Greece is south of Turkey. The hermit lives in a grot. Tliat work is nut wurtii a gront, 4. Onr guest guensrd the riddle. It is very uncharitable to gihe at our neijjbbor's defects. Be careful how you gylCt and do not u],)8et the bout. v.— Write a sketch of the life of William the Conqueiioh. Questions on the Grammatical Text. l^XXXI. 263. What aro the sufflxes that exproHS the .luality of a thing, of what it is tnado, or what it contains ?— Examples.— 264. What are words (tiding in the suffix ate, generally ? £.XXXfl. 265. What are the suffixes that express i^otver to do, causing, or 2)rodMing?- 266. What are the suffixes that exjiross that may be f I.XXX1II. 267. What are the suffixes that express retaftoH to a thing?— 2G8. What suf- fixes express abounding in, full o/;?— 269. What suffix expresses toithout, destitute of? I.XXXIV. 270. What suffixes express likeness, similarity ?— Give examples ?— 271. What does the suffix ly, in words expressing periods of time, signify?— Give exam- ples.— 272. What are the suffixes which, joined to a proper name, form proper adjectives ?— 273. What are the suffixes which, joined to an adjective, express diminution ?— Give examples.— 274. What are the suffixes which denote direc' tionf 'NTEKMEIMATK COURSE. jy, ■^Tfi" 1 =«r«f""/'-'w """■''" ' "''■ "Good 4r limit a noun nr 7 '^ajunct is an adjunct used tr. r« At '^rArf' «'--"" ^ as. .-Boih tCe'iraS^iS .. A „„„„ t- - "*'-'l7i,-. " The diH^.„t ,0*0*. ,„p^„ „ 278 AnExn'r'"''"'*'"''""*"""'™"""'"""' ""• " WiUi«m'i explain a preceding "ouri^,l^J""" '^ »" "djunc, used to •S'awtsow', stj.„ ., '^- ';[^« « patience. a ./«/,•«. i , rs:;r^-'' ^--•!:^rrvx p^™^-^^^^^^ ^ 1- Marius, the ^mf whlft'' '''' ^^^^^^^ Majesty. by the caprice o7fortu„„ """■• "«""•«' " ation" to eaS""?," ^°»»»' uhainsj theslavo^.^ ' •"onstiously invertKl. ... * °"'"' wore, a- By what sl,l v^hT " """"O"' the arbft„r if il? f"?™' """^ *" putofthe prifrtft "m" "P°"*" haY,ra„a K /^«. «">* immovable as thAffV I"''"'' etandins in 8o1?Jm^ ' """^ <=™wling ■ '*^ "•' «• c. in ap|). *ri^ i ; ':r' 1 ^■r w . . i" 1 J 1 f m ly 172 LKhbONS IN KNOLlbil. Lesson LXXXVII. -Phrases. 280. A Phrase is a combination of two or more words expressing some relation of ideas, but no entire proposition ; as, " Hy the (ippohitf'il timr." — '* 7'r> ronclmh'." 281. An Adjective Phrase is a phrase that usually mod> fies a noun or a pronoun, like a simple adjunct ; as, "/V^r Iff li i! 9iii i 'If 176 1. Personages. Time and Place. m mm i 1 11 w 1 1 iMBJI '4 t\ 1 1 n H 1 'Si 1 1 11 2. Words and Actions. r| .' LESSONS IN ENGLISH. Literary Analysis. / Who are the personages in this piece? — The writer — Mr. Faber — and the supposed Stranger ^^who personates Mr, Faher^s own Catholic feelings and tendencies'^* for, at the time he lorote this he had been a Protestant. I When and where did the supposed dream take \ place? — At midnight on a bright sunny { bank of velvet turf. 1. What did the stranger ask? — He asked Mr. Faber to e.vplain the doctrines and customs of his Church. 2. What did Mr. Faber do? — He wrote the principal doctrines and customs of his Church on a piece of vellum, at which the Stranger was much pleased. 3. Wliat did the Stranger then propose ? — He proposed that they should have a walk. 4. While taking a rest what occurred? — The vellum teas once more produced, but a sliower had washed all the tcriting away. The Stranger thereupon upbraided his companion as having deceived him, stating that had what was tcritten been true no rain would hare ivashed the characters away. He then said that he would judge for himself. 5. How did the Stranger and Mr. Faber now act ? — They rose up and went all over the country. On arriving at the banks of the Tweed, the Stranger refused to cross the river, but lifted up his hands and blessed the land on the other side. He and his companion then turned their steps south- ward. G. Where did our travelers find themselves on Ascension-day? — In the chancel of a spa- cious church, dreary and umidorned, and having, over the altar, seven empty niches, a sight which roused tlte indignation of the Stranger. 3. Hesult. ( At what conclusion did the stranger arrive ? — That Mr. Faber had led him through a land of closed churches and hushed bells, of unlighted altars and unstoled priests, and that England was beneath an interdict. INTERMEDIATE COURSE. Literary Analysis. 177 Moral. i What lesson may be learned from this piece ? — That those ivho have been imtrumental in suppressing Catholic worship in England have robbed God of a great amount of glory ; and that it is the duty of all true lovers of the Almighty to repair this injury by in- creased devotedness, and to offer fervent prayers that their English separated breth- ren be brought anew into that one true fold out&ide of which there is no salvation. m 31 Questions and Suggestions. 1. From what book has this selection been made? — ^'Sights and Thoughts in Foreign Churches and among Foi'eign Peoples" a work dedicated to William Wordsworth, the poet. 2. Who is the mysterious Stranger ? — An imaginary rejyresentative of the Middle Ages. 3. What is personated by the Stranger ? — Mr. Faher's own Catholic feelings and tendencies. 4. Explain sunny hank. — A hank on lohich the sun can freely shine. 6. Explain velvet turf. — So called hecavse of its velvet-like springiness. 6. Express little hrook in one word. — Brooklet. 7. What figure in murmuring 'i — Ono?natop(eia. (In what does this figure consist ?) 8. What is a copse ? — A irood of small trees. 9. Explain h((rd by. — Xear at hand. 10. What is meant by voluptuous langiior ? — A pleading bodily lassi- tnde. 11. What is meant by doctrines of a church ? — That which forms its creed. 12. What is meant by customs of a church ? — Its rights, etc., which are regulated by time and place. 13. What Church is spoken of? — The Church of England. 14. What is vellum 'i — A fine kind of parchment. 15. What is it to write &fair hand ? — To write in a good legible manner. 10. Explain {i) calendars, . (2) rubrics. — (i) A list marking the days set apart for 2>artlcular religious celebration, (2) orders of the Church- service. 17. What is meadow-siveet ? — An omameiifal plant, with white flowers. 18. What is a care'/ — A hollow ptlace in the earth. 19. What figure in /ace o/'»-ocA;.^ — Metaphor. (Explain.) 20. What is meant by clasped with ivy ? — Covered. 21. What is meant by icy '/ — A creeping plant that clings for support to trees, etc. 22. Wl.at is bindweed ? — A j)lant having a sfcni hei'haceons and twining. 23. What is eglantine 'i — A species of wild rose. li it ■iia 178 LESSONS IN ENGLISH. 'i I Questions and Suggestions. 24. What is meant by Characters (19th 1.) ? — Letters, (Give another meaning.) 25. Why did the Stranger say that the words were not true because the rain had washed the characters away ? — Becaitse truth is indestructible. 26. What did the Stranger mean by saying that he would judge for himself? — That he ivould examine for himneff, and then decide. 27. Where is Canterbury? — (Point it out on the map.) — Name the Archbishop of Canterbury that was martyred during the reign of Henry II.— St. Thomas d liecket. 28. What is meant by Advent Sunday f—Thefimt Sunday in Advent. 29. What is a parish ? — A jtortion of a diocese under the care of a resi- dent priest. 30. Where is the Tweed ? — (Point it out on the map. Describe its course.) 31. What is Ascension-day ? -The anniversainf of the day on which our Lord ascended into Heaven, forty days after Easter. ' 32. Give another word (i) ior forlorn. . . .(2) for desolate. — (i) Forsaken .... (2) niinous. 33. What is a chancel ? — The eastern jyart of a church, or the part in which the altar is fixed . 34. What is the meaning of the suffix y in dreary ? 36. What is a nave ? — The middle part of a church. (Distinguish be- tween nave and knave.) '' 36. Name some words having the same meaning as symbol. — Sign, mark. 37. What is a niche ?~A hollow place for a statue. 38. Why were the niches empty ? — Because the despoilers of the church had, most likely, broken the statues. 39. Name some words that could replace solemn (38th \.).— Grave, se- rious. 40. Why was the Stranger indignant ? — Because of the profanation of God's temple. 41. What is meant by hushed bells ? — Bells that are not rung. 42. What figure in unlighted altars ? — Metonymy. (Explain.) 43. What is meant by nnstoled priests in this place ? — Ministers of religion who hai'e not the Apostolic right to exercise their sacred ministry. What is an Ltterdict (41st 1.)? — An ecclesiastical censure which de- barred the English from the ukc of certain sacraments, from all the divine offices, and from Christian burial. Under what king, prior to Henry VIII., was England placed under an Interdict?— L^?tc/er Kina John. — The interdict ivas pronounced by Pope Innocent III. It lasted six years. 44 45. 46. Point out a pronoun in the first sentence. — /, (pers. pro., 1st. p., 8. n., m. g., nom. c.) 47. Point out the pronouns in the 4th sentence (7th 1,). — Me, my, (both pers. pro.). (Parse each.) 48. Point out the pronouns in the 5th, 6th, and 7th sentences (8th — 12th 1.). — 1, I, them, he, it, it, he, we. (Parse each.) 49. Point out the pronouns in the 10th sentence (16th — 18th 1.). — We^ I. (Parse each.) INTERMEDIATE COURSE. Questions and Suggestions. 179 50. Point out the pronouns in the 12th sentence (23rd 1,). — He, he, himself (comi). pers.). (Parse each.) 51. Point out the pronouns in the last two sentences. — Them, he, he, me, ymi, me. (Parse each.) 52. Analyze and parse : Everythimj around xpoke the voluptuous languor of mlihummer. — Sp. decl. aent. ; — Subj., Emrythin ? " — " Which of the balh f " — what, the name or description of the thing, the character or occupation of the person ; as, "What t« that ? "— " What is he ? "— " What does he do ? " 808. The interrogative pronouns are declined in the same manner as relative pronouns. Ornl Kxrrrlwe.— Decline the compound relatives. I. Substitution of Words.— Change the adjective to a noun, and the noun to an adjective. 2. Active charity, Charitable act. Maternal care. Careful mother. Imperial ytower, Powerful emperor. Simple boy. Boyish simplicity. Childish talk, Talkative child. Local interest, Interestiuy locality. Present value. Valuable jjresent. II. Sentences to be completed. — In No. 1, supply a compound relative pronoun ; and in No. 2, an interrogative pronoun. 1. Whoever commits a crime, gives strength to his enemies. Whatever we do often, soon becomes easy to us. Whoever borrows money, is bound in conscience to repay. God bestows his talents on lohomsoever he wills. In mid-ocean, on lohichsoever side we turn our eyes, we seen nothing but sky and water. Whatever we ask in prayer, shall be granted. 2. St. Michael's rallying cry was : " Who is like unto God ? '* To whom but the good can riches prove a blessing? Before buying, let us consider wliat we can use the object for, and what it will cost. Which flies the swifter, the swallow or the pigeon ? The first question that suggests itself to a thoughtful mind is : " IF//oraademe?" III. Change the compound relative to a simple relative. — He who examines his own imperfections, will cease to be fastidious. — All that you undertake, do well. — All that purifies the heart, fortifies it also. — He who studies, shall improve. — On every side that we look, we see the ruins of what formerly had life. Oral C'onjiisation. — Subjunctive of see. Parsing.— Whatever you undertake, do well.— Whoever borrows, must re- yt&y.—Tf hatever, couip. rel. pro.; as ante., it is 3rd p., s. n., n. g., obj. c. f^ov. by r7o;— as rel., it is 3rd p., s. n., obj. c.gov. by undei'take.— Whoever is subi. of the vbs. 0orrQiV9 and mj{4i< rejjay, t. Black ink. Inky blackness. Stiff formality, Formal stijff'ness. Healthy body, llodily health. Friendly zeal, Zeahms friend. Lively sport. Sportive life. i; 'i I 181 LESSONS IN ENGLISH. Lesson XCIV. — Clauses. 800. A Clause is a sentence that forms part of another sentence. When one clause modifies another clause, or some word of it, the sentence is ('om])lrx. 810. An Adjective Clause is a clause used as an adjunct to a noun or a pronoun ; as, " This is the house in which I dwell." — " Men that grasp after riches, are never satisjied." 311. Adjective clauBcs are j,'enerally equivalent to common adjec- tive adjuncts. Thus, the two examples, ♦' Tlih in the home in which I dwell," and " il/«vt that grasp after riches, are mver aathfied;*' we could say, without altering,' the sense, " Thi» U my dwelling-/iOM«(;.*' — *' Covetous men are never aatiajied.^' 812. A clause introduced by a I'clative pronoun is called a relative clause. I. Substitution of Words.— Give from an English word 1. Paternal, Fatherly. Insipid, TasteleHH. Celestial, Ileavcnhf. Pensive, Thouiihtful. Amicable, Vriemlly. a synonymous adjective derived 2. Puerile, Boyish. Cordial, Hearty. Probable, Likely. Exterior, Outnide. Docile, Teachable. 3. Timorous, Fearful. Eegal, Kintily, Forti.niate, Lucky. External, Outward. Oriental, Eastern. simple personal, the II. Omissions to be supplied. — 1 ^ert the relative, and the compound personal proa ouns requirv. J. Lkttku ok Addison to Pope. I was extremely f*lad to recoiNe a letter from yon, but rn'^re so upon reading the contents of it. The work you mention will, I dare say, very sufficiently recomrnond ils<'l/ when your name appears with the proposals ; and if you think I can any w« y contribute to the forward- ing of them, you caimot lay a greater obli;^ation upon vie than by em- ploying 7ne in such an office. As I have an ambition of having it known that j/ouare my friend, I shall be very proud of showing it by this or any other instance. I question not but your translation will enrich our tongue, and do honor to our country ; for I conclude of it already from those performances with to hick you have obliged the public. I would only have you consider how it may most turn to our advantage. Excuse my impertinence in this particular, which proceeds from my zeal for your ease and happiness. The work will cost you a great deal of time, and, unless you undertake it will, I am afraid, never be executed by any other ; at least, I know none of this age that is equal to it besides yourself. I am at present wholly immersed in country business, and begin to take delight in it. I wish I might hope to see you here sometime ; but will now despair of it when you engage in a work that will require solitude and retirement. I am, etc. III. Change the italicized words to an sAyanct.— Obedient children are promised a long and happy life. — All should bend before the divine law. — Have a sovereign horror for all unjust gain. — We cannot depend on an irresolute mind. — Let us seek the society of virtuous men. — Many a man is gained by a kind word. Oral Con^uifBtion.— Imperative and Participles of y/ruver» Annlyiii« and ParMlnj;. — Those who trust in God, will never be friendless. —Those whose pleasure is their duty, are happy.— Couix. decl. sent. — Subj., those (persons);— Prcd., will be ;— Att., friendless, (c. a.).— The subj. is mod. by a, clause, who tru^t in Qoci—Huhj., luho ;—Viod., *,ruat ;—nev6rf adv. IL INIKkMl "lAi CO' ,'VK. Lessov \C*V. Literary Selection for Explanation an. Stud> THE LION AS I) THE CUB, \^ ► 10 n ao as A Lion-cub, of sordid mind, Avoided all the lion kind ; Fond of aj^piause, he sought the feasts Of vulgar and ignoble beasts ; With asses all his time he spent, Their club's perpetual president. He caught their manners, looks, and airs ; An ass in every thing but ears ! If e'er his Highness meant a joke. They grinned a|)plause before he spoke ; Hut at each word what shouts of praise ! " Good gods ! how natural he brays 1" Elate with flattery and conceit, He seeks his royal sire's retreat ; Forward, and fond to show his parts, His Highness brays ; the I Jon starts. " Puppy I that curs'd vociferation Betrays thy life and conversation : Coxcombs, an ever noisy race, Are trumpets of their own disgrace." •' Why so severe ?" the Cub replies, " Our senate always held me wise." " How weak is pride ! " returns the sire, " All fools are vain when fools admire ! But know, what stupid asses prize, Lions and noble beasts despise." ^John Gay (1G88-1732). OrnI MiRtcmcnt— (ikctch.. ■■: i 1. Peksonaoes. Time ano Place. Literary Analysis. Who are the personages in this fable 'i^A Lion-ciih, Asses, and a Lion. When and where are the incidents narrated, supposed to have taken place ? — There in no definite time mentioned; the scenes jnu^t hc^ve hecn in the forest, ll 186 LKSSONS IN KNGLISH. 11 9. WoUDh AM) Actions. 8. Result. Moiuii. Literary Analysis. ^ 1. With what kind of animals did the Lion* cub Hpfiul hiH time ? — lie kvpt away from l.ioiiH, and J !'*•(! Ht' Hied the cnmnanyof A»nc«. 2. Did tho Ahhck apixiar to appreciato hin coni- • paiiy ?--lV'j» ; iUvy made him pre: i dent of their club, and, uhen he upoke, they ap- phnided him very warvdy. 3. Proud of tho flattery bestowed upon him by the asHCH, what did the Lion-cub do? — lie rinited the chief Linn of the fure»t — " He xeektt hin royal sire's retreat,'* and made a fool of himself by braying. What did his "royal sire" Hay to him? — He told him that his braying betrayed his company and conversation, and that boast- 'em — ** Coxcombs. .. .are ever trumpets uf their own disgrace.'* What IcHSon may be taken from this fable? — The moral in contained in the last four verses, and may be summarized thus: Pride is weak ; foolish, vaiji people ore easily J ^flattered by people nearly as foolish as them- \ selves ; what foolish, vain people admire, w it. e people despise. — What may, therefore, be learned from this fable is to suppress vanity, to close our ears from flattery, and to avoid bad, low company. P ' Questions and Suggestions. 1. What is meant by cub as used here ? — The yovnff of a lion. 2. What is the meaning of sordid /* — file, base, mean, low. 3. Substitute synonyms for (i) vulgar, (2) ignoble. — (i) Common, (2) mean. 4. What is a c/?«6 f — An association 0/ persons — here an association oj asses. (Give other meanings.) 5. Use a synonym instead of perpetual if — KverlaHting, 9. What is meant by president ? — The jtrincipal officer of an associa- tion. 7. What is the meaning of the 7th and 8th verses? — The cub as- sumed the manners and appearance of an ass in everything but ears. 8. For what is e'er used ? — For ever. (Syncope.) 9. Who was " his Highness " ? — The Lion-cult. 10. Of what does they (10th 1.) take the place ?—0/ asses. 11. What is meant by to grin ? — To close the teeth and open the lips, or to open the mouth and ivithdraw the lips from the nethf so as to §hQW them,, as in laughter, dc INTLKMEDIATK COURSE. 187 i if i. Y\a : how Questions and Suggestions. 12. la there any error a^airiMt grammar in the 12th hue ?- uafurnl \ naturally j Ac hrnyH. 13. Is the ime uf the adjective for the adverb allowable in tluH oaHe? — Yf-n: it iii nlloweil in poetry hy what in caUtd *' portir /icenHe." 14. ExpreHB clafH differently. — PhJThI up. 15. What itijtfittf.ry /~ Pniine giixn to gratify imtiityy or to gain favor ; faliie prniMe. 10. Wnat is the meaninj^ of rovcfit au used here? — Qvertntimation of' oHc^H self (Give other muanin^jH.) 17. IlHe an Ant»lo-Haxon word for royaf. — Kimjfy. 18. For what is retrmt used (14th 1.) ? — For den. 19. Give the meaning of the 15th line. — Boldt and denirottn to nhow what he knew. 20. What is the ineanin^^ of parfn as used in the 15th line ? — TattnUt. (Give other meanings.) 21. To whom is the title /lighiicHH applied? — To princtn and nomc other mcM of rank. 22. Why did the Lion start ? — litcauMe he tras HurpriHtd to hear r Lion-cnh braying. 23. What is the meaning of jnijtpy ,^ — A young dog ; a permn contt,n,i tihlefrom conceit 24. Which meaning is to bo taken in this case? — The necond. 25. For what is vociferation used ? — For braying. 26. What is the meaning of betray (18th 1.).^ — Todincloxe Hoinething in- tended to be kept Hecret, or which rtrudence would conceal. (Here the cub did not intend to make known that he had been in the company of asses, but his braying told on him.) 27. Give the meaning of the 18th line. — Di.scovern to me with whom you hare been liringand coiirerning. 28. What is a coxcomb if — .4 vain, showy fellow ; a fop. (Give other meanings. Why this name?) 29. Why are coxcombs said to be " an ever noisy race"? — Because they are heard constantly boasting. 30. What does this boasting do? — It makes them ** trumpets of their civn disgrace." .31. Why are they "trumpets of their own disgrace?" — Because their boasting shoios how foolish and vain they are. 32. What does the Cub express in the 2l8t and 22nd verses? — He ex- presses his surprise that the Lion did not praise him as the Asses did. 33. What is meant by " our senate "? — The assembly of asses. 34. Give the meaning of the 23rd and 24th verses ? — Pride makes foolish people so weak and blind as to believe they are prodigies ivhen fools Jiatter them. 36. Give the meaning of the last two verses. — WTiat the foolish admire, the wise hold in contempt. 36. Point out the adjectives in the first six verses. — Sordid (c), lion "kind" (c.),/or?fi (c), vulgar {c), ignoble {c), all (pro.), j^er- petual (o.) 37. Point out the pronouns from the 7th 1. to the 10th. — He, their, his, they, he. (All personal.) 38. Point out the adjectives in the 17th line. — That (pro.), curs'd (part.) 188 LESSONS IN ENGLISH. 11 /( Vi Questions and Suggestions. 30. Point out a pronoun in the 18th line. — They (pers.) 40. Point out an adjective in the 19th line. — Ever -noisy (c, and com- pound in form.) 41. Point out the pronouns in the 22nd line. — Our, me. (Parse them.) 42. Analyze and parse : Our senate abvays held me xnse. — Sp. decl. sent.; — Subj., senate; — pred., held; — obj., me; — always, adv. adt. otheld ; — vnse, a. adt. of me; — our, pers. pro., Ist p. pi. n., m. ?Tm poss, 0. ;— wie, pers. pro., 1st p., s. n., m. g., obj. c. Exercise. — Paraphrase The Lion and the Cub, Phraseology and Composition. I. Construct sentences containing historical facts about each of the following : Pharsalia, Habeas Corpus Act, Knights Templars, Declaration of Indulgence. 1. GflBsar defeated Pompey on the plains of Pharsalia. 2. The Habeas Corpus Act was introduced into Canada in 1785. 3. The Knights Templars were suppressed by Clement V. in 1312. 4. James II., in his Declaration of Indulgence (1687), attempted to grant liberty of conscience to all his subjects. II. Replace the adjective by a verb preceded by the pronoun tvho, and derived from the same root as the adjective. ,, mortified. Peace of soul is given to the man who mortifies himself. ..resigned. Sufferings are not evils to the man who resigns himself. . .persevering. A crown of glory is promised to the man who per- severes. ..disobedient. Many stripes will be given to the man who dis- obeys. . .revengeful. God will punish the man tvho revenges himself. i\ 4 !i III. Make five statements about dress. 1. Costly dress frequently leads to ruinous expenditure. 9. Vanity in dress ought to be avoided. 3. Our dress should be in keeping with the style of the country ia which we live, and the society we frequent. 4. Our dress should not be soiled, dirty, or torn. 5. Modest simplicity is most becoming in a Christian's dress. INTERMEDIATE COURSE. Exercise on Homophonous Words. 189 IV.- 1. Hie. 2. Hoes. 3. Hoard. 4. Holy. High.- Hose. Horde. Wholly. Him. Hoi Hoop. Hour. Hymn. Hoe. Whoop. Our. Where the darh occurs, insert a suitable word taken from the above list. 1. In autumn the birds hie to warmer regions. The eagle soars hifih above the clouds. Ask him to sing that beautiful hymn to the Sacred Heart. 2. Ho ! Samuel, are you going to buy the hoc ? Hoes are bought in a hardware store and hose in a haberdashery. 3. A horde of robbers ransacked the miser's hoard. The boy threw away his hoop when he heard the whoop of the hunter. 4. He is wholly devoted to his holy profession. We can study our lessons in an hour. V. — Write a composition about Lions. Questions on the Grammatical Text. xci. 291. How are the compound personal pronouns formed ?— 292. For what are the compound personal pronouns used?— 293. Have the compound personal pronouns a possessive case ?— Decline myself. thyself. XCII. 294. What is a Belative Pronoun ?— 295. Name the relative pronouns.— 296. How is who applied 1— Which ?—What ?—That ?—As .'—299. Wnat kind of a relative is what ?— 298. When is that a relative ?— 299. When is as a relative ? 300. Is there any difference in form between the singular and the plural of relatives ?— 301. Decline xvho.—3QSi. Has which ever a possessive ? XCIII. 903. How are the Compound Belative Pronouns formed?— 304. How are the compound relatives declined ?— 305. What is an Interrogative Pronoun?— 306. Name the interrogative pronouns.— 307. When do clauses form complete sentences ?— When is who used as an iaterrogatlvo?— TT/iicfc?- FFhat?— 308. How are the interrrogative pronouns declined? X€IV. 309. What is a Clause ?— 310. What is an Adjective Clause ?— 311. To what are adjective clauses generally equivalent?— 303. What is a clause introduced by a relative pronoun often called? 'i'll ii i :I * i 1 190 LESSONS IN ENGLISH. 1 1 - !^ Chapter VI.— VERBS. 814. A Verb is a word used to express action or being; as, " John writes a letter." — " (rod is." I,— Classification of Verbs, 315. Verbs are divided, with respect to their vieaninff^ into two classes, TrandtUe and Intmnsitice. 816. A Transitive Verb is a verb that expresses action done by some person or thing to another ; as, " Joseph strikes the desk." — "T/te desk was Struck by Joseph." 317. An Intransitive Verb is a verb that expresses being, or action not done to another; as, " God is." — " Henry runs." II,— Modifications of Verbs, 818. Verbs have modifications of four kinds ; Moodsy Tensesy Persons^ and Numbers. 319. Moods are modifications of the verb, to express some particular manner of the action or being. 820. There are five moods ; the Infinitive^ the Indicative^ the Potential^ the Suhjunctire, and the Imperative. 821. The Infinitive Mood is used to express action or being without person or number ; as, "^ly \vrite." — " To see." 822. The Indicative Mood is generally used to express a declaration or an interrogation; as, ^*John writes." — "Does John write ? " 328. The Potential Mood is generally used to express power, liberty, possibility, or necessity ; as, " I can write." — ''He may write." — ''James might write." — " Sarah must write." 324. The Subjunctive Mood is generally used to express condition, doubt, or contingency*; as, " If he write, you must answer him." 314. What is a Verb ?— 315. With respect to their meaning, how are verbs divided ?— 316. What is a Transitive Verb?— 317. An Intransitive Verb?— 318. What modifications have verbs ?— 319. What are Moodo ? —320. How many moods are there?— Name thom.— 321. For what is the Infinitive Mood used ?— 322. The Indicative ?— 323. The Potential ?— 324. The Subjunctive ? 1. Contingency means possibility or uncertainty of occurring. INTKRMEDIATE COUnSE. 191 325. The Imperative Mood is generally used to express command, an exhortation, or an entreaty, with reference either to present or future time; as, "Write yonr task." — *^ Go in peace.^^ 82G. Tenses are modifications of the verb used to distin- guish the time of the action or being. 827. There are six tenses ; the Present, the Past, the Perfect, the Pluperfect, the Future, and the Future Perfect. 828. The Present Tense is used to express what exists or is taking place ; as, " God is." — " The boy studies." 829. The Past Teiise is used to express what took place or was occuring in time fully past ; as, " / studied last night." — ** J was writing." 830. The Perfect Tense is used to express what has taken place in some period of time not fully past ; as, " / have studied to-day." 881. The Pluperfect Tense is used to express what had taken place at some past time mentioned; as, "/had studied my lessons when he entered. " 332. The Future Tense is used to express what will take place in time to come ; as, " I shall study to-morrow." 383. The Future Perfect Tense is used to express what will have taken place at or before some future time mentioned ; as, " / shall have studied my lesson by noon." — " He will have finished his Utter before you are ready." 834. Persons and Numbers of a verb are those modi- fications in which it agrees with its subject or nominative. 835. Verbs have two numbers, the Sinyulctt' and the Plural. There are three persons in each number; the First, the Second, and the Third. III.— Conjugation of Verbs, 336. The Conjugation of a verb is a regular arrangement of all its voices, moods, tenses, persons, numbers, and parti- ciples. 325. For -what is the Imperative Mood used?— 326. What are Tenses?— 327. How many tenses are there?— 328. For what is tlie Present Tense used?— 329. The Past?— 330. The Perfect ?— 331. The Pluperfect?— .^32. The Future?— 333. The Future Perfect ?— 334. What are the Person and Number of a verb?— 335. Bow many numbers have verbs ?~How many persons in each number? —336. What is the Conjugation of a vei% ? !. i\ pi t 1^ P }■ !' 192 LESSONS IN ENGLISH. 887. Voice is that property of transitive verbs which dis- tinguishes their subjects as actimj or as acted upon. 888. There are two voices, the Active and the Passive. 889. The Active Voice is that form of a transitive verb which denotes that the subject does the action expressed by the verb ; as, " Napoleon invaded Russia." 840. The Passive Voice is that form of a transitive verb which denotes that the subject receives the action expressed by the verb ; as, ^^ Russia was invaded by Napoleon." 841. There are four Principal Parts in the conjugation of every complete verb ; the Present, the Preterit, the Imperfect Participle, and the Perfect Participle. 1. The Present is the infinitive present ; it is the root of the verb, and is generally distinguished by the sign to ; as, to love, to see, to study, to write. 2. The Preterit is the past tense of the indicative mood in its simple form ; as, loved, seen, studied, wrote. 3- The Imperfect Participle is the participle ending in iny ; as, loviny, seeing, studying, writing. 4- The Perfect Particple is the participle that usually ends in ed, and denotes the completion of the action or being ; as, coinmandedf loved, seen, studied, written. 842. Verbs are divided, with respect to their form, that is, to their principal parts, into three classes ; Regular, hregu- lar, and Defective. 348. A Regular Verb is a verb that forms its preterit and perfect participle by the addition of d or ed to its root ; as, love, loved, loving, loved ; warm, warmed, warming, wanned. 344. An Irregular Verb is a verb that does not form its preterit and perfect participle by adding dor ed to the root ; as, break, broke, breaking, broken. 345. D IS added to final e, and ed to other terminations. The verbs hear and shoe are irregular, because d only is added; thus, /tear, heard, hearing, lieard ; shoe, shod, shoeing, shod. 34G. A Defective Verb is a verb that forms no participles and is not used in all the moods and tenses ; as, beware, ought. 337. What is Voice?— 338. How many Voices are there?— Name them.— 339 What is the Active Voice ?— 340. The Passive Voice?— 341, How many Prin- cipal Parts has every complete verb ?— Name them.— 342. With regard to their form, how are verbs divided ?— 343. What is a Regular Verb ?— 344. What is an Irr-^ular Verb?~345. To what is d added?— To what is ed added?— 34C. What is a Defective Verb ? i. J ' INTERMEDIATE COURSE. 193 847. English verbs are principally conjugated by means of auxiliaries ; the only tenses that can be formed without them are the present and the past of the indicative and the subjunc- tive mood. 848. The verbs 6e, . I'f' ■ if • ' M P- 194 LESSONS IN ENGLISH. I? H 868. From the perfect participle all the perfect tenses are formed Thus : — I- The infinitive perfect, by prefixing the sign to have; as, " To have loved." — " To have studied." 2. The indicative perfect, by prefixing the auxiliary have; as, ** / have loved." — " He has studied." 3- The indicative pluperfect, by prefixing the auxiliary had ; as, " / had loved." — " He had studied." 4« The indicative future perfect, by prefixing the auxiliaries shall have or will huve ; as, "/ sJiall have loved." — ^^He will have stitdied." 5' The potential perfect, by prefixing the auxiliaries may have^ can havCf or must have; as, '^^ I may have loved." — " //« must have studied." 6- The potential pluperfect, by the auxiliaries might have^ cmtld have^ vmuld have, should have ; as, ^'' I might Jtave loved." — " He should have studied." V,— Personal Endings, 364. The second person singular of the indicative present and past, is formed by assuming st or est ; and the third person of the indicative present, by assuming s, e.v, or eth. The ter- minations s, sh, ch. a?, o, or y require est or es ; as, I pass, thou passesty he passes ; I fish, thou,fishesi, he fishes ; I teach, thou teachesti he teaches ; I mix, thou mixesi, he mixes ; I go, tho^t goestf he goes ; I try, thou triesi, he tries. 353. What tenses are formed from the perfect participle ?— 354. How in the second person singular of the indicative present and past formed?— The third person singular of the indicative present ? ^«>^ "^^f^f^k^- INTRRMRDIATE COURSK. 195 355. CONJUGATION OF THE VERB HAVE.^ Principal Parts. Imperfect Tnrticiple, Perfect Participle. Present. Have. Preterit, Had. Having. INFINITIVE MOOD. Present Tense. To have. Perfect Tense. To have had. Had. INDICATIVE MOOD. Present Tense. Singular. Plural, 1. I have, 1. We have, 2. Thou hast, 2. You have, 3. He has; 3. They have. Past Tense. Sinijular. 1. I had, 2 Thou hadst, 3. He had; Plural. 1. We had, 2. You had, 8. They had. Perfect Tense. BiGNS : Have, hast, has. Singular, Plural. 1. I have had, 1. We have had, 2. Thou hast had, 2. You have had, 3. He has had ; 8. They have had. Pluperfect Tense. Signs: had, Jiadst. lingular. Plural. 1. I had had, 1. We had had, 2. Thou hadst had, 2. You had had, 3. He had had ; 3. They had had. 1. Save is a transitive verb used only in the Active Voice. ! ., 11 19G LESSONS IN ENGLISH. Future Tense. Signs : Shall, toill, ahalt, wilt. Singular. Plural. 1. I shall have, 1. We shall have, 2. Thou wilt have, 2. You will have, 3. He will have j 8. They will have. Future Perfect Tense. SioNH : Shall have, will have. Singular. Plural. 1. I shall have had, 1. We shall have had, 2. Thou wilt have had, 2. You will have had, 8. He will have had ; 8. They will have had. POTENTIAL MOOD. Present Tense. SiONS : May, can, must. Singular. Plural. 1. I may have, 1. We may have, 2. Thou mayst have, 2. You may have, 8. He may have ; 8. They may have. Past Tense. Signs : Might, could, would, should. Singular. Plural. 1. I might have, 1. We might have, 2. Thou mightst have, 2. You might have, 8. He might have ; 8. They might have. Perfect Tense. Signs : May, can, must have. Singular. Plural. 1. I may have had, 1. We may have had, 2. Thou mayst have had, 2. You may have had, 8. He may have had ; 3. They may have had. Pluperfect Tense. Signs : Might, could, would, should have. Singular. Plural. 1. I might have had, 1. We might have had, 2. Thou mightst have had, 2. You might have had, 8. He might have had ; 8. They might have had. INTERMEDIA IK COURSE. 197 SUBJUNCTIVE MOOD Present Tense. Singular. Plural. 1. If I have, 1. If we have, 2. If thou have, 2. If you have, 8. "^^ he have ; 8. If they have. Past Tense. Singular. Plural. 1. If I had, 1. If we had, 2. If thou had, 2. If you had, 8. If he had ; 8. If they had. IMPERATIVE MOOD. Present Tense. Singular. Plural. 2. Have thou or do thou have ; 2. Have you or do you have. Imperfect, Having. Participles. Perfect. Had. Preperfect. Having had. I ^ U 856. CONJUGATION OF THE VERB PreaCiit, Be. Principal Parts. Preterit. Imperfect Participle. Perfect Participle. Was. Being. Been. INFINITIVE MOOD. Present Tense. To be. ! ;- i. Perfect Tense. To have been. 198 LESSONS m KNClt.ISir. INDICATIVE MOOD. Present Tense. Singular. 1. I am, 2. Thou art, 8. He is; Plural. 1. We are, 2. You are, 8. They are. Past Tense. Singular. 1. I was, 2. Thou wast, 8. He was; Plural. 1. We were, 2. You were, 8. They were. Perfect Tense. Singular. Plural. 1 I have been, 1. We have been, 2. Thou hast been, 2. You have been, 8. He has been ; 8. They have been. Pluperfect Tense. Singular. Plural. 1. I had been, 1. We had been, 2. Thou hadst been, 2. You had been, 8. He had been ; 8. They had been. Future Tense. Singular. Plural. 1. I shall be, 1. We shall be, 2. Thou wilt be, 2. You will be, 8. He will be ; 8. They will be. Future Perfect Tense. Singular. Plural. 1. I shall have been, 1. We shall have been, 2. Thou wilt have been, 2. You will have been, 8. He will have been ; 8. They will have been. Singular. 1. I may be, 2. Thou mayst be, 8. He may be ; POTENTIAL MOOD. Present Tense. 1. Plural. 1. We may be, 2. You may be, 8. They may be. INTERMEDIATK COURSE. 19i) Sinjiuhir, 1. I might be, 2. 'I'hou inightst be, 8. He might be ; Past Tense. Plural. 1. We might be, 2. You might be, 8. They might be. Perfect Tense. SinijiUar. Plural. 1 1 may have been, 1. We may have been, 2 Thou mayst have been, 2. You may have been, 8. He may have been ; 8. They may have been. Pluperfect Tense. Singular, Plural. 1. I might have been, 1. We might have been, 2. Thou mightst have been, 2. You might have been, 8. He might have been ; 8. They might have been. ! i . i i' SUBJUNCTIVE MOOD. Present Tense. Singular. 1. If I be, 2. If thou be, 8. If he be; Past Tense. Singular. 1. If I were, 2. If thou wert, 3. If he were ; Plural. 1. If we be, 2. If you be, 3. If they be. Plural. 1. If we were, 2. If you were, 3. If they were. 1. IMPERATIVE MOOD. Present Tense. Singular. Plural. 2. Be you or do you be. 2. Be thou or do thou be. Participles. Imperfect. Perfect. Preperfect. Being. Been. Having been. 1, i,. 'JOO LF.SSONS IN KN(;lJSH. 4 1 m i r '; 1 :j57. conjugation of tiik regular transi. TIVE verb love. ACTIVE VOICE. Principal Parts. J'rcscnt. Preterit, Imperfect Pttrticiplc, Perfect Particiide. Love. Loved. Loving. Loved. INFINITIVE MOOD. Present Tense. To love. Perfect Tense. To have loved. INDICATIVE MOOD. Present Tense. Singular. Plural. 1. I love, 1. We love, 2. Thou lovcst, 2. You love, 3. He loves ; 3. They love. Past Tense. Singular. Plural, 1. I loved, 1. We loved, 2. Thou lovedst, 2. You loved, 3. He loved ; 3. They loved. Perfect Tense. Signs : HavCf Jiaat, liat. Singular. Plural. 1. I have loved, 1. We have loved, 2. Thou hast loved, 2. You have loved, 3. He has loved ; 8. They have loved. Pluperfect Tense. Signs: had, hadst. Singular. Plural. 1. I had loved, 1. We had loved, 2. Thou hadst loved, 2. You had loved, 3. He had loved ; 3. They had loved. RANSI. articiplc. ved. INTIiKMtUIATli COURbE. 201 Future Tense. Rkinb : Shall, ivill, tlutlt, wilt. Siniful(ir, riiirnl. 1. I shall love, 1. We shall love, 2. Thou wilt love, 2. You will love, 8. He will love ; 3. They will love. Future Perfect Tense. SioNU : Shall have, tvill hare. Simjulur, Plural, 1. I shall have loved, 1. We shall have loved, 2. Thou wilt have loved, 2. You will have loved, '^. He will have loved ; .'i. They will have loved. ± POTENTIAL MOOD. Present Tense. Signs : May, can, vimt. Sinttular. I'Uind. 1. I may love, 1. We may love, 2. Thou mayst love, 2. You may love, 3. He may love ; 3. They uiay love. Past Tense. Signs: Miijht, could, would, ahould. Singular. Phiral. 1. I might love, 1. We might love, 2. Thou mightst love, 2. You might love, 3. He might love ; 3. They might love. Perfect Tense. Signs : May, can^ miutt have. Singular. Plural. 1. I may have loved, 1. We may have loved, 2. Thou mayst have loved, 2. You may have loved. 3. He may have loved lay 3. They may have loved. Pluperfect Tense. Signs : Might, could, would, should have. Singular. Plural. 1. I might have loved, 1. We might have loved, 2. Thou mightst have loved, 2. You might have loved, 3. He might have loved ; 3. They might have loved. y* M I ; 'i I i ' '. Si '■ ill 'III n 202 LESSONS IN ENGLISH. SUBJUNCTIVE MOOD. ,' Present Tense. Singular. Pluril. 1. If I love, 1. If we love, 2. If thou love, 2. If you love, 3. If he love ; 3. If they love. Past Tense. Singular. Plural. 1. If I loved, 1. If we loved, 2. If thou loved, 2. If you loved, 3. If he loved ; 3. If they loved. IMPERATIVE MOOD, Present Tense. Singular, Plural. 2. Love thou or do thou love. 2. Love you or do you love. Participles. Present. Perfect. Preperfeet. Loving. Loved. Having loved. 358. CONJUGATION OF THE TRANSITIVE VERB LOVE. PASSIVE VOICE. Principal Parts. Present. Preterit. Imperfect Participle. Perfect Participle. Love. Loved. Loving. Loved. INFINITIVE MOOD. Present Tense. To be loved. Perfect Tense. To have been loved. INDICATIVE MOOD. Present Tense. Singular. Plural. 1. I am loved, 1. We are loved, 2. Thou art loved, 2. You are loved, 3. He is loved ; 3. They are loved. I •■ --wf.- INTERMEDIATE COURSE. 203 Past Tense. Singular. 1. I was loved, 2. Thou wast loved, 3. He was loved; Plural. 1. We were loved, 2. You were loved, 8. They were loved. Singular. 1. I have been loved, , 2. Thou hast been loved, 8. He has been loved 3 Perfect Tense. Plural. 1. We have been loved, 2. You have been loved, 8. Th?y have been loved. Pluperfect Tense. Singular. 1. I had been loved, 2. Thou hadst been loved, 8. He had been loved ; Plural. 1. We had been loved, 2. You had been loved, 8. They had been loved. Future Tense. Singular. Plural. 1. I shall be loved, 1. We shall be loved, 2. Thou wilt be loved, 2. You will be loved, 8. He will be loved ; 8. They will be loved. Future Perfect Tense. Singular. Plural. 1. I shall have been loved, 1. We shall have been loved, 2. Thou wilt have been loved, 2. You will have been loved, 8. He will have been loved ; 3. They will have been loved. POTENTIAL MOOD. Present Tense. Singular. Plural. 1. I may be loved, 1. We may be loved, 2. Thou mayst be loved, 2. You may be loved, 8. He may be loved ; 8. They may be loved. Past Tense. Singular. 1. I might be loved, 2. Thou mightst be loved, 8. He might be loved ; Plural. 1. We might be loved, 2. You might be loved, 8. They might be loved. ^ 204 LESSONS IN ENGLISH. Perfect Tense. Singular. Plural. 1. I may have been loved, 1. We may have been loved, 2. Thou mayst have been loved, 2. You may have been loved, 3. He may have been loved ; 8. They may have been loved. Pluperfect Tense. Singular, 1. I might have been loved, 2. Thou mightst have been loved, 8. He might ha/e been loved ; Plural 1. We might have been loved, 2. You might have been loved, 8. They might have been loved. 1 SUBJUNCTIVE MOOD. Present Tense. Singular. Plural. 1. If I be loved, 1. If we be loved, 2. If thou be loved, 2. If you be loved, 8. If he be loved ; 8. If they be loved. Past Tense. Singular, Plural. 1. If I were loved, 1. If we were loved, 2. If thou were loved, 2. If you were loved, 8. If he were loved ; 8. If they were loved. IMPERATIVE MOOD. Present Tense. Singular, 2. Be thou loved or do thou be loved ; Plural 2. Be you loved or do you be loved. Imperfect. Being loved, Participles. Perfect. Loved. Preperfect. Having been loved. INTERMEDIATE COURSE. 205 869. PROGRESSIVE FORM OF THE VERB STUDY. Principal Parts of the Simple Verb. Present. Preterit. Imperfect Participle. Perfect Participle, Study. Studied. Studying. Studied. INFINITIVE MOOD. Present Tense. To be studying. Perfect Tense. To have been studying. INDICATIVE MOOD. Present Tense. Singular. 1. I am studying, 2. Thou art studying, 8. He is studying ; Plural. 1. We are studying, 2. You are studying, 8. They are studying. Past Tense. Singular. 1. I was studying, 2. Thou wast studying, 8. He was studying ; Plural. 4 1. We were studying, 2. You were studying, 3. They were studying. Perfect Tense. Singular. Plural. 1. I have been studying, 1. We have been studying, 2. Thou hast been studying, 2. You have been studying, 8. He has been studying ; 8. They have been studying. Pluperfect Tense. Singular. 1. I had been studying, 2 Thou hadst been studying, ^, H? had been studying ; Plural. 1. We had been studying, 2. You had been studying, 8. They had been studying. i i-p.\ fit 'J It;!.. |f||| WW i 206 LESSONS IN ENGLISH. Future Tense. Singular. 1. I shall be studying, 2. Thou wilt be studying, 8. He will be studying ; Plural. 1. We shall be studying, 2, You will be studying, 8. They will be studying. Future Perfect Tense. lingular. 1. I shall have been studying, 2. Thou wilt have been studying, 3. He will have been studying ; Plural. 1. We shall have been studying, 2. You will have been studying, 8. They will have been studying. POTENTIAL MOOD. Present Tense. Singular. 1. I may be studying, 2. Thou mayst be studying, 3. He may be studying ; Plural. 1. We may be studying, 2. You may be studying, 8. They may be studying. Past Tense. Singular. 1. I might be studying, 2. Thou mightst be studying, 8. He might be studying ; Plural. 1. We might be studying, 2. You might be studying, 3. They might be studying. Perfect Tense. Singular. 1. I may have been studying. 2. Thou mayst have been studying, 3. He may have been studying ; Plural. 1. We may have been studying, 2. You may have been studying, 3. They may have been studying. INTERMEDIATE COURSE. 207 Pluperfect Tense. Singular. 1. I might have been studying, 2. Thou mightst have been studying, 3. He might have been studying; Plural. 1. We might have been studying, 2. You might have been studying, 3. They might have been studying. SUBJUNCTIVE MOOD. Present Tense. Slngnlat. 1. If I be studying, 2. If thou be studying, 3. If he be studying ; Plural. 1. If we be studying, 2 If you be studying, 3. If they be studying «-)> Past Tense. Singular. 1. If I were studying, 2. If thou were studying, 3. If he were studying ; Plural. 1. If we were studying, 2. If you were studying, 3. If they were studying. Singular. Plural. IMPERATIVE MOOD. Present Tense. 2. Be thou studying or do thou be studying. 2. Be you studying or do you be studying, Imperfect, Being studying. Participles. Perfect, Pretperfect. Having been studying. fife •^V* 'm:' 208 LESSONS IN KNGLISH. 1 IRREGULAR VERBS. 360. An Irregular Verb is a verb that does not form its preterit and perfect participle by assuming d or eU ; as, seCf saWy seeing^ seen. .S61. Many of the words classed among the irregular verbs have also the regular forth. In the list here given, those pretcjrits or participles which are conjugated regularly are marked R. If the regular form is more frequently used than the irregular, the R precedes; if less frequently, it follows the irregular lo^^m. 362. rivatives and compounds generally follow the form of the .. .iple verb ; as, foresee, foresaw^ foreseeing, foreseen ; oversee, oversaw, overseeing, overseen. The exceptions are behave and welcome, which are regular. 363. Principal Parts Presents Preterit. of the Irregular Verbs. Imperfect pai^t. Phrfect part. Abide, abode, R., abiding, abode, R. Arise, arose. arising, arisen. Awake, awoke, R., awaking, R., awoke. Be, was, being. been. Bear, bore. bearing. borne. (to carry) Bear, bore, bare, bearing, born. (to bring forth) Beat, beat, beating, beaten, beat. Begin, began, beginning, begun. Bend, bent, R., bending, bent, R. Bereave, bereft, R., bereaving. bereft, R. Beseech, besought. beseeching^ besought. Bespeak, bespoke, bespeaking, bespoken. Bet, bet, R., betting, bet, R. Bid, bade, bid, bidding, bidden, bid. Bind, bound, binding, bound. Bite, bit. bitting, bitten, bit. Bleed, bled. bleeding, bled. Blow, blew, R. blowing, blown, R. Break, broke. breaking, broken. Breed, bred, breeding, bred. Bring, brought. bringing, brought. Build, built, R., building, built, R. Burst, burst. bursting, burst. Buy, bought, buying. bought. Cast, cast, casting. cast. Catch, caught, R., catching. caught, R. INTKRMEDIATK COURSR. 209 Present. Preterit. Imperfect pai V. Peiject part. Chide, chid. chiding, chidden, chid. Choose, chose. choosing, chosen. Cleave, R., clove, cleft, cleaving, R., cloven, cleft. Cling, clung, clinging. clung. Clothe, R., clad, clothing. R., clad. Come, came. coming, come. Cost, cost. costing. cost Creep, crept, R., creeping. crept, R. Crow, R., crew. crowing, crowed. Cut, cut. cutting. cut. Dare, R., durst. daring. dared. Deal, dealt, R., dealing. dealt, R. Dig, dug, R., digging. dug, R. Dive, R., dove. diving. dived. Do, did. doing. done. Draw, drew. drawing. drawn. Dream, R., dreamt. dreaming, R., dreamt. Drink, drank. drinking. drunk. Drive, drove. driving. driven. Dwell, dwelt, R., dwelling, dwelt. Eat, ate, Sat, eating. eaten, Sat. Fall, fell. falling. fallen. Feed, fed. feeding. fed. Feel, felt. feeling, felt. Fight, fought, fighting. fought. Find, found, finding. found. Flee, fled. fleeing. fled. Fling, flung. flinging, flung. Fly, flew. flying, flown. Forget, forgot. forgetting, forgotten. Forgive, forgave. forgiving. forgiven. Forsake, forsook. forsaking. forsaken. Freeze, froze. freezing, frozen. Get, got, getting, got, gotten. Gild, R., gilt, gilding. R., gilt. Gi.d, R-jgirt, girding. R., girt. Give, gave, giving. given. Go, went. going. gone. Grind, ground, grinding. ground Grow, grew. growing. grown. Hang, hung, R., hanging. hung, R. Have, had, having. had. Hear, hSard, hearing. heard. ' ■■it t.lt : I ll j m4 m I i I I l"i 210 LESSONS IN ENGLISH. Present. Preterit. Imjier/ect part. Perfect jytirt. ^eave. R, hove, heaving, R., hoven. Hew, hewed, hewing. R., hewn. Hide, hid. hiding, hidden, hid. Hit, hit, hitting. hit Hold, held, holding. held. Hurt, hurt. hurting. hurt. Keep, kept, keeping. kept. Kneel, knelt, R., kneeling. knelt, R. Knit, knit, R., knitting, knit, R. Know, knew. knowing, known. I^de, laded, lading. laden, R. Lay, laid, R., laying, laid, R. Lead. led, leading, led. Lean, R., ISant, leaning, R., Want. Leave, left, leaving. left. Lend> lent, lending, lent. Let, let. lettmg. let. Lie, lay, lying, Iain. Light, R., lit, lighting. R., lit Lose, lost. losing. lost Make, made. making, made. Mean, meant, R., meaning, ni6ant, R. Meet, met, * meeting, met Mow, mowed, mowing, R., mown. Pay, paid, R., paying, paid, R. Pen, R, pent. penning, R., pent Prove, proved, proving, R, proven. Put, put. putting, put Quit. quit, R., quitting, quit, R. Rap, R, rapt, rapping, R., rapt Read, rSad, reading. rgad. Rend, rent, rending, rent. Rid, rid. ridding, rid. Ride^ rode, riding, ridden, rode. Ring, rung, rang, ringing. rung. Rise, rose. rising. risen. Rive, rived, riving. riven, R. Run, ran, run. running, run. Saw, sawed. sawing, R., sawn. Say, said, saying, said. See, saw, seeing, seen. Seek, sought. seeking. sought Seethe, R., sod, seething, R., sodden. INTERMEDIATE COURSE. ^^1 m PreaerU. Pretsrit. Imperfect part. Perfect part. I Sell, sold. selling. sold. 1 Send, sent. sending, sent. 1 Set, set. setting. set. 1 Shake. shook, R., shaking. shaken, R. ■ Shape, shaped. shaping. R., shapen. j' 1 Shave, shaved, shaving. R., shaven. 1 1 Shear, R., shore. shearing, R., shorn. K 1 Shed, shed. shedding. shed. Il 1 Shine, R., shone, shining, R., shone. | 1 Shoe, shod. shoeing. shod. i 1 Shoot, shot. shooting. shot. 1 Show, showed. showing. R., shown. 1 Shred, shred, shredding. shred. | M Shrink, shrunk, shrank. shrinking. shrunk, shrunken. f r\ Shut, shut. shutting. shut. 1 Sing, sang, sung. singing. sung. Sink, sank, sunk, sinking. sunk. Sit, sat. sitting. sat. Slay, slew. slaying. slain. Sleep, slept. sleeping. slept. 1 Slide, slid, R., sliding. slidden, slid, R. < \ Sling, slung, slinging. slung. Slink, slunk. slinking. slunk. Slit. slit, R., slitting, slit, R. Smite, smote, smiting, smitten, smit Sow, sowed, sowing, R., sown. Speak, spoke, speaking, spoken. Speed, sped, R., speeding. sped, R. .;.; Spell, R., spelt, spelling. R., spelt. 1 IlK Spend, spent. spending. spent. 1 B Spill, R., spilt. spilling. R., spilt. 1 ;F Spin, spun. spinning, spun. Spit, spit, spat, spitting. spit, spitten. Split, split, R., splitting, split, R. I Spread, spread. spreading, spread. Spring, sprung, sprang, springing, sprung. Stand, stood. standing, stood. Stave, stove, R., staving, stove, R. Stay, R., staid, staying. R., staid, Steal, stole, stealing. stolen. I Stick, stuck, sticking, stuck. 1 Sting, stung. stinging, stung. 1 Stink, stank, stunk, stinking, stunk. 212 LF.SSONR IN KNOl.tfitf. w M l;l I PreMnt. Preterit. Imper/f.cf /mrt . Pf.rft'Ct part Stride, Strode, strid, Striding, stridden, strid. Strike, struck, striking. struck, stri( ken. String, strung, R., stringing. strung, R. Strive, R., strove, striving. R., striven. Strow, strowed. strowing, R., strown. Swear, swore. swearing. sworn. Sweat, R., sweat, sweating. R., sweat. Sweep, swept, R,, sweeping, swept, R. Swell, swelled, swelling. R., swollen. Swim, swam, swum, swimming, swum. Swing, swung, swinging. swung. 'lake, took, taking. taken. Teach, taught, teaching, taught. Tear, tore, tearing, torn. Tell, .told. telling, told. Think, thought. thinking. thought, Thrive, R., throve, thriving, R., thriven. Throw, threw, R., throwing, thrown, R. Thrust, thrust, thrusting, thrust Tread, trod, treading. trodden, trod. Wake, R., woke. waking. R., woke. Wax, waxed. waxing, R., waxen. Wear, wore, wearing. worn. Weave, wove, R., weaving. woven, R. Wed, R., wed. wedding, R., wed. Weep, wept, weeping. wept. Wet, wet, R., wetting, wet, R. Win, won, winning. won. Wind, wound. winding. wound. Work, R.. wrought, working, R., wrought. Wring, R., wrung, wringing. R., wrung. Write, wrote, writing, written. Questions. 360. What is an IiTegular Verb ?— 361. What observation is made relative to the list of irregular verbs '? — 362. How are derivatives and compounds con- jugated?— 363. Give the principal parts of Abide Arise 10 iNTFRMrniAir rntiRsr:. 21 a DEFECTIVE VERBS. 864. A Defective Verb is a verb that forms no parti ciples, and is not used in all the moods and tenses. 8()5. All the auxiliaric'R, exceiit be, do, and huve, aie dufcctive. 366. Beware is used only in those tenses in which />»■ is retained in the conjugation of the vcrl) In", namely, the infmi tive present, the indicative future, tlie potential present and potential past, the subjunctive present, and the imperative ; as, *' Strive ^; beware ; — he trill heivnre ;- ///*?/ unist hciviiri' ;- iunt should beware ; — i/ you beware ; — beware of bad couqunnj."' 367. Ought (should) is used only in the present and the past tense of the indicative and subjunctive moods. It is in- variable except in the second person singular of the solemn style ; as, / oiujhty thou ought or oughtest, he ought, we ought, dc. 368. Would (ardent wish) is rarely used except in the expressions would God, would Heaven; would to God, would to Heaven : I would that, would that, dc. 369. Quoth {say, said, in humorous style) is used only in the first and third persons singular of the indicative present and past. It is invariable, and always placed before its sub-, ject; as, " Quoth /."— " QiMth he.'' ' 370. Methinks (apparently, it seems to me,) preterit me- thought, IS employed in the indicative present and past, third person singular. Meseems, meseemed, has the same pecu- liarities, but is more seldom used. 371. Wit {namely, that is to say) is used only in the infini- tive present ; as, ^^ There are fire continents; to wit, Ei rope, Asia, d'c." 372. The verbs ail (to pain), behoove (to be fit), irk {t<> weary), although complete, are used only in the third person singular ; as, " Something ails him." — " It behoores children to he submissive to their parents." — '^ It irks me." 373. Some other verbs, from the nature of the subject to which they refer, are seldom used but in the third person singular; as, ''^ It rains; it snows; it hails; it thunders ; it haa frozen." These are called unipersonal verbs. 364. What is a Defective Verb?— 365. Name the Auxiliaries that are defective. —366. When is beware used ?— 367. Ought ?— 368. Would ?— 360. Quoth ?— 370. Me- thinks f— 911. TTit?— 372. Name some verbs that are used onlj' in the third person singular.— 373. Name some other verbs that seldom are used but iu the third person singular.- What name is given to those verbs ? liri. 21 1 LKSSONS IN RNOURTT. m Lesson XCVI.— Simple Form of Conjugation. 874. Tho simple form of conjugation in that whicli makrH tho profl* Hilt and tho past Ioiiho nf the iiiciicativo and subjuiictivu moodH without auxiliariuH ; uh, / work, thou icorkut, he xoorku ; 1 xvorketl, thou workednt, he worked. 875. The present and past tenses of the indicative and tho Bubjnnn- tive mood may also be oxprosscd by prefixing' tho auxiliaries do and did to the present infinitive ; as, / do write, thou dost, torite, he doen write ; / did write, thou didnt write, he did write. This is called tho emphatic form. I. Verbs to be conjugfated. — Write a synopsis of the first person singular of the verbs amuse, obey, in the simple form. Ind. Preb. I amuse. I obey. Ind. Future. I shall amuse. I shall obey. Pot. Perf. I may h. amused I may h. obeyed. Ind. Past. I amused. I obeyed. Ind. Fut. Pebp. Ind. Perf. I have amused. I have obeyed. Pot. Pres. I may amuse. ] I may obey. ] Sub. Pres. If I amuHo. If I obey. Ind. Plui'erp. I had amused. I had obeyed. Pot. Past. might amuso. might obey. Sub. Part. If I amused. If I obeyed. I shall have amused. I shall have obeyed. Pot. Pluperp. I might h. amused. I might h. obeyed. II. Omissions to be supplied. — Insert a suitable verb of the present tense. The Habitations op Moles. 1. The habitation where moles deposit their young merits a particu- lar description. They berfin by raising the earth and forming a pretty high arch. They leave partitions, or a kind of pillars, at cortain dis- tances, beat and press the earth, interweave it with the roots of plants, and render it so hard and solid, that the water cannot penetrate the vault, on account of its convexity and firmness. 2. They then elevate a little hillock under the principal arch ; upon the latter they lay herbs and leaves, as a bed for their young. In this situation, they are above the level of the ground, and, of coiuse, beyond the reach of ordinary inundations, They are, at the same time, de- fended from the rains by the large vault that covers che internal ond ; upon the convexity of this last they rest along witli their youn^. This internal hillock is pierced on all sides with sloping holes, which descend still lower, and serve as subterraneous passages for the mother to go in quest of food for herself and her offspring. These by-paths, beaten and firm, extend about twelve or fifteen paces, and Issue from the principal mansion like rays from a center. From this description it appears, that the mole never comes abroad but at considerable distances from her habitation. — Smellie (1740 — 1793). III. Replace the emphatic form of the verb by the simple form. — Jacob loved all his sons, out he loved Joseph the best. — When forsaken by one whom we esteemed a friend, we experience the fickleness of worldly attachments. — There exists not the slightest shadow of resem- blance between the hieroglyphics of Egypt and the Chinese characters. Oral Coqjuffation.— J2ou> the boat, in the 1st person plural.— We vow the boat. We rowed We have rowed AnalTxia and Pamins.— He assumed a gravity that was ridiculous.— He walked with a rapidity that was incredible.— Cx. decl. sent.;— Subj., 'je;— Pred., OMimied ;— Obj., gravity.— Ohj. is mod. by a. adt. a, and a. cl., that was ridicxt- loua.—Bubj., that;— Pred., waa;—Att., ridieuUms. INTFRMEDIATF. COURSE. 215 orm. — rsaken less of resem- acters. ow the Lesson XCVII.— Exercises on Verbs. OrnI KxrrrlMr.— Olvu the principal partM of tho verbs behold, understatnl, ovt'rln'iir, Kittnin. I'llKSKNT. rUKTKUlT. ImI'. P*IIT. Itohold. Duhold. Iteholdiiiff. I'lidorHtiind. UndorHtood. IJiiderHtniuliiiR. Ovoihoar. Overheard. Overhearliij?. Oiitrtm. Outrun. OiitriinnlnK. " I. Verbs to'be^^onjugated.— Write a HynopHiH of plural of the verhs n/mil;, grow, in the Hiinple form. 1ni». I'liEH. Ini). Paht. Ind. Pehk. Wo Hpcak. We spoke. We have Hpokon. Wo j^row. Wo fiXGW. We have }i;rowii. Ind. Fut. Ind. F. Pkuf. Pot. Phkh. Vr.HV. I'aht. Duhidd. UndurHtond. Ovt't'heard. Outrun. tho rttHt iHjraon Ind. Pmti'Kuk. Wo had Hpokon. We had ^rown. Pot. Past. Wo shall speak. We shall h. spoken. We may speak. We mij^ht speak. We shall f,'row. We shall h. ^rown. We may f^row. We mi^^ht f»row. Pot. Pkuf. Pot. PiiUJ'KHK. Sub. Phks. Huh. Past, We may h. spoken. Wo might h. spoken. If we speak. If we spoko. Wo may h. grown. Wo might h. growr . If we grow. If we grew. II. Omissions to be supplied.— In No. 1, supply one of the prin- cipal parts of the verbs ; in No. 2, the present indicative. Day and Nkiht i ; Scandinavia. 1. From the last days of May to the end of July, in the northern part of this land, the sun ihincs day and night upon its mountainti, fjords*, rivers, lakes, forestd, valUyS, tow..:!, villiiges, hamlets, fields, and farms ; and thus Sweden and Norway lay be called " Tlie Land of the Midnight Sun." During this pen h< of continuous daylight, the stars are never seen, the moon appears pale, and i'heds no light upon tho earth. Bummer is short, ,(/r\.,temple.—^\i\i}. mod. by ex. ph. the son of David;— Obj., mod. by a. ph. of Jerusalem, ^-iL INIKUMKDIATR COURSE. 225 I t l.KssoN cm.— Progressive Form. 3/8. The Progressive Form of a verb consists in the combination of its imperfect participle with tlie variations of the auxiliary verb be; as, I am writing ; I was writintf ; I hare been vritinn, dr. H79. Verbs that in the simple form imply continuance, do not admit of the proj^ressive form ; such are the verbs /mr, love, hope, rettpect, itr? I. — Verbs to be conjugated. — Conjugate the verbs cut, stand, think, in the second person plural, progressive form. Ind. Pwes. Past. Pkrfect. Plupebf. You are cutting. Y. were cutting. Y. h. b. cut'g. Y. had b. cutting. You are standing. Y. were standing. Y. h. b. std'g. Y. h. b. standing. You are thinking. Y. were thinking. Y. h. b. tluc'g. Y. h. b. thinking. Future. Fut. Pkkf. Pot. Pbes. Past. Y. will be cutting. Y. w. h. b. cutting. Y. may b. cut'g. Y. mt. b. cut'g. Y. w. be standing. Y. w. h. b. stand'g. Y. may b. std'g. Y. mt. b. std'g. Y. w. be thinking. Y. w. h. b. thipk'g. Y. may b.thk'g. Y. mt.b. thk'g. Peufkct. Plupeuf. Sun. Pres. Past, Y. m. h. b. cutting. Y. mt. li. b. cutting. If y. be cut'g. If y. w. cut'g. Y. m. h. b. stand'g. Y. mt. h. 6. stand'g. If y. be std'g. If y. w. std'g. Y. m. h. b. think'g. Y. mt. h. b. th:nk'g. If y. be thk'g. If y. w. thk'g. II. Omissions to be supplied. — Insert the verb, and put it in the imperative mood or the indicative future. The Employment of Time. 1. You will find a constant employment of your time conducive to health and happiness, and not only a sure guard against the encroach- ments of vice, but the best recipe for contentment. Seek employment: languor and ennui shall be unknown; avoid idleness; banish sloth; vigor and cheerfulness will be your enlivening companions; admit not guilt to your hearts : and terror shall not interrupt your slumbers. Follow the footsteps of virtue ; ioalk steadily in her paths ; she will conduct you through pleasant and flowery paths to the temple of peace : she toill guard you from the wily snares of vice ; and heal the wounds of sorrow and disappointment which time may inflict. 2. By being constantly and usefully employed, the destroyer of mortal happiness will have but few opportunities of making his attacks : and by regularly filling up your precious moments, you will be less exposed to dangers. Venture not, then, to waste an hour, lest the next should not be yours to squander. Hazard not a single day in guilty or improper pursuits, lest the day which follows should be ordained to bring you an awful summons to the tomb — a summons to which youth and age are equally liable. — Bonhote. III. Change the present tense to the perfect— Day after day this good scholar has renewed his resolution to fulfil his duties faithfully. He just now recalled to mind all the advice that his parents have repeated to him during the year ; and he has promised to follow it punctually. I send his parents a testimonial of the progress he ha^ made, as a proof that he strives to repay them for the sacrifices they subject themselves to for his welfare. Oral C'Oqjugntion.— The first person singular of raise and rise.—l raise, I rise, I raisea, I rose. I have raised, I have risen If I raise, if I rise. If I raised, if I rose. Analyaia and Paming.— He who does a good turn should forget it.— He who receives a service, should remember it.— ('x. decl. sent.;— Subj., Tie;— Pred., should forget i—Oia]., it.— Subj. mod. by a. cl., xvho does a good turn. « •• 220 I il LF.SSONS IN ENCIJSH. Lesson CIV.— Exercises on Verbs. Oral KxerclMs— Give a Hynonym of tli» verb. Avoid, Shun. Appoint, AsHi^fn. Forbid, Prohibit, Hnorteii, Abndiie. Ablior, Detest. Tradlc, Exchoiifir. Teaub, Instruct, Interpose, Intermeddle, Hurrourd, Etiviron. I. Verbs to be conjugated. — (live a synopHiH of the verbs (Imw flay, in the pro^resaivo mrm, third person Hingular. Tnd. Puk8. Paht. Prhkkct. He is drawing. He was drawing. He has b. drawing. He 18 praying. He was praying. He has b. praying. Future. Fur. Pkuf. Por. PnKs. PliUPERF. He h. b. draw'g. He h. b. pray'g. Past. He s. be draw'g. He s. h. b. draw'g. He m. be draw'g. He s. be draw'g. He 8. be pray'g. He s. li. b. pray'g. He m. be pcay'g. He a. be pray'g. Perfkct. PiiUPKRF. Sun. PuKs. Past. He m. h. b. draw'g. He mt. h. b. draw'g. If be be draw'g. If he w. dg. He m. h. b. pray'^'. He nit. h. b. pray'g. If lie be pray'g. If lie w. pg. II. Omissions to be supplied.— Insert the i»resent tense of the verb reqnired. The Rambles of a Naturalist. 1. Refreslied and reinvigorated by liealthful rest, the naturalist starts upon his feet, {lathers up his store of curiosities, buckles on liis knapsack, shouhlers his trusty firelock, says a kind word to his faithful dog, and recoinmences his pursuit of zoological knowledge. Now the morning is spent, and a squirrel or a trout awards him repast. Should the day be warm, lie repnxrs for a time under the shade of some tree. 2. The woodland choristers again burst forth into song, and ho starts anew to wander wherever his fancy may direct him, or the object of his search inaif lead him in pursuit. When evening approaehes, and the birds ai-o seen betaking themselves to the retreats, lie looks for some place of safety, erects his shed of green boughs, kindles his fire, prepares his meal, and as the widgeon or blue-winged teal, or perhaps the breast of a turkey or a steak of venison, sendt its delicious perfume abroad, he enters into his parchment-bound journal the remarkable incidents and facts that have occurred in the course of the day. 3. Darkness has now drawn her sable curtain over the scene ; his repast is finished, and kneeling on ihe earth, he raises his soul to Heaven, grateful for the protection that has been granted to him, and the sent' of tht; livine presence in this solitary place. Then wishing a cordial good-night to all his dear friends at home, the American woodsman wraps himself up in his blanket, and closing his eyes, soon /rt//s into the comfortable sleep which never fails him on such occasions. — Aupuron (1780-1851). III. Replace the present by the past tense.— The child was study- ing with great attention. — They were striving to merit the esteem of their teacher. —The bricks the laborers employed, were of an inferior quality. — If I icere rich, I icottld contribute largely to tlie charity. — He might not be in a position to answer your letter. — He could not %onte on account of an injured hand. Oral CoiyiijKntion.— The thh'd person singular of lay the cloth.—He l&ya the cloth. He laid the cloth. He has laid the cloth. He had laid Analyniii and PantiuK.— How trustworthy is the man who never told a lie.— How great la the reward of the martyrs who preferred death to apostacy. — Cx. ex. sent.;— Subj., man;— Pre(\ , In ;--Att., trustworthy.— Snh). mod. hy Si. cl., who nether told a lie ;—Hoiv, adv. -.—never, adv. INTEUMFDIATK COURSK. 227 Lesson CV. Liter y Selection for Explanation and Study. i' I SUNDAY HYMN AT SEA, 10 15 Guide thou our ship, Almighty Power ! Dread Lord of sea and land ! And make us foel, at every hour, The helm is in Thy hand ; , For they alone, by land or sea, Are guided well, who trust to Thee ! The abyss may yearn beneath our path, The angry waves may rise. The winds rush headlong in their wrath. Out of their lowering skies. But well we know they all obey The Lord, the Guardian of our way. When darkness covers all the deep, And every star is set. Serenely we may sink to sleep, For thou art wakeful yet. How thankful. Lord ! we ought to be ! Teach us how thankful — here at sea ! —T, D. McGee {IS2S-1SGS). 'fi' Oral Statement— Sketch.. oth, — He lays Literary Analysis. 1. Personages. Who are the personages represented in this hymn ? — God, and the passengers on board of a ship. Time and Place. When and where is this hymn supposed to be sung 7~0ti Sunday at sea. , ,,,„ Ml 228 LESSONS !N KNr.T.fSTf. WlUMiS AMI Actions. 3. Result. MoKAL. Literary Analysis. 1. What .lo tli« iMisHoi ii^ovH Hiiy in the firwt Htaii/a f ~'ihnj (i:.h i',*.<' ijont to ;fui(li' their Hliif), and Htnj th 't thtjf tnily are. nafe trlio trust in Hi in, 2. Wluit vcrif hiijh, the stn/ iixiif hr loiri"'injf, hilt the paHseiKjirx irvU Iciiow all this is (lirerti'd by (loil, " the dutirdian of our way." 3. What inoro do tlioy Hay in the third stanza? — Duriiiy the iiiyhl they may rent at eaue, because Hod in loatchiny them. ' What rcHult do tlio |)aHBenj,'ers roach after their reflections t)ii the ^{oodneHH of (lotl at Hea? — That they o/rc (rod xiiiei'ie tIniiihH : " How thiiiihful, Lord ! ire ouyht to be ! Teach un how thankful- -here at xea ! " What lesHon may be learned from these verses? — To have yreat confidenee in (rod, and to trnxt to hi mas '^the Guardian of our way," whether on sea or on lantt. Questions and Suggestions. 1. Why do the passengers call upon God ? — lieeause he has power over the elements. 2. Express the tliird and fourth lines in plainer language. — Mahe u» feel that ice are safe, 3. Why is JV/^t' used in the (5th line instead of you? — The singular pronoun is preferred in addressing God. 4. What is a helm ? — The instrument by which a ship is steered, consisting of a rudder, a tiller, and, in large vessels, a wheel. 5. Express the 7th line differently. — The sea may long to swallow us, C/What figure is contained in the 7th line? — Metonymy. (Explain.) 7.*Point out a figure in the 8th line. — Angry wares. (Metaphor.) 8." " " " 9th " —Wrath. (Metaphor.) 9. Tlse an equivalent for lowering. — Ikirhening. 10. Epitomi2:e the last two lines of the second stanza. — The elements obey God. 11. Give the root of darkness. — Dark. 12. What is meant by deep, 13th line ? — Ocean. 13. What is meant by "every star is set"? — When it is so cloudy at night thai no stars are seen. 14. Change the phraseology of the 15th line. — Calmly 2re may fall asleep. 15. What is the root of wakeful ? — Wake, 16. Supply the ellipsis in tho last verse. — Teach us hoic thankful we ought to be here at sea. INTF.RMRDIATF CniTR«;r!. 220 Questions and Suggestions. 17. Conjugate feel in the Potential Mood, iiril prison Bin^^nlar. — lie mtty feel, he miplit feel, he mm/ hire felt, he viiiiht hiire felt. 18. Parse (i) Thy (Ith 1 j, (2) Thee ((itli 1.)', (i) //"'<> (lOth 1.)— (0 /V'". pro., Snil p., M. n,, vi. y., p<>Mn. c. —{2) Peru, pro., ;iiul p., n. n., m. 11., ohj. r, (iinv. by prep. to). — (3) Pern pro., .'iril p., pi. 11., n. p., pons.r. 19. Divide Imnllotty into two Himplo wordH. lleml, Iduii. 20. Analyze and parse : The ohyxx mny yearn henenth our path.— Bp. decl. Kent.; — Subj,, abf/w .•-•prctl., may // . — Not to remain calm under slight provocation, is not a proof of self-control. — Those who do not persevere to the end, sliall not be crowned. — Knowledge will not bring respect, if \i is nut sustained by virtue. — Not having fulfilled his duty, his conscience was not at rest. — Rewards sho' Jd not be given to those who have not merited them. Oral fnwiiai;,ntlnn.—Ride, rid, in the first person plural.— We ride ; we riJ. We rode; weri'L Wo have ridden or rode ; we have rid Anal, ^ia anil Pnrsins;.— A void rudeness of manners, which must hurt the feelings of others.— Cherish true patriotism,which has its roots in benevolence. — Cx. imp. sent.— Subj., you (understood) ;— Pred., avoid;— Obj., r udex ess. —Ohj. mod. by a. ph., of manners, and a. cl., which must hurt the feelings of others. — In benevolence, adv. ph. mod. has. -SHAV^iSPEARE. ' ■ i 1 Ifflffl LESSONS IN KNGLISH. U^l m M Lpjsson CVII. — Interrogative Form. 382. A verb is conjugated interrogatively by placing the subject immedidtely after the verb or after the first auxiliary ; as, " JJas he the rit/ht to do it ! " — ''Han he written /" 883. The tenses of the indicative and the potential mood are the only ones that admit the interrogative form. HHt. The subjunctivG mood or a conditional circuznstance takes this form when used without the conjunrition ; as, " Were I rich, I would contribute lanjeJy to every act of charity ^ — That is, " I/' I lyere rich, £ icoiiid contribute Inrpely to every act of charity.^' — '^ Had he been there, this incident would not have occurred.'^ — ^^ Should he write, you must answer his letter.'' I. Verbs to be conjugated. — Conjuj^ate interrogatively, arrive, in the third ])ers<^n phiral, ?«owg, in the first person plural progressive, •Mid fn'eze, in the third person singular. Ind. Pkks. Do they arrive ? Are we moving ? Did they arrive ? Were we moving ? Have they arrived? Have web. moving? Had they arrived? Had web. moving? Will they arrive ? Will we be moving? FuT. Perf. Will t. h. arrived ? Will we h. b. moving ? Shall it h. frzn ? Pox. Pbes. ('an they arrive ? Can we be moving ? Can it freeze? Could they arrive? Could we be moving? Could it freeze? Can t. h. arrived? Can we h. b. moving? Can it h. frozen? Could t. h. arrived ? Cld. we h. b. moving? Cld. it h. frozen ? Past. Pekfkct. Plupehe. Future. P.\ST. Perfect. PlUI'ERF. Does it freeze ? Did it freeze ? Has it frozen ? Had it frozen ? Shall it freeze ? II. Omissions to be supplied. —Supply the verb required in the indicative past. A Dog's Memory. We linow not the heart-memory which these animals possess, the long-retaining, tender recollection, all bound up with their love. A dog was bereaved of his master and afterwards became old and blind, passing the dark evening of his existence sadly in the same corner, which he liardly ever (/M//i(?r/. One day cavie a step like that of his lost master, and he suddenly left his place. The man who had just entered, wore ribbed stockings ; the old dog had lost his scent, and referred at once to tlie stockings that he remembered rubbing his face against. Believing that his master had returned after those weary years of absence, he yarc way to the most extravagant delight. The man spohe, the momentary illusion was dispelled, the dog went sadly back to his place, lay wearily down, and died. — P. G. Hamerton (1834 — ). III. Put the verb in Italics in the interrogative form.— Is your friend discreet? — Ho you excuse yourself under vain pretences? — Dost ihon promise whiit thou canst not perform? — Will he apply himself better in future? — Should he attend the meeting? — Have they written their exercise? — (Jon it freeze at this season of the year? — Is he yoing to the country ?—/.s porcelain made of kaolin ? — Were they present? — May he attend the demonstration ? — Did he not forgive thee? 4lral C'onjujjnfion.— T/ie river flows. The bird flies. —The river flowed; th(! bird llcw. The river has flowed ; the bird Ima flown Aiiiii}'» ii« an€l Parwing.— War is a treniendor.s evil, to which many have nnhappilj' resorted. — Virtue is the germ from which all growth of nobleness procoedb.— Cx. decl. sent.;- Subj., war ;— Fred., 4s;~Att., evil. — Att. mod. by a. adts., a and tremendous, d.nO by a. cl., to which many have unhappily resorted. INTKRMEDIATE COURSE, 233 1 , Lesson CVIII. — Negative and Interrogative Form. 885. A verb is conjugated interrogatively and nega- tively in the indicative and potential moods, by i)lacing tlie subject and the adverb not after the verb or after the tirst auxiliary; as, " fhtu he not the rijht to do it /" — " Wrrr i/oit not idle /" — "//r/.s- he not vrittni/" — "/ir/.s he not been writinif/" 386. In familiar questions and ne^'ations the auxiliary form of tlio present and past indicative is preferred to the simple form; as, " Dnca he write ? " — " /.s he writi)irj ? " — " He does not write.''^ are used instead of " fVrites he ? "— " He icritea not.'" I. Verr»s to be conjugated. — conjugate, interrogatively and nega- tively, cull, in the first person singular, come, in the third person singular, and praine, in the first person plural progressive form. "" " ~ "' " Does he not come ? Are we not praising ? Did he not come ? Were we not praising ? Has he not come ? Have we n. b. praising ? Had he not come ^ Had we n. b. praising ? Will he not come ? Will we n. be praising ? Pkes. Do I not call ? Past. Did 1 not call ? Perf. Have I not called ? Plup Had I not called ? FuT. Shall I not call ? FuT.P. Shall In. h. called? Will he n.h. come? W^ill we n. h.b. pra'g? Pres. Past. Perf. PHTP. Can I not call ? May he not come ? Could 1 not call ? Might he n. come ? Can I n.h. called? May he n.h. come? Cld. I n. h. called ? Mt. he n. h. come ? Must we n. be praising ? Slid, we n. be praising? Must we n. h. b. pra'g ? Slid, we n. h. b. pra'g ? II. Omissions to be supplied. — Insert the preterit required. Thkoky and Practice. 1. It happened at Athens, during a public representation of some play exhibited in honor of the Commonwealth, that an old gentleman came too late for a place suitable to his age and quality. Many of the young gentlemen who ohHerved the difficulty and confusion he was in, made signs to him that they would accommodate him if he came where they sat. The good man hustled through the crowd accordingly ; but when he came to the seats to which he was invited, the jest was to sit close, and expose him, as he stood out of countenance, to the whole audience. The frolic ?i ^ >it roUiid all the Athenian benches. 2. But on those occasions inere ivere also particular places assigned for foreigners. When the jiood man shrunk towards the boxes ap- pointed for the Lacedemonians, that honest people, more virtuous than polite, rose up all to a man, and with the greatest respect received hiin among them. 1 i;. Athenians being suddenly touched with a sense of the Spartan virtue, and their own degeneracy, fjaee a thunder of applause ; and the old man cried out : " 'J'lie Athenians understand what is good, but the Lacedemonians practice it." -Steele (1(572-1720). III. Change to the negative form.— The laborer who dors not work, doisnotearn his wages justly. — The man who (/ot's 7iot reflect, is not prudent in hia words. — We do not do with pleasure, what we are not accustomed to do well. — The man who is not prudent, n-ill not listen freely to advice. — Not to remit a wrong does not leave the offender in debt. Oral C'oi^jiiuallon.— P/re/ro/»- tlie enemy, in the third person phiral inter- rogative.— Do they flee from the enemy? Did they flee ? Have they llei '? Hadtheyflea ? AnalyAis and Par.'*lng[.— Does the laborer who does not work, earn his wagos JHRtly?— Is the man who does not reflect prudent in his words ?--Cx. int. sent.— Subj. mod. by a. cl., who does not work. ;'i 234 1 : fi ! H r h f Hffl P ; «r I'll I n hip ^' ' i: [I 111; Ml LESSONS IN ENGLISH. Lesson CIX. — Exercises on Verbs. NoTii). — When the interrogative form is used, not to ask a question, but to give the sentence more strength and energy, the negative is used, if the meaning is aftirmative ; and omitted, if the meaning is negative; as, ''God is :utions and Suggestions. I'i. Who was Jncqnen (Jarthr ! — A nntlve of St. Mafo, the rminenl nani- ffofor mho dlncoverejl ami explored Canada (14SJ4-1555?). 15. Are there any places in Canada called after Cartier? — (hie. of /he counties of the Inland oj Montreal, and a rirer in the count ien of' Montmorency, Quebec, and Portneuf. (Point them out on the map.) 16. With what figure does the third sentence begin? — ^^ St Malo [the city authorities of St. Malo] still.. ..portrait.'^ (Metonymy. — Explain.) 17. What is the meaning of keen as used in the Dth line ? — Pitrciiiy, penetrating. 18. Use an equivalent for bespeakiuff. — Indicating. 19. " " " apt.— Likely. 20. What is the meaning of quail as used here (10th 1.) ?— To become coat down. 21. What is meant by *' the wrath of the elements " ? — Severe storms. 22. "Who sv&B Chahot ? — Admiral of France {?-154a). 23. Who was the " Breton navigator "?- Cartier. 24. Why this name ? — Became St. Malo is in the part of France then called Brittany. 25. Point out Newfoundland on the Map. . The Strait of Belle Isle. . 26. Is the plural form generally used 1-~No : the channel is ii^wdly called the Strait of Belle Isle. Note. — The name comes from the island of Belle Isle at the entrance of the Strait. The Island was so called, perhaps, after the Mar6chal de Belleisle, minister of war, in the time of Montcalm. 27. What does to the mnin mean (10th 1.) ? — Grossed the Gidf of St. Lawrence to the mainland. (Point it out on the map.) 28. Why is Bay given in brackets after Gulf? — Because the author did not give this division of water its accepted geographical name., the loord Bay is put after betv^en brackets to show that it is the ac- cepted name. 29. What is the meaning of Ghaleur ? — It is a French word meaning heat. (Cartier gave the bay this name, because the weather was very warm when he reached it.) Note. — The s, as given in the selection, is generally dropped in English geographies, and the bay is known as Chaleur Bay. 30. Use an equivalent for planted. — Erected, 31. Point out Gaspe on the map. 32. Use an equivalent for never doubting. — Believing as a m^itter of course. 33. What is meant by Cathay? — Cathay i.-^ the old name q/* China. 34. Point out Anticosti .... Wliai is it ? ... . 3d. What name did Cartier give to this island, and why? — A.^sump- tion Island, became he discovered it on the feast of the Assumption, Awjust l.ith. 36. Who gave it the name of Anticosti, and why? 37. To what county does it belong ? 38. What is meant by "took counsel together "?—7'Ae wyo^ers- as- sembled, and debated the advisability of returning to France before the severe cold would set in. 39. What is a prow ? — The front part of a ship. 40. What does " bore away " mean 1— Sailed (may. Hi I'll t" J ■1-: •i 1 Kk I I? I' If 238 LESSONS IN ENGLISH. Questions and Suggestions. 41. Uhg an etiuivalent for sample. — S/tecimen. 42. What may be remarked of the lirst Bentence?- permlic ,s«''>'''"'ve. -It ia an excellent 43. Make a lint of the adjectives in the Arst sentence, and classify them. — Ancient (c), fffranr/e (o.), f/rim (c), ragged (part.), in- fracfalda (c), dejiaut (c), hard if (c). 44. Point out adjectives used as nouns in the second sentence. — Earlh'M (dofjree?), eminent (degree?). 45. Point out a verb in the infinitive mood in the third sentence. — Quad. 46. Point out the pronouns in the last sentence of the tirst parajjraph. — ////>i, Ai.s, Uh. (Parse each). 47. Point out a numeral adjective in the first sentence of the second paragraph. — Tvjentitth (ordinal). 48. Point out a verb in the progressive form in the second paragraph. — Were gathering (20th 1.). 49. What is the subject of Metred, paused, crossed, entered, planted^ advanced (first sentence of second i)aragraph) ? — Co.rti.er. 50. From what is autumnal derived ? — From autumn. 61. Analyze and parse : Among the earliest and most eminent on its list staiuls the name of Jacqum Cartier. - Sp. decl, sent. — Subj., name ; pred., stands (irreg. int. v. , . .) ; — Among the earliest and most eminent on its list, adv. adt. of stands ; — Of Jacques Cartier, a. adt. of name. Phraseology and Composition. I. — Change the first clause in each of the following sentences to the interrogative form. If you desire to escape unhurt from the flattery of others, never flatter yourselves. 1)0 you desire to escape from the Jlattery of others, never flatter your- selves. If you wish to see good days, avoid lying. Do you toish to see good days, avoid lying. If you desire to put your friends at ease, be gay in their company. Do you d'isirc to put your friends at ease, be gay in their company. HI' II. — Construct sentences which shall each contain two of the fol- lowing names : Arius and Christ, Nestorinc and M. B. Virgin, Pelagius and Original Sin, Urban II, and Crusades, Don John of Austria and Lepayito. 1. Arius denied the divinity of Christ. 2. Nestorius denied that the M. B. Virgin is the Mother of God. 3. Pelagius rejected Original Sin, and er od as to the necessity of grace. 4. Urban 11. had the honor of opening the Crusades. 0. Don John of Austria defeated the Turks at Lepanto, INTER Mr. hi ATR COURSE. Phraseolr^y and Composition. '2'M) III. — Give to each of the following sentences the passive, the inter- rogative, and the exclamatory form. 1. Duplicity betrays a low mind. A low miml is betrayed by duplicity. DoeH not duplicity betray a low mind f How duplicity betrayx a low mind I 2. We should shun disputes. l)inpiitea should be xhunned by ua. Should tee not ahuti disputes ? How roe should ahun disputes I 3. The charms of wit excite admiration. Admiration ia excited by the charms of wit. Do not the charms of wit excite admiration ? How the charms of wit excite admiration I 4. The charms of the heart impress esteem. Kuteem is impressed by the chnrrtia of the heart. Do not the charms of the. heart impress esteem f ' How the charms of the heart impress esteem ! inces to the 2. Leak. 3. Least. 4. Links. Leek. Leased. Lynx. Leach. Limb. Load. Leech. Limn. Lode. Exercise on Homophonous Words. IV.— 1. Lea. Lee. Leaf. Lief. Where the dash occurs, insert a suitable word taken from the above list. 1. The children are bounding over the lea. The boat is on the lee side of the ship. I would as lief stay at home. That tree has a large leaf, 2. Stop the leak. X leek is a garden plant. Soap-makers leach wood-ashes to procure the potash which it contains. The leech is sucking the blood from Catharine's arm. 3. To say the least, you acted foolishly when you leased that prop- erty. The limb of the tree. Did you limn that picture ? 4. Strong links of iron. A lynx is a wild beast. The load is too heavy for Aloysius. The miner discovered a rich lode of tin. mh ,F ■-. V. — Write a composition about Jacques Gartieb. ii ,* i imm wttmmv i Ivir w m 240 LESSONS IN KNGLISH. Questions on tne Grammatical Text. C'Vi. .'WO. How is a )) conjiiRated veflativelij f—',ihl. iJow Uo the influitive mood uud the partici)>leH tuiu- tlte nu({atiuii? rvii. .'582 How is a verb conjugated interroaatively f—^^. What moodfl admit of the intoi'i o^ativo form ?— 384. From what tuuBt the interrogative form he dis- tin^uiBliud" rviii. :ia5. How is a verb conjugated interrogatively and nei/ntively ?—d&j. What t'orui of the indicative present and past la ueually preferred for familiar quttstious and negations f INTP.RMr,T>lATR COlTRSR. 241 Lesson CXI.— Subject of the Verb. 887. The subject of a finite verb is the person or the thing that is or that does what the verb expresses ; as, *' Man m tiwrtal" — " I'he train vioves." 888. The subject of a verb may be a noun, a pronoun, a verb in the infinitive, a phrase, or a cIuuhc ; as, " The boy Htudies." — *' I read." — "To lie i» bane." — " To meet danger boldly, /« better than to wait for it."—** That it is our duty to obey the laws of the country, then mt admit of doubt " 889. Wlien the subject of a verb is a noun or a pronoun, it must be in the nominative cane. I. Verbs to be conjugated.— Conjugate in the plural, undergo aflirmatively, undo negatively, and iinderntand interrogatively. Furs. We undorg' You do not undo. Do they unci i J-"*.!;!? Past. We under' You did not undo. Did they w> a : ^h,ju« ? Pehf. We h. u k You h. not undone. Have t. u lorsw-txr!' Plup. Wehd.u You hd. not undone. Had they uudersto'jd? FuT. We shall . >ju will not undo. Will t. understand? Fur. P. W. s. h. u , You w. n. h. undone. Will t. h. understood? PiiES. We may undergo. You cannot undo. Can they understand? Past. We might undergo. Yon could not undo. Could t. understand? Pkkf. W. m. h. undergone. You c. n. h. undone. Can t. h. understood? Plup. Wemt.h.udrgone. Y. eld. n. h. undone. Cld. t. h. understood? Sub. p. If we undergo. If you do not undo Past. If we underwent. If you did not undo Imp. Undo not, or do not undo II. Sentences to be completed. — Find the subject of the sentence. 1. The path of glory is not strewn with flowers. Good example is a very convincing teacher. Idleness is the nest in which mischief lays its eggs. Virtue is the surest mark of a noble heart. A brother is a friend given us by nature. The best monuments of the virtuous are their actions. 2. The desire of knowledge is natural to the mind of man. Peace is the most valuable of all worldly blessings. livwe politeness has its seat in the heart. The school of experience teaches many a useful lesson. Charity, like the sun, brightens all its objects. The love of enemies is the noblest of Christian virtues. III. Change the subject to the plural and make the other neces- sary changes accordingly. — Swallows construct their nests with won- derful skill. — Polar hears have a longer head and neck than brown bears. — Bats begin to fly only after dusk, as they are not able to support the light of the sun. — Field-mice build their garners under ground. — Grouse and partridffes are highly prized game. — Humming-birds are sometimes no bigger than a bee. — Eagles have strong and piercing eyes. — Penguins are sometimes met hundreds of miles from land. Oral Vonjui^ation.— Fall, fell the tree, third person plural interrogatively. —Do they fall ? do they fell ? Did they fall ? did they fell ? Have they fallen ? have they felled ? Analyaiii anil Panting.— Heaven, which is eternal, shall be the reward of him who is faithful.— Knowledge, which is so precious, will be the portion of him who studies.— Cx. decl. Bent.;— Huhi., Heaven;— Pred., shall be;— Att., re- ward.— Subj. mod. by a. cl., which is eternal.— Att. mod. by a. ph., of him, which is mod. by a. cl., who ia faithful. m IMAGE EVALUATION TEST TARGET (MT-3) 1.0 1.1 bi|28 12.5 Vi lii 12.2 2.0 Ui 140 IU£ . P i^ iJ4 -■ < 6" ► ^ ^ w "y. Photograiiiic Sciences Corporation 23 WBT MAIN STRIfT WnSTiR.N.Y. MSSO (71«) •73-4503 242 LESSONS IN ENGLISH. Lesson CXII. — Agreement of the Verb. 390. A finite verb must agree with its subject in person and number; as, •' The bird sings:" sings is of the third person singular number, because its subject bird is third person singular. 891. When a verb has two or more singular subjects connected by 'Hid, it must agree with them in the plui-al ; as, '* Peter and Ilennj study their lessons/^ 392. When the subjects are of different persons, the verb must agree with the first person in preference to4)he second, and with the second in preference to the third; as, "John and I Imve studied our lessons." 393. When a verb has subjects of different persona or numbers, connected by or or nor, it must agree with that which is placed next to it, and be understood to the rest in the person and number re- quired; as, "Neither you nor I am concerned." I. Verbs to be conjugated. — Conjugate in the singular, foretell affir- matively, think negatively, and iceare interrogatively. Pres. I fortell. Thou thinkest not. Does she weave ? Past. I foretold. Thou though tst not. Did she weave ? Perf. I have foretold. Thou hast not thought. Has she woven ? Plup. I had foretold. Thou hadst n. thought. Had she woven ? FuT. I shall foretell. Thou shalt not think. Will she weave ? FuT. P. I shall h. foretold. Thou shalt n. h. thought. Will she h. woven ? Pres. I can foretell. Thou canst not think. Can she weave ? Past. I could foretell. Thou couldst not think. Could she weave ? Perf, I can h. foretold. Thou canstn.h. thought. May she h. woven? Plup. I eld. h. foretold.. T. cldst. n. h. thought. Mt. sheh. woven? Sub. p. If I foretell. If thou think not. Past. If I foretold. If thou thought not. Imp. Think not, or do n. think II. Sentences to be completed. — Find the verb in the person and number requii'ed. Knowledge and virtue are the stepping-stones to honor. In all that thou dost, make haste slowly. Who steals my purse, steals trash. Vanity and presumption min many a promising youth. No age nor condition is exempt from trouble. One loses what one has in striving to grasp all. Wealth, honor, and happiness /orsrtA-g the indolent. An idler is a watch that wants both hands, As useless if it goes, aa when it stands. — Cowper. Ill,— Add to the first subject that which is between parenthesis. — The camel (and the dromedary) are the ships of the desert. — The crane (and the stork) migrate during winter. — The swallow (and the sparrow) build under the eaves of our houses. — He (and I) promise to do our duty punctually. — In this affair, perseverance (and dexterity) were requisite. — John (and thou) are attached to your country. OrnI foniugatiou,— Cleave (to stick) iu the third, and cleave (to splu) in the first person singular.— It cleaved ; I cleft or clove. It has cleaved ; I have cleft or cloven. It had cleaved ; I had cleft or cloven Analynia and ParHlniK.— You and I are faithful to our religious duties.— They and you are attentive to the lesson.— Sp. decl. sent.;— Subj., j/ott ajnl /; —Pred., are ; — At%.. faithful,— Att. mod. by ph., to our religious duties ;— you, p. pro., 2nd p., p. n., m. g., n. c, and with I the subj. of are. INTERMEDIATE COURSE. 2r43 394. Lesson CXIII.— The Object. The Object of a verb is the word which completes the predicate, and indicates the person or thing on which the action terminates; as, ''The hall struck Henry." — ''I study history." 395. The object of a verb may be a noun, a pronoun, a phrase, or a clause; as, ^* Perseverance cotiquers all obstacles." — ''The people elected him." — ''He deserven to be rewarded for his conduct."— "I be- lieve that God is good." 396. The object is added to transitive verbs in the active voice. I. Verbs to be conjugated. — Conjugate interrogatively in the plural, kiwtc negatively, arise affirmatively, and lead progressively and negatively. ^ Pres. Do we not know ? Do you arise ? Are they not leading? Past. Did we not know ? Did you arise? W«re they n. leading? Perf. Have we not known ? Have y; arisen ? Have t. n. b. leading ? Plup. Had we not known ? Had you arisen ? Had t. not b. leading ? FuT. Shall we not know ? Will you arise ? Will t. not be leading? Fdt. P. Shall we n. h. known ? Will y. h. arisen? Will t. n. h. b. lead'g ? Prgs. May we not know ? Can you arise ? Must t. n. be leading ? Past. Might we not know ? Would y. arise ? Cld. t. not be leading ? Perp. May we n. h. known ? Can y.h. arisen? Must t. n. h. b. lead'g? Plup. Mt. we n. h. known ? Wld. y.h. arisen? Cld. t. not h. b. lead'g? II. Sentences to be completed. — Insert the object of the verb. 1. Obliging conduct produces deserved esifem. Before thou denier.t a, favor, consider the request. Envy not the good luck of prosperous transgressors. Simplicity of life and manners produces tranquillity of mind. The eye, which sees all thinffs, sees not itself. Measure your life by acts of goodness, not by years. He who made the unii^erse, now preserves and governs it. 2. Every good man must love the country in which he was born. Consecrate i\\e first-fruits of your daily thoughts to God. Happy is the man who honors, loves, and serves his Creator. Let us cherish an earnest and reverential love of truth. Counsel and wisdom achieve greater exploits than force. Take heed not to place yourself in the power of temptation. Keep an inventory of your friends, rather than of your goods. III. Change the object to the plural. — Imitate the young men who remain steadfast in virtue. — I implore the guardian anyels to protect U8. — I fear them who stifle the cries of their conscience. — Cherish the friends who reprove your faults. — In Rome, the censors corrected the abuses that were not foreseen by the laws. — Seek wise companions whose conversation would improve you. — We frequently regret words that were spoken inconsiderately. — Never impose tasks that are impossible. Oral Coniugn^on.— Lose, loose, in the first person plural.— We lose ; we loose. We lost ; we loosecl. SVe have lost ; we have loosed Analysla and Parslnis.— Consecrate the first-fruits of your daily thoughts to God.— Envy not the good luck of prosperous transgressors.— Sp. imp. sent. — Subj., you (understood) ;— Pred., consecrate ;— Obi., first-fruits (c. n., od., 3rd p., p. n„ n. g., obj'loase, gov. by consecrate).— Ohj. mod. by a. ph. of your daily ihought$.—To QoA, ph. modifying consecrate. 244 l! LESSONS IN ENOLISH. Lesson CXIV.— The Attribute. 397. The Attribute is that which completes the predicate and relates to the subject ; as, " The stars are brilliant." 398. The attribute may be an adjective, a paiiiiciple, a noun, a pronoun, a verb in the infinitive, a phrase, or a clause ; as, " Gold is yellow." — "The 8un is shining." — Honesty is the bent policy." — ** It wan I." — '* To will is to do."— ''Integrity is of the greatest importance." — " The most useful eject of action is, that it keeps the mind from evil." 399. When the attribute is a noun or a pronoun, it must agree in case with the subject; as, '• The child was called John." — " It is he." 400. The verb which connects the subject and the attribute, must be intransitive, or transitive in the passive voice ; as, " llie distant hills look blue.'' — " He was elected chairman." I. Verbs to be conjugated. — Conjugate in the singular, forsake negatively, drive interrogatively and negatively, forget affirmatively. I do not forsake. Dost thou not drive ? He forgets. I did not forsake. Didst thou not drive ? He forgot. I have not forsaken. Hast thou not driven ? He has forgotten. I had not forsaken. Hadst thou n. driven ? He had forgotten. Shalt thou not drive ? He will forget. Shalt t. n. h. driven? He w.h. forgotten. Canst thou not drive ? He may forget. Cldst. thou not drive ? He might forget. I mst. n. h. forsaken. Canst t. not h. driven ? Hem. h.forgotten. I shld. n.h. forsaken. Cldst. t. n. h. driven ? He mt. h. forgtn. Pres. Past. Perf. Plcp. FuT. I shall not forsake. FuT. P. I shall n. h. forsaken Pres. I must not forsake. Past. I should n. forsake. Perf. Plup. Sub. p. If I forsake not. . . . . . . If he forget. Past. If I forsook not. . . . . . . If he forgot. II. Sentences to be completed. — Find Hhe attribute of the sentence. 1. Industry is the mother of invention. Money is often the bane of bliss, and the source of woe. The history of the humblest human life is a tale of marvels. A liar is always produjal in oaths. In the eyes of God, all men are equal. Life is long enough for whoever profits by it. 2. Prudence, as well as courage, is necessary to f To calculate shrewdly is different from med A grandee on the exchange may be a jianper . Intemperance is the grossest abuse of the gifts of Providence. The tendency of poetry is to refine, tv> elevate. Whoever firmly wills, will be a good man. III. Suppress the second subject.— Sponge (and pumice-stone) is light and porous. — The oyster (and the muscle) possesses a hard shell. — The oak (and the pine) is a forest iree. — My friend (and I) studies music. — The canary (and the lark) is gifted with a sweet and varied song. — He (and thou) has never been j*emiss in his duty. — You (and I) amuse yourself in studying the wonders of industry. — The date (and the pineapple) is a native of the tropics. — The air (and the water) teems with delighted existence. Oral Comufpition.— Ov^r^ou;, overlie, with the pronoun it— It overflows ; it overlies. It overflowed ; it overlay. It has overflowed ; it has overlain Analy«l« and Parwlng.— The history of the humblest human life is a tale of marvels.— A grandee ou the exchange may be a pauper in God's universe. — Sp. decl. sent.; — Subj., history ;—Pred., is ; — Att., tale.—Hah'i. mod. by a. adt. the, and a nh., of the humblest hitman life.— \tt. lim. by art., a, and mod. by of marvels. rcome obstacles. M wisely, viod's universe. INTERMEDIATE COURSE. L'tn In i Lesson CXV. Literary Selection for Explanation and Study. THE RAVEN. so «S 80 95 A Raven, while with glossy breast Her new-laid eggs she fondly I'ressed, And, on her wicker-work high mounted, Her chickens prematurely counted, Enjoyed at ease the genial clay ; 'Twas April, as the bumpkins say, T|ie legislature called it May. But suddenly a wind, as high As ever swept a winter sky. Shook the young leaves about her ears. And filled her with a thousand fears. Lest the rude blast should snap the bough, And spread her golden hopes below. But just at eve the blowing weather And all her fears were hushed together. *' And, now," quoth poor unthinking Ralph, "'Tis over, and the brood is safe." The morning came, when neighbor Hodge, V'ho long had marked her airy lodge, Climbed like a squirrel to his dray*, And bore the worthless prize away. MORAL. 'Tis Providence alone secures In every change both mine and yours : Safety consists not in escape From dangers of a frightful shape ; An earthquake may be bid to spare The man that's strangled by a hair. —Wm. CoHTi^T (1731-1800). ir,.,! Oral Biatement'dketch.. 1. Written also drey. 246 LESSONS m KMGLISH. 1. PERHONAaRH, TiMR AND PlACR. 2. Words and Actions. 3. Rehclt. Moral. Literary Analysis. Who are the actors in this fable? — A Raven (Ralph), ami her neighbor Hodge. When and where is the occurrence represented as having taken place ? — In a tree during the month of Aitril. 1. What was the Raven doing ? — She wan hatch- ing, and wa» *^ counting her thickens be/ore they tie re hatched.^* 2. Did the weather continue fine? — No: the I wind roue and a severe utorvi ensued which filled the Raven with fear lest the bough would break and let her and her e(,gsfall. 3. What happened in the evening? — !/' V weather \ became fine, and Ral]ah'it fears were himhed. What occurred the following morning ? — Neighbor Hodge came and carried the eggs away. I What is the moral of this fable ?— To trust in I Providence^ while at the same time to act prudently, and being on one's guard against mishaps — great or small — remembering that " An earthquake may he hid to spare The vuin that's strangled by a hair." Questions and Suggestions. 1. What is a Raven ? — A fnrd of a black color, allied to the crow, but larger. 2. What is the meaning of glossy ? — Shining. 3. What was the toicker-work upon which she was mounted?—^ branch a/ a free in whixh the nest was built . 4. Explain the 4th line.— She counted her chickens he/ore they were hatched. 5. Use an equivalent for genial (5th line). — Fine, pleasant. 6. For what is 'Twas used ? — For it was. (Apocope. — Explain.) 7. What is meant by humpkinM ? —An awkward, heary rustic ; a mean fellow. 8. What is the legislature? — A body of men elected by the people of a 'province, state, or county, to make and repeal laws for the well- being of their conxtitu^nts. 9. What is the meaning of the 8th line ? — It seems to he put in more for euphony than to add any sense to the fable. 10. What figure does the 9th line contain? — ^^ As ever swept [hleiv] a winter sky,'' (Metonymy. — Explain.) 11. Why are the leaves said to be young (10th 1.) ? — Because it was in April Note. — This fable was written in England, where the trees are covered with leaves earlier than in this country. was tn ere the INTERMEDIATE COURSE. Questions and Suggestions. 247 12. Point out a figure in the 11th line. — " A thousand/ear«." (Hyper- bole. — Explain.) 13. What is meant by the " rude blast "? — The strong wind. 14. What in the meaning of snap ? — Break, detach the bovgh from the trunk. 15. Explain what is meant by "golden hopes"? — Her eggn, from which she expected a good brood. (Metonyniy. — Explain.) 16. What is meant by eve ? — Evening. (It is seldom used in prose in this signification.) — Give other meanings. 17. Give words conveying about the same meaning as hushed (15th 1.). — Silenced, calmed. 18. Why are tlia quotation marks used in the 16th and 17th lines ?- Because the Raven (Ralph) is represented as speaking, 10. Use an equivalent for quoth. — Said. 20. What is a hrooa ? — The young birds hatched at once. ' 21. Give an equivalent for brood. — Hatch. (Give other meanings for hatch.) 22. Who was neighbor Hodge 't — Probably an animal that can climb like a squirrel. (A bad boy who robs birds' nests might have done the mischief.) 23. What was the " airy lodge "? — The Haven's nest high up in a tree. (Give other meanings for lodge.) 24. Point out a figure in the 20th line. — " Climbed like a squirrel.^* (Simile. — Explain.) 25. What is the meaning of dray as used here ? — The nest of a squir- 7'el. (Give other meanings.) 26. Why is the i)rize said to be loorthless '^ — Because eggs half hatched cannot be used ; so bad boys who rob birds' nests can make no use of the eggs, and prei^nt the increase of birds. 27. What is meant by Providence (22nd 1.)? — The foreseeing care of God over all His creatures. 28. What do the last four lines suggest? — That we should avoid not only great dangers, but m,inor dangers cdso. 29. What is meant by spare (26th 1.) ? — Not to harm, not to take away life. 30. What does strangled mean? — To deprive of life by stopping resjnm^ tion, to choke. (Give other meanings.) 31. Why is Raven given with an initial capital ? — Because it ispersoni- Jied. Make a list of the adjectives in the first sentence (seven lines). — Glossy (c), neiv-laid (c. and part., compound in form), high (c), genial (c). What is the subject of shook (10th 1.) ?— Wind (8th I). What is the object of shook ? — Leaves. 35. What is the subject oi filled (11th 1.) 1—Wind (8th 1.). 36. Point out an adjective in the 11th line. — Thousand (n., cardinal). Of what is blast (12th 1.) the subject ? — Q/* should snap. (Parse.) What is the subject of spread (13th I.)— Blast (12th 1.). What is the subject of ivere hushed (15th 1.) ? — Weatner (14th 1.) and fears (15th 1.). 40, What is the subject of qtioth (16th 1.) ? — Ralph, 32 33. 34. 37. 38. 39. >. ■I. 1 I, :: mm 248 LESSONS IN ENGLISH. Questions and Suggestions. 41. Point out the adjectives in the 16th line. — Poor (c), unthinking (part. a.). 42. Point out the attribute in the 17th line. — Sq/e (c. a. referring to broofi). 43. point out the adjective in the 18th line. — Neighbor (a noun used as an a.). 44. Parse the pronouns in the 19th line. — Who (rel. pro., 3rd p., s. n., m. g. — give reasons — subj. of had marked) ; her (pers. pro., 8rd pars., s. n., f. g., poss. c.) 45. What is the subject of Hecuren (22nd 1.) ? — Providence. 4(5. Point out a phrase modifying dangers (25th \.).—0j' a J'rightJjU shape (sp. a. ph.). 47. Parse may be bid (26Lh 1.). — Irreg. tr. v., pass, v., pot. m., pres. t., 3rd p., s. n., having for subj. tarthquake. 48. Analyze and parse : — " Safety conaifits not in encape From dangers of a frightful shape." Sp. decl. sent. — Subj., Safety \ — pred., consists; — pred. mod. by adv. adt. noty and by adv. ph. in escape ; — etcape mod. by com- plex a. ph., From dangers of a frightful shape, the principal word of which is dangers mod. by the sp. a. ph.,©/" a frightful shape ; the principal word of the latter is shape limited by a and mod. by the a. dAi. frightful. Exercise.— Paraphrase The Raven. Phraseology and Composition. I. — Change the following sentences into equivalent negatives :-« She is Junuisome. It is probable. It may be proper. I am mindful of you. He was active. Your argument was logical. She is not ugly. It is not improbable. It may not be improper. I am not unmindful of you. He was not lazy. Your argument was not illogical. II — Substitute for the verb, the verb be and a noun. . . . deceives, . ..drink. . . . does own. . . .protects. , , .writes and lectures. He is a deceiver. The sons are all drunkards. He is not the owner. God is our protector. He is a xoriter and lecturer , INTF.RMKDIATK CDITRSE. 249 athinkiiig srring to a used as p., B. n., pro., 8rd Phraseology and Composition. III. — Express tho meaning of the following sentence in five ways. Industry is the source of wealth. 1. Industrious habits lead to fortune. 2. Diligenoe in buuineHs brings conipetonco. 8. Independence is the lesult of attention to business. 4. Easy circumstances follow assiduity in work. 5. Laboriuusuess is rewarded with affluence. J'rightjd ., pres. t., [. mod. by , by com- principal I frightful Ited by a Exercise on Homophonous Words. IV. --l.Liar'. 2. Lore*. 3.L0I 4. Manor. Lyre*. Lower'. Low. Manner. Loch. Lumbar. Maze. Mantel. Lock. Lumber. Maize. Mantle. m\\ [ical. Where the dash occurs, insert a suitable word taken from the above list. 1. The liar denied that he stole the lyre. Is there a lock on the door ? Loch Lomond is eleven miles from St. John, N. B. 2. Though Thomas is well versed in ancient lore, yet he is lower in his class than Alexander. While John was working at the lumber, he received a severe blow in the lumbar region. 3. Lo ! hear the loio of the cow in the val' f below. The nuiize grows luxuriantly. To be in a maze is to be greatly perplexed. 4. Proceed in an orderly manner, if you wish to enter the manor. Having placed the ornaments upon a mantel, she put her mantle in a wardrobe. V. — Write a composition about Little Things. 1. These words are not homophonous ; let the Teacher show that lyre and lor9 fiTQ juoDOsyllables, and that liar and low^r are dissyllables, 250 LESSONS IN ENGLISH. Questions on the Grammatical Text. rxi. 387. What is the Subject of a verb?— .iSS. What may the subject of a verb be?— 380. When the subject of a verb is a noun or a pronoun, what case does it take? !l , C'XII. 300. With what must every finite voib agree?— 391. When a verb has two singular subjects connected hy and, how iimst it aKiou witli thoni ?— .TJ2.When the subjects are uf different persons, how docs tlie verb agree with them?— 303. How does the verb agree with singular bui>jcct9 connected by or or nor? CXI 1 1. 804. What is the Object of a verb?— 395. Wliat may tlio c)bject of a verb be?— • 306. To what class of verbs can an object be added ? t'XIV. 397. What is the Attribute f—liVH. Wliat may tlie attribute be?— 390. When the attribute is a noun or a pronoun, witli wliat must it agree ?— 400. To what class of verbs uiay an attribute be added ? ^^^^^^¥!^f<^^ il i-! INTERMEDIATE COURSE. TvEssoN CXVI.— The Passive Voice. 251 401. The Passive Voice is that form of the verb whi( h denotes that the subject receives the action expressed by the verb; as, ^^ 'ihe tnhio was struck hy John." — '^ lUisaia was invaded />// \2 i.KssoNs IN i;n(;i,ism. LiissoN (;XV1I.- Substantive and Explanatory Clauses and Phrases. 405. A Substantive Clause is a clause used as a noun. It may he the suhjcct, the object, or the attrihute of a sen- tence j as, "When he set out, is unnrtain." — "i hww that he did it."—" The t,w:Htion w, ♦ Who did it ? ' " 400. An Explanatory Clause is a clause used to explain a preceding noun or pronoun ; as, " The idea that I shall give my consent, in ridienhmxy '107. An explamitory clause may bo converted into a substantive clause by subHtitutin^ ib in place of the word it explains; as, " /f in certain that he respectH you,^' is equivalent to, " That he reapccttt you is ccrtdin." , 40H. Phrases are mihHtantive or crplanatory when they bear the same relation to the sentence as substantive or explanatory clauses; as, Suns.: " To rise early in henlthi'ul/' — Exr.: ••!< in wicked to lie." I. Verbs to be conjugated. — Conjugate negatively, in the passive yoioe, place, forxa k<', hear, in the plural. PiiRS. We are not placed. You are not forsaken. They aren. heard. Past. We were n. placed. You were n. forsaken. They w. n. heard. Perk. We h. n. b. placed. You h. n. b. forsaken. T. h. n. b. heard. PijUP. We hd. n. b. placed. You hd. n. b. forsaken. T. hd. n. b. heard. Fur. Weshl.n. be placed. You will n. be forsaken. T. shl. n.b. heard. FuT.P. We B.n.h.b. placed. Y. w. n. h. b. forsaken. T. s. n.h.b. heard. Pres. We c. not be placed. Y. may n. be forsaken. T. m. n. be heard. Past. We sd. n. be placed. You wld. n. be forsaken. T. wld. n. be h'rd. Perf. We c. not h.b. pl'd. Y. m. n. h. b. forsaken. T.m. n.h.b. heard. Plup. Wesd. n.h.b. plo'd. Y.wld. n.h.b. forsaken. T.wld.n.h.b. h'd. Sub. p. If we be n. placed. If you be not forsaken. If t. be n. heard. Past. If we w. n. placed. If you w. not forsaken. If t. w. n. heard. Imp. Be not forsaken. II. Omissions to be supplied.— Insert the verb in passive voice. Indian Warfare. War teas esteemed among the Indians as it has been among communi- ties far more civilized, the most honorable, glorious, and worthy of employments. The rank or comparative estimation of the chiefs greatly depended on the iiumber of enemies they had slain in battle. Their warlike spirit was little, or not at all, stimulated by hopes of con- quest or plunder. It was the fury of hatred or revenge, the restless spirit of enterprise, still more the desire of honor and distinction, that stirred up the warriors to deeds of blood. In their primitive state, pitched battles or general engagements icere unknown among the In- dians. Surprise was the great point of their tactics. As the warriors tcere obliged to carry their provisions on tlieir backs, or to support themselves by hunting', their war-parties were seldom large, III. Begin the sentence by it — To he happy It is impossible to be happy without the approval of conscience. —It requires a steady hand to carry a full cup even. — It is our duty to promote peace and harmony among men. — It should not be our aim, in doing good, to obtain the praise of men. Oral Voniu^ntion.—Brealc, catch, negatively, in the passive voice.— It is not broken ; it is not caught It was not broken AnalyMlM and Parwins.— To lie is base.— To err is human.— S^. decl. sent.; —Subj., To He ;— Fred., is ;—Att., base.—To, prep ;—Ue, reg. int. v., inf. in. INTF.RMI'DIATE COURSK. Lesson CXV^III.— Adverbial Phrases. 253 409. The predicate of a sentence may be modified by adverb- ial adjuncts, ))hrases,and clauses; as, " Thfunn .shitUK brightly." — " /'m// with devotion." — " I If did as he was told." 410. All adjective, a participle,or a verb intlio iiilliiitivo mood, may bo modified in i\\v Hainc njiuine* aH the predicate; aH, " J»ltii in very HiHiliouH to please his teacher." — I h.'urd him talkimj in a loud voice at his desk." — " IIo m-enm to uork industriously." 411. Adverbial i)hrases may have the following forms : — 1. A prepoHitioti and itM obji-ct ; aw, "//«,• caine from Quebec" 2. A verb in tlie iiiUiiitive mood ; aw, " llr in aiuiouH to leam." 3. Idiomatic; as, ''They wnlhcd arm in arm."—"'/'/*/** happened day after day."—" Thin liappcnn as a general rule." I. Verbs to be conjugated.— Con jniLjatG interrogatively, in the pas- sive voice, citooHf, npnij, hiun, in the winguiar. Vwm. Am I chosen ? Art thon repaid ? Is it bm-ned ? Past. Was 1 choson? Wast thou repaid? Was it burned ? PiiiiF. Have I b. ohosen ? Hast thou b. repaid? Has it been burne I. — Verbs to be cr jugated. — Conjugate, in the passive voice in the third person singular, fear negatively, obey interrogatively, and Jiiid interrogatively and negatively. Pbes. He is not feared. Is she obeyed ? IsWt not found ? Past. He was not feared. Was she obeyed ? Was it not found ? Perf. He has n. b. feared. Has she b. obeyed ? Has it not b. found ? Plup. He had n. b. feared. Had she b. obeyed ? Had it not b, found? Fdt. He will n. be feared. Will she be obeyed? Will it n. be found ? FuT. P. He w. n. h. b. feared. Will s. h. b. obeyed ? W . it n. h. b. found ? Pkes. He may n. be feared. Must s. be obeyed ? Can it not be found? Past. He mt. not be feared. Shld. s. be obeyed ? Cld. it n, be found ? Peef. He in. n.h. b. feared. Must s.h.b. obeyed ? C. it n. h. b found ? Plup. He mt.n.h.b. feared. Shld. 8,h.b. obeyed? Cld. itn. h. b. found? Sub. P. If he be not feared Past. If he were not feared. . . *. II. Omissions to be supplied.— Find the verb in the potential present. • The Industrial Arts. The industrial arts are necessary arts. The most degraded savage must practice them, and the most civilized genius cannot dispense with them. Whatever be our gifts of intellect or fortune, we oannot avoid being hungry and thirsty and cold and weary every day, and we must Jiflht for our lives against the hunger and thirst and cold and weari- ness which wage an unceasing war against us. But we can live down the longest day without help from music, or painting, or sculpture, and it is only in certain moods of mind that we demand or can enjoy these noble arts. — G. Wilson. III. Change from the passive voice to the active. — Contempt leaves a deeper scar than anger. — Repetition makes small transgres- sions great. — Cultivation prepares an abundant harvest. — Vicious examples mislead many. — Works of art do not line the rooms of the poor. — Trials refine virtues like gold in the furnace.— Strong proof, not a loud voice, produces conviction. Oral Conian^tion,— Buy, do, negatively and interrogatively in the pas- sive voice with it.— Is it not bought ? is it not done ? Was it not bought ? was it not done? Analroi* and Parsinff.— The mail arrived before he started. --The event happened as I expected.— Cx. decl. sent.;— Subj., mail ;— Pred., arrived;— Fred is mod. by adv. cl., before he started ;— Subj., he :— Fred., started.— Before, oouj. adv.— oi, adv. c- INTERMKDIATR COURSK. 255 Lesson CXX. Literary Selection for Explanation and Study. r, STORM AT SEA. I had often seen paintings of a storm at sea, but here was ihe original. These imitations are oftentimes graphic and faithful, as far as they go, but they are necessarily de- ficient in what paintings cannot supply, and are therefore 5 feeble and ineffective. The weather, especially along the surface of the sea, was so thick and hazy that you could not see more than a mile in any direction, but in that horizon the spectacle was one of majesty and power. Within that circumference 10 there were mountains an*d plains, the alternate rising and sinking of which seemed like action of some volcanic power beneath. You saw immense masses of uplifted waters, emerging from the darkness on one side, and rush- ing and tumbling across the valleys that remained after the 15 passage of their predecessors, until, like them, they rolled away into similar darkness on the other side. These waves were not numerous, nor rapid in their movements ; but in massiveness and elevation they were the legitimate offspring of a true tempest. It was their ele- 30 vation that imparted the beautifully pale and transparent green to the billows, from the summit of which the toppling white foam spilled itself over and came falling down towards you with the dash of a cataract. Not less magnifi- cent than the waves themselves, were the varying dimen- 25 sions of the valleys that remained between them. Both mountain and plain of the infuriated waters were covered with white foam, against which the winds first struck, and which, from high points, was lifted up into spray, but in all other places was hurled along with the in- 30 tense rapidity of its own motion, until the whole prospect on the lee side of the ship seemed one field of drifting snow, dashed along furiously to its dark borders by the howling storm. —Archbishop Hughes (1797-1864). Oral Stalement— tiketch • If ;i 1 •!i imssm 25G 1. Person AGES. Time and Place. 2. Words and Actions. 3. Result* Moral. LESSONS IN ENGLISH. Literary Analysis. Who are the personages that may have wit- nessed the scene described in this piece ? — 'I'he writer and the other passengers on hoard of the ship. When and where did the storm take place ? — There is no definite time stated; the storm took place at sea. 1. What is stated in the first paragraph? — That paintings of storms at sea are- very imperfect, and can scarcely (jive one an idea of the original. 2. How far could the passengers see, and in that space what did they witness?— -37/£? atmosphere rvas so hazy, they could not see more than a wile in any direction, but the siyht they xvitnesaed in that space was one of majesty and power. 3. Give a brief description of the scene? — There were mountains and plains, the alternate rising and sinking oftohich seem- ed like the action of some volcanic power beneath. (The next sentence is a develop- ed repetition of the above.) The chief beauty consisted in the massiveness and elevation of the waves, which imparted to them a beautifully pale and transparent green crowned by toppling white foam which spilled itself over the billows like the dash of a cataract. The varying di- mensions of the valleys added much to the beatity of the scene. What is the result of a storm at sea ? — It fills the passengers ivith fear ; it gives the creiv extra tcork, and often it restilts in the loss of the ship with all on board. What lesson may be drawn from the reflections made on a storm at- sea f — To admire the greatness of God *'lVho commands the sea and the waves ;'^ to apply to Him for protection as did the disciples to Jesus on the Lake of Galilee, saying icith St. Peter: " Lord, save us or we perish." Questions and Suggestions. 1. What is meant by original ? — The stomi if self. 2. Give the meaning of graphic as used here? — Clearly and vividly described. 3. Explain " as far as they go." — As far as it can be expected from imitators. ) /'Iff sjxnrut foam I like ii(f di- io the -Ttftlh crew loss of vividly from INTF-RMKDIATR COtmSR. Questions and Suggestions. 257 4. Explain what is meant by " feeble and ineffective." — Xot fultt and haviufj little t'Jf'ect on thefneJiuf/s. 6. What is meant by hazt/ ? — Foyify, nmty. (Haze contains lesiS oisture than /or/.) 6. V* .. t is the horizon? — Ai^ used hire it menvs (he circle which uounded the j)a.ssenrfer.s' view. (Give other meanings.) 7. What was the extent of the horizon during this storm ? — About a mile in radlns. 8. What word conveys nearly the same meaning as inajesfy ? — Gran- deur. 9. In the ninth line, for what is circumference used 'i—For horizon. 10. Why this change? — 7'o t^ecure harmony. (In what does harmony of style consist "}) 11. What was the diameter of the circle referred to? — Tico milvM {nince the radius teas " a mile in erery direction,'^ 8th 1.), 12. Of what did the mountams and plains consist ? — Of water, (Meta- phor. — Explain.) 13. Give the meaning of alternate. — By turns. 14. What is the antecedent of which (11th 1.) ? — Mountains and plains (10th 1.). 15. From what is volcanic derived ? — From volcano, like a volcano. 16. What is meant by beneath ? — Under the ivalerfi. 17. Explain emerging. — Coming from. 18. Give the meaning ot predecenaor. — What comes before. 19. What is meant by massiveness? — Largeness. (Derive the word, and give the meaning of the suffix. — 212.) 20. Use an equivalent for elevation. — Height. 21. Use an equivalent for " legitimate offspring." — True result. 22. Use an equivalent for *' true tempest." — Real storm. 23. What is a billoio? — A large wave. 24. What ibeautiful comparison is made in the second sentence of the second paragraph? — "77ie toppling tvhite foam with the da^h of a cataract.^^ 25. What is a cataraet? — A great fall of water, a waterfall , a cascade. (Give other meanings.) 26. What continent is most noted for its cataracts ? — America. (Name some of them.) 27.*Point out figures in the 26th line. — " Both mountain and plain of the infuriated waters.^' (Metaphors. — Explain.) 28. What is .s/>ray .^ — Water flying in small particles, as by the force of the wind, the dashing of waves, of a cataract, and the like. (Ex- ample : Ti)e spray at Niagara Falls.) 29. What is mean^ by " the lee side of the ship "? — The side of the ship furthest frotn the point whence the wind blows. 30. Point out a simile in the last sentence. — " White foam.. ..hurled along seemed one field of drifting snow." (Explain.) 31. What is meant by "to its dark borders "? — To the horizon of the passengers. 32. Use an equivalent for hoivUng. — Roaring. {Howling conveys a stronger mearing.) 83. Explain the use of the pluperfect tense in the first sentence. — He had seen paintings of a storm at sen. (331) 34. What is the object of had seen. ^— Paintings. ..iOfcif, 258 LESSONS IN ENGLISH. I I 1 Questions and Suggestions. 35. What is the subject of was ? — Original. 86. Alter the transposition. — The original was here. 37. Point out the adjectives after the semicolon in the second sen- tence. — Deficient {c), feeble (c), ineffective (c). 88. Parse the pronouns in the same clause. — They, pers. j)ro suhj. of are ; what {equivalent to that which— aw59 III. Distinguish between the following homonyms : airy and eyry, beer and bier, bell, and Jtelle, cunh and cciKqim. 1. Aii'y andeyry. — J ?ry means abounding in air. — An e.yry is an eagle's nest. 2. Beer and hier. — Beer is a liquor made from malt. — A bier is a carriage for conveying- the dead. 3. ^e//and belle. — A l^ell is a soundivg vessel of metal. — A belle is a gay young lady. 4. Cask and caaqne. — A cash is a barrel. — A casque is a helmet. m ?wing each Exercise on Homophonous Words. . — 1. Mark. 2. Marten. 3. Mean. 4. Medlar. Marque. Martin. Mien. Meddler. Marshal. Mead. Meat. Metal. Martial. Meed. Mete. Mettle. Where the dash occurs, insert a suitable word taken from the above list. 1. The boy received a bad mark for not knowing how to spell marque, a license. The marshal has a very martial appearance. 2. Marten is a small furry animal ; mart in is a kind of swallow. The Mede received a mead as a meed for valor. 3. Though that man has a dignified mien, yet he is in some things very mean. It is not mete to throw good meat to a dog. 4. A medlar is a tree and its fruit ; a meddler is a busybody. Metal is dug out of the earth. The young soldier has plenty of mettle. V. — Write a composition on your Dutiks towards God. 260 LESSONS IN ENGLISH. h Questions on the Grammatical Text. CXVI. 401. What is the passive voice?— 402. How is a verb conjugated in the pas- sive voice (*—40;J. How is the active voice transformed into the passive?- 404. Give some examples ot a few verbs used passively without the form. rxvii. 405, What is a substantive clause ?— What may a substantive clause be ?— Give exaxnples.— 406. What is an explanatory clause?— 407. How is an ex- planatory clause changed into a substantive clause?— 408. When are phi'ases substantive or explanatory ?— Give examples. CXVIIT. 409. How may the predicate of a sentence be modified?— 410. What other parts of speech may be modified in the same manner as the predicate ?— 411. What forms have adverbial phrases ? rxix. 412. What is an adverbial clause?— 413. What relations do adverbial clauses express ?— How are they distinguished ? -^-^^r^^tiT^s^ i INTKUMKDIATK COiruSK. 2G1 epas- ive?~ .be?- an «x- jhraaes other cate ?— clauses Lesson CXXI. — Foriration of Verbs. 414. Verbs are formed from nouns, adjectives, and other verbs. 415. Fi'om nouns and adjectives : — 1. Without chanpe ; an, smoke, to smoke; warm, to lonrm. 2. Hy giving a flat sound to Homo loiters, without altering the spelling of the word ; as, mouth, mouth ; clone, close. 3. By changing a sharp consonant to a corresponding flat one ; as, grass, to graze; half, in halve. I. By changing tlio position of the accent; as, ob|/erf, to o&ject'; fre'que)it, tajrequent. .'). By adding a suflix ; as, sum, S'i(pnfy ; sveet, sweeten. 0. In a fow instances, by adding a pivilx; as, lUm, hedini; power, overpoiver. Find the verb corresponding? to the given word. I. Derivation.— Fir 1. Brass, Braze. Thief, Thieve. Prophecy , Projihesy. Convert, Convert'. Kise, HlBe. Relief, Believe. Project, Project'. Practice, Practise. 2. Rebel, BebeV. J'lxcuse, E.Tcuse. Belief, Believe. Perfume, Perfume'. Glass, Glaze. Device, Devine. Strife, Strive. Grease, Grease. 3. Grief, Grieve. Advice, Advise. Proof, Prove. Attribute,/! ttrih'ute. Conflict, Conflict'. Smooth, Smooth. Price, Prize. Reproof, Beprove. II. Omissions to be supplied. — Insert the verb in the past tense. — Orally : Point out the objects and the adverbial phrases. Thr Saxons. 1. Three neighborinj? races invaded the island of Britain. They found it occupied by a kindred race known as the Kelt. After a long and fierce struggle, they e.^ftdbli.^lied themselves upon the island; drove the greatest part of the natives to the west, where they became known to them as Welsh or aliens; subjvjjated others, and finally imposed upon all their laws and government. In their continental homestead they were known as Jutes, Saxons, and Angles or English ; in their new insular home they called themselves Englishmen, and their lan- guage English. 2. The English inhabited that part of Europe now known as the Schleswig-Holstein provinces and the Netherlands, This was their second homestead. Many centuries previously they lived in their cradle-land in Asia. They bear kinship with the Persian and the Hindu ; but their difference of occupation, the nature of their soil, and the influence of climate, so changed their natures and gave such direction to their thoughts, that it wei'e difiicult to imagine them ori- ginally one i)eople with the Hindu, did they not retain evidence of the relationship in their language. — Tiuo. Azarias (1847- ). III. Change the verb to the past tense.— I went with pleasure to ask my mother's advice. — The coward disappeared at the first danger. — I had no idea but that the story was true. — He had no intimation but that the men were honest. — Thou knewst the value of time, yet thou didst not profit by it. — Caesar, as well as Cicero, icas admired for his eloquence. Oral V'Ov^u^nxion.— Know, throw, in the 2nd person singular.— Thou knowst ; thou tlirowst. Thou knewst ; thou threwst. Thou hast known ; thou hast thrown AnalyniM and Parsing. — Loose conversation operates on the soul as poison does on the body.— Our youth flies from u? as incense does when placed in the fire. — Cx.decl. sent.— Sub., co?iverS'ft(0»;— Pr"'., operates ;—Sub,i. is mod. by a. adt., foose ;—Pred. by adv. adt., on the s^oul, and adv. cl., as poison does {operate) on the body;— As, cotij. 2C2 LRSSONS IM r.NCT.IStr. .\ 1. Use, Abuse. 3. Mix, Appear, Disappear, Tangle, Plant, Implant. Form, Pass, Surpass. Shoot, Call, Miscall. Tell. 2. Leap, Overleap. 4. Enter, Dispose, Predispose. Flame, View, Iteview. Set, Rise, Uprise. Swear, Cover, Discover. Sprinkl 5. Seek, Forsake. Draw, Withdraiv. Respond, Correspond. Weave, Inter weave , Twist, Untwist. G. Print, Imprint. Engage, Preenpape. Cast, Outcast. Lock, Unlock. Throw, Overthrow, Lesson CXXII. — Formation of Verbs. 416. Verbs are derived from other verbs : — 1. By changing some letters, forming transitive from Intransitive verbs; H,B, fall, fell; ait, set. 2. By uddin^^ a proflx; as, do, unr2o; divide, subdivide. 3. By adding a suttix; as, yaine, f/amble ; pat, patter. I. Derivation. — Form another verb by means of a prefix. Intermi.r. Kntamjle. Perform. Overshoot, Foretell. Reenter. Injlamc. Upset. Forswear. , Besprinkle. I I. Omissions to be supplied. — Insert the present indicative. The Tide-Wave in the Bay of Fundy. 1. The tide- wave that sweeps to the north-east, along the Atlantic coast of the United States, entering the t'unnel-like mouth of the Bay of Fundy, becomes compressed and elevated as the sides of the bay gradually approach each other. In the narrower parts, the water I'ttns at the rate of six or seven miles an hour, and the vertical rise of the tide amounts to sixty feet or more I At some points tliese tides, to an unaccustomed spectator, have rather the aspect of some convulsion of nacxire than of an ordinary daily occurrence. At low tide, wide flats of brown mud are seen to extend for miles, as if the sea had altogether retired from its bed ; and the distant channel appears as a mere strip of muddy water. 2. At the commencement of flood, a slight ripple is seen to break over the edge of the flats. It nishes swiftly forward, and, covering the lower flats almost instantaneously, gains rapidly on the higher swells of mud, which appear as if they were being dissolved in the turbid waters. The mud flats are soon covered ; and then, as the stranger sees the water gaining with noiseless and steady rapidity on the steep sides of banks and cliffs, a sense of insecurity creeps over him, as if no limit could be set to the advancing deluge. In a little time, however, he sees that the fiat, " Hitherto shalt thou come, but no further," has been issued to the great bay tide : its retreat com^ m£nces, and the waters rush back as rapidly as they entered. —J. W. Dawson (1820- ). III. Change the perfect to the present tense. — The miser has amassed. . . .Tlie miser amasses gold as if he were always to live. He deprives himself of all amusement ; he shuts his heart against all senti- ments of compassion ; ho blushes not in the face of ridicule ; he shrinks from no injustice. But suddenly, death strikes him. He cairies but a winding-sheet to the grave, and his unjust wealth is squandered in a few days by his prodigal heirs. Oral Coiyugation. — Strive, swear, second pf»r°<".. singular, solemn style. — Thou strivest; thou swearest. Thou strovef.t; tliou sworest. Thou hast striven ; thou hast sworn^.... Analyaiiii and PaminiK.— I saw that he was tired.— I knew that the book was found.— Cx. decl. sent.;— Subj., I;— Pred., saw;— Obj., the subs, cl., that he was tired (Subj., he;— Pred., was tired).— That, conj. )• ?r has . He senti- hrinks es but ?red in ityle.— hast ebook hat he r, INrKRMKDIATi: COURf^K. •2G3 Lesson CXXIIL— Formation of Verbs— Suffixes. 417, The HuflixeH which denote to make, to render, to give, are:— rn. Darktn, to inuke dark. nlr. DomeHticatc, to ronrler domebtio, fy% Ify* Simplify, to roiuler simple, ImIi. Publish, to m\iV.o public. He, Unite, to make one. r. Breathe, to make or draw breath. me, Oleanse, to make clean. Ic Crumble, to rodiico to crumbs. inct I'MC, Solemnize, to keep or ruiicler solemn. The Buillxos e»J, fy, ish, ite, se, are ii»ually added to ndjeetivos; ise, ise, to uouns or adjectives ; ate, e, le, to uouuu. 418. The suflix /ze, ia preferred in forminj* En^;litth derivatives ; hh, U'iiaUze, ayufho'fze, crystallize : ise is, with very tew exceptions, found only in insepariible roots ; as, surprise, compromise, recise. I. Derivation. — Form the verbs 1. Scribe, Scribble, 2. Bath, , Liquid, lAquefy. Captive, Origin, Oriyinate. Throat, Cloth, Clothe. Ample, Peace, Pacify. Fertile, Colony, Colonize. Fabric, Brand, Brandish. Critic, Grain, Granulate. Glad, from the noun or the adjective. Bathe. 3. Length, Lenythen. Captivate. Author, Authorize. Throttle. Knee, Kneel. Amplify. Terminus, Terminate. Fertilize. Nest, Nestle. Fabricate. Strength, Strenythen. Criticize. Electric, Electrify. Gladden. Vacant, Vacate. II. Sentences to be completed. — Supply the verb in the imperative. 1. Judye not according to appearances : you would often be deceived. Let us send light and joy, if we can, to every one around us. Acquire the habit of doing everything well. Do not insult a poor man : his misery entitles him to pity. Cherish in your soul a noble enthusiasm for duty. Study nature, whose laws and phenomena are deeply interesting. 2. Harbor no malice in thy heart : it will be a viper in thy bosom. Never flatter a person : leave that to such as mean to betray him. Be yoverned more by a regard to duty than by a prospect of gain. By forgetting injuries, show yourself superior to revenge. Call off the thoughts when running on disagreeable objects. Never put off till to-morrow what you can do to-duy. III. Cliange to the imperative plural. — My friend is discreet.... My friend, be discreet in your words ; never make known a secret that has been confided to you, nor say a word that could offend those to whom you speak. Refrain from making the faults you see committed the subject ofyour conversations; and thus avoid, the very risk of calumny. Be cautious in the choice of your company ; seek the society of those only who walk in the footsteps of virtue. In a word, strive to be always modest, meek, and charitable in your dealings with all. Thus you will acquire ohe esteem and affection of all who witness your conduct. Oral f'on|ua(ntiou. — Shake, tear, in the third person singulai', with she. — She shakes ; she tears. Bhe shook ; she tore. She has shaken ■ she has torn... Anal>'«ii8 and Parsin;;. — It requires a steady hand to carry a full cup even.— It needs a divine man to exhibit anything divine.— Sp. decl. sent. ;— Subj., ii;— Pred., requires ;—Ohi.,hand.—iiuhj. is mod. by exp. ph., to caD'y a full cup even. — Principal word, carry, which is mod. by obj., cup, and by adv. adt., eveti.—Ohj. is mod. by a. adts., a and steady. )- «■' '1- ■■ 2G4 LESSONS IN LNGLISH. Lesson CXXIV. — Formation of Verbs- Suffixes. 419. The 8ul'fixc8 which dcuoto tho rruqiicnt repetition or tho in- tenHiilcation of tho action aro : - Us ••!. Wdde, ivndillc ; nhnvt\ w/ionel, shufflt. •r, k« ch» liOUii, liiiifer; tell, talk ; alirk. Hti'lch, TliGHo HufllxttH oftnu denote diminutiun, or an action dono ))y Uttlo startH; 9»,fty ov flit, flutter or flitter. I. Derivation.— rind the verb donotiufi repetition or i ntcimilicat l.VVako, Watch. 3. Wend Wander. 6. Wink, Twinkle. Btray, Strangle. Cling, Clutch. Climb. Clamber. Hear, Hark. Set, Settle. Prate, Prattle. Beat, Baiter, Chat, Chatter. Poke, Pucker. Drop, Dribble. Wave, Waver. Whine, Wliimper. Game, Gamble. Fret, Fritter. Twit, Twitter. 2. Beam, Ramble. 4. Crack, Crackle. C. Strive, Struggle. Wrest, Wrestle. Wring, Wrench. Whot, Whittle. Snuflf, Sniffle. Spit, Sputter. Grab, Grapple. Stride, Straddle.. Draw, Drawl. Nick, Notch. Gleam, Glimmer. Seek, Search. Mould, Moulder. Crimp, Cmmple. Hang, Hanker. Ting, Tinkle. II. Sentences to be completed. — Supply the v^;rb in the passive voice, required to complete tho Bcn«e. 1. We are often blinded by our own self-love. The Indians have been driven from the borders of the Atlantic to the far west by tho steady advance of civilization. The precepts of the Gospel are admired even by the unbelieving. Benefits should he long and gratefully remembered. The first expedition of Cohinibua iccls fitted out by John of Anjou. A great soul is known by its strong and tender sympathies. 2. The treasures of wisdom are not to be seized with a violent hand, but to be earned by persevering labor. In times of trouble many alarming rumors are circulated. Columbus icas sent to the university of Padua, where ho acquired the knowledge that wan then tauqht. Virtue ii generally praised, and it would be practised also, if men were wise. Pride is increased by ignorance : those assume the most who know the least, III. Place the verb derived beside the noun or the adjective.— Life, live ; class, classify ; weak, iveaken ; disbelief, disbelieve ; cate- chism, catechise ; cheap, cheapen ; glory, glorify ; office, officiate; false, falsify \ cvk\t,calve\ von^, ruffle, regular, rennlate; baptism, baptize ; type, typify; crystal, crystallize: sooth, snotltc, culture, cultivate \ sheath, sheathe; extinct, extinguish; system, sy-^tematizc; mystery, mystify; shelf, shelve; replete, repleiii.'lize\ irate; >^8tery, uxury, )ecJal, leath, e. bid; I that it ent is, ed.,is; iers;— most INTF'.kMKIH \IK COrKSK. 265 Tjsson CXXV. Literary Selection for Explanation and Study. J SAW FIIOM Till': DKACII. I saw from the beach, when the morning was shining, A hark o'er the waters move gloriously on ; I nniii oltrn linn pli'dMint pninjiiits ; hut hrjori' iniddhi or old inje hin fortune in often wrt'chd, ' What ia the Jiionil the port reachcH in the lliirrl Htan/a ? ■ S'nt ti> li>ol: to old aifi' fci hap pinfsH ; hut to prnfit hif our youth, 'Ihfie are. ntronrf renxoiis in favor of thin, as maty never reach old atjc. Questions and Suggestions. 1. From what doea this pieco takn itn name? From th jirM half o/ thr first due, nthiiit/nri/ common in xhoi't pocnifi, .soiiij.i, (vud hymns. 2. What itftho hmrhif - Th*: shon of the sen, or of a hike. 8. Point out a lif^iiro in tho thnt xorao! —Th, morning^ wan danni- inyy (Metaplior. — Explain.) 4. For what is o'er nned ? -For over. (Syncope— ICxphiin.) 5. Alter the invevHion in tho bccond vurno. -.1 htirk more jloriousfy ore.r the. leateri*. 6. What did he iind in the evcninj.^? - //r /'mnnf the. hnrk (here, hat ii'ithont waters to snif on : the, tide hnd i/oni out. 7. What commences on the 5th lino? — The eom/xiriiion of life to the bark. 8. For what in promise, used ("jlIi 1.)? — Prospeet. (Metaphor. — Ex- phiin.) 0. What is the spring-tide "/'///J' .■'- -Youth. (Metaphor. — Explain.) 10. Use equivalents for kiioien. — Ex/nrieneaf, passtd, spent. 11. What is meant by "each wavo" (7th \.)?- Kneh surees.-<. 12. Explain what is meant by " that we danced on at morninf? "? — That we rejoiced orer in youth. (Metaphor.) 13. What is the meaning cf ehiM as used liore? — F/ccs. (Metaphor. — Give the literal meaning.) 14. What ia meant by ere (8th 1.) ? — The erenimj of life— old aye- (Metaphor.) 15. Explain what is meant by "the bleak shore alone." -.16a«(/o«6'^/ aud/orlorii. 16. For what is ne'er used ? — For never. (Syncope. Explain ) 17. Giv^ synonyms of «e»;«e/,y (9th \.).—Cahnhj, quietly. 18. Whai is the meaninj? of adoriiiny as used in the 9th line ? — Hon- orii g, praising. (Give other meanings.) 19. ExproK.n " the close of our days " in one word. — Death. 20. Expr^^s " +ihe "aim e^e of our night " differently. — Quiet old age,. (Meuiphor ) 21. VJhixt is moint by niiihl (10th \.).— Death. (Metaphor.) 22. What figu'e comneiices on the 11th line? — Apostrophe. (Ex- plain.) r. IN IKR.M 1,1)1 All: COURSE. Questions and Suggestions. 267 2H. ExnroHH in plain lanj^uayo " thu wild frcslinoRH of morninj;" — Vhcjoys of yonfh. (Melaphor.) 21. What IM meant by ehnul-* (lant line)? --'A* Jnlnn hiihhii tn youfh. (Metaplu;/- ) 2'k What is meant by hu/M aw used horo?- Thr Kofroir.H of' yonlh uhich nre Inokrd upon on frlfln in o'tt luje, (iNrotai)h<)r.) '2fi. What tt^'ire i« ' 'vj/mj/'.'* ;' Mrtftfihoi. (J'lxi)lain.) 27. What d(»ns //7/t^ (lant Uno) mean? — The. kno»rU)life and exptrience of old dij' (Meta[»iiur,) 28. What figure is carried out tliiough thiu picco?— ... (Explain.) 20. Parse trm fihining (lirBt hno),--Irrc^. tr. v , proj;. f., ind. m., past t., 8rd p., s. n., having for nubj. tnon'ihin. .'iO. What is the Hubjo»ht bo UHod for >n//> "x, c. n., Hid. p , h. n., n, ^., poaa. c. 83. Parse (i) mcA, (2) »v, (^)»m (7th 1). — (1) AV/rA, pro. a., and re- lates to?mre / (2) uw, pors. i)ro., Ist porw., pi. n,, m. g., subj. of danced ; (3) iw, perH. p., Iwt pers., pi. n., ni. g., obj. c., gov. by prep. from. 84. Point out, in the third stanza, verbs in the imperative mood. — 7'e//, (jive, tjive, 35. Parse the adjective in the last line. — liesf, c. a., comp. irreg. (good, better, best), and relates to /iij/i/. 36. Analyze and parse : Gire mc hack fhi iritd frcshnexH of morning. — 6p. imp. sent. ; — subj., thou, (understood); — pred., (five; — obj., freshneHH; — pred. mod. by sp. adv. ph.,/>acl- [to] me; — obj. lim. by /Ae and mod. by a. adt., WW and a. lih., of morniwj ; — me, pers. pro., Ist. p., s. n., m. g., obj. c. gov. by to understood — give [to] me.) Exercise. — Paraphrase / Saw from the Beach. • Phraseology and Composition. I. — Distinguish between necr and .ncrc, cesoion and sesmn, ceder and cedar. 1. Seer, sere. — A seer is one who sees; one who foresees; a prophet. — Sere means dry ; withered. ^. Cession, session. — Cession is the act of yielding. — Session is the act of sitting : sitting of a court, &c. . 8. Ceder, cedar. — A cedcr is a person who yields. — A cedar is an evergreen ti*ee. 268 LESSONS IN ENGLISH. Phraseology and Composition. II. — Chan{*e the followinj^ figurative expressions to plain language, and name the figure contained in each. 1. Roses without thorns are the growth of Paradise alone. Metaphor. — Plexwure unmixed ivith pain is to be found only in Jftaven. 2. He drank the fatal cup. Metonymy. — He drank the poifton. . 3. He was an old man of eighty winters. Synecdoche. — He was an old man of eighty years. 4. The sunset of his life was unclouded. Metaphor. — Hits old aye ivas loithout troubles. III. — Express the meaning of the following sentence in five ways. Life is sJiort. 1. Our days on this earth are but few. 2. Our journey through life is quickly finished. 3. Death knocks at our door when we have scarcely commenced to live. 4. Our earthly existence is as the grass of the field. 5. From the cradle to the grave is a very short distance. Exercise on Homophonous Words. IV.- -1, Meeting. 2. Mighty. 3. Missed. 4. Missel. Meting. Mity. Mist. Missal. Might. Millenary. Medal. Moan. Mite. Millinery. Meddle. Mown. Where the dash occurs, insert a suitable word taken from the above list. 1. The meting of the land will take place shortly after the meeting. That miflht makes right is not a Christian maxim. Do not sneer at the widow's mite. 2. Wellington was a mighty general. Mity means full of mites. Have you seen the millinery department in Petley's ? ^lilUnari- means gonsistiu^ of a thousand, INTERMEDIATE COURSE, 269 Exercise on Homophonous Words. 3. The mist was so thick that I missed my way. I do not care to meddle in the dispute about the medol. 4. A missel flew into the church and perched upon the missal, 1 heard Ihe moan of a man from among the hay that was newly moiori. f : V. — "Write a composition on One To-Day is Worth two To-Morbowb. Questions on the Grammatical Text. C'XXI. 414. From what parts of speech are verbs formed? — 115. How are verbs formed from nouus and adjectives ? — Give examples. C'XXII. 416. How am verbs derived from other verbs?— Examples. CXXIII. 417. What suffixes denote, to make, to render, to give .^— To what are those Bufllxes added ?— 418. When is ise suffixed to a word ?— In what class of words is the suffix iae found? €XXIV. 419. What suffixes douoto the frequent repetition of em action ?— Give ex- amples. -^^5:^i5^^^t$<^ site 270 LESSONS IN ENGLISH. il 1. Circular, Fruit, Languid, Crumb, Spoil, Famine, Tyrant, Circulate, Fructify. Languish. Crumhle. Spoliate.. Famish. Tyrannize. . Blacken, Publish, Fondle, Nullify, Black. Public. Fond. Null. Anglicize, Enylinh. Putrefy, Putrid. Obviate, Obvious, Chapter VII. — Lesson CXXVI. — Participles. 420. A Participle is a word derived from a verb, i>articipat- ing the properties of a verb, and of an adjective or a noun ; as, ".4 vian esteemed and respected />*/ all." — ^' Chihlren fond of reading histonj.''^ 421. All participles partake of the properties of tlie verb in as much as they express action or being, and mark time. Some partake of the properties of the adjective, by being Joined to nouns to expi'ess some quality or state of the person or thing: as, " ^ soWicr defending hia couiitrjf" — "A speech made in public."— " A youwj man having finished his education." Others participate the properties of the noun, in being governed by prepositions ; as, "He paid the vioney before leaving the city."—'' He left the city after having paid the money." Participating the properties of the verb, particii)les may govern the objective ease, and be modified in the same manner as verbs. 422. There are three kinds of participles ; the imperfect, the perfect, and the preperfect. I. Derivation. — In No. 1, find the verb derived ; in No. 2, the noun from which it is derived ; in No. 3, the adjective. — Orally, ask the opposite. 2. Exemplify, Example. Memorize, Memory. Speckle, Speck. Frighten, Friyht. Stimulate, Stimulus. Sparkle, Spark. Foliate, Folio. II. Omissions to be supplied. —Find the participle required. An Evening at Sea. 1. The solar orb, about to sink beneath the waves, was seen through the rigging in the midst of boundless space ; and, from the motion of the stern, it appeared as if it changed its horizon every moment. A few clouds wandered confusedly in the east, where the moon was slowly risiny. The rest of the sky was serene; and towards the north, a water-spout, forming a glorious triangle with the luminaries of day and night, and ylisteniny with all the colors of the prism, rose from the sea, like a column of crystal sxipportiny the vault of heaven. 2. He had been well deserving of pity who would not have recognized in this prospect the beauty of God. When my companions, doffing their tarpaulin hats, entoned with hoarse voices their simple hymn to Our Lady of Good Help, the patroness of the seas, and tears flowed from my eyes in spite of myself. How affecting was the prayer of those men, who, from a frail plank in the midst of the ocean, contem- plated the sun setting behind the waves 1 — Chateauiuuand (1708-1848). III. Replace the present tense by the past. — Paticncestrengthens Patience strengthened us in tuith, aided us in our works of charity, consoled us in our sufferings, and su.- lesson studied with care." The perfect participles of irregular verbs may be found in the list, pp. 208-212, 427. The perfect participle is distinguished from the preterit of the same form by finding which auxiliary form, did or being, will express the sense; as, '• T//e child loved Jtis parents," that is, " The child did love his parents," loved is a preterit. " But in, " A child loved by his parents," loved is a participle, being equivalent to being loved. I. Perfect Participle. — Supply the perfect participle required. 1. A wound healed. 2. A room garnished. 3. Cattle slain. A twig broken. A lance thrown. A bargain settled. A citadel captured. A h&tt\e fought. II. Omissions to be supplied. — Insert the participle required. An Evknino at Sea. How the appeal of the poor sailor to the Mother of Sorrows went to the heart 1 The consciousness of our insignificance in the presence of the Infinite ; our hymns resounding to a distance over the silent waves; the night approaching with its dangers; our vessel, itself a wonder among so many wonders ; a religious crew, penetrated with admiration and awe; a venerable priest in prayer; the Almighty bending over the abyss, with one hand staying the sun in the west, with the other raising the moon in the east, and lending, through all im- mensity, an attentive ear to the feeble voice of His creatures — all this constituted a scene which no power of art can represent, and which it is scarcely possible for the heart of man to feel. — Chatkaubriand. III. Change the clause in Italics into a phrase the chief word of which is a participle. — -4 word that ?.s- . . . . A word spoken in anger is always regretted. — Adhere steadfastly to a plan of life founded on re- ligion. — Before denying a favor, consider the request. — Napoleon, cradled in the camp, was the darling of his army. — Pictures representing flowers smell only of paint. — We must give some proof of gratitude for every act of kindness shown us. — By deferring repentance for a fault, we increase our guilt. Oral Vonjugatlon.—Beseech. bleed, in the second person plural.— You beseech ; you bleed. You besought ; you bled. You have besought Aualj'sis antl ParMins.— A word spoken in anger is always regretted.— A day speni In idleness is a day lost.— Sp. decl. sent.- Subj., word;— Pred., is re- gretted.—Sxi.h}. is mod. by a. ph., .spoA'eu in a»^er (called also a participial phrase) principal word, spoken, which is mod. by adv. ph., in anger.— Prwi. i» mod. by adv. adt., always.— Spoken, perf. part., and relates to word. A hand sicollen. A debt paid. ' A knife sharpened. A favor sought. A message sent. Time lost. Milk curdled. Paper pressed. Sails hoisted. Trees uprooted. f I 1 272 LnSSONS IN ENGLISH. I !' ill Pi Lesson CXXVIIL— Preperfect Participle. 428. The Preperfect Participle implies a previous completion of the action or being; as, ^^The 2iuj)ih having; studied their lennons, ffo to plaif.^^ — " The pupils having^ studied their lessom, went toplai/.^^ — •' The pupils having^ studied their lennom, will go to ploy.'^ In the simple verb, it is formed by placing having before the perfect participle ; as, hacinif written. 429. The preperfect participle of a verb in the progressive form, adds the imperfect participle to the auxiliaries having been; as, " Having been vralkingf all day, I felt tired." 430. Tlie preperfect participle of a verb in the passive voice, pre- fixes having been to the perfect participle; as, " The work having; been completed, the laborers were disminsed." I. Participles. — Give the participlesof the verb in the form indicated. Come (Simple) Hear (Passive^ Break (Simple) Move (Progress.) Invade (Passive) Fly (Progress.) Choose (Simple) Read (Progress.) Reduce (Passive) Coming, Being heard, Breaking, Being moving. Being invaded. Being flying. Choosing, Being reading, Being reduced. Come, Having come. Heard, Having been heard. Broken, Having broken. Having been 7noving. Invaded, Having been invaded. Having been flying. Chosen, Having chosen. Having been reading. lieduced, Having been reduced. II. Sentences to be completed.— Supply the preperfect participle required. Napoleon having been banished to the island of St. Helena, peace was restored to Europe, in 1815. The Gauls under Brennus having burnt Rome, besieged the Capitol. William II. having been assassinated in the New Forest, his brother, Henry I., ascended the throne of England. Peace of mind having been secured by our cooperation with grace, we smile at the misfortunes that afflict us. Columbus having discovered the New World, had the right to give it his name. The soldiers of Harold having been marching during several days, were not in a fit state to meet the Normans at Hastings. The English having founded the City of Halifax in 1749, made it the basis of their operations for the conquest of Canada. Quebec having capitulated after the battle of the Plains of Abra- ham, the conquesTi of Canada by England was certain. III. Change to the passive voice. — The reading of bad books Many young men have been ruined by the reading of bad books. They were at first seduced by the brilliant appearances of a work ; they were enticed to go farther by the charms of the first pages ; till finally their imagination was wholly engrossed by the unravelment of the im- moral story. When they wei'e warned by remorse, the voice of their conscience was stifled. — The heart may be softened by fiction without being improved. Oral Coiuiitfatlon.— Peel, ?\37jo?— Motives of self-'nferest, or motires not strictly loyal, selfish motives. 17. What is meant by aversion ? — Dislike, hatred. 18. What is benevolence ? — Lore of mankind, accompanied with a desire to promote their happiness. 19. Use an equivalent for kindred. — Relatives. 20. What is meant by maturity here ? — Bipe age attained on reaching manhood or womanhood. (Give other meanings.) 21. What is meant by (r) race (24th 1.), (2) society (25th 1.) ?~(i) Peo- ple of the same country, (2) associates. (Here it seems to mean 2)eople of the same faith.) 22. What is referred to in the sentence commencing on the 25th line : *' As such, England of the past. ..." ? — England when she was a Catholic nation. (The history of Catholic England has charms for the Catholic heart.) 23. What is referred to at the beginning of the next sentence ? — Eng- land separated from the Catholic Church. 24. What is the meaning of isolation (28th 1.) ? — In a detached situ- ation ; here, detached from the Catholic Church. 25. What is meant by "spiritual sins"? — Sins of the mind. (Here it means, not beUevieg in all the doctrines of the Catholic Church.) 26. What are the social disorders referred to (29th 1.) ? — Disagree- ments first with Catholics, and the consequent persecutions ; then the disagreement of Protestants among themselves, and muny other social disorders. (Give examples from English History.) \ 37 iNTKnMr.niATR cotinsn. Questions and Suggestions. 577 27. What is " the highest and deepest affection of the natural order "? — Love for our J'ricnilx, vofirifhsfaiidiiKj their sins. (Examples : The love of the father of the prodigal son ; the love of St. Monica for her husband and for her son, St. Augusl iim ; the the love of Jesus for the sinner : "I came m o call tlu; just, but sinners to repentance.") 28. Point out verba in the infinitive mood in the Cth and 7th lines, — Pimj'y, derate 29. Make a list of the adverbs in the second sentence. — Too, not, only. 30. What is the subject of can he, turned (8bh 1,)? — Which. 31. Point out the adjectives in the third stntence. — All (pro.), rejer- rinff to the HounH in the J ore jturt of the sentence as Jar us of, supernatural (c.). 32. Point out the prepositions in the ne.\t sentence. — With, of, hy. 33. Point out the conjunctions in the lirst sentence of the second paragraph. — And {co^.), hut {(ii^.), or (cop). 34. Parse enoue/h (15th 1.). — Pro. a., and relates to faults. 35. Parse the pronouns in the fourth sentence of the second para- graph (commencing on 15th 1.). — My, jteTM. pro., 1st perx., s. v., »n. f/., pofis. c. ; itself, /^er.s-. jt^o., 3rd 2>ers., s.n., n. jh'ner, ojhnest; soon, sooner^ souneit; earli/, earlier, earliest 440. Most adverbs of wanner admit the comparative adverbs mom and most, lens and leant before them ; as, ulseh/, more wiHeh/, most UMely ; culpably, less culpably, least vulpahly. 441. The following adverbs are irregularly compared : — Well, better, best ; hatUy or ill, worse, worst ; little, less, least ; much, wore, vwst ; far, farther, farthest ; J'urth, further, J'urthest. 442. Adverbs may be modified : — 1. By another adverb ; as, very truly. 2. Bometimes by a phrase or a clause ; us, " lie came confonmbly to his promise."—'* He ruuafatiter than you can." Ill,— Formation of Adverbs, 443. Adverbs are formed : — 1. By compounding two or more words; &&, sometimes, hereto/ore ^ to-day, now-and-then, hy-and-hy. 2. By the prefix a added to a noun, an adjective, or a verb ; as, afresh, away, ago, astray, aloft, abroad. 8. By the suffixes ly, ward, wards, wise or icayif, to express manner, direction, way ; thus, Fiercely, in a, fierce manner. Downwards, in tlie direction down. CroaavAnc, in the direction acrotis. Sideways, in a niae manner. The suffix lu is always added to adjootiveB ; the others are soinetiuius added 444. Adjectives ending in le preceded by a consonant, re- ject these letters before suffixing ly ; as, able, ably ; simjde^ »imp//. Chapter IX.— PREPOSITIONS. 445. A Preposition is a word used to express some rela- tion of different things or thoughts to each other, and is generally placed before a noun or a pronoun ; as, " Joshua yovemed after Moses, and introduced the Jewish peoj^le into the Promised Land." The word after shows the relation of time between Moses and ffoverned ; into shows the relation of place between land and introduced. 4.39. Do adverbs admit of comparison ?— Give examples.— 440. How are most adverbs of manner compared ?— 441. What adverbs are irregularly compared? —Compare well ill —442. How may adverbs be modified V—44U. How are adverbs formed? — Give examples of adverbs compounded of adverbs de- rived by means of a prefix.. ...-by means of a suffix.- 444. How do adjectives ending in le add ly ?— 445.— What is a Preposition ? ^it 282 LESSONS IN ENGLISH. ,1 i; 446. The terms between which the preposition shows relation, are called the antecedent and the subsequent term, The antecedent term of the relation may be a noun, an adjective, a pro- noun, a verb, a participle, or an adverb ; as, "Th.;— seldom, edv. of time, and relates to the v, are. 11'. i . INTERMEDIATE COURSE. 287 rom the ze. lie. lerwme. filly. itahh/. stward. atly, 'cly. tally. lencards. imbly. osswitfe. irably. deivays. cted. pider. iure. t of view. s take uo ^ others. palace, errors of B remedy. BIB well as rrest the •rays bear ~ apphca- wicked I choice of leir com- |iligence), ttest the Ration, to the first I withdrew Iven }o seldom read too hiitdful. — ad., are :— a. ph., of Lesson CXXXII. — Adverbs and Prepositions. Oral Exercise.— Find a synonymous Promptly, Speedily, Slowly. Merrily, Joyfully. Sadly. Bravely, Courageously, Cowardly. Diligently, Carefully, Negliyentiy. adverb and a contrary adverb. Artfully, Cunningly, Awkwardly. Gently, Tamely, Boughly. Dimly, Obscurely, Brightly. Surely, Certainly, Perhaps. I. Adverbs. — Change the adverb word manner, or to a noun preceded 1. Strangely, in a strange manner. Effectively Loosely Loyally Definitely Bravely Abusively Austerely Fertilely effective loose loyal definite brave abusive austere fertile It it iio an adjective followed by the by the preposition with. 2. Passionately, with passion. Ironically irony. Justly justice. Carefully care. Heroically heroism. Speedily speed. Serenely serenity. Briefly brevity. Actively activity. IL Prepositions.— Supply the preposition. 1. Do unto others as you would have them do unto you. Sense shines with the greatest luster, when it is set in humanity. Against great force of reasoning, it is vain to contend. By playing with a fool at home, he'll play with you abroad. All virtues are /m agreement ; all vices, rtedly. 'Quickly. StrotKjIy. Elegantly. Sourly. Properly. the sense. le natural, ti old age. ^former. in autumn. t. e heart. lisregarded. hesitation more than that, if we Ey no other. thy neigh - ;e thy heart -Thaw the -Be not too ^iceri-e from lie counsels iples given what you trith the pro- Lerflowed its loutttown 1 pearls lie at -Comp. decl. iv. ph., upon ly adv. ph., at jod.bya. ph. INTKnMF.niATK COURSK. Lesson CXXXIV. — Interjections. Oral ExercUe.— Find two synonyms of the verb. 289 DiKagree, Calculate, Appoint, Heparate, Differ, Compute, Order, Divide, Dissent. Jtcrkon, Prescribe, Disunite. Pause, Stray, Detest, Porish, Hesitate, Zander, Abhor, Decay, Demur. Rove. Loathe. Die, I. Contrary. — Change each term of the expression to its contrary. 1. Reward the diligent. 2. Ascend slowly. 3. Deny with regret. Punish the neyligent. Bhun the wicked. Be xoith the good. Buy by wholesale. Sell in retail. Praise devotion. Blame selfishness. Grant with pleasure. Show his learning. Hide his ignorawe. Live in weclth. Die in poverty. Descend rapidly. Love virtue. Detest vice. Shelter the innocent. Expose the guilty. Boast of the present. Charge bravely. Sneer at the past. Flee cowardly. Work during summer. Arrive with pleasure. Pardon always. Repose during winter. Depart xoith.regret. Never revenge. Bleep during the night. Assemble their allies. Despise meaness. Watch during the day. Disperse their enemies. Cherish generosity. IL Interjections. — Find the interjection. 1. What ! insult your friend who lent you money, for asking you for it I Alas ! the happy days of our youth fly too quickly. The heavens and the earth, O Lord I proclaim Thy boundless power. Oh ! no'.! ing is further from my thoughts than to deceive you. Courage ! we must suffer ; but Heaven is the goal 1 Bah ! that's the third umbrella gone since Christmas. Ah ! whither now have fled the bright prospects of our youth ? 2. Up t let us to the fields away. Oh, hark ! What mean those yells and cries ? Heavens ! are we men to suffer virtue to be oppressed ? Ah I why will kings forget that they are men ? What ! will you sell honor to purchase remorse ? When, O my countrymen ! will you begin to exert your vigor ? Alas, that miseries are so common among mankind I in. Chang^e the italicized nouns into the plural and make the agreement accordingly. — Knights were incased in steel armor which protected them from the weapont of the enemy. — Tides are due to the action of the sun and th moon. — How happy are exiles when they return to their native land 1 They are welcomed again beneath the roof under which they passed their happiest days. They meet the relatives and friends from whom they were torn by a cruel separation ; and they can kneel once more before the altar at which they had the supreme happiness of receiving their Maker for the first time. — We can respect in abasement the men who respected themselves in pros- perity, — The faults that we despise in others, are often more firmly rooted in ourselves. — What are men if abandoned to themselves. Oral Coniugatlon. — Bereave of ^riends, beset by enemies, in the third per- son plural, passive voice.— They u,re bereft or bereaved of friends ; they are beset by enemies. They were oereft or bei'eaved ; they were beset Anafjrslii and Paraing.— What ! insult your friend who lent you money, for asking you for it I— Oh 1 may the turf lie gently on the breast of those wlio died to save their country!— Cx. excl. sent.— Subj.,i/ow (understood);— Pred,, insult; — O^i,, friend.— Pred. is mod. by ex. adv. ph., for aslting you for it ;— Obj. by a. a[dt. your, and by a. cl., who lent you money ;— Subj., xvho; — Pred., lent, mod. by a. ph., {to) you; — Ohii.,^money.—What, interj., indicating wonder, and in used independently ;—0h, interj. indicating earnest wish. 290 lessons in english. Lesson CXXXV. Literary Selection for Explanation and Study. GOD IN ALL. Thou art, O God ! the life and light Of all this wondrous world we see, Its glow by day, its smiles by night, Are but reflecdons caught from Thee. 5 Where'er we turn Thy glories shine, And all things fair and bright are Thine I When day, with farewell beam, delays Among the op'ning clouds of even, And we can almost think we gaze so Through golden vistas into Heaven ; Those hues that mark the sun's decline, So soft, so radiant, Lord ! are Thine. When night, with wings of starry gloom, O'ershadows all the earth and skies, «5 Like some dark, beauteous bird, whose plume Is sparkling with unnumber'd eyes — That sacred gloom, those fires divine. So grand, so countless, Lord ! are thine. When youthful Spring around us breathes, 90 Thy Spirit warms her fragrant sigh ; And every flower the summer wreathes. Is born beneath that kindling eye. Where'er we turn. Thy glories shine. And all things fair and bright are Thine ! —Moore (1779—1852). Oral Statement— (Hketcli n& 1- 1. Personages. Literary Analysis. Who are the personages in this saored song?- God, and men who admire His workn. Time and Place. When and where do good men admire the works of God ?—At all times and in all places. iNTKkMKDlAlK COlJkSK, 201 L852). song? — iTorks of 2. Wonns and ACTIONH. 3. Result. Moral. Literary Analysis. ' 1. For what ia God recognized? — He is recog- nized «•< the life and light of the visible vol Id, and that its beauty is but a reflection of God's beauty. 'J. ^Vhat does tlie second Btanza jjortray? — The Iteauty of suiii0-J LF.SSONS IN r.NCJLIfiff. Questions and Suggestions. 12. Express differently : " delays Among the op'ning clouds of even." — Appear in the midnt of the rloutln that vine in the eveninp. 13. Is eien commonly used for eveninff ? — Itn umc ia generally restrictnl to poetry or to poetic proxe. 14. What is the meaning of vixta ? — A distant view through intervening object n. (Give other meanings.) 15. Why this exaggeration •' we. .. .golden vistas into Heaven"? — Thin is sufUfented by the great beauty of sunset. KJ. What are hues ? — Colors. (Give another meaning.) 17. By what are those hues caused ? — Jiy the sun's approach to the horizon. 18.* What do the first four lines of the third stanza constitute? — A beaut if nl simile. (Explain.) lt>.*Point out tlie metaphors in the same four lines. — (i) Wings of starry gloom (durkiieKx) (18th 1.), (2) eyes — stars. 20. For what is (i) o'erxhadowed, (2) vnnumber'd used? — (i) Ot^er- shad(tu-ed, (2) vinnimhered. (Syncope and synaeresis. — Explain.) 21. Give the meaning of the 17th line. — Darkness, stars. (Metonymy. — Explain.) 22.*Point out a figure in the 19th line. — " Youthful Spring. . . . breathes.'' (rersoniticatiovi.) 23. What is meant by " fragrant sigh "? — Siveet smelling wind. 24. JOxplaiii the 21st a)id 22nd lines. — Every flower that grows in summer is seen, by God, Who tvills that it should appear. 25. Of what are the last two verses a repetition ? — A repetition of the 5th and G(h. This repetition enforces the result suggested in the first stanza, and is a very good conclusion for the hymn. 20. Point out an intei'jection in this piece. — O (Ist line). 27. Point out the conjunctions in the first stanza. — And, and, and. (Parse.) Note. — Hut, 4th 1., being equivalent to only, is an adverb. Point out the prepositions in the same stanza. — Of, by, by, from. (Parse each.) Point out the adverbs in the second stanza. — When (7th 1.) con- junctive advei'b, — almost, so, so. (Parse each.) Point out the adjectives in the same stanza. — Farewell (c), opening (part, a.), golden (c), soft (c), radiant (c). (Parse each.) Point out the verbs in the third stanza. — Overshadows, is sparkling, are. (Parse.) Point out a participle in the 4th line. — Caught, (Parse.) Point out the articles in the selection. — The occurs five times (1st, 8th, 11th, 14th, 21st lines). (Parse.) Point out pronominal adjectives in the last stanza. — Every (21st 1), that (22nd 1.), all (24th 1.). 28. 30. 31. .32. .33. 34. 35. Exercise. — Paraphrase God in All, Note.— Tlie Teacher may here give review exercises on Etymology. iNii H\ir:i)i,\rF coi^Rsr. •J0:< , . .breathen.'* Phraseology and Composition. I. — Construct Bontences whieli shall each coutain onn of tho followinj» adverbs : always, temiu'ruteUj, ennily, seUloin. 1. Be always more ready to.forj^ive than to take revon^,'i>. 2. (Iherish thy friend, and ti'inpi'nitrly ndnioniHli thy enemy. H. Quarrels are cdsily beyun, hut witli ditliculty endid. 4. A wounded reputation is si'ldmn cured. II. — In each of the following sentences, ijitroduce figurative language without altering the sense ; and name the figures. 1. The mind should be kept uncontaminated. Metaphor. — The (jardcii of tin- mind .should hi' hept free from weedn, 2. The young and beautiful whall be laid in the grave. Mt'tonymy. — Youth and hanity shall be laid in ttir ijrare. H. Though he is still a young man yet his luiir is gray. Synecdoche. — Thoviih he in hHII a yovn1)1 i.r.ssoNs IS KNfiMsir. Etymology of Some Grammatical Terms. m -From Greek ^///os.othor; a porcuc in, to niiofik in tlmuHHombly, -From Greek ana, ti^aiii, ami lin'ui, to lixme. Adjective. — From Latin (idji'rtirus, adjcrtinim, added to. Adverb.— " " "Mm, a word. Alphabet— From the flrnt two letters of tlie Greek alplnibot, Alpha, litta. Allegory. - Analysis.- Apostrophe. — From Greek apoHtiopln', a turninj* away Article. — From Latin urticuluni, a join-. Asterisk. — From Latin aMterinniH, u Bmall star. Auxiliary. — From J^atin aii.vHinm, help. Climax. — From (ireek hlinia.c, ladder, staircaso. Conjunction. — From Latin conjinirtio, coiiJum-tioniH, a joining together. Conjugate — " " con nudjunare, to joi)i, to yoke, to marry. Consonant. — From Latin coniionans, from consonarc, to soimd at tli« same time. Diphthong. — From Greek dis, twice ; phthoffpoa, voice. Ellipsis. — From Greek ellfipsiH, a leavijig, defect. Euphony. — From Greek en, well; plume, sound. Etymology. — From Greek etiiiiKn<, true; Iojioh, word, discourse. Exclamation. — From Latin ex, ouj;; clamare, to cry ont. Grammar. —From Greek (jramma, letter. Homonymous. — From Greek hainon, the same; ononui, name. Hyperbole. — From Greek Imper, over, beyoiid; balleiv, to tlirow. Interjection. — From l^atin inti'rJt'ctio,iiiterJcctioiiiK, a throww^ between. Interrogation. — From Latin inter, between ; ropare, to a.sk. Inversion. — From Latin invcrHio, itirersi(»iix, turnijig over. Irony. — From Greek rironeia, dissimulation. Lexicology. — From Greek lexin, a word; loffoa, a treatise, a discourse. Metaphor. -From Greek ?M(7v<, beside; iit, hiijyct, hujf'alo, d[(f'uHC, difference, ejf'dce, eff union, oflire, o(i'cn.-^^^^ when they are the word that noun U ti loord as, " Out of the ll.-ACCENT. 514. The general tendency of the language ia to place the accent on the first syllable of dissyllables ; except verbs, with respect to which, the tendency is to accent the second syllable; as, appear', reviove', tcithdraw ', reject ', amuse ', offend'. 515. About eighty dissyllables when used as nouns or adjectives, have the accent on the first syllable ; but when used as verbs, on the second; as. Nouns: Ac'cent, pre'Jix, sub'ject, con'vcrt; Adjectives: Ab'stract, fre'quent, re'tail, ab'sent; Veubs: Accent', prefix', subject', convert' t abstract 'y frequent', retail', absent'. 516. Several trisyllables also change the position of the accent ac- cording as they are nouns or verbs ; >as, Nouns: At' tribute, coun'ter- sign, i.c'terdict, o'verjlow, rep'rimand ; Verbs: Attribute, countersign', interdict ', overflow ', reprimand '. 517. The words august, compact, exile, instinct, minute, supine, arsenic, are, when nouns, accented on the first syllable ; but, when adjectives, on the second; as. Nouns: Au'gust, com'pact, ex'ile, etc.; Adjectives: august ', compact ', exile ', etc. 518. A class of words ending in ate have the distinct sound of long o, wber^ used as verbs ; but the obscure sound of a, when used as nouns Oi tives; as. Verbs : Asso' date, confed' crate, rep'robdte,mod'erdte, sej- , ; Nouns or adjectives: Asso 'date, confed'erate, rep'robate, moa crate, sep'arate. 519. Most words of three or more syllables have a primary, and one or more secondary accents; as, an'tece\lent, person' ijica'tion, in'divis'i- biVity, incom'prehen'sibiVity. It is sufficient to know where the primary accent should be placed ; for then the others naturally fall into their own places. 620. Words having the sound of sh or zh immediately before their last vowel or diphthong, are accented on the second last syllable ; as, eonven'tion, posses'sion, complex'ion, confu'sion, commer'cial, capa'cious, logi'cian, ambro'sia, enclos'we. 521. Words of three or more syllables, ending in sive, or live pre- ceded by a consonant, have the accent on the second last syllable ; as, expres 'sive, conclu 'sive, attrac 'live, instruc 'live, presump 'tive. The only exceptions are ad'Jective and substantive. But when tive is preceded by a vowel, the accent is on the third or fourth last syllable ; as, rel'ative, spec'ulative, ex'pletive, prim'iiive, lo'comnttve, distrib'utive, con'stittttive : except crea 'live, colla 'tive, dila 'live. 522. Words ending in ic or ics have the accent on the preceding syllable; as, hero'ic, scientific, phonet'ics, mathemat'ics. The exceptions are Ar'abic, arith'metic, ar'senic (noun), bish'opric, cath'olic, cJiol'eriCt her'etic,lu'natic,pol'itic,pol'ities, rhetoric, turmeric. 623. Most words ending in eal, can, or eum, take the accent on the third last syllable ; a.a, lin'eal, corpo'real, Hercu'lean, Mediterra'nean, petro 'leum. The exceptions are adamante'an, Atlanta 'an, Etirope'an; hymene'al; ide'al; colosfe'um, nuimole'um, muse'um. 300 LKSHONS IN ENGLISH. ii: / 524. Words ending in Indc, c/tj, .. _, , cty, ity, take the accent on the third last syllable ; &s,for'tiiude, rar'efy, diver'si/y, vari'ety, liberaiity. 525. Words of three or more syllables, ending in oua not immedi- ately preceded by the sound of 8^, .7, or the consonant y, generally take the accent on the third last syllable; as, magnan'imous, in' famous, odoriferous, nm'chievous, tempes'tuous, imperious. 526. Words e' ^ing in crncy, fluent, poual, gony, grapher, graphy, logy, loquy, meter, met. y,pathy, phony, irophe, trophy, tomy — have the chief accent on the last syllable bnt two ; as, democ racy, affluent, diag 'onal, cosmoii'ony, stenog'rapher, photog'raphy, chronol'ogy, soliVoquy, barom'- cter, trigonom'etry, pathy, cacophony, catas'trophe, philan' trophy, anat 'omy. 527. Polysyllab] mding in ory, ary, are usually accented on the fourth syllable from the end ; as, interrog'atory, prefatory, inflamma- tory, dig'nitary., cus'tomary, epis'tolary, plenipoten'tiary. A few are accented as far back ad the fifth syllable from the end ; as. dis'ciplinary, expos' tuUitory, lab'oratory, ob'Ugatory, I IK-PARSING. > si 228. Parsing is explaining the nature of words, their modi- fications, and their relation to one another. 1. The nature, that is, to what part of speech the word belongs. 2. The modifications, or the changes in form or sense to designate person, number, gender, case, mood, tense, or comparison. 3. The relation, or the ofl&ce of the word with regard to some other word in the sentence. 629. A noun is parsed by stating : — The chissy whether it is proper or common ; the person, the number^ and the (lender ; the relation or the caae^ whether it is in the nominative, the possessive, or the objective; as subject, object, attribute, in apposition, or absolute. 630. An article is parsed by stating : — The elass^ whether it is definite or indefinite; the relation^ that is to say, what word it limits. 631. An adjective is parsed by stating : — The clms^ whether it is common, proper, pronominal, numeral, or participial ; the degree^ if it admits of comparison ; the relation^ the noun or pronoun to which it relates. 632. A pronoun is parsed by stating :^-The chus^ whether it is personal, relative, or interrogative, simple or compound \ •d to some INTERMEDIATE COURSE. 301 f . the antecedent, that is, the word it represents ; the person, the number, and the (fender; the relation^ whether it is in the nominative, the possessive, or the objective. 633. A verb is parsed by stating : — The class, whether regu- lai. irregular, or defective, transitive or intransitive ; its princiiinl parts: the voice, the mood, the tense, the person, and the number: the relation, that is, if the verb is finite, the noun or pronoun with which it agree in person and number ; if in the infinitive mood, the preposition by which it is governed, or the word on which it depends. 534. A participle is parsed by stating: — The class, whether it is imperfect, perfect, or preperfect ; the relation, the noun or pronoun to which it relates, or the preposition by which it is governed. 635. An adverb is parsed by stating: — The class^ whether it is an adverb of time, of place, of manner, ot degree, etc ; the relation, that is, the verb, the participle, the adjective, or the adverb to which it relates. 536. A preposition is parsed by stating the words between which it expresses relation. 537. A conjunction is parsed by stating ; — The class, whether copulative, disjunctive, or corresponsive ; the relation, that is, the words, phrases, or clauses it connects. 538. An interjection is parsed by stating the emotion it indicates. 523. What is Parsing ?— What is understood by the nature of a word? — by its modifications? — by its relation ? — ^W. How is a noun parsed? — 6:^0 an article?— 531 an adjective ?— 532 a pronoun ?—5a3. How is a verb parsed? — 534 a participle ?—.'535 an adverb? — 536 a prepo- sition?— 537 a conjunction ?— 538 an interjection? \i I, IV.-ANALYSIS. 639. Analysis, in grammar, is the separation of a sentence into the parts which compose it. The Sentence, 640. A Sentence is such an assemblage of words jvs makes complete sense ; as, " Ood is love." — " The wind blows." The complete sense expresssgd in a ser^tence is GaUe4 a proposition, 1 1 ■!; 302 LESSONS IN ENGLISH. I,-— Classification of Sentencetf as to Cleaning. 641. With regard to tbcii incaiiiug, sentences are divided into fonr classes ; declarative, imperative, interrogative, and exclamatory . 542. A DedsLTsivre Sentence is a sentence by which an affirmation or a negation is expressed; as, "i/e writes his exercise.'' — " i/c doen not "jrite his exercise.'^ 543. An Imperative Sentence is a sentence by which a commanc is expressed ; as, *' Write your exercise.'* 544. An Interrogative Sentence is a sentence by which a question is asked ; as, " Does he write his exercise ? " 545. An Exclamatory '^'^ntence is a sentence by which an exclama- tion is made ; ea, " How write* I " S IS rl, II,-— ^Principal I*arts» 546. Every sentence contains two essential parts, the sub- ject and the predicate. 547. The Subject of a sentence is that of which it treats ; as, " God is love." — " The fire hums." 548. The gran)matical subject of a sentence may be a noun, a pronoun, a verb in the infinitive, a phrase, or a clause ; as, " Henry has arrived." — " He is in flood health." — " To lie is base." — " To see the sun is pleasant." — " That truth must finally prevail over error, is a certainty." 549. In imperative sentences, the subject thou or you is usually under- stood; as, ** Honor [thou] thy fatJier and thy mother." — '^ Copy [youj tfie exercise." 550. The Predicate of a sentence is that which is said of the subject: as, *^God is love." — ^^Thejire burns." 551. The grammatical predicate of a sentence is always a finite verb. 552. Besides a subject and a predicate, a sentence usually contains an object or an attribute. 553. The Object of a sentence is the person or thing on which the action of a transitive verb terminates ; as, " The hall struck Henry." — "jTAe lightning struck an oak." — "/ study history." 554. The object of a sentence may be a noun, a pronoun, a verb in the infinitive mood, a phrase, or a clause ; as, " Perseverance conquers a/f obstacles." — '* The people elected him." — "JF/e is leurninfj to read." — " He deserves to be rewarded for his conduct." — •' I believe that God is good." 555, The Attribute of a sentence is the word completing the predicate, and lelating to the subject; as, *^The stars are brilliant.'* 556. Attributes are added to intransitive verbs or to transitive verbs in the passive voice. INTERMEniATR COtrRSF.. non f .1 transitive 557. The attribute may be an adjective, a participle, a noun, a pro- noun, a verb in the infinitive, a phrase, or a clanse; as, " Gold is yel- low." — " Tho sun is shining." — '* Jlonenty u the best policy." — *'/« wan I " — •' To vnll is to do." — " Integrity in of the greatest importance " - *' The mont useful effect of action is, that it keeps the mind from evil." 558. The principal parts of a sentence are the subject, the predicate, and the object or the attnhute, if there be either. These principal parts may be modified by ivordsj phrases, or dependent clauses. 559. The lopieal subject of a sentence is the (jrammatical subject with all its adjuncts. Thus. " The first duty of a child is obedience " : tho grammatical subject is tho word duty ; the logical subject is, the first duty of a child. 500. The logical predicate is the grammatical predicate with all its adjuncts. Thus, •' Our soul is made to the image of God" : the gram- matical predicate is the verb, is made ; the logical predicate is, 1$ made to the image of God. Ill,— Adjuncts, 5G1. Adjuncts are words added to the principal parts of a sentence to modify or limit them ; as, " Good books always deserve a careful perusal." 562. Adjuncts are divided into three classes ; adjective, adverbial, and explanatory. 563. An Adjective Adjunct is an adjunct used to modify or limit a noun or a pronoun; as, "Both those 'bad boys deserve severe puyiishment." 5(34. An adjective adjunct may be: — 1. An article or an adjective; as, " The diligent scholar improves.*^ 2. AnoMH or a pronoun in the possessive case; as, "William's sister has lot^t her book." bG5. An Adverbial Adjunct is an adjunct used like an adverb; as, '^ He fouffht bravely,** 566. An Explanatory Adjunct is an adjunct used to explain a preceding noun or pronoun ; as, " My friend Henry is sick." A preposition ind its object is often called an adjunct. IV,—Classifi'^ation of Sentences as to Fortn,— Clauses. 567. Sentences are divided, with respect to their form, into three classes ; simple, co7riplex, and compound. 568. A Simple Sentence is a sentence that contains only one proposition ; as, '^ The wind blows." — '^ Let the tcind blow." — '■'■Does the wind blow ?" — " How the ivind blows!" 569. A Clause is a sentence that forms part of another sentence. ¥ ■ I ! i . 1 f" I! rSi il!i !!i tJ! 304 Lf.&ronS 1M KNcLISfl. 670. Clauses are either independent or dependent. 671. An Independent Clause is a clause that expresses} fcomplete sense when used alone; as, "They v^ho desire liul»% meet with few disappointments." — "Straws swim Upon the surface ; hut pearls lie at the bottom," 672. A Dependent Clause is a clause used as one of the principal parts of a sentence, or as an adjunct to one of those parts; as, *'That God governs all events, is evident.''- - " They who desire little, irieet withfeio disappointments.^^ 673. A Complex Sentence is a sentence that consists of an independent clause, and one or more dt'[)endent clauses ; as, ^''Children who disobey their parents^ deserve pKriishment.'^ — ^^When the birds have dH2mrtedf and the beaver b'^f/ins to build his damf we can prepare Jo r winter." 674. In complex sentences there is sometimes an omission of one or more of the parts; as, 1. Subject: [He] *^ Who never toils nor watches, never sleeps." 2. Subject and Predicate: ^^ Thouffh [he was] a patriot, he impoverished the country.'^ 3. Object: ^' This is the letter [which] 1 received." These omissions are more usual after the conjunction than or as ; as, ^'- He is younger than I [am youny]." — " i/<; is not no tall an 1 thought [he was tall] ." 675. A Compound Sentence is a sentence that consists of two or more independent clauses ; as, " Prosperity gains friendsy hut adversity tries them." — " The night vms dark, the storm, raged furiously^ and the shipwrecked mariners were in desjjair." 576. In general, a sentence contains as many clauses as there are finite verbs expressed or understood ; as, "' Jle | * ivho does a good turn, | ^ shotddforgetit ; | 3 //« [ A who receives one, \ ^ should remember it." 577. The same word may be the subject of several verbs; as, '* Religion purijies, fortifies, and tranquilizcs the mind." Also, the same predicate may have several subjects, objects, or attributes ; as, " Indm- try, good sense, and virtue are essential to happiness." — ''Cats and dogt catch rats and mice." — " True politeness is modest, unpretending, and generous." In these examples, the sentence should be considered simple with a compound predicate, subject, object, or attribute. 578. Dependent clauses are divided into four classes ; sub- stantive, adjective, adverbial, and explanatory. 579. A Substantive Clause is a clause used as a noun. It may be the subject, the object, or the attribute of a sentence ; as, **When he set out, is imcertain." — '^He asked how old I was." — "My belief is that idleness produces misery." lN:TKkMi:l)iAiK corusi.. 305 680. An Adjective Clause is a clause used to modify a noun or a pronoun ; as, " This in tlw house in which I dwell." — "i/e who grasps after riches, is never satisjieil.'* 581. Adjective clauses are often called re»trkUvc clauses, because they limit or restrict the meaning of tlie noun or the pronoun to which they relate. 582. Adjective clauses are usually introduced by a relative pronoun, either simple or compound ; by the adverb where, irhen, why, or ////, uHed instead of a relative and a preposition ; or by the conjunction fhat; as, ^^Lookatthe exercirnvrhich I have written."— " The sfrnnffn' comes from fhe land where (in which) the orange and the citron grow." — " Plain proof that he is guilty, ikis prod needy 68B. An Adverbial Clause is a clause used as an adverb ; as, *'//e did as he was told." — " ^A^hen he speaks, everif one listeiis." — "i/e studies that he may become learned." 684. Adverbial clauses usually express one of the following relations : — 1. 77mc, and usually answer to the question, jr/uH .'' as, " The mail arrived before he started." 2. Place, and usually answer to the question, Where ? as, " lie in still standing where I left him." 3. Jfan?^ man.'' 4. Degree, and are usually introduced by the conjunction than or an ; as, " He is taller than I am." — " Your brother /x as hig as he (is)." 5. Cause or purpose, and answer to the question, Why? as, " He is happy because he is good."—" //e studies that he may become learned." 6. Consequence, and are usually introduced by the conjunction that ; as, " He ran so fast that he is out of breath." 7. Condition, and are usually introduced by one of the conjunctions, «/, though, although, unless, exceed ; as, " If he were present, / would speak to him.'' 565. An Explanatory Clause is a clause used to explain a preceding noun or pronoun ; as, '' //. is certain that he re- spects you," — ^^ I know the answer to the question^ '\A^here were you ?'" 586. Explanatory clauses are in reality substantive clauses used to explain a preceding word. 587. When compound or complex clauses form part of more extended sentences, they are called members , as, " ' Those who pretend to love peace, should remember this ■)naxi'ni : I ^ *It is the second blow that makes the battle.'" 688. Clauses may be connected by conjunctions, relative pro- nouns, or conjunctive adverbs. m 1 ■ I ; M li 300 LKSSONS m KNGMSII. if I V,-'l*hrase», 589. A Phrase is a combination of two or more words expressing some relation of ideas, but no entire proposition : as, " By the appoliUeif tiiiiej" — " To conclude.'^ — " B^lny a youTif/ man." 690. A phrase may be ttubsfanthu^, adjective^ adverbial^ ex- planatory, or independent. 'I'iius, — 1. Substantive. — " To relieve the poor u ovrduty." — •* John dcserveii to be rewarded."—" To be good i» to be happy." 2. Adjective. — " T?ie esteem of wise men r/i-." — " To pray with fervor." 601. A phrase introduced by a proposition is often called a prep- ositioval phrase ; as, " In the right v:ay'' — " By the exercise of our facutiea." 002. A phrase tho principal part of which is a participle, is often called & participial phrase ; as, " Corrected of bad habits." — ** Leaving the country." — *' Mounded in the hand." VI,— Modifications, G03. A noun may be modified : — 1. By an article ; as, " The rose is a flower. ' 2. By an adjective; a*?, " All inen aijrte. to call honey sweet" 3. By a noun or a pronoun in the possessive case; as, ^^A soldier's life has its perils. 4. By nn explanatory noun or pronoun ; as, " The poet Homer ;rnH />/;»(/."_" //c himself 'lid it." 5. By a participle ; as, " ^l farmer mowing was the only person seen." 6. By an adjective phmse ; as, " Simplicity of life and manners produces tranqniUitfi of mind." 7. By an ailjective or an ex})Ianatory clause ; as, " Erery {food man must love the country in which he was born." — " The belief that the soul is immortal, has been universally entertained." 604. A pronoun may be modified in the same ways, except not by an article nor a possessive. 605. A verb may be modified : — 1. By an adverb ; as, " The enemy retired slowly.' 2. By an adverbial phrase ; as, " Fishes ylide rapidly throug^h the water." 3. By an adverbial clause ; as, " / came that I might assist you." 606. An infinitive may be modified in tho same ways, and besides by an object, or by an attribute used abstractly ; as, " / tried to study my lessons." — " To seem compelled is disagreeable." — " To be a poet requires genius." 607. A participle may be modified : — 1. By an object ; as, " By observing truth you will be respected.'" 2. By an adverb; as, " The brave soldier loas found severely wounded." 3. By an adverbial phrase; as, " The son bred in sloth, becomes a spendthrift and profligate." «-'^*^a2£ii^^^^S I 308 l.i:ss!r)>Jf; m ^iNCM*;!!. 008. An adjective may be modified ; — 1. By an ubverb; as, " The weather m very chawjHahlt.** 2. By un udvorbiul pliruHe ; as, " /if quick to hear, hut $lwo it speak." 3. By an advervial clauso ; as, *^John is dmroiiH that you ihould listen to him." (KM). An adverb may be modified : — 1. By another adverb; as, " l[e. dudiex most difi{fentfy.'* 2. By a phrase or a clauHO ; as, *' //« rame ronformahly to his promise."--" Ht riinx/uHter than you can." V.-PUNCTUATION. 010. Punctuation is the art of dividing written compoBition by certain marks, or points, for the purpose of showing more clearly the sense and relation of the words. 611. The principal marks of punctuation are: the period (.), the colon (:), the semicolon (;), the comma (,), the interrogation (?), the exclamation (!), the dash ( — ), the parentheses ( ), the brackets [ ], the quotation points (" "). I,— The Pet'lotl. 612. The period is placed at the end of every complete and inde- pendent declarative or imperative sentence; as, " Truth i« the basis of every virtue. It is the voice of reason. Let its precepts be religiously obeyed. Never transgress its limits." 613. The period is generally used after abbreviations; as, "^. D., for Anno Domini '';—'^pro tern,, for pro tempore "; — "u/f., for ultimo "; — " i. e., for id est, that is "; — " Dr., for doctoi' or debtor." C14. The period, in this case, merely indicating the abbreviation, does not take the place of other marks; as, " Toronto, Ont. , Jan., 1885."— "I put the tetter in the P. O.; there can he no mistake about it" 015. The period is usually placed after Roman numerals; as, ** Ph. Ixv. 2."— "Henry of Richmond, under the name of Henry VIJ.,be{fan the Tudor dynasty." 616. Names familiarly shoi-tened do not require the period ; as, " Will, Ned, and, Jim are the names of his brothers." 617. The period is put after a heading, direction, address, indication, Sec. as, *: Lesson in English,"—'' Composition."—" To Mr. Thos. Kelly."— " For Sale." II.— The Colon, 618. The colon is used to introduce a direct quotation when referred to by the words thus, following, as folloivs, this, these, Ac; as, " Those ivho pretend to love peace, should remember this maxim : ' It is the second blow that makes the battle.^ " INTF.kMKhl.Mi: COURSE. 309 610. The ralon {h placiMl aftor a clauHo ootnplotn [ii itnolf, but which in fol- lowoil by Hoiiiu iidiUtluiial ruuiarkHur illuMli'utioiiH, (m|)«)oiaUy Kuu ouiijtiuctloii in UH««(I; as, ' Avttid evil lUtern : in such Hoviety tin lunit'st ninn mii\i hecmnf anhnmed of hitmel/."—" .S>«' that muthjlulterittu iiicensantly aruund the candlf : man of pleasure, behold thy irndf/o."— Kamkb. TiaO, VViioii yea and no aro cxiuivaloiit to a H»>ntniic<» annworlnf; a tnioHtioii i)v«» vioiiHlv aHkutI, thtiy aru iiHuully fulluwud by tlio rolou; as, " Yen: lie Itnn durril to vuike the asHrrtion." 021. Th« rolon \h placod botway^ reply, cry, is generally separated from the rest of the sentence by the comma ; as, " There is much in the proverb, without ^ins, no gains." — " The book of nature," said he, " is open before thee." 637. The comma is generally used between the simple members of compound sentences, when they are very short; as, "ife speaks eloquently, and he acts wisely also." — *' Man proposes, but God disposes." h n V,~The Interrogation and the Exclamation, 638. The interrogation is used after every interrogative sentence, clause, or word ; as, *♦ Who can look only at the muscles of the hand, and doubt that man loas made to tcork?" — ''They asked me, 'Will you return?'" — " Adverbs of manner are those which answer to the question. How?" 639. The exclamation is placed after every exclamatory sentence, clause, or expression ; as, " Oh! who can repay a mother^ s tenderness ! " — " Up, comrades, up 1 " VI,— Dash, ParentJieseSf Brackets, Quotation Points, 640. The dash is used to mark a sudden interruption or transition ; as, — " Here lies the great— false marble, where ? Nothing but sordid dust lies here." — Young. •• « My pretty boy,^ said he, * has your father a grindstone ? ' — • Yes, sir,* said L — * You are a fine little fellotv,' said he, * will you let me grind an ax on it f* "— Fbankun- < . *oints, nsition ; INTERMEDIATE COURSE. 311 idjunct on, and jm the for the b that rsation, ition of Baning, na; as, -'♦ Man, ion, un- of the sdiately L by the e things s injury sparated )se who e scholar \y, reply, :omma ; — " The ibers of spiiaks poses." 641. Tho dnnh is also used : 1. To mark a inoro considerable pause than the fitructure of the sentence would seem to require ; as " Now they part — to meet no more." 2. To mark an omission or suspension; a8,"JK— f/ for king." — "In the villaf/e of C ." — " He in active, but — ." 3. Hetweon a title and the subject- matter, and between the subject-matter and the authority ; as, — " FiDETiiTY TO God. — ' Whatever station or rank Thou, shaJt assign vie, I will die ten tliousand deaths sooner than abandon it.' — Sociiatks." 012. The parentheses are used to enclose a remark, a quotation, or a date, that breaks the unity of a sentence too much to bo incor- porated in it ; as, " / have seen charily (if charity it may be called) insult with an air of pity.'* — ' Know, then, this truth (enough for man to know): Virtue alone is happiness below.'\ — Popk. 643. The brackets are especially used to enclose what one person puts into the writings of another, as a correction, an explanation, or an omission ; as, " J)o you know if [whether] he is at home or not / " — *' He [the speaker \ thowjht otherwise.'' — " The letter is dated May 12th, [1884]." 644. The quotation points are used to distinj^uish words that are taken textually from an other author ; as, ll'hcn P'tntelnn's library icasonfire, **God be praised," said he, "that it is not the dwelling of a poor man." 645. Examples are usually placed between quotation points, 646. A quotation within a quotation or an example, is usually marked with single points ; as, " Plutarch says, * Lying is the vice of slaves.' " 610. What is Punctuation ?— 611. Which are the principal marks of punctua- tion?— 612. When is the period used?— 618. When is the colon used ?— 622. In what cases is the semicolon used? — 626. When is the comma used ?— 6:i8.When do we use the interrogation ?— 639 tho exclamation ?— 640 the dash ? —642 the parentheses ?— 643 the brackets ? — 644 the quotation points ? n. entence, and, and /ill you question, entence, ^rness ! " Yes, sir,' irind an il !l i );i .'il2 LESSONS IN ENGLISH. TABLEAU OF THE PRINCIPAL PREFIXES. I, — Anglo-Saxon J'rt'fijcrit. A, o)i, iH, a<; as, aboard. Bv« upon, over; as, besijatter. Counlerv against ; as, counteract. £n« em. For, Fore, Ulis, Oat, Over, IJn, With, Up* Under, to make; as, ennoble. not, contrary ; as, forbid. before; as, foretell. wrong, ill ; as, miscall. excess, exterior; as, out- law. excess, beyond; as, over- shoot. not, to undo; as, untwist. against; as, withstand. motion upwards; as, up- root. inferior ; as, underagent. II. Ad, a, ) acaf,... i Ante, C^ircum, Con, CO, com,... Contra, contro, De, — Latin Prefixes, to, towards ; as, affix. before ; as, antedate. around ; as, circumnavi- gate. together ; as, compress. against ; as, contraband. from, down ; as, dethrone. DiM, di, ) dlf, . ] s:x,«,pc, I ef, CM. [ In, ini, } 41, ir. ) Inter, Ob. oc, ) of, op, ) Pre, Pro, Re, tiub, ) HUC, SUf, [ iiuper, I «ur, )" Trans, ) tra, f away, not; as, displease. out of, from ; aS; v*face. upon, not; as, imprint. bettoeen : as, intermix. against, down ; as, object. before; as, prejudge. for, forth ; as, pronoun. back, again ; as, reenter. under, after; as, suffix. over, above ; as, surmount. across, otherwise ; as, trans- pose. III.— Greek Prefixes. A, an, without; as, anarchy. Amphi, two ; as, amphibious. Anti, Ant, agraf list; as, Antarctic. Dia, through; as, diameter.- Kn, em, in, upon ; as, energy. Hyper, over, beyond; as, hyper- critical. sym, ' J together ; as syllable. TABLEAU OF THE PRINCIPAL SUFFIXES. I. — Sujfixes of the Noun. Action. Root, Verb Ion, execution ; — ation, temptation ; — ition, proposition ; — tnent, payment ; — ai, removal ;—ce, defence ;~«e, expanse; — ance, repentance ; — anry, buoyancy ;— ence, occurrence ; — ency, excellency ; — nrCf enclosure ; — age, carriage ; — ing, reading •,—th, growth ; — t, weight ; — ery, discovery ',—y, flattery. State. 'Root, Adjective, noun JVc»», happiness;— ify, scarcity;— fy, cruel- ty •,—ety, anxiety ; — th, dearth ; — tnde, promptitude \—ic€, justice \—ce, silence ; — cy, accuracy ;—«r|/, fallacy;—//, lion e.sty ; — ntony, harmony ; — hood, child- hood •,—ship, friendship ;— f|p»«, martyr: dom ;—ry, bravery ;—y, beggary. Office, jurisdiction, xl., Noun. Ate, patriarchate ;—f7owt, kingdom ',...Hhln, professorship ; — hood, priesthood ; — cy, lieutenancy ',—acy, curacy ',~y, monarchy PXjA ce, collection. R., Noun . A ry, library \—ery, fishery ',—ory, armory ; —ry, vestry;— y, treasury ;--ing, clothing ; —age, plumage. ^?»T, practice. BX,Noun. JK*^, cookery ;—ry, heraldry;— y, carpentry; —itmi, criticism i—ica, mechanics ; — ie, arithmetic i—fng, surveying ;— itire, sculpt- s. iopleaBO. ipriut. evniix. as, object. adge. ronoun. , reenter. , suffix. surmount. 8 ; as, trans- ixen. narchy. ibious. iitarctic. liameter.- mergy. as, hyper- y liable. CES. nptation ; — liaynient ; — ?, expanse;— buoyancy ;— xcellency ; — iage ; — i»»fff ighti — eri/, ,-ty, cruel- Irth ; — tude, -eCf silence ; [hood, clulti- lotnt martyr: (ary. ^thood ; — cy, r, monarpby try, armory ; \ng, clothipg : [m, carpentry; lanics ; — ', sawyer ;—p/'r, auctioneer; —icr, financier ;-«»', bef»fjar ;- ard, cow- ard ;— or. Creator ;—««#, claimant ;—<'»<, student ;—an, publican •,—ian, musician ; — titer, spinster; — iMt, artist ; —/tv, fugi- tive;— ary, missionary ;- «N', delegate; — ee, trustee. Ah, Mexican ;—i«n, Bostonian ;— f'«r, Por- tuguese ;- hit', Florentine ;—iti', Moabite ; —ard, Spaniard ;—«*•, Moutrealer. Let, ringlet ; — et, baronet;— ei'f/, pickerel ; —el, runnel \—le, speckle •,—vle, particle ; — ct?, parcel \—ling, duckling \—ovk, hill- ock \—cule, animalcule •,—ule, globule ;— kin, lambkin ;— e«, kitten •,—Hter, poet- aster ;— //, Johnny \—le, Charlie. Imi, medallion ; —oMf*, trombone ; — oo#i, balloon \—eou, galleon. II.— Suffixes of the.Ad}ertive. Ine, saline •,—ouh, glorious \~euuH, piteous ; — toils, malicious ;—«oM«, tumultuous; — en, wooden \—ed, bigoted -t—ory, declama- tory ;—ive, defective ;—id, candid ;— o*e, compassionate. Ire, productive ;— awt, pleasant •,~ent, con- sistent ;—o»*j/, compulsory ;—{}i 9, amusing; —fie, terrific i—i/'erous, fioriferous •,—Ue, definite. Able, tamable; — ible, resistible; — He, docile. Al, musical ;— l«i, provincial ;—nr, polar; — nry, planetary; — an, suburban ; — ian* collegian •,—Ue, infantile ; — tc, romantic ; — ieal, poetical. Val, fruitful ;— o-ve* verbose \—ous, porous ;— some, troublesome ;— 2/» hilly ;—ei/» clayey. Ish, childish \—ly, fatherly, €h, French ;—ish, Spanish ;—/<•, Platonic ; — ian, Newtonian ;—n, Russian '.—ean, Pyr- enean ; — ese, Chinese ; — ine, Alpine ; — ite, Moabite •,—ote. Candiote. Ish, reddish ;—sonie, gladsome. Ill.—Sttffixps of the Verb. To Make. H., Adjective, noun, i'w, darken; — «#^, domesticate ; —///.rare- fy ; — »///» simplify i—ish, publish ; — ite, unite ; — e, breathe ; — se, cleanse ; — te, crumble ;—ise, catechise ; — ize, solemnize. Frequent A11VE8. Le, waddle ; — h.,Peaceofnuiid being lost (p. pt., x)cace, mod. by a. ph., of mind; niiud is mod. by a. adt., heuig lost), awd, at the rustling of a leaf (p. pt. rustling, mod. by a. ph.,ofaleaf).— Peace, c.n .;{rd p.,fi.n., n.g., n.c. absolute.— J, pers. pro., 1st p.,s.n., m.g., n.c. ab- eolutc. -Cliild, c.n., 3rd p., s.u., m.g., n.c, coming after the intr. part., being. f . INTlikMKDIATK COL'RSi:. 31i) nomi- as, "i^t Oh ! the cast ! " 1 accom- or a pro- 87H/.SSt'(i." e-nots. ■liners. rs-at-lik«t€h.. --.•Bj,.-. 320 lksj^uns in KNcn.lSH. I Literary Analysis. » Principal Ideas. Accessary Ideas. 1. Statkmknt or ( 1, Canada to hold a foromcwt place in the writer's BunjECT : A glorious future for Canada. reinumbrance. 2. Few KngliHhmen know what it is. 3. Canada advancing (quietly and vigorously. 1. Canada's demand for labor ; the rates of wages. 2. ThecommerceofMontreal,<&c.|^; pubUo works. 3. Navigation. 2. Plan: The business of Canada. Shipping of Montreal and other ports. /I. Conveniences. 2. Cleanliness. 3. Safety. 4. Gentlemanly captains. 5. Social regula- tions. 0. Surpass the Scotch vessels. 2. Steamboats on the lakes. . 4. Newspapers. \ fl. Respectability. (2. Character. 5. Inns not satisfactory. - 3. Outcomk: Comfort in Canada. Reasons*. 1. The custom of board- ing at hotels not as common as in the States. 2. The British officers live chiefly at the V regimental messes. 1. Old differo'>ces settling down. 2. Honest industry can earn a surprising amount of rational comfort and happiness. 3. The traveler finds as good provision for his com- fort (the hotels excepted) as in any other place. 1. In the analytical stiuly of tho literary selections given in Syntax, the pieces are usually decomposed into (iriiit-ipnl IcIrnM and acrrMMiiry itIriiM. The Teacher may multiply the questions at discretion. He should show the pupils that the division of the Analysis into (1) Htnt«^iu«>nt of Miibjcctt (2) plan» and (H) oiilconiet is really oquivalont to the division heretofore given, i.e., (1) p<;rMonn;xcM, tii&i4;'nii(l pSiice, (2) wordM nnd nctionM, (:i) result* moral. He sliould accnstom tlie pupils to desif^nate an idea, as far as practicable, not by a sentence or a clanse, but by a general term ; as, " Comfort in Caxada," instead of : '' In Canada the inditstnous enjoy jt^eat comfort." The Teacher should, in a special manner, make the pupils understand that the distinction of ideas, whether &a principal or secoHrfar//, should be based vot on their development, but solely on the importance of their relation with the subject. A principal idea may be contained in one sentence ; a secondary idea, in the same piece, may be developed into several sentences ; in the same way, an idea essential to the piece may be sometimes expressed in one word, and another less important may be extended to several lines. INIEkMEDlATE COURSE. 321 • . he writer's sly. a of wages. ids. l)lio work 3. ,1 and other nveniences. janliness. fety. sntlemanly captains, icial regula- tions, irpaas the Dtch vessels. SONS*. om of board - lotels not as n as in the tish officers liefly at the ntal messes. ig amount of for his com- \f other place. n Syntax, the PMMiiry i«leu«. louUl show the »f »iil»ji' clothing.— !Z7/<'/7» is a persnn'\l pronoun in the possessive case. — The government o/.^/jc «v)W(i is not left to chance. — The tree is kno^^n by its fruits. — Moaes's rod was changed into a serpent. Ijntin tiootm.—Pt'i tuns, first. P' ime, primer, primeval, primary, primate, primitive, primage, primordial, prinrose, prince, principal, principality, prin- ciple, prior, priority, primier, priirogeniture. AnnlyHiM nnd Parting.— He v hose life is righteous ai'd pious, preaches sublimely.— He who is trul. a frijnd, will boar his friend's infirmities.— Cx. dele, sent.— Pr, cl.. he preaches siibli mely.— Sub., he ;—Vre(\., preaches.— i^uhj. is mod. by a. cl., whose life is righteous and pious (Sub., life, mod. by a. adj. whose; — Fred., is ;—Atts., righteous aniipiouv); — Pred is :no(l. by adv. ad.), snb- limely.— Whose, rel. pro. (anteced. he) 3rd p.,-8,n., m.g poss c, gov. by life- Friends, c.n., ard p., B.n., poss c, gov. by infirmities. n m. ' jsiwa v . ' Kxia n u m mm t mrjtm wmmM 326 LESSONS IN KN(JL1SH. \n [ III I H t fM Lesson Vll. — Form of the Possessive. 17. The sign of the possessive case shoukl not be added to an adjec-' tive, even when used by ellepsis for a noun ; as, " T)ie poor man's destitution," not, " The poor's doititntion.'"- " The reiyii of Henry the Eig^hth," not, ''Henry the Kujhth's reUjuy 1«. Those words which are usually adjectives, but which sometimes assume the sign of the possessive case, are nouns; as, "One's se//."—'2''or twenty's sake.' — "Another's rights." 19. The Bi^ix of the possessive case should not be added to an adjunct that does not form part of a compound term. Tlius, such phrases as, " TIte Mayor of Toronto's authority.'' — " The Bishop of Montreal's pastoral letter;" though sometimes used, are generally considered in^'legant. 20. The use of several successive nouns in the possessive case should be avoided ; as, " The hhufs son's favtyrite's honic won the ruce;" say rather, "■ T/ie horse belonging to the favorite of the king's son, won the race.'' 21. The possessive case sliould not be used before a participle that is not taken in otlier respects as a noun ; as, " He mentioned John's walkiny a mile." Say, '^ He mentioned that John wal ked a mile." i. Possessives. — Give the possessive case, singular and plural, of the noun. Negro, Neyro's, German, (itrman's. Artery, Artery's, Buffalo, JUiJfalo's. Ney roes'. Germans'. Arteries'. Bnjf'aloes. Cayman, Cayman's, Caymans' . l.Foctman, Footman's, Footmen's. Newsboy, Newsboy's, Neir.-ilxiys'. 'Nohlema.n, Noblenid n 's, Noblemen 's. Eyetooth, Eyetootli's. Eyeteeth's. Landlady, Landlady's, L(t)uUadies'. II. Omissions to be supplied. — Insert a noun or a pronoun in the possessive case, singular or plural, as required by the sense; and punctuate. 1. From other men's experience, do thou learn wisdom. The glory of the nation is the state.-tman's boast. Eagles' nests are built aiuong mountain crags. Follow your enemies' perfections rather than your friends' errors. Nothing is lazier than to keep one's eyes upon words, without heeding o., 2nd p., p.n., m.g., poss. c, gov. by virtues understood. INTERMEDIATE COURSE. 327 Lesson VIII. — Repetition of the Possessive Sign. 22. The noun governing the possessive case is often omitted, when it cannot be mistaken ; as, ''At the dru•'.s' or Napoi' o I's victories ? The dutiful son does not discriminate between his father's and his mother's wishes. Cain's and Abel's sacrifice were not equally pleasing in the sight of God, because of the difference of their intention in offering them. III. Correct the errors of syntax. — John's, not William's, hat was stolen. — This house is James and Henry's property — The album was bought at Walsh's the bookseUer and stationer. — A small stream separ- ates my brother's and sister's farm. — Adam was Cain and Abel's father. — Cain's and Abel's occupation v/ere not the same. — Our office is opposite to Morrison and Company's. lintin K^ootm,— f.orit.H, a place. Local, localize, locality, locate, location, locomotion, locomotive, allocation, collocation, dislocate, dislo'-t.tiou.T-F*' *•«.«, true. Veiity, veracity, veracious, verdict, verity, veritiable, veritable, very, verily, verisimilitude, aver. AnnlyBim and ParMiii;e. — There is but little difference between the Earth's and Venus's diamettu-.— The Bank of En^^land was istiiblished in William and Mary's reign. —Sp. decl. sent.— Subj., dUf'crciice ;—rrL'd.. t.s.— Subj. is mod. by a. adt. it^^ie, and a. i>h., between the Earth's (tnd Veuus's diameter.— But, &dv.~ Earth's, p.n., 3rd p., s.n., u.g., poss. c, gov, by diameter understood.— TfiWia//i, p.n., 3rd p., s.n , m.g., poss. c, gov. by reiou (expressed). '^i^^stsmta^-mssf:^^ aassmammi -328 LESSONS IN ENGLISH. ?.! Lesson IX. — Possesslves. — Compounding. 25. The pos.sessive case and its governing noun should be joined by the hyphen, and retain the apostrophic s : — 1. When used to form an adjective; as, " A camers-hair brush.'' — " A bird's-eye view." — " The states' -rights party.'' 2. When they foi'm a figurative name; as, ' * Dragfon's-blood is a re.'0 Lesson X. Literary Selection for Explanation and Study. THOUGHTS ON THE SEASONS. .10 15 20 Flattered with prcjinisc of escape ■ From every hurtful olast, Spring takes, O sprightly May . thy shape, Her loveliest and her last. Less fair is summer, riding high In fierce solstitial power, Less fair than when a len\mt sky Brings on her parting hour. When earth repays with golden sheaves The labors of the plough, And ripening fruits and forest leaves All brighten on the bough. What pensive beauty autumn shows, Before she hears the sound Of winter rushing in, to close The emblematic round! Such be our spring, our summer such ; So may our autumn blcid With hoary winter, and life touch, rhrough Lleaven-born hope, her end. — UoriLsirorth {mo— 1S50.) OraR StaU^iueut— &9li«t«;li PSS2^^«?««w»^^ 330 LESSONS IN ENGLISH. II: Literary. Analysis. I Principal Ideas. Accessary Ideas. 1. Statemknt OF / 1. Spring ends in May. Sdbjkct : I 2. Summer intensely warm. The Seasons 1 8. Autumn repays the labor of spring and summer, of the Year. ( 4. Winter, the last of the seasons. 2. Plot: Characteristics < of the Seasons. ' 1. Gradual increase of warm temperature in spring till it ends in May. 2, Summer, on account of its extreme warmth, not so pleasant as spring or autumn. 3. In autumn corn is reaped, the fruit is gathered in, leaves change color. •4. The beauty of autumn, rich food for the thought- ful mind. 5. Winter comes to complete the circle of the seasons. 3. C'fTcoME: Application to life. 1. Hope that our seasons of life may corrccpond to the seasons of an agreeable year. 2. That Heaven may be our end. Questions and Suggestions. 1. Give the meaning of the first stanza. — Fearing no longer Jie cold blasts of winter ivhich sometimes overtake her, spring s' tens info May and introduces summer. 2. Point out figures in the third, fourth, and fifth verbos. — " Spring .... her. . . . her.'' (Personification). — " O i^prighthj May ! " (Ex- clamation and Personification). — " Summer riding.'' (Personifi- cation.) — Explain. H. Why use thy (3rd 1.) ? — Because it refers to May, tohich is personified. 4. What is the me&mngoi sprightly ?— Lively, gay. 5. What is the meaning of the 5th and (ith lines? — The sun at sohlixe in summer, hence being almost directly over our heads, the loarmest part of the year then s4-ts in ; so summer is said to be less fair thmi spring. 6. What is the Solstice? — 'The Solstice is T;^ /;oi«f in the ecliptic ot which the .lun is furthest from the equator, north or south, the former being called the Summer Solstice, and the latter the WintT Solstice. 7. Which solstice is referred to here ? . , . . 8. What is meant by parting hour (8th 1.) ? — The decline of summer. 9. Express in one word the meaning of the 9th and 10th lines. — Hari'est. 10. What is referred to in the 13ih line ? — The thongiits that the beauty of autumn suggtsts. 11. What is tlie meaning of pentiive ? — Seriou.dy thouglUjul; giv^n to earnest or melancholy musing. Bummer. I in spring irmth, not 3 gathered le thought- cle of the crcGpond to INTKUMKDIATli COURSE. Questions and Suggestions. 331 12. What may be melanclioly in the thoughts suggested by tho close of autumn ? — The forthcomiiifl long cold winter. — Our old age oj which autumn ia an emblem — " .... ^0 close The emblematic round.'* 13. What is meant by " Heaven-born hope?" — The theological virtue of hope — hope to reach Heaven. 14. Name the pronouns in the possessive case in the first stanza. — Thy, her, her. 15. What kind of phrase is " O sprightly May 1 " — Exclamatory, 16. What case is May ? — Nominative absolute. 17. What kind vi adjunct is " with golden sheaves " ?—A simple adver- bial adjunct of repays. 18. What is the subject v>f is (6th line) ? — Summer. 19. Analyze and parse the first stanza. — Sp. decl. sent. — Subj., Spring; — pred., takes ; — obj., shape; — sub. mod. by ex. a. ph. '^Fluttered hurtful blaat ; " — prin. part of ph., flattered, mod. by ex. adv. ph.,wt7/j promise of encape ; — prin. part of the latter ph., promise, mod. by sp. a. ph. of escape. — ^* From every hurtful blast, '^ a phrase modifying " Flattered with proviine of escape " ; — pred., unraod.;— obj. mod by a.adt.,t//t/,and"JFft'r lovlicst and her last." Exercise.— Paraphrase Thoughts on the Seasons. :i \ujer Jie cold 's< tens ivfo fs.— " Spriuij lay!'' (Ex- (Personifi- \s personified. \un at soliiiie,e the tvttrvust iess fair tho n \ic ecliptic tit \th,theforvu'r the Wint-r of summer. Ilbth lines.— \iat the beauty ll'ul; giv>:Hto I. Phraseology and Composition. -Construct sentences which shall euch contain one of the following words used figuratively : — Worm, pit, darkness, light, mirror, executioner, mantle. 1. The icorm of remorse j?naw8 the sinner's conscience. 2. It is an evil thing to fall into the pit of error. 3. The sinner walks in darkne.^s of spirit. 4. The light of truth enlightens the children of the gospel. 5. The examen of conscience is a mirror in which we see the stains that defile the soul, fi. A wicked man is his own executioner. 7. Cover your neighbor's faults with the mantle of chcrity. 11. Very the construction of the following sentences without destroy- ing the meaning : — 1. Virtue is a certain murk of u noble heart. Where virtue is, there also is a noble heart. There is no nobleness of hiart without virtue, A virtuous heart is a noble heart. ■'■'•'■ ' '■'■ "riMii r I ! :i32 LESSONS IN ENGLISH. Phraseology and Composition. 2. Moderation ia muchpraim'd, but little practued. Every one speaks of moderation, but few practice it. Many persons have morieratior. upon their lips, but few show it in their conduct. Be moderate is the advice given by many, but the example given by few. III. — Begin each of the following sentences with a series which shall be included in the pronominal adjective : — 1. All tend to frighten us during a storm. The darkness of the heavens, the flashes of lightning, the fury of the wind, the loud peals of thunder — all tend to frighten us during a storm. 2. All charm us in gazing at the sea. The immensity of the horizon, the vast expanse of water, tho silence that surrounds us, the caprices of the waves — all charm us in gazing at the sea. Exercise on Homophonous Words. IV.— 1. Pause. 2. Peal. 3. Pendant. 4. Pla&e. Paws. Peel. Pendent. Plaice. Peak. Peer. Pilot. Plane. Pique. Pier. Pilate. Plain. Where the dash occurs, insert a suitable word taken from the above list. » 1. The speaker made a short pawsc- The hunter cut the paws off the bear. The tourist showed pique, because he qould not climb to the mountain peak. 2. Did you hear the thunder peal. Peel the apples. I saw the peer inspecting the new pier. 3. The lady bought a gold pendant for her right ear. A beautiful lamp was pendent from the roof. The pilot steered the vessel into the harbor. Pontius Pilate condemned Jesus Christ to death. 4. Though the stream is muddy, it is a ^ood place to fish tor plaice. A plane is a carpenter's instrument. Plane and plaiti are both used to mean a level country. V. — Write a composition about KAii^ROADS, IN'IT.K MKDIATr: COURSE. :\:\^ * , : above list. climb to tha Lesson XI. — The Noun. — Oojectives. 28. A noun or a pronoun must be put in the objective case : — 1. Wlien it iB the object of a transitive verb or participle ; as, " / found him assisting yoii" — ''Having paid the debt he demanded a receipt." 2. When it is the object of a preposition ; as, •' The paper lies before me on the desk." 3. When it is in apposition with a preceding noun or pronoun in the objective ; as, " They appointed him umpire." 4. When, after an infinitive or a participle not transitive, it agrees in the objective case with a pieceding noun or pronoun signifying the same t«(fing ; as, " He took you to he me." I. Derivation.— F orni another noun by means of a prefix. 1. Dress, Address. 2. Patriot, Compatriot. 3. Holution , Absolution. Face, Surface. Fal/her, Forefather. Proof, Reproof. Giver, For (fiver. Creation, Recreation. Ability, Inability. Work, Outivork. Eminence , Preeminence. Eage, Outraye. Quiet, Disquiet. Pension, Suspeni 'on. Eector, Director. Jury, Perjury. Consul, Proconsul. Cavity, Concavity. Room, Anteroom. Oration, Adoration. Source, Resource. Head, Forehead. Weight, Ovenceiyht. Loin, Surloin. Ease, Disease. Esteem, Disesteem. Dose, Overdose. Fume, Perfume. Vantage, Advantaye. Wood, Undenvood. Deed, Misdeed. Search, Research. Line, Outline. II. Omissions to be supplied. — Supply suitable objectives, and punctuate. 1. Diligence and industry repair the defects of nature. Wisdom, virtue, and happiness dwell with the golden mediocrity. In the human species, the influence of instinct and habit is generally assisted by the suyyestions of reason. I propose to give a general view of the subject. 2. Charity, like the sun, brightens all its objects. A candid man acknowledges Ins mistake, and is forgiven ; a patriot avows his opposition to a bad minister, and is applauded. A friend magnifies a man's virtues, an enemy exaggerates his crimes. The governor appointed him secretary of the meeting. III. Errors to be corrected. — I perceived him protecting thee. — They took John to be me. — You and I are old friends. — My brother and he are tolerable grammarians. — John and Mary's teacher is a learned man. — The array of Xer.ves made a disgraceful retreat. — The committee visited Bismark, him who is such an astute statesman and unfair administrator. liatin RootN. — P(>.«, pedis, a foot. Pedal, pedestal, pedestrian, biped, cjirttdruped, peddler, peddle, pedigree, expedition, expedient, expediency, im- pede, impediment, expedite. Analysis and Parsing.— They appointed him umpire. — He took you to be me.— Sp. decl. sent.;— Subj., <7te(/;— Pred., appointed ;— Oh)., him.— Umpire, c. n., 3rd p., s. n., m. g., obj. c, iu apposition with him and obj. governed by appointed.— Me, pers. pro., 1st p., s. n., m. g., obj. coming aftQr be, \ 1 334 LESSONS IN tNGF.ISH. !i! Lesson XII. — The Noun. — Position of Objectives. 29. The objective case usually iblloN s the governing word. 80. It is other vise ])laced : — ■ 1. Wlu II it IS eiuphatio ; as, " Me he restored to nut office, but him he hanfic'l,'' " John / htwe brhcdded." — " Silver and gold / /<«'< ou'." 2. Ill po'itry it i« often i)lacc'd between the nominative and ita verb ; a8, " I'lie hroov its •/I'lluw leaf hath ahed^ 3. A rolativf^ or an interro<»ative pronoun is common';; placed at the head of ita clause ; as, " / aiii the jxtrnojiv/hom they seek." • " What didhejiniir 31. The pronouns ichom, irln'ch and what are sometimeb inelegantly separated from the prepr -litiona which govern tl m; a.B, ^' What did he speak ofi' " — " 'The man whom he called on was absent.^' Say rather : " Of what did he speak ? " — " The man on whom he called ivas absent." 32. The relative that always precedea th(! verb or prepoaition by which it is governed ; as, •' lie is the beat man that I know.'' — " Buy all those thinj.— Cx. decl. sent ;— prin. cl., the man was absent ;—deYi. cl., on whom he called :~8uhi., he ; —pred., cflpiiecj ;—pred. mod. by adv. Si.dt.^onwhom;—iohQm^ obj.,gov. by prep, on, INTIvRMI-DIAlK COURSR. t , m'y placed at He played his er's coffin con- ider-storm the light called St. , ordinary, inor. Lksson XIII. — The Noun. — Objectives. 84. When a transitive verb is followed by two objectives not joined by a conjunction nor referring to the same thing, one of them is governed by a preposition understood ; as, *' 'I'/uif offered me a seat." That is, " Thejf offered to me a ,seut." 85. The object of the verb may generally be found by transpoHintJ the terms, for then the preposition ban to be supplied; as, "/ p>iiil him the money.'' '' I paid the money to him.'' — " //<• askrd them the question." " He asked the question of thnn." 3(). 1'bo object of a transitive verb in the passivo voice tnust be made its subject in the passive voice; as, (Active) ** I paid him the money," (Passive) " The money xcaa paid [to] him,''' not •' He tons paid the money." 37. The same verb, participle, or ] 'position may have several objects connected by conjunctions, ex- d or understood ; as, " lie wan deserted by friends and relatives rod created the heavens, the earth, and all they eon tain." 38. Objective nouns of [lace, de^ .mer, are often omitted after a preposition, when an adjec .r^ed ; as, " I« [ti] vain [manner]." — ^* In secret [places]." — " (j// Jiiyh [places]." I. Synonyms. — Give two word^ of about the same meaninf;. 1. Eidicule. Clandestine, Mutinous, Poifjnancy, Obnoxious, 2. KnavfU'y, Mountebank, Choleric, Obloquy, Convenience, Mockery, Secret, Seditions, Sharpness, Hateful, Dishonesty, Quack, Irascible, Reproach, Fitness, I)erisio7i. Private. I'uviultuous. Severity. Odious. lioguishness. Charlatan. Irritable. Disyrace. Propriety. II. Omissions to be supplied. —Supply the objectives, and punctu- ate. Thk Saxon Heptarchy. From the vast and gloomy forest of Germany, Hengist and his brother Horsa, said to be descended from Woden, the Saxon god of war, were invited into Britain by Vortiyern, one of the petty princes, to aid him in repelling the attacks of the Scots and Picts. These war- like chieftains performed the service for which they were paid ; but observing the indolence of the Britons, and pleased with the fertility of the soil, they invited more of their countrymen to endeavor to make settlements in the island. Successive hordes of Saxons poured in, and for a century waged war with the unhappy natives. They were finally successful in founding seven slates, known by the name of the Saxon Heptai'chy. III. Correct the errors. — His salary was paid. — The doy's-cars were made on that book by a careless pupil. — Buy all those things o/ which we have need. — Of what did he speak ? — The lady on whom she called, was absent. Eiatln ttootn.— Poena, punishment Penal, penalty, penance, penitence, penitentiary, impenitent, repent, subpoena. AnalyHis and Parsing.— They offered me a seat.— He asked them the question.— Sp. decl. sent.— Me, obj. governed by to understood.— T^cm, obj. gov. by prep, of understood. 'k ;>^r ^, ,%. ^n^i IMAGE EVALUATION TEST TARGET (MT-3) 1.0 I.I Hi 12.2 ^ m Hi b 140 2.0 M 111.25 III 1.4 III 1.6 li^s lilies i^ ^ 6" ► Hiotographic Sciences Corporation 23 WBT MAIN STRHT WfBSTU.N.Y. U5M (716)172-4503 \ :\ \ // ^ A ^ ^V Sf 4^ ^ d I t I ill H I I 336 LESSONS IN ENGLISH. Lesson XIV. — The Noun. — Objectives. 39. Intransitive verbs^or transitive verbs in the passive voice should not be made to govern the objective case ; as, " The planters grow cotton" should be " The planters raise or cul- tivate coWow." — ^^ His character has been found fault m^A as deceitful" should be, ''His character was censured as deceitful" 40. The perfect participle of a verb should never be followed by an objective ; as, " The means made use oftcere illegal," should be, *' The meant used loere illegal." 41. A noun or a pronoun should not be made the object of two prepo- sitions (not in the same construction) nor of a transitive verb and a preposition; as, •' He stood before and looked tij> at t/te house/' should be, *' He stood before the house and looked up at it." — " My companion fired at and wounded the hare." should be, " My companion fired at the b'ure and wounded it." I. Synonyms. — Give two words of about the same meaning. 1. Beparation, Restoration^ Compensation. Depravity^ Wickedness. Change, Revolution. Abandonment^ Desertion. Praise, Encomium. Stubbornness J Obstinacy. Hypocrisy, Deceit. Flood, Deluge. Ancestor, Forefather. Mirth, Gayety. II. Omissions to be supplied. — Supply the objectives, and punctuate. Kingdom of England. The Saxons were as much, if not more, indebted to the dissensions among the British princes as to their own valor for the fortunate conclusion of their wars. Such Britons as were timid submitted to the laics imposed by their conquerors ; while those who were of a more intractable and ferocious temper retired to the inaccessible mountains of Wales, and there enjoyed, and transmitted to their descendants their language, manner, and independent spirit. At the beginning of the ninth century a uniform system of government was established by Egbert, who reduced the Heptarchy, either by war or by the submissson of the different states, and formed the kingdom of England. III. Correct the errors. — Sometimes it is used to give a small degree of emphasis. — We shall set down the characters used to repre- sent all the elementary sounds. — The words used to denote spiritual or intellectual things are, in their origin, metaphors. — To illustrate the great truth is of ten over/oo/c'■' * SYNTAX OF THE ARTICLE. Chapter II. — Lesson XVI. — Position. — Omission. 42. The article is placed before the noun which it limits ; but when an adjective precedes the noun the article is placed before the adjective ; as, " Beside the ruins oj' the cottaye stands an aged ^/m." However, the article is placed -immediately after the adjectives r/7/, siw.h^ many, what, both, and those which are preceded by the adverbs too, so, as, or how ; as, " Such a yift is too small a reward for so yreat a lahor.'^ 43. The article is not used : — 1. Before the names of virtues, vices, rvassions, arts, sciences, &c.; as, '^Vanity pxcites disijust.'' — " Geometry /..• a branch of matheviaticx.^' 2. Before titles merely mentioned as titles; as, "He is styled Marquis." 3. Before the names of things merely mentioned as words ; as. Oak, elm, pine. 4. Before nouns implying a general state, condition, or habit; as, In terror, in haste. I. Derivatives.— Give two derivatives from each word. 1, Court, Courtly, Courtier. 2. Familiar, Familiarize, Familiarity. Extreme, Extremely, Extremity. Qkm\\i\^e,Convulsive, Convulsion. Attract, Attractive, .Attraction. Q>\\\\>\\BXe,CuWvation, Ctiltivator. Quick, Quickly, Quickiiess. Civilize, Civilization, Civility. Protect, Protection, Protectorate. Employ, Employers, Employment. Execute, Execution, Executioner. Iniexi^vet, Interpreter, Interpretation. II. Omissions to be supplied. — Supply the articles. 1. God has a vocation for each one of us. The lilies of the field are under God's care. He rendered services to the state. I am sighing for the holidays, to rest. 2. 1 cannot write you a letter. Your v/hole case lies in a nutshell. There Hq the inexhaustible magazines. The tree can draw on the whole air, the whole earth, on all the rolling main. III. — Correct the errors. — Pride is one of the capital sins. — Drunkenness degrades below the beasts. — Strength is a characteristic of Cardinal Newman's writings. — Geometry is a useful study. — He deserves the title of gentleman. — The highest title in Canada is that of Governor. — Maple, beech, birch, oak, and elm are names of Canadian trees. — Let us wait in patience and quietness. — The con- tennplativf^ mind delights in silence. liatin T.tootH. — Plantaf a plant. Plant, plantation, implant, implanted, supplant, transplant. Anf>ly«l« nn«i Parsing.— The memory of the just is blessed; but the name of the wicked shall rot.— Truth is a mightier weapon than the sword. — Cd. - I 342 LESSONS IN ENGLISH. is : i ' 1 i Lesson XVIL— The Article.— The Use of a or ah, 44. The article a or an is used before nouns of the singular number only ; as, a tnnn^ an eiujh'. 46. The article a is, however, sometimes used to give a col- lective meaning to an adjective of number ; as, " Afnv men, a (ireatmanij homes." Otherwise the indefinite article must never be used as even to seem to relate to a plural ncun ; as, "A fionse and (gardens" should be, "A home and its tiardens." 46. The indefinite article is usually required to convert the proper name of an individual so as to denote a class ; as, *^ Jvtery poet is not a Milton or a lUjron." Oral ExerciHe.— What is an Article? (224).— How many Articles are there V (225).— Define the Definite— the Indefinite (220-227).— Where is a used ?— Where is an used ? (228-2,31). I. Derivatives. — Give two derivatives from each word. 1. Captive, Captivate, Captivity .2, Accept, Acceptance, Acceptable. Caution, Cautionary, Precaution. Cave, Cavity, Excavation. Certain, Uncertain, Certainty. Circle, Circulate, Circulation. Crime, Criminal, Criminality. Corporate, Corporation, Incorporate. Creed, Credence, Credential, Create, Creator, Creation. Deity, Deify, Deist. Dictate, Dictator, Dictation. II. Omissions to be supplied.— Supply the articles, I.Defoe's " Robinson Crusoe" is a fiction, yet everything in it seems like a reality. A stick put into water, generally appears bent ; but this is owing to a phenomenon called refraction. A noble fraternity was founded by St. Bernard to rescue travelers lost in the snows of the Alps. A substance in a state of fusion is called liquid. 2. A piece is a fragment or part of anything separated from the whole. It may also denote a literary or an artistic composition. On a sudden, an army of ninety thousand came pouring into the plains of the Carnatic. The struggle with Hyder, was a struggle for life and death. ITI. Correct the errors. — My attendance was to make me a hap- pier man. — Argus is said to have a hundred eyes, some of which were always awake. — An excessive use of meats and drinks should be avoided. — A foreigner and a hired servant shall not eat thereof. — Worship is a homage due from man to his Creator. — The telephone is a wonderful invention.^^We should always show a strict adherence to duty. — Patrick Joseph is a younger boy than his brother. Ijatin RootM.— ParA, a part. Particle, particular, participate, partition, party, partisan, portion, partial, partner, parcel, parse, apartment, compart- ment, depart, department, impart, impartial, bipartite. Analyiiis and Parsing.— A beautiful stream flows between the old and the new mansion.— He is not so good a poet as historian. — Sp. decl. sent.; — Subj.. stream ;— Pred., floivs :— Subj. lim. oy a and mod. by beautiful ;— Pred. mod. by adv ph., between the old and the neio mansion.— ^it. decl. sent.; — Subj., »c;— Pred., is; — kits., poet... historian ;—VteA, modi, by adv. adt., not ;-^ Att. lim. by a and mod. by good;— So, adv. of degree mod. good;— At, oonj. INTERMEDIATE COURSE. Lesson XVIII. — Use of the Article. 343 47. The definite article is generally required : — 1. When a noun in the Hin^ular number in regarded aa the name of a whole class ; as, " The lion is the kinif of beasts." 2. When a oomuion noun becomes proper ; as, The Pyramids^ The Terrace. 3. Before proper names of nations, societies, families ; as, The Romans, The Dominicans, All the Howards. In direct address the article is not used ; as, " Friends, Romans, Countrymen." 4. Before the names of ships and rivers ; as, ^'I saio the Quebec sail up the St. Lawrence." 5. When adjectives are used, by ellipsis, for nouns; as, "The young are influenced by novelty ; the old by custom." 6. Before the antecedent of the pronoun ioho or which in a restric- tive clause ; as, " The carriages which were jormerly in use, were very clumsy." Note.— Sonie other definitive may aloo be used ; as, " These carriages which" 7. Before a participial noun ; as, " Chreat benefit is reaped from the reading of history." Note.— The indefinite article also nmy be used before a participial noun ; .as, " Theif shall be an abhorriiij ) nnto allj iesh." I. Formation of words. — Form derivatives from the words given. 1. Grade, Gradation, Degrades. Governor, Imagination, Sublimate, Laborious, Elevator, Congregation, Inhuman, Subjugation^ Conjurator, Legibility, Legislature, II. Omissions to be supplied. — Supply the articles. The elephant is the most sagacious of all quadrupeds. The oak reaches a great age. The ferry crosses every fifteen minutes to the Island. I'he Jesuits have the honor of being intensely hated by the enemies of religion. The " Atlantic " was wrecked on the coast of Nova Scotia. The good alone are great. in. Correct the errors. — That name is not mentioned by 5 iS ss LOSS IN DELAYS. Shun delays, they breed remorse ; Take thy time while time is lent thee : Creeping snails have weakest force — Fly their fault lest thou repent thee : Good is best, when soonest wrought, Ling'ring labors come to naught. Hoist up sail while gale doth last, Tide and wind stay no man's pleasure, Seek not time when time is past. Sober speed is wisdom's, leisure : After-wits are dearly bought, Let the fore-wit guide thy thought. Time wears all his locks before. Take, then, hold upon his forehead : When he flies he turns no more ; And behind his scalp is naked : Works adjourned have many stays. Long demurs bring new delays. Seek thy salve while sore is green, Fester'd wounds ask deeper lancing ; After-cures are seldom seen. Often sought, scarce ever chancing : In the rising stifle ill. Lest it grow against thy will. Drops do pierce the stubborn flint. Not by force, but often falling ; Custom kills with feeble dint. More by use than strength prevailing : Single sands have little weight. Many make a drowning freight. Tender twigs are bent with ease, Aged trees do break with bending ; Young desires make little prease, Growth doth make them past amending : Happy man that soon doth knock Babel's babes against the rock. —H. Southivell (1560—1595). Oml tHatenieni— dkeich I'i . Take time by the forelock. 7. Delays bring on new delays. 8. Apply the remedy to the wound while it is fresh. 9. Perseverance overcomes obstacles (26-80 1.). 10. Bad habits are not easily corrected (81-34 1.). 1. Take thy time wliile time is lent thee. 2. Strike the iron while it is hot (Hoist up. . . . last). 3. Let the fore-wit guide thy thought. well, nip evil in •{ 4. In the rising stifle ill, its bud. Lest it grow against thy will. 5. Happy man, that soon doth knock Babel's babes against the rock. 10 Questions and Suggestions. 1. Point out a figure in the first line. — •• They breed remorse." (Meta phor of the verb.) 2. Use an equivalent for breed. — Beget. 3. Point out a figure in the second line. — " Time is lent thee." (Meta< phor of the verb.) 4. "Why say " time is lent thee " ? — Because time is not ours ; Ood is nuister of it, and we should employ it in doing His will. 5. What are " creeping snails " ? — People who are too slow. (Metaphor.) 6. Point out a figure in the (>th line. — " Lingering." (Syncope.) 7. Explain the 7th line. — Work when you have time and ability. (Metaphor.) 8. Explain the 8th line. — We must watch the proper time for accom- plishing what we have to do, remembering tlmt time, tide, wind, boat, or train never waits for the tardy. What is the meaning of the 9th line? — There is no %isc in seeking time when it has passed, it never returns. What then is to be done? — I'he suggestion is given in tlie 10th line : — " Sober speed is wisdom'' s leisure," or, in the words of Franklin : " Employ thy time well, if thou meanest to gain leisure ^^\ i.e., employ your time icell, have your daily work cut out from morning till night, and let every duty be done in its own time; in other words, prepare a good program and follow it. 2i f • INTKRMF.THAIK CorRSK. 34T Questions and Suggestions. rceping , is fresh. I.). .341.). ....last). c." (Meta .." (Meta- [rs ; QodU [etaphor.) 3ope.) \nd ability- for accom- tide, wind, te in seeking \in t1i£ 10th tliou ineanent your daily \y be done in \nd follow it, 11 12 18 Tell what is meant by tlio 1 ltl> iiiid I'ith liuos — Prevention m the heat remedy. '* Look before ymi /«'«/>."-■" Think before yon upcak." — " Reckon before you buy." — " Kitiinnte the coH before you build" — " Prepare an outline before yon write a coniponiliru.'' — " Experience in a contly lenfton.'' What flj{ure is carried from the 18th line to the 10th? — /Vruo/iZ/l- cation : " Time wearn. . . .in naked. '^ These four lines are a repetition of what idea ? — •' Tide and wind stay no vian'it pleanure ; Seek not time, when time in pant." (8th and 9th lines.) 14. Can yon give a qnotation from another author conveyinj< about the same meaning as the l.'ith and Kith lines ? - " f.oxt yenterday, somewhere before Hunrise and ««»•««'/, tiro {loldvn honrx, each net with sixty diamond niinntes. No reward is offered, for they are gone forever." — Horace Mann. [Em;mkntary Coitube, T. E., p. 161] '• Lost tivie is never found atiain." — FranfiUn. 15. Epitomize the 17th and 18th lines. — One delay brings on another. — '• Never put of till to-morrow what you can do to-day." — Franklin. 16. What is meant by green (ll)tii l.)'f— Fresh. 17. Express in different form the idea conveyed by the 20th and 22nd lines. — It is harder to eradicate a confirmed bad habit than to nip the defect in the bud. Where is the remedy jjiven for this? — In the next two lines: — •• In the rising stijle ill. Lest it grow against thy will." What may be learned from the fith stanza? — Constancy succeeds. — "Perseverance overcomes obstacles." — *' Sober speed is wisdom's leisure." 20. What may be learned from the last stanza ? — Education imparted in youth is the most lasting. It is very hard to change the character of those who have grown old in vice. 21. What is the meaning of prease (.13rd 1.) ? — Press, push, agency. The line means " young desires are not very hard to be overcome." 22. What are ••Babel's babes"? — Pad inclinations which should be stifled in youth. — Why this name?. . . . 23. What do the last two lines of each stanza contain 1--The outcome of the four previous lines. 18 19 24. What form of the verb and the pronoun is used in this piece? — The form used in the Solemn Style {H76-'6n). Examples: ''Take thy time "...." Growth doth make ".. .. 25. With what kind of clauses does this poem abound ? — Imperative clauses. Examples: Shttn delays; — Take thy time; — Fly their fault ;— '• Hoist up sail " •• Stifle ill "..!... 26. Parse thy (2nd 1.), mai}'s (8th 1 ). — Thy, pers. p., 2nd p., s. n., m. f*,., poss. c, gov. by time. — Man's, c. n., 3rd p., s n., m. g., poss. c, gov. by pleasure. 27. Parse "thou repent thee" (4th 1). — Thon, pers. p nom. to repent; — repent, reg. ir. v., ac. v., sub. m., p. t., 2nd p., s. n., agrees with thou;— thee, pers. p., 2nd p., s. n., ra. g., ob]. c, gov. by repent. 28. Conjugate wrought (5th 1.) in the indicative mood. — .. ., M If ; ! 1 348 LESSONS IN ENGLISH. Questions and Suggestions. 29. What meaning is to be attached to little (29th 1.) ? — Very little — almost none. 30. Analyze and parse : " Drops do pierce the stubborn Aiut, Not by force, hut often falling ; Custom kills with feeble dint, More by use than strength prevailing J** Gd. decl. sent, consisting of two independent clauses of two lines each ;— Subj. of first cl., drops ; — Pred., do pierce (emphatic form); — Obj., ^t;t<, lim. by the and mod, by stubborn; — Pred. mod. by cd. adv. ph., *' Not by force, but often falling ^^\— falling imp. part... gov. by by understood {but [by] often falling). — Subj. second cl., custom; — Pred., kill . r:iod. by sp. adv. ph., with feeble dint, and by the ex. adv. ph., " ^ ore by use than strength prevailing^'', -prevailing, gov, by by understood (t^an [by] strength prevailing). Exercise. — Paraphrase Loss in Delays. Phraseology and Composition. I. — Complete the proposition by a second which shall give a reason for what is said in ^he first. We must adore God, because He is the Creator and Sovereign Lord of all things.^ It is just to love our parents, because of all that they have done for us. Avoid useless expenses, because they lead to beggary. We must employ our time well, because time lost never returns. II. — Develop the following thought : Be silent when you give, speak when you receive. We should not speak of our good actions, such vanity on our part would deprive us of merit. The Gospel says that our left hand should not know what is done by our right; it also tells us not to nerform good actions to be seen by men. Grati- tude, on tlie contrary, requires that we should publish the benefits we have received. By acting in this manner we gain the esteem of others and induce our benefactors to bestow new favors on us. /■ INTERMEDIATE COURSE. Phraseolofe,y and Composition. 349 III. — State, in a connected form, some of the advantages to be derived from the thought of God. In this sweet thought, we have the means of praising God, and of preserving our souls in peace. Like the angel that conducted thf* Israelites in the desert, assuming the appearance of a cloud by day, to slielter them from tlie heat of the noon-day sun, and becoming a column of fire by night, to light them on their tjpilsome way ; tlie thought of God at one time shelters us from the scorching rays of temptation, and at another illumines our mind and dispels the darkness of doubt. When God is remembered, murmurs are checked, tears are changed into smiles, zeal is excited, sufferings are desired, and charity takes up its abode in the heart. '■ " t Exercise on Homophonous Words. IV. -1. Prize. 2. Prior. 3. Populace. 4. Quire. Pries. Prier. Popiilous. Choir. President. Principal. Quarts. Radical. Precedent. Principle. Quart/.. Radicle. give a reason ou give, speak Where the dash occurs, insert a suitable word taken from the above list. 1. The boy who won the prize for gentlemanly deportment, pries too much into his neighbor's business. The president replied that no precedent justified them to pass such a resolution. 2. A prior is the superior of a community of monks ; and a prier h a person who pries. The principal of the school is a man of principle. 3. The populace, in that populous city, was highly excited. The farmer gave three quarts of milk for a small piece of quartz. 4. The leader of the choir wants a quire of paper. It was from a noted radical I learned that radicle means the germ of a root. n V. — Write a composition about the Guardian Anoels. ..... '" 1' X 1 I^^B i ¥' 1 <: B' ' f wHHlJ ff tHB< i ''JKBml ■ R i^^HMHI f i 9|raB i f t !l lilli 350 LESSONS IN ENGLISH. SYNTAX OF THE ADJECTIVE. Chapter III. — Lesson XXL— Position. 62. The adjective is generally placed before the noun to which it relates ; as, *M studious boy." 53. The adjective is placed after the noun in the following instances : — 1. When other words depend on it, or stand before it ; as, "A man confident of his uhility.'' — "-An army ten thousand strong." 2. When the quality results from the action of the verb ; as, ♦' He dyes the cloth red." 3. When a verb comes between the adjective and its noun ; as, " The door has been made wide." 54. The adjective may either precede or follow its noun in the following instances : — I. When an adverb precedes the adjective; as, "^ being infinitely wise," or " An indnitely wise beiny." 2. When several adjectives belong to the same noun ; as, " A man kind, brave, and generous," or "J kind, brave, and generous man.'" 3. In poetry ; as, " Full nmny a gem of purest ray serene, the dark unfathomed caves of ocean bear^ 55. An adjective and its noun may both be qualiJied by other adjectives, and when such is the case the most distinguishing must be expressed next to the noun ; as, ''A venerable old man,'" not " An did venerable man.'' 56. The ordinal adjectives, first, second, third, and last, must be placed before the cardinal numbers, when used to specify a part of the same series ; and after them to designate one of each of several dif - fcrent series ; as, *' The first three chapters of a book," means *^ The firstf the second, and the third chapter." — " iZVtree first j^mes," means " Three prizes each of which ervert. AiinlyHiM nn«l PnrHlii«.— Sn! iiiir, ono to the other for fear of Jesus Christ. —It is not true that he said yoi; «o wrouR. -Sp. imp. sent. ;— Subj., you under- stood ;— Pred., SMbwit ;—o)»e, pr I , in apposition with ?/ott understood; — Pred. mod. by sp. adv. pli. to the ollu < , and by ex v. pli u>rfear ofJeaua Christ. — Ox. decl. sent. ;--Subj. prin cl , it ; Preii. t.. , at., true, mod. by adv. adt. not, and ex. exp. cl. that he said ijouare wrong;— \nU\.Tpa,rt of latter cl., 'hat Tie 8rt/d;— Subj , he:— Pred., sa?d ;— connecttve, */»»»<;— Pred. mod. by sp. adv. cl. you are wrong ;— Subj,, yoi*;— Pred., are ;— Att., wrong. 1 Action, Penetration, Axiom, Address, 2. Admiration, Access, Caution, Advantage, Operation. Saijacity. Aphorism. Superscription, Surprise. Admittance. Admonition. Good. 362 LESSONS IN ENGLISH. c > Lesson XXIX. — Use of Pronouns. 80. A proper nanie taken merely as a name must be repre- sented by wliicJi^ and not by uho or that : as, "Nero, which /.) but another name for cruelty." 81. That is eqi'aily applicable to persons and animals. It is pre- ferred to who or ivhirh: — 1. When both persons and things are referred to. 2. When who is the antecedent, to prevent repetition. 3. After an adjective in the superlative degree. 4. After same^ all, and the adjectives I'ery and no. 5. After it, used indefinitely. 6. After an unlimited antecedent which the relative and its verb are to restrict. 7. In general where the propriety of tvlio or ichicli is doubtful. I. Synonyms. — Find synonyms to the 1. Defender, Attachment, Affinity, Affl'-jtion, Riches, 2. Affront, Agony, Agreement, Amusement, Anger, Advocate, Affection, Kindred, Grief, Wealth, Offence, Anguish, Compact, Sport, Resentment, words of this section. Pleader. Inclination. lielatiomhip. S.o7row. Opulence. Misdemeanor. Anxiety. Bargain. Recreation. Wrath. that II. Pronouns. — Supply suitable pronouns. 1. John, iclio was at school, wrote a letter to his father. Solomon was the wisest man that the world ever saw. He was the fittest person that could be found. They are the same persons that tee saw before. All that beauty, all that wealth e'er gave. 2. It is the best scheme that could be devised. He spoke of the men and things that he had seen. This is the most useful art that men possess. Massillion is perhaps the most eloquent writer of sermons modern times has produced. Who can ever be easy, who is reproached with his own ill conduct? III. Correct the false syntax.- -He was the first ell, which is mod. by adv. adt. very, and the sp. adv. cl. that I never did 80 i—aubi. dep. cl., J;— pred., did;— ohy, that;— so "dv. adt. of aid. * • repte- vhich t is pre^ 1 its verb ttul. Lon. sermons that In iU conduct? \t came.-^evo Cr -iMeu that Pd\t.-^It.iBthe .ou saw lu tb« l»,p Note, noted' I ,.;> cognition.— luiee, COM ^g. lvioniin«^t^°"' ] couia \.e f ouncl.- -VO^ •'%'■ .\ that INTERMEDIATE COURSE. 363 Lesson XXX. Literary Selection for Explanation and Study. THE DEATH OF THE FLOWERS. The melancholy days are come, the saddest of the year, Of wailing winds, and naked woods, and meadows brown and sear. Heaped in the hollows of the grove, the autumn leaves 5 lie dead ; They rustle to the eddying gust, and to the rabbit's tread. The robin and the wren are flown, and from the shrubs the jay. And from the wood-top calls the crow-, through all the JO gloomy day. Where are the flowers, the fair young flowers, that lately sprang and stood In brighter light and softer airs, a beauteous sisterhood ? Alas ! they are all in their graves — the gentle race of flowers 15 Are lying in their lowly beds, with the fair and good of ours. The rain is falling where they lie ; but the cold November rain Calls not from out the gloomy earth the lovely ones again. The windflower and the violet, they perished long ago, 20 And the brier-rose and the orchis died amid the summer glow ; But on the hill the golden-rod, and the aster in the wood. And the yellow sunflower by the brook in autumn beauty stood, Till fell the frost from the clear cold heaven, as falls the *5 plague on men, And the brightness of their smile was gone from upland, glade, and glen. And now, when comes the calm, mild day, as still such 30 days will come. To call the squirrel and the bee from out their winter home ; When the sound of dropping nuts is heard, though all the trees are still. And twinkle in the smoky light the waters of the rill ; 35 The South-wind searches for the flowers whose fragrance late he bore, And sighs to find them in the wood and by the stream nq more, ^ r u,. I,. ;. i 111 ' .1 a 1 . 1 . ni 364 LESSONS IN ENGLISH. And then I think of one who in her youthful beauty died, 40 The fair, meek blossom that grew up and faded by my side : In the cold, moist earth we laid her, when the forests cast the leaf. And we wept that one so lovely should have a life so brief; Yet not unmeet it was that one, like that young friend 46 of ours, So gentle and so beautiful, should perish with the flowers. — William Cullen Bryant (1794—1878). Oral Statement— Hketch 1 I; I I: i Principal Ideas 1. Statement OP / Subject : Autumn ap- proaching its H end, and giving death to the flowers. 2. Plot: Nature dis- mantled. 3. Outcome: Decay of the flowers a figure of death. Literary Analysis. Accessary Ideas. 1. The last days of autumn at hand. 2. The leaves lying dead. 3. The sweet singing birds disappear. 4. The last of the flowers disappear. 1. Naked woods. 2. The dismantling of nature caused by frbst. 3. The south wind brings an odd fine day, disap- pointed not to meet the flowers. The death of the flowers compared to the death of a beautiful young person. Questions and Suggestions. 1. When do the flowers decay ? — In autumn. The most delicate and beautiful generally diejirnt. 2. Why are the days on which the flowers fade called " meianclioly days"? — Because they generate sadness, and make us think of death — sometimes of the death of some dear relatives or companiom- 3. What causes the •• wailing of the winds"? — The strong autumn winds impeded by the tall trees. 4. Why have the robin, the wren, and the jay flown away ? — To seek a warmer clime. 5. What do the 14th and 15th lines contain ? — The answer to the Uth —13th. 6. What is meant by •* with the fair and good of ours "? — With good , yovihfiU people who di^. J • aiity died, y my side : orests cast fe so brief ; )ung friend e flowers. ^94-1878). a.r. r. ed by t'^st. I fine day, dxsap- era. d to the death of IS. most delicate and hlled " me'iancVioly E make us think oj Itives or compamcn^; \The strong autumn flown away?— '?'o fic a7iswer to the iJt/i INTERMEDIATE CCURSF.. Questions and Suggestions. 365 7. Paraphrase the 16th — 18th Hnes. — The cold November rain is falling, but unlike the genial shoivers of spring, it does not came thejlotoers to shoot forth again. 8. What reference is made in the 16th — 17th Hnes ? — Jiejertnce to some flowers that perish before the end of summer. 0. Describe the icindflower, the violet, briar-rose, orchis .... 10. What flowers remain in bloom till the end of autumn ? — The golden-rod, the aster, the sun-flower. U. What figure does the 24th— 25th Hnes contain?—" Till ftll the frost ./Vow the clear cold heaven, as falls the plague on meu.^' 12. Define tipland, glade, glen. . . . 13. What does the 4th stanza describe ? — Indian summer. 14. What reference is made by the poet in the last stanza ?— A refer- ence probably to the death of his young sister : " Grar up ami faded by my side." 15. Point out a figure in the 40th line. — " Blossorn." (Metaphor.) 16. Express in one word, " When the forests cast the leaf." — In autumn. 17. What figure is contained in " So gentle and so beautiful "? — 18. Hyperbaton. (So gentle and so beautiful a young friend.) What kind of poetry is this ? — Iambic Ileptameter. 19. Make a list of the adjectives in the first stanza. . . . Classify each. 20. Parse jay (8th 1.). — Jay, c. n nom. c. to has flown oi- is flown understood. Parse Alas ! (14th 1.)— ^l/a,s./ interj. of sorrow. Parse ours (l~)t\\\.).—Ours, pers. p., 1st p., pi. n., m. g, poss c, gov. by fair and good {our fair and good friends) . Note. — The poet brings in of ours here to rhyme with the previous line. Parse November (16th 1). — November, prop, a., not admitting of comparison, and modifier rain. 25. Analyze and parse the 9th — 11th lines. — Cx. int. sent.; subj. of ^Yxti. c\.,fl,owers ; — pred., are; — subj. of dep. c\.,that; — pred., sprang and stood mod. by adv. adt. lately, and by cd. abv. ph., in brighter lights and fairer airs ; — thk, fair young flowers and a beauteous sisterhood are sp. phrases explanatory ot flowers. 21. 22. 23 Exercise. — Paraphrase Death of the Flowers. Phraseology and Composition. I. — Vary the construction of the following sentence five times, without changing its meaning : — Death has nothing frightful for him who has nothing to fear, 1. Death is sweet to him whose conscience is in peace. 2. He whose conscience is pure does not fear death. 3. The just man sees death divested of its horrors. 4. It is only the wicked that fear the horrors of death, 5. Live in justice, and you need not fear death, i .11 LESSONS IN ENGLISH. Phraseology and Composition. II. — Express 'jome ideas suitable foi»a composition entitled A Grand Holiday. the previous evening, — pleasant dreams, — gay awaking, — morning animation. — Departure, — smiles of nature, — genial rays of the sun, — songs of the birds, — greenness of the fields. — Arrival at the picnic grounds, — groups formed, — musicians, dancers, contestants, — numbers engaged, — interest displayed in the games. — Noon, — the repsst, — the dining hall. — After- noon, — new groups, — new amusements. — The hours flee, — sunset, — supper, — return,— sound sleep. III. — Make some connected statements about each of the following : — The Modest Man. The modest man places himself below others, hides h's talents, depreciates the value of what he does, voluntarily listens to criticisms on his conduct, profits by the advices given him ; he pleases his friends by his simplicity, and gains the esteem of all. The Pkoud Man. The proud man places himself above others, boasts of his talents, exaggerates the value of his actions, cannot endure criticism, mocks at the advices given him ; he wounds the feelings of his friends by his arrogance, and draws upon himself the contempt of all. Exercise on Homophonous Words. IV. — l.Root. 2. Rouse. 3. Sane. 4. Senior. Route. Rows. Seine. Seignior. Rote. Ruff. Scull. Sheer. "Wrote. Rough. Skull. Shear. Where the dash occurs, insert a suitable word taken from the above list. 1. The naturalist discovered a rare root, on his route through the woods. The boy icrote the poem and recited it by rote. 2. So many rotvs around the tavern will rouse the anger of the people in the neighborhood. A despicable rough ran away with the young lady's niff. 3. Strive to have a sane mind. Paris is built on the Seine. The boatman struck the rowdy on the skull with a scull belonging to the boat. 4. James is Henry's senior by three years. The seiffnior of this beautiful place will soon be here. It was sheer nonsense to shear the sheep that came from Ayrshire, V. — Write a composition on Sunsb;!, t • INTERMEDIATE COURSE. 367 awaking, — are,— genial )f the fields, -musicians, ,st displayed nail.— After- lours flee, — following :— . ivs talents, ,rily listens to js given him ; Lns the esteem of his talents, dure criticism, the feelings of bn himself the rds. ienior. jeignior. jheer. )hear. [he above list. ite through the ter of the people 's ruff. la scull belonging lere. , . from Ayrs/ure. Lesson XXXI. — Relative Pronouns. 82. When two or more relative clauses connected by a con- junction have a similar dependence in respect to the anteced- ent, the same pronoun must be employed in each ; as, " O Thou who art^ and who imat, and VfYiO art to come." 83. The relative, and the preposition governing it, should not be omitted when they are necessary to a proper connection of the parts of the sentence ; as, *' He is still in the situation in which you saw him." 84. An adverb should not be used where a preposition and a relative pronoun would better express the relation of the terms ; as, "^ cause where justice is so much concerned." Say, "^ came in which . . . . " I. Derivation. — Find words derived from those in this section. , Alarm, A larmist . Alienate, Alienation. Allay, Allay ment. Sup, Snppi')'. Russia, Russian. 2. Allow, Allowance. Hat, Hatter. Alert, Alertness. Alkali, Alkalize. -Italy, Italian. 3. Alchemy, Alchemist. Aliment, Alimentary. Navigate, Navigator. Saturate, Saturation. Sardinia, Sardinian. II. Pronouns. — Supply suitable pronouns. 1. The name of everything icliich exists, or of ichich we can have a notion, is a noun. Man will not obey God, ivho is so much above him, and who made him. The winter in xohich the pilgrims landed was remarkable for its severity. What else could Burgoyne do in the circumstances in which he was placed. 2. In the posture in which I lay. In the temper of mind in which he was then. To bring them into the condition in which I am at present. He drew up a petition in which he too freely represented his own merits. The premises from which they drew these conclusions, were false. III. Correct the errors. — The man who can read, and who pos- sesses a taste for reading, can find entertainment at liome. — But what we saw last, and lohat pleased us most, was the character of the old miser. — The book in which I read that story is lost. — A few remarks as to the manner in which it should be done, must suffice. — There is no rule given by which the truth may be found out. — He assigns the principles /ro/u which their power flows. — The man who came with us, and who is dressed in black, is a clergyman. liBtin Root*.— A'of'ifs, new. Novel, novelist, novelty, novice, innovate, inuovatiou, renovate, renovation. Aualyetis and Parsing.— Observe them in the order in which they stand. —I am as good a man as he.— Cx. imp. sent.;— Subj. prin. cl., you understood ; — Pred., observe ;— Ob j., . IS, numeration, Lesson XXXIII. — Agreement of Pronouns. 88. When a pronoun has two or more antecedents connected by and, expressed or understood, it must agree with them in the plural number ; as, "James aiid John will favor us with their company." 89. The pronoun must be in the singular ; — 1. When the antecedents are but different names for the same person or thing. 2. When the antecedents are limited by the adjective each, every, or wo. 3. When the antecedents are emphatically distinguhhed. 90. When the antecedents are of different persons X\\t first person is preferred to the second, and the second to the third ; as, '* James, John, and I are attached to our coii.Ury." 91. In expressing the gendor of a pronoun which has ante- cedents of dijf'erent genders, the masculine should be preferred to the feminine, and the feminine to the neuter. I. Opposition of meaning. — Find words conveying nearly an op- posite meaning. 1. Beginning, Bearing, Gathering, Correlation, Durable, End. Disconnection, Scattering. Misrelation, Transitory. Dependence, Independence. Youth, Age. Coalescence, Opposition. 2. Succession, Similarity, Agreement, Unison, Earliness, Equality, Greatness, Interruption. Dissimilarity. Disagreement. Discordance. Lateness. Inequality. Smallness. Continuous, Intermitting. II. Pronouns. — Su^jply suitable pronouns, 1. This great philosopher and statesman continued in public life till his eighty-second year. — Remember this, O Jacob and Israel I for thou art my servant. — In that strength and cogency which renders elo- quence powerful. — No flower, no shrub, no tree, jhows itself in that desert. 2. Truth, and truth only, is worth seeking for its own sake. — The good man and the sinner too, shall have his works examined. — Every plant f,nd every tree produces others after its own kind. — Henry and you and I are attached to our parents. III. Correct the errors. — Faith, hope, charity, had left their mark on his character. — This great physician and surgeon could heal others ; himself he could not heal. — Brazil, and India also, is noted for its diamonds. — Each book, and each paper is in its place. — You and he will not disobey your mother. — Not only Weihngton, but Nelson, greatly distinguished himscl/ in this war. — Discontent and sorrow manifested themselves in his countenance. — The good man, and the sinner too, shall have his reward. Ijalin Roots.— 0/>M« (operis), a work. Operate, co-operate, co-opera- tion, inoperative, operativo, operaiion, operator, opera. AnalyMiH and JParsing.— The butler, and not the baker, was restored to his office. — All but he had lled.--hp. docl. sent.;— Subj., butter, baker ;— Pred., was restored ;—Suhj. lim. by t7ic/— Pred. mod. by aav. adt. not, and sp. adv. ph., to his oj^ce ;—his, ijers. pro., ;{rd p., s. n., m. g., pose, c, gov. by office.— Cd. decl. sent. (All had fled, but ho had not fled) ;— Subj. 1st cl., all ;— Pred., had fled ;—ii\xbj. 'lind c\., he :— Fred., had fled, mod. by adv. adt. Ttot; — all, pro. a., (persons) 3rd p., pi. n., m. g., nom. c. to had fled. ' ■ 'I 370 LESSONS IN ENGLISH. Lesson XXXIV. — Pronouns and their Antecedents. 92. When a pronoun has two or more antecedents con- nected by or or nor, it must agree with them in the singular number ; as, "John o/- James willjinor us with his company." 93. "When antecedents of different persons, numbers, or genders, are connected by or or nor, they cannot with strict propriety be repre- sented by a pronoun that is not applicable to each of them. 94. When the antecedent is a collective noun conveying the idea of plurality, the pronoun must agree with it in the plural number; but when it conveys the idea of unity, the pronoun must be singular ; as, '• The council dlsajfreed in their senti- mt'nts," — " The nation will enforce its lairs." I. Derivatives. — Find two words derived from each word in the list. Jf i< '' ii i i i Physic, Fop, Catholic, Camphor, Perpetrate, Cheer, Province, Physical, Fovpish, Catholicity, (Jamphoiuccous, Perpetration, Cheerful, Provincial, Physician. Foppiahness. Catholicism. Camphorate. Perpetrator. Clwerfully. ProvinciaUani. II. Pronouns. — Supply suitable pronouns. 1. It is in vain for a people to expect to be free, unless they are first willing to be virtuous. — See the herd as they wind slowly through the forest. — He that spareth the rod hateth his son. — The army, after its defeat, retreateth to the neighboring fortress. 2. He is a man whom there is no repf^on to suspect. — The army mutinied because the government refused to pay them. — Do you expect the lad ever to become ^ohat you would wish him to be ? — It is a mis- take for some to think that every religious congregation has a right to adopt its own creed. III. Correct the errors.- -The false refuge in which the atheist or the sceptic has intrenched himself. — If an ox gore a man or a woman, that he or she die, then the ox shall surely be stoned. — If you can find a trisyllable or a polysyllable point it out. — It is difficult to deceive a free people respecting their true interest. — The meeting went on with '<7» business as a united body. — Neither was Robert perfect in his lesson, nor Eliza in hers. — No thought, no word, no action, however secret, can escape in the judgment, whether it be good or evil. — If any man or woman shall violate his or her pledge, he or she shall pay a fine. — The crew were nexi called on deck to receive their orders. JLatin Roots.— Po'no (posituni), to put. Position, positive, post, pos- ture, postpone, opposite, couipoiient, compose, depot, depose, expose, impose, oppose, preposition, purpose, suppose. AnalyNiM and Parkins.— Hatred and animosity are inconsistent with Christian charity.— Let that bo done whicli is ordained by the will of God in Heaven.— Sp. decl. sent. ;— Subj., hatred and animosity (cd. subj.);— Pred., are ; ~Att., incotisistent •,—Att. mod. by sp. adv. ph., wii/i Christian charity.— Cx. imp. sent. ;— Subj. pr. cl., ijozi understood ( [you] let...);— Pred., let; — Obj., that ; —Pred. mod. by adv. ph., be done;— Ohj. mod. by sp. a. cl., which is in Heaven;— Suhj. dep. cl., which;— Pred., is ordained ;— Fred. mod. hy ex. adv. ph., by the will ...in Heaven ;— be. irr. int. v., pais v., inf. mood, gov. by let; — dmie, past part depends upon that. J i INTEUMKDIATE COURSE. 371 lents. Its con- sin^abr ' genders, be repre- 2ying the he plural pronoun eir senti- in the list. sm. hey are first through the ny, after Us —The army you expect It is a mis- has a right e atheist or jr a woman, ^ou can find bo deceive a ent on with rfect in his on, however ,vil.— If any Bhall pay a rders. nre. post, pos- Lpose, impose, isistent witb will of God in |.__Pred., «»■« ■ 'charity.— Cx. J. _Obj., that; phich is •*« bd. by ex. adv. J, gov. by Wt; Lesson XXXV. Literary Selection for Explanation and Study. THE VALLEY OF MEXICO. The Spaniards, turning an angle of the Sierra, suddenly came on a view wiiich more than compensated the toils of the preceding day. It was that of the Valley of Mexico, which, with its picturesque assemblage of water, woodland, 5 and cultivated plains, its shining cities and shadowy hills, was spread out like some gay and gorgeous panorama before them. In the highly rarified atmosphere of these upper regions, even remote objects have a brilliancy of coloring and a 10 distinctness of outline, which seem to annihilate distance. Stretching far away at their feet were seen noble forests of oak, sycamore, and cedar, and beyond, yellow fields of maize, intermingling with orchards and blooming gardens ; for flowers, in such demand for their religious festivals, were 15 even more abundant in this populous valley than in other parts of Anahuac. In the center of the great basin were beheld the lakes, occupying then a much larger portion of its surface than at present ; their borders thickly studded with towns and 20 hamlets, and in the midst, like some Indian empress with her coronal of pearls, the fair city of Mexico, with her white towers and pyramidal temples, reposing, as it were, on the bosom of the waters — the far-famed "Venice of the Aztecs," High over all rose the royal hill of Chapultepec, the resid- 25 ence of the Mexican monarchs, crowned with the same grove of gigantic cypresses which at this day fling their broad shadows over the land. In the distance beyond, the blue waters of the lake, and nearly screened by intervening foliage, was seen a shining speck, the rival capital of Tezcu- '0 CO, and still farther on, the dark belt of porphyry, girdling the valley around, like a rich setting which Nature had devi.sed for the fairest of her jewels. —Prescott (1796—1859). ;t ■tS\ Oral Statement— Sketch.. I I 372 Principal Ideas. 1. Statement OP Suiukct: The Valley of Mexico beauti fill and rich M 2. Plan: Description of - the Valley. !,F.SSONfS IN ENGLISH. Literary Analysis. Accessory Ideas. 1, The Spaniards' first view of the Valley of Mexico. 2. Admiration for its beauty and natural riches. 1. Brilliant and distinct appearance of objects caused by the highly rarified atmosphere. 2. Panorama of 1. Great Forests. 2. Fields of Maize. 3. Orchards. 4. Gardens. 3. Center of th« Great Basin. 1. Lakes. j Towns. ) On I Hamlets, j borders. 2. City of Mexico ico. {J; 1. Towers. Temples. 4. Hill of Chapultepec. 6. Tezcuco. 3. Outcome: ' Fairest of Na- ture's Jewels. A dark belt of porphyry girdles the valley around — a rich setting for the fairest of Nature's jewels. Questions and Suggestions. 1. From what is this description taken ? — From PrescoWs Conquest of Mexico. 2. What is tlie Sierra ? . . . . Point out on the map. ... 3. Give synonyms of goi'fjeoua. 4. Define panorama. . . . 5. Why in regions high above the level of the sea are objects seen more distinctly, and at a longer distance '? — Became the atmos- phere is not HO dense as where there is more moisture from the sea. 6. Describe the oak, the sycamore, the cedar. . . . 7. Where is Anahuac ?. . . . Point out on the map. . . . 8. What is the meaning of fta,s/M as used here?— ^4 circular or oval valley. 9. Point out a figure in the second paragraph. — '• Like some Indian Empress, the fair city of Mexico." (Simile.) 10. What is the far-famed "Venice of the Aztecs"?— TAc City of Mexico. — Why this name ? . . . . 11. Point out Chapultepec on the map. 12. What is the cypress ^. • « « • INIKUMKI)I.VIK COlTUSlu Questions and Suggestions. 37:^ l.'i. Of what iH tlio r?//)/v.'<.'< an emblem ? — An enihfiin of mourniiuj nml H(ulnfMH, ht'i'duxt' it iritH nin'h nth/ iimuI nt JinicmfM, aiit/ to (uluru tom/tH. — (Ciivo Boine Hcriptunil (im>tationH.) 14. What hike in referred to ('25th 1.) ? — Luke Tczckco. — (Point it out on the map ) 15. Whut in pnr/tlij/ri/? — A rock t'onxisthnj of a ami/xirf hnse ; its cfifs- Idlx (tn: hhjhhj mttemeil ax murhlvH. 10. What is meant by " settinj^ " aw iiHOfl the 28th lino'? -Tlinf in which a t wltere envy oomniencea. A ({onerous emulation is the soul of work, causing us to labor with perHeveranco and joy. It is a spur to virtue, impelling; us like noble coursers to bound along with increased siMjed as we perceive before us or benidu us worthy competitors in the race for perfection. Ho is a poor, pitit'ul creature, whose heart is not open to the noble sentiment of emulation. III. — Vary the constrnction of the followingsentences without chang- ing the meaning. 1. The wisest is he who does not believe himself to bo wise. Ti'ut merit in ulwayn moUent. He who in truly wise in ahmyn humh/e., 2. We expose ourselves to lose all in striving to gain all. We asniire onrne/ren of Hiiccexn, when we are content with a moderate gain. We become discontented when we place no restraint on our desires. 3. Necessity is the mother of industry. Necessity renders us inifcnious. Want makes us industrious. Exercise on Homophonous Words. 4. Sloe. Slow. Stationary. Stationery. IV.— 1. Sign. 2. Side. 3, Scion. Sine. Sighed. Sion. Signet. Sink. Sleight. Cygnet. Cinque. Slight. Where the dash occurs, insert a suitable word taken from the above list. 1. To shake hands is a ahjn of friendship. The perpendicular drawn from one extremity of a,n arc to the diameter drawn through the other extremity is called a sine. The 8i(jnet bore the impress of a cyijnct's head. 2. The wounded man sUjhed when the physician pressed his sidt. Sink or swim, said the boy to his dog. Cinque is the number five. 3. Scion is the young shoot or twig ; Sion is a mountain in Judea. A boy of slight form showed great sleight of hand. 4. The s/oe is the fruit of the blackthorn. The girl is very alow in her movements. Do not not remain stationary in front of that stationery store. V. — Write an essay on MkMoby. INTI'.RMKDIAIK COlJkSK. 375 Lksson XXXVI.— Verbs.— Agreement. 06. The adjuncts of the subject do not control its agree- ment with the verb ; as, *' Tlw progress oj' the j'orcea was imp('il." 1)0 Any phrase, sentence, mere word, or other sign, taken as a whole and made the subject of an assertion, requires a verb in the third person singular; as, •' To lie is hme." — " Th has two Homulx." — " The 'sis annexed fo cnrh." 1)7. When, by transposition, the subject is placed after an intransitive, or a transitive verb in the passive voice, care should be taken to make the verb agree with tlie subject and not with {he attribute ; as, "i7/s ^unilion v/ere dar/c waters and thick clouds."— *'TV/ <»> LESSONS IN ENGLISH. .'!! :i ;:i Lesson XXXVII. — Verbs. — Agreement. 99. Every finite verb not in the imperative mood should have a separate subject expressed ; as, " I came, 1 snn\ 1 con- (juered" ; except when the verb is repeated for the sake of em- phasis, or connected to another in the same construction, or put after hut or than; as, '■^John has more fruit than [what] can be gathered in a u-eeh:" — ^'Thcy bud, blow, wither, fall, and die." — ^^How they tinkle, tinkle, tinkle in the icy air of nif/ht. " 100. In selecting the proper tense, the order and fitness of time should be observed; thus, "7 saw him yesterday." Not, "/have seen him yesterday." — "/ have seen him, to-day." Not, *'/ saw him to-day." 101. Propositions that are at all times equally true or false, should be expressed in the present tense ; as, " Columbus knew that the earth is rounds Not u'as. 102. That form of the verb should be used which is best suited to the style employed; as, "T/j^ clock has struck," instead of hath stricken. I. Verbs. — Find verbs of nearly opposite meaning. 1. Precede, Succeed. Observe, Violate. Co - operate , 02)/)ose . Dress, Divest. Advance, Recede. 3. Include, Exclude. Ferment, Soothe. Locate, Dislocate. Move, Rest. Unite, Scatter. Terminate, Benin. Fluctuate, Settle. Place, Displace. Cover, Uncoi^er. Converge, Diverge. II. Omissions to be supplied. — Supply suitable verbs. 1. There is not a sparrow which falls to the ground without His notice. — There is no man who icould he more welcome here. — Tlie boy writes very elegantly. — Your cousin does not intend to visit you. — He seemed not to know that fourteen pounds make a stone. — The house built yesterday. 2. In youth all things seem pleasant. — A stranger to the poem icoxdd not easily discover that this is verse. — Cicero maintained that whatso- ever is useful is good. — The doctor affirmed that fever always jn'oduces thirst. — I have already told you that I am a gentleman. — The ancients asserted that virtue is its own reward. III. Correct the errors. — Who is here so base that he would be a bondman? — 1 finished my letter before my brother arrived. — It is this that removes that impenetrable mist. — Two young gentlemen, who have made a discovery that there is no God. — He will tell you that whatever is, is right. — Between an antecedent and a conse- quent, or what goes before, and ivhat fc'lows. — He dares not say a word. — He has two new knives. — I wrote before I received his letter. Vjntin l^ootn,— Porto, to carry. Porter, portable, portmanteau, comport, deportment, export, important, importune, importunity, opportunity. AnalyHiM and Parsing.— Nothing but wailings was heard.— The brilliant scholar and teacher is dead. — Cd. decl. sent. — (5jothing was heard: wailings were heard.) — Subj. 1st cl.,7fofh,'/if7;— Pred., was heard (irveg. int. v., pass, v ) " Sp. decl. sent.;— Subj., scholar and teac/je/*;— Pred., is:— Att., dead;— is, irr. int. V sing., because it agrees with scholar ei,nd teacher, meaning the same person, o. INTERMEDIATE COURSE. 34 i Lesson XXXVIII. — Agreement of Verbs with Nouns of Multitude. 103. When the subject is a collective noun conveying the idea of plurality, the verb must agree with it in the plural number ; but when it conveys the idea of unily, the verb must be singular; as, ''My people do not consider." — ''The army was defeated." Note. — A coUectivo noun conveys the idea of plurality when it refers to the individuals separately ; if, to the whole collectively, it conveys the idea of unity ; thus, in the above examples, the people consider as individuals, not as a whole, to consider being an individual act ; but in the second example, the army as a whole was defeated, not the individuals composing it. 104. The pronominal adjectives, each, either, neither, and one are always in the third person singular ; and, when they are the leading words in their clauses, they require verbs and pronouns to agree with them accordingly ; as, " Each of you is entitled to his share." I. Objects. — Supply two objects to each verb in this list. 1. Measure tivie and space. Recompense virtue and merit. Detest lying and calumny. Kespecb honesty and truth. Build houses and hopes. Coerce compliance and obedience. Control men and passions. Convey lands and intelligence. Cross countries and swoi'ds. Break bonds and commandments. II. Verbs. — Supply suitable verbs. 1. " It ?s idleness that creates impossibilities ; and where men care not to do a thing, they shelter themselves under the persuasion that it cannot be done. The shortest and surest way to prove a work possible, is strenuously to set about it ; and no wonder if that proves it possible that for the most part makes it so." — R. South (1633-1716). 2. 1 care not, Fortune, what you me deny ; You cannot rob me of free nature's grace ;' You cannot shut the windows of the sky. Through which Aurora shores her brightening face ; You cannot bar my constant feet to trace The woods and lawns by living streams at eve. —J. Bkattie (1735-1803). III. Correct the syntactical errors. — The council ivere not unani- mous. — Is the senate considered as a separate body? — The people have no opinion of their own. — But neither of these circumstances v.s properly termed indefinite. — Mankind are appointed to live in a future state. — Every kind of convenience and comfort is provided. — Was either of these meetings acknowledged or recognized ? — Let no one deceive himself. Ijatin Boots.— T'tflco (visum), to see. Vision, visible, visionary, visit, visual, visor, vista, view, evident, invisible, provide, providence, provision, proviso, purveyor, revise, supervision, survey. Analyiiia nnd Parking.— The wages of sin is death. — Though he was rich yet for our sake he became poor.— Sp. docl. sent. ;— Subj., deaf ^ ;— Pred., is ; — Att., wages; — Att. lini. by the, and mod. sp. a. ph., o/ si/j.— Cx. decl. sent.; — Subj. prin.cl., /le ;— Pred., became;— Att., poor;— \tt. mod. by adv. adt., /of our «»««;— Subj. of dep. cl., he ;— Pred., was ;— Att., rich. ;ii ^:! ° ~" I' l n i r i flTf i pTii aaBatti ~ ■Hom 378 LKSSONS IN KNdl.ISH. i\ Lesson XXXIX. — Agreement of Verbs. 105. When two or more subjects connected by and serve merely to describe one jDerson or thing, they do not require a plural verb; as, "r/«? statesman and orator is dead.'' 106. When two subjects or antecedents are connected, one of which is used affirmatively and the other negatively, they belong to different prepositions ; and the verb or pronoun must agree with the affirmative subject and be understood to the other; as, "A'ot a loud voice but strong proofs bring conviction." 107. When two or more subjects or antecedents are pre- ceded by the adjective each, every, or no, they are taken separately, and require a verb and pronoun in the singular number; as, " Whose every look and r/esture was a joke To clappiny theaters and shouting crowds." When the verb separates its subjects, it agrees with that which precedes it, and is understood to the rest; as, "27tg earth is the Lord's, and the fullness tliereof.'' 108. The title of a book, even tnouf^h it has the plural form, takes a verb in the sinj^ular ; as, " The ' Hind and the Panther ' was writ- ten hxf Dryden.'" — " The ' Pleasures of Memory' wt^ published in the year 1 792.'' I. Synonyms. — Find two synonyms of each word in the list. 1. Bear, Carry, Convey. 2. Confute, Refute, Disprove. Behave, Demean, Conduct. Unite, Combine, Connect. Bind, I'ie, Fasten. Bubdue, Vanquish, Conquer. Build, liaise, Erect. Consent, Permit, Allow. II. Verbs to be supplied. — Supply suitable verbs. Great ability and great merit are not always found in the same person. — The vivacity and sensibility of the Greeks seem to have been much greater than ours. — Blessed art thou, Simon Bar-Jona, because flesh and blood hath not revealed it to thee, but My Father Who is in Heaven. — Pestilence and not war was the affliction chosen by David. — Every limb and feature appears with its respective grace. III. Correct the false syntax. — Your friend and cousin, as you call him, has returned. — The French minister-plenipotentiary and envoy-extraordinary has gone to Rome. — Not his wealth, but his talents, attract attention. — It is his talents, and not his wealth, that attract attention. — Every word and every member has its due weight. — By ten o'clock every window and every door in the Street was full of heads. — Each day -and each hour brings its portion of duty. — Howitt's " Homes of the Poets " is a delightful volume. — Moore's " Paradise and Peri " is justly admired. — It is his wealth, and not his talents, that attracts attention. liatin Roots. — Vicit, change; succession. Vicar, vicarious, vicegerent, vice-president. AnalyMiia and Par^iniE.— Disdain forbids me and my dread of shame. — Aggression and iujui-jr can in no case justify rebellion.— bp. decl. sent.;— Subj., disdain;— Vred., forbids ;-Ohj., me and dread ;— dread mod. by. sp. a. ph., o/ shame.— H}p. decl. sent. ;— Subj., aggression and i»i/'Jtrj/ (cd. subj. 577);— Pred., can Justify ;— Ob}., rebellion ;— Prcd. niod. by sj). adv. j)h., in no ca^e, INTERMEDIATE COURSE. 879 id serve equire a fi." ted, one ely, they pronoun stood to s bring are pre- re taken singular hat which irth is the orm, takes was writ- shed in the list. Disprove. Connect. Conquer. Alloiv. the same have been la, because Who IS in y David. — in, as you iitiary and but his [ealth, that ue weight. et was full [of duty. — i.— Moore's ,nd not his vicegerent, |of shame.— jnt.;— Subj., sp. a. ph., of 577);— Pred., Lesson XL. Literary Selection for Explanation and Study. THE RAINBOW. 10 t5 io »5 Soft falls the mild reviving shower From April's changeful skies, And rain-drops bend each trembling flower They tinge with richer dyes. But, mark ! what arch of varied hue From heaven to earth is bowed ? Haste — ere it vanish — haste to view The rainbow in the cloud ! Yet not alone to charm thy sight Was given the vision fair ; — Gaze on that arch of color'd light, And read God's mercy there. It tells us that the mighty deep, Fast by th' Eternal chain'd, No more o'er earth's domain shall sweep, Awful and unrestrain'd. It tells that seasons, heat, and cold, Fixed by His sov'reign will. Shall, in their course, bid man behold Seed-time and harvest still. That still the flower shall deck the field. When vernal zephyrs blow ; That still the vine its fruit shall yield. When autumn sunbeams glow. Then, child of that fair earth ! which yet Smiles with each charm endowed, Bless thou His name, Whose mercy set The rainbow in the cloud ! ill -Henians (1794—1835). Oral ntatemcnt— Sketch*. Principal Ideas. 1. Statement OF Subject : The rainbow. 2, Plot: What the rainbow does. 3. Outcome: Thanks to God. LESSONS IN KNGLISH. Literary Analysis. Accessary Ideas. 1. The rainbow, an arch from Heaven to earth, in the cloud. 2. Its colors. / 1. The rainbow charms the sight, and is a figure of God's mercy. 2. It is a token that the world will never again be dehiged. -^ 3. It tells that the seasons will come in regular rotation. 4. It tells that the flowers will appear in spring. 5. •' " vine will yield its fruit in autumn. Men should bless " His name, WhoBo mercy set The rainbow in the cloud." 1. 2. Questions and Suggestions. What does the first stanza contain ? — The. introduction. What is the ra'mhon? ^ — ''A how or arch, exhibiting in concentric hand-H the several colors of the spectrum, and formed in the part of the hemispjhtre opposite to the sim by the refraction and reflection of his rays in drops of falliwj rain." — Webster. (The Teacher should explain this definition.) 3. Is the construction of the first line of this selection in natural order? — No: the natural order ivoidd be, *^The mild,i'evivin(j sho wer falls fa st.' 4. What name is given to this form of construction ? — Inversioii. 5. Does inversion improve the style of a piece ? — It often has a very fine effect. It occurs more Jreqmntly in poetry than in prose. Inversion is often necessary in poetry to secure proper rhythm and rhyme. 6. Express the second lino without using the possessive case for April's. — " From the changeful skies of April." 7. Would this form improve the piece? — No: it sounds much better as given in the piece. 8. What is meant by "richer dies "? — Richer colors. 9. Why is hasit repeated in the 7th verse? — For the sake of emphasis. 10. What figure do tlio 7th and 8th lines contain? — Exclamation. 11. Put the words of the 9th and 10th lines in their natural order.— Yet the fair vision loas not given to charm thy sight alone. (Inver- sion.) 12. Supply the omission in the 11th line. — " Gaze on that [visionl of colored light." I 13. What name is given to such an omission ? — Ellipsis : a figure of syntax. 14. Express briefly the meaning of the 4th stanza. — There will never be another dehuj'^. .15. What is meant by " mighty deep "l—The ocean. jMetpnymy.) INTERMEDIATE COURSE. 381 Issive case for ids much better Questions and Suggestions. 16. Point out figures in the 14th line. — 7'h\ (apocope); chained (metonymy). 17. What figures are in the 15th line? — O'er (syncope), and Inversion. (Transform the inversion.) 18. Express the whole fourth stanza in prose. — It tells vs that the mighty, awfal, and imrestrained deep, which is chained by the Eternal Maker, shall sweep no more over the earth's va,d domain. 19. What is suggested in the next stanza? — That the rainbow is a token of no future interruption in the regidar course of the seasons. 20. Use a simple word for seed-time. — Sjn'ing. 21. Why is need-time used instead of spring? — To make the rhythm agree tvith that of the second verse of the same stanza. (Explain.) 22. What may be observed of the 6th stanza ? — It is a repetition or kind of explanation of the 5th stanza. (Explain.) 23. Give synonyms for t/ec^\ — Adorn, embellish.,.. 24. Give a synonymous expression for "vernal zephyrs." — Spring breezes. 25. Alter the inversion in this stanza. .. . 26. Give a synonym for glow. — Shine. 27. What does the last stanza contain? — An apostrophe; i.e., an address to man to bless the name of God, Who has given him the rainbow as a mark that He ivill never again destroy the world tvith a deluge. 28. What is apostrophe ?.. .. 29. Point out figures in the 26th \me.— Smiles. (Metaphor and In- version.) (Alter the inversion.) 30. What figure is in the 27th line?—" Bless thou." (Hyperbaton.— Explain.) 31. Parse soft, mild, (1st line), April (2nd line). — Soft, adv. (the ad- jective form being used by poetic license), and mod. falls. — Mild, c. a., comp. reg., mild, milder, mildest, and qualifies reviv- ing shower. — April's, p. ■.., 3rd p., s. n., n. g., poss. c. gov. by skies. (Syntax 10.) 32. Parse that (11th 1.) — That, pro. a., s. n., representing vision under- stood, and obj. gov. by on. 33. Why commence Eternal with a capital ? — Because it means God. (513-4.) 34. What does " awful and unrestrained " modify 7— Deep. 35. Why commence His (19th and 24th 1.) with a capital? — Because it is a pronoun referring to God. 36. Analyze into their elements : Changeful, rainbow, awful, unre- strained, behold, sunbeams. — Ghange-julf rain-bow, aw-ful, un- restrained, be-hold, sun-beams. 37. Analyze and parse : — " Yet not alone to chaxiii thy sight Was given the vision fair." Sp. decl. sent; — subj., vision; — pred., was given; — subj. iim. by d's country is a monstrous crime. 4. By reading the history of our country we become acquainted with the great deeds of our ancestors. 6. A good citizen is ready to shed his blood, and even to give his life for the benefit of his country. 1 IT! i INTERMEDIATE COURSE. Exercise on Homophonous Words. 383 rv.—i. step. steppe. Stile. Style. 2. Straiten. Straighten. Sweet. Suite. 3. Tax. Taoks. Taper. Tapir. 4. Tier. Tear. Teas. Tease Where the dash occurs, insert a suitable word taken from the above list. 1. Step to one side that the old man may pass. Steppe is a name given to plains in Bussia. " I am sitting on the stile, Mary," is written in a very attractive 8tyle. 2. It-is wrong to 8t{.9« single; one's own. Private, privacy, privilege, privation, privy, privily, privateer, deprive. Analysis and Parsing*— Oh I that I were as in the days of the past.— Should I miss the early train, I will come in the evening.— Cx. 'x. sent.;— Subj., I ;— Pred., were ;— Pred. mod. by sp. adv. cl., as [I was] in the days of the past ;— Subj., dep. cl.. J";— Pred., was ;— Pred. mod. adv. adt. as, and by cx. adv. ph., in the days of the past;— Oh ! interj. of sorrow.— Cx. decl. sent.;- Priu. cl., 1 will come in the evening. ,.''■ |£^J^ 388 LESSONS IN ENGLISH. ml Lksson XL v. Literary Selection for Explanation and Study. QUEBEC. The impression made upon the visitor by this Gibraltar of America; its giddy heights; its citadel suspended, as it were, in the air ; its picturesque steep streets and frowning gateways; and the splendid views which burst upon the 5 eye at every turn : is at once unique and lasting. It is a place not to be forgotten or mixed up in the mind with other places, or altered for a moment in the crowd of scenes a traveler can recall. Apart from the realities of this most picturesque city, there are associations clustering 10 about it, which would make a desert rich in interest. The dangerous precipice along whose rocky front, Wolfe and his brave companions climbed to glory ; the plains of Abra- ham, where he received his mortal wound ; the fortress so chivalrously defended by Montcalm ; and his soldier's grave, «5 dug for him while yet alive, by the bursting of a shell ; are not the least among them, or among the gallant incidents of history. That is a noble Monument, too, and worthy of two great nations, which perpetuates the memory of both brave generals, and on which their names are jointly written. M The city is rich in public institutions, and in Catholic churches and charities, but it is mainly in the prospect from the site of the Old Government House, and from the Citadel, that its surpassing beauty lies. The exquisite ex- panse of country, rich in field and forest, mountain-height as and water, which lies stretched out before the view, with miles of Canadian villages, glancing in long white streaks, like veins along the landscape ; the motley crowd of gables, roofs and chimney tops in the old hilly town immediately at hand; the beautiful St. Lawrence sparkling and flashing 30 in the sunlight ; and the tiny ships below the rock frc^ni which you gaze, whose distant rigging looks like spiders' webs against the light, while casks and barrels on their decks dwindle into toys, aud busy mariners become so many puppets ; all this, framed by a sunken window in the 35 fortress, and looked at from the shadowed room within, forms one of the brightest and most enchanting pictures that the eye can rest upon. -Dickens {1812— 1870.) Oral Hfalcinvnf— Skrich INTERMEDIATE COURSE. 38d \t Principal Ideas. I.'Statemrntof BUBJRCT : View of Quebeo unique. 2. Plan: Birds-eye view from the water.... its associations. 8. Outcome: Most enchant- ing picture. ^ Literary Analysis. Accessary Ideas. 1. Gibraltar of America. 2. (citadel HUHpciulud in the air. U. PictureH(]uu struots. 4. Frowninjl; gateways. 5. Splendid views. 1. Quebec particularly remembered by a world- wide tourist UH u most picturesque city. Its associations. 1. Precipice. 2. Wolfe. 3 Montcalm. \ The monument I erected to the niom- ) ory of both. 4. Plains of Abraham. 5. Catholic Churches and Chari- i ties. gW la o O fl. Exquisite expanse of country. 2. Mountains and water courses. 3. Numerous villages. 4. Gables, roofs, and chimneys of tlio old town itself. 1« ^ 2 Via /I. Sparkling and flashing. 2. Tiny ships on its surface. \ (1. Rigging. 2. Casks and barrels on their decks like toys. 3. Mariners so many puppets. One of the brightest and most enchanting pictures the eye can rest upon. Qutstions and Suggestions. 1. What is Gibraltar?— How long have the English held Gibraltar ? — (i) A town and stronjfly J'ortijied rock at the southern extremity of Spain. (2) Since 1704' (Point it out on the map.) 2. Why is Quebec called the Gibraltar of America ? — Became in its strength it is to the fort ijications of the New Wo7'ld trhat Gibraltar is to those oj the Old World. (Metonymy.) 3. (i) Explain "giddy heights" (2nd 1.) -(2) What figure?— (i) Heights HO great that we become giddy by standing on them and looking at things below us. (2) Metonymy. (What is Met- onymy ?) .11 ■( ; ^! :! « 390 LESSONS IN ENGLISH. Questions and Suggestions. -A forirtm in or near a city, intended as a final 4. What is a citadel 1- point of defence. 6. Give a synonym for " suspended." — Hung up. 6. Explain (i) "picturesque;" (2) "steep streets;" (3) "frowning , gateways." — (i) Beautiful, pleasing ; (2) precipitous streets; (3) gateways that present aformidable appearance. 7. toint out the alliteration in the 3rd line. — " Steep streets." (What is alliteration.) 8. What figure in " frowning gateways "? — Metaphor. (What is a metaphor ?) 9. Give synonyms (i) for "views," (2) for "bursts." — (i) Scenes, landscapes ; (2) Breaks, opens. 10. Explain " unique," (4th 1.) — Unequaled. 11. Why is Quebec " a place not to be forgotten or mixed up in the mind with other places " ? — Because it is " unique." 12. Explain " realities " (8th 1.). — Things really existing. 13. Explain "clustering" (9th 1.). — Crowding. 14. What is a " desert "? — Name some deserts. 15. What is a " precipice "? — A steep descent. 16. (i) When was it that Wolfe "climbed to glory"? (2) What was the effect of the battle fought ? (3) What name has been given ^o the place where Wolfe landed? — (i) Sept., 1759 ; (2) It gave Quebec, and virtually Cannda, to the English ; (3) Wolje^s Cove. 17. What figure in " climbed to glory " ? — Metonymy. (Explain.) 18. Why are the plains where the battle between Wolfe and Mont- calm was fought called the " Plains of Abraham "? — So called after Abraham Martin, pilot for the French king on the St. Law- rence. 19. Explain " chivalrously defended." — In a manner becoming to the days of chivalry. 20. Where are T Tontcalm's remains at present ? — In the Ursidine Con- vent, Quebec. 21. Explain " gallant incidents " (16th 1.). — Daring deeds. 22. Why is '• Monument " (17th 1.) written with a cpital? 23. (i) Where is the monument alluded to ereccac ? (2) By whom was the inscription on the front written ? (3) Give translation of the inscription. — (i) In the Governor's garden, Quebec; (2) Dr. Fisher ; (3) " Valor gave a united death, History, a united fame ; Posterity, a united monument." 24. Point out the alliteration in the 18th line. — Other instances of alliteration. 25. What is meant by "public institutions" (2Qih\.)'i— Institutions in which the hmness of the public is transacted. (Name some public institutions.) 26. What is meant by " charities "? — Charitable institutions. 27. Give a synonym for prospect. — View. 28. Give homonyms of " site." and show their difference in meaning. 29. What does the author mean by " Canadian villages " (26th 1.)?— Villages inhabited b if persons of French descent. Note. — In the Province of Quebec, the name " Canadians " is vulgaaly applied to the people 01 French descent. i, inded aa ajinat (3) "frowning ow streets; (3) ttreets." (What r. (What is a a."— (i) Scenes, lixed up in the !te." 7- ? (2) What was 3 has been given r59 ; (2) It gave l) Wolfe's Cove. (Explain.) iVolfe and Mont- im"?— loose both, >s at a time ons for which IV.— 1. Throw. 2. To. 3. Told. 4. Vane. Throe. Too. Tolled. Vain. Tide. Toe. Towed. Vale. Tied. Tow. Toad. Veil. Where the dash* occurs, insert a suitable word taken from the above list. 1. Though at every throe the soldier seemed as if about to die, yet he had strength enough to throw a chair through the window. The sailor tied the boat to prevent it drifting away with the tide. 2. Be careful not to play too much. The man with the tow~coloved hair received a. severe bruise on the toe. 8. The sexton tolled the bell as he had been told. The boy towed the toad after his canoe, by means of a string. 4. The doctor made many vaii^ attempts to stop the bleeding of of the vein. The wind is moving the "awe. As she entered her'na+iv . tie, the old lady lifed her veil to gaze upon familiar seen* 1. , chants, the iions of the in the offices V. — Write an essay on Industry. i Montreal, an cold,— suffer- ocd, shelter, move on, — own dinner St. Patrick's -Ol^t q 1 ; .1 - 4 k 1*7 lf;i h Hi 394 LESSONS IN KNGLISH, Lesson XLVI. — Verbs.— The Infinitive Niood. 123. The infinitive mood is generally governed by the prepo- sition tOy which commonly connects it to a finitive verb ; as, "I read to learn." 124. The preposition for must not bo used immediately before the influi- tive ; as, " I read for to learn." Omit for. 125. The use of and for to is improper , .,, " Try and succeed." It should be, " Try to succeed."—" Try and do as well as possible." It should be, " Try to do as loell us possible." 126. The infinitive verb and i ,s preposition to, should not be separated by an adverb : thus, "Be careful to not disturb him '' Should be, " Be direful not to disturb him," 127. At the end of a sentence, to, the sign o' s infinitive, should noL be 'jsed for the infinitive itself*, thus, "He has , gone, nor is he likely to." Should be, " nor is he likely to go." 128. The active voice of the verbs hufg (hire, feel, hear, ht, make, need, please, see, and their participles, usually take the? infinitive ."ftei them without the preposition to ; as, " Bid him come."- ^' He dares not speak." — "L<'t Jiim i. i i '■ 39G LESSONS IN ENGLISH. Lesson XLVIII. — Verbs. — Use of the Tenses. 188. The present tense of. the indicative muud expresses not only what is now actually going op, but general truths and customary actions; as, "T7t'e produces misery/' — "People go to church on S2md«tj." It is also used when speaking of per- sons who are dead, but whose works remain; as, *^Viryil imitates Homer."— "Milton is sublime." 134. In animated narratives the present tense is sometimes substituted, by the figure enallage, for the past ; as, " CcDsar leaves Gauly crosses the Rubicon, andlf ers Italy." 135. The present tense of the subjunc- ^ mood, and that of the indicative, when preceded by as suon as, after, before, till, or %vhen, is generally used with reference to future time ; as, "If it rain, oxir flowers will live." — "When he comes, he will be welcome." 186. The pluperfect tense is often used conditionally with- out a conjunction ; as, " Had I seen you, I should have stopped." I. Derivatives. — Form several derivatives from the words in this list. — Distinguish the verbs. Cavalcade, cavalry, cavalier, cavalierly, chevalier, chivalry. Cadence, cascade, case, casual, casually, casuist, casuistry. Concise, conciseness, decide, decision, decisive, excise, incision, ni. Omissions to be supplied.— Supply suitable verbs, 1. Truth, indeed, came once into the world with her Divine Master, and teas a perfect shape, most glorious to look on. — Milton. — The earth and all things therein are the general property of all mankind, exclusive of other beings, from the immediate gift of the Creator. — Blackstone. — It is a sour, malignant, and envious disposition, with- out taste for the reality, or for any image or representation of virtue, that sees with joy the unmerited fall of what had long flourished in splendor and honor. — E. Burke. 2. Genius makes many enemies, but it makes sure friends ; friends Vfho forgive much, who endure long, who exact little, they partake of the character of disciples as well as friends. — Lord Lytton. — The milk of human kindness, like other milk, is very apt to turn sour when affected by moral thunder and lightning. — Shelley. III. Correct the errors. — When he returns he loill be 'welaome. — Cuvier thinks it probable that whales sometimes lived a hundred years. — Virtue produces its own reward. — When the war ends, pros- perity will return. Oreek Roots.— Pan, evert/; all. Panacea, pane^}rric, panoply, panorama, pantheism, pantheon, pantomime, pantograph. — Autos, cue's self. Autocrat, autograph, automaton, autonomy.— ^4««roM, a star. Asterisk, astrology, astral, astronomy. Analyiii* iintl Pamin;;.— Napoleon at once crosses the river, engages the enemy, and gains a complete victory.— We shall get our letters as soon as the mail arrives.— Sp. docl. sent.;— Snbj., Napoleon ;— Prod., crosses, engages, gains (cd.); — Objs., river, enemy, victorij;— Vred. mod. by, at once ;—mctori/, mod. by &. adt., complete. — Cx. decl. sent.;— Snbj. prin. c\., ive •,—PreA., shall get;— Ohj., letters ;— Pred. mod. by dep. cl.;— Subj. dep. el., mail ;— Pred., arrives ;— Pred, Saod. by adv. adt., as soon as, f • INTERMEDIATE COURSE. 397 jnses. J expresses i truths and ^^ People go sing of per- as, ''Virytl } sometimes as, " Coisar taly." od, and that after, before, future time; I he comes, tionally with- tiould have 5 words in this hivalry, [istry. , incision. ■bs. Divine Master, -MiiiTON.— The ,f all mankind, the Creator. — sposition, with- ,ation of virtue, ng flourished in friends ; friends [they partake of p LvTTON. — The Ipt to turn sour \ll he welcome.— lived a hundred Iwar endsj pros- moply. panorama, 3'8 self. Autocrat, steriBk, astrology, J river, engages the Iters as soon as tne Ises, engages, gains {•-victory, mod. by 1., shall get.-Ohy, |d., arrives ;— rrea. Lesson XLIX. — Verbs. — Use of the Potential Mood. 137. The present tense of the potential mood expresses power, liberty, possibility, or necessity, with respect to what is either present or future. Present. Power. — You can see. I ';ERTY. — You may play now. Possibility. — You may be wrong. Necessity. — I must go at once. Future. You can see the moon* to-night. You may play to-morrow. You may start next week. I must (fo to-morrow. 138. The past potential is used in a dependent clause, con- nected with a leading verb in the past tense, to express power, liberty, possibility, necessity, or determination, with respect to what is either past, present, or future. Power. — He said that he could not meet me yesterday, to-day, or to-morrow. Liberty. — He said that I might play yesterday, to-day, and to-morrow. Possibility. — He said he might arrive yesterday, to-day, or to-morrow. Oblioation. — He said that you should write yesterday, to-day, or to-morrow. Determination. — I said that I would go yesterday, to-day, or to-morrow. I. Dexivatives. — Find several derivatives^ from the words in this list. — Distinguish the verbs. Cause, accuse, accusation, accusative, excuse, recusant. Carnage, carnal, carnation, cornelian, carnival, carnivorous, charnal. II. Omissions to be supplied. — Supply suitable verbs. Conclusion of a Colloquy in Westminster Abbey. I was just about to launch into eulogiums upon the poets of the day, when the sudden opening of the door caused me to turn my head. It was the verger who came to inform me that it was time to close the library. I sought to have a parting word with the quarto, but the worthy little tome was silent, the clasps were closed ; and it looked perfectly unconscious of all that had passed. 1 have been to [at] the library two or three times sinoe, and have endeavored to draic it into further conversation, but in vain ; and whether all this rambling col- loquy actually took place, or whether it was another of those old day- dreams to which I am subject, I have never to this moment been able to discover. — Irvino. III. Change the italicized verb to a form of the potential that will make sense. — Napoleon could not ha -le remained at rest. — Possibly he may have done so. — He may return.- -Why can you not go ? — He might have saved his life. — May he dine '" —Tell him he must come. — He can go. — She might have gone. — They ctuld ^uive returned. — The boys might have played before the teachers arrived.— Children should respect their parents. — The girls might have returned when the concert com- menced. — The musicians could have had an excellent oratorio. — Henry would have loved his master. — The Jews should have lived conformably to the law of God Orcek ttootm,—Ballo, to cast or throw. Emblem hyperbole, parable, problem, Bymhoh—Baptizo, to baptize. Baptism, baptismal, pedobaptist.— PaideiUf education. Pedagogue, pedantic, pedant, cyclopedia, encyclopedia. Analysis and ParHing.— He said that be could not meet me to-day. — You can see the moon to-night.— Cx. decl. sent.;— Subj. prin. cl., he ; — Pred., said;— Obj., dep. cl. ;— Subj. dep. cl., 7ie;— Pred., could meet;— Obj., me',~m^, mod. by to-day ;— to-day, c. n., gov. by ojt uudorstood.— Sp. docl. Bont. . i ! ■ . 1 ' 398 LESSONS IN ENGLISH. Lesson L, Literary Selection for Explanation and Study. A BALLAD OF ATHLONE. 10 15 90 25 Does any man dream that a Gael can fear, Of a thousand deeds let him learn but one ! The Shannon swept onward, broad and clear, Between the leaguers and worn Athlone. ti Break down the bridge ! " Six warriors rushed Through the storm of shot and the storm of shell ; With late, but certain, victory flushed. The grim Dutch gunners eyed them well. They wsenched at the planks 'mid a hail of fire ; They fell in death, their work- half done; The bridge stood fast ; and nigher and nigher The foe swarmed darkly, densely on. " Oh, who (r Erin will strike a stroke ? Who hurl yon planks where the waters roar?" Six warriors forth from their comrades broke. And flung them upon that bridge once more. Again at the rocking planks they dashed ; And four dropped dead, and two remained ; The huge beams groaned, and the arch down-crashed— Two stalwart swimmers the margin gained. St. Ruth in his stirrups stood up and cried, " I have seen no deed like that in France I" With a toss of his head Sarsfield replied, "They had luck, the dogs ! 'twas a merry chance !" Oh ! many a year, upon Shannon's side. They sang upon moor, and they sang upon heath. Of the twain that breasted the raging tide, And the ten that shook bloody hands with death. — Aubrey de Vere (1814 — ). Oral Statement— Sketch* study. bed )f shell ; ire; er ar?" e, ore. m-crashed — d. ■e I" chance 1" )on heath, iith death. Principal Ideas. 1. Statement OF Subject : Destruction of the bridge over the Shannon at Athlone. 2. Plan: Twelve braved the fire : two survived to complete the task. 3. Outcome: A Gael cannot fear. Bravery rewarded. iKTERMEDIAtE COURSE. 399 Literary Analysis. Accessory Ideas. 1. The Shannon between the leaguers and worn Athlone. 2. Resolution to break down the bridge. 1. Six warriors rushed, amid showers of shot and shell, to break down the bridge. 2. These six fell in death, the work only half done, the foe pushing on. 3. Six other warriors undertook tho task. 4. Four fell, the two remaining finished the work. 5. St. Ruth praised their bravery. 6. Sarsfield tossed his head in jubilation. 1. The ten heroes who fell, lived in the memory of a grateful people for many a year. 2. The two survivors ever after honored for their bravery. Questions and Suggestions. 1. Why not put an interrogation after the word /ear (1st 1.)? — Because no questiwi in ideally asked. {This is a strong form of assertion). 2. Explain " Gael" (1st 1.). — In this place "Gael'* means an Irish Celt. 3. What is contained in the 1st line ? — What the poet wishes to prove^ riz.f that a Gael cannot fear. 4. What figure of syntax in the 2nd line? — Hyperhaton. (Alter the inversion.) 6. What is the Shannor ? — The largest river in Ireland. It rises at the base of the Cuilcagh Mt., Cavan, empties into the Atlantic Ocean. Length, 224 miles. 6. What is *• Athlone "? — A city built ow both sides of the Shannon, one part, " the Irish town," being situated in Co. Roscommon, in Connaught; the other, ** English toivn," in Co. Weastmeath, Lcinster. 7. Who were the "leaguers '''l — The united Dutch and English under Ginkle, in the service of William of Orange. 8. What figure in "worn Athlone '? — Metonymy. (Explain.) 9. Point out the figures of exclamation in the selection. . . . 10. Do all authors agree with the p(«t in putting the number at six ? — Others say eight or ten. 11. Give a synonym for " warriors." — Soldiers. 12. (i) What figure of etymology in the 5th line ? (2) Point it out. —{i) Apocope. (2) Thro\ (What is Apocope ?) 13. Point out the metaphors in 5th line. — Storm, qf shot . storm 0/ shell, (Is there any lUliteration in 5th line ?) I 1 hj !;i ! iiii 'I 400 LESSONS IN ENGLISH. Questions. 14. Point ont examples of alliteration in the selection. 16. What waH the late victory with which they were flushed ? — They had taken the *' Enylixh town " Jrum the Jrishy who were fur out- nnmhered. 16. What i8 meant by "flushed" {7th \.)?— Elated. 17. What figure in •' victory flushed " ? — Metonymy. (Explain.) 18. Give synonyms for " grim," — Fierce, Htem, aour, nurly. 19. What is meant by "Dutch gunners"? — Dutch artillerymen. (Of what country are Dutchmen natives ?) 20. Explain " eyed them well " — Took a good look at them. 21. What figure of syntax in 7th and 8th lines? — //yperbaton. (Ex- plain. — Point out other examples of hyperbatoii.) 22. Explain (i) "wrenched at the flanks"; (2) " hail of fire"-(i) Tried to tear up the flanks. — (2) Bullets JalUiKj all around them. 23. Point out (1) the ApharvMH, (2) the Metaphor in the 9th line. — (i^ ^Mid. — (2) Hail of fire. (Explain.) 24. Explain " stood fast." — Remained firm. 25. Replace " nigh and nigher " by equivalents. — Near and nearer ; clone and closer. 26. Explain " swarmed darkly, densely on." — Advanced in great num- bers, crowded together, and with ferocity. 27. What figure in " swarmed darkly "? — Metaphor. (Explain.) 28. What is meant by "Erin "? — Ireland. (Give other names for Ire- land.) 29. Explain "hurl," "stroke" (13th 1.)— (i) Throw.— {2) Blow. 30. Point out the apocope in 14th line. — Yon. (Explain.) 31. Is the word " them " (16th 1.) an example of apocope or of enal- lage ? 32. Why use yon and them instead of " yonder " and " themselves "? 33. What is meant by "rocking planks" {ilth.'\.)1— Planks partly loosened. 34. Explain (i) "huge beams groaned "; (2) " Arch down-crashed." — (i) Made a groaning noise ; (2) Fell with a crash. 35. What figure in " beams groaned"? — Personification. (Explain.) 36. Give synonyms for " stalwart." — Strong, powerful. 37. What is meant by "margin gained"? — Gained the shore. 38. (i) Who was St. Ruth ?— (2) Sarsfield ?— (i) A F.cnchman, Com- mander-in-chief of the ai'rty of James II. in Ireland ; he wan killed at the battle of Aughrim. — (2) A famous Irish general. After the surrender of Limerick he luent to France ivith the Irish Brigade. He was mortally wounded at the battle of Landen, 1693. Catching his life-blood as it flowed from his wound, he ex- claimed : " Oh, that this had been shed for Ireland ! " 89. What did Sarsfield mean by the toss of his head, and by his words, (6th stanza)? — That such deeds of daring tmre common in Ire- land. 40. Explain (i) moor; (2) heath; (3) twain (7th stanza). — Moor and heath are synonymous, and mean an extensive waste covered with heath ; (3) Two. 41. Explain " breasted that raging tide." — Swam against the rapid tide. 42. What figure in " raging tide " — Personification. (Explain.) 43. Explain " shook bloody hands with death." — Died a bloody death. iedf-They yerefar out- plain.) ryme^n. (O' ■baton, i^^- 3f fire"— (i) round Iheni. e ytli line.— and nearer; in (jrtut nnm- Explain.) inunes for Ire- 2) Blo^o. 1.) •ope or of enat- themselves"? -Plankii partly Bvn-crashed." — (Explain.) shore. Wnchman, Com- Ireland; hewaA p Irhh (jeneral. Ice loith the Irish \attle o/Landen, \h loound, he ex- [nd by his words, [e common in Ire- La).— iVoor and iftte covered ^vith [gainst the rapid [(Explain.) \d a bloody death. INTERMF.DIATE COURSE. Questions. 401 # • 44. What fif^uro in " shook bloody hands "? — What word is personi- fied ? — (i) Mvtony7ny.— {2) Ihuth. 45. Give a short biographical notice of Aubrey do Vcro. 4(>. What part of speech is Inil (2nd 1.)? — An adverb, beimj equivalent to only, and modifies one. 47. Analyze and parse : — •' The huge beams groaned, and the arch down-crashed. Two stalwart swimmers the margin gained." Cd. docl. sent. — Subj. of Ist c1., />rftw.«< ;—pred., {/roavs ; — subj. 2nd cl., arch; — pred., dntni-crashcd ;~^\\h}. of 3rd cl., swim- mers; — pred., f/awe(/ ; — oh}., mar?ood hnokn be our companions, they never fail to comfort us in our pains, and to put us on tho right path, should we have wandered from duty's road. Thoy prevent discouragement, onligliten tho intelligence, and strengthen the will. If, on the contrary, wo make bad hooks our associates, they will certainly inoculate us with tiieir false and pernicous doctrines. By means of bad reading, the imagination is seduced and becomes an agent of liell to introduce a deadly poison into the soul. Bad hookn pervert our judgment, and little by little rob us of tlie precious oil which feeds the lamp of good sense. Like birds and beasts that feed on carrion, lovers of impure literature reject what is sound, and feast upon what is rotten. Exercise on Homophonous Words. IV.—l. Vial. 2. Wane. 3. Waive. 4. Tract. Viol. Wain. Wave. Tracked Wale. Waste. Ware. Trey. Wail. Waist. Wear. Tray. Where the dash occurs, insert a suitable word taken Trom the above list. 1. The drunken musician emptied a vinl of medicine upon his viol. The lash of the whip left a heavy wale upon the boy's back and caused him to ivail loudly. 2. The moon was on its wane, when the farmer set forward with his wain. You waste your time in trying to compress your waist. 3. "I will xoaive my trip for a time," said the boatman, as a heavy wave upset his boat. Ware means merchandise. Were you not told that you should loear a fur cap. The tract distributor was tracked in the snow. The gambler threw the trey of hearts upon a tray, and said he would gamble no more. V. — Write an essay on The Art of Pleasing. iNTi:RMr:niATE course. 403 ts fond of I will tell timeB. n lomfort us cl we have irHgemcnt, they will \ doctrines, duucd and 3ui8on into 1 little by np of good n, lovers of upon what S. 4. Tract. Tracked. Trey. Tray. >ove list. jon his viol. s back and rard with his t. , as a heavy and said he I^KSsoN LI. — Verbs. —Use of the Subjunctive and Imperative Moods. liJO. The subjunctive mood has two tenses, the Present and the Pust : as, *' J/ fie be nt hmiw / nlml! tjo to see hhn." — **//" he were to eome I iei)iiltl i/o.^' no. The Subjunctive Mood is so called because it is always subjoined to another verb. The manner of its depend- ence is commonly denoted by one of the following conjunc- tions : //', tliat^ tinniifh, hst, viilrss. 111. SoinotinieH tho coiijunctioii is omittcil ; hh, " See [that] thou do //." 112. ICven when a conjunction is used, it is not always a sign of the Bubjunotivo mood. Tho iiuliciitive and ])otontial nioodw, in all their tenses, may be uncd in tlir sumo depondoiit manner to express any positive or potential condition; as, " i/' hi; knows the way he doen not need a guith'.'" 14.3. The imperative is so called because it is chiefly used in com- manding'. It is a brief form of the verb by which we ur^e upon others our claims and wishes, l^ut tho nature of this urging varies accord- ing to t o relation of tho parties. Wo command inferiors ; exhort equals ; and permit whom wo will. In answer to a request the im- perative implies nothing more than permission. The will of a superior may also be urged imperatively by the indicative future ; as, '^rhoa Shalt not kill." I. Derivatives. — Give several derivatives from the words in this list. — Distitiiiuifth the verbs. Divide, division, derixe, decice, individual, individuality. Day, dial, dinry, diurnal , journal, journey , adjourn, sojourn. Cross, crui'iiil, i-rnriji.rion, cruise, crunade, excruciatiny. Create, vrrator, vrention, ftrocreate, recreate, recreation. II. Omissions to be supplied. — Where the dash occurs supply a suitable verb. Choose that course of life which is the most excellent ; and habit toill render it the most delightful. — We should take a prudent care for the future. — It is no part of wisdom to be miserable to-day, because we may happen to be so to-morrow. — Some tcouhl be thought to do great UiiiigH, who are but tools and instruments; like the foolwin' fancied he played upon the organ when he only bleio tho bellows. III. — Correct "".he errors. — If he be mad, I will eschew his com- pany. — Though he. />(/f into sin, if he repents, God will forgive him. — Take care lest thy temper betray thee. — Whether thou be guilty or not, I will not leave thee. — If I tcere a beggar, I would still be an honest one. — What right had ho to insult her, if she teas a beggar ? — If I ivere asked where nature assumes the strongest forms, I should say in Australia. — If Ccesar ivas ambitious, he was at the same time magnanimous. fi}i«ek Wtooti*.—BihJos, a bonk. Bible, biblical, bibliography.— B/o«, life. Amphibios, biography.— Optomai, to see. Optics, optical, ophthalmia, synopsis. Analysis and Panting.— Honor thy father and thy mother.- -Thou shalt not take the name of the Lord thy God in vain.— Sp. imp. sent.;— Subj., thou understood;— Pred., ?ionor;—Obja., father and mother;— thy, Tpev. pro., 2nd p., B. n., m. g., pos8. c, gov. by father, mother.— Sp. imp. sent.;— Subj., thoti',— Pred., ahalt take ;— Obj., name :— Pred. mod. by adv. adt. not, and by sp. adv. ph., in vain;— Oh}, mod. by ex. a. ph., of the Lord thy Qod. 404 LESSONS IN ENGLfSH. SYNTAX OF THE PARTICIPLE. Chapter VI.- -A participle sometimes relates to a preceding phrase or sentence as, " I have quit the society ; to withdraw and -Lesson LII. — Participles.— Relation and Government. 144. Participles relate to nouns or pronouns, or else are governed by prepositivyn-^ ; as, " EdivanVs tutor, at one time paying him a visit, found him employed in reading Tasao." Note I.— A participle somel of which it forms nc part ; leave them to themselves, appearing to me a duly." Note II.— With an infinitive denoting being or action in the abstract, a participle is dometimes taken abstractly ; as, " To keep always praying aloud is plainly imijossible." 145. Transitive participles have the same government as the verbs from which they are derived ; the preposition oJ\ there- fore, should never be used after the participle when the verb does not require it. Thus, in phrases like the following, of is improper: "Keeping of one day in seven" — '■^ By ijreachimj oi repentance." Oral I2x«;rcl8C.— What is a Participle ? (420)— How do participles partake of the properties of a verb ? (121)— How many kinds of participles ure there ? (J22)— Define ea ch (42;j-4 30). I. Derivatives. — Give nouns derived I'rom the verbs in this section. Give also the participles — Imperfect, Perfect, and Preperfect (Simple, Progressive, and Passive). 1. Beg, Beggar. 2. Believe, Believer. Protest, Protestant. Survive, Survivor. Consult, Goxmcillor. Oppose, Opponent. II. Participles.— Supply suitable participles or participial ad- jectives. 1. When I see a man xoaklng, a tree growing, or cattle grazing, I cannot ioubt that these objects are really what they appear to be ; nature dermines us to rely on the veracity of our senses ; for other- wise they could not in any degree answer their end, that of laying open things existing and passing around us. — Lord Kames. 2. All the rides in the vicinity of Montreal were made doubly in- teresting by the bursting out of spring, which is here so rapid, that it is but a day's leap from barren winter to the blooming^ youth of sum- mer. — Dickens. III. Correct the syntactical errors. — There is no charity in giving (of) money to the intemperate. — By helping (of) others, we often help ourselves.- -A public library was founded for promoting (of) the general intelligence. — True happiness generally results from doing (of) one's duty. — By observing (of) truth, you v/ill command respect. JBreek Kools. — liotane, an herb or plant. Botany, hot&mBt.—Kentroti, a central point. Center, concentrate, centi'ifugal, eccentric— Jlfo»Mrt, a name. Anonymous, metonymy, paronymous, synonym, synonymous. Analyiiis and Parsinie.— Edward's tutor, at one time paying mm a visit, found him engaged in reading Plato.— By preaching repentence Jonas saved Niuive.— Sp. decl. sent.;— Subj., tutor ;—PreA., found;— Ohj., him —Atone time, adv. ph. mod. paying ;— paying, imp. part, and relates to tutor ;— employed, pert, part., relates to him;— reading, imp. part. gov. by prep, in.— Sp. decl. sent.;— Subj., Joims ;—Pred., saved;— Ohj., Ninive :—VreA. mod. by aav. ph., by preaching repentence ;— preaching, imp. part gov. by by;— repentence, c. n ;— Obj. gov. hy preaching. " 1. Participial adjective. 3. Slander, Slanderer. Follow, Follower. Coincide, Coincident. INTERMEDIATE COURSE. 405 Lesson LIII. — Participles. — Government. — Use. 146. When a transitive porticiple is converted into a noun, of must be inserted to govern the object following ; as, " In the ii'orshipping of iilolsj there is sifi." 147. A participle should not be used when the infinitive mood, the verbal noun, a common noun, or a phrase equivalent, will better express the meaning. Example : " But, placing an accent on the second syllable oj these vords, woidd entirely change the meaning." Better, " But, to place an accent — But, the placing of an accent — or, But, an accent placed on the second syllable of these words, would entirely change the meaning." 148. The putting of a noun in an unknown cape after a participle or a parti- cipial noun, produces an anomaly which it is better to avoid ; thus, " Man- hood, the state of being a man." It should be, " Manliood, the state of a man." Oral Exercise— What do participles in ing often become ? How are participial nouns distinguished from participles ? (431)— How are participles distinsuished from participial adjectives ? (432). ^ I. Derivatives. — Find nouns derived from the verbs in this section. Give also the participles of each in all the forms. Adhere, Adherant. 2. Fabricate, Fabrication, Equal, Equivalent. Suffocate; Suffocation. Excel, Excellence. Expire, Expiration. Expedite, Expedient. Precipitate, Precipitation. II. Participles.— Supply suitable participles or participial ad- jectives. The Decline op Day. The decline of day here* was very gorgeous ; tinging the firmament deeply with red and gold, up to the very keystone of the arch above us. As the sun went down behind the bank, the slightest blades of grass upon it seemed to become as distinctly visible as the arteries in the skeleton of a leaf ; and when, as it slowly sank, the red and golden bars on the water grew dimmer, and dimmer yet, as if they were sinking too ; and all the gloiving^ colors of departing^ day paled, inch by inch, before the somber night ; the scene became a thousand times more lonesome and more dreary than before, and all its influences darkened with the sky. — Dickens. III. Correct the syntactical errors. — It is an over-valuing o/ our- selves, to decide upon everything. — Thiq mere reading of books cannot educate a man truly. — It is dangerous to play with eclgcd tools. — To teach or the teaching of little children is a pleasant employment. — His business is to shoe horses. — He intends to return in a few days. — 2'o excite,., the exciting of .. the excitation or excitation of,., that one should excite such disturbances, is unlawful. — I had some sus- picion that the fellow was a swindler. Oreek 1!toot».—KaHOH, arule. Canon, canonical, canonize.— C/to/e, bile; anger. Cholera, choler, choleric, colic, melancholy.— 0.?o*, «ji odf; a soh(/. Ode, melody, palinode, parody, prosody, psalmody, rhapsody. AnalyHla and ParMing. -To keep always praying aloud is impossible. — He was not sure of it as being me.— Sp. decl. sent.;- Subj., ex. inf. ph., to keep ahoaya praying aloud;— Fred., is ;— Att., impossible ;— praying, imp. part., taken abstractly with the int., keep;— impossible, g. &.,ttiken abstractly with the inf., keep.—hp. decl. sent.;— Subj., ^;— Pred., was;— Att., sure ;— aa, conj., connectB it and being ;— being, imp. part relates to i* ;—wt«, pera. pro obj. c, put after being. ^ 1. On the MissiBsippi. 2. Participial adjectives. ] .tl hi ■ i - ■ ' 1 ■ , ■■•■i 1 1 i 1 406 LESSONS IN ENGLISH. Lesson LIV. — Participles. — Use. 149. In the use of participles and verbal nouns, the leading word in sense should always be made the leading word in construction; as, '^They did not give Tiotice of the pupil's leav- ing ; " not, " the pupil leaving." 150. Participles in general, however construed, should have a clear reference to the words to which they relate. The fol- lowing is therefore faulty : " Sailing up the river the whole town way be seen." This suggests that the town sails up the river. It should be, ** Sailing up the river, we may see the whole town" 161. The preterit of irregular verbs should not be used for the perfect participle ; as, " A certificate wrote on parchment." for, "« certificate written on parchment." I. Participles. — Complete each phrase by adding a participle, a participial noun, or a participial adjective. — Point out the participial nouns and the participial adjectives. Advantageously situated. The (jaining of wisdom. Snpphjing our wants. Possessed of good principles. 2. Observing truth. Surprised at the news. Taking advantage. Encouraging the undertaking. II. Participles. — Supply suitable participles or participial adjec- tives. The Mississippi. But what words shall describe the Mississippi ; great father of rivers, who (praise be to Heaven) has no young children like him ! An enormous ditch, sometimes two or three miles wide, running liquid mud, six miles an hour; it3 strong and frothy current choked and obstructed every where by huge logs and whole forest trees : now twining themselves together in great rafts, from the interstices of which a sedgy, lazy foam works up, to float upon the water's top ; now rolling past like monstrous bodies, their tangled^ roots showing like matted^ hair; now glancing singly by like giant leeches; and now writhing round and round in the vortex of some small whirlpool, like wounded} snakes. The banks low, the trees dwarfish, the marshes swarming with frogs, the wretched"^ cabins few and far apart, their inmates hollow-cheeked and pale, the weather very hot, mosquitoes penetrating into every crack and crevice of the boat, mud and slime on everything: nothing pleasant in its aspect, but the harmless lightning, which flickers every night upon the dark horizon. — Dickens. III. Correct the syntactical errors.— The jmw, darting his beams through my window, awoke me. — The maturity of the sago tree is known by the leaves^ being covered with a delioate white powder. Greek ^o«*in,—Christoii, the Anointed, Chris ->, Christianity, Christmas, chx'iBm.—Chronos, time. Chronic, chronicle, chronology, chronometer, an- achronisui, isochronous.— 0<2o«, a road or way. Exodus, method, period, synod. AnalysiM and Parminir.— Sailibg up the river, we may see the whole town. —Being forsaken by my friends, I had no other resource.— Simp. decl. sent. ;— Subj., we;— Prod., may see;— Obj., town ;— sailing, imp. part relates to we; —up, prep —Simp. decl. sent.;— Subj., I;— Fred., had;— Ohj., resource;— being forsaken, im p, part ., pass, v relates to I. 1. Participial adjectives. 3< f >. i leading word in ,'s leav- )uld have The fol- the whole Is up the lay see the 2 used for irchment^^ articiple, a participial ws. idertaking. ipial adjec- tt father of :ehiml An ming liquid choked and trees : now iterstices of .ater's top ; [ota showing and now irlpool, like [he marshes ,part, their mosquitoes fcttd slime on IS lightning, bMS. his beams fsagotree is powder. , Christmag, ta'ometer, an- Ithod, period, |e whole town. jdecl. Bent.;— lelateB to we ; resource ;— intermediate course. 407 Lesson LV. Literary Selection for Explanation and Study. SPRING. 10 In all climates Spring is beautiful. In the south it is intoxicating, and sets a poet beside himself. The birds begin to sing ; they utter a few rapturous notes, and then wait for an answer in the silent woods. Those green coated musicians, the frogs, make holiday in the neighboring marshes. They, too, belong to the orchestra of nature whose vast theater is again open, though the doors have been so long bolted with icicles, and the scenery hung with snow and frost, like cobwebs. This is the prelude which announces the opening of the scene. Already the grass shoots forth. The waters leap with thrilling pulse through the veins of the earth ; the sap through the veins of the plants and trees ; and the blood through the veins of man. What a thrill of delight in Spring-time ! What a joy in 15 being and moving ! Men are at work in gardens, and in the air there is an odor of the fresh earth. The leaf-buds begin to swell and blush. The white blossoms of the cherry hang upon the boughs like snow-flakes ; and ere long our next-door neighbors will be completely hidden from us by ao the dense green foliage. The May-flowers open their soft blue eyes. Children are let loose in the fields and gardens. They hold buttercups under each others' chins, to see if they love butter. And the little girls adorn themselves with chains and curls of dandelions ; pull out the yellow 35 leaves, to see if their school-mates love them ; and blow down from the leafless stalk to find out if their mothers want them at home. And at night so cloudless and so still ! Not a voice of living thing — not a whisper of leaf or waving bough — not a 30 breath of wind — not a sound upon the earth nor in the air ! And overhead bends the blue sky, dewy and soft, and radiant with innumerable stars, like the inverted bell of some blue-flower, sprinkled with golden dust, and breathing fragrance. Or if the heavens are overcast, it is no wild 35 storm of wind and rain ; but clouds that melt and fall in showers. One does not wish to sleep, but lie awake to hear the pleasant sound of the dropping rain. — Longfellow, Oral iiiatement— Sketch ■t ! (!ii ' } ^ w i :«' ''< mi 'I ;f| i m mi mi If 4 1 i|8 i| ill !r ii i 408 Principal Ideas. 1. Statemknt OF Subject : Spring beauti- • ful and delightful. 1. 2. 3. 4. 1. 2. LESSONS IN KNGLISH. Literary Analysis. Accessary Ideas. Spring is beautiful in all climates. It revives all nature. It delights young and old. The nights are cloudless and still The beauty of Spring inspires the poet. (1. Singing of birds. The prelude that announces the opening of the scene. 2. Tb frogs making holiday among iha Piarshes. 2. Plan: Beason why Spring is beautiful. I 3. The grass shoots forth. 4. The waters flow without interruption. 5. The sap flows with thrilling pulsethrough plants and trees. Man's blood circulates more freely. Men at work in the gardens and fields. The transformation of nature by vegetation. Amusements of the children in the gardens and fields. 1. No noise from living things. 2. No wind. 3. The blue sky dotted with stars. 1. No wild storm of wind and rain. 11. Cloudy nights. ^'2. Gentle showers. 3. One lies awake listening to \ the dropping rain. 6. 7. 8. 9. 10. Bright nights. 3. Outcome : Nature changes its appearance : produces joy and delight. 1. 2. 3. What a thrill of delight in Spring-time ! What joy in being and moving. The genial sun changes the whole face of nature. Questions and Suggestions. 1. Why does Sprim/ commence with a capital whenever it occurs in the selection ? — Because it is the subject of the selection. (513-9.) 2. When does Spring begin ? — In this country ire may say it extends from the beginning of March to the end of May. In the early part of the season in this country it is not as charming as the au- thor describes it. 3. What is the meaning of intoxicating in the second sentence? — Over-excited vnth admiration and delight. 4. Tell what is meant by "sets a poet beside himself." — Sets a poet out of his loits or senses. — " Enough to put him quite bend& his patience. ' ' — Shakespeare. INTERMEDIATE COURSE. 409 f k face of nature. d sentence? — Questions and Suggestions. 5. Give synonyms for raptnrotis. — Ravhhhig, ecstatic, transporting. 6. What is the ** answer of the silent woods "? — The echo. 7. What is meant by woods ? — A large and thick collection of trees^ a forest, a wood. 8. Point out a figure in the 4th — 6th lines. — ** Those green-coated music- ians.'* (Metaphor.) 9. P raphase " make holiday in the neighboring marshes." — Enjoy themselves croaking and gamboling at full liberty in the surromul' ing morUtHses. 10. Point out figures in the 6th — 7th lines. — • ' Orchestra of Nature, ivhose vast theater is again open.'* (Metaphors.) 11. What is the " orchestra of Nature "? — Birds, frogs, and all other beings that emit sound, or from which sound may be heard ; as, the wind, trees with their leaves rustling, etc. 12. What is the " vast theater" of " Nature's orchestra '"i—The por- tion of the globe over which Spring extends. 13. What other figures are there in the same sentence ? — *• The doors have been so long bolted with icicles (metaphors), and the scenery hung with snoio and frost, like cobwebs. (Simile.) 14. What is *' the prelude which announces the opening of the scene"? — The birds singing, the frogs muking holiday, the doors 0])ening. 15. What is a prelude .?.... A scene ?..., 16. Give synonyms for shoots as used in 11th line. — Germinates^ buds, springs. 17. Point out a figure in the 11th — 12th lines. — '• The waters leap with thrilling pulse through the veins of the earth ; the sap [leaps with thrilling pulse] through the veins of the plants and trees." (Continued metaphor.) — Note. — Veins in both these cases must be taken as figurative, though the earth, trees, and plants have veins. Note the fault against rhetoric in this sentence, the last member not being metaphorical, violating the canon of rheto- ric : " The metaphorical and the literal should not be mixed in the same sentence." 18. The next two sentences are of what figure ? — Exclamation.. — Why not apostrophe ? . . . . 19. Why is there " in the air an odor of fresh earth "? — Because the gardeners are digging the gardens. 20. Point out the next figures. — The leaf -buds begin 2o swell anc? blush. (Metaphors.) 21. Of what words do swell : nd blush take the place? — Grow, become red. 22. Indicate a figure in the next sentence. — *♦ The white blossoms of the cherry hang upon the boughs like snow-flakes. (Simile.) 23. What figure is there in the following sentence: — ^^ The May flowers open their soft blue eyes. "? (Metaphor.) 24. From what is the word dandelion derived ? — From dent de lion, French for lion's tooth, so called on a^coimt ofth". size and form of its leaves. 25. What other names are given to the butter-cup ? — Golden-cup, king- cup, and Siiakespeare called it the cuckoo-bud. — It is a plant of the genus Crowfoot, 26. What do you remark of the first two sentences of the svaooud pajra* graph ?— The predicates are not expressed, i 4 410 1 iiil i ii ! l! !:| 1 I I I I ' Ml ' ii LESSONS IN FNGJJSH. Questions and Suggestions. 27. What figure is contained in tl)o aentence on the 31r?t- -Hth lines ? — Sl^. . . .like the inverted bell of some blue fluwer, sprinkled tri^A golden dust, awl breathing fragrance. (Simile.) — Note. — The comparison of the sky to a blue flower seema belittling — the sky so large and the flower so small. 28. By what is himself {2nd 1.) governed? — By the preposition beside. 29. Parse /ro«/.? (5th 1.) — Frogs, c. n., 3rd p., p. a., m.g., 'n apposition to mtisicians, nom. to make. 30. By what is cobwebs {9th 1.) governed ? — By unto understood (like [unto] cobwebs). 31. Parse next-door (8th 1.). — Next-door. c. a., cd., not admitting of comparison, and modifier neighbor. 32. Analyze and parse: This is the prelude which announces tho opening of the scene. — Cx. decl. sent.; — subj., this (pro. a., rep- resenting '• singing of biri and yea, expressing a simple affirmation, and no and nay, expressing a simple negation, are always independent, and are equivalent to an entire proposition. 1. Confused, Blind, Convenient, Completely. Con/oriitahly. Enormously. i I. Derivation of Adverbs. — From the words given in this list, de- rive adverbs. Confnaedly. 2. Complete, lUiniUy. Conform, Conveniently, Enormous, II. Adverbs. — Supply suitable adverbs. — Distinguish the class oj each. It is wiser to prevent a quarrel beforehand, than to revenge it after- wards. — When once you profess yourself a friend, endeavor to be always such. — He can never have any true friends, th will be often changing them. — Ingratitude is a crime so shameful, i. ''9 man was never yet found who would acknowledge himself guilty or i. — None moreim- patiently suffer injuries than those that are viost forward in doing them. — Some people will never learn anything, because they under- stand everything too soon. III. Correct the syntactical errors. — The heavenly bodies are perpetu- ally in motion. — The work tcill never be completed. — The words must generally be separated from the context. — The learned languages, with regard to voices, moods, and tenses, are, in general, constructed differently from the English tongue. — He found her not only busy, but even pleased and happy. — We naturally look with strong emotion to the spot where the ashes of those wo have loved repose. — He deter- mined to understand it thoroughly. Oreek Wtootn.—Kosmos, the world. Cosmogony, cosmopolite, microcosm, cosmetic. — Krltfis, a judge. Critic, criterion, hypercritical, crisis. — Monoti, sole: only. Monad, monk, monahism, monastery, monastic, monarch, mono- gram, monopolize, monosyllable, monotony. Analysis and Parsing. — He found her not only busy, but even pleased and happy. — A man used to vicissitudes is not easily dejected.— Sp. decl. sent.; — Subj., /»«;— Pred.,/ou?id;— Obj., Tier ;— Obj. mod. by bus i/, pleased, and happy; — no*, adv., relates to only ;— only, adv., relates to bicsy,— even, a.dv relates to pleased.— Sp. decl. sent.;— Subj., niaH ;— Pred., t« dejected ■,--Subi. mod. hy ex. adv. ph., used to vicissitudes, prin. part of which is used, mod. by adv. pu., to vicissitudes ',—U8ed, perf. part relates to man i—not, mod. easily \—ea»ily, mod. is dsjected. INTF.RMKDIATK COCRSK. 413 ition. — 3, or other )tp()si's our tien of lij'c, ulency." which will Thus, " .1// ed" should le retained y m be given, ediately pro- jrbB are com- rmation, and independent, iTthis list, de- xpUtehj. ij'orhtahiy. yrmously. h the clasi oj jvenge it after- ox to be alioays often changing nan was never -None viore ini- ward in doing 58 they under- lies arc /jerpetM- he words must anguages.with 1,1, constructed t only bmy, but )ng emotion to se.— He deter- blite, microcosm, r crisis.— MonoH, monarch, mouo- l)ut even pleased 1.— Sp. decl. sent.; lased,t».ndhappu-, ^H.adv relates 1 —subi. mod. toy mod. by adv. I>;i-. LiissoN LVII. — Adverbs. —Use. 166. Adverbs should not be used as adjectives ; nor should they be employed when quaUtij is to be expressed, and not manner; as, " /( seeiun strangely." — '^ Thine often injlnni- ties." Strawjehj should be stvamjc ; often, Jm/Hrnt. 167. The adverb how should not be used before the con- junction that, nor instead of it ; as, "i/e said how that he ivunid come." Expunge h«ni\ 158. The preposition from, should not be prefixed to the adverbs hence, thence, and whence ; as, " From whence do you come / " Omit from. 159. The adverb )u> should not be used with reference to a verb or a participle ; as, " Will you yo, or no ? " A'o should be not. 3. Active, Actively. Forrmil, Vormalhj. Joyful, Joyfully. •Tell to what class each ad- I. Derivation of Adverbs. — Derive adverbs from the words in this list. — Tell to lohat clans each adverb belongs. 1. Baw, Raicly. 2. Ardent, Ardently. Gentle, Gently. Evident, Evidently. Due, Duly. Noisy, Noischj. II. Adverbs. — Supply suitable adverbs.— verb belongs. Goods acquired by industry prove commonly viQve lasting than lands by descent. — T. Fuller. — Disputing should be always so managed as to remember that the only true end of it is peace ; but generally true disputants are like true sportsmen, their whole delight is in the pur- suit ; and a disputant no more cares for the truth than the sportsman for the hare. — Pope. — A man to he greatly good must imagine intensely and comprehensively. — Shelley. — Your shrewd, sly, evil-speaking fel- low is generally a shallow personage, and frequently he is as venomous and false when he flatters as when he reviles ; he seldom praises John but to vex Thomas. — R. Shabp. III. Correct the syntactical errors. — The rose smells sweet. — Soft blows the breeze. — His hammock swings loose at the sport of the wind. — He remarked that time was valuable. — He said that he had lost his leg during the last campaign. — How pleasant the breeze feels 1 — The earliest moment. — These opportunities are of rare ocouirence. — Thence arose the misunderstanding. — Do you know whence they proceed / — Whether he is in fault or not, I cannot tell. — I will ascertain whether it is so or not. — They return to the city ivhence they came. — The waves dashed high. — The clay burns white. — I feel cold, i. c., I am cold. (State or quality.) — He feels sad (state), because he feels his loss keenly (manner). Qreck Roots.— KuX;Io«, a circle. Cycle, cycloid, cyclopedia or encyclo- pedia. (See Lesson id.)— Demos, the people. Demagogue, democracy, demo- crat, epidemic— JIfefron, a measure. Meter, metrical, diameter, symmetry, thermometer. Analyniii and Parsing.— Virtue is never bold, and p^oodness never fearful. —Once more I write to you, as I promised.- Cd. decl. sent.;— Subj. Ist cl., vir- tue;— Pred., is;— Att., bola j—Pred. mod. by adv. adt., never (adv. of time).— Subj. 2nd d., flroodne«s ;— Pred., is understood;— Att.,/Bar/ttl;—Pred. mod. by adv. adt., weuer.— Cx. decl. sent.;— Subj, prin. ol., I;— Fred., write ;— Pred. mod. by ad?, adt, once, and by adv. ph., to i/ou ;— once, mod, by adv. adt., more ;— Subj. dep. cl., I;— Pred.,i)romisea, mod. by conj. adv.j a». ' !. I I: 4U LESSONS IN KNCJf.ISH. li: LissoN LVIII. — Negative Adverbs. IGO. When two negatives contradict eat h other, they cannot express a negation. Thus, "/ could not latit no luntfcr," should be, "7 c>»tltl not iniif. any hnujcr.'^ 101. The adverbs nrr and ncirr are directly opposite in sense, and should not be confounded with each other. Thus, ^^ Seldom or ever," should be, '^Seldom or never," or ''Seldom if ever." 102. A'o is sometimes an adverb of degree, and as such it can relate only to comparatives ; as, " No mo/r." — '* No nooncr." — '* No hhiher." When no relates to a noun, it is an adjective ; as, " No clondn.'' — "No moon." -Extoud the adverbs in this list to ad- 2. Fervently, Candidly, Heroically, Carefully, Justly, Effectively, Loyally, With fervor. With candor. With heroism. With ctire. WithjuHtice, With effect. With loyalty. I. Adverbial Phrases. - verbial phrases. 1. Dryly, In a dry manner. Falsely, In a. false manner. Briefly, In a brief manner. Truly, In a trnthful manner. Discreetly, //* a discreet nuinner. Ironically, In an ironical manner. Bravely, In a brace manner. II. Adverbs. — Supply suitable adverbs. — Extend the adverbs to ad- verbial phrases. When a ^reat man who has engrossed our thoughts, our conjectures, our homage, dies, a gap seems suddenly left in the world ; a wheel in the mechanism of our own being appears abruptly stilled ; a portion of ourselves, and not our worst portion. .. .dies with him. — Lord Lytton. — Some very wise and apparently unreasonable opinions are but the shadows of unrecognized truths. And what is so rare as a day in June ? Then, if ever, come perfect days. Then Heaven tries the earth if it he in tune, And over it softly her warm ear lays. — J. T-. Lowrrx. The house was empty, forlorn, and apparently abandoned — Iiivino III. Correct the syntactical errors. — There cannot be anythiny more contemptible than hypocrisy. — The scene was truly terrific; nothing ever affected me so much. — We did not find anybody at home, — He wondered that none of the members had ever thought of it. — Neither he nor anybody else said so. — Not every man can afford to keep a coach. — Not all their neighbors were invited. — He is yenerally thonyht to be honest. — I recited only one lesson during the whole day. — I washed my hands ever so clean. Crreek ttootm.—Desjtotes, a master or lord. Despot, despotism.— Didan- ko, to teach. Didactic, didactics, didactical, didactically.— £o{/o«, a speech, account, or description. Analogy, apology, catalogue, dialogue, logic, logo- machy, philology. Analyai«t and Parsins.— The scene was tr^ ly terrific ; nothing before ever affected me so much.— I do not know anything about the'r affairs.— Cd. decl. sent.;— Subj. 1st cl., scene;— Pred., was;— Att., terrific ;—Att. mod. by adv. adt., truly ;— Subj. 2nd cl., nothino :— Pred., affected ;— Obj., me ;— Pred. mod. by adv. adts., ever and much]—80, adv mod. much ;— before, connective. * I. JNTERMEDIATK COURSE. SYNTAX OF THE PREPOSITION. 415 \:y cannot ^posite in ;r. Thus, )r ''Seldom as such it ^,." — " No un, it is an list to ad- th fervor, thnindor. th hi'roism. ith cure. Hhjnxtice. ilh effect, ith loijalty. adverbs to ad- conjectures, rid ; a wheel /,/ Btilled ; a Ittwith him — able opinions T,. LOWF.TX, [d. — Ibvino. [anifthinn more Jrific; nothing |at home. — He )f it.— Neither I keep a coach. |(/ thoitfiht to be -I washed my \otism.-Dldas- joaos, a speech, ;ue. logic, logo- Ihing before ever Iffairs.-Cd. decl. Iiod. by adv. adt., led. mod. by adv. Tbive. Chapter VIII.— T.esson MX. — Prepos' "ons. 108. Prepositions show the rclatif)n of things ; as, *' Pursue your will/ with a hold heart, trusting to Him who in crer a nure help in time of need." 164. The preposition to l)oforo an abstract Inftnitlvo, and at the liead of a pliraHe wliicn in luado the Hiibjout of a vurli, has no itroper aiitoceduiit term of lulation ; as, " To be contents liia natural ilenire." lOij. The preposition /or, whim it introduces its object before an inflnitive, and tl)e whole phraHe is uiiide the subject nf a verb, lias i)i'opeiiy no anteced- ent term of rehition ; as, " For iia to learn to die, is the great oiisiness of life." 10 ». The prei)osition and its object should have that'posi- tion in respect to other words, which will render the sentence the most perspicuous and agreeable. Thus, instead of saying, ''flahitH must he acquiml of temperance and self-denial," say, " Uahits of temperance and self-denial munt he ac- quivi'd." 107. Prepositions should not be omitted when required by the sense. I. Prepositions. — Find a suitable preposition to follow each word of this list. — When more than one can ha nsfd, explain the use of each. 1. Abandoned to. 2. Deal in. Abhorrence of. Decide on. Accuse of. Affection for. Contrast with. ii. Initiate into. Preside over. Profit by. Rise above. Sink beneath. Yearn for. Yield to. Saturate with. Restrain from. Obedient to. Founded upon. Frif^htened at. Guard ajptinst. II. Prepositions. — Supply suitable prepositions. Autumn. In that season of the year when the serenity of the sky, the various fruits which cover the ground, the discolored foliage of the trees, and all the sweet but fading graces of autumn, open tlie mind to benevo- lence and dispose it for contemplation, I was wandering in a beautiful and romantic country, till curiosity gave way to weariness ; and I sat down on the fragment of a rock overgrown with moss, where the rustling of the leaves, the dashing «/ waters^and the hum of the dis- tant city, soothed my mind to the most perfect tranquillity, and sleep instantly stole upon me, as I was indulging the agreeable reveries which the objects around me naturally inspired. — Aikin. III. Correct the false syntax. — A lecture at three o'clock on the best method of teachiwf drawiuij. — He went on hon^ebnck to see his friends. — In some countries the customs and laws are very different from ours. — A dinner of roast beef and plum puddivfj was given to the soldiers.- • The man with a Roman vase was digging a well. (irrcrik ttnotm.—Dox^Of an opinion. Heterodox, orthodox, paradox, dox- ology — Drttinn, an action; drama. Dramatic, dramatically, dramatist.— Hudor, ivater. Hydra, liy5 M as 30 With deep affection and recollection, I often think of those Shandon bells, Whose sounds so wild would, in days of childhood, Fling round my cradle their magic spells. On this I i)onder where'er I wander, And thus grow fonder, sweet Cork, of thee — With thy bells of Shandon, that sound so grand on The pleasant waters of the River l^e. I've heard bells chiming full many a clime in, Tolling sublime in cathedral shrine, While at glib rate brass tongues would vibrate : But all their music spoke naught like thine ; For memory, dwelling on each p^oud swelling Of thy belfry, knelling its bold notes free. Makes the bells of Shandon sound far more grand on The pleasant waters of the River Lee. I've heard bells tolling old Adrian's Mole in, Their thunder rolling from the Vatican ; And cymbals glorious swinging uproarious In the gorgeous turrets of Notre Dame. But thy sounds were sweeter than the dome of Peter Flings o'er the Tiber, pealing solemnly. O, the bells of Shandon sound far more grand on The pleasant waters of the River Lee. There's a bell in Moscow, while on tower and kiosk, O ! In St. Sophia the Turkman gets. And loud in air calls me to prayer, From the tapering summits of tall minarets. Such empty phantom I freely grant them. But there's an anthem more dear to me : 'Tis the bells of Shandon, that sound so grand on The pleasant waters of the River Lee. —Francis Mahony (1804—1860). Oral Statemenl— Sketch HuHJKCT : Praise to the Sbandou bells. / 2. Plan: Other bells have no musio , compared to tliat of the Shandon bells. 3. Outcome: ' No other bells so sweet as the Shundoii bells. INTKRMKDIAir. COURSK. 417 Literary Analysis. Accessary Ideas. 1. Often thinks of Rliandou'H bclln. 2. Heard thoni in his cradle. 1. The more he thinks of thoni the fonder he ^rowe of (3ork. 2. No other bolls sound bo sweetly. H. The meniori(!H of the plaoe make him think more of their nuisic. '1. Their sounds are sweeter than those of the Vati- can, Notre Danio. . . . 5. The boll in Moscow, St. Sophia,.... are empty phantoms compared to those of Shandon. The bells of Shandon liavo moro charms for him than any others— oven the most noted. Questions and Suggestions. 1. What is " deep affection" (Ist 1.)? — Affection that is deeply felt. 2. Give synonyms of "recollection" (1st I.) —Bemiimctnce, remem- brance, 3. What is meant by " Shandon bells " (2nd \.)f—The bells of St. Ann, Shandon^s church. One aide of the belfiry is of (jrey stone, and the other of red, 4. Express " Shandon bells " differently. — Belh of Shandon. 5. Kame the figure of syntax in the 4th line. — Hyperbaton. (Explain. Alter the inversion.) G. Point out the alliteration in the stanza. . . . What is a stanza ? 7. Give synonyms of "spells." — Charmx, enchantments. 8. Explain " magic spell." — Spell brought on by superhuman agency. 9. Give synonyms of " ponder." — Consider, think. 10. What figures of etymology in " where'er " (5th 1.) ? — Syncope and synaresis. (Explain. Point out other etymological figures in the selection.) 11. Give synonyms of " wander " (5th 1.). — Roam, rove, range, stroll, stray. 12. What figures in " grow fonder," " sweet Cork " ? — Metaphors. (Explain.) 13. Where is Cork ? " — A city in S. of Ireland, situated on the River Lee. 14. What is meant by " pleasant waters " (8th 1.). — Pleasing by their clearness, placidity^ and the manner in which they give back the sound of the Shand&n bells. 15. Describe the Biver Lee. . . . Point it out on the map. . . . 16. Point out the alliterations in the 2nd stanza. . . . 17. Explain "chiming" (9th 1.). — Sounding in harmonious accord. , ' . t P^rgjg t gmteft g Wr 418 LESSONS IN ENGLISH. li Questions and Suggestions. 18. What is meant by "clime " (9th 1.) 'i— Country. 19. What figure in " clime " ? — Metonymy. (Explain.) 20. Explain " tolling " (10th 1.). — Reptating with uniform strokes^ at intervals. 21. Give synonyms if " sublime " (10th 1.). — Grand, dignified^ solemn, stately. 22. What figure of syntax in "sublime" {10th l.)7—Enallage. (Ex- plain. Why not use sublimely ?) 23. Explain " cathedral shrine " (lOth 1.). — The pnncipal church oj a diocese. (Give other meanings for shrine.) 24. Give synonyms of " glib " (11th 1.). — Rapid, quick, voluble. 25. What is meant by " brtvss tongues " (11th 1.)? — Tongues oJ church bells. 26. Explain "vibrate " (11th 1.). — Move to and fro. 27. What is meant by " naught " (12th 1.). — Nothing ; not any thing. 28. Explain 12th Mne.— The music of the Shandon bells excelled that of all the other bells the poet had heard. 29. Give synonyms of " memory " (13th 1.). — Recollection, remembrance. 30. Explain " memory dwelling." — Memory occupies itself for a long time with. 31. What figures in '• memory dwelling ; " "proud swelling of thy belfy " (13th and 14th 11.)? — Metaphor and Metonymy. (Explain.) 32. Explain (i)" belfry;" (2) "knelling" (14thl.).— (i) A hdl-tower ; (2) Sounding a bell as at a funeral. (Is " knelling" the best word that could be used in conjunction with "bold notes free"? Give reasons for your answer.) 33. What figure in " bold notes free"? — Metaphor ; also Hyperbaton. (Explain.) 34. Explain " Adrian's Mole " (17th \.).—The castle of St. Angelo, called here after itsfotmder, the emperor Adrian. 36. What figure in " their thunder rolling " 2— Metaphor and Hyper- baton. (Explain). 36. Explain " VaticajU." — The ptapal palace. 37. What are (i) "cymbals"? Explain (2) " swinging uproarious " (20th 1.). — (r) Musical instruments ; (2) Making a loud noise. 38. What figure of syntax in 19th 1. ? — Hyperbaton. (Explain). 39. Explain " turrets " (20th 1.). — Little towers ; spires. 40. .. - 41. "gorgeous" (20th 1.). — Grand, showy, magnificent. " Notre Dame " (20th 1.) — Name of a mugnijicent cathedral 42 43. 44. 45. 46. 47. 48. in Paris. Explain (i) " dome ; " (2) " Peter " (21st 1.). — (i) A structure raised above the roof, usually hemispherical inform ; a cupola ; (2) St. Peter's church in Rome. What figure in " the dome of Peter flings " (21st and 22nd 11.) ?~ Metonymy. (Explain.) Point out the Hyperbaton in 22nd line. . . . Alter the inversion. What is the Tiber (22nd 1.)? — A river in Italy, rises in the Tuscan Apennines, and after a course of 185 miles, enters the Mediter- ranean Sea, 17 miles below Rome. Rome is built on the Tiber. Point out the alliterations in the Cth stanza. What is Moscoiv? — The ancient capital of Russia ; at present capitcU of Moscow, a government in Rnsmt. What is meant by " Kiosk" (25th 1.)? — Turkish summer-house. INTERMEDIATK COURSE. Questions and Suggestions. 419 49. Explain " St. Sophia " (2f3th 1.). -^4 o/i such as have no personal merit, are at best the royal stamp set upon base metal. — Truth is always consistent ^i'ith itself, and needs nothing to help it out. It is always near at hand, and sits upon our lips, and is ready to drop out before we are aware: whereas a lie is troublesome, and sets a man's invention vpon the rack ; and one trick needs a great many more to make it good. 3. The honest man does that /roHi duty, which a man of honor does for the sake o/ character. — He who brings ridicule to bear ar/«/nst truth finds in his hand a blade without a hilt, more likely to cut himself than anybody else. III. Correct the false syntax. — Ho was accuse.l o/ betraying his trust. — I have no occasion for his services. — Virtue and vice differ widely //owf each other. — Step into the carriage and ride ni it. — The wool is made i'lto cloth. — Go in haste. — I will divide my property among ray five sons. — The gentleman is accompanied by his friends. — He killed his enemy with a sword, but he died bij an arrow. — Meddle not loith what does not concern you. — With the unfortunate the good man always sympathizes, but not u-ith the wicked. — This originated in mistake.— He has a store on Broadway, at No. GO. Orerk Roots.— l>«,v, an i)i^epnrahle purticle, dcnotinrj difficulty, pain, etc. Dysentery, dysphony, dysiiepsy, dyspnoea.— O/A'o*, a house. Diocese, econo- my, parish, parochial. — Horn, an hour. Horal, horology. Annly.>ti!« and Vaminfi.—Do not talk of the decay of the year; the season is good when the people are so. — He assured this man has an ax to grind. —Cd. sent.;~lst cl., ex. niip.;— 2nd cl., decl.;— Subj. 1st cl., ijou understood;— Pred., do talk ;~Fred. mod. by adv. adt., not, and by ex. adv. ph., of the decay of the year; — Subj. prin. pai*t of '2nd cl., .seasou ;— Pred., is;— Att., pood; — Subj.dep. c\., people ;— Vred., are, moH. by iO and co»i,j. adv. 7<;/je>!, which is the connec- tive —Cx. imp. sent.;— Subj. prin. cl., you understood ;— Pred., be assured, mod. by adv. cl., this man yrind ;~iiuh}. dep. cl., ma»i;— Pred., 7ias,— Obj., ax ; — to grind, a. ph. mud. ux. INIERMEltlATE COURSE. 423 I SYNTAX OF THE CONJUNCTION. Chapter VII. — Lesson LXII.— Conjunctions. 171. Conjunctions connect words, ])hrascs, or sentences ; as, ^^ Let there be ni> strife, I ]>ri(ii tine, hi'tiiicn me and t/iee, and between mtj herdmen and tini lieribiien : for tee are hretfiren." 172. The conjunction tliat sometimes serves merely to in- troduce a sentence wliich is made the subject of a verb ; as, " That mind is ntft matter, in eertain.'' 178. After than or as, expressing a comparison, there is usually an ellipsis of some word or words ; as, " He is yuunfjer than I [am young].'"' 174. When two terms connected refer jointly to a third, they must be ada|)ted to it and to each other, both in sense and in form. Thus, instead of " Henri/ is older, but not so tall, than James," say, ^'' Henry is older Xh.3iT\. James, but not so tali:' I. Derivatives. — Derive words from tlie list given. — Tell to what part of speech each belouys. Antiquary, antiquarian, antiquated, antiquity, ancient. Animate, animated, animatu.n, inanimate, re-animation. Angle, aiiffular, amjulariti/, equiangular, multancjular. Alter, alternate, unaltern^.te, alterna'ire, snhaltern. Aliment, alimental, alinientary, alimony, almoner, ahm. Agrarian, ayrarianism, ayricuUure, ayricuUural, agriculturist. II. Conjunctions. — Supply suitable conjunctions. 1. A man may ln;,ve a thoupind intimate ac(juaintances, and not a. friend among theia all. If you have one friend, think yourself happy, — No revenge is more heioic than that which torments envy by doing good. — It is as great a point of wisdom to liide ignorance as to discover linowledge. 2. The temperate man's pleasure;^ are durable, because they are regular ; and all liis life is calm and serene, because it is innocent. — It is harder to avoid censure than to gain applaiise; /o/- this may be done by one great or wise action '.n an age ; but to escape censure, a man must pass his whole life without saying or doir.g one ill or foolish thing. III. Correct the synttirtic'tl errors. — He has made alterations in the work, and additions to jf.— Ho ic bolder than his companions, but not so wise. — I always have been, and /always shall be, of this opinion. — The first proposal was essentially different from the second, and in- ferior to it. — Forms of government may, and occasionally must, be changed. — Compare their poverty with wha'u they might possess, and ought to possess. fiirrck Wloot!*,—H(iflvnt a seat. Cathedral, sanhedrim, tetrahedron.— Ergon f a work. Energy, liturgy, metallurgy. -/?«, locll; rightly. Eulogy, euphony, evangolist, evangelize. AnalvMi« an/tm, wisdom. Philosophy, sophh^m, sophistry, unsopliisticatetl. Annlynis and Pnrolns. -Cats and dogs catch and eat rats and mice.— Since I had nothing else to do, I wont. -Sp. dot.'l. sent.; -Subj , cuts and do,7s; — Pred., catch and eat ;—Obi., rats and mice (subj., pred., and obj. are com- pound, see No. .577) ; - and, cop. conj., and connects the two words in each case. — Cx. decl sent.;— Subj. prin. cl., I ; -Vred. ivent;—PreA. mod. by dep. cl.;- Subj. dep. cl., r,— Pred., had ;— Obj., nothing, mod. by a. adt., else;— to, prep., gov. do, and connects it with had. INTF.KMKDIATI. COIJRSK. 425 »• . d in the list Lksson LXIV. Conjunctions. 177. Certain words are used in contiguous clauses as corres pondents, and care should be taken to give them their proper place in the sentence ; as, (408). 178. Do not use if for tclwther; as, " Ih you kmnv if [whether] the train icill start this morniwj." 17D. Be careful to use so, as — not as, as — after a negative denying equality of degree; as, '•'Few ancient cities were so [not as] magnificent as Balnjlon.^' I. Derivatives. — Derive several woods from each ^iven in tbe list — Give the lueaniiKj of each word. Cent, century, centennial, centipede, ccntnrian, CJertain, certainty, certify, certificate, certitude, a^certtiin. Chart, charter, cartel, cartoon, cartridije, card, discard. Legal, leyality, leyidate, legislature, leyitimate, privileye. Miracle, miraculous, viiraye, mirror, marvel, admiration. Sate, satiate, satiety, insatiate, satisfy, satisfaction. ! I. Conjunctions. — Supply suitable conjunctions. 1. Thouyh he were dead, yet shall he live. When opportunities are neglected, there is often discontent. Whether we go or stay. Althouyh he is young yet he is very diligent. He is both good and industrious. //■ you wish it, then we shall go. No man was so poor that he could not make restitution. As he thinketh is his heart, so is he. I[e is not so smart as his brother. 2. When you have opportunities, then make good use of them. V/hithev I go, thither ye cannot come. . His liabilities are i«t7/, «/t(rf he must fail. Your house is of the same size fls mine. We may be playful, and yet innocent. — Murray. Power to judge />o/A quick a»(/ dead. — Milton. Fearless and firm, he never quailed. Nor turned aside for threats, nor failed To do the thing he undertook. — Wilson. What is native still is best, /4 //rHittle care I f or the rest. — Longfellow. III. Correct the syntactical errors.— Neither despise jior oppose what you do not understand. — The majesty of goyd things is such, that the confines of them are revei'ed. — Whether he intends to do so ornof, I cannot tell. — There is no condition so secure that it cannot admit of change. — None is so fierce as to dare stir him up. — The rela- tions are so obscure that they recjuiic much tliought. 4'rrrk Rooln.— G**, the earth. Geograpliy, ReoloRy, peometry, peophonics, aRopee, ptfriser.— Tro^o."!, a tunnnf>.«, a. s/jape, /i(y?n-c, or model. Type, typical, typify, typography.— .^ooh, a)i animal. Zoology, zoonomy, zoophyte. Annljuis nnd Parkins. — Either Thorr.ap or Heju-y is here.— He pulled so hard that tho rope broke. — Sp. decl. sent.;— Subj., T/joma.s or ife/ir// ;— Pred., ts;— Prod. mod. by adv. adt., here \— either, cov. couj., cor. to or;— f)r,di8j. conj.. cotinects Henry and Thomas.— Ck. decl. sent.; — Siibj. prin. el., he; — Pred., pulled ;— "Bred. mod. by adv. adt., hard;— hard, mod. by «o;— Subj. dep. cl., rope; -FroA., broke;— con., that. I 'i III '■. f ■ Hi M ' 426 lessons in knglish. Lesson LXV. Literary Selection for Explanation and Study. VENERABLE MARGUERITE BOURGEOYS. 10 25 She was the daughter of a respectable tradesman, and was now twenty-two years of age. Her portrait* has come down to us ; and her face is a mirror of frankness, loyalty, and womanly tenderness. Her qualities were those of good sense, conscientiousness, and a warm heart. She had known no miracles," ecstasies,or trances : and though after- wards, when her religious susceptibilities had reached a fuller developement, a few such are recorded of her, yet even the Abbd Faillon, with the best intentions, can credit her with but a meager allowance of these celestial favors. Though in the midst of visionaries, she distrusted the supernatural, and avowed her belief, that, in His govern- ment of the world, God does not often set aside its ordinary laws. Her religion was of the affections, and was manifested 15 in an absorbing devotion to duty. She had felt no vocation to the cloister, but had taken the vow of chastity, and was attached, as an extern, to the Sisters of the Congregation of Troyes, who were fevered with eagerness to go to Canada. Marguerite, however, was content to wait until there was 20 a prospect that she could do good by going ; and it was not till the year 1653, that, renouncing an inheritance, and giving all she had to the poor, she embarked for the savage scene of her labors. To this day, in crowded school-rooms of Montreal and Quebec, fit monuments of her unobtrusive virtue, her successors instruct the children of the poor,' and embalm the pleasant memory of Marguerite Bourgeoys. In this gentle nun was realized that fair ideal of Christian womanhood, a flower of earth expanding in the rays of Heaven, which soothed with gentle influence the wildness 30 of a barbarous age. — Parhnan CI 823— ^, OmI Statement— Sketch 1. The author is not correct. The true portrait of the Venerable Mother Bourgeoys has not come down us. 2. Notwithstanding the tone of this sentence and the succeeding, we give the ^election, it contains ouch an excellent tribute to the Venerabla Foundress of the Sisters of the Congregation de Notre Dame. Let it be remembered that Parkman is a Protestant who sneers at the supernatural. This gives more value to his appreciation of the humble nun. 3. The Sisters do not confine the exercise of their zeal to instructing the poor only. They have large academies and boarding schools in Canada and the United States to which many of the moBt wealthy people of the contin- ent send their daughters. IN IF.KMKHIATK COCRSK. 427 •I Principal Ideas. 1. Exposition OF Subject : Venerable Mar- garet Bour- geoys, a Chris- tian heroine. 2. Plan : Origin ; prepar- ation ; mission. •<' Literary Analysis. Accessary Ideas. Venerable Margaret Boiirgeoys, foundress of the Congregation de Notro Dame, and one of the inhabitants and moat zealous colonizers of ViUe Marie. 1. Daughter of a respectable tradesman. 2. Full of frankness, loyalty, and womanly tender- ness. Sensible, conscientious, warm-hearted. Not many ecstasies. ... Absorbing devotion to duty. Attached, as an extern, to the Sisters of the Congregation of Troyes. Embarks for tho scene of her labors. Her Sisters and Schools, lit monuments of her unobtrusive virtue. 3. 4. 5. 6. 7. 8. 3. Outcome : The ideal of -' Christian womanhood. / In Margaret Bourgeoys is realized that ideal of Christian womanhood, a flower of earth ex- panding in the rays of Heaven, soothing with gentle influence tho wildness of a barbarous age. [■able Mother Questions and Suggestions. 1. What is meant by " respectable tradesmen " (1st 1.) ? — Merchant* or mechanics worthy of esteem. 2. Explain " portrait " (2nd 1.). — A painted likeness. 6. What figure in "her face is a mirror" (2nd 1.) ? — Metaplwr. (Explain). 4- Explain (i) " frankness " ; (2) " loyalty " ; (3) " womanly tender- ness " (3rd and 4th 11 ). — (i) Openncfts ; (2) Faithfulness to duty ; (3) The kind-heartedness common to xvomen. 5. Explain "qualities " (4th 1.). — Distinnuinhinri characteristics. G. What is meant by (i) "good sense"; (2) "conscientiousness"; ^S;"warm heart" (4th and 5th 11.).— (i^ Jiight perception of things ; (2) Strict conformity to the dictdt.s of conscience; (3) Af- fectionate. 7. What figure in " warm heart ' (5th 1.) ? — Metaphor. (Explain.) 8. Explain (i) "miracles"; (2) "ecstasies"; (3) "trances." — (i) Events or effects above the known laws of nature, supernatural events ; (2) Excessive, overmasterimj joys ; (3) A trance is a state in which Hit soul seems to have left the body, or to he rapt into visions: ecstasies. Q. Explain "religious susceptibilities" (7tli 1.). — Capacity for re- ceiving reliyiom emottonal excitement. :i ! 428 I-KSSOXS IN ; N il.lSII. Questions and Suggestions. \ I : 10. 11. 12. 13. 14. 16. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. -Greater growth. (1 oinb out the What iu meant by '• fulltji* (bvolopmcnt" (Hth 1.)? Explain " recorded " (Hth \.).—liei)htercd. Who was "Ah bo Faillon " (()th 1.) ? — / French h.up;, fear, hope. What is meant by "affections " (14th 1.)? — Qualities or properties of the mind ivhich bend it to some particular object. Explain " absorbing devotion to duty " (15ih 1.). — Whole care given to the accomplishing of duty. What is meant by " felt no vocation to the cloister " (11th 1.) ? — Felt no interior call or inclination to the cloistered religious life. What figure is " vocation to the clointer " (15th and 16th 11.) ? — Metonymy. (Explain.) • What is a vow ? — A voluntary promise made to Cod to do something that is agreeable to Him, and which is not a obligation. What is meant by " atta(;hed, ai? an exterii, to he Sisters of the Congregation of Troyes " (17th and i8th ii.) ? — Connected with the Sisters in their labors, though not Irving with them in the strict observance of their rules. What is : ^eant hy " Congregation " as nsed here (17th 1.)? — A so- ciety I • . together by a common rule, with simple rows of religion. Where is _' oy^s? Explain " fe^ ered with eagerness " (18th 1.) — Anxiously desirous. What is meant by " prospect " (20th 1.) ? — Ground for hoping. (Give other meanings.) Explain " renouncing an inheritance " (21st 1.). — Giving up the right to an estate or gift to which one is laivfuUy entitled. Explain " savage scene " (22nd and 23rd 11.). — Wild country, (Give other meanings of the word savage.) Locate Montreal and Quebec, and tell by whom those cities were founded Give synonyms of " fit " (24th 1.), — Proper, suitable. Explain (i) " monuments "; (2) " unobtrusive " (24th 1.).— (i) Me- morial, remembrance; (2) Not forward, modest. What is meant by "embalm the pleasant memory" (26th 1.)? — To preserve tJie pleasant remembrance. What figure in "embalm the pleasant memory"? — MetaphoV' (Explain.) •I 'utcr (jrowth. ohleal writer e, )U— colestial I. rarkvMU oint. out the — (i) Scanty, venly (lifts, id 12th 11.).— icd out vain on, customary. or pi'opertits hole care given " (11th 1.) ?— liqioim life. [l' 16th 11.)?- do something on. isters of the Connected with m in the strict rthl.)?— ^ so- }ws of religion. sly desirous, hoping. (Give Giving up the tied. ountry. (Give )8e cities were h l.).-(i) Me- " (26th 1.)?— t— Metaphor. !NTKRMF.nfAlF. COHRSK. Questions and Suggestions. 429 m 10. 41. Do tho HUCcoHHf>rH of IVIii.rmiorito JJonrj?eoyH iiiHtnict no other chil- chvii tli^tt tlioHo of tho poor ? — They iiisii-uct the children of all claxxen ; and in hui h a manner that they vunj he ranked among the best edu. 'ton of young ladies, i'^xplain ' loalized " (27th \.).—Madc real. \Vli;it ia meant by "fair ideal" (27th \.)7—Iieautifnl model con- ceiveit in the mind. 1.2. What t\iiure in *' a flower— barbarous age " (28th and 30th 11.) ?— Metaphor. (Explain.) 43. What is meant by (i) "expanding " ; (2) " rays of Heaven " (28th and 2'.)th 11.) ? — (i) (]rowiu(i greater ; (z) Influence of grace. 44. Explain " Bootheil with gentle inttuenco— ago " (28th and HOth 11.). — Calmed with the intluenee of kind xrordu and actions, and a rir- tno'is life, the pa anions of the uncivilized peranns around. 45. Do you notice any peculiarity in the spoiling of the C^ namo of Venerable Mother Bourgeoys? — Marguei French for Margaret. 46. Give a biographical sketch of Parhnian. Note.— Hero the Toacluu- may give sonio general review quesfcio! gramiTuitical text. Tlio literary soluution of this lusaon, and any otlier selec- tions tho Teacher considers Buitable, may bo used as a text for this exercise. lan Cht Exercise. —Write a sketch of The Ifenerab/e Marguerite Bourgeoys. Phraseology and Composition. I. — Construct sentences, each of which shall contain two comparisons about the life of man, the inconstant mind, perscverence in work. 1. The life of man is like the smoke that ascends into the air, and is immediately scattered by the wind ; it also resemlales llie flower whose leaves, in the morning, glow with the most lively colors, and in the evening, lie scattered upon the ground. 2. The inconstant mind is like tho butterfly, which flies from flower to flower without taking repose : or better still, it resembles the vane which is moved to and fro by every breath of wind. 3. Perscverence in work resembles drops of water which, falling continually upon the hardest substance, wears a furrow in it ; it is also like the root of a tree, which, growing by de- grees, is capable of splitting a rock in twain. II. — Develop the following thoughts : — 1. Those who tkbuify others, tremblk themselves. A prince that gains the love of his subjects has nothing to fear from them ; but a tyrant who places his whims above the law, trembles lest weapons should be placed in the hands of his outraged subjects. The same thing occurs in the ordinary walks of life. Men who inspire terror in the hearts of those around them have reason to dread the hatred of those over whom they tyrannize, i ' ! 1 ;■ ' f ■'^ ';■ 'i\l IMAGE EVALUATION TEST TARGET (MT-3) // ^ 1.0 I.I 11.25 b£|28 |25 iio "^" n^ •^ 122 12.2 IMIii^ V] ^> / Hiotographic Sdences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. USM (716)872-4503 ■^^^' '^ '^^ ^^'^^^^;«r?^=^ -^aimpw^r^ iself into an old the mantel in my INTERMEDIATE COURSE. 431 !5*ALSE SYNTAX FOR CORRECTION. These exercises are given in reference to the lessons whose numbers stand at the head of each. The Teacher will require the pupils to give the reasons for the correction in each caue, and even require them to recite the grammati- cal text which refers to each. I,— IV. Him [he] that is industrious, will become rich. — Them [they] that study diligently, will become scholars. — He and U8 [we] are of the same age. — You are a better scholar than us [we]". — Are not Mary a.nd thee [thou] sisters? — I can run as fast as thee [thou], — Nobody, told the story but him [he]. — Whom, [loho] do you think is dead? Who did the mischief ? Me [I] . — Here's none but thee [thou] and I. — These are them [they] . — I took it to be he [him] . — It cannot be him [he]. — I am going to see the soldiers, they [them] that came from the North-West. — This silk handkerchief is a present from my sister Margaret, she [her] that we saw last week. — Patrick, my brother, him [he] that rode on the gray horse, is now in deep study. VI.-IX. ElizahetK's reign was longer than Martf^s. — A thirty-days' note was protested at the Imperial Bank yesterday.— Is this copy yours? No: it is hers. — They are made of deers' horns. — The tree is known by its fruit. — These books are not theirs. — Man's chief good is an upright mind. — Avoid that evil for conscience' sake [for the sake of conscience] . The worltVs government [government of the world] is not left to chance. — The Mayor of New York's authority loas questioned [The authority of the Mayor of New York was questioned] . — He mentioned Henry's lodlMng a mile [He mentioned that J/enry walked a mile]. Many cruelties were witnessed during Hem^ the Eigldh's reign [the reign of Henry the Eighth ]. — I left the parcel at McQuillan's the grocer's [grocer] . — John's [John] and James's teacher is a learned man. — Fool's cap [foolscajj] is a kind of paper. — Did you see the kite' 8 foot [kite's-foot] growing in the garden ? XI.— XIV. Thou [ihee] only have I chosen. — / [m£] he restored to my o£Eice. — I am the person ivho [whom] they seek. — The teacher allowed my sister and / [me] to accompany him. — Who [whom] do you think I saw the other day 7— They [them] that honor me, I will honor.— They took you to be he [him]. — The man whom he called on [on whom he ccUled] was absent. — He set out, as every one should, on his journey with a determination to arrive in time [He set out on his jour- ney as every one should ]. — We were shown several beautiful pictures [Several b<.autiful pictures were shown us] .— I have never )«• i i ; -I ■! I 11 V*- •' * 432 LKSsONfi rN KNOLISH. « s 1 been asked the question [The question haa never been asked me] .— Good keeping thrives [/atte7iH] the herd. — Being weary he sat him [omit him] down.— John fired at and ivoimded the stag [John tired at the stay and wounded it] . XVI.— XIX. Algebra is a branch of the [omit the] mathematics. — What sort of a [omit a] man is he ?— We found him a very worthy good sort of an old man [a very worthy good old man] . — Such a man does not deserve the name of a [omit a] gentleman. — The highest officer of a Province is called a [omit a] Governor. — That tree is a species of an [omit an] oak] . — These sketches were not taken from the [omit the] life. — These foreigners, in the [omit the] general, are peaceful and industrious. — You may send me the letter by the [omit the] mail. — I had a [omit a] reference to the other. — Beason was given to a [omit a] man to con- trol his passions.— Women who never take any exercise, necessarily become invalids [The women....]. — Every critic is not [a] Johnson or [a] Macaulay. — A house and [itn] furniture were sold by auction yesterday. — [The] St. Lawrence is a majestic river. — The forsaken may find another and a [omit a] better friend. — Both the house and [the] barn were consumed by fire. — The oak, [the] ash, [the] elm, and [the] hickory are the principal trees in this locality. — John is a better speaker than a [omit a] writer. — A black and a [omit a] white horse is said to be piebald. — Henry has a black and [a] white horse (two horses). XXI— XXIV. An old venerable [venerable old] woman inquired of me the way to the ferry. — A young fine [fine young] man has entered the car. — Ellen has a new elegant [elegant new] house. — The two first [first two] have been dismissed. — The oldest two [two oldest] daughters have entered a convent. — I read the four first [first four] chapters of the history. — Susan is the tallest [taller] of the two. — Gold is more pre- cious than all the [other] metals. — Iron is the most useful of all the other [omit other] metals. — I never [before] left in such nrry. — No [other] general of modern times was as great*as Naf n I. — The Scriptures are more valuable than any [other] writings. — Of all other [omit other] ill habits, idleness is the most inccrj igible. — Virtue con- fers the supremest [greatest or highest] dignity on nmn. — A more [omit more] healthier locality cannot be found. — The best and most [omit most] wisest men often meet with discouragement. — So universal [general] a complaint should be listened to. — The pole is thirty foot [feet] long. — The man is six foot [feet] high. — Give me twenty pound [pounds] of sugar. — He speaks very fluent [fluently]. — He did not think it deserving [of] notice. — The poor want some advantages which the rich enjoy; but we should not therefore account those [these] happy, and these [those] miserable. XXVI.— XXIX. Either [any] of the three may come. — Neither [not one or none] of the four needs come. — The whole [all the] inhabitants of the city were alarmed. — Tellthem [those] boys to come in. — Margaret and Elizabetii love one another [each other] tenderly. — All true Christians love each IN' r.RMEDlATE COURSE. 433 *t'. f. he sat him Jolm tired at What sort of ood sort of an )S not deserve of a Province ! an [omit an] e] life.— These industrious.— [ had a [omit a] man to con- se, necessarily ot [a] Johnson lold by auction -The forsaken the house and ish, [the] elm, ity.— John is a , [omit a] white a] white horse mo the way to ered the car. — , first [first two] daughters have chapters of the M is more pre- asefnl of all the jh "^'y-"^® at A l.-The los.— Of all other jfe— Virtue con- — A more [omit "and mo>it [omit it.— So universal ale is thirty foot me twenty pound «].— He did not some advantages >re account thone ot one or none] of ts of the city were .retand Elizabeth iristiana love each other [on& another] . — No person should be censured for being careful of their [hin] reputation. — Ho cannot see one in prosperity without envying them [him] . — I gave him oats but ho would not eat it [Ihew^ . The general which [who] commanded the troops was a brave man. The family whom [that] I visited, appeared to be very poor. — Job, who [tohich] is but another name for patience. — The child whom [that] you saw crying on the street, has found his [its] home. — It is the same which [that] I saw last week. — All ivho [that] live, will die. XXXI.— XXXIV. He is a man that knows what belongs to good manners, and tvho [that] will not do a dishonorable act. — The friend who was here, and that [who] entertained us so much, will never be able to visit us again. The curiosities which he has brought home, and that [v)hich] we will have the pleasure of seeing, are said to be very rare. — He is still in the feeble state of health [in tvhich] you saw him. — I know no rule how [by which] it may be done. — Remember the condition ivhence [from which] you are rescued. — The soldier has come from the field where [on which] he fought bravely. — He said what [that] he could not come. — I had no idea but what [that] the story was true. — I gave all what [that] I had. — Thoa hast no right to judge who art a j)arty concerned \T\io\i who art aparty concerned hast. ...] . — There is a certain majesty in simplicity which is far above the qaintness of wit [There is in simplicity a certain majesty lohich....] — / am the jailor ivho have come to take you [/ iohoh&\e come to take you, am the jailor] . — Some men are too ignorant to be humble ; without which there is no docility [and without humility there can be no docility]. — Ermelinda and Helen will favor us with her [their] company. — Andrew, Joseph, and I are attached to their [our] school. — Juliana or Agnes will favor us with their [her] company. — The committee was [were] divided in their opinions. — The meeting were [loas] unanimous in passing the resolution. XXXVI.— XXXIX. He dare [dares] not oppose it. — She need [needs] not trouble her- self. — On one side was [tcere] beautiful meadows. — He may pursue what course he please [plea^ses]. — What have [has] become of our companions?— There was [icere] more impostors than one. — What say« [say] his friends on this subject ? — I called, but you loas [were] not at home. — I says [say] to him: Be your own friend. — Mary and her cousin wa^% [were] at our house last week. — Neither Mary nor her cousin were [was] at our house last week. — The violin or the banjo, played by some merr}' old negro, beguile [beguiles] the summer even- ings. — The road to virtue and happiness a7-e [is] open to all. — The derivation of these words are [is] uncertain. — To obtain the praise of men were [toas] their only object. — They said it was me [1] com- mitted the deed. — [I] am sorry to hear of your misfortunes, but [/] hope they will be retrieved. — I seen [savf] Thomas last week. — I saio [ham seen] Bartholomew this afternoon. — That boy readeth [reads] very fluently. — A committee was [loere] appointed to examine the accounts. — The committee disagrees [disagree] as to the measures that should be taken. — All the world is [are] spectators of your con- duct. — Let each come up in their [his] turn. — Every one of us Chris- tians sawc/(/y Isancli/ies] the Lord's day. — Are lis] either of the mur- ; I !i i I t ' I r . !l li- M . i 1 ^! ■^-f^K^tiy^Kiw^,...^.,., 434 LESSONS IN ENGLISH. derers known? No: neither of them were [vmsi] seen. — Tho missionary and philanthropist Aave [has] departed. — Prudence, and not pomp, are [is] the basis of his fame. — Wisdom, and not wealth, procure [procures] esteem. — Each day, and each hour, bring [briripn] its portion of duty. — Pleasure, and not books, occupy [occtipies] liis mind.^— Not honor, but emoluments, has [have] enticed him to accept the offer. — Every tall tree, and every steeple, were [loas] blown down. — Either you or James hare [has] spilt my ink. — Either thou or I are. [am] responsible. — His food were [tvas] locusts and wild honey. — The quarrels of lovers is [are] a renewal of love. — Five dimes is [are] half a dollar. — " Blairs Lectures on Rhetoric" are [is] an excellent work. mi \ XLI— XLIV. In this affair perseverance with [and] dexterity were requisite.— Sobriety with [and] humility lead to honor. — To profess and to possess is [are] very different things. — Their religion as well as their man- ners were [was] ridiculed. — Every one but thou hadst [has] been legally discharged. — All songsters save the hooting owl was [were] mute. — What the heart or the imagination dictate [dictates] , flows readiljT. — To practice tale-bearing or even to countenance it are [is] great injustice. — To reveal secrets or to betray one's friends are [is] contemptible perfidy. — Are they or I expected to be there ' [Are they oraml... ..]. — Narcissus and /did the mischief [/ and Narcissus . . . .] . — They would neither go themselves nor svffered [suffer] others to enter. — The report was current yesterday, and [it] agrees with what we heard before. — I would have went [j/o«e] with the expedition had I been invited. — Matthew done [did] it yesterday. — I have saw [seen] him to-day. — I seen [saw] Frederick last month in Quebec. — The drunkard laid [lay] at the door all night. — Flora has became [be- come] rich. — If he is [be] discreet, he will succeed. — He will maintain his cause though he loses [lose] his estate. — Send the books to me, if thou pleasest [please] . — On condition that he comes [come] , I consent to stay. — Let him take heed lest he /alls [fall]. — I shall walk out this afternoon, unless it rains [rain]. — If I tvas [were] to go, he would not receive me. — If thou lovedst [loved] God, there would be more evidence of it. — WoA [ivere] death denied, al) men would wish to die. — If he know [knows] the way, he does not need a guide. — Though this be [is] strange, it certainly did happen. — If he think [thinks] as he speaks, he may be safely trusted. — If ho comes [come] on time, he will be re- warded. XLVI.— XLIX. I am going for [omit for] to learn French. — Try and [to] please you teacher. — Be careful to not disturb your father's slumbers [not to disturb] , — He has not returned, nor is he likely to [return] . — Please hand me the paper [correct^ . — I felt a thrill of merriment to [omit to] creep over me. — He dares not to [omit /o J doit. — Bid her to [omit to] come in. — I heard the burglar to [omit to] enter. — I cannot see \to] do it. — We expected that he would have arrived [arrive] last night. — He would not have been [be] allowed to have entered [enter]. — The ancients asserted that virtue ivas\is] its own reward. — Our cousins intended to hare met [meet] us. — When he comes he receives [will receive] a hearty welcome. (This sentence may be correct in case his coming is frequent and the welcome always tendered.) — As soon mtr.RMli:t)lATE COtJftSE. 435 V Been— Tho idence, and not wealth, ng [hrirKjt, ccupies] li»fi [n to accept wn down. — lou or I arc loney.— Tlic in [are] half ellent work. requisite.— nd to poBsesj » their man- t [has] been I was [were] ktates] , flows ice it are [is] iends are [in] 6 9 rArethey nd Narcissus mffer] others agrees with )he expedition —I have saw in Quebec. — as became [be- will maintain 3oks to me, if ne] , I consent walk out this he would not more evidence to die.— If he gh this be [w] I he speaks, he he will be re- and [to] please umbers [not to ituiii] .—Please mt to [omit to] ler to [omit to] nnot see [to] Ao ;] last night.— [ew/er] .— T^'e I, —Our cousins e receives [will correct in case ered.)— As soon &S George returns ^rom Europe, he receives [will receive] a hand- some purse. — After our dinner we (/o [vnll qo] a hunting, flf custom- ary to go a hunting ovory day after dinner, the sentence needs no correction.] — Before I goto town, 1 v)rite [will torile] to my sister. — Till I receive my salary, I am not [will not be] satisfied. — Can [mfiy] I go. out? LI.--LIV. In forming q/* [omit o/ ] his sentences, he is very exact. — I hearU them discussing of [omit a/] this subject. — Here are rules, by observ- es of [omit of] which, you may avoid error. — Their consent was necessary for the raising [of] any supplies. — The teacher does not allow any calling [of] ill names. — I intend retuniinff [to return] in a few days. — I will remember telling yoti [to have told you so, or, that I told you so]. — Suffering [to sujfer] needlessly is never a duty. — There is no harm in women [women's] knowing about these things. — They did not give notice of the servant [servant's] leaving. — Being conscious of guilt, death became terrible [Being conscious of guilt, men trem- ble at death, or. Consciousness of guilt renders death terrible] .— By teaching the young, they are prepared for usefulness [we prepare them for usefulnes.H] . — A nail well (/>-o*,'e [driven] will support a great weight. — I found the water entirely froze [frozen] , and jhe pitcher broke [broken] . — Being forsook [forsaken] by my friends, I had no other resort. LVI.— LIX. He must have certainly been detained [certainly haw] . — They thrice give [thrice] that quickly give [quickly] . — Trust [not] the wicked not. If we ever so little transgress the laws of nature [ever so little] ultimately we [ultimately] rue it. — Give him a soon [an early] and decisive answer. Such expressions sound harshly [harsh] . — You look badly [bad] , are you ill ? — Such events are of sddom [rare or unfrequent] occurrence. — I know how [omit how] that they had heard of his misfortunes. — He remarked how [that] time was valuable. — From [ormt from] thence arose the misunderstanding. — Do you know /rom [omit /rom] whence it proceeds ? — It is uncertain whether the planets are inhabited or no [not] . — Eeady or no [_not] you must start at once. — All men grow old, whether they will or no [not] . — Nobody never [ever] invented nor [or] discovered nothing [anything] in no [any] way to be compared with this. — Nothing never [ever] can justify ingratitude. — I seldom or ever [or never s or, if ever] see your uncle. — A lunch [of sandwiches and beer] was given to the men of sandwiches and. beer. LXI.— LXIV. Here is a *• Life of Johnson," accompanied by [with] copious extracts from his writings. — The princess was attended with [by] a large retinue ; her arrival was hailed by [with] rejoicings. — With [by] whom were you accompanied? — Distribute those presents &ei [stand] in the *' Deserted Village." — He who does &\l which [that] he can, does enough. — A man should sit down and count the cost who is about to build a house [A man who is about to Imild a house shoidd . . . .] . — I can bear the heat of summer, but not [the] cold of winter. II. The scepter, [the] miter, and [the] coronet seem to me poor things to be contended for by great men. — This can be done easier [more easily] . — The evening was spent bp [in] reading. — He arrived to [ai] Toronto. — Should we fail, it cannot [omit not] be no worse for us. — Gold is heavier but not so useful as iron [Gold is heavier than iron, but not. . . .] . — It is not me [/] you are in anger with [It is not / with whom you . . . . ] . — I took that tall man to be he [him] . — I go [will go] to the city to-morrow. — Go and lay [lie] down to sleep. — The sun aits \sets] in the west. — What sounds hare [has] each of the vowels ? — We agree, says [say] they. — Three quarters of the number of men was [were] discharged. III. I shall never do so no [any] more. (Correct it in another way.) — The train of our ideas are [is] often interrupted. — Was [were] you at school yesterday ? — Louisa or I is [am] the person. — They or he is [are] much to be blamed. — He dare [dares] not act otherwise than he does. — These trees are remarkable [remarkably] tall. — From [omit from] whence came they ? — If he be [is] sincere, I am satisfied. — Her father and Aer [she] were at church. — Isaac runs rapid [rapidly]. — She acted bolder [more boldly] than was expected. — His conduct evinced the most [omit the most] extreme vanity. — A giant, nine foot [feel] in height, was on exhibition. — The teacher requested him and / [me] to read more distinct [distinctly]. — It is no more bid [than] his due. — I have been [was] at the fair yesterday. 11 private lifo 3 avenue in for half an ence of the his brother 1 .—I do not e will fofget 3 other proof ,ct otherwise iied or [nor] flattery.— I re.— It i8 un- jr each oorrcio- nd— Ireland, iv dilapidated »e."— He who mid sit down vho is af)out to imer, but not xe poor things 5 easier [more arrived to [cU] vorse for us. — ,vier than iron, t is not I with -I go [uoill go] —The sun sits the vowels ? — mber of men lothsr way.)— 'as [ii)tre] you ,— They or he (therwise than , — From [omit satisfied.— Her id [rapidly].— His conduct »iant, nine foot ested him and lore hU [than] hVTKnMKni A'iK COtJRSK. IV. 4;i; i The first qualification required is a [omit «] t,'eniu8. — It is different and inferior to the necond [It is dijl'triiul from the second, and inferior to it] . — That lot is preferable and cheaper than the other [That lot ifi preferable to the other and chcdpcr than it] . — He managed the affair vmely and with caution [wixcfi/ and canlioiuily ^ or, with loindom and caution] . — Some nouns are e'llhir used in the singular or plural number [Some nouns are usede/VAfr in J . — He could not deny but what [that] he borrowed money. — Many talented men have deserted frmn [omit /row] the party. — He refused tukiiig [to take] any further notice of it. — Ho came of [on] a sudden. — He swerved out of [from] the true course. — He divided his estate hefwaen [amontj] his son, daughter, and nephew. — There is constant hostility between [among] these various tribes. — We should not be [totally] overcome totally by present events. * • V. They were both unfortunate, but neither of them were [wan] blame- worthy. — Though this event be [in] strange, it certainly did happen. — James is as tall, if not taller than I am [James is as tall as I am, if not taller] . — A good end does not warrant [the] using of bad means. — There is more business done in Montreal, than in any [other] city of Canada. — Every year, every day, and every hour bring [brings] its changes. — Whom [who] say you that I am ? — We frequently do those things [of] which we afterwards repent of. — He very early at- tracted attention as an orator and a [omit a] journalist. — He was a popular lecturer, a [omit a] careful historian, a [omit a] graceful essayist, a [omit o] statesman, and a [omit a] poet. — Never [before] was there seen such a sight. — A. constant display of graces are [is] fatiguing to a sober mind. — Either wealth or power may ruin its possessor [correct] . — Which dictionary dr> you prefer, Webster [Web- ster^s] or Worcester [Worcester^ h] ? — This mode of expression has been [was] formerly in use. — The news by the last mail are [is] better than was expected. VI. Maria always appears amiably [atniabk] . — William is the most learned and accomplished of all the otltcr [omit other] students that belongs [belong] to tha seminary. — What is the reason of the com- mittee's having delayed this business? [What is the reason that the committee Aa.s* delayed this business? or. What is the reason of the committee's delay in this business ?] — After I had \ omit had] visited Europe, I returned to America. — The army present [presents] a painful sight to a feeling mind. — He has little more of a scholar besides [than] the name. — As [so] far as I am able to judge, the book is well printed. — Unless he learns [learti] faster, he will not be a scholar. — You and us [loe] enjoy many privileges. — He was ac- cused with [of] having acted unfairly. — There cannot be nothing more insignificant than vanity [There can be nothing — or there cannot be anything ]. — They who have lore [borne] a part of the labor, shall share the rewards. — The bread that has been c \to whom] I gave the book, and whom [who] , I am persuaded, deserves it. — It is indisputably true hia atmertiou, though it is a paradox [Hin amertion, thou(jh a paradox^ is indisputably true] . — Which of then [thoife] persons has most distinguished himself ? — Tho shoal of her- rings tvere [was] of an immense extent. — The crowd were \wa8] bo large that we had great difficulty in making our way through them [it]. — One added to seventeen iiiahe [malcen] eighteen. — Humility and knowledge, with poor apparel, excels [excel] pride and ignorance under costly attire. — The children theij [omit they] came in time. — Great pains has [hare] been taken to reconcile the parties. — Hia con- duct was \as] unjust as disiionorable. — Many persons will not believe but ivhat [that I they are free from prejudices. VIII. The educated and [the] uneducated man are very different person- ages. — This veil of flesh parts the visible and [the] invisible world. — To thee I owe many favors, and you may [thou mayst] , therefore, rely on my executing [of] thy command. — Some of our principal schools has [hare] a grammar of its \ their] own. — Everybody trembled for themselves [himself] or their [his] friends. — Glad tidings of great joy is [are] brought to the poor. — Seven honest men's asse rt i«n are hettcr than one man's oath [The assertion of seven honest men is better than one man's oath] . — If he dislihe [dislikes] you, why do you associate with him ? — Cultivate the acquaintance of the learned, for they miyht [may] be of service to you. — They might have been happy, and now [they] are convinced of it. — By laying [lying] abed late in the morn- ing, you lose a tenth part of your life. — The price of new-lain [layed] eggs has raised. — I can make as much money as he has [made] . — I did go, and [/] answered my accusers. IX. Do you know who you are speaking to ? [Do you know to whom you ....]. — She was afraid to enter lu [into] the room. {Into may bo considered redundant.) — Great benefit may be derived from reading of [omit of] history. — The book is so uninteresting that I cannot read it through, and never expect to [and I never expect to do so] . — Your affairs have been managed in a manner different to [from] what I advised. — Let us profit from [by] the misfortunes of others. — Bestow favors to [upon] the deserving only. — How many ridiculous customs have been brought in [into] use during the past hundred years? — No one ought to injure, or wound the feelings of his neighbor [No one ought to injure his neighbor, or ^cound his feelings] . — Be aure INTFRMEDIATK COURSE. 439 not to toll uohody {uuyhody} whom [who] you arc. — Nothing else biirtB my feelings as [ho] much au a iiond's bctruyiuu [of] thotruHt I have rcpoaed in him. — Those who consider themselvcH a (lood critic [ifood ciiticK] are not [nltcayn] so considered alwayn by others. — Every one should try to distinguish themselves [himself] in his profession.-— Your garden looks much better since you %ved [weeded] it. An honorable man looks down upon the wicked with aupremest [supreme] contempt. — J Ins that [hare those] seeds been thrown out ? — I, reflecting on the mutability of human tilings, came to the conclu- sion that all was [is] vanity and vexation of spirit. — The Swiss have defended their liberties the most resolutely of any other [omit other] nation. — She will not sing for anybody but he [him]. — They dared not to [omit to] start. — They compose the easiest that have learned to compose [They who hare learned to compose, compose the moQt re((diiy] . — Let any pupil put this into diagram if they [he] can* — My purpose was, after ten mouths more spent in commerce, to have withdrawn [to withdraw] my wealth to a safer country. — A large number of ves- sels is being built [is buildimj] the present season, — The house is beiny burnt [is burniny] . — The book is being printed [is printing] . — I differ entirely with [from] you in appearance. — He acted in this business bolder [more boldly \ than was expected. — To-morrow is [will be] Sun- day. — I will [shall] go if possible. — Turn up what may, I t>hall [will] go. — You u-ill [shall] not leave the house to-night with my consent. — He shall [will] go if ho please. — He don't [does'nt or does not] come to school regularly. — I never studied no [any] grammar, but I can speak just as good [tccll] as them [those] that speaks [speak] grammatical [gramniatically] . ANALYSIS. Examples Analyzed in Full. 1. The spreading orange waves a load of gold. Analysis. — This is a simple declarative sentence. The subject is orange; the predicate is waves; and the object is load. The subject is limited by the article, tfte, and modified by the ad- jective adjunct, spreading ; the predicate is unmodified ; the object is limited by the article, a, and modified by the adjective phrase, of gold, 2. A waving willow was bending over the fountain, Analysis. — This is a simple declarative sentence. The subject is willow f the predigate |s WH9 bending, ■ 1 :: if'! 410 IKSSONS IN KNfW.rSlf. Mil Tim Hiibji'ct in litnitod l)v tlio aitulf, r», iitul luoditiiul by tlio adjec- tivo luljuiictl Wiiviiuj; tlio prodiutito '\h iniMlitU-d by tho adverbial pliruHu, (wtr the J'ouHtain. 3. A man who saves the fragments of time, will accomplish much during his life. Analysis.— This is a complex dcclarativo Bontonoo. Tho principle clauao iu A man will (ircomplinh much diiriuff hln life ; thu depetidoiit claiiHu iu who naves the J'latjmentu of time. Th« conneo- tivo is teho. Tho subject of tho principal clauBO is man; the xx^edicate ifi will (icc()iiiplinh ; tho object in much. Tho subject is limited by tho article a, and modilled by thedepen< dent clauKo ; tho ^>redicaio is unmodified ; the object is modifiea by tho himpio adjective phrase, duriuif hia life. The principal word of this phrase is life, which is modified by tho adjective adjunct hia. The subject of tho dependent clause is toho ; tho predicate is savea ; the object is fraf/ments. The subject is unmodified ; the predicate is unmodified ; the object is limited by the article a, and modified by tho simple adjective phrase, of time. 4. Men believe that reason is lord over their words ; but it happens, too, that words exercise a reciprocal and reactionary power over our intellects. Analysis — This a compound declarative sentence. The connec- tive between the two members is hut. The first member is complex, consisting of the independent clause, men believe ; and the dependent clause, reason is lord over their tcords. The connective is that. The subject of the principal clause is men ; the predicate is hvlicvc ; the object is the dependent clause, that reason is lord over their words. The subject of tho dependent clause is reason ; the predicate is is ; the attribute is lord. The attribute ia modified by the adjective ad- junct, over their words. The principal part of the phrase is words, which is modified by the adjective adjunct, their. The second member is also complex, consisting of the independent clause, it happens; and tho dependent clause, that words our intellects. The connective is that. The subject of the principal clause is it ; the predicate is happens. The subject is modified by the dependent clause, which is explana- tory. The predicate is modified by the adverbial adjunct too. The subject of the dependent clause is worils ; the predicate is exer- cise; the object is potr^r. The object is limited by the article a, and modified by the adjective adjunct, reciprocal and reactionary, and by the simple adjective phrase, over our intellects. The principal word of the phrase is intellects, which is modified by the adjective adjunct our. INIKUMKIUMK COl'RSK. 441 PARSING. lioate ib will The connec- Example of Syntactical Parsing. The power of speech is a faculty peculiar to man ; a facMlty bestowed on him by his beneficent Creator, for the greatest a!id most excellent uses ; but, alas 1 how often we pervert it to tbe worst of purposes. — Lowth. Parsing. — The is the definite article, and limits the noun power, accurilii)^ to (H. 42), which bays, " The article is placed before the noun which it liniitB." Power iH u common noun, of the third person, singular number, neuter gender, and nominative case, subject of the verb is, accordin^j to (8. 1) which says, •• A noun or a pronoun must be in the nomina- tive case, when it is the subject of a finite verb." 0/ is a preposition, and shows the relation between power and speech, according to (8. 163) whioh says, "Prepositions show the re- lation of things." Speech is a common noun objective case, governed by the preposition of, according to (8. 28-2) which says,"A noun or a pronoun must be X)ut in the objective case when it is the object of a prepo- sition." la is an irregular, intransitive verb, from be, tvaa, beinp, been, having the form of the active voice, of the indicative mood, present tense, third person, singular number, and agrees with its nominative pow<'r, according to (31)0) which says, "A verb must agree with its subject in person and number." A is the indefinite article, and limits the noun faculty. Faculty is a common noun nominative after the verbis, accoreing to (8. I-3) which says, " A noun or a pronoun must be put in the nominative case when it follows the finite tenses of an intrans- itive verb." Peculiar is a common adjective, positive degree, compared by means of the adverbs nwre and most, and relates to the noun faculty (B. 53). To is a preposition, and shows the relation between peculiar and matt Man is a common noun objective case, governed by the preposition to A is the indefinite article Faculty is a common noun nominative after ia understood (a power of speech ia a faculty). Bestowed is a perfect participle from the transitive verb beatow, bestowed, bestowing, bestowed ; and depends upon faculty, according to (8. 144) which says, " Participles relate to nouns or pronouns, or else are governed by prepositions." On ia a preposition, and shows the relation between bestowed and him Him is a personal pronoun, of the third person, singular nuniber. ill !?.!1.. .i 442 LESSONS IN ENGLISH. .l!' :,. jl. masculine gender, and objective case governed by the preposition iipon (S. 28-2). By is a prepostion, and showii the relation between hiyn and Cre- ator His is a personal pronoun, third person, singular number, mascu- line gender, in the possessive case governed by Creator, according to (S. 10) which says, " A noun or a pronoun in the possessive sase is governed by the name of the thing possessed." Beneficent is a common adjective, positive degree, compared by means of the adverbs more and most, and relates to the noun Creator. f ■^:!l Creator is a proper noun objective case, governed by the preposition by. For is a preposition, and sl^ >ws the relation between bestowed and tises The is the definite article, fund limits greatest and most excellent uses Greatest is a common adjective, superlative degree, compared regularly, great, greater, t/reatest ; and relates to the noun uses And is a copulative conjunction, and connects greatest and most beneficent, according to (S. 171) which says, " Conjunctions connect words, phrases, or sentences." Most is an adverb of degree, and modifies beneficent, according to (S. 152) which says, "Adverbs relate to verbs, participles, adjectives, or other adverbs." Excellent is a common adjective, not properly admitting of com- parison, and relates to uses Uses is a common noun objective, governed by the prepo- sition /or But is a disjunctive conjunction, connecting the latter member of the senten 26 to the former Alas! is an interjection of sorrow. (Interjections have no depen- dent construction.) How is an adverb, and modifies the adverb often Often is an adverb, and modifies the verb pervert We is a personal pronoun, first person, plural number, masculine gender (Why?), and in nominative case to the VQxh pervert . ....... Pervert is a regular transitive verb It is a personal pronoun, third person, singular number, neuter gender, and in the objective case after the transitive verb pervert, ac- cording to (S. 28-i) which says, " A noun or a pronoun must be put in the objective case when it is the object of a transitive verb or parti- ciple." To is a preposition, and shows the relation between it and xcorst. The is the definite article, and limits worst W(yrst is a common noun objective, governed by the prepo- sition to. 0/ is a preposition, and shows the relation between worst and ^jwr- poses. Purposes is a common noun objective case, governed by the pieposition of. -^^^i^^^^^r^k^ INTERMEDIATE COURSE. 443 )reposition I and Cre- )er, mascu- 3cording to aive oase is impared by un Creator. •ned by the testowed and nost excellent i, compared uses lest and most ions connect according to IS, adjectives, bting of corn- by the prepo- cer member of ive no depen- ler, masculine vert. ...»••• umber, neuter ivh pervert, ac- must be put in verb or parti- t and worst. d by the prepo- a worst and pur- governed by the LITERARY CANONS. CHAPTER I.— COMPOSITION. I,—Coni2>osition in General, 1. Composition is commonly defined to be the art of expressing ideas in written language. A more complete defi- nition would be : Composition is the art of putting together the ideas which may enter into a subject, of classifying them in logical order, and of expressing them in a style suited to the subject. Every composition, therefore, supposes on the part of the writer, three distinct operations; Invention^ Classification, Style : — 1. Invention consists in finding out what is to be said. 2. Classification consists in placing the ideas in logical order. 3. Style, in this restricted sense, consists in expressing the ideas in a manner suited to the subject. 2. Every composition should contam the following quali- ties : unitij, variety, truth, proportion. 1. Unity consists in directing all the parts of a composition to- wards the same end. All the accessary ideas should proceed from the leading idea, so as to form, as it were, but one family. Note.— Unity requires that the ideas of a subject be so connected that the passage from one to another be natural or ahnost imperceptible. 2. Variety is not opposed to unity, but properly goes tcith it. 3. Variety consists in diversity of events or of ideas. To give this quality to a composition, certain accessary ideas may be introduced — facts, incidents, or episodes ; but they must be few and plainly con- nected with the main suoject. Sometimes reflections are mixed up with the subject but they must be short, natural, and striking. 4. Truth is maintained by admitting into the composition only the elements furnished by reality, or which are not contrary to proba- bility. 5. Proportion consists in developing ideas according to their rela< tive importance. i] I ; I it -<^^9«M8«nQEB 444 LESSONS IN ENGLISH. m ' : i m: 3. The principal subjects given to be treated in this course, are : Narrations^ Descriptions, Simple Essays, Letters. II, —Narration, 4. Narration is an account of real or imaginary events. A narration may be divided into three principal parts : the state- ment or exposition of tlie subject, the plot or development of the subject, and the outcome, result, or conclusion. 5. The exposition or statement of the subject makes known the pcr- sotiaiies, time, and place of the occurrence narrated. 0. Often the exposition makes known but one or two of these things. This is done when more is unnecessary for the narration, or ■ when they are sufficiently suggested by the context. 7. The statement of the sul)ject should be brief, clear, and simple, that is to say, it should contain concisely, but plainly, the circum- stances which prepare for the narration : — (i) Brief, since it is but the introduction. (2) Clear, that is to say, showing plainly the circumstances that prepare for the narrative. (3) Simple, as a general rule, so as to reserve the interest for the plan, plot, or development , and the outcome. Examples of Narration. — My First Fishing Excursion, Esop and Xanthus, The Man with an Ax to Grind, etc., etc III, — Description, 8. Description is a lively and animated pen picture of objects. 9. The description of an object should bring out in bold relief the most salient points. Trivial circumstances and mi- nute details should be avoided. 10. These points may also come into a description : — 1. The Statement (telling v hat is to be described). 2. The Plan or Description i)roper. 3. The Outcome (for what the object is used, etc.). Examples of Description. — The Brook, Christmas, Moon- rise at Memphis, Autumn in Canada, etc , etc. 1 v.— Essays. 11. An Essay is a brief composition on any subject. 12. In an essay the author sets forth his views on the lead- ing points connected with his subject. Some books are called essays ; as : " An Essay Contrihutiny to a Philosophy of Literature."^ — " Essay in Aid of a Grammar of Assent. "^ 1. By Brother Azarias. ii. By Cax'diual Newman. I NTEH M EDI ATE COU RSE. 445 this course, y events. ts : the state- >f the subject, nown the pcr- two of these narration, or r, and simple, the circum- mstances that nterest for the cursion, Esop :., etc -n picture of g out in bold nces and mi- tion : — aed). etc.). stmas, Moon- subject. vs on the lead- f,/ Contrihutinff 'of a Grammar 12. This term is commonly applied to a shorter composition, but " is now equally applicable to the crude exercise of the school-boy and th-^ sublimest effort of the man of letters." 13. The divl.-* .3 of an essay vary according to the nature of the subject. v.— Letters. 14. A Letter is a written communication from one person to another. 15. The style of epistolary correspondence should be natu- ral, simple, and courteous in tone and expression. It mav, moreover, be lively, spicy, spiritual, and even elevated and energetic, if the subject requires it. 16. The following faults should be avoided : — 1. Trivial circumlocution. 2. The use of terms the meaning:; of which the writer does not understand, and which mii^ht offend or cause laughter at the writer's cost. 3. Labored or pretentious style. \I. The following rules should be observed to maintain epistolary etiquette : — 1. Avoid errors in spelhnf^; write legibly. 2. Avoid unnecessary abbreviations in the address. 3. Always sign your letter : your signature should be legible. 4. Do not write on half a sheet ^ of paper. 5. Avoid the use of curt expressions. 6. Avoid erasures. 7. Post-scriptunis are tolerated only in letters of friendship or business letters. 8. The margin and the space between the address and the be- ginning of the letter, varies according to the drgnicy of the person addressed. 9. Do not write too near the end of the page. 10. The word over need not be placed at the bottom of a page unless the signature precedes it and there is a post-scriptum on the next page. 11. Superiors should not generally be requested to convey compli- ments. 12. Let the complimentary closing be appropriate. Never close with Yours, &c. Kinds of Letters. 18. The different kinds of letters are (i) letters of friend-' ship, (2) letters of congratuk^tion, (3) letters of condolence, (4) letters of thanks, (5) letters of counsel (good advice), (6) letters of reproach, (7) letters of excuse, (8) business letters, 1. For business letters, in this country, a half sheet with a printed heading may be used. M 1. 1' III 446 LESSONS IN ENGLISH. M' m (9) letters of introduction, (10) letters of request, (11) news letters. (i) Letters of Friendship should be dictated by the heart ; and even when they are addressed to persons to whom deep respect is due, the sentiments of gratitude, affection, and devotedness should be ex- pressed with a natural charm and amiability. (2) Letters of Congratulation may be written at the beginning of the neio year, on anniversaries, or on the occasion of smne happy event. New- Year's Letters should be short, religious, and to the point When written by children to their pai'ents, tliey should express joy, affection, tenderness, good wishes, promises to please; when written to a ward, they should give expression to thanks, gratitude, good wishes, favors received, promises of perpetual remembrance. Anniversary Letters resemble New-year's letters in many respects. The saint whose feast is celebrated may be referred to, if his lifo offers some trait of easy applicatian to the person to whom one writes. The gift or the bouquet which is presented may suggest a happy idea to serve as the basis of the compliment. Letters of Congratulation on the occasion of a happy event should : (i) express joy at the happy event; (2) state that this happines was merited, perhaps foreseen; (3) praise the bestower of the favor, and say that he has manifested his wisdom ; (4) say that all his friends should rejoice with him. 3. Letters of Condolence should express: (i) the sorrow felt at the misfortune thao has happened ; (2) state that it is proper and legiti- mate that the person should feel sorrow; (3) expatiate upon this sorrow, but refer to the cause with tact ; (4) give, consolation, particu- larly through religious motives. 4. Letters of Thanks should : (i) testify to your pleasure and grati- tude for the service accorded ; (2) refer to the importance of the ser- vice, but without extravagant exaggeration ; (3) state what benefits may be derived from it ; (4) express assurance of the grateful remem- brance of the favor. 5. Letters of Counsel or Advice should: (i) state that you write through affection, devotedness, or duty ; {2) appeal to the good senti- ments of the heart ; (3) express the hope that the advice will be well received. These letters require much prudence and tact. 6. Letters of Reproach should, with kindness : (i) show the gravity of the fault committed ; (2) indicate the means to repair it, and the joy that its reparation would occasion; (3) show how generous and how noble it is to acknowledge one's evil doing, and to amend. 7. Letters of Excuse should : (i) acknowledge frankly one's fault, if guilty ; (2) attenuate it, if deemed proper, so as to strip it of wilful malevolence ; (3) promise to repair it ; (4) thank in advance for the forgiveness which is anticipated. If not guilty: (i) the truth should be told simply ; (2) appeal to the impartiality of the person addressed ; (3) say how much you esteem his friendship ; (4) do not suppose malice in accuser; (5) ask pardon if you may have happened to drop a hasty word. 8. Business Letters should be plain, simple, precise, grave, without any useless compliments. ^ iNTRnMKDtATK COUUSE. 447 ii) news Heart; and pect is due, ould be ex- eginning of ppy event. 3 the point express joy , hen written titude, good ce. tny respects. 3, if his lifo a one writes. a happy idea cvtfut should : tiappines was be favor, and 11 his friends ■ow felt at the per and legiti- ite upon this ition, particu- ure and grati- nce of the ser- what benefits ,teful remem- Ihat you write the good senti- will be well pw the gravity fair it, and the 1 generous and Lmend. lly one's fault, [rip it of wilful llvance for the fe truth should ton addressed ; lo not suppose Ipened to drop grave, without 0- Letters of Introduction should be given only to persons deserv- ing of them. The truth should be strictly adhered to. It is customary to leave such letters unsealed, and to write on the envelope, besides the superscription, the name of the person introduced. 10. Letters of Request require clearneb^' and precision in the ex- position of the re(juest, respect in form, strength and accuracy in the reasons given, and a certain art to prepossess the person addressed. His well known goodness and generosity, his love of justice, the im- portance of the request, the grateful remembrance that will be re- tained, and the facility with which the favor can be granted, — all these should be emphasized. 11. News Letters should be interesting, and full of natural grace and ease. Indiscretions and verbosity must be avoided. The trifling details should be enlivened with wit and humor. News letters to papers or periodicals contain accounts of what has happened, or is happening, elsewhere than at the place of publica- tion. More care should be given to the composit'on of these than to that of private letters, which only meet the eye of a friend who is not disposed to criticize unfavorably. Still, all compositions should, if possible, be written well enough to meet the public eye. Short letters are called notes or cards. The Parts of a Letter. 19. The parts in the Form of a Letter are (i) the Headinr), (2) the Address^ (3) the Bodi/y (4) the Subscription, and (5) the Superscription, 1. The Heading^ includes the place where, and the date on which the letter was written. 2. The Address of a letter should be on a line or two below the date on the left side. It should contain, on the first line, the name and title of the party written to ; and, on the second, the name Sir, Dear Sir, Dear Madam, My Lord, or whatever else should be used in ad- dressing the person. Some prefer to put the name of the place in which the person lives on the second line, and the Sir, Dear Sir, as the case may be, on the third line. Others again prefer to put the name of the person at the bottom of the last page, to the left. This is simpy a matter of personal taste. 3. The Body of the letter should contain all that the writer has to say to the person addressed. 4. The Subscription of a letter consists of some closing expression of regard, followed by the signature. 5. The Superscription of a letter is the address written on the en- velope. It should comprise the name and title of the person to whom the letter is sent, and the place where he lives, given so precisely and plainly that the letter cannot fail to reach him. 20. The subjoined examples of the different parts of a letter will serve to illustrate the above principles. "m^ IB jii I i 'I I! hi I. i r :::■>! ■■': i I- I fr'l I rue Hi: 1 I ; i: US LESSONS IN ENGLISH. j^^ -^(jrci^t-ff. (? New York, Sept. IG, 1885. James Black, Esq., 40WashingtouSt5., Buffalo. Dear Sir, Yours, as ever, James Murphy. INTERMEDIATE COURSE. 449 1, /r Mr. J. A. McNamara, Toronto. My dear Sir, Montreal, Sept., 17, 1885. Yours respectfully, Frederick Mahony. 20 Delaware Ave., Buffalo, N. T. , Oct. 18, 1885. Rev. J. S. O'Connell, D.D., St. Mary's Church, Toronto, Ont. Rev. and dear Sir (or Father), iam/f-i^'^-^'--' 3pt. 10, 1885. Imes Murphy. I am, Rev. and dear Sir, Yours very respectfully, H. O'Connor, Hon. Oliver Mowat, Premier, Government House, Toronto. Honorable Sir, Quebec, Oct. 20, 1885. My dear Father, Believe me nincerely yours, S. H. Brown. St. Louis, Mo., Oct. 24, 1885. Your ever loving son, James P. \ ■• ■il-l 450 LESSONS IN ENGLISH. Kingston, October 14, 1885. To His Grace, Most Rev. John Joseph Lynch, D.D.. Archbishop of Toronto. May it please your Grace, I have the honor, Your Grace, to sign myself, Very respectfully yours, J. R. Mrs. Henry McMahon. Dear Madam, Paris, Ont., Nov. 2, 1885. 1 1 i I Miss Elizabeth Eeininger, Quebec. My deal' Miss, Cordially yours, Cecilia Smith. Ottawa, Nov, 12, 1885. Hastily and heartily yours. Julia S. I : My dear Mary, Belleville, Ont., Nov. 14, 1885. Your loving sister, Ann. Note.— Westlake's " How to Write Letters " is recommended to Teachers and Students as an excellent book of reference on this subject. For various forms of addresses, see " Sadlier's Dominion Catholic Speller." 14, 1885. iirs, J. R. )V. 2, 1885. rs, cilia Smith. )V, 12, 1885. 8, Julia S. INTKK MEDIATE COUkSK. The Envelope. 451 / {J/)f-^^' QZ^'-y^ C^i'/u, Very Rev. F. P. Rooney,V,G., St. Mary's Church, Toronto, Ont. Mr. J. A. McNamara, Quebec. Introducing Mr. J. Jontt. ■■!■ i )V. 14, 1885. ber, Ann. led to Teachers kt. For various '^ -^ •si Mrs. John Smilh, 35 St. Margaret St., Poiitenets of Montreal. Mit» Mary May. To Hia Lordship, the Right Rev. Bishop of Trenton, Trenton, New Jersey, U.S. 452 LESSONS IN ENGLISH. ■i!i CHAPTER II. GENERAL QUALITIES OP STYLE. 21. It is not sufficient to be able to cxprer.s one's ideas, they must be expressed in a style suited to the subject. 22. Stifle may be defined the particular form which is given to the expression of thought. NoTK. — The word style is Koniptiinps xisnj in a move restricted sense, i. o., to Indicate Honio special kinds of writing or Hiiualting; as, " The style of Shakes- peare, of Milton, of Drijden, of Newntuu." 23. The General Qualities of Style are those which are suitable for all kinds of compositions. They are Purity, Propriety, Precision, Clearness, Harmony, Strength, Unity. 1,—I*ut'ity, 24. Purity of style consists in using such words and expres- sions only as belong to the idiom of the language. 25. A violation ot ptrlty of style la called a liurharism or a Solecism. 20. Barbarism consists in using words which do not belong to the language or wliich have become obsolete ; as, " Obey my behests [roin- maiids].'^ — "i kneiv you whilom [of old].'' — "I will deputize [rom- misnion or depute] you to go in my ■place.'' — " I am very much obligated [obliyed] to you." 27. It is a barbarism also to use a word in a sense not authorized by good usage ; as, *' He is an awful good scholar," instead of "ife is a very good scholar." 28. Provincial words, or those used in particular districts, but not in general use, may be classed as barbarisms; as, "Do t/ou catch on ? " for ^^ Do you understand me?" — "i/ HtiiictioiuHl by ^ood uhu^o. For exercises of this nature, review t\ui l.tyuiology and tlio Syntax of the Prepo- Mition. III,—l*rec'l8ion, 33. Precision consists in using such words only as convey the meaning clearly and elegantly, and nothing more. 34. To secure Precinion of stylo: (i) reject all superfluous words; (2) use the most appropriate words and syntax. NoTF..— Rxorcisofl in HynonyiuH, tho froquont uho of the dictionary, and caro to UHO wordH tliat convoy oxaotiy tho nioaiiin^' intotidod, nro tlio buHt nioauH to neciiro preciHion in lan^^un^'o. IV, ClearneMs, 35. Clearness consists in such a use and arrangement of words and clauses as may be easily understood. 36. To secure ClearneHst of style : (i) avoid obscurity, which consists in the use of words and constructions from which it is difficult to take any meaning; (2) avoid equivocation, which consists in the use of words susceptible, in the conntction in which they are placed, of more than one meaning; (3) avoid ambiguity, which consists in such an arrangement of wor 's or clauHos as leaven the reader in doubt be- tween two different significations; (4) avoid improper ellipses and excessive brevity; (5) avoid useless words or over-nice distinctions; (6) avoid abstract and technical language, unless when required by the nature of the subject. 36. " Care should be taken not that the reader may understand, but that he vmst understand, whether he will or not." — Qcintilian. Note.— The Teacher sliould illustrate the foregoing by examples. 1\— Harmony, 37. Harmony of style consists in selecting words and of disposing of them in such a manner as pleases the ear. 38. J/armo/i?/ is secured, in a sentence: (i) by the prevalence in it of agreeable sounds ; (2) by arranging the words in such a way that the accents come at convenient and somewhat measured intervals; (3) by due attention to cadence at the close ; (4) by the adaptation of sound to sense. 39. A regard for Harniouy also requires us to avoid: (i) tautolocfy, i. e., the repeating of a sound, in the progtess of a sentence, by em- ploying the same word more than once, or using, in contiguous words, similar combinations of letters ; {2) avoid a succession of words of the same nuiaber of syllables. Note.— Illustrations aro left to the judgment of the Teacher. VI,—Strength, 40. Strength of style consists in such a use and arrange" ment of words as give to the idea expressed its full force, so as to make a deep impression on the reader or hearer. 454 LRi^SONS IN ENGLISH. 41. Many of the previous canons indirectly contribute tO strength of style. 42. To secure Strength of Rtylo: ii) avoid all redundant words; (2) be careful to use properly the words employed to mark connection or transition (relatives, conjunctions, prepositions); (3) place tlm im- portant word or words in that position in which thoy will make the greatest impression ; (4) do not close a sentence with an insif^nitlcant word (an adverb, a pro{X)sition, or some other short unaccented word) ; (5) use flf^urative languu^'o judiciously. Note.— The Toaobor 8huul Dry, Concise, Florid, Elegant, Simple^ Neri'oiis, Labored. Note.— The explanation of those di visions, and the Ulustration of each by examples, are left to the judgment of the Teacher. CHAPTER ni.— FORMS OF COMPOSITION. -PROSE, POETRY. 47. The two gTf.'3it leading divisions of composition, namely. Prose and Poetry, have received due practical attention in the preceding pages. retribute to lant wonU; I oonneotioit ilaoe the ini* ■ill make tlio insit^niAoant anted word) ; moan* of ex- iragraph, or or idea. A works, and n general, it denotes clear- ragraphs. and ae and place ; be something ' allied to the their appear- ion, or insuffi- le same sen- (5) avoid long upon such an tlso that there S. Eerl. lity. Beauty, iridy FAeyanty ation of each by INIF.UMKHIATK COURSE. /. J*t'ose, 455 OSITION. ition, namely, ention in the 48. Prose is that form of composition in which a natural order and mode of expromission are usually employed, without reference to a measured arrangement of syllables or the re- cu' :nce of like sounds. 49. Poetry is that form of < (jmposition which is character- ized by a departure from the natural order and mode of ex- pression, or by a measured arrangement of syllables or the recurrence of like sounds. CO. The special divisions of composition already referred to may be either in prone ov poetry (L. C. 1-18). ul. 1 Jh writing or poetry is called versification. 52. Versification may, therefore, be defined tho arrangement of wovlii into poetical lines or verwes. 5H. A Poetical Line or Verse consists of a certain namber of ac- cented and unaccent;:d syllables, arranged according to fixed rules. 51. A Couplet consists of two successive lines rhyming together. 65. A Triplet consists of three successive lines rhyming together. 56. A Stanza is a combination of several lines, varying in number according to the poet's fancy, and constituting a regular division of a poem or song. The term i^erae, which means only a single line, is often incorrectly used for stanza. The stanzas most commonly used are of four, six, eight, or twelve lines or verses. The Spenserian stanza is the most noted of all. It takes its name from tlie poet Spenser, who introduced it into our lan- guage from the Italian. It consists of nine verses, eight verses of ten syllables each, and the ninth verso of twelve syllabi '^i called an Alexandrine. 57. A Sonnet is a poem of fourteen lines without stanzas. 58. Rhyme is, commonly, tlio correspondence of the last sound of one line to the last k;.uiuI of another. 59. Blank Verse is a species of poetry which is without rhyme. 60. Feet are the smaller portions into which a line or verse is divided. 61. The principal feet used in English poetry may be divided into four classes ; tl e Imnbus, the TrDclu'e, the Anapfnt, and the Dactyl. 62. The Iambus is a foot of two syllables, the first short and the second long ; as, dU-pldce, 6.3. The Trochee is a foot of two syllables, the first long and the second short ; as, (lod'-dcsx. 64. The Anapest is a foot of three syllables, the first two short and the third loni; a^ iii-t(^i-vle of the earth]:' — (5) Place for the event lohich took place there ; as, " Calvary [our Lord's death] is a reproach to the sinner:'' — (6) Abstract for concrete; as, "Youth and beauty [the young and beautiful] shali be laid in dust:' — (y) Material for thing made from it ; as, "///.'* steel [sword] gleamed on high:' 83. Synecdoche is the naming of the whole for a part, as of a part for the whole, or a definite number for an indefinite ; as, " The world V' It Ti 'i I •II I £^P^S^SSr~w«~» 458 IJSSONS IN KNGLISH [i.e., people] knows his virlae." — ''This roof [iionse] protects you." — ** Ten thousand [a hmje nuinber] icere on his riyht hand.^' 85. Hyperbole is extravagant exaggeration to make the thought more striking ; as, " The sky shnmk npioard with unusual dread, And tremblin.j which prompts the examining of objects seen, the analyzing of them, and the discovering of their causes, effects, etc. 98. Clearness, purity, propriety, and the other qualities of good style are attained by care in conversation and in writing. I.— Invention. 99. When a subject for composition has been selected, it must be carefully meditated so as to bring out all the ideas it embraces or may awaken. 100. If it is a fact, all the circumstances are collected ; the cause, the result, the personages who took part in it or were in any way con- cerned, the fiwKj and pZuce of the occurrence, the means used and the obs/ac'Ze.f overcome — all these are examined, and notes taken, 101. If it is a truth that is to be demonstrated, the proofs, the ob- jections, the principles upon which the truth is based, and the conse- quences are considered. Definitions, comparisons, and quotations are given, if the nature of the subject requires them. 102. This serious meditation of the subject begets private views and sentiments and happy traits which come in well in the thread of the composition. These thoughts should be jotted down briefly as they occur, so that they may not be forgotten. II. — Logical Outline. 103. It is not enough to find out the ideas which should enter into a composition ; the must be coordinated, and so disposed that they may form a regular and logical chain reaching a proper sequence. Hence arises the necessity of drawing up a plan or outline indicating the order in which the ideas should be expressed. 104. Every idea which does not refer to the subject should be rigor- ously set aside, as well as everything which has little interest, or which does not add clearness, ornament, or strength. 105. The best form to give the plan or outline is that of a synoptical tableau, because it connects the chain of ideas more directly. The lessons in literature, and the outlines of composition, in this book, furnish abundant examples. Ill— Composition. 106. When the attention has for some time been concentrated on a subject, little by little the imagination is excited, the mind is filled with thoughts and sentiments. . . .This is the time to take up the pen. 107. Write with calm, without precipitation, following faithfully your plan or outline, '■ I -.■«j£53«ra!a8W«w.»-~«^.„ ^, 460 LESSONS IN KNGLISH. 108. Emphatic and too florid style must be avoided with as much care as incorrectness or triviality. Beginners aim at effect ; they want to construct what they call fine periods * ; they frequently use the super- lative ; everything they describe is most beautiful or most horrible. Care must be taken not to fall into so ridiculous a defect. 109. Whilo writing the composition, do not stop to choose between expressions, that which is best adapted to render the thought ; to do so might expose one to lose the thread of his ideas, and to take from the composition the animation that should be given to it. 110. When the composition is finished, some time must be taken to review it, so as to set aside superfluous developments, to give to the periods^ more dig^nity, elegance, and harmony ; to correct impro- per terms, barbarisms, and solecisms; to punctuate.. ..Correct punctuation is very important : the omission of a comma often changes materially the meaning of a whole sentence. " Condemn that poem which many a day and many a blot have not corrected and castigated ten times to perfect accuracy." — Houacb. t SUMMARY. In most works on the Science of Language, commonly called Grammar, a rigorous classification of the various parts is made on the first page, and each division is taken up in turn with a scrtipuloits omisaion of reference to the principles or practice of the succeeding divisions till each is reached. A departure from this stereotyped plan has been made in this Language Series as is to be seen through- out the work. Having treated of the principles of language, from a practical standpoint, a synopsis of the four leading divisions of Lan- guage is now given. 1. Letters: small and capitals. 2. Syllables. 3. Separate words : Orthoepy. 4. Spelling. «) ^ « S ^ i < o 1. Orthography. 2. Etymology. 3. Syntax. 4. Prosody or Rhetoric. 1. The ten Parts of Speech : Parsing. 2. Their modifications : Analysis. 11. Prefixes. 3. Suffixes. 3. Roots. 4. The Sentence : Analysis. 1. Relation of words. ) i a i • 2. Agreement of words. I i* :^na,iy8i8. 3. Government of words. J ^' ■»^a»'8it»g- 4. Arrangement of words : Composition. 1. Punctuation. 2. utterance. {l:Kf,tron. 3. Figures : Analysis. "j 4. Versification. { Study of 5. Qualities of Style. f Literature, 6. Criticism. j 1. Sentonoes are often oalled Pervodx. SUPPLEMENTARY LITERARY SELECTIONS. I,— RELIGIOUS SELECTIONS. is: Composition. 10 15 20 L — Christ Stilling the Tempest. Fear was within the tossing bark When stormy winds grew loud, And waves came rolling high and dark, And the tall mast was bowed. And men stood breathless in their dread, And baffled in their skill, But one was there, Who rose and said To the wild sea : " Be still ! " And the wind ceased, it ceased ! that word Passed through the gloomy sky. The troubled billows knew their Lord, And sank beneath His eye. And slumber settled on the deep, And silence on the blast, As when the righteous fall asleep, When Death's fierce throes are past. Thou that didst rule the angry hour, And tame the tempest's mood, O, send Thy Spirit forth in power, O'er dark souls to brood. Thou that didst bow the billows' pride, Thy mandates to fulfil. So speak to Passion's raging tide ! Speak, and say : " Peace ! be still ! " rr-Uemam (1794-1835), ! I? 462 LESSONS IN ENGLISH. II. — St. Elizabeth of Hungary and the Flowers. St. Elizabeth loved to carry secretly to the poor, not only money, but provisions, and other matters which she destined for them. She went, thus laden, by the winding and rugged paths that led from the castle to the city, and 6 to cabins of the neighboring valleys. One day, when accompanied by one of her favorite maidens, as she descend- ed from the castle, and carrying under her mantle, bread, meat, eggs, and other food to distribute to the poor, she suddenly encounteied her husband, who was returning from 10 hunting. Astonished to see her thus, toiling on under the weight of her burden, he said to her: " Let us see what you carry," and at the same time drew open the mantle which she held closely to her bosom ; but beneath it were only red and 15 white roses, the most beautiful he had ever seen ; and this astonished him, as it was no longer the season of flowers. Seeing that Elizabeth was troubled, he sought to console her by his caresses, but he ceased suddenly, '^n seeing over her head a luminous appearance in the shape of a crucifix. 20 He then desired her to continue her route without being disturbed by him, and he returned to Wartburg, meditating with recollection on what God did for her, and carrying with him one of these wonderful roses, which he possessed all his life^ At the spot where this meeting took 25 place, he erected a pillar, surmounted by a cross, to con- secrate for ever the remembrance of that which he had seen hovering over the head of his wife. —Montalenibert {1810—1870). III. — In Rome. At last, the dream of youth Stands fair and bright before me, The sunshine of the home of truth Falls tremulously o'er me. And tower, and spire, and lofty dome, In brightest skies are gleaming ; Walk I, to-day, the ways of Rome, Or am I only dreaming ? iNTF.RMF.htATE COTlftSE. 4G3 4 ' 4E Flowers. No, 'tis no dream ; my very eyes 10 Gaze on the hill-tops seven ; Where crosses rise and kiss the skies, And grandly point to Heaven. Grey ruins loom on ev'ry side^ Each stone an age's story ; 15 They seem the very ghosts of pride That watch the grave of glory. There senates sat, whose scepter sought An empire without limit ; Their grandeur dreamed its dream, and thought 20 That death would nevei dim it. There rulers reigned ; yon heap of stones Was once their gorgeous palace ; Beside them now, on altar thrones. The priests lift up the chalice. 25 There legions marched with bucklers bright, And lances lifted o'er them ; While flags, like eagles plumed for flight, Unfurled their wings before them. There poets sang, whose deathless name ^ 30 Is linked in deathless verses ; There heroes hushed with shouts of fame, Their trampled victims' curses. There marched the warriors back to home. Beneath yon crumbling portal, 35 And placed upon the brow of Rome The proud crown of immortal. There soldiers stood with armor on, In steel-clad ranks and serried. The while their red swords flashed upon 40 The slave whose rights they buried. Here Pagan pride with scepter stood, And fame would not forsake it. Until a simple cross of wood Came from the East to break it. 45 That Rome is dead — here is the grave — Dead glory rises never ; And countless crosses o'er it wave, And will wave on forever. ■I •( :: I '' 'I If: 1 il n 'V i! LESSONS IN ENGLISH. Beyond the Tiber gleams a dome Above the hill-tops seven ; It arches o'er the world from Rome, And leads the world to Heaven. —A. J. Byan (1840—) IV. — The Journey to Bethlehem. A little group is seen to advance slowly from the mean and obscure village of Nazareth, on its way to Bethlehem, the regal city. None of the pride and circumstance of oriental traveling distinguishes its progress; no swelling retinue of meniiils and dependents surrounds it, to anticipate the wants and administer to the gratification of their masters ; no well-appointed train of camels follow, to convey the jjrovisions and conveniences almost indispensable in such a journey. A poor artisan, with affectionate solicitude, alone guides the steps of the humble beast, whereon rides a tender female, apparently unfit, by her situation, to undertake so long and fatiguing a pilgrimage. When they arrive for the night's repose, no greeting hails them, no curiosity gazes on them ^ when they depart to renew their toil, no good wishes are heard to cheer and encourage them on their way. Humble, meek, and unpretending, they are passed unsaluted at every step, by the crowds, who, boasting the same descent, scorn to acknowledge them as members of the regal stock, and hasi,en forward to secure every accom- modation, till they leave this tender maid and her offspring, no roof but a stable, and no cradle but a manger. Upon this little group the angels attended with care more tender than they have for the ordinary just, lest they should dash their foot against a stone; for on its safety depend the fulfilment of prophecy, the consummation of the law, the manifestation of God's truth, and the redemption of the world. In it are centered all the counsels of Heaven since the creation of man ; for it the whole land has been put into movement ; and the Roman emperor issued his mandate from the throne of the world, solely that this maid might be brought to Bethlehem of Judea, in order that from it might come forth, in fulfilment of prophecy, the Ruler who should 35 govern the people of God. —Cardinal TFism^n (1802— 1865). INTERMEDIATE COURSE. V. — Mass. 465 To me nothing is so consoling, so piercing, so thrilling, so overcoming, as the Mass, said as it is among us. I could attend Masses for ever and not be tired. It is not a mere form of words — it is a great action, the greatest actit that 5 can be on earth. It is not the invocation merely, but, if I dare use the word, the evocation of the Eternal. He becomes present on the altar in flesh and blood, before whom angels bow and devils tremble. This is that awful event which is the scope, and the interpretation, of every 10 part of the solemnity. Words are necessary, but as means, not as ends ; they are not mere addresses to the throne of grace, they are the instruments of what is far higher, of consecration, of sacrifice. They hurry on, as if impatient to fulfil their mission. Quickly they go, the whole is quick, 15 for they are all parts of one integral action. Quickly they go, for they are awful words of sacrifice, they are a work too great to delay upon, as when it was said in the beginning, "What thou doest, do quickly." Quickly they pass, for the Lord Jesus goes with them, as He passed along the 20 lake in the days of his flesh, quickly calling first one and then another ; quickly they pass ; because as the lightning which shineth from one part of the heaven unto the other, so is the coming of the Son of Man. Quickly they pass, for they are as the words of Moses, when the Lord came 25 down in the cloud, calling on the name of the Lord, as he passed by, "The Lord, the Lord God, merciful and gra- cious, long-suffering, and abundant in goodness and truth." And as Moses on the mountain, so we too " make haste and bow our heads to the earth, and adore." So we, all 30 around, each in his place, look out for the great Advent, "waiting for the moving of the water," each in his place, with his own heart, with his own wants, with his own thoughts, with his own intentions, with his own prayers, separate but concordant, watching what is going on, watch- 35 ing its progress, uniting in its consummation; not painfully and hopelessly following a hard form of prayer from begin- ning to end, but, like a concert of musical instruments, each different, but concurring in a sweet harmony, we take our part with God's priest, supporting him, yet guarded by 40 him. There are little children there, and old men, and simple laborers, and students in seminaries, priests preparing for Mass, priests making their thanksgiving, there are inno- cent maidens, and there are penitent sinners ; but out of I , ,: i 4C6 LESSONS IM KNr.MSrt. these many minds rises one Eurharistic hymn, and the ir* great action is the measure and the scope of it. — Cardinal Neimnan. VI. — Immaculate Conception. The day, the happy day is dawning, The glorious feast of Mary's chiefest praise, That brightens like a second morning, The clouded evening of these latter days. High up, the realms of angels ringeth With hymns of triumi)h to its mortal Queen, While earth its song of welcome singeth In every shady grove and valley green. Hail, Queen, whose life is just beginning, Thrice welcome, Mother of a fallen race ! The sinless come to save the sinning. Thyself the chosen aqueduct of grace ! Immaculate ! O dear exemption ! A spotless soul for God, entire and free, Redeemed with such a choice redemption. Angel nor saint can share the praise with thee. O Virgin brighter than the brightest, 'Mid all the beauteous throngs that shine above ; O maiden whiter than the whitest Of lily flowers in Eden's sacred grove ! Chief miracle of God's compassion, Choice mirror of His burning holiness, Whose heart His mercy deigned to fashion Far more than Eve's sad ruin to redress. Earth's cities ! let your bells be reeling, And all your temple-gates wide open fling, With banners flying, cannon pealing. The blessed Queen of our Redemption sing. See ! Mary comes ! O jubilation ! She comes with love to cheer a guilty race ; O triumph, triumph, all creations 1 O Christians ! triumph in redeeming grace. —F. W. Faher. lU 15 20 INTKRMEDIATt? COtJRSK. 467 VII. — Whkrk can my Soul find RiSi? Dim twilight broods o'er land and sea, The birds have hushed their melody : I sadly gaze on yon bright star — My soul's true home is far so far ! My restless heart's a stranger here ! Where'er I wander far or near I seek in vain for joy and peace, My homesick soul longs for release. Earth's sweetest joys last but a while. Dark tears soon quench the brightest smile, The sparkling eye is dimmed by death. And beauty pales at his chill breath ! Earth's pleasures tempt but to defile, Earth's beauty lures but to beguile : Wealth, like the thorn, with stinging smart, Can only burn and wound the heart. Where have the joys of childhood gone ? Where have youth's golden visions flown ? Where shall my yearning hoi)es be blest ? Where shall my weary heart find rest? The stream e'er seeks the sounding sea, The flow'ret lures the honey-bee. The wild bird flies to its fond nest — . In Heaven alone my soul can rest ! — From Midler's " God the Teacher of Mankind." VIII. — Fishers of Men. The boats are out, and the storm is high ; We kneel on the shore and pray : The Star of the Sea shines still in the sky, And God is our help and stay. The fishers are weak, and the tide is strong. And their boat seems slight and frail ; But St. Peter has steered it for them so Ion It would weather a rougher gale. .1, * •tfis I.KSSONS IX KNGMSH. ill St John the liclovcd sails with them too, And his loving words they hear ; 10 So with tender trust the boat's brave crew Neither doubt, or pause, or fear. He Who sent them fishing is with them still. And He bids them cast their net ; And I le has the power their boat to fill, W So we know He will do it yet. They have cast their nets again and again, And now call to us on shore ; If our feeble prayers seem only in vain, We will pray and pray the more. 80 Though the storm is loud, and our voice is drowned By the roar of the wind and sea, We know that more terrible tempests found Their Ruler, O Lord, in Thee I See, they do not pause, they are toiling on, as Yet they cast a loving glance On the star above, and ever anon Look up through the blue expanse. O Mary, listen ! for danger is nigh, And we know thou art near us then ; 80 p'or thy Son's dear servants to thee we cry. Sent out as fishers of men. O, watch — as of oid thou didst watch the boat On the Galilean lakes — And grant that the fishers may keep afloat 35 Till the nets o'ercharged shall break. * —Adelaide Ann Procter (1825—1864). IM; IX.— Give Me Thv Heart. With echoing steps the worshipers Departed one by one ; The organ's pealing voice was stilled. The vesper hymn was done ; The shadows fell from roof to arch, Dim was the incensed air. One lamp alone, with trembling ray, Told of the Presence there ! iN'ir kMi'.r»r,\TK course. 4(il> In the (Inrk cluirc h she knelt alone; 10 Her tears were faUing fast ; '• Hel|), Lord, " she cried, *'thc shades of death Upon my soul are cast ! Have I not shunned the path of sin, And chosen the better part?"- - 15 What voire came through the sa( red air ? — " My child, give Me thy heart ! " *' Have 1 not laid before Thy shrine My wealth, O Lord?" she cried; *' Have I kept aught of gems or gold, W To minister to pride ? Have I not bade youth's joys retire, .' And vain delights depart?" — But sad and tender was the voice, — " My child, give Me thy heart 1" H •* Have I not, Lord, gone day by day Where Thy |)ooi children dwell ; And carried help, and gold, and food 1 O Lord, Thou knowest it well 1 From manv a house, from many a soul, 80 My hand bids care depart : " — More sad, more tender was the voice, — " My child, give Me thy heart ! " " Have I not worn my strength away With fast and penance sore ? B5 Have I not watched and wept ? " she cried ; " Did Thy dear Saints do more ? Have I not gained Thy grace, O Lord, And won in Heaven my part?" — It echoed louder in her soul — 40 " My child, give Me thy heart 1 "For I have loved thee with a love No mortal heart can show ; A love so deep. My Saints in Heaven Its depths can never know ; 45 When pierced and wounded on the Cross, Man's sin and doom were Mine, I loved thee with undying love, Immortal and divine i M i u ( ml \ i i U V ! ^hlpMi 4< LESSONS IN ENGLiStt. " I loved thee ere the skies were spread ; IK) My soul bears all thy pains ; To gain thy love My Sacred Heart In earthly shrines remains : Vain are thy offerings, vain thy sighs, Without one gift divine ; M Give it. My child, thy heart to Me, And it shall rest in Mine !" —AdelaUJe A. Procter (1825—1864). X.— The Catholic Church of Ireland. But there is still another link, the most binding of any, because it is of divine foundation : it is that which connects them all, priests and people, with the great center of unity, the Rock of Ages, and without which the whole would have & long since ended in a wreck. This is the beacon, lit up by infinite wisdom for the Christian mariner ; and by keeping it in constant view, those great men who stood at the helm of the Irish Church, guided the vessel in triumphant security ; they set the billows, and the tempest, and the 10 terrors that encompassed them, at defiance. In unabated fidelity and veneration for the Chair of St. Peter, the Catholics of Ireland have never yet been surpassed by any Christian nation on earth; and for their consciencious adherence to it, no other nation has ever suffered so much. 15 This it was which forced James I. to exclaim that *' the very atmosphere of Ireland was infected with popery." It was this which made bigotry outrageous, generated the penal code, drew forth the sword of persecution, and at divers periods reduced the noblest country in the world to the 20 frightful condition of a desert. Nevertheless, the same ancient belief continues to flourish triumphant amongst us ; and now, in the nineteenth century, Ireland, with her millions, glories in the appellation of Catholic : her churches are rising up magnificently and almost without number 25 throughout the land ; the glory of ancient times is reviv.ed in her seats of literature, and that the last age of this singularly protected Church may, in some respects, corres- pond with the days of her primitive glory, she has, within the last few years, sent forth her numerous missionaries to 80 various nations : to the East and to the West — climates to which the light of Christianity had scarcely ever before INTERMEDIATE COURSE. 471 penetrated. But that which completes her triumph, and to which Irishmen had for too long a time been strangers, is at length returned ; the sun of civil and religious liberty 35 has appeared above the horizon, the clouds of bigotry are dispersed, the wall of separation, where craft and self-policy were wont to conceal themselves, is thrown down, and the Catholic Church of Ireland, divested of all over-grown wealth, upheld by a learned and a pious priesthood, and 40 allowed to rest on its own merits, now overspreads the land in all its luster, independent — glorious — immortal. — Rev. J. M. Brennany O.S.F. XL — The Immortality of the Papacy. Even from a human point of view, there is, perhaps, no more remarkable or magnificent spectacle in history, than that presented by the long line of Roman Pontiffs. The golden chain of the succession stretches across the 5 broad historic field, from St. Peter, in the first century, to Pius iX., in the nineteenth ; and not a link of it has been broken by the changes of time and the rude shocks of events , during more than eighteen centuries! Compared with this venerable line of bishops, the oldest ancestral and 10 royal houses of Europe are but of yesterday. These have all undergone the changes incident to human things ; that has proved itself superior to all vicissitudes, and has come triumphant out of every fiery ordeal. Through sunshine and tempest, through whirlwinds and revolutions, through 16 the wreck of empires and the changes of dynasties, through ruins cumbering its pathway during long ages, the Papacy has survived, and it still lives, with undiminished vigor, and ever-renewed vitality. The imperial line of the Roman Caesars began the race sjo with the Papacy ; it was strong and the Papacy was weak ; but the line of the Caesars which was inaugurated under auspices so promising and so splendid, by Augustus, after a period of less than five centuries, terminated disastrously and ingloriously in Augustulus (or the little Augustus); while 25 the Papacy was still young, and had hardly yet gained a firm foothold on the earth. The line of the Eastern Caesars began with Constantine in the fourth century, and closed with Constantine Paleologus in the fifteenth. Still the Papacy remained niore firmly seated than ever on the ^ Ch^ir of Peter. Thi? wonclerful tenacity of life b^ggin^g !. I ' H 47 2 LESSON'S IN ENGLISH. ! ii- Still more astonishing when we reflect upon the terrible conflicts through which the Papacy, like the Church, has passed during its long pilgrimage on earth. For three centuries the sword of persecution, wielded by the mightiest ::5 empire which the world ever saw, was seldom returned to the scabbard, and to be a Roman Pontiff" was to be a candidate for martyrdom. More than thirty of the early Pontiffs were made to pass from an earthly to a heavenly crown, under the ax of the pagan executioner. At each successive 40 decapitation, the cruel instruments of imperial despotism no doubt boasted that the line was extinct, and that no priest would be found bold enough to step into the danger- ous post stained with the blood of the previous incumbent. No doubt the certain downfall of popery was then a hun- 45 dred times predicted, with at least as much earnestness, and with more seeming probability than it has been foretold on less plausible grounds by many in modern times, who so loudly vaunt their zeal for Christianity. But as the pagan prophecies were falsified by the event, so may we reason- so ably hope and confidently expect that those of their Christian imitators will not be realized. If history conveys any certain lesson, we may safely derive this steadfast conclusion from its faithful and constant verdict of eighteen centuries. r . —Most Jiev. M. J. Spalding (1810—1872). \\\ ' t III i 1 j 1 I 1 1 Hi H i i ! jl 1 ij il -f l! i j r ij 1 1 ' XII. — Immortality. I lingered several weeks around the grave of my mother, and in the neighborhood where she had lived. It was the place where I had passed my own childhood and youth. It wac the scene of those early associations which become • 5 the dearer to us as we leave them the farther behind. I stood where I had sported in the freedom of early child- hood ; but I stood alone, for no one wrs there with whom I could speak of its frolics. One feels singularly desolate when he sees only strange faces and hears only strange 10 voices in what was the home of his early life. I returned to the village where I had resided for many years ; but what was that spot to me now ? Nature had done much for it, but Nature herself is very much what we make her. There must be beauty in our souls, or we shall 15 see no loveliness in her face ; and beauty had died out of my soul. She who might have recalled it to life and thrown its hues over all the world, was — but of that I will not speak, INTERMEDIATE COURSE. 473 f I le terrible :hurch, has For three e mightiest rned to the a candidate ontiffs were rown, under , successive A despotism md that no . the danger- j incumbent, then a hun- lestness, and I foretold on mes, who so IS the pagan ly we reason- heir Christian conveys any St conclusion ■en centuries. 810-1872). my mother, It was the d and youth, irhich become behind. I )f early child- _ with whom ilarly desolate only strange e ded for many Nature had luch what we or we shall _ died out of fe and thrown tt I will not It was now that I really needed the hope of immoitaiity. 20 The world was to me one vast desert, and life was without end or aim. The hope of immortality ! We want it when earth has lost its gloss of novelty; when our hopes have been blasted, our affections withered, and the shortness of life and the vanity of all human pursuits have come home 25 to us and made us exclaim : "Vanity of vanities, all is vanity." We want, then, the hope of immortality to give to life an end, an aim. We all of us at times feel this want. The infidel feels it in early life. He learns all too soon, what to him is a withering fact, that man does not complete his 30 destiny on earth. Man never coriipletes anything here. What, then, shall he do, i^ there be no hereafter ? With what courage can I betake myself to my task? I may begin ; but the grave lies between me and the completion. Death will come to interrupt my work, and compel me to 35 leave it unfinished. This is more terrible to me than the thought of ceasing to be. I could almost, at least, I think I could, consent to be no more, after I had finished my work, achieved my destiny ; but to die before my work is completed, while that destiny is but begun — this is the 40 death which comes to me indeed as a " King of Terrors." The hope of another life to be the complement of this, steps in to save us from this death, to give us the courage and the hope to begin. The rough sketch shall hereafter become the finislied picture; the artist shall give it the 49 last touch at his easel ; the science we had just begun shall be completed, and the incipient destiny shall be achieved. Fear not, then, to begin ; thou hast eternity before thee in which to end ! —B rownson {IS03—IS7Q). XIII.— To Mv Own Soul. Poor soul, the center of my sinful earth, Fooled by these rebel powers that thee array, Why dost thou pine within, and suffer dearth, Painting thy outward walls so costly gay ? 6 Why so large cost, having so short a lease, Dost thou upon thy fading mansion spend ? Shall worms, inheritors of this excess. Eat up thy charge? Is this thy body's end? Then, soul, live thou upon thy servant's loss, JO And let that pine to aggravate thy store j n ti :i; ■:. 47 4 LESSONS IN ENGLISH. By terms divine in selling hours of dross ; Within be fed, without be rich no more : So shalt thou feed on death, that feeds on men. And, death once dead, there's no more dying then. — Shah'speare {15Q^—\QIQ). XIV. — The Paschal Fire of St. Patrick. On Tara's hill the daylight dies - On Tara's plain 'tis dead : "Till Baal's unkindled, fires shall rise, No fire must 6ame instead." 'Tis thus the king commanding si:)eaks, Commands and speaks in vain — • For lo ! a fire defiant breaks From out the woods of Slane. \W Si : If For there in prayer is Patrick bent, 10 With Christ his soul is knit, And there before his simple tent The Pascal fire is lit. " What means this flame that through the night Illumines all the vale? 15 What rebel hand a fire dare light Before the fires of Baal ? " O King ! vvhen Baal's dark reign is o'er, When thyself art gone, This fire will light the Irish shore. And lead its people on : Will lead them on full many a night Through which they're doomed to go, Like that which led the Israelite From bondage and from woe. 20 2.5 This fire, this sacred fire of God, Young hearts shall bear afar. To lands no human foot hath trod, Beneath the western star. To lands where Faith's bright flag, unfurled vV» By those who here have knelt, Shall give unto a newer world Th(? scepter of the Celt, INTERMEDIATI-; COURSE. 475 \: r Thus 'twill be, that there and here, In hovel or in hall, 86 One night in each revolving year This memory shall recall, One hour of brightness in their night, Where'er the Gael may roam, When lore this festal fire shall light 40 For Patrick and for home ! / —Benh Vloreme yicCarUuf {\^\^—\m'l). XV. — Influence ob' Canada on the Catholicity of THE United States. Canadian blood runs through the whole community; and as the immigration from the neighboring Dominion is likely to continue, this element must rise in importance. The last century has wrought many changes, but perhaps 6 in them all none is stranger than the influence of Canada on the United States. Providence seems almost in mockery to have made human schemes and designs result in the very reverse of what men aimed at and strove to accomplish. From the closing decade of the seventeenth century, the 10 American Colonies, and especially New England, strove with all the fury of fanatic zeal to crush Canada. Expedi- tions went forth headed by ministers, who bore an ax with which to demolish every representation of " Jesus Christ and HI.. :rucified" that they could find in the Catholic 15 churches oi the French province. The outrages they did commit in cold blood, in edifices set apart for divine worship, and which in all international law are respected, are matter of history, and excited then, as they excite now, the reprobation of all sound thinkers. Canada fell at last, 20 weak as she was, not that she did not st/uggle bravely, but that her vile king abandoned her. Then Pi widence arrested what seemed inevitable. Catholicity was not overthrown. Canada remained true to the faith, and has remained so to this day. The Colonies in their wTath, made this one of 25 the great wrongs for which they raised the standard of revolt. They began the Revolution as ultra Protestants, but requiring aid, put their ultra,Protestantism aside to talk the language of liberality and toleration, in the presence of the envoys, the army, and navy of Catholic France. 30 The new governments, and the new central governments, have been steadily tending to the point where the state does 'f 1 LESSONS IN ENGLISH. il violence to the convictions of no man, woman or child, and enforces no State religious doctrines, or systems, or stand-points on the citizen. 35 Meanwhile, Catholic Canada is sending her Catholic sons, her priests, her devoted Sisterhood, into this country. New England, which sought with such rabid hate to crush Canada and Canadian Catholicity, now sees her towns swarm with Canadian Catholics, with churches and convents. ^0 Did the early Cottons, and Mathers, and Endicotts, and Winthrops, ever dream of such a result? Did they foresee that when their stern unchristian Calvinism had given place to Unitarianism there would be seventy thousand Canadian Catholics in Massachusetts, thirteen thousand in New *^ Hampshire, more than twice as many in New Hampshire Grants, ten thousand in Rhode Island, and as many in Connecticut, and twenty-six thousand in the district of Maine, living their Canadian life, with church, and priest, and nun, reproducing that hated province on that New 50 England soil, which they sought to separate by a wall of fire from all dissent? Catholics of other lands there would be, in their eyes, bad enough ; the despised Irish Catholics bad, very bad ; Catholics of New England lineage, and many there be, horrible enough; but nothing, we think, 55 would have curdled the blood of those New England worthies of the early part of the last century, more than the mere suggestion of the possibility that the day would come when one hundred and fifty thousand Canadian Catholics would quietly seat themselves on the sacred soil of New 60 England ! —J. G. Shea (1824—). 1 ,11 XVI. — Thb Catholic Chup^h and the Laboring Classes. Let us now briefly consider the beneficent action and influence of the Church on the condition of the laboring and artisan classes. At the time of the Advent of our Blessed Lord, the civilization of the pagan world had reached 5 its height, but it was a cold, heartless civilization ; it was like a marble statue by Phidias, exquisitely beautiful, and seeming to breathe and palpitate with life, but yet hard, cold, unfeeling, and pitiless. There was then no pity for the poor, and no consideration for the toiling masses. 10 Labor had fallen into contempt, was a badge of degradation, and considered as only fit for slaves. Workmen were INTERMEDIATE COURSE. 477 i or child, systems, or ;r Catholic lis country, te to crush her towns id convents, dicotts, and they foresee given place id Canadian id in New Hampshire as many in 3 district of 1, and priest, n that New by a wall of lands there espised Irish rland lineage, ng, we think, ew England [lore than the would come an Catholics soil of New \hea (1824—). Laboring It action and the laboring Idvent of our . had reached ktion; it was [beautiful, and Ibut yet hard, -n no pity for jiling masses, [f degradation, forkmen were deprived of the rights of manhood, were robbed of their liberties and civil rights, and were reduced to the position of slaves. Both in Greek and Roman civilization, work i'5 had been made servile, and working men slaves. At the time of Augustus Ctesar, there were upwards of sixty millions of slaves in the vast empire over which he ruled. And these slaves were not men on whose brows an Indian or an African sun had burnt the brand of slavery ; they 20 were, in blood and race, the equals of their masters. In Roman law, a slave was not a person, but a thing ; he had of course, no civil or political rights ; he had no ])owcr to receive a legacy, no power of civil action, and was entirely beyond the pr.le and protection of the law ; he had not even 23 religious duties or hopes. He was, in every thing, absolutely subject to his master's will, who had the power of life and death over him. Such is the frightful condition to which, millions of working men were reduced in ancient civilization, when they were described by Seneca as having " fettered ^ feet, bound hands, and branded faces." Our div* le Saviour became a working man, was a car- penter, and the reputed son of a carpenter, and for years labored and toiled with St. Josei)h for his daily bread. He thus made laboi sacred, He exalted it in human 35 estimation, and gave it a dignity in the eyes of men, and a power of merit in the eyes of God. In the Christian system, labor having become ennobled by the action and example of Christ, the workingman rose in the scale of human estimation ; he ceased to be regarded as a thing, ^^ and was looked upon as a man possessing human rights and liberties and duties. Men, whether free or bond, were taught the doctrines of equality before God, who was their common Father; they were taught the doctrine of human ard Christian brotuerhood, that, in the language of St. 43 Paul " in one spirit they were all baptized into one body, whether Jews or Gentiles, whether bond or free." (i. Corinth- ians, xii. 13.); *'that they were all children of God by faith in Jesus Christ, that there was neither Jew nor Greek, neither bond nor free, but that they were all 07ie in Christ ^ Jesus." (Galatians iii. 27-28.^ These blessed sounds broke with the power and magic of delightful music on the ears of the fettered slaves. Millions of human beings, bowed down under the intolerable burdens and unspeakable sorrows of slavery, lifted up their heads, raised their eyes towards 55 Heaven, and began to hope. -^Eight Rev. John WalsK D.D. (1830-). I I f;■^ 4' ■ !'. lESSONS IN ENGLISH. XVII. — The Christ«an Pilgrim at Niagara Falls. The Cataract of Niagara has been well called "nature's high altar ; " the water, as it descends in white foam, the altar-cloth ; the spray, the incense ; the rainbow, the lights on the altar. One must cry out: "Great is the Lord, and admirable are His works ! How great is Thy name through the whole world! Let us adore cuid love Him with our whole hearts and our whole souls." As the pilgrim passes over one of the bridges that span the islands, he will see torrents of water rushing madly as it were from the clouds, 10 the only background to be seen ; and he is reminded of the cataracts of heaven opened, and the earth drowned on account of sin. Here, the soul overawed with terror, might exclaim : " Come ; let us hide in the clefts of the rocks, in the wounds of Jesus Christ, from the face of an 15 angry God." New beauties are constantly discovering them- selves at Niagara. The eye, wandering from beauty to beauty, compels the soul to salute its Maker "as always ancient and always new." The pilgrim may cast his mind back a few centuries, and consider the Indians, encamped 20 around the falls, telling the simple tales about the creation of the world, and adoring God in the twilight of their intel- ligences, in the best manner they could; and he might vividly portray the whole tribe preparing the most beautiful virgin for sacrifice. She is dressed in white, and placed in 25 a white canoe, the father and mother, sisters and friends, bidding their last adieus and wetting her cheeks with tears, as they placed her in the frail bark and shoved it off on the edge of the great precipice, that she might be a sacrifice of propitiation and sweet pleasure to the Great Spirit, to 30 obtain pardon for the sins of her tribe, and good hunting. What sublime reflections will the recollection of this awful ceremony bring up ! God is great and powerful and just ; but He is appeased with a sacrifice. "A humble and a contrite heart, O Lord, 36 thou wilt not despise." The poor Indians must have heard of the great sacrifice which God always demanded as an acknowledgment of His sovereign dominion over the whole world, and of the sacrifices which He enacts on account of sin. Perhaps they heard of the great sacrifices of Adam 40 and of Noe, Isaac, and Jacob, and of the sacrifice of the Adorable Son of God. In their simple ignorance, they wished to sacrifice something themselves ; the young, pure, and handsome virgin is their greatest treasure. She is sacri- INTERMEDIATE COURSE. 479 A Falls. " nature's foam, the the lights Lord, and [le through 1 with our rim passes \e will see he clouds, ^ded of the fowned on vith terror, efts of the face of an Bering them- beauty to "as always St his mind 3, encamped the creation their intel- |d he might )St beautiful d placed in land friends, with tears, it off on the a sacrifice :at Spirit, to lod hunting. if this awful is appeased [art, O Lord, It have heard inded as an fer the whole _ account of tes of Adam Irifice of the jorance, they lyoung, pure, She is sacri- ficed. She Is sent over the Falls. They are all now dead 45 and gone, and they are before the Great Spirit which they strove to wonjhip, and ])erhaps would cry with David : " Recollect not, O (lod, our ignorance." The Chris- tian soul may here say to God : " I have been endowed with knowledge, and with wisdom, and with grace, and 50 know that my Lord wr offered in sacrifice for me ; and I wish to make no sacrifice myself. I have sinned, and have not sacrificed my evil passions and worldly inclinations. Come, poor Indians, teach me your simplicity, which is better than my foolish wisdom." Again he will see a bird ^ calmly and joyously flitting across this mighty chasm, looking down fearlessly on the scene below. It is in its native air ; it has wings to soar. Thus the soul that is freed from sin has its wings also. It can look down with serenity upon the wreck of worlds, and in death it is placid in the midst of ths storms of evil spirits, and when everything around is in fury and commotion, arises quietly towards its God, to rest calmly in His embrace. —Most Jlev. J. J. Lynch, (ISlC)—) 60 II.— MISCELLANEOUS SELECTIONS. I. — Niagara Falls. ' Hail ! Sovereign of the world of floods ! whose majesty and might First dazzles, then enraptures, then o'erawes the aching sight : The pomp of kings and emperors, in every clime and zone, 5 Grows dim beneath the splendor of thy glorious watery throne. No fleets can stop thy progress, no armies bid thee stay, Rut onward, — onward, — onward, — thy march still holds its way ; 10 The rising mists that veil thee as thy heralds go before, And the music that proclaims thee is the thund'ring cataract's roar. Thy diadem's an emerald, of the clearest, purest hue, Set round with waves of snow-white foam, and spray of 15 feathery dew ; ;r If: i If; " :V 480 LEHSHOXS IS ENOLISH. wmii > While tresses of the brightest pearls float o'er thine ample sheet, And the rainbow lays its gorgeous gems in tribute at thy feet. 20 Thy reign is from the ancient days, thy scepter from on high ; Thy birth was when the distant stars first lit the glowing sky ; 'I'he sun, the moon, and all the orbs that shine upon thee now, Heheld the wreath of glory which first bound thine infant 25 brow. And from that hour to this, in which I gaze upon thy stream. From age to age, in Winter's frost or Summer's sultry beam. By day, by night, without a pause, thy waves with loud acclaim. 30 In ceaseless sounds have still proclaim'd the Great Eternal's name. For whether, on thy forest banks, the Indian of the wood. Or, since his day, the red man's foe on his fatherland has stood ; 35 Whoe'er has seen thine incense rise, or heard thy torrent's roar, Must have knelt before the God of all, to worship and adore. Accept, then, O Supremely Great ! O Infinite ! O God I 40 From this primeval altar, the green and virgin sod, The humble homage that my soul in gratitude would pay To Thee whose shield has guarded me through all my stormy way. For if the ocean be as nought in the hollow of Thine hand, 45 And the stars of the bright firmanent in Thy balance grains of sand ; If Niagara's rolling flood seems great to us who humbly bow, O Great Creator of the Whole, how passing great art Thou ! 50 But though Thy power is far more vast than finite mind can scan, Thy mercy is still greater shown to weak, dependent man : For him Thou cloth'st the fertile globe with herbs, and fruit, and seed ; 55 For him the seas, the lakes, the streams, supply his hourly need. INTKRMKDIATE COUKSE. 461 Around, on high, or far, or near, the universal whole Froclainris Thy glory, as the orbs in their fixed courses roll ; And from creation's grateful voice the hymn ascends above, 60 While Heaven re-echoes back to earth the chorus — " God is love." L S. Bnckinyham (1786—1855). 10 15 II. — The Fountain. Into the sunshine full of the light, Leaping and flashing from morn till night. Into the moonlight whiter than snow, Waving as flower-like when the winds blow 1 Into the starlight rushing in spray, Happy at midnight, happy by day ! Ever in motion, blithsome and cheery, Still climbing heavenward, never a-weary ;— Glad of all weathers still seeming best, Upward or downward, motion thy rest;— Full of a nature nothing can tame, Changed every moment, ever the same ; — Ceaseless aspiring, ceaseless content, Daricness or sunshine thy element ; — Glorious fountain ! let my heart be Fresh, changeful, constant, upward like thee ! — J(ts, Russell Lowell (1819- ■)• 10 III. — Lines from the Banks of the St. Lawrence. Oh 1 I have wondered, like the peasant boy Who sings at eve his Sabbath strains of joy, And when he hears the rude, luxuriant note Back to his ear on softening echoes float. Believes it still some answering spirit's tone. And thinks it all too sweet to be his own ! I dreamed not then that, ere the rolling year Had filled its circle, I should wander here In musing awe ; should tread this wondrous world. See all its store of inland waters hurled In one vast volume down Niagara's steep. Or calm behold them, in transparent sleep, i -,:■ 1 LKSSONS IN ENOMSH. Where the blue hills of old Toronlo shed Their evening shadows o'er Ontario's bed ! — 14 Should Irace the grand Cadaraqui and glide Down the white rapids of his lordly tide Through mossy woods, through islets flowering fair, Through shades of bloom, where the first sinful pair For consolation might have weeping trod, ao When banished from the garden of their God I O Lady ! these are miracles which man, Caged in the bounds of Europe's pigmy plan, Can scarcely dream of — which his eye must see To know how beautiful this world can be! — Moore. ;r V . ^a: 4i i^':.% 10 15 90 IV. — Flattery and Friendship. Every one that flatters thee Is no friend in misery : Words are easy like the winds ; Faithful friends 'tis hard to find ; Every man will be thy friend, While thou hast wherewith to spend, But if store of crowns be scant, No man will supply thy want. If that one be prodigal. Bountiful they will him call : If he be addict to vice. Quickly him they will entice. But if fortune once do frown. Then farewell his great renown ; They that fawn'd on him before, Use his company no more. He that is thy friend indeed. He will keep thee in thy need. If thou sorrow, he will weep ; If thou wake, he cannot sleep. Thus of every grief in heart, He with thee doth bear a part. These are certain signs to know Faithful Friend from flattering Foe. —Shakespeare (1564—1616). INIF.RMKDfAlF: CCtURSF.. 483 10 15 20 'J6 30 v.— 'I'm: Kai-H). All |)carcfiilly «j;liding, 'I'lu; waters dividitig, The indolent bateau moved slowly along, The rowers, light-hearted, From sorrow long parted, Beguiled the dull moments with laughter and song : '* Hurrah for the Rapid ! that merrily, merrily, Gambols and leaps on its tortuous way ; Soon we will enter it, cheerily, cheerily. Pleased with its freshness, and wet with its spray." More swiftly careering. The wild Rapid nearing, They dash down the stream like a terrified steed, The surges delight *hem. No terror affrights ti em, Their voices keep pace with .he quickening speed ; " Hurrah for ihe Rapid ! that merrily, merrily, Shivers its arrows against us in play ; Now we have entered it, cheerily, cheerily, Our spirits are light as its feathery spray." Fast downward they're dashing. Each fearless eye flashing. Though danger awaits them on every side ; Yon rock — see it frowning ! They strike — they are drowning ! But downward they sweep with the merciless tide ; No voice cheers the Rapid ! that angrily, angrily, Shivers their bark in its maddening play ; Gaily they entered it, heedlessly, recklessly. Mingling their lives with its treacherous spray. — Charles Sanysitor (1822 — ). VI.— Gems. Time, The iron tongue of midnight hath told twelve. Morning. But look, the morn, in russet mantle clad. Walks o'er the dew of yon high eastern hill. ■ 1 ! \! ■} ^ 484 LESSONS IN ENGLISH. !!i! I:: ; Daybreak. Night's swift dragons cut the clouds full fast, And yonder shines Aurora's harbinger ; At whose approach, ghosts, wandering here and there, Troop home to church-yards. Dew on Flowers. And that same dew, which sometime on the buds Was wont to swell, like round and orient pearls, Stood now within the pretty floweret's eyes. Like tears that did their own disgrace bewail. Antony's Character of Brutus. This was the noblest Roman of them all : . All the conspirators, save only he. Did that they did in envy of great Caesar ; He, only, in a general honest thought. And common good to all, made one of them. His life was gentle ; and the elements So mixed in him, that Nature might stand up. And say to all the world : This tvas a man / The Blessings of a Low Station. 'Tis better to be lowly born. And range with humble lives in content, Than to be perked up in a glistering grief. And wear a golden sorrow. A FiiE Evening. The weary sun hath made a golden set. And by the bright track of his fiery car. Gives token of a goodly day to-morrow. — Shakespeare. VII — Quotations. Night. Well might the ancient poets then confer On night the honor'd name of counsellor, Since struck with rays of prosperous fortune blind. We light alone in dark afflictions find. id there, e buds saris, [il. up, t I. 15 hakespeare. ne blind, 10 IN'l KRMEDIATE COURSE. 485 Destiny. How easy 'tis, when destiny proves kind, With full-spread sails to run before the wind ! Peace. Now with a general peace the world was blest. While ours, a world divided from the rest, A dreadful quiet felt and worser far Than arms, a sullen interval of war : Thus when black clouds draw down the laboring skies, Ere yet abroad the winged thunder flies, A horrid stillness first invades the ear, And in that silence we the tempest fear. Wise Delay. 'Twas not the hasty product of a dayi But the well-ripened fruit of wise delay. Fruit of Sufferings. But since reformed by what we did amiss. We by our sufferings learn to prize our bliss. Three Poets. Three poets in three distant ages born, Greece, Italy, and England did adorn. The first in loftiness of thought surpassed ; The next in majesty ; in both the last. The force of nature could no further go ; To make a third she joined the former two. — Dryden. VIII. — Death of Warwick at Barnet. My blood, my want of strength, my sick heart shows That I must yield my body to the earth, And, by my fall, the conquest to my foe. Thus yields the cedar to the ax's edge. Whose arms gave shelter to the princely eagle ; And kept low shrubs from winter's powerful wind. These eyes, that now are dimmed with death's black veil. Have been as piercing as the midday sun: To search the secret treasons of the world The wrinkles in my brow, now filled with blood. Were likened oft to kingly sepulchers ; For who lived king but I could dig his grave ? I 1 ■! I. ■■'■ t| 1 486 15 LESSONS i^ ENGLISH. And who durst smile when Warwick bent his brow ? Lo, now my glory smeared in dust and blood ! My parks, my walks, my manors that I had. Even now forsake me ; and of all my lands Is nothing left me but my body's length I Why, what is pomp, rule, reign, but earth and dust ? And, live we how we can, yet die we must. —Shakespeare (1664—1616). 10 20 IX. — In the Gulf of St. Law^rence. See you, beneath yon cloud so dark, Fast gliding along a gloomy bark ? Her sails are f'jll, though the wind is still, And there blows not a breath her sails to fill ! Say, what doth that vessel of darkness bear ? The silent calm of the grave is there, Save now and again a death knell rung, And the flap of the sails with night-fog hung. There lieth a wreck on the dismal shore Of cold and pitiless Labrador ; Where, under the moon, upon mounts of frost, Full many a mariner's bones are tost. Yon shadowy bark hath been to that wreck, And the dim blue fire, that light's her deck. Doth play on as pale and livid a crew As ever yet drank the churchyard dew. To Deadman's Isle, in the eye of the blast. To Deadman's Isle, she speeds her fast. By skeleton shapes her sails are furled, And the hand that steers is not of this world I Oh ! hurry thee on — oh ! hurry thee on. Thou terrible bark, ere the night be gone. Nor let morning look on so foul a sight As would blanch forever her rosy light. —Thomas Moore (1779—1852). NoTB.— These lines were written late one evening in September, 1801, after passing Deadman's Isle (Magdalen Islands). Moir (Delta) regards thia poem and the Canadian Poat-8ong as among the best of Moore's earlier poems, and as unsurpassed by any of his later efforts. brow? I dust ? 1_-1616). :e. 11, jfill! )ear ? hung. )f frost, |eck, eck, last, Iworld I U lb 20 25 ;iO 45 9—1852). [eptember, 1804, 1 (Delta) regards best of Moore's 80 INTERMEDIATE COURSE. X. — The Maple. All hail to the broad-leaf Maple ! With her fair and changeful dress — A type of our youthful country In its pride and loveliness ; Whether in Spring or Summer, Or in the dreary Fall, 'Mid Nature's forest children, She's fairest of them all. Down sunny slopes and valleys Her graceful form is seen, Her wide umbrageous branches The sun-burnt reaper screen ; 'Mid the dark-browed firs and cedars Her livlier colors shine. Like the dawn of the brighter future On the settler's hut of pine. She crowns the pleasant hill-tops, Whispers on breezy downs, And casts refreshing shadows O'er the streets of our busy towns ; She gladdens the aching eye-ball, Shelters the weary head, And scatters her crimson glories On the graves of the silent dead. When Winter's frosts are yielding To the sun's returning sway ; And merry groups are speeding To sugar-woods away ; The sweet and welling juices. Which form their welcome spoil Tell of the teeming plenty. Which here waits honest toil. When sweet-toned Spring, soft breathing. Breaks Nature's icy sleep, And the forest boughs are swaying Like the green waves of the deep ; In her fair and budding beauty, A fitting emblem she Of this our land of promise, Of hope, of liberty. 487 ; t fi f::i i'T, : »'l. i,' i p ,1 ill ill ^^ a^' r: 488 45 5d . 55 10 15 20 LESSONS IN ENGLISH. And when her leaves all crimson, Droop silently and fall, Like drops of life-blood welling From a warrior brave and tall ; 'T'hey tell how fast and freely vVould her children's blood be shed. Ere the soil of our faith and freedom Sh'^uld echo a fot man's tread. Th nail to the broad-leaved Maple ! , .h her fair and changeful dress — A type of our youthful country In its pride and loveline.ss ; Whether in Spring or Summer, Or in the dreary F'all, 'Mid Nature's forest children She's fairest of them all. —H. F. Darnell (1831—). XI. — The Shamrock. Through Erin's Isle To sport awhile, As Love and Valor Wander'd, With wit, and sprite. Whose quiver bright A thousand arrows squander'd ; Where'er they pass A triple grass Shoots up with dewdrops streaming. As softly green As emereld's seen Through purest crystal gleaming ! Oh ! the shamrock, the green, immortal shamrock ! Chosen leaf Of bard and chief, Old Erin's native shamrock ! Says Valor, " See They spring from me Those leafy gems of morning ! " Says Love, "No, no, For me they grow. My fragrant path adorning ! " 2» 30 INTERMEDIATE COURSE. 489 But Wit perceives The triple leaves, And cries, " Oh ! do not sever A type that blends Three godlike friends ; Love, Valor, Wit, forever." Oh ! the shamrock, the green, numortal shamrock ! Chosen leaf Of bard and chief, Old Erin's native shamrock ! —I'. Moore (1779—1852). a (1831—). 10 15 Irtal shamrock 20 25 XII. — The Silver- Bird's Nest. A stranded soldier's epaulet The waters cast ashore, A little winged rover met, And eyed it o'er and o'er. 1'he silver bright so pleased her sight, On that lone, idle vest. She knew not why she should deny Herself a silver nest. Tiie shining wire she pecked and twirled ; Then bore it to her bough, Where on a flowery twig 'twas curled. The bird can show you how ; But when enough of that bright stuff The cunning builder bore Her house to make, she would not take. Nor did she covet more. And when the little artisan, While neither pride nor guilt Had entered in her pretty plan. Her resting-place had built ; With here and there a plume to spare About her own light form, Of these, inlaid with skill she made A lining soft a?nd warm. But, do you think the tender brood She fondled there and fed, Were prouder when they understood The sheen about their bed ? •M- 490 80 LESSONS IN ENGLISH. Do ycu suppose they ever rose Of higher powcia possesiied, Because they knew they pee})ed and grew Within a silver nest ? — iliii^ IJ. F. Govld (1789— 18G5). i i XIII. — The Old Sugar Camp. Come let us away to i3 old Sugar Camp ; The sky is serene th ^h the ground may be damp, — And the little bright streams, as they frolic and run, Turn a look full of thanks to the ice-melting sun ; ^ While the warm southern winds, wherever they go, Leave patches of brown 'mid the glittering snow. The oxen are ready, and Carlo and Tray Are watching us, ready to be on the way, While a group of gay children with platter and spoon, And faces as bright as roses in June, O'er fences and ditches exultingly spring, Light-hearted and careless as birds on the wing. . Where's Edwin ? O here he comes loading his gun ; Look out for the partridges — hush ! there is one ! 15 Poor victim ! a bang and a flutter — 'tis o'er, — And those fair dappled wings, shall expand nevermore ; It was shot for our invalid sister at home. Yet we sigh as beneath the tall branches we roam. Our cheeks aglow with the long morning tramp, 20 We soon come in sight of the old Sugar Camp ; The syrup already is placed in the pan, And we gather around it as many as can, — V/e try it on snow, when we find it is done, We will fiUup a mould for a dear absent one. 25 O, gayest and best of all parties are these, . That meet in the Camp 'neath the old maple trees, Renewing the love and the friendship of years, — They are scenes to be though tjof with smiles and with tears When age shall have furrowed each beautiful cheek, 20 And left in dark tresses a silvery streak. Here brothers and sisters and comrades have met, And cousins and friends we can never forget ; INTliRMEDIATE COURSE. 491 few )— 1865). imp,— run, in; go, w. i spoon, g- gun ne vermore ; oam. p; trees, rs,— and with tears cheek, ' : met, 40 The prairie, the ocean divide us from some, Yet oft as the season for sugaring come, 36 The cup of bright syrup to friendship we'll drain, And gather thtm home to our bosoms again. Dear Maple, that yieldeth a nectar so rare, So useful in spring and in summer so fair, — Of autumn acknowledged the glory and queen, Attendant on every Canadian scene. Enshrined in our homes, it is meet thou should'st be Of our country the emblem, O beautiful Tree ! —Helen M. Johnson (1835— 18G3). XIV. — Home Memories. When the sunshine is lost in the midst of the gloaming, And night shadows darken on mountain and lea, Then the lone heart takes wings and away it goes roaming To regions far over the billowy sea. 5 The present is lost, and the past is before me All vivid and bright in the radiance of morn, And fancy brings back the soft spell that hung o'er me When youth's brilliant hopes of life's freshness were born. In that hour I am back where my gay childhood fleeted, 10 Where life's cares and life's sorrows were scarce seen in dreams, When hope's dulcet tones, by the echoes repeated. Illumed passing hours in fancy's bright beams. The scenes that I love and the friends fondly cherished 16 Arise in their warm hues to gladden my sight ; The scenes that are far and the friends that have perished Are near and around me all life-like and bright. The blue changeful sky of dear Erin is o'er me, The green hills of Cavan rise fair on my view, 20 The Erne is wilding in brightness before me, And Cooteh lis " shady arbors " their verdure renew The hills and che dales famed in song and in story, Where Breffny's proud banner was flung to the gale, Where O'Reilly's bold borderers won wreaths of glory 25 In guarding the North from the raids of the pale. The rath where the fairies kept house in all weather. The ring where they dance in the yellow moon's ray, The lone bush on the hill side among the green heather By " fairy-folk " guarded by night and by day. \'\ , ( r I ' i ' r (!. fr*"^ ^il !; 'if 492 LESSONS IN ENGLISH. 30 The deep hazel woods where shillelaghs grew strongest (To teach "the boys" logic at i^ arket and fair,) Where the lark and the linnet sang loudest and longest, And the cuckoo's blithe solo rang clear thro' the air. 35 iO lO The chapel I see where my childhood was nourished In the faith of my fathers, the old and the true. Where religion was honored and piety flourished, Where virtues were many and vices were few ; And kneeling around nie are friends, the true-hearted, And faces familiar, though now but a dream. For many among them have long since departed, To dwell in the light of eternity's beam. O visions of home ! why so fair and so fleeting — Why break like the stars on the darkness of night, Then fly like the mist from the red "lawn retreating, And leave the dull day-life no beam of your light ! The vision is gone — not a trace is remaining — The stern voice of duty is heard at the door. —Mrs. J. Sadlier (1820—). XV. — To THE River Charles. 41 i! .! 10 Vt River ! that in silence windest Through the meadows bright and free, Till at length thy rest thou findest In the bosom of the sea ! Four long years of mingled feeling. Half in rest and half in strife, I have seen thy waters stealing Onward like the stream of life. Thou hast taught me, silent River ! Many a lesson, deep and long ; Thou hast been a generous giver, I can give thee but a song. Oft in sadness and in illness I have watched thy current glide. Till the beauty of its stillness Overflowed me like a tide. strongest fair,) id longest, o' the air. mrished true, hed, Dw ; e-hearted, m, rted. ing— of night, treating, Dur light ! cr oor. hdlier (1820—). .ES. 20 85 30 35 40 INTERMEDIATE COU if If. ik IT iili: 4U4 IS 'JO 25 10 15 LKSSONS IN ENGLISH. But when behind the western clouds, Departs the fading day, How wearily the traveler Pursues his evening way ! Sorely along the craggy road His painful footsteps creep, And slow with many a feeble pause, He labors up the steep. And if the mists of night close round, They fill his soul with fear, He dreads some unseen preciijice. Some hidden danger near. So cheerfully does youth begin Life's pleasant morning stage ; Alas ! the evening traveler feels The fears of weary age ! —Bohen Sout/u'i/ (1774—1848). XVn. — A Sanitakv Message. Last night, above the whistling winds, I heard the welcome rain, A fusillade upon the roof, A tattoo on the pane : The keyhole piped ; the chimney-top A warlike trumpet blew ; Yet mingling with these sounds of strife, A softer voice 3tole through. " Give t-ianks, O brothers ! " said the voice, That He who sent the rains. Hath spared your fields the scarlet dew That drips from patriot veins : I've seen the grass on Eastern graves In brighter verdure rise ; But, oh ! the rain that gave it life Sprang first from human eyes. I came to wash away no stain Upon your wasted lea ; I raise no banners, save the ones The forest waves to me : IXIFUMKniATF. COURSK. 4t5 Upon the mountain side, where Spring Her farthest picket sets, My rrccUle awakes a host Of grassy bayonets. M I visit every humble roof; I mingle with the low : Only ui)on the highest peaks My blessings fall in snow ; Until, in tricklings of the stream 30 And drainings of the lea, My unspent bounty comes at last To mingle with the sea." And thus all night, above the wind, I heard the welcome rain, — 35 A fusillade upon the roof, A tattoo on the pane : The keyhole piped ; the chimney-top A warlike trumpet blew ; But mingling with these sounds of strife, io This hymn of peace stole through. —Bret Ilarte (1837—). XVIII. — The Voice of Spring. I come, I come ! ye have called me long — I ^ ^me o'er the mountains with light and song. Ye may trace my steps o'er the waking earth, By the winds which tell of the violet's birth, 5 By the primrose stars in the shadowy grass, By the green leaves opening as I pass. I have breathed on the South, and the chestnut flowers By thousands have burst from the forest bowers ; And the ancient graves, and the fallen fanes n Are veiled with wreaths on Italian plains ; But it is not for me, in my hour of bloom. To speak of the ruin or the tomb ! I have pass'd on the hills of the stormy North, And the larch has hung all its tassels forth, 15 The fisher is out on the sunny sea, And the reindeer bounds through the pastures free. And the pine has a fringe of softer green, And the moss looks bright where my foot hath been. W 40C LESSONS IN KNOLISH. I have sent through the wood-paths a glowinp; sigh, 90 And call'd out carh voire of the deep blue sky ; From the night-bird's lay through the starry time, In the groves of the soft Hesperian clime, To the swan's wild notes by the Iceland lakes, When the dark fir-branch into verdure breaks. 85 From the streams and founts I have loosed the chain ; They are sweeping on to the silvery main, They are flashing down from the mountain brows, They are flinging spray o'er the forest boughs. They are bursting fresh from their sparry cave, 8) And the earth resounds with the joy of waves ! Come forth, O ye children of gladness ! come ! Where the violets lie may be now your home. Ye of the rose-lip and the dew-bright-eye, And the bounding footsteps, to meet me fly ! as With the lyre, and the wreath, and the joyous lay, Come forth to the sunshine — I may not stay. Away from the dwellings of care-worn men, The waters are sparkling in wood and glen ; Away from the chamber and sullen hearth, 40 The young leaves are dancing in breezy mirth ! Their light stems thrill to the wild-wood strains. And youth is abroad in my green domains. -^Mrs. llvmans (1794--1835). 1;' 10 XIX. — Winter in Canada. Nay, tell me not that with shivering fear, You shrink from the thought of wintering here ; That the cold intense of our winter time. Is severe as that of Siberian clime ; And if wishes could waft across the sea. To-night in your English home you would be. Remember, no hedges there now are bright With verdure, or blossoms of hawthorn white ; In damp sodden fields, or bare garden beds, No daisies or cowslips show their fair heads ; Whilst cold chilling winds and skies of dark hue, Tell, in England, as elsewhere, 'tis winter too. I N TKR M KDI ATK COURSE. 4y; Raise your eyes to our skies of azure hue, Admire tlieir ^loamiiiK, metailir. blue, Look round on the earth rohed in bridal white, • All glittering and tlasiiing with diamonds bright, Whilst o'er head, her lover and lord, the sun, Shines brightly as e'er Summer he's done. In a graceful sleigh, drawn by spirited steed, You glide o'er the snow with lightning speed, SB Whilst from harness decked with silvery bells. In sweet showers the sound on the clear air swells, And the keen bracing breeze with vigor rife, Sends quick through your veins warm streams of life. On, with your snow-shoes, so strong and light, iio Thick blanket-coat, sash of scarlet b>ight, And away o'er the deep and untrodden snow, Through wood, o'er mountain, untrammeled to go, Through lone narrow paths where in years long fled. The Indian passed with light active tread. 35 What ! dare to rail at our snow-storms — O ""hy Not view them with poet's or artist's eye, Watch each pearly flake as it falls from above, Like snowy plumes from some spotless dove, Clothing all objects in ermine of air, 40 Far purer than that which monarchs wear I Have you not witnessed our glorious nights, So brilliant with gleaming Northern-lights, Quick flashing and darting across the sky, Whilst afar in the starry heavens high, 45 The shining moon pours down Siionms of light, O'er the silent earth robed in da^u] ng white ? There are times, too, our woods show wondrous sights. Such as are read of in " Arabian Nights," When branch and bough are all laden with gems, 50 And sparkle like Eastern diadems ; And the sun sheds a blaze of dazzling light, On ruby, opal, and diamond bright But tarry till Spring on Canadian shore, You'll rail at our winters then no more — I f^ ?!^®888S9IW!?'"w«»«"»~ LESSONS IN ENGLISH. New health and fresh life through your veins shall glow Spite of piercing winds, spite of ice and snow, And I'd venture to j^romise in truth, my friend, 'Twill not be the last that with us you'll spend. —Mrs. Leprohon (1832—1879). XX. — An April Day. All day the low hung clouds have dropped Their garnered fulness down ; All day that soft grey mist hath wrapped Hill, valley, grove, and town. There has not been a sound to-day To break the calm of nature, Nor motion, I might almost say, Of life, or living creature. Of waving bough, or warbling bird. Or cattle faintly lowing : I could have half believed I heard The leaves and blossoms growing. I stood to hear — I love it well, The rain's continuous sound — Small drops, but thick and fast they fell, Down straight into the ground. For leafy thickness is not yet Earth's naked breast to screen, Though every dripping branch is set With shoots of tender green. Sure, since I looked at early morn, Those honeysuckle buds Have swelled to doable growth ; that thorn Hath put forth larger studs. That lilac's clearing cones have burst, The milk-white flowers revealing ; Even now, upon my senses first Methinks their sweets are stealing. The very earth, the steaming air Is all with fragrance rife ; And grace and beauty everywhere Are flushing into life. INTRRMEDIATE COURSE. 499 ihall glow nd, id. -1879). lorn Down, down they come — those fruitful stores ! Those earth-rejoicing drops ! 86 A momentary deluge pours, Then thins, decreases, stops. And ere the dimples on the stream Have circled out of sight, Lo ! from the west a parting gleam 40 Breaks forth of amber light. But yet behold — abrupt and loud. Comes down the glittering rain ; The farewell of a passing cloud, The fringes of her train. —Geofreij Chaucer (1328—1400). XXL— The Cloud. I bring fresh showers for the thirsting flowers. From the seas and the streams ; I bear light shade for the leaves when laid In their noon-day dreams ; 6 From my wings are shaken the dews that waken The sweet buds every one When rocked to rest on their mother's breast. As she dances about the sun. I wield the flail of the lashing hail, 10 And whiten the green plains under ; And then again I dissolve it in rain, And laugh as I pass in thunder. 1 sift the snow on the mountain below, And their great pines groan aghast ; 1.5 And all the night 'tis my pillow white. While I sleep on the arms of the blast. Sublime on the towers of my skyey bowers. Lightning my pilot, sits ; In a cavern under is fettered the thunder — i2o It struggles and howls by fits. Over earth and ocean, with gentle motion, This pilot is guiding me. Lured by the love of the genii that move In the depths of the purple sea ; 23 Over the rills and the crags and the hills, Over the lakes and the plains, • ! >t ! **--»**?«««^^ 500 LESSONS IN ENGLISH. Hv! III 1 fi^m •M 35 40 45 50 55 GO 65 Wherever he dreams under mountain or stream, The spirit he loves remains ; And I, all the while, bask in heaven's blue smile, While he is dissolved in rains. The sanguine sunrise, with his meteor eyes, And his burning plumes outspread. Leaps on the back of my sailing rack, VVhen the morning star shines dead ; As on the jag of a mountain crag. Which an earthquake rocks and swings, An eagle, alit, one moment may sit. In the light of its golden wings. And when sunset may breathe, from the lit sea beneath Its orders of rest and love. And the crimson pall of eve may fall From the depth of heaven above. With wings folded I rest, on mine airy nest, As still as a brooding dove. That orbid maiden, with white fire laden, Whom mortals call the moon. Glides glimmering o'er my fleece-like floor. By the midnight breezes strewn ; And whenever the beat of her unseen feet. Which only the angels hear. May have broken the woof of my tent's thin roof. The stars peep behind her and peer ; And I laugh to see them whirl and flee. Like a swarm of golden bees. When I widen the rent in my wind-built tent Till the calm rivers, lakes, and seas. Like strips of the sky fallen through me on high, Are each paved with the moon and these. I bind the sun's tin one with a burning zone. And the moon's with a girdle of pearls ; The volcanoes are dim, and the stars reel and swim, When the whirlwinds my banner unfurl, From cape to cape with a bridge-like shape. Over a torrent sea, Sunbeam-proof, I hang like a roof: The mountains its columns be. The triumphal arch through which I march With hurricane, fire, and snow. INTER MH 01 ATK COURSE. 501 lie, 70 75 80 ;a beneath When the powers of the air are chained to my chair Is the million-colored bow ; The sphere-fire above its soft colors wove, While the moist earth was laughing below. I am the daughter of earth and water, And the nursling of the sky ; I pass through the pores of the ocean and shores ; I change but I cannot die. For after the rain, when with never a stain The pavilion of heaven is bare, And the winds and sunbeams with their convex gleams Build up the blue dome of air, I silently laugh at my own cenotaph And out of the caverns of rain, Like a child from the womb, like a ghost from the tomb, I arise and rebuild it again. — Pcrey Byashe Shelley (1792—1822). roof, It high, 10 K, ind swim, 20 XXII. — Psalm of Life. Tell me not, in mournful numbers, Life is but an empty dream ! For the soul is dead that slumbers, And things are not what they seem. Life is real ! life is earnest ! And the grave is not its goal ; Dust thou art, to dust returnest. Was not spoken of the soul. Not enjoyment, and not sorrow, Is our destined end or way ; But to act that each to-morrow, Find us farther than to-day. Art is long, and Time is fleeting, And our hearts, though stout and brave, Still like muffled drums are beating Funeral marches to the grave. In the world's broad field of bat.Ie, In the bivouac of life. Be not like dumb, driven cattle — Be a hero in the strife ! ! ! I f ,; I'm i'i '' 602 S6 so 35 LESSONS IN ENGLISH. Trust no future, howe'er pleasant ; Let the dead past bury its dead ! Act, act in the living present, Heart within and God o'er head ! Lives of great men all remind us We can make our lives sublime, And departing leave behind us Footprints on the sands of time : Footprints that perhaps another, Sailing o'er life's soUrno main, A forlorn and shipwic :ked brother Seeing shall take heart again. Let us, then, be up and doing. With a heart for any fate ; Still achieving, still pursuing. Learn to labor and to wait. ■Longfellow. XXIIL— Grand-Pre. In the Acadian land, on the shores of the Basin of Minas, Distant, secluded, still, the little village of Grand-Pr^, Lay in a fruitful valley. Vast meadows stretching eastward, (iiving the village its name, and pasture to flocks without 5 number. Dikes, that the hands of the farmer had raised with labor incessant, Shut out the turbulent tides ; but at stated seasons the flood-gates 10 Opened, and welcomed the sea to wander at will o'er the meadows. West and south those were fields of flax, and orchards, and corn-fields Spreading afar and unfenced o'er the plain ; and away to 15 the northward. Blomidon rose, and the forests old, and aloft on the moun- tains Sea-fogs pitched their tents, and mists from the mighty Atlantic ao Looked on the happy valley, but ne'er from their station decended. There, in the midst of its farms, reposed the Acadian village, ■i!| INTERMEDIATE COURSE. 503 ndfellow. n of Minas, d-Pr^, ng eastward, cks without d with labor seasons the will o'er the rchards, and and away to 5n the moun- the mighty their station :adian village, Strongly built were the houses, with frames of oak and chestnut, 25 Such as the peasants of Normandy built in the reign of the Henries. Thatched were the roofs, with dormer windows ; and gables projecting. Over the basement below protected and shaded the door-way. ^ There, in the tranquil evenings of summer, when brightly the Sunset lighted the village street, and gilded the vanes of the chimneys, Matrons and maidens sat in snow-white caps and in kirtles Scarlet and blue and green, with distaffs spinning the golden ^•^ Flax for the gossiping looms, whose noisy shuttles within doors Mingled their sound with the whir of the wheels and the songs of the maidens. Solemnly down the street came the parish priest, and the 40 children Paused in their play to kiss the hand he extended to bless them. Reverend walked he among them ; and uprose matrons and maidens, 45 Hailing ft is slow approach with words of affectionate wel- come ; Then came the laborers home from the field ; and serenely the sun sank Down to his rest, and twilight prevailed. Anon from the 50 Belfry softly the Angelus sounded, and over the roofs of the village Columns of pale blue smoke, like clouds of incense as- cending. Rose from a hundred hearths, the homes of peace and con- 65 tentment. Thus dwelt together in love these simple Acadian farmers — Dwelt in the love of God and oi man. Alike were they free from Fear, that reigns with the tyrant, and envy, the vice of 60 republics ; Neither locks had they to their doors, nor bars to their windows ; . But their dwellings were open as day and the hearts of the owners. W" There the richest was poor, and the poorest lived in abundance, ^LowjJ'ellow (1807—1882). •f !■ i 11 ^1 /! t LESSONS IN ENGLISH. XXIV. -The Chase. Few were the stragj^l- ".s, following far, That reached tne lake of Vennachar ; And when the Brigg of Turk was won, The headmost horseman rode alone. Alone, but with unbated zeal, That horseman plied the scourge and steel ; For, jaded now, and i>pent with toil, Embossed with foam^ and dark with soil, While every gas;p with sobs he drew. The laboring stag strained full in view. Two dogs of black Saint Huberts bree'i, Unmatched for courage, breath, vnd speed, Fast on his flying traces came. And all but won that desperate game ; For, scarce a spear's length from his haunch, Vindictive toiled the blood-hounds stanch ; Nor near <:r m'niht the dogs attain, Nor farther miglit the quarry strain. Thus up the margin of the lake, , Betwet-n tho precipice and brake. O'er siock and rock their race they take. The Hunter marked that mountain high, The lone lake's western boundary. And deemed the stag must turn to bay. Where that rude rampart barred the way ; Already glorying in the prize. Measured his antlers with his eyes ; For the death-wound, and death halloo. Mustered his breath, his whinyard drew ; But, thundering -^s he came prepared, With ready arm and weapon bared, The wily quarry shunned the shock. And turned him from the opposing rock ; Then, dashing down a darksome glen, Soon lost to hound and hunter's ken, In the deep Trosach's wildest nook His solitary refuge took. There, while close couched, the thicket shed Cold dews and wild flowers on his head. He heard the baffled dogs in vain Rave through the hollow pass amain. Chiding the rocks that yelled again. eel; .1, •1, »eed, lunch, rich ; 45 50 66 INTERMEDIATE COURSE. Close on the hounds the hunter came, To cheer them on the vanished game ; But, stumbling in the rugged dell, The gallant horse exhausted fell. The impatient rider strove in vain To rouse him with the spur and rein, For the good steed, his labors o'er. Stretched his stiff limbs, to rise no more Then, touched with pity and remorse, He sorrowed o'er the expiring horse, " I little thought, when first the rein I slacked upon the banks of Seine, That Highland eagle e'er should feed On thy fleet limbs, my matchless steed ! Woe worth the chase, woe worth the day, That cost thy life, my gallant gray ! " 605 -Scott (1771—1832). XXV. — The Old School Clock. ce. ray; »o, iw; Dck; :et shed :ad, 10 15 90 Old memories rush o'er my mind just now Of faces and friends of the past ; Of that happy time when life's dream was all bright. Ere the clear sky of youth was o'ercast. Very dear are those mem'ries, — they've clung round my heart, And bravely withstood Time's rude shock ; But not one is more hallowed or dear to me now Than the face of the old school clock. 'Twas a quaint old clock with a quaint old face, And great iron weights and chain ; It stopped when it liked, and before it struck It creaked as if 'twere in pain. It had seen many years, and it seemed to say, " I'm one of the real old stock," To the youthful fry, who with reverence looked On the face of the old school clock. How many a time have I labored to sketch That yellow and time-honored face, With its basket of flowers, its figures and hands, And the weights and the chains in their place I H I ! n 1 :i $1 \M' 606 LESSONS IN ENGLISH. How oft have I gazed with admiring eye, As I sat on the wooden Mock, And pondered and guessed at the wonderful things 26 That were inside that old school clock ! 30 What a terrible frown did the old clock wear To the truant who timidly cast An anxious eye on those merciless hands, That for him had been moving too fast ! But its frown soon changed ; for it loved to smile On the thoughtless, noisy flock, And it creaked and whirred and struck with glee,- Did that genial, good-humored old clock. Well, years had passed, and my mind was filled 35 With the world, its cares and ways, When again I stood in that little school Where I passed my boyhood's days. 21if old/riend was yone / and there hung a thing That my sorrow seemed to mock, 40 As I gazed with a tear and a softened heart At a new-fashioned Yankee clock. 'Twas a gaudy thing with bright painted sides, And it looked with insolent stare On the desks and the seats and on everything old ; 45 And I thought o " "^ friendly air Of the face that I miaJt i, with its weights and chains,— All gone to the auctioneer's block : 'Tis a thing of the past, — never more shall I see But in memory that old school clock. 50 'Tis the way of the world : old friends pass away, And fresh faces arise in their stead ; But still 'mid the din and the bustle of life We cherish fond thoughts of the dead. Yes, dear are those mem'ries : they've clung round my heart, 55 And bravely withstood Time's rude shock ; But not one is more hallowed or dear to me now Than the face of that old school clock. ^J, B. aReilly (1844—). INTIiRMEDIATE COURSE. 507 XXVI. —TnK Dksertei) Village. igs ile :e,- ^g old; d chains - see iway, round my beart, now leilly (1844-). Auburn in f'rospen't}/. Sweet Auburn ! loveliest village of the plain, Where health and plenty cheered the laboring swain, Where smiling spring its earliest visit paid. And parting summer's lingering blooms delayed ; 6 Dear lovely bowers of innocence and ease, Seats of my youth, when e\ery sport could please. How often have I loitered o'er thy green. Where humble happiness endeared each scene ! How often have I paused on every charm, 10 The sheltur'd cot the cultivated farm, r-' The never failing brook, the busy mill, The decent church that topt the neighboring hill. The hawthorn bush, vith seats beneath the shade, For talking age and weary pilgrims made ! 15 How often have I blest the coming day, When toil remitting lent its turn to play, And all the village train, from labor free, Led up their sports beneath the s|)reading tree , While many a pastime circled in the shade, 20 The young contending as the old surveyed ; And many a gambol frolicked o'er the ground, And sleights of art and feats of strength went round ; And still as each repeated pleasure tired Succeeding sports the mirthful band inspired ; 25 The dancing pair that simply sought renown. By holding out, to tire each other down ; The swain, mistrustless of his smutted face, While secret laughter littered round the place. These were thy charms, sweet village ! sports like these 30 With sweet succession, taught e'en toil to please ; These round thy bowers their cheerful influence shed ; These were thy charms— but all these charms are fled. — Goldsmith, XXVIL— Music. That music breathes all through my spirit, As the breezes blow through a tree ; And my soul gives light as it quivers, Like moons on a tremulous sea. ,J^ffl«»> ^^*^,. , ,^ , IS I ! Mi 1 1^ ]; '' ii 1 508 5 10 Ifi 20 25 80 85 10 LESSONS IN KNGMSH. New passions are wakened within me, New passions tliat have not a name ; Dim truths that I knew but as phantoms Stand up clear and bright in the flame. And my soul is possessed with yearnings Which make my life broaden and swell ; And I hear stra.ige things that are soundless, And I see the invisible. Oh ! silence that clarion in mercy, — For it carries my soul away ; And it whirls my thoughts out beyond me. Like the leaves on an autumnal day. exquisite tyranny ! silence, — My soul slips from under my hand, And as if by instinct is fleeing To a dread unvisited land. Is it sound, or fragrance, or vision ? Vocal light wavering down from above ? Past prayer and jjast praise I am floating Down the rapids of speechless love. 1 strove, but the sweet sounds have conquered : Within me the Past is awake ; The Present is grandly transfigured ; The Future is clear as day-break. Now Past, Present, Future have mingled A new sort of Present to make ; And my life is all disembodied, Without time, without space, without break. But my soul seenis floatin^^ for ever In an orb of ravishing sounds. Through faint-falling echoes of heavens 'Mid beautiful earths without bounds. Now sighing, as zephyrs in summer. The concords glide in like a stream, With a sound that is almost a silence, Or the soundless sounds in a dream. Thf'n oft, when the music is faintest. My soul has a storm in its bowers. Like the thunder among the mountaias, Like the wind in the abbey towers. INTKK.MLDI.MR COURSK. r)09 •1 tf S ell; idless, BO me, 05 (iO )Ove? ting e. onquered : (>5 ^gled iout break. 73 rens tnds. itn, :e, lam- t, taios, Irs. 80 There are sounds, like flakes of snow falling In their silent and eddying rings ; We tremble, — they touch us so lightly, Like feathers fi^.n angels* wings. There are pauses of marvellous silence, That are full of significant sound Like music echoing music Under water or under ground. That clarion again ! through what valleys Of deep inward life did it roll, Ere it blew that astonishing trumpet Right down in the caves of my soul ? My mind is bewildered with echoes, — Not all from the sweet sounds without ; But spirits are answering spirits In a beautiful muffled shout. Oh ! cease then, wild Horns ! I am fainting ; If ye wail so, my heart will break ; Some one speaks to me in your speaking In a language I cannot speak. Though the sounds ye make are all foreign, How native, how household they are ; The tone of old homes mixed with Heaven, The dead and the angels, speak there. Dear voices that long have been silenced, Come clear from the peaceful land. Come toned with unspeakable sweetness From the Presence in which they stand. Or is music the inarticulate Speech of the angels on earth ? Or the voice of the Undiscovered Bringing great truths to the birth ? O Music ! thou surely art worship ; But thou art not like praise or prayer ; And words make better thanksgiving Than thy sweet melodies are. There is another worship, An outflow of something divine ; For^the voice of adoring silence. If it could be a voice, were thine. ' I nmm^i^i. 510 as I.KSSONS IN EN(il.lSM. IK) «5 10 15 20 Thou art fugitive splendors made voral, As they giatued from that shining sea Where the Vision is visible music, Making music of spirits who see. Thou, Lord ! art the Father of niusic ; Sweet sounds are a whisper from Thee ; Thou hast made Thy creation all anihcms Though it singeth them silently. But I guess by the stir of this music What raptures in Heaven can be, Where the sound is Thy marvellous stillness, And the music is light out of Thee. - /•'. ir. /'V^A^r (1814 -1803). XXVIII. — Elegy Written in a Country Chiirch-Vard. The curfew tolls the knell of parting day, The lowing herd wind slowly o'er the lea. The plowman homeward plods his weary way, And leaves the world to darkness and to me. Now fades the glimmering landscape on the sight. And all the air a solemn stillness holds. Save where the beetle wheels his droning flight. And drowsy tinklings lull the distant folds ; Save that, from yonder ivy-mantled tower. The moping owl does to the moon complain Of such as, wandering near her secret bower, Molest her ancient solitary reign. Beneath those rugged elms, that yew-tree's shade. Where heaves the turf in many a mould'ring heap, Each in his narrow cell forever laid, The rude forefathers of the hamlet sleep. The breezy call of incense-breathing morn, The swallow twittering from the straw-built shed, The cock's shrill clarion, or the echoing horn, No more shall rouse them from their lowly bed. For them no more the blazing hearth shall burn. Or busy housewife ply her evening care ; No children run to lisp their sire's return, . Or climb his knees the envied kiss to share. IN'I'KRMKhlA'lE COURSE. 511 ncss, hurch-Yari>. me. ; sight, ight, Is; )]ain [t-r, shade, 'ring heap, mill shed, lorn, )wly bed. In burn, ^hare. •• Oft did tlie harvest to their si( kle yield, Their furrow olt tlie stubborn ^lebe has broke ; How jocund (lid they drive their team afield ! How bowed the woods beneath their sturdy stroke 1 Ix't not Ambition mock their useful toil, •0 Their homely joys, and destiny obscure ; Nor Grandeur hear with a disdainful smile The short and simple annals of the poor. The boast of heraldry, the pomp of power, And all that beauty, all that wealth e'er gave, M Await alike th' inevitable hour : 'J'he paths of glory lead but to the grave. Nor you, ye proud, impute to these the fault, If Memory o'er their tomb no trophies raise. Where, through the long-drawn aisle and fretted vault, 40 The pealing anthem swells the note of praise. Can storied urn or animated bust Back to its mansion call the fleeting breath? Can Honor's voice provoke the silent dust, Or Flattery soothe the dull cold ear of Death ? *^ Perhaps in this neglected spot is laid Some heart once pregnant with celestial fire ; Hands, that the rod of empire might have swayed, Or waked to ecstasy the living lyre : But Knowledge to their eyes her ample page, 53 Rich with the spoils of time, did ne'er unroll ; Chill Penury repressed their noble rage, And froze the genial current of the soul. Full many a gem of purest ray serene 'I'he dark unfathom'd caves of ocean bear , 55 Full many a flower is born to blush unseen. And waste its sweetness on the desert air. Some village Hampden, that with dauntless breast The little tyrant of his fields withstood ; Some mute inglorious Milton here may rest, 60 Some Cromwell, guiltless of his country's blood. Th' applause of list'ning senates to command. The threats of pain and ruin to despise. To scatter plenty o'er a smiling land, And read their history in a nation's eyes, r 512 LESSONS IN ^iiNGLISH. h r iiir 65 Their lot forbade : nor circumscribed alone Their growing virtues, but their crimes confined ; Forbade to wade through slaughter to a throne, And shut the gates of mercy on mankind ; The struggling pangs of conscious truth to hide, 70 To quench the blushes of ingenuous shame. Or heap the shrine of Luxury and Pride With incense kindled at the Muse's flame. Far from the madding crowd's ignoble strife, Their sober wishes never learned to stray ; 75 Along the cool sequester'd vale of life They kept the noiseless tenor of their way. Yet e'en these bones from insult to protect. Some frail memorial still erected nigh. With uncouth rhymes and shapeless sculpture decked, 80 Implores the passing tribute of a sigh. Their name, their years, spelt by th' unletter'd Muse, The place of fame and elegy supply ; And many a holy text around she strews, That teach the rustic moralist to die. 85 For who, to dumb Forgetfulness a prey. This pleasing anxious being e'er resigned, Left the warm precincts of the cheerful day, Nor cast one longing ling'ring look behind ? On some fond breast the parting soul relies, 90 Some pious drops the closing eye requires ; E'en from the tomb the voice of Nature cries, E'en in our ashes live their wonted fires. For thee, who, mindful of th' unhonored dead, Dost in these lines their artless tale relate ; 95 If chance, by lonely Contemplation led, Some kindred spirit shall inquire thy fate. Haply some hoary-headed swain may say, " Oft have we seen him at the peep of dawn Brushing with hasty steps the dews away, 10(1 To meet the sun upon the upland lawn. "There at the foot of yonder nodding beech. That wreathes its old fantastic roots so high, His listless length at noontide would he stretch, And pore upon the brook that babbles by. INTERMEDIATE COURSE. 513 105 ed; e, no 115 e decked, 'd Muse, s; ies, 120 125 " Hard by yon wood, now smiling as in scorn, Mutt'ring his wayward fancies he would rove ; Now drooping, woeful-wan, like one forlorn, Or crazed with care, or crossed in hopeless love. " One morn I missed him on the 'customed hill, Along the heath, and near his fav'rite tree ; Another came ; nor yet beside the rill. Nor up the lawn, nor at the wood was he ; " The next, with dirges due, in sad array, Slow through the church-way path we saw him borne. Approach and read (for thou canst read) the lay Graved on the stone beneath yon aged thorn." THE EPITAPH. Here rests his head upon the lap of Earth A youth to Forti ne and to Fame unknown ; Fair Science frowned not on his humble birth. And Melancholy marked him for her own. Large was his bounty, and his soul sincere, Heav'n did a recompense as largely send ; He gave to Mis'ry all he had, a tear ; He gain'd from Heav'n ('twas all he wished"" a friend. No farther seek his merits to disclose. Or draw his frailties from their dread abode, (There they alike in trembling hop^ repose) The bosom of his Father and his God. ^Thomas Gray (1716—1771). , .ii i'ii i ead, e ; lawn >y- XXIX.— The Moon. When the genial sunlight has withdrawn the last fringe of its glory from the western horizon, and the gloom of night has fallen over the chilled ^arth, the pale moon delights us with her softened rays. Beauteous in her chaste radiance, 5 she sails a peaceful queen among myriad hosts of lesser fires. The deep iizure of the firmament assumes a mellower tint as she slowly rises to the zenith ; the glinting stars veil their scanty ligltt at ler approach ; the deep dun of the storm-cloud changes to a creamy white when bathed in her 13 mild effulgence. Beauty, poetry, sweetness, — all are min- 5U LESSONS IN KNGLISH. gled in her train ; ail tiie finer feelings of our nature are brought to play as we gaze upon iier loveliness. Some will refuse to look upon her, lest they forget in her beauty the glory of the sun. Others will look upon her with 15 indifference, missing, at once, her queenly magnificence and the noble thoughts to which it gives rise. Others, finally, gaze earnestly upon her ; drink in her quiet splendor, and raise their minds to a consideration of its cause. Their intelligence expands with the knowledge they acquire of her 20 relation to the sun ; her reflected glory, pleasing in itself, is more pleasing still, when seen as an effect of his action, and becomes the most powerful of all reasons for admiring his inexhausted and all-diffusive light. —Most Hev. C. Crihini, IK D. (1843—) ui: ' hi rrj iru XXX. — Founding of Montreal. On the seventeenth of May, 1642, Maisonneuve's little flotilla — a pinnace, a flat-bottomed craft moved by sails, and two row-boats — apyjroached Montreal ; and all on board raised in unison a hynm of praise. Montmagny was with 6 them, to deliver the island, in behalf of the Comply of the Hundred Associates, to Maisonneuve, representative of the Associates of Montreal. And here, too, was Father Vimont, Superior of the missions ; for the Jesuits had been prudently invited to accept the spiritual charge of the young 10 colony. On the following day, they glided along the green and solitary shores now thronged with the life of a busy city, and landed on the spot which Champlain, thirty-one years before, had chosen as the fit site of a settlement. It was a tongue or triangle of land, formed by the junction ot 15 a rivulet with the St. Lawrence, and known afterwards as Point Calliere. The rivulet was bordered by a meadow, and beyond rose the forest with its vanguard of scattered trees. Early spring flowers were blooming in the young grass, and birds of varied plumage flitted among the boughs. 20 Maisonneuve sprang ashore, and fell on his knees. His followers imitated his example ; and all joined their voices in enthusiastic songs of thanksgiving. Tents, baggage, arms, and stores were landed. An altar was raised on a pleasant spot near at hand; and Mademoiselle Mance, 25 Madame de la Peltrie, aided by her servant, Charlotte Barr^, decorated it with a taste which wns the admiration of the beholders. Now all the company gathered before the !MTKR:\iKDiArK Course. 51; ;jo ;;o 40 shrine. Here stood Vimont, in the rich vestments of his office. Here were the two ladies, with their servants ; Montmagny no very wilHng spectator ; and Maisonneuve, a warlike figure, erect and tall, his men clustering around him, — soldiers, sailors, artisans, and laborers, — all alike soldiers at need. Thev kneeled in reverent silence as the Host was raised ; and when the rite was over, the priest turned and addressed them : — " You are a grain ot" mustard-seed, that shall rise and grow till its branches over- shadow the earth. You are few, but your work is the work of God. His smile it. on you, and your cl "Idren shall fill the land." The afternoon waned ; the sun sank behind the western forest, and twilight came on. Fireflies were twinkling over the darkened meadow They caught them, tied them with threads into shining festoons, and hung them before the altar, where the Host remained exposed Then they pitched their tents, lighted their bivouac fires, stationed their guards, and lay down to rest. Such was the birth-night of Montreal. — Parkman (182 .3 — ). XXXI. — Feelings at Night. It is night now ; and here is home. Gathered under the quiet roof, elders and children lie alike at rest. In the midst of a great peace and calm, the stars look out from the heavens. The silence is peopled with the past ; sorrowful 5 remorses for sins and short-comings — memories of passion- ate joys and griefs rise out of their graves, both now alike calm and sad. Eyes, as I shut mine, i /ok at me, that have long ceased to sliine. The town and the fair landscape sleep under the starlight, wreathed in the autumn mists. 10 Twinkling among the houses a Iiui;ht keeps watch here and there in what may be a sick chaiuber or two. The clock tolls sweetly in the silent air. Here is night and rest. An awful sense of thanks makes the heart swell, and the head bow, as I pass to my room through the sleeping house, and 15 feel as though a hushed blessing were upon it. —Thackeray (1811— 18G3). 1 f-m XXXII.— "Fix Find a Way or I'll Make It." The good smith strikes the iron while it is hot ; but the more skilful smith strikes the iron /lot. The former simply utilizes favorable opportunities ; the latter deprived of such p" I i\ LESSONS IN KTlflLISH. opportunities cleverly resorts to expedients. The most use- ful man to society is he who neither curses bad nor idly prays for good fortune, but who proceeds with a resolute heart and a determined will to vwke his way to success. When the Roman general of old was informed that all possible ways of beating an active and skilful enemy had 10 been- vainly exhausted, he promj)tly replied : " Aiit viam in- veniam autfaciam."^ Disregarding the tactics of his prede- cessors, he studied those of the victorious enemy, and at- tacked him at the point least expected. He "carried the war into Africa" — transferred the scene of danger from 15 Rome to Carthage — forced the conqueror to forgo the fruits of his arduous labors and fight for his nntive country under the walls of its capital. Thus Hannibal, who had scaled the icy Alps, conquered many brave nations, withstood the storms of the Appenines, and overwhelmed four mighty 20 Roman armies, was at length defeated by Scipio, a man in- ferior to him in genius, but his superior in activity, energy, and determination. ** He who would have the fruit must climb the tree." Waiting for the fruit to fall is waste of time. Some more '25 enterprising person may gather it before you. Besides, when it falls it is often worthless — dashed to pieces, worm- eaten, or unpalatably ripe. Thus it is with the business of life. He who would be famous, wealthy, or happy, must labor hard, and his success will be proportionate to the 30 energy he judiciously expends. He must not despair at want of success, no matter how frequently it may occur. Repeated failures serve but to whet the energy of the reso- lute man. Again and again he returns to the struggle, and in the success that finally crowns his efforts he finds the re- 35 ward of his industry and perseverance. — Cornelius Donovan, M.A. (1847—). XXXni. — The St. Lawrence. As you leave Quebec, with its mural-crt)wned and castled rock, and drop down the stately river, presently the snowy fall of Montmorency, far back in its pur[;le hollow, leaps perpetual avalanche into the abyss, and then you are abreast 5 of the beautiful Isle of Orleans, whose low shores with their expanses of farm-land, and their groves of pine and oak, are still as lovely as when the wild grape festooned the 1. " I'll find a way or VU make it. " -— -.a.^awftuu'* ■scAs'i !NTKRMF.t>IATK COlTUSC. 517 primitive forests, and won from old Cartier the name of Isle Bacchus. For two hours farther down the river, either 10 shore is bright and populous with the continuous villages of the habitants, each clustering about its slim-spired chur( h, in its shallow vale by the waiter's edge, or lifted in more eminent picturesqueness upon some gentle height. The banks nowhere lofty or abrupt, are such as in a southern i'** land some majestic river might flow between, wide, slum- brous, open to all the heaven and the long day till the very set of sun. But no starry palm glasses its crest in the clear cold green from these low brinks ; the pale birch, slender and delicately fair, mirrors here the wintry whiteness Oi" its 20 boughs ; and this is the sad^ great river of the awful North. — W.]).Howells{lSn7—). XXXIV. — Winchester. — Literature in Engl.and FORE the Accession of Alfred to the Throne. BE- Another night of ignorance settled upon England. The lights that issued from Jarrow and York became extinguish- ed ir: the ruins of these noble monasteries. The Danes came, and during the greater part of the ninth century u pillaged churches, depopulated cities, outraged monk and nun, and brought in their trail misery and barbarism. Their fury was especially directed against churches and monas- teries. Northumbria became a waste. Learning was buried under the ruins of the monasteries. Men forgot every art 10 of peace. To preserve their lives, hunt in the forest, and fight the Dane, became their sole occupation. They even forgot their Christianity. Contact with their heathen kins- men aroused in them heathen recollection, and they reverted to their old heathen customs and practices. English life 15 went back three centuries. —Jirothfr Azarias, F.S,C.{1S41—). XXXV. — Cartier at the St. Charles. Cartier set forth to visit this greasy potentate, '^ ascended the river St. Charles, by him called the St. Croix, landed, crossed the meadows, climbed the rocks, threaded the forest, and emerged upon a squalid hamlet of bark cabins. When, their curiosity satisfied, he and his party were rowing for the 1. Those who know tho St. Lawrence, must be at a loss to know whj the author applies the adjective sad to this noble river. 2. Douuacona. lit* k h-' ll'Jn'V sr^ !;',! Alt y\ m! 4« 'iW> LESSONS m ENCiUSH. ships, a friendly interruption met them at the mouth of the St. Charles. An old chief harangued them from the bank, men, boys, and children screeched welcome from the meadow, and a troop of hilarious squaws danced knee-deep 10 in the water. The gift of a few strings of beads completed their delight and redoubled their agility; and, from the dis- tance of a mile, their shrill songs of jubilation still reached the ears of the receding Frenchmen. The hamlet of Stadacone, with its king, Donnacona, and 15 its naked lords and princes, was not the metropolis of this forest state, since a town far greater — so the Indians averred — stood by the brink of the river, many days' journey above. It was called Hochelaga, and the great river itself, with a wide reach of adjacent country, had borrowed its name. 20 Thither, with his two young Indians as guides, Cartier re- solvca to go ; but misgivings seized the guides, as the I ime d\,w near, while Donnacona and his tribesmen, jealous of ihe j^ian, set themselves to thwart it. The Breton captain nrned a deaf ear to their dissuasions; whereat, failing to ^ tOuch his reason, they appealed to his fears. —Parkman {1S2S—). - XXXVL— The Hands. For what concerns the hands, they are the servants of the head, they are his weapons and his auxiliaries; without them the action is weak, languishing, and half dead. Tb -ir mo- tions, which are almost infinite, make innumerable expres- 6 sions. Is it not by them that we desire, that we hope, that we promise, that we call towards us, and that we reject ? Besides, they are the instruments of our threats, of our petitions, of the horror which we show for things, and of the praises which we give them. By them \ft fear, we ask ques- 10 tions, we approve, and we refuse, we show our joy and our sadness, our doubts and onr lamentations, our concern- ments of pity, and our admirations. In short, it may be said, that they are the language of the dumb, that they con- tribute not a little to the speaking of the universal tongue 13 common to all the world, which is that of painting. —Dryden (1G81— 1700). XXXVII. — Indian Summer. A weeK or two elapsed, and then succeeded that gentler season which bears among us the name of Indian summer ; INTERMEDIATE COURSE. 519 louth of the Ti the bank, ; from the I knee-deep s completed om the dis- still reached nacona, and polls of this iians averred iirney above, itself, with a id its name. ;, Cartier re- 5, as the I ime in, jealous of eton captain 2at, failing to mn (1823—). ervants of the without them Tb -ir mo- erabie expres- vve hope, that lat we reject ? ireats, of our gs, and of the , we ask ques- ir joy and our our concern- 3rt, it may be hat they con- iversal tongue nting. 31_1700). d that gentler idian summer ; when a light liaze rests upon the morning landscape, and the many-colored woods seemed \vrapi/;d in the thin dra[)ery of 6 a veil ; when the air is mild and calm as that of early June, and at evening the sun goes down amid a warm, voluptuous beauty, that may well outrival the softest tints of Italy. But through all the still and breathless afternoon the leaves have fallen fast in woods, like flakes of snow ; and everything be- tokens that the last melancholy change is at hand. And, in truth, on the morrow the sky is overspread with cold and stormy clouds ; and a raw, piercing wind blows angrily from the north-east. The shivering sentinel quickens his step along the rampart, and the half naked Indian folds his tat- 1 terred blankc'. close around him. The shriveled leaves are blown from the trees, and soon the gusts are whistling and howling amid gray, naked twigs and mossy branches. Here and there, indeed, the beech-tree, as the wind sweeps among its rigid boughs, shakes its pale assemblage of crisp and 20 rustling leaves. The pines and firs, with their rough tops of dark evergreen, bend and wave in the wind ; and the crow caws sullenly, as, struggling against the gusts, he flaps his black wings above the denuded woods. —Parkman (1823— \ XXXVIII. — Lilliputian Tailors and Cooks. It may perhaps divert the curious reader to give some ac- count of my domestics, and my manner of living in this country during a residence of nine months and thirteen days. Having a head mechanically turned, and being like- 5 wise forced by necessity, I had vnade for myself a table and chair convenient enough, out of the largest trees in the royal park. Two hundred seamstresses were employed to make me shirts and linen for my bed and table, all of the strongest and coarsest kind they could get ; which, however, 10 ihey were forced to quilt together in several folds, for the thickest was some degrees finer than lawn. Their linen is usually three inches wide, and three feet make a piece. The seamstresses took my measure as I lay on the ground, one standing at my neck, and another at my knee, with a strong 15 cord exto-nded, that each held by the end, while a third measured the length of the cord with a rule an inch long. Then they measured my right thumb, and desired no more ; for, by a mathematical computation that twice round the thumb is once round the waist, and by the help of my old 20 shirt which I displayed on the ground before them for a pat- -.%^ 620 LESSONS IN ENGIISH. tern, they fitted me exactly. Three hundred tailors were employed in the same manner to make me clothes ; but they had another contrivance for taking my measure. I kneeled down, and they raised a ladder from the ground to my neck ; 25 upon this ladder one of them mounted, and let fall a plumb- line from my collar to the floor, which just answered the length of my coat ; but my waist and arms I answered my- self. When my clothes were finished, which was done in my house (for the largest of theirs would not have been able 30 to )iold them) they looked like the patch-work made by the ladies in England, only mine were all of a color. I had three hundred cooks to dress my victuals, in little convenient huts built about my house, where they and their families lived, and prepared me two dishes apiece, I took up twenty 35 waiters in my hand and placed them on the table ; a hundred more attended below on the ground, some with dishes of meat and some with barrels of wine and other liquors slung on their shoulders, all which the waiters above drew up, as I wanted, in a very ingenious manner by certain 40 cords, as we draw the bucket up a well in Euro[)e. A dish of their meat was a good mouthful, and a barrel of their liquor a reasonable draught. Their mutton yields to ours, but their beef is excellent, I have had a sirloin so large that I have been forced to make three bites of it ; but this is rare. 45 My servants were astonished to see me eat it bones and all, as in our country we do the leg of a lark. Their geese and turkeys I usually ate at a mouthful, and, I confess, they far exceed ours. Of their smaller fowl, I could take up twenty or thirtv at the end of my knife. —Dean Sirijt (1G67—1745). Mtt t4 XXXIX. —A Geyser in Iceland Strokr, or the Churn, you must know, is an unfortunate geyser, v;ith so little .command over his temper and his stomach that you can get a rise out of him whenever you like. All that is necessary is to collect a quantity of sods 5 and throw them down his funnel. As he has no basin to protect him from these liberties, you can approach to the very edge of the pipe, about five feet in diameter, and look down at the boiling water which is perpetually seething at the bottom. In a few minutes the dose of turf )ou have 10 just administered, begins to disagree with him ; he works himself up into an awful passion ; tormented by the qualms INTKRMEDIATE COURSE. 621 tailors were 5 ; but they I kneeled to my neck ; all a plumb- iswered the iswered my- ivas done in ve been able made by the olor. 1 had e convenient heir families ok up twenty the table ; a d, some with ne and other waiters above ner by certain rope. A dish barrel of their yields to ours, i so large that )ut this is rare. Dones and all, heir geese and mfess, they far ake up twenty SG7— 1745). s'D. m unfortunate smper and his L whenever you [uantity of sods as no basin to :)proach to the neter, and look ally seething at turf )ouhave lim ; he works 1 by the qualms of incipient sickness, he groans and h'sses, and boils up, and spits at you with malicious /ehemence, until at last, with a roar of mingled rage and pain, he throws up into the air a column of water forty feet high, which carries with it all the Cj sods that have been tossed in, and scatters them, scalded and half digested, at your feet. So irritated has the poor thing's stomach become by tne discipline that it has under gone that, even long after all foreign matter has been thrown off, it goes on sputtering, until at last nature is exhausted, LO when sobbing and sighing to itself, it sinks back into the bottom of its den. —Lord Duferin (1826—). XL. — The Island of Utopia. The island of Utopia is, in the middle, two hundred miles long, and holds almost at the the same breadth over a great part of it ; but it grows narrower towards both ends. Its figure is not unlike a crescent. Between its horns, the 5 sea comes in eleven miles broad, and spreads itself into a great bay, which is environed with land to the compass of about five hundred miles, and is well secured from winds. In this great bay there is no great curi .nt : the whole coast is, as it were, one continued harbor, which gives all that live 10 on the island great convenience for mutual commerce ; but the entry into the bay, occasioned by rocks on the one hand, and shallowness on the other, is very dangerous. In the middle of it there is one single rock which appears above the water, and may therefore easily be avoided, and on the 15 top of it there is a tower in which a garrison is kept ; *he other rocks lie under water, and are very dangerous. 1 he channel is known only to the natives, so that if any stranger should enter the bay, without one of their pilots, he would run great danger of shipwreck. For even they themselves 20 could not pass it safe, if some marks that are on the coast did not direct their way ; and if these should be but a little shifted, any fleet that might come against them, how great so ever it were, would be certainly lost. On the other side of the island, there are likewise many harbors ; and the coast is so 25 fortified, both by nature and art, that a small number of men can hinder the descent of a great army. But they report (and their remains good marks of it to make it credible) that this was no island at first but a part of the continent. Utopus that conquered it (whose name it still carries, for 30 Abraxa was its first name) brought the rude and uncivilized ! I 522 LESSONS IN ENGI TSH. !iti i inhabitants into such a good government and int) that measure of [)oliteness, that they now far excel all tlr rcbt of mankind ; having soon subdued tnem, he designed to separate them froii the f ontinent, and to bring the sea quite 35 around them. To acconipHsh this, he ordered a deep chan nel to be dug fifteen miles long ; and that the natives mip' • not think he treated them like slaves, he not only forced the inhabitants, but also his own soldiers, to labor in carrying it on. As he set a vast number of men to work, beyoj^l all 40 men's expectations he brought it to a speedy conclusion : and his neighbors, who at ilrst laughed at the folly of the undertaking, no sooner saw it brought to perfection, than they were struck with admiration and terror. There are fifty four cities in the island, all large and well 45 built ; the manners, customs, and laws of which are the same ; and they are ail contrived as near in the same man- ner as the grounds on which they stand will allow. The nearest lie at at least twenty-four miles distance frem one another, and the most remote are noi so far distant, but that jO a man can go on loot in one day from it, to that which lies next it. ■^Sir Thnmis Man (U80— 1585). Note. — The translation is Bishop Burnet's, modernized by Frederick Warner. Xbl. — St. Ann de Beaupre. The principal tilreet of St. Ann's runs along the slope of a hill which, in l^he summer time, is thickly covered with fruit-laden trees. Canadian homesteads of comfort and of plenty line ic on either side. The population consists of 5 some hundred and fifty families, who, experiencing little of " life's long and fitful fever," spin out their days in a primi- tive and rural simplicity which belongs to the golden epoch of la Nouvelle France. The travelf^r fresh from the rest- less bustle of a modern Babylon, seems to find himself sud 10 denly transjiorted to some far-away Utopia of simple con- tent which has slept for centuries an e chanted sle«:ip, and awakes isolated indeed from the Juggernaut of progress The handsome church, sole token of modern enterprise, arises like a new Aladdin's tower from amid the group of 15 quaint, almost medieval dwellings. In the spring and sum- mer time St. Ann's awakes from a lethargy in which it has been plunged during the long winter, and, as the city of some Arabian Nights' tale, is suddenly aglow with life and IMIKUMKniATK COITRSK. 523 inl) that ilr rt'sl of signet! lo e sea quite 5eep chan ives mi['' * forced the carrying it be^ovi*! all ;onrlusion : folly of the action, than •ge and well i(,h are the ; same man- allow. The :c frem one ;ant, but that at which lies ^0— 15:i5). .(1 by Frederick r the slope of covered with )mfort and of 3n consists of ncing little of \ys in a primi- golden epoch from therest- d himself sud of simple con- ted sleep, and of progress, rn enterprise, 1 the group of Dring and sum- n which it has as the city of with life and ouls setting the cold and praying heart- ic of God as the sun animation. Pilgrims of every rank and condition of life fill 20 its street ; matron and maiden, priest and layman, the young and the old, the grave and the gay, come thither, an eager but silent and recollected throng, to the feet of the good St. Ann. Prayers go up, hymns ring out on the stilly evening or at trancjuil morn, and the pilgrims take their •25 homeward way, with a vision of the calm, restful loveliness of nature there in that favored spot to haunt them for many days. They remember Nature at St. Ann's with her dim and night- j)urpled hills amongst which linger the memories of hundreds of years, with her flowing sunlit streams, the 30 waving of trees and grass, the dreamy village life, and above all something indescribable. That something is not, how- ever, of nature, but is beyond ar hove nature — the solemn spectacle of hundreds of be' sneers of an infidel world ai 85 prayers that as surely arise to that gilds their course mounts at morning to the mountain- tops. The chant, and the organ-tone, and the murmur of pilgrim voices fade into a distant memory, but the voyager down that sapjjhire stream, the St. Lawrence, to that hill- 40 showed sanctuary, keeps for a life-time the impression of what he has seen and heard. — Miss Anna T. Sadlier. ■ " XLII. — French-Canadian Literature. The history of American literature, properly so called, dates back not half a century, but it has in that period pro- duced unparalleled results. The question naturally occurs to us, Why Avere a people who owed their inheritance to an 5 ancestry so glorious, a people who churned kinship with, aye, and lineal descent from, one of the most intellectual nations upon the globe, so long in giving expression to their thoughts and sentiments, in immortalizing the great deeds going on about them ? For the early Canadian settlers were 10 actually living out a grand epic which did not want for heroes, martyrs, battles, struggles of all kinds. The cause was in the very existence of these struggles. Let us now consider momentarily the rise and j)rogress of a new province in literature. To us this new province has 15 a special interest, for it is almost wholly Catholic. It may be described as a new and powerful Catholic colony apper- taining to the universal doniain of letters. Its Catholicity ^Itil if; I ii ^, .^J^ IMAGE EVALUATION TEST TARGET (MT-3) 1.0 I.I l^|2£ 125 ^ 13.6 MH ■«o lU 2.0 IL25 IHI 1.4 U£ 1^1 1.6 ^ V2 % ^# ^-^ ^j>* ^ Hiotographic Sciences Corporation ^>^ 23 WKT MAIN STMIT WEBSTH.N.Y. MSM (716) t72.4903 '4^ > /. <> ;\ 524 LESSONS IN ENGLISH. and its pariotism are its two solid bases. Its Catholicity entails absolute purity of morals ; its patriotism a generous 20 and elevating sentiment. In this truly remarkable literature, taken in general, there is scarcely a trace of the Voltairean cynicism which has blighted the productions of some of the finest French intellects of the day. There is an ardent love of country which has no relation to the cold sneers of the 25 modern cynic ; a hopeful and healthy aspiration towards the future which owns no kinship with the morbid ravings of optimists ; and, above all, there is a devotion to principle and an earnest love of truth, both the outcome of this purely Catholic spirit, which augurs well for Canada's intel- 30 lectual, moral, and material future. Any thoughtful mind, in perusing the works which have issued, or are issuing daily, from the French-Canadian press, must be convinced of this. A French author devotes con- siderable attention to the moral and intellectual future of 35 New France. The praise which he bestows upon its litera- ture is thoughtful and well considered. He finds in Cana- dian authors " an artistic instinct, polished form, and purity of taste." He declares that they naturally possess "the sen- timent of the beautiful," but dwells especially upon what he 40 calls the most striking point of all about them. This is, " that always and everywhere in their writings is a breadth of conception and a power of generalizing thought which be- long to the higher sphere of the operations of the human mind." He p-edicts for them "a long youth and a rare 16 vigor in their future development." — Miss Anna T. Sadlier. XLIII. — Intellectual Powers in Painting. Next to sensibility, which is necessary for the perception of facts, come reflection and memory, which are neceessary for the retention of them, and recognition of their resem- blances. For a man may receive impression after impres- 6 sion, and that vividly and with delight, and yet, if he take no care to reason upon those impressions and trace them to their sources, he may remain totally ignorant of the facts that produced them ; nay, may attribute them to facts with which they have no connection, or may coin causes for them 10 that have no existence at all. And the more sensibility and imagination a man possesses, the more likely will he be to fall into error, for then he will see whatever he expects, and ad- INTERMEDIATE COURSE. 525 s Catholicity [1 a generous ble literature, he Voltairean )f some of the in ardent love .sneers of the )n towards the rbid ravings of )n to principle itcome of this Canada's intel- rks which have Canadian press, or devotes con- ectual future of 5 upon its litera- i finds in Cana- form, and purity )ossess "thesen- ily upon what he them. This is, ings is a breadth lought which be- s of the human outh and a rare tna T. Sadlier. Painting. )r the perception ;h are neceessary 1 of their resem- sion after impres- ,d yet, if he take ,nd trace them to ■rant of the facts [hem to facts with U causes for them kre sensibility and [y will he be to fall expects, and ad- mire and judge with his heart, and not with his eyes. How many people are misled, by what has been said and sung of 15 the serenity of Italian skies, to suppose they must be more blue than the skies of the north, and think that they see them so ; whereas, the sky of Italy is far more dull and gray in color than the skies of the north, and is distinguished only by its intense repose of light. And this is confirmed 20 by Benvenuto Cellini, who, I remember, on his first enter- ing France, is especially struck with the clearness of the sky, as contrasted with the mist of Italy. And what is more strange still, when people see in a painting what they sup- pose to have been the source of their impressions, they will 25 affirm it to be truthful, though they feel no such impression resulting from it. Thus, though day after day they may have been impressed by the tone and warmth of an Italian sky, yet not having traced the feeling to its source, and sup- posing themselves impressed by its blueness, they will affirm 30 a blue sky in a painting to be truthful, and reject the most faithful rendering of all the real attributes of Italy as cold or dull. —7?Ms/fm (1819— ) XLIV. — Cranmer. The origin of his greatnes, common enough in the scan- dalous chronicles of courts, seems strangely out of place in a hagiology. Cranmer rose into favor by serving Henry in the disgraceful affair of his first divorce. He promoted the 5 marriage of Ann Boleyn with the king. On a frivolous pretence he pronounced that marriage null and void. On a pretence, if possible, still more frivolous, he dissolved the ties which bound the shameless tyrant to Ann of Cleves. He attached himself to Cromwell while the fortunes of 10 Cromwell flourished. He voted for cutting off Cromwell's head without a trial, when the tide of royal favor turned. He conformed backward and forward as the king changed his mind. He assisted, while Henry lived, in condemning to the flames those who denied the doctrine of transub- 15 stantiation. He found out, as soon as Henry was dead, that the doctrine was false. He was, however, not at a loss for people to burn. The authority of his station and of his grey hairs was employed to overcome the disgust with which an intelligent and virtuous child regarded persecution. In- 20 tolerance is always bad. Put the sanguinary intolerance of ji man who " as waver vd in his creed, excites a loathing to 526 LESSONS IN ENGLISH. which it is difficult to give vent without calling foul names. Equally false to political and to religious obligations, the primate was first the tool of Somerset, and then the tool of 25 Northumberland. When the Protector wished to put his own brother to death, without even the semblance of a trial, he found a ready instrument in Cranmer. In spite of the canon law, which forbade a churchman to take any part in matters of blood, the archbishop signed the warrant for the 30 atrocious sentence. When Somerset had been in his turn destroyed, his destroyer received the support of Cranmer in a wicked attempt to change the course of the succession. —Macaulny (1800—1859). XLV. — Young Cyrus at the Court of Astvages. Astyages, to make his grandson unwilling to return home, made a sumptuous entertainment, in which there was the utmost plenty and profusion of everything that was nice and delicate. All this exquisite cheer and magnificent prepara- 5 tion Cyrus looked upon with great indifference; and observ- ing Astyages to be surprised at his behaviour : " The Per- sians," says he to the king, " instead of going such a round- about way to appease their hunger, have a much shorter to the same end; a little bread and cresses with them answer 10 the purpose." Astyages having allowed Cyrus to dispose of all the meats as he thought fit, the latter immediately distrib- uted them to the king's officers in waiting ; to one, because he taught him to ride ; to another, because he waited well on his grandfather ; and to a third, because he took great 15 care of his mother. Sacas, the king's cup-bearer, was the only person to whom he gave nothing. This officer, besides the post of cup-bearer, had that likewise of introducing those who were to have audience of the king ; and as he could not possibly grant that favor to Cyrus as often as he 20 desired it, he had the misfortune to displease the prince, who took this occasion to show his resentment. Astyages, testifying some concern at the neglect shown to this officer, for whom he had a particular regard, and who deserved it, as he said, on account of the wonderful dexterity with which 25 he served him : " Is that all, papa?" replied Cyrus; "if that be sufficient to merit your favor, you shall see I will quickly obtain it ; for I will take upon me to serve you better than he." Immediately Cyrus is equipped as a cup-bearer, and advancing gracefully with a serious countenance, a napkin gO upoti hi§ §hQul(Jer, ^nd holding th§ cup nicely with three of IMtERMEblAtEi cotrfesfi. r>t>: his fingers, he presented it to the king with a dexterity and grace that charmed both Astyages and Mandane. When he had done, he flung himself upon his grandfather's neck, and kissing him, cried out with great joy : *' O Sacas ! poor to Sacas ! thou art undone ; I shall have thy place." Astyages embraced him with great fondness, and said: " I am mighty well pleased, my dear child ; nobody can serve me with a better grace ; but you have forgotten one essential ceremony, which is that of tasting." And, indeed, the cup-bearer was 40 used to pour some of the liquor into his left hand, and to taste it, before he presented it to the king : " No," replied Cyrus, " it is not through forgetfulness that I omitted that ceremony." — "Why, then," says Astyages, "for what reason did you do it ? " — " Because I apprehended there was 45 poison in the liquor." — " Poison, child ! How could youf think so ? " — " Yes ; poison, papa ; for not long ago, at an entertainment you gave to the lords of your court, after the guests had drunk a little of that liquor, I perceived all their heads were turned, they sung, made a noise, and talked they 60 did not know what : you yourself seemed to have forgotten that you were king, and they,that they were subjects : and when you would have danced, you could not stand upon your legs." — " Why," says Astyages, " have you never seen the same thing happen to your father ?" — " No, never," says E5 Cyrus. — "How is it with him when he drinks?" — "Why, when he has drunk, his thirst is quenched, and that's all." — From Boilings Ancient History. Note.— Wo cannot too much admire the skill of the historian in giving such an excellent lesson' of sobriety in this story; he might have done it in a serious, grave way, and have spoken with the air of a philosopher ; for Xenophon, warrior as he was, was no loss excellent a philosopher than his master, Socrates. But instead of that, he puts the instruction into the mouth of a child, and conceals under the veil of a story, which, in the original, is told with all the wit and agreeableness imaginable.— Bollin. XLVI. — The Proprietor. The person of the proprietor was entirely in character, or, in the cant of connoisseurs, in keepiny with his possessions. His hair was short and sleek, his head round as a bullet, his face plump snd peachy, his eyes meek and sanctimonious, 5 with a little spark of earthly fire (the result of some harm- less and habitual self-indulgence), gleaming unsteadily through the pupils, like the jyata of the Venus Erycina. His legs, shining in black silk, were crossed, so as to expose the calf to the influence of a cheerful coal fire, and a bunch of 10 fine gold seals reposed on an incipient paunch. No collar, starched and impudent, obscured the blushing rotundity of :i'! i I ; I 528 LESSONS IN KNGLISH. ! 1 I: his beardless jaws ; a muslin cravat, of the purest white, alone encircled his short neck, for he had the good taste to sit in full dress to his wine. Thus cushioned on the zephyrs, 15 not in the poetical, but the practical sense of the phrase, sipping his cote rot% and glancing occasionally, while the conversation proceeded, at the columns of a Dublin daily paper, sat Mr. Kirwan Darner, the owner of this mansion, and of the adjoining estate, of Glendearg, in the county ao above intimated. —Gerald Griffin ( 1 803—1 840). XLVIL— Reading. The best rule of reading will be a method from nature, and not a mechanical one of hours and pages. It holds each student to a pursuit of his native aim, instead of a de- sultory miscellany. Let him read what is proper to him, 6 and not waste his memory on a crowd of mediocrities .... Nature is much our friend in this matter. Nature is always clarifying her water and her wine. No filtration can be so perfect. She does the same thing by books as by her gases and plants. There is always a selection in writers, 10 and then a selection from the selection. In the first place, all books that get fairly into the vital air of the world were written by the successful class, by the affirming and advanc- ing class, who utter what tens of thousands feel though they cannot say. There has already been a scrutiny and choice 15 from many hundreds of young pens, before the pamphlet or political chapter which you read in a fugitive journal comes to your eye. All these are young adventurers, who produce their performance to the wise ear of Time, who sits and weighs, and, ten years hence, out of a million of pages re- 20 prints one. Again it is judged, it is winnowed by all the winds of opinion, and what terrific selection has not passed on it before it can be reprinted after twenty years, — and reprinted after a century ! 'Tis, therefore, an economy of time to read old and famed books. Nothing can be pre- 25 served which is not good In contemporaries, it is not easy to distinguish*between notoriety and fame. Be sure, then, to read no mean books. Shun the spawn of the press on the gossip of the hour. Do not read what you shall learn, without asking, in the street and the train 30 The scholar knows that the famed books contain, first and last, the best thoughts and facts If you ^ should transfer the amount of your reading day by day from INTERMEDIATE COURSE. 529 the newspaper to the standard authors — But who dare speak of such a thing ? 35 The three practical rules, then, which I have to offer, are : i. Never read any book which is not a year old. 2. Never read any but famed books. 3. Never read any but what you like ; or, in Shakespeare's phrase, " No profit goes where is no pleasure ta'en : . ObservanceH. -< G. Effects. [1. Every priest can say three MUHHCH. I '2. Law of abstinence HUHpended. (I. AHrtist at the di- 1 n ^^^l „- vine ottlces- 1. Religious, '^j^p^^^^^ ^j^^ i Holy Table. 1. \ i»itof HantaClaufl to children. 2. Mutual visits of friends. ^1. Increased assistance to the poor. 2. lleconciliations. H. Strengthens bonds of friends and love. 4. Excites Christians to practice virtue. 2. Bocial. 2. Natural charms. VII. The Month op Mary. 1. What it means : It is the month of May consecrated by the Church to M. B. V. /I. Brooks, rivers, and lakes set free. 2. Grass in thf fields .... Leaves on the tr jes .... Flowers bud and bloom. 3. Birds return and delight us with their notes. 4. Boating, fishing, fowling, base- V ball, lacrosse, etc. ^1. Altars of M. B. V. adorned. 2. Offices in honor of M. B. V. 3. Becitation of Rosary in com- mon, f 1. Time of special blessings for soul and body. 2. Harvest time for eternity. 3. Religious charms. 4. What month of Mary is for us. Imemorates the bh. story of the ori- fvor during Ad- Lma8.-Day. Hygiene. VIII. Hygiene. ( Definition : That which treats of the means to pre- serve or to restore health. 1. Well-regulated exercise. 2. Favorable to 1 ?- Temperance at table. r ;T^ 4 3. Cleanliness of clothes and body, neaiin. i^ Ventilation and healthy location of houses. 534 HTOltMl. 111 Choice of Companions. Birds' Nebts. 8. DangerouB. ~ 4. (Children. 4 LESSONS ty RNOt.tSH. Hyoiknr. — Continued. /I. Cold drinks and ourrents of air wtien body is heated. 2. Eatinf{ freely between mealn. 8. Budden ohan^^e of temperature. 4. To seek shelter under a tree dur- ing a storm. 1. Should not use dangerous play- things. 2. Should not swim without some one to aid them. 8. Should not eat unripe fruits. 4. Should not keep pins or pens in their mouths. n wiUan a{/.ir ^ ^' CouHult a physlolan. 0. wnensicK. 1 2. Follow his prescriptions exactly. IX. Choice of C-ompanionh. 1. Companions compared to books : powerful for good' or for evil. n T a « _ fl. We adopt their principles. 2. Influence of com- 2. We contract their manners. panions. jg ^^ ^^^^ ^j^^.j. conduct. 3. Earliest friends should be the members of one's own family. (1. Not too much above us in 4. Our companions] social scale. should be. 2. Educated. (3. Virtuous. X. Birds' Nrsts. 1. Definition : The abodes in which birds lay their eggs and hatch. 1. In banks of clay, sand, &o, 2. In holes in walls. 3. On trees. 1. Straws or leaves collected to- gether. 2. Twigs, straws, moss, hair, &o., interwoven and warmly lined. 3. Clay or soft material which hardens by degrees. 1. Open at( top. 2. Open at side when built in walls. 8. Boofed over ai^d open at side. 11. In teaching industry to the weak. 2. In teaching foresight to the careless. 2. Where built. 3. Materials used. 4. Form : Oval-shaped. INTERMEDIATE COURSE. 635 enti of alt t tneals> perftture. r a tree dur- jerouB play- ithout Bome e frulU. jg or pens In ions exactly. rerful (or |?ood' principles. Leir manners, conduct. ^ tnbers of one s I above us in birds lay their lay, sand, &o. ills. Ub collected to- . Is, mosB, hair, Ven and warmly [material which jrees. when built in lud open at side, [industry to the toresight to the Okanh- fatiikh's Clock. Time. The Most Blessbd ViROXN. OltANnFATHBR'M ClOCK. . 1. Why BO called. 2. Description. 1. Height. 2. MatcrialB. 8. Any peculiarities in work> raanBhin. tt n.«..»i» »«i.o;i 1. By Grandfather Why? 8. Greatly prized. ^ g g J ournel vet .... Why ? V 4. Its fate. XII. Time and Its Principal Divisions. 1. Definition of time. 4. How lost. 1. Measure of duration; season; age. — Worcester. 2 — Personal. 2. Divisions : Centuries, years, months, weeks, days, hours, minutes, seconds. 1. A vapor. 2. Passage of a bird through the 8. Compared to. ■{ air ; of a ship through the water. Show points of reaeiti' blance. 1. Doing evil. 2. Doing what is useless, (s. Doing nothing. 6. Importance of (1. In regard to temporal happines, good use. (2. In regard to eternal happiness. XIII. The Most Blessed Virgin. f 1. Birth : M. B. Y. is the daughter of Sts. Joachim and Ann. 1. In her Immaculate Conception. • 2. In her dignity. ,3. In her power. (1. By the Blessed Trinity. 1 2. By the Angels. 1 3. By the Church and \ieip true chil- ( dren. 1. Imitate Tfier virtues. 2. Have recourse to hei' i» all OQr wants. . 8. Propagate the worship to whiQb she i^ entitl^di 2. Greatness. 8. Honored. 4. How we should act. 536 ir i Beab and Cobs. The Farmer AND Harvest Time. LESSONS IN ENGLISH. XIV. A Bear and Her Cubs. 1. Where bears are found : Europe, Asia, North and South America. 2. Principal kinds : Bi:own, Black, Grisly, Polar, Sloth. 1. Length, about four feet. 2. Height, about three feet. 3. Fur, brown and wooly in young ; smooth in old. 3. The common bear. 6. Uses. 4. Food : nearly omnivorous. 1. The skin, for clothing. 2. The flesh, for food. 3. The fat, an ingredient for the hair. 4. The intestines, used instead of glass. 6. Produces from one to three young ones at a birth. 7. Belate a story to show attachment of a bear to her cubs. XV. The Farmer During Harvest Time. 1. What harvest time is. 2. When harvest time commences in Canada. 3. Order followed in gathering the harvest. 4. The aid science and art render to the farmer dur- ing hairest time. 5. What the farmer does after gathering the harvest. 6. The amusements during harvest time. "What joy in dreamy ease to lie amid a field new shorn, And bee all round on sun-lit slopes the piled up stacks of corn I " XVI. The Maple Leaf. The Maple Leaf. / 1. Definition. 2. Description. 1. The leaf of the maple-tree. 2. The national emblem of Canada. 1. Form. 2. Size. [1. In spring. 3. Color, j 2. In summer. (3. In autumn. 3. W^hy chosen as the national emblem ? 4. Why chiefly displayed in public procession ? V 5, By whom chiefly worn : why ? INTERMEDIATE COURSE. 537 iia, North and Srisly, Polar, ur feet, iree feet, vooly in young-, 5thing. >od. , ,. iredient for the used instead of - ones at a birth, mt of a bear to Canada. larvest. io the farmer dur- [ering the harvest. time. , - ,1 lie amid a held It slopes the piled maple-tree. ^ iblem of Canaua. I spring. 1 summer, autumn. Iblem? . procession ( William the gonquerok. Bain. Lions. Benediction. Sbipb. 4. Object of. XVII. William the Conqueror. 1. When born? — Whose son? — Why did he invade England ? 2. Short description of the battle which gave England to William. 11. With the Saxons, • 2. With the Norman barons. 3. With his sons. 1. Domesday -book. 2. The Forest Laws. 3. The Curfew-bell. 5. Death of William. ' XVIII. Bain. 1. What rain is. 2. How formed. 3. Cftuses of rain. 4. Effects of rain. XIX. Lions. 1. Where found. f-i 2. Description. \l { 3. 4. 5. Color. Size. Manr Tail. Claws. 3. What domestic animal of the same class ? 4. Food.. .. habits. 6. Why hunted ? ^ 6. An anecdote of a lion. XX. Benediction of B. Sacrament. 1. At what hour the Benediction takes place. 2. The appearance of the Altar. 3. The Priest and his attendants. 4. By what the Benediction is preceded. 5. By what the Benediction is followed. 6. Happy efiects produced by the Benediction. XXI. Ships. ' 1. What ships are. 2. Materials used in the building of ships. 3. Different kinds of ships. 4. Use of ships. 5. Compare tho naval strength of Canada with th%t o| other countries. 538 LESSONS IN ENGLISH. Jacques CABXftiR. XXII. Jacques Cartieb. 1. His birth. 2. By whom sent to Canad 3. His voyages ... . explorations.... discovery. 4. His sufferings. 5. His character. . . . Compare Gartier with Cham- plain. Little Things. XXIII. Little Things. 1. What is meant by little things. 1. In physical world. 2. In temporal matters. 3. In spiritual affairs. " He who is faithful in that which is little " " He who contemneth small things 2. Importance of. 3. Scripture says: • • • • 4. Resolution to be earnest in little as in great, for — " Little by little all tasks are done ; So are the crowns of the faithful won, So is Heaven in our hearts begun." Duties TOWARDS God. XXIV. Duties towards God, / 1. Benefits received from God. 2. What we owe to our benefactors. 3. How to show our gratitude to God. 4. Necessity of employing our faculties of soul and body for God's glory. ^ 5. Illustrate this necessity by a parable from Scripture. .1 Qnh To-Day. XXV. One To-Day is Worth Two To-Morrows. 1. What portion of time is really ours. 2. What our Lord teaches in the '• Our Father." 3. The evils of delay. 4. How wise men act in regard to to-day. 6. How we should act. " Shun delays they breed remorse. Tftke thy time wjiil<9 time is lent tbee," INTERMEDIATE COURSE. 539 iscovery. with Cham- Letter to a Friend. XXVI. Letter to a Friend. f Heading. Place. Date. Introduction, jl; il*^^^^_ 1. Approach of vacation. ip 2. Effects of hard study on your health. .3. Besolution to give six weeks to country travel, an*l to visit your friend during that time. 4. Length of time you intend to stay with your friend. 5. Benefits you expect to derive from your visit to him. Complimentary closing. in that which I small things in great, for — won, Tbavelino. xxvn. Traveling. 1. What is meant by traveling ? 1. Health. 2. Discovery. 2. Objects. .|3. Knowledge. 4. Cultivation of mind. . . . formation of character. 3. Preparations for traveling. V 4. Habits necessary to travel to advantage. lies of soul and from Scripture. Early BiSINO. xxvin. Early Bisino. ( 1. What is early rising ? 2. The benefits of early rising. 3. Contrast benefits of early rising with evil effects of sloth. 4. Show that great men have been early risers. V5. Give quotations. vs. 8. ur Father.' day. 86. >»t tUee," Railroads. /I. 2. 3. 4. 6. V6. XXIX. Railroads. When and where first constructed ? When and by whom was the first railway con- structed in Canada ? in the United States ? What country possesses the greatest extent of railroads ? Benefits of railroads. Accidents. The Pacific Railroad. ' Hi "• -■ 540 LESSONS IN ENGLISH. Angel Guardian. Steamboats. ^ XXX. Steamboats. / 1. When, where, and by whom was first steamboat ' built? 2. Say what you know of the first steamboat built in ' Canada ? 3. Improvements in steam navigation since first steamboat was built. 4. The principal lines of ocean steamers. . . .principal line of inland navigation in Canada. V 5. Benefits of steamboats. XXXI. Angel Guardian. / 1. What angels are. . . . their existence proved. 2. What is meant by Guardian Aiujeh ? 3. Services rendered us by our Guardian Angels. . . . examples. (1. Bespect. i 4. Duties to Angel Guardian. 2. Gratitude. 3. Love. 4. Obedience. Sunrise. XXXII. Sunrise. 1. When and where witnessed? 2. Objects remote and near. (1. Kind of light. 3. Shortly before 1 2. Appearance of sky and clouds. sunrise. 1 3. Animate objects. (4. Inanimate objects. 4. Appearance of the sun when first seen. 5. Effects of the sun's rays upon the different objects seen. 6. Length of time gazing at sunrise.... feelings awakened. Sunset. XXXIII. Sunset. 1. When and where witnessed. 2. Objects remote and near. 3. Effects produced by the rays of the setting sun. 4. By what followed. 5. Feelings awakened. n INTERMEDIATE COURSE. 541 jt steamboat iboat built in 1 since first principal ce proved, ian Angels. • •• BCt. itnde. ience. Memory. Industry. Friendship. 4 XXXIV. Memory. 1. Definition. 2. Importance : to lawyers. . . . teachers. . . . priests, business men .... to others. B. Instances of great memory. ♦ 4. How to strengthen the memory. XXXV. Friendship. 1. Definition. (1. Man is social. 2. A necessity because \ 2. Man is weak. ( 3. Knows but little. 3. Common to all walks of life. 4. Distinguish between true and false friendship. 5. How to choose a friend. XXXVI. Industry. 1. Definition. o Tyj ., f /!• Crod commands it. J. JNecessity ot. ^^ Competition in all walks of life. 3. Models of industry. 4. Goods effects of industry. ^ 5. How to become industrious. jky and clouds, ts. lets. aeen. , . , different objects liBe. feelings le setting sun. The Art of PliKASlNO. BURAL Happiness. XXXVII. The Art of Pleasino. ' 1. Our desire to please. 2. Advantages derived from pleasing. 3. The persons we should first strive to please. 4. What we must do in order to please. , 6. What must be avoided in striving to please. XXXVIII. . Bural Happiness 1. Can true happiness be found on this earth ? 2. Sources of bodily hap- L; Animate nature. pmess in the country. |3_ i^^^j^^^e nature. '1. Nature elevates the soul to God. The soul converses more freely with God. 3. Less exposure to offend God than in cities. Can happiness be found to a greater extent in the country than in the city ? Give reasons. Spiritual happiness in the country. ~r _■ 542 The St. Lawue^ce. 2. Describe: Persever- ance. LESSONS IN EGNLISH. XXXIX. A Sail down the St. Lawkence. / 1. Starting : From what place ?. . . . On what steamer ? (1. Some of your fellow passengers. 2. Islands met with. 3. Scenery along the banks. 4. A sunrise or a sunset. 3. Belate some humorous incidents of the trip. 4. When did you arrive at your destination, and in what dispositions ? XL. Perseverance. f 1. Definition. 2. Promises made by Scripture. 11. For students. 3. What perseverance 1 2. For business men. does. J ? For men of genius. (4. For the Christian. 4. Good done for society : Bailroads, steamboats, en- gines of all kinds, electric telegraph, electric light, electric railway. . . . 5. Great men who were remarkable for perseverance, and what they gained by it. V. 6. What must be done to acquire this virtue ? " He who perseveres to the end shall be saved." OUTLINES ON MISCELLANEOUS SUB- JECTS. I. Duties Towards One's Parents. i Duties Towards Parents. 1. During youth. il. Love. 2. Obedience. 3. Bespect. 4. Assistance if necessary. /I. Love : the way to manifest it. 2. Deference to their advice in the things in which obedi- ence is not of obligation. 3. Bespect : the way to manifest it. 4. Assistance in old age or in misfortune. 3. Even when parents have failed in their duties, children should not neglect them. 2. When grown up.- INTERMEDIATE COURSfi. 543 tat steamer? isengers. 3. e trip, ition, and in men. enius. stian. leamboats, en- 1, electric light, r perseverance, virtue? ,11 be saved. S SUB- pecessary . [y to manifest it. 1 their advice in In which obedi- If obligation, [way to manifest old age or in lin their duties. Your Com- pany Be VEALS Your Character. II. •• TELii Me Your Company, and I'll Tell You What You Are." 1. The wicked know one another and keep company. 2. The good frequent the good. 3. A young person who is good and wishes to remain BO, does not frequent bad company. 4. When a young man allows himself to be dragged into bad company, he imitates his companions. 6. A bad orange taints the oraYiges in contact with it. III. Charity op the First Christians — How it was Manifested. / 1. The first Christians sometimes took their repasts together. 2. Many of them sold their property, and brought the money to the apostles for the relief of the poor. 3. They loved one another, rendered service to one another, avoided calumny, slander, backbiting, and everything that could pain their neighbor. 4. The pagans in admiration used to exclaim : " See how they love one another I " IV. The Honest Man. 1. The honest man |1. In his property, does not injure \ 2. In his business, his neighbor. (3. He enriches him- (1. self only by le- -j 2. gitimate means. ( 3. Chahty of THE FiRT Christians. The Honest Man. 2. In his reputation. Honesty in business. No Quackery. No dishonorable competition. Vacation. \ 3. He is courteous towards all. V. Employment op Time durinq Vacation. 1. Work with parents: kind of work. 2. Continue to study : say what studies preferred. 3. Take suitable recreation : slate what kind suits your taste best. 4. Dangers resulting from not employing one's time well during vacation. VI. Reasons why Domestic Animals should not be Treated Badly. Domestic Ani- mals should not be Treat- ed Badly. { 1. They render us important services. 2. They do not become better by bad treatment — quite the contrary. 3. Acts of brutality make them violent towards men. 4. Cruelty to animals supposes a soul void of delicacy of sentiment. h 644 LESSONS IN ENGLISH. Letter to a Fellow Student. A Poor Fami- ly Helped. VII. Letter to Fellow Student. ' 1. Henry had to leai^e college for a time on account of his father's illness. — He tells his companion how his father is. 2. How he attends to the business in his father's J place.... "^ 3. He regrets that he had to give up his studies ; but filial duty required that he should do so. Now he is so busy he cannot find time to open a book. 4. He will study more assiduously on his return to try to make up for lost time VIII. jAMsa Has Helped a Poor Family. '' 1. His parents gave him money to go to the Exhi- bition. 2. He is ready to go. 3. He learns that the father of a poor family is the victim of an accident. He cannot work. His children are in need. 4. This man formerly worked for James's father. 6. He left his employ, and sought in every way he could to injure James's father. 6. James asks permission to help the family with the money he intended to spend at the Exhibition : permission is granted. 7. The family is helped, and James feels better than if he had visited the Exhibition. IX. Union Makes Strength. Union Makes Strength, -i 1. This is noticed in the physical order. 1 . A strong cable is made of threads easily broken. 2. A number of workmen raise loads that one could not move. 2. In business, companies do what isolated individuals would not dare attempt. (1. The elections are good. 2. No riots. 3. Outside enemies are not feared. 1. Peace reignq at the family fireside. 2. A good reputation is H enjoyed. 3. Business prospers. 4. Trials are borne coura- geously. 4. In the family, union begets happiness. INTERMEDIATE COURSE. 545 e on account a companion , hi8 father's I studies ; but I do so. Now ) open a book, his return to ) to the Exhi- family is ttie ot work. His ,es's father. I every way he family with the the Exhibition : eels better than » cable is made of is easily broken. ber of workmen loads that one not move, iated individuals jctions are good. ;s. . e enemies are not d. , reigns at tne y fireside » d reputation is ed. (88 prospers. are borne coura- »iy- A Public Market. Neosssitt of Labor. Construc- tion OF Houses. •< X. A Public Market. / 1. Description of the Market Square. 2. Suppose you visit it in the evening. o T i x J (1. Their singing. A. Intoxicated men appear, jg Their blustering. 4. The bad impiessions received. 6. The buying and selling. {J; ^^J'^^JSI;. XI. Necessity of Labor. [1. To preserve his fortune. 1. For the rich man : -^ 2. To make himself useful. (3. To avoid bad habits. 1. He should also render him- self useful, and fly vice. 2. He should procure the means of existence. 3. For all men : The law of labor is imposed upon all men : " Thou shalt earn thy bread in the sweat of thy brow." XIL Construction op Houses. y^l. Stone-cutters: impliments, their work. 2. Brick-makers. . . . 3. Masons, bricklayers. < 4. Carpenters. 5. Plasterers. 6. Slaters, tinsmiths, plumbers. 7. Locksmiths. ^8. Painters. ^ 2. Show how one class of tradesmen helps an other. 2. For the poor man : Workmen em- ployed. XIII. Advantages of the Railww and the Electric Telegraph. / Railways AND Telegraphs. { 1. Facilitate traveling. 2. Merchandise can be transferred more speedily and at cheap rates. 3. Encourage traveling, and hence advance commerce. 4. Electric railway. 1. News of general interest spread spread immediately. 2. Facility for business and social correspondence. ^ 3. Compare with the slowness of former times. 1. Railways. 2. Telegraphs. ^ i G46 LESSONS IN KNGI.ISH. An Exhibition. XIV, An Kxiiirition. / 1. Tho grounds. 2. The buildings. 8. Diveru branches of industry most interesting. 4. Industry ia continually advancing. 6. Animals. i 6. The good effects of exhibitions. Which found ' 1. Spring. Thb Sbasons. . COUNTRT Life. 2. Summer. 3. Autumn. - 4. Winter. A Quack. •- XV. The Seasons. 1. Maple sugar, verdure, flowers. • 2. Sowing of seed. 3. All nature assumes new life. 1. Hay-making. ■ 2. Harvest. 3. Heat: bathing. 1. Fruit : vintage in some oountries. 2. Sowing of fall wheat. 3. Falling of the leaves, 4. In some places, fogs. 1. Bain, frodt, snow. 2. Selling of the farm products 3. Long evenings by the family fire< side : reading stories. 5. Utility of the four seasons : which you prefer, why? XVI. Happiness of Country Life. 1. Description of a country homestead and of the attached. 3. The pure air, the calm life, the happiness of being away from the bustle of city life. XVII. A Quack. /I Describe |1- His wagon. 1. uescriDb. 1 2. His costume, Ac. 1 1. To sell a sure-cure cheap. 2. To cure all diseases. 3. Beport some of his so-called cures. 3. Excitement of some credulous people. V 4. Effect of the cheap medicine. State what he intends to do. INTERMEDIATE COURSE. 547 Which found Thk Wheat Harvkht. XVIII. TlIK WlIKAT IIaEVKRT. 1. A ^rotip of reapers in a wheat field : their coRtume, their inipleiueiilH tue a man with a hurse and H reaper). 2. A glance at tlie field before it i» touched with the HJokle. 8. The sheavcH, the stacks, carting to the barn. 4. Aspect of the field after the harvest. flowers. BW life* ne countries. roduots he family fire- ch you prefer, lead and of the >pine88 of being l-cure cheap. Iseases* I of his so-called )le. Adventuues or A Tbuant. 2. He goes bird- hunting. XIX. Adventuiikh of a Truant. Arthur wastes (1. He does not study. hiH time. (2. He does not listen to the lessons. 1. He clambers over a hedge. 2. He is seen and taken prisoner by the guard. 2. He is not sent to jail : the pro- prietor kindly sends him to his parents. 8. Arthur's eyes are opened. In case he does so again, he may be brought before the public magis- trate and perhaps sent to jail, and cause dishonor to himself and his parents. 4. Arthur resolves never to play the truant again. XX. Write to your brother Thomas to thank him for a geography ne lent you. George asks his friend Henry to return a geography, which he (George) had annotated, and which he had lent to Henry. Answer one of your companions who asks you how you study geography, and why you pay so much attention to the subject. Note.— These three subjects are analogous, and the same plan may be followed for each. The form may differ somewhat, but the basis is the same. XXI. The Study of Geography. Geography. 1. Necessity. 1. From commercial stand-point. 2. From military stand-point. 3. To understand history and make it more interesting. ] . Study of maps and the ex- planations of the geogra- phy. 2. How it is learned. •/ 2. Map-drawing. 3. Study of the agricultural and industrial, produo* \ tions of each region. "'■ t 548 An ezaminatiok. 1. Object. LKS«0N8 IN KNnMHIl, XXII. Examination ron a Bciiool Dtpi-oma. 1. To toot tho kiiowliul^o of the HtudetitH. • 2. To excite eniulution in eUucatioual in- ( stitutionH. 2. Pro^'' n : enmnerate tho RubjectH. yl. Ardor for nturty red«.iibled. 2. Careful review '>f all thu Hub jeots. .3. Many of the f^xplanatictps were better understood. 4. More attention than ever was given to the compoHition of the examination papers. 8. Preparation. Note.— ThiB oomponitloji *nay riBHiime tlie form of a lottor to a friend. XXIII. Economy. 1. Nccessit7 of Saving;. — Explain the work that has to be done be- fore a loaf of bread ia placed on the table. 2. The divers transfurmatiuns the mineral undergoes to be suitable for the making of edged tools : picks, plows, axes, knives, Ac. 3. Transformations that wool undergoes before it is in a state to be made into garments. 4. Analagoufl questions relative to cotton. hemp, silk. skins of animals, glass and porcelain, rags, and the manufactureof paper, the material used for local fi, 6. 7. 8. 9. 10. industries. XXIV. Sketch of a Book I Read. State in a letter to a friend the number of books you read during the year, and the name of each. Tell which one you like best. Give a synopsis if it. Note.— To give a Bynopsia of a book is to tell the Bubject, the personaRen. if it be a narrative, their character, &c. Give the principal divisions of the work. The conclusion should state the fruit derived fr<.>m reading it. ' 1. Say what hooks you read. 2. Tell which uiie i)lea8ed you most. ^A*BooK°' 1 ^ Reasons f^^onr prefer- \2. Personages. ' ence \r «e analysis 8. Leading divisions. of the U>ok. \'i- Beautiful quotations. 5. Conclusion. INTKRMKDIATE COtJRSE. ^49 XXV. Lbttrh to a Tkaciiku rnou a Foiimrh Stuuknt. Tjkttrr to a Teacher. 1. the The attention Kivonfl' Jf*M to him by ♦»-'^' ^'*<"- Teaoher. ReHults of the Teaoher'B at tention. 1. Teaching, ence. 1B. Good advice.— Bewartla. — ( Ueproofs. 1. A certain amount of knowled^o 2. He knows and fultllH the dutien of a good Christian citizen. 8. lie has a taste for study, and continues it as well as he can. 4. He requests advice as to method to be followed. has to be done be- XXVI. GOVEBNMHNT. — OrOANI/ATION OF ChCRCH AND StATR. 1. Explain the organization and administration of the country (Constitution). 2. Explain the organization and administration of the state or province in which you live. 8. Explain the organization and administration of the county, town- ship, town, city in which you live. 4. Explain the judicial organization of the country. 5. " ** ** '* state or province. 6. •• " " " county 7. " law relative to taxeH, custom-house duties. Show necessity. 8. Explain the military organization of the country. Show the necessity. 9. Explain the educational system of the country, province, or state. Show the necessity of education. 10. Explain the religious organization : ecclesiastical provinces, arch- dioceses, dioceses, parishes. . . . Show the necessity of religion. 11. Explain the respect due to ecclesiastics, and to the dignatories of the country. 12. Explain the necessity of observing the laws. Show that all au- thority comes from God. ect, the personaRes. if uipal divisions of tne om reading it. SUBJECTS FOR LETTERS. Note.— Never write a letter or any other composition without thinking in advance of the matter you intend to put into it. Be sure to make an outline ill proper order. For other Hubjects, see Elementary Course. 1. Write a note to a friend inviting him to spend an evening with you. 2. Write an ijivitation to I\Tr. and Mrs. O'Connor to tea on Tuesday evening. 3. Write a note accepting an invitation to dinner. 550 LESSONS IN ENGLISH. 'Ill 4. Write an answer to an invitation to an evening party, declining. Give your reasons. 5. Write a dispatch to Messrs. D. & J. Sadlier, 1669 Notre Dame Street, Montreal, requesting them to send you " Spalding's History of the Reformation." (Be sure not to have more than ten words in the body of the dispatch.) 6. Write a letter to a friend from some country-seat you are visiting (real or imaginary). Describe the natural scenery of the place. 7. Write a letter to a frend giving an account of the exercises at a literary and musical entertainment that has taken place in your school. 8. Write a letter to a former school-mate, telling the changes that have taken place since his or her departure. 9. Write a letter of counsel to a companion who is commencing to frequent bad company. 10. Write an answer to the above, expressing thanks for good ad- vice, and promising to do better. 11. Write a letter to your parents, thanking them for some recent testimonial of their paternal goodness to you. 12. Write a letter to your sister, invitin« her to pay you a visit dur- ing the Christmas holidays. Miscellaneous Subjects. I. 1. Farewell, Vacation, — Country, — School, — College, etc. 2. " of the Missionary, — the Exile, — the Convict, etc. 3. About an Ear of Corn, — a Sack of Wool, — a Cherry, etc. 'of being Big, — Small, — Rich, — Learned, — Poor, Blind, — Mute, — Deaf, etc. of a City, — tho Country, — Railways, — a Certain Season, etc. Disadvantages. I of an Industry, — Commerce, — Agriculture, — \^ Economy. 6. Before and After. 4. Advantages and a Storm, — the Chase, — Fishing, — Harvest, — ^Vin- tage, — an Earthquake, — a Flood, etc. 6. What I like,— I Fear,— I Wish. 7. The School,— The Town Clock,— the Church,— the City Hall, etc. 8. Against Tobacco, — Drunkenness. — Forbidden Plays, etc. 9. Departure of the Soldier, — the Sailor, — the Swallows, — ^the Pil- grims, etc. 10. Description of a Store, — a Garden, — a Pleasant Site, etc. /^Paternal \ Maternal during an Inundation, — a Fire, — a Filial Shipwreck, — an Epidemic, — a Sacerdotal Riot, — a Battle, etc. \ Patriotic j 12. Dialogue betv^een a Cent and a Gold Dollar, — an Oak and a Reed, — a Horse and an Ox, — a Truant and a Butterfly, — the Statues of Two Great Men, — Two or More Inhabitants of Dif- ferent Countries, — Two or more Mer Different Trades, etc. 11. Devotedness INTERiMEDIATE COURSE. 551 party, declining. 669 Notre Dame iding'B History of I ten words in the it you are visiting »f the place, ihe exercises at a en place in your the changes that » is commencing to lanks for gDod ad- m for some recent ay you a visit dur- liege, etc. J Convict, etc. Sherry, etc. [i,— Learned,— Poor, ;ailways,-a Certain 2e, — Agriculture, — Ig, — Harvest,— Vin- Flood, etc. I— the City Hall, etc. 1 Plays, etc. Swallows,— the PU- Lnt Site, etc. Idation,— a Fire.— a L an Epidemic, — a Itle, etc. lllar,-an Oak and a Ind a Butterfly,-the Te Inhabitants of Dit- [ifferent Trades, etc. 13. The Altar Boy,— The Sodality of the Angels,— The Children of Mary, — May Queen, etc. 14. Christian Festivals, — Family Festivals, — School Festivals, — A Civic Holiday, etc. History (related by itself) of a Tree, — a Hat, — a Pin, — a Cent, — an Organ,— a Piano, — a Desk, — a Slate, etc. The Man or the Woman, the Happiest,— the Most Wretched, — the Wisest, — th i Most Courageous, — the Richest, etc. Lessons of the Bee, — the Ant, — ^^the Swallow, — Flowers, etc. Parallel between Two Months, — Persons, — Studies, — Epochs, — Characters, — Virtues, — Sorts of Birds, etc. Picture of the Miser,— the Sluggard, — Dolt, — Weather-Cock, etc. Why I Prefer such a Month,— a State of Life, — a River, — a People, — a City, — a Flower, — an Animal, — a Study, — a Country, etc. Reflections in a Church, — in the Country,— in a Cemetery,— over Ruins, — over a Tomb, — before a Statue, etc. A Dream, Enchanting, — Frightful,— Prophetic, etc. Services Rendered by the Ox, — the Cow, — the Horse, — the Sheep, — the Hog, — the Bee, etc. Services Rendered by Post-offices, — Artesian Wells, — Gas, — Printing, etc. If I were Rich, — Poor, — Learned, — a King, — a Poet, — a Painter, — an Architect, — a Musician, — a Swallow, etc. Utility of a certain Industry,— an Invention,— Navigation, — Com- merce, — a Savings Bank, — a Library, — a Reading Room, etc. A Walk around the Church, — the Class-Room, — a Museum, — a Hall, — an Office, etc, 27. Adventures of a Butterfly, ~a Hare,— a Dog, etc. 15. 16. 17. 18. 19. 20. 21. 22. 23. 23. 24. 25. 26. n. 1. Motives to Study. 20. 2. Duties of Pupils to Teachers. 21. 3. The Pleasure of Receiving 22 Letters. 23. 4. Habits of Neatness. 24. 6. Habits of Economy. 25. 6. Habits of Order. 26. 7. Duties of School-Mates. 8. Respect to Superiors. 27. 9. Rome was not Built in a Day. 28. 10. Sketch of Washington. 29. 11. Habits of Courtesy. 12. No Place Like Home. 30. 13. Religion Tends to Make One 31. Cheerful. 32. 14. linportance of Governing 33. One's Temper. 34. 15. The Injurious Inflence of In- 35. dulging in Slang. 36. 16. Sketch of Sir Thomas More. 37. 17. Curiosity. 18. Sketch of Daniel O'Connell. 38. 19. Bad Effects of Ridicule. Good Effects of Ridicule. Health. The Rainbow. The Seasons. The Uses of Ice. The Good Old Times. Methods of Improving the Memory. The Month of June. The Market. Description of a Country Church. Gratitude. The Education of the Dog. Arithmetic. History, The Misfortunes of a Truant. Honesty. The Study of Geography. The Government of Our Coun- try. Description of Our Native State or Province. ij] 552 INTERMEDIATE COURSE. Description of a Large City. A Sketch of a Book I Bead. The Books I Should Bead. The Harvest-Moon. Farming. The Qualities of a Good House. 45. The Electric Telegraph. 46. The Telephone. Post Offices. A Drive in a Stage Coach. A Visit to Mexico. A Visit to Ireland. Good-By to my Skates. Christian Festivals. 39. 40. 41. 42. 43. 44. 47. 48. 49. 60. 51. 52. 53. All Saints-Day. 54. Easter. 55. The Blessed Eucharist. 56. First Communion. 57. Last Sunday's Sermon. 58. An Ordination. 59. The Consecration of a Bishop. 60. The Beception of a Nun. 61. The Consecration of a Church. 62. The Blessing of a Bell. 63. The Procession of the Bless ed Sacrament. 64. Death. 65. My Patron Saint. 66. Heaven. NoTB.— For other subjects ee EiiSMENTABY Coubse. '^'^^^i^^it?^'^ ay. Eucharist. union. r's Sermon. on. . ationofaBisnop. on of a Nun. ationofaChurch. g of a Bell. jion of the Bless tent. Saint. Synoptical Tableaux. Sketches, outlines, or synopses are exercises in which the suh- stance of readings, discourses, or lessons are given in a few words. Sometimes the term Analysis is applied to such operations. The most lucid form of an outline is that of a synoptical tableau. A sufficient number of examples has been given in this coarse to illustrate the mechanism and utility of this work. This procedure may be applied to every subject of the school cur- riculum. By this means the pupils can trace out on their copies what they have studied or what they have heard. Synoptical Tableaux of several school subjects are here given, that tlie utility of this procedure may be more clearly seen. See Introduction, p. xxxii. I. — Religious Instruction. — The Blessed Eucharist. HI o p w a H T. •T. -♦3 a ID S (A u a < Its nature : Definition. Real nrespncfl • nroofa i ^- Words of Jesus Christ. J:4eal presence , prools. ^g. Teaching of the Church. 1. Increases the life of grace. 2. Unites us to Jesus Christ. 3. Weakens concupiscence. 4. It is a guarantee of life eternal and of a ^ glorious resurrection. n. 2. 3. Its effects. 1. Of the soul. 4. Dispositions.H 1. State of grace. 2. Sufficient instruction in the truths of faith. 3. Sentiments of devotion. 1 1. Fasting from midnight. 2. Of the body. \ 2. A modest exterior ; neat- ( ness. 16. rkui •« ir- A •, -4. ( 1- Once a year, at Easter. Obligation to receive it. | ^ j^ ^^^^^^ ^^ ^^^^^ Recommendation : to receive it often. ••a cc 1. Nature of the Sacrifice : Definition. 2. To whom offered : to God alone. .J T-- 1 (1. For the living. 3. For whom. jg. For the dead 11. To adore God. A i\Tu £c 1 2' To thank Him. 4. Why offered. ^ ^,^ ^^^ ^^^^^^^ ^^^ ^^^ ^j^^^ 4. To ask Him for grace. [ 1. To unite ourselves with the intentions 5. How to assist at i of Jesus Christ and the Priest. Mass. 1 2. Follow attentively the different parts ( of the Sacrifice. 554 LESSONS IN ENGLISH. II. — The Third Commandment of God. O O H H 00 eg a 2 1. Object of the first three precepts. » 09 s I? o p TJ K s ^ H S By the first, the homage of the heart is offered to God. By the second, the homage of the tongue is offered to God. By the third, the homage of works is offered to God. 2. Of the seven days of the week, (1. The glory of God. six are for man ; one for God. •] 2. The advantage of man. The triple end. (3. The good of society. 3. The day consecrated to f 1. Under the old law. Why ? God. 1 2. Under the new law. Why ? (1. A NATURAL precept. 2. A DIVINE precept. 3. An ECCLESU8TICAL prcccpt. 1. Servile. 4. The sanct'fication of the Sunday. / H 1. Three kinds of works. ■ 2. Professional. (3. Mixed. /I. Those that are incompatible with ! pious works. 2. Servile works that j 2. Those that prevent man from are forbidden. 1 working out his salvation. 3. Those that would withdraw soci- ety from the dominion of God. ^3. Whenas work done on Sunday a grave sin ? / " [1. Integrally. 1. Of precept: to hear Mass. j 2. Attention. (3. Intention. Note. — Causes that dispense from hearing Mass. r 1. To hear the parish Mass. 2. Of counsel. \ 2. To assist at the other offices. ( 3. To perform some other exercises of piety. fl. When public necessity requires it. 3. When required by piety. 3. For personal necessities. (4. For the necessities of our neighbor. 2. Custom authorizes work, f To millers, haberdashers, if necessary : ] butchers, bakers. 3. Are the following per- f 1. Court-house sessions ? mitted : ( 2. Large sales ? Practice. — Remember the words : " Any one that shall do any work on this day, shall die." — Exodus xxxi. 16. > « V 93 > ID s u «5 1. Work is author- ized. INTERMEDIATE COURSE. 655 III. — Sacred History. — First Epoch. H O s S H 1. Creation. 1. Inanimate creatures. 2. Animate creatures. 6th 2. Disobedience. 3. Children of Adam. 3. Descendents. ilst day: light. 2nd " firmament. 3rd •' plants. 4th " stars. '5th *' birds and fishes, (lower animals. \ Man. (1. Adam and Eve in the Terrestrial Paradise. 2. They receive a command. 3. The serpent tempts Eve. who yields and seduces Adam. 4. They are expelled. — Promise of a Redeemer. 1. Cain cultivates the soil. — His sacrifice not agreeable to God. — Father of the children of men. 2. Abel is a shepherd. — His sacrifice agree- able to God. — Slain by his brother. 3. Seth father of the children of God. 1. Patriarchs, Children of God : Enos, Canian, Malaleel, Jared, Enoch, Mathusala, Lamech, Noe. 2. Children of men corrupt. 3. The children of God and the children of men in- termarry. — General corruption : the Deluge. IV. — Grammar. — The Noun. 1. Etymology. 8; o 2. Syntax, 2. Modifications. 1 r\ac,aaa (!■ Common. ) fl. Compound. 1. Classes. 1 2 proper. / (2. Collective. 1 1. Masculine. - 2. Feminine. (3. Neuter. (1. Singular. \2. Plural. ( First, Second, \ Third. ( 1. Root. 3. Formation. -, 2. Prefix. ('6. Suflfix. 1. Gender. "1 2. Number. 3. Person. 1. Cases. 1 XT • i.' ^^' Position. 1. Nominative. -0*1 1 * (2. Absolute, 2. Apposition. [1. Position. 3. Possessive. -; 2. Form. (3. Government. •i. Objective : Position. (1. Verbs. 2. Governed by \ 2. Participles. (3. Prepositions, 556 LESSONS IN ENGLISH. v.— Roman History.— The Kings (753-509, A.C.). 'iiik 00 O si S O U 4^ O 03 g 03 *^ e fl fl ^•s, I o ' i: Romulus. (753-715). 2. NumaPompilius. (714-672). 3. TulluB Hostilius. (672-640). 4. Ancus Martius. (640-616). Foundation of the City of Rome. , Divers Institutions. . War of the Sabines. Tragic death of Romulus. Short interregnum. Introduction into Rome of the Etruscan worship. Encouragement given to the arts. Institution of the Vestals. War against the Albans. Combat of the Horatii aiid Curiatii. Death of the Curiatii and of the Horatii — sister of Horatius. Complete destruction of the Al- bans. The capture of four cities of Latlum. Foundation of the City and Port of Ostia. Construction of the first fortifi- cations. /I 43 ■•-' ^^ rS « o o J a OS© M 5. Tarquin the Elder. (616-578). V3 6. Servius Tullius. (578-534). Tarquin the Proud. (534-509). His elevation to the throne to the prejudice of the children of Ancus Martius. Construction of the Capitol, and of numerous aqueducts ; institution of the annual games of the circus. His dea'ii. 1. Servius profits by Tarquin's death to iseize the throne, 2. War against the Etrurians. 3. Institution of classes, centu- ries,' census. 4. Murder of Servius by Tarquin, his son-in-law. Great victories ; — splendid edi- fices. Death of Lucretia ; — Valerius and Brutus. 3. Fall of Tarquin ; — end of regal power in Rome. 1 2 1. OBtMrjr.—" A division of a Roman people for the purpose of electing ynogistrates and enacting laws, the people voting by centuries,"— Wkbstbb, INTERMKDIATE COUKSK. 557 jucretia ;— Valerius lo purpose of electing turiea."— WeB8'i^B»« fa o O H 01 1. French Rule. (1534-1763). 1. Viceroyalty. (1534-1627). < 2. English Rule, (17(53 ). u ■< N H o « iM H A H O o n H VI. — History of Canada. 1 1. Discovery by Gartier, 1534. 2. Foundation of Port Boyal, 1605. (3. Foundation of Quebec, 1608. 2. Hundred Associates, ) Foundation of 1627-1663. I Montreal, 1642. 3. Royal Government, 1663-1763. Great men : Cartier, Ghamplain, Frontenac, Bishop Laval, Montcalm. 1. Treaty of Paris, Cession to England, 1763. 2. Quebec Act, 1774. 3. Constitutional Act, 1791. 4. Three Years' War, 1812-14. 5. Rebellion, 1837-38. 6. Union, 1840— Initiated in 1841. 7. Confederation, 1867. Great men : Wolfe, Papineau, McKenzie, Elgin, Dufferin. VII. — History of Canada. — Administration of the Count de Frontenac in Canada. 1. His arrival in Canada. [1. Construction of Fort Cataraqui. 2. Progress of Coloni- 2. Discovery of the Mississippi, zation. 1 3. The expeditions of La Salle. (4. The Episcopal See of Quebec, /the Governor of Montreal. I the Abbe de Fenelon. the Procurator General. the Intendant. 4. His recall to France. 5. The state of the colony at his return. I Corlaer. ' 1. Triple expedition against \ Salmon Falls. ^ (Casco. [1. Conquest of Acadia. - 2. Sie«e of Quebec. (3. Retreat of the English. a a««^.,j ;,.„„„;^». fl. Battle of La Prairie. 3. Second invasion. ,0 a t i xt e :ii i ( 2. Acadia and Newfoundland. (to Hudson Bay. 4. Campaigns of Iberville: 1 1" Maine. ^ *^ j in Newfoundland. (to Hudson Bay (again), 5. Treaty of Ryswick. / I at Becancour. , T i.- 'at La Prairie. 1. Irruptions : -, ^^ ^^.^^^ ^^^ Trembles. (at Chesnaye. /Repantigny, 2. Battles of j Long Sault. (Boucherville. ^3. Expedition of 1696. 00 94 I" tn o w c3 3. His dissensions with CO '^ a> m iD • iH iH "ti fl -4^ W 00 A iH ■*a - 1 A 1 ■*3 fl •JH ^ -M h c3 <3 -J3 ^ •fl •t^ 2. First Anglo-American invasion. B n3 fl o o 0 4. Letters 4. General Qualities. , 6. Bevise Carefully. of Friendship. " Congratulation. *• Condolence. " Thanks. " Counsel. " Reproach. •♦ Excuse. •* Business. *' Introduction. •' Request. " News. /I. Purity. 2. Propriety. 3. Precision. 4. Clearness. 6. Harmony. 6. Strength. 7. Unity. -^-^t^^^iT^^^ Revie V Dictations. ThOHO r1 •tioriH oo lesBoiiH ill 'I I ii tion, p. xxxvi. latina, oxyjjcn, oarbonic-aciJ ^aK, lii'u truated of in Hciuntiliu woikh.— Kttop, Xanthus, victualt, tonf^ue, Bcionco, to-inurrow, biuHpliuiiiy, nuitaphor, and parliament are mentioned in my Umnon. -K^otism, deceit, jealousy, stubborn' neHH, were CharlcH'H chief dcifectH. — MeckneBS, amiability, and pru- dence should bo cultivated. — I found a cauliHower, a nut-cracker, a table-cloth, and a cannister on the sideboard. — The colonel killed a caterpillar with a pruninj,'-knifo.— Stew the sirloin in the skillet. — l*ut the piece of veal into the tureen.- lUymology treats of words. — An adjective is a word that expresses (jUMlity. — Conjunctions show the dejiendence of terms. — The lamb is ^ven as a symbol of meekness and innocence. — The Creator certainly dosit^ning to instruct mankind by the prospect of nature, has endowed the brute part of it with vari- ous instincts, inclinations, and properties, to serve as so many pic- tures in miniature to man. XXL -XXV. Rocratos taught philosophy in Greece — Cmsar was a great warrior, — There is a swift current between C'aughnawaga and Lachine Ba- pids. — Vortigern, Amelius Ambrosius, and Glastonbury Abbey are mentioned in the history of England. — The Alleghanies, Nova Scotia, New York, the Mississippi, and Quito are in the Western Hemisphere. — Hindoostan, the Giants' Cauc^eway, Yeddo or Tokio, Pekin, Sher- wood Forest, Nottinghamshire, Venice, and Galway are east of the Atlantic Ocean. — I read of Vasco de Gama, Robin Hood, Bernadotte, Fiiar Tuck, Mntch-the-Miller, Little John, and Allan-a-Dale.— One of Napoleon's brothers was King of Westphalia. — The tongue is the instrument of all strife and contention, thii fomenter of lawsuits, and the source of divisions and wars ; it is the organ of error, of lies, calumny, and blasphemy. — He turned the boodthirsty fury of the nation to foreign conquest.— He raised immense armies, and led them against the old monarchies of Europe. XXVL— XXX. Tomatoes and potatoes are vegetables. — Embryos, punctilios, quizzes, tyroes, viragoes, gipsies, soliloquies, collm^uiep, kerchiefs, waltzes, wharves, knights-errant, bucketfuls, Heurs-de-lis, rabatoes, camera-obscura, hocus-pocus, Ave-Marias, and Te-Deums are diffi- cult words to spell. — During the reign of Henry VI., a famous dispute arose between Lord Somerset and Lord Warwick, in the Temple Gar- dens, in London, about which had the best right to be king. — Ros- ettes of red and white ribbon were used in the beginning of the Wars of the Roses. — The opticians sold him good lenses. — They are hunt- ing the buffaloes. — The old man bent tlie blackthorn staves. — Did you hear the cuckoos singing? — Give the messengers the calicoes. — Their education was, properly speaking, only an apprenticeship to obedi- ence. XXXL— XXXV. Cargoes, soloes, coffees, mouse-traps, quartoes, piano-fortes, reliefs, aborigines, antipodes, breeclu^s, compasses, obsequise, scissors, twee- zers, victuals, measles, mathematics, mechanics, metaphysics, spat- terddshes, self -affairs, hexagons, prospectuses, metropolises, Henries^ INTF.RMRniATE COUftSR. nc!i Marios, acoUHticn, belloH lottrcH, SicilioH, yoHi»H, hoch, otliicH, I'lanta- ^uiiutH, iiiouHc tniittt, buckHtaii'H, three-fouitliH, IIiiMovcriiiiiK, Itiittoti your cuffB.-lIo Htowl on the parterre. — la tliero iiii orvatuin ii» tlio book? -The iiionka were reciting matinH wbilw Henry wuh iMHiriii^^ over hydrostaticB, — Did you blow the bellowH ? - Tlio liritonw, the liomanB, the HaxonH, and the Danes precieded tho Normaim. -The system uninHpired by the energizing oxygen itt sunsitive to cold. - \Vhat a wonderful phenomenon it was 1 XXXVI.— XL. Parliament decreed that the Commanders-in-chief should preside over the courts-martial. — The blacksmith, sempstress, bricklayer, milliner, wheelwright, and the warrior were received by the C/ar and Czarina. — The ex-emperor of the French introduced the Lord Mayor of London to the Grand Duchess. — A Swiss giantess s()oke to the shepherdess. — A few nouns have a peculiar termination in the feminine; as, adjutor, admiiiistrator, arbitrator, creditor, marquis. (Give the feminine of eacl —The Queen was accompanied by two princesses, a marchiouet^ '. the truth of his 1- • -' . sophistry, sneer, -v sparrow are of viie .1 lin marks of condescens «i V' ^countess. — He had fully established theory, in the face of argument, " contempt. — She-bear and hen- gender. — These were unprecedented .vi.L— XLV. The Blesstd Sacrament is on the altar. — Canada was early evan- gelized by missionaries of the Society of Jesus. — Happiness, gayety, ecstacy, cowardice, avarice, grosser, thrilled, corkscrew, gallery, and seraphim are either dissyllables, trisyllables, or polysyllables. — The furrier has just received a load of deers' antlers. — Write an essay on the sphinx. — The negroes caught two butterflies. — The large straw- berries rolled to the ground. — Avarice, enmity, and cowardice are not virtues. — The Commander-in-chief ordered a Court-martial to try two privates of the Governor- General's body-guard.— The deceased Lord Lieutenant left orders to repair the man-of-war. — I like tlaisies, peonies, violets, and pansies. — The heliotrope turns its disk to the sun. XLVL— L. The snowfall seldom reaches knee-height. — Grandfather sat in his easy-chair, — A screw-driver, grindstone, breast-plate, blackberry, pitchfork, chess-board, and an air-pump were in the counting-house. — Most insects are furnished with compound eyes, which consist of several six sided surfaces united together in such a manner as to form a large dark-coloured protuberance on each side of the head. — His lower limbs were sheathed like his body, in flexible mail, secur- ing the legs and thighs, whilst the feet, rested in plated shoes which correspond with the gauntlets. — Volcanoes in a state of eruption present several remarkable phenomena. — Lava streams are less dreaded than an eruption of ashes, a phenomenon which fills the imaginations of men with images of terror, from the vague tradition of the manner in which Herculaneum, Pompeii, and StabicB were destroyed.— He bore secure to his saddle with one foot resting on the stirrup. 564 LESSONS IN KNCLISH. :m LI.— LV. The Algonquins, Ottawas, Sioux, Hurons, and Mohawks were the principal Indian tribes in New Trance. — The officers of a regiment are the colonel, lieutenant-colonel, major, adjutant-general, captain, ensign, and aide-de-camp. — Michael thrust his forefinger though the sleeve of my coat. — Did you misspell a word? — His demeanor was irreproachable. — Did the pond freeze last night ? —They reappeared accompanied by a fleet of fifty canoes. — The spider is sagacious. — His colleague was accused of disloyalty. — The windows and doors were hermetically sealed. — He was ordained sub-deacon. — The mem- ber for York secured re-election. — His writings are antichristian. i :' 4H '' ii LVI.— LX. I saw a naughty boy. — Dame Justice weighed long the doubtful right. — The artillery-man makes gunnery a life study. — The ball went whizzing through the air. — Tuesday was foggy. — He was dragged through the rigging. — John remitted the metallic ore. — When was the nunnery robbed ? — Stop your foolery. — The dog was snappish. — Edward is foppish. — He preferred work to play. — Why is that man harelipped? — Ecclesiastical law is the law of the Church. — Father LeCaron, arrayed in priestly vestments, in the presence of a little band of Christian Indians, and twelve Frenchmen, celebrated the first Mass in Ontario. — He stood before the altar. — Queen Mary re- established the Roman Catholic religion in England. — Q'he principal writers during the Elizabethan age were William Shakespeare, Edmund Spenser, and Francis Bacon. — A monosyllable is a word of one syllable. — His pronunciation was incorrect. — The American Indians are addicted to tattooing. LXI.— LXV. Seizure, irksome, beggary, childhood, Amazon, Andes, Wurtemberg, Bonaparte, travelers, wearisome, phantoms, avaricious, mischief, es- pecially, treachery, noisiness, accuracy, raillery, alligators, loosened, heathenism, superstitious, chemistry, knowledge, galvanism, scepti- cism, anatomy, terrorism, European, Lutheranism, Catholicism, em- bosser, surgeon, photography, surgery, witch, lithograph, witchery, forest-trees, uprooted, tree-toops, loosened. — On the waters all was gayety and life. — Boats were seen studding like rubies the surface of the stream. — Vessels were shooting down the cataracts to the large yacht. — I soon joined the crowd, and passing through a long alley of sphinxes whose spangling marble gleamed from the sycamores, reach- ed the vestibule of the Temple, where the evening ceremonies had already commenced. LXVL— LXX. Aching, restless, beaming, shield, deceit, unspotted, stanza, slippery, metaphor, equivalents, apostrophe, syncope, analyze, calumny, neigh- bor, lawyer, mutineer, barrister, glazier, uninterrupted, traffickers, skillful, Israelite, Canaan, pickerel, woodpecker, mosquitoes, colon- ized, Madegasses, lambkin, satchel, chickling, laddie, horizon, constel- lations, diamonds, Pleaides. — The force of the streams was uninter- rupted. — The Aborigenes have never been dispossessed, nor Nature disforested. — The greed of European traffickers raised great obstacles. — The country was full of evergreen trees, of mossy silver-birches, Mm I ill awks were the of a regiment neral, captain, ^er though the demeanor was ley reappeared is -"agacious. — jws and doors >n.— The mem- liichristian. ig the doubtful ^ay.— The ball ^o^^y —He was aiic ore.— When }g was snappish. \/hy is that man Jhurch.— rather leuce of a little celebrated the Queen Mary re- .— The principal iin Shakespeare, able is a word ot -The American :les,Wurtemberg, |ous, miscbief,es- .gators, loosened, ralvanism, scepti- CathoUcism, em- graph, witchery, waters all was les the surface of ractsto the large gh a long alley of ycamores, reach- r ceremonies had i, stanza, slippery, }, calumny, neigh- upted, traffickers, nosquitoes, colon- 3, horizon, constel- jams was uninter- sessed, nor Nature led great obstacles. ,ssy silver-birches, INTERMEDIATE COURSE. Watery maples, red berries, and moss-grown vocks.— The chickadee, bhie-jay, woodpecker, and fish-hawk are found in America. — On the banks of tlie brook were found wild flowers, from the three-lobed he- patica, and the wood-anemone, to the witch-hazel. LXXL— LXXV. Confucius, bookseller, traveler, Tartarean, precincts, characters, hieroglyphic, briefly, blackboard, euphemism, heiress, herbalist, eudi- ometer, caterpillar, chrysalis, butterfly, grasshoppers, indiscreet, humorsome, unctuous, poisonous, quicksilver, hyena, barometer, kitchen, twenty-five, counterfeit, courteous, conqueror, calendar, sup- pressed, meritorious, hyphen, fatiguing, meandering, rolling, thrilling, canonized, tough, balloon.— The other offered himself up as a sacri- fice to the Tartarean enemy, to gain a renown which has never passed beyond the precincts of China. — The Caterpillar retires into a place of concealment and casts off its caterpillar-skin. — William the Con- queror died in one thousand and eighty-seven, in the forty-first year of his reign over Normandy. LXXVL— LXXX. Seizes, thinner, quartz, diamond, exotic, indigenous, crooked, heavier, uglier, loftiest, agreeable, drearier, jollier, disease, crystal, feather, innermost, uppermost, mightiest, light-colored, penitent, friendly, religious, irreligious, illiberal, easy, infallible, uneasy, va- riety, facility, Borneo, antinational. — T"opical countries produce bamboos. — In that position his danger was preeminent. — Many solid bodies are inelastic. — Conscience is the best safeguard. — True friends are valuable acarallel, strengthens, business, solemnity, interrogative, haughty. — 1 ■ i i 56(5 t-KSSONS nsr KNGT,TSH. I I 1 t 1 { i ' :-i '' i' i 1. i A momentary {^'ratification sometimes produces lasting misery. — Irrt' portant business dispenses with ceremony. -Nature lias furnished the body of this little creature with a glutinous liquid w ich it spina into a thread, coarser or finer, as it chooses to contract or dilate its sphincter. — His sayings were laughable. — T am threatened by the Tartars who ravage that part of Hungary. XCI.— XCV. Rubrics, etiquette, feminine, veracious, cupreous, parochial, Eliza- beth, hideous, criticise, eminence, mischief, methodically, Balthazar, Jephthe, tongue, pernicious, interrogative, talkative, whomsoever, whichsoever, pigeon, thoughtful, fastidious, studies, amicable, thought- ful, puerile, recommend, proposals, tongue, impertinence, immersed, sovereign, irresolute. — I took a sheet of vellum and wrote in columns from the calendars and rubrics of the Service Books. — On Ascension- day we were in a forlorn and desolate chancel belonging to a spacious church. — Science may lead you to eminence but only religion will guide you to felicity. — The tongue is like a race-horse, which runs the faster, the less weight he carries. — He gave pernioious counsels. — William was fastidious. — I am at present wholly immersed in country business. XCVI— C. Vociferation, coxcombs, narrated, applauded, summarized, synon- yms, syncope, tense, potential, auxiliaries, interweave, convexity, principal, hieroglyphics, characters, synopsis, Scandinavian, fjords, aurora-borealis, swallows, piercing, eagle, wheelwright, uprighty, baf- fled, to-morrow, laziness, allotted, separate, enthusiasm. — They grinned applause before he spoke. — He wrote in a humorous style. — This in- ternal hillock is pierced on all sides with sloping holes, which de- scend still lower, and serve as subterranean passages for the mother to go in quest of food *or herself and her offsping. — The grass turns yellow, the leaves change their color and wither, the swallows and other migratory birds fly towards the south, and twilight comes once more. — Sir Thomas More, in his Utopia, delineates his ideas of what he considers a perfect commonwealth. CI.— CV. Conspicuous, ascend, soothing, ceremony, ecclesiastic, ostensorium, lunella, bilious, synopsis, Capharnaum, centurion, grievous, believed, satirical, scrapes, sallies, knaves, merry, associate, innocence, knock- eth, Solomon, Jerusalem, reinvigorate, naturalist, zoological, ap- proaches, bought, delicious, scene, kneeling, closing, trustworthy, apostacy, recommences. — The priests kneel, one of tliem unlocks the tabernacle, takes out the Blessed Sacrament, and inserts it upright in a Monstrance of precious metal, and sets it in a conspic- uous place for all to see. — When evening approaches, he erects a shed of green boughs, kindles his fire, prepares his meal as the widgeon or blue- winged teal sends its delicious perfume abroad. cvi.— ex. Guided, phraseology, apologij^e, discipline, conscience, mischief. Ka- olin, referred, freeze, porcelain, quitted, proceeds, rubbing, common* ...LatrnxaaiMtMS ::i£f^ INTERMEDIATK COURSE. 567 misery. — 1"^' furniBhed the 1 it spins into , or dilate its tened by the :ochial, Eliza- ily, Balthazar, whomsoever, cable, thought- ice, immersed, ■ote in columns -On Ascension- ig to a spacious ly religion will which runs the ous counsels. — srsed in country tnarized, synon- save, convexity, linavian. fjords, t, uprighty, baf- ,.— They grinned style.— This in- holes, which de- fer the mother -The grass turns le swallows and twilight comes ates his ideas of Rtic, ostensorium, rrievous, believed, innocence, knock- t, zoological, ap- ing, trustworthy, of them unlocks t, and inserts it ts it in a conspic- B he erects a shed as the widgeon or ence, mischief, Ka- rubbing, common- wealth, accommodate, Athenian, foreigners, Lacedemonians, touched, degeneracy, accustomed, interrogative, outstrij^ped, carelessness, weariness, discoveries, chiefly, misspent, regretted. — The man wore ribbed stockings. — He referred to me. — The momentary illusion was dispelled. — The frolic went round all the Athenian benches. — The Lacedemonians practice it. — Disobedience and mischief deserve pun- ishment. — Perseverance overcomes all obstacles. — Conjugate the verb interrogatively. — Misspent time will be regretted. — They spoke of the incident. — The soldiers observed strict discipline. CXI.— CXV. Buttress, privateers, twentieth, flattery, Aloysiua, voyagers, be- speaking, geographical. — On the twentieth of April, Cartier steered for Newfoundland. — The voyagers took counsel together. — Field-mice build garners underground. — Swallows, grouse, partridges, humming- birds, eagles, penguins, and bees are found in America. — The drome- dary is a useful animal. — Counsel and wisdom achieve great exploits. — Do not stifle the cries of conscience. — Censors were appointed to correct abuses. — Money is a source of woe. — Repeated echoes were heard. — Sponge and pumice-stone are porous. — Strengthen your mus- cles. — The pineapple is a native of the tropics. — A grandee may be- come a pauper. — Idleness is the nest in which mischief lays its eggs. — Knowledge is precious. CXVI.— cxx. Bumpkins, bough, squirrel, earthquake, neighbor, chickens, stran- gled, hatched, apocope, euphony, metonymy, earlier, hyperbole, lazy, illogical, assiduity, luxuriantly, wardrobe, mantel, auxiliary, Gothic, cathedral, aisles, strengthened, wearisome, carelessness, praiseworthy, explanatory, civilized, chiefs, warriors, conscience, indiscriminately, massacred, ingenuity, Iroquois, forgetting, sculpt- ure, vicious, interrogatively. — He served me new laid eggs. — The chapel was adorned with sixteen Gothic towers jutting from ^he building in different angles. — The ceiling was of solid stone. — The warriors were stirred up. — Instead of pitched battle, they adopted other tactics. — Women and children were indiscriminately massa- cred. — Vicious examples mislead many. CXXI.-CXXV. Graphic, necessarily, horizon, volcanic, emerging, massiveness, off- spring, transparent, foam, infuriated, paragraph, scene, developed, toppling, foggy, prophecy, relief, practice, prophesy, glaze, neigh- boring, aliens, subjugated, homestead, disappeared, disappear, fore- tell, interweave, pre-engage, narrower, unaccustomed, instanta- neously, insecurity, heirs. — The infuriated waters were covered with foam. — The tide-wave entering the funnel-like mouth of the Bay of Fundy, becomes compressed. — It rushes instantaneously forward.—. Many solids are crystallized. — The sword was sheathed. — He empha< sized his words. — Can you analyze that sentence ? — Seek the societj of those who walk in the foresteps of virtue. — Tiie weather is agree^ ftbl?.— Pid he tantalize you ? — Cast off disagreeable thougljts, 668 LESSOxNS IN ENGLISH. CXXVI— cxxx. « Ebbs, philosophizing, allegory, peaceably, hymns, danced, syno- nyms, yielding, tyrannize, memorize, rigging, horizon, luminaries, tarpaulin, quietude, consciousness, deferring, cooperated, assassin- ated, prophetic, preterits, hurricane, Mississippi, sawyers, autumn. — The rigging of the ship was above the horizon. — My companions doffed their tarpaulin hats. — We preserved our quietude. — We are conscious of our insignificance. — Adhere steadfastly to your plan. — The king was assassinated. — His imagination was engr^dsed by the unravelment of the story. — John felt remorse of conscience. — The hurricane was passing. — In autumn the ground is strewn with fallen leaves. — The meat is corrupted. I -i CXXXI.— cxxxv. Pathetic, patience, self-exaltation, self-sustaining, separation, cater- pillar, infallible, awkward, edgewise, sidewise, inconceivably, fertilely, heroically, whip-poor-will, controlled, hideously, sluggishly, cunningly, though, allies, loathe, umbrella, italicized. — It is an original, sponta- neous, self-sustaining affection.— Temperance preserves health. — Hatred and animosity are inconsistent with Christian charity. — Thunder and lightning attest the omnipotence of God. — Cordage and canvas are manufactured from hemp and flax. — Hear the counsels of the wise. — He walked lazily. — Aphseresis, syncope, apocope, pros- thesis, paragoge, disBresis, synseresis, and tmesis are figures of ety- mology. PART II. i A'i Each of these dictations ends with detached words not generally taken from the lessons. I.-V. The boy is studious. — Mulattoes are the offspring of parents of whom one is white and the other a negro. A sphinx is a fabulous being combining the animal and the human form. — Interrogative pronouns are used in asking questions. — An ellipsis denotes the suppression of letters or words. — An oasis is a fertile spot sur- roundfid by an arid desert. — An appendix is a supplement i> a literary work. — A tooth-pick is an instrument for picking the teeth. - Mussulmans are Mohammedans, or followers of the pretended pro- phet Mohammed. — A penny-a-liner is an author who writes for newspapers at the rate of a penny a line. — Sergeants-major are the chief non-comissioned officers in a .* giment, who assist the adju- tant. — A person employed at the bottom of a shaft in fixing the bucket to the chain, is called a hanger-on. — In the Middle Ages there were sanctuaries attached to monasteries. — High chimneys, or flag- staffs serve to attract the electric fluid during thunder-storms. Detached Words.— Intrusion, elision, precision, profession, alien, filial, mosquito, etiquette, mosque, qhoir, ghord, chimera, ?iqhe, Architect. INTKKMEOIATl!: COURSE. 5G9 VI.-X. Enterprise means an undertaking of importance or hazard. — Car- goes are the freight or burdens of merchant-vessels. — Inns or hotels are houses for the entertainment of travelers. — He whose life is righteous and pious preaches sublimely.— The sentence was perspicu- ous and agreeable. — A wretch is a miserable mortal or knave. — He- roes are men distinguished for valor. — Nothing is lazier than to keep one's eye upon works without heeding their meaning. — Courts-mar- tial are tribunals for trying military offences. — A bookseller may also be a stationer. — A hypocondriac is a person attacked with men- tal depression. —Cousins-German is the plural of Cousin-German. — " The Campaign " is Addison's chief work. — The anniversary of the Declaration of Independence is enthusiastically observed throughout the United States. — The Lord-Lieutenant is the chief executive officer, or viceroy of Ireland. Detached Words. — Apparel, barrel, cancel, cavil, counsel, channel, marvel, marble, grave, grovel, libel, model, parcel. not generally taken XI.— XV. Solstitial is derived from solstice, which means the time wlien the sun is farthest from the equator. — Diligence and industry repair the defects of nature. — An anteroom is a room leading to another. — The surloin is the upper part of the loin of beef. — A friend magnifies a man's virtues; an enemy exaggerates his crimes. — Audacity and cow- ardice are traits of nature we should avoid. — Poignancy is the quality of being poignant, keen, or severe. — Obloquy is censorious speech or blame.— -The Egyptians were notorious for their profligacy. — Hypo- cracy is dissimulation, or false pretense. — Dissentions among the princes brought on the war. — They transmitted to their descendants their language and independent spirit. — The words used to denote spiritual or intellectual things are, in their origin, metaphors. — A characteristic circumstance was invented and seized upon. — Contum- acy is a stubborn perverseness in resisting authority. — The means made use of were illegal. — John was noted for his gayety. Detached Words. — Shovel, marshal, victual, tassel, tunnel,- pencil, gambol, duel, rival, bridal, careful, pillage, aggrieve. ['11 XVI.— XX. The slow and almost imperceptible agency of time mutilated the structure. — The air tarnished the decorations of the mansion, and corroded its iron fastenings. — A courtier is one who frequents the courts of princes. — Civilize means to reclaim from the savage state. — Powder is kept in magazines. — Strength is a characteristic of his writings. — The Deity is the Supreme Being. — Crftdentiala are testi- monials or certificates showing that a person is entitled to credit. — The elephant is a sagacious quadruped. — The ferry crosses every fifteen minutes to the Island. — A piece is a fragment of anything sep- arated from the whole. — Drunkenness degrades men below the beasts. Detached Words. — Board, weave, Bussia, steppe, prairie, teas^^ Bebring Strait, separate, dahlia, esculent, angel, gospel, paltdQet SQftMX&aftKdUMia illi ill :il I] I Hi ill i mm ii 670 MiSSONS 1\ ENGMSH. XXL— XXV He told a laughable story. — William remained in his cottage among his pitiful kindred. — The account he gave of his travels was humorous. — Irascible means prone to anger. — Those who use vile language are scurrilous. — Bmall-pox is a contagious disease. — Shakespeare is the greatest English dramatist. — Some persons have insuperable aversion to the study of metaphysics. — Spring is the most agreeable season of the year. — A pretentious young man is sometimes called a pedant. — The decisions of the judge were conformable to law. — Illiterate means unlettered, untaught, uninstructed.— A precipice is an abrupt or steep descent or declivity. — The horse was stubborn. — I visited the House of Parliament. — The breath of infidelity is pestilential. Detached Woeds. — Wizard, mercy, accompany, advertise, achieve, column, heifer, heinous, inveigh, hyssop, idiot, peasant, juvenile, poignant. XXVI.— XXX. Michillimackinac was a fort on Lake Michigan. — An avaricious man is one who has an immoderate love for gain. — Parsimonious means saving of expenditure. — Eesentments are not easily dislodged from narrow minds. — The nature of electricity baffles man's knowledge. — Dogs are noted for their sagacity. — An axiom is a self-evident propo- sition. — An aphorism is a principle or precept expressed in a few words. — Let there be no quarrels am., ig you. — I have lost my scissors. — He is noted for great achievements. — Henry was guilty of a mis- demeanor. — We should not use shall and will promiscuously. — Acri- mony means severity or bitterness. — He was known as an acute and ingenius author. — He broke hJs agreement. — John referred to me for an answer. — The narrative of his travels is interesting. Detached Words. — Promise, trait, tortoise, yeoman, abeyance, ver- sion, surplice, synonym, arraign, crayon, obeisance, manger, impair, jaundice. XXXI.— XXXV. The country has been thoroughly alienated. — Alkali is derived from kali. — Sardinia is one of the divisions of Italy. — Alchemy was the science of chemistry as practiced in lormer times. — I met the ambas- sador of France. — Covetousness is the root of much ( dl* — Plenipoten- tiaries met in London. — T".ie breeze blew regularly. — Coalescence is the art of coalescing. — Correlation means reciprocal relation. — The physician and imrgeon could heal others. — If you find a trisyllable or a polysyllable point it out. — A provincialism is an expression peculiar to a province. — Camphor is a disinfectant. — Atheists and sceptics should be shunned. — The philosopher died in his eighty-second year. — There is groat dissimilarity between those two men. Detached Words. — Laughable, laundry, palmy, sergeant, parable, audience, exhaust, appal, conceit, thief, tierce, receipt -lege, brief. XXXVI.— XL. The valley spread out like a gorgeous panorama before them.— The residence of the monarch was surrounded by gigantic cypresses. — He ^14 jaot allege a reason fgr his absence, — Annul means to nullify, to li INTEUMl' )lATli COURSE. 571 cottage among ivas humorous. J language are Lespeare ia the srable aversion eable season of led a pedant. — 11 iterate means abrupt or steep ited the House • ^ertitje, achieve, isant, juvenile, , avaricious man imonious means dislodged from l's knowledge. — f -evident propo- ressed in a few lost my scissors. i guilty of a mis- scuously.— Acri- as an acute and iferred to me for n, abeyance, ver- manger, impair, li is derived from A.lchemy was the met the ambas- il- — Plenipoteu- — Coalescence is il relation. — The id a trisyllable or pression peculiar ists and sceptics ;hty-second year. n. sergeant, parable, )t liege, brief. efore them.— The ic cypresses. — He ans to nullify, to abrogate. — Synonyms are words which have a similar signification. — The comliness of youth is modesty and frankness ; of age, condescen- sion and dignity. — He co()perated with the other members of the lirm. — He has two new knives. — Coerce means to restrain. — His virtues were recompensed in this world by a long and happy life. — The calumny spread over the city. — Strenuously set about your work. — The council have met to-day. — He did not recognize his friend. — Could you bear a weight of fifty pounds ? — The French minister- plenipoten- tiary and envoy-extraordinary has gone to Home. — Pestilence ia an infectious disease. — It was a joke to clapping theaters and shouting crowds. Detached Words. — Grie)', acetic, ascetic, confiscate, raiment, swear, auburn, jail, fierce, seaman, brawl, ganger, raillery, woful, seminary. XLI.— XLV. The sea licks your foet, its huge flanks purr very pleasantly for you. — Their religion waa strangely misrepresented. — To sympathize with the sorrowing and relieve the distressed, are required of us all. — He gave me ten guineas. — The delineation of the tableau was perfect. — His colleagues deserted him. — He was dismissed from his employ- ment. — They traduced him. — William espoused my cause. — Ws must never deviate from the path of rectitude. — Charles dissipated his in- heritance. — He disentangled the cord. — Some histcrians disparage the character of Wallace. — Place the auxiliary before the verb. — Ignor- ance is dispelled, but soldiers are dispersed. — The dv^caying totters of itself, and at length crumbles into dust. — The office is hereditary. Det.xched WoiiDS. -Synod, poultice, affray, betray, valise, caprice, alley, conceit, leopard, convey, jeopard, police, stubble, chionicle. XLVI.— L. The picturesque steep streets and frowning gateways of Quebec are interesting to a stranger. — I walked by a dangerous precipice. — The fortress was chivalrously defended by Montcalm. — Casks and barrels dwindled into toys, and busy mariners becf ,me so many puppets. — My house was sold by an auctioneer. — Sorrow for the dead is the only sorrow from which we refuse to be divorced. — Who can look on the grave of an enemy and not feel a compunctious throb that he should ever have warred with the handful of earth that lies mouldering before him ? — I met a cavalier. — A casuist attended the meeting. — His style was noted for conciseness. — They cut an incision into the bark of the tree. — Our Lord had twelve apostles and many disciples. — I was just about to launch into eulogiums upon the poets. — He lay unconscious for an hour. Detached Words. — Kidneys, parliament, fountain, rhetoric, men- ace, patience, accede, exorcise, alum, lazy, busy, calico, guide, guile. LI.— LV. Saddles are provided with stirrups. -Six warriors rushed amid showers of shot. — Crucial means like a cross. — He chose that course of life. — CsBsar was ambitious, but he was at the same time mag- nanimous. — He consulted a councilor. — He is the only survivor of the party, — I did not coincide with his vi^ws,— l?he 4eQUMe of clay waa 672 LESSONS IN ENGLISH. very i^orgcous. — Somo advantageous act may be achieved. — He was surprised at tho news. — Forest trees twiaed themselves together in great rafts, from tho interstices of whi.^.h a sedgy, lazy foam works up. — The banks of the river were low, tho trees dwarfish, the marshes swarming with frogs, the wretched cabins few and far apart, their in- mates hollow-cheeked and pale, the weather hot, and mosquitoes penetrating into every orack and crevice. — Nothing was pleasant in tho scene but harmless lightning which flickered upon the dark horizon. Detached Words. — C/ystal, lynx, business, curta'- , chieftain, vil- lain, biscuit, circuit, foreign, toast, moan, sylvan, syringe, crypt. LVI.-LX. Spring is intoxicating. — Gieen-coated musicians make holiday in the neighboring marshes. — Icicles hung from the cornice. — Did you gather dandelions? — The Hower breathes fragrance. — A man to be greatly good must imagine intensely and comprehensively. — He is venomous and false. — His hammock swings loose. — How pleasant the breeze feels. — These opportunities are of rare occurrence. — He spoke ironically. — They behaved heroically. — He engrossed our thoughts, our conjectures, and oi' homage. — They recognized the truth of my assertion. — He was ^..ilty of mean, contemptible hypocrisy. — John abhoned the deed. — Frost discolored the foliage of the trees. — The hum of the distant city soothed my mind. — A dinner of roast beef ^nd plum-pudding was given to the soldiers. — He acquired habits of temperance and self-denial. — The words must be separated from the context. Detached Words. — Pyx, throat, mould, shoulder, smoulder, coar, boat, charcoal, gourd, poultry, mountain, chaplain, build, mystic. i ?S PI' i| fe 1 ;. 1 1 m liB \l LXI.— LXV. He is steadfast and courageous in trials. — Such is the force of ill- will and ill-nature. — Whereas life is troublesome. — The good man always sympathizes with the unfortunate. — James is studying agri- culture. — It is harder to avoid censure than to gain applause. — Forms of government may, and occasionally must, be changed. — This assist- ance is offered to men. — Wliat is tho difference between except and only? — France produced many great men.— Preserve equanimity of temper. — W hen opportunities are neglected there is often discontent. — She was the daughter of a respectable tradesman. — Her qualities were those of good sense, conscientiousness, and a warm heart. — Her religious sensibilities reached a further development. — In the midst of visionaries, she distrusted the supernatural. Detached Words. — Archangel, occasion, influence, barbarous, por- ridge, partridge, baptism, chivalry, sausage, social, sagacious, cur- mudgeon, provincial, languor. -^^^^^^^^f^^^ ived. — He was 38 together in sy foarn works ti, the marshes ipart, their in- id mosquitoes as pleasant in ipon the dark chieftain, vil- ige, crypt. lake holiday in mice.— Did you _A man to be nsively.— He is ow pleasant the ance — He spoke 1 our thoughts, the truth of my ypocrisy. — John the trees. — The 3r of roast beef jquired habits of ^arated from the smoulder, coar, uild, mystic. the force of ill- -The good man is studying agri- •plause.— Forms ed.— This assist- ween except and e equanimity of often discontent. I. — Her qualities arm heart. — Her —In the midst of barbarous, por- sagacious, cur- Miscellaneous Dictations. I. Terms Used in Law and Business. The Imvycr made an able speech in defence of the asaitjnee. I am not acquainted with the indorsee of this note. The lessee was not satisfied with the conditions of the lessor ; however, necessity obliged him to sign the document. An advowee is one who has the right to present to a benefice. An alienee is a person to whom property is alienated. Who pleads for the appellee ? The appellee's bitterest enemy. Where is the assignee, or the man to whom the property has been made over? He has gone to the dssir/nor's. A bailee is a person to whom goods are bailed. A covenantee is a party covenanted with. Samuel is the covenantor. II. Teums Used in Law and Business (Continued). The devisee returned sincere thanks to the devisor. A drawee is a person on whom a bill of exchange is drawn. Draxoer, one who draws a bill of exchange. The commissioners would not guarantee the execu- tion of the treaty. The executors carried out the will to the letter. Apply to the indorsee or the indorsor of uhe note. The legatee should be very grateful to the legator. We, the undersigned lessor and lessee, agree to these engagements. The laicyer met the mnrtgageor and the mortgagee on the steps of the court-house. An obligee is a person to whom another, called the obligor, is bound. You will find his claim in the second schedule. Johnson has been appointed trustee. IIL Ireland's Future. I look toward a land both old and young — old in its Christianity, young in its promise of the future ; a nation which received grace before the Saxon came to Britain, and which has never questioned it; a Church which comprehends in its history the rise and fall of Canterbury and York, which Augustin and Paulinus found, and Pole and Fisher left behind them. I contemplate a people which has had a long night, and will have an inevitable day. I am turning my eyes t jward a hundred years to come, and I dimly see the Ireland I am gazing on become the road of passage and union between the two hemispheres, and the center of the world. I see its inhabitants rival Belgium in populousness, France in vigor, and Spain in enthusiasm. — Cardinal Newman. IV. The Lion. The lion,* a native of the burning climate of Africa and the East Indies, strong, proud, and terrible, is justly denominated The Kino OF THE Forest. He is not avaricious for courage, on the contrary, he 1. The Teacher may require the pupils to write the plurals thus: "Lions, natives of the burning climate of Africa and tJie East Inaie8,8trong, proud, and terrible, are, &c " 674 LKSSONs IN i:n<;msh. m >*. ! ( I s I ■■ '- ■ ■ ) 1 1. j i -. L < i i8 Hober, penerouB, and over susceptible of attachment. He varies from about six tu ei^ht feet in lurif^th, and sometimes lives to the u^e of seventy years. lie has un imposing appearance, a noble walk, and a terrible voice. His lar^e head is shaded by a thick mane ; his eye is sparkling, quick, forccious. The hair on the posterior part of his body is short and silky, and its color is f^onerally somewhat yellow. His cry is a hollow roaring, interrupted, and reiterated, particularly when he is enraged. V. TllAVELlNO. In traveling by land, there is a continuity of scene, and a connected succession of persons and incidents, that carry on the story of life, and lessen the effect of absence and separation. We drag, it is true, " a lengthening chain " at each remove of our pilgrimage; but the chain is unbroken: we can trace it back link by link, and we feel that the last still grapples us to home. But a wide sea voyage severs us at once. It makes us conscious of being cast loose from the secure anchorage of settled lit ', and sent adrift upon a doubtful world. It interposes a gulf, not merely imaginary, but real, betwctiii us and our homes — a gulf subject to tempest, and fear, and uncertainty, render- ing distance palpable, and return precarious. — Irving. VI. FllOZEN KiNDNKSS. The world is full of kindness that never was spoken, and that is not much better than no kindness at all. The fuel in the stove makes the room warm, but there are great piles of fallen trees lying on rocks and on tops of hills where nobody can get them ; these do not make anybody warm. You might freeze to death for want of wood in plain sight of these fallen trees if you had no means of getting the wood home, and making a lire of it. Just so in a family ; love is what makes parents and children, the brothers and sisters, happy. But if they take care never to say a word about it; if they keep ic a profound secret as if it were a crime, they will not be much happier than if there was not any love among them ; the house will seem cool even in summer, and if you live there you will envy the dog when any one calls him poor fellow. — Canada School Journal. VII. The Future of Canada. Canada has a splendid future before her, whatever may be her form of government, or whatever the relations which, in the course of time, she may bear to the mother country or to her neighbor, the United States. She abounds in natural resources. Millions and millions of acres of good land are yet unoccupied, more are still unexplored; and such is her mineral wealth, that a vast population should be employed in its devoiopment. Thus, with land almost unlimited in extent, mines of . nquestionable productiveness, and capabilities within her- self for almost every descriptions of manufacturing industry, what does Canada require in order to be really great, but population — more millions of nien and women ? — Jf F, Maguire, iNTr:RMi;t)iATr. coursf. 575 . He vuiicB ett to the ix^v) bio walk, ami ano; Ilia eye r part of hia iwhat yellow. „ particularly id a connected o Btory of life, raj*, it is true, iiage; but the id we feel that j»e severs ub at Dm the secure iful world. It BtiA US and our ■tainty, render- and that is not stove makes the ^ lying on rocks ise do not make jf wood in plain retting the wood love is what happy. But if e\) ica pi'ofound happier than if sem cool even in when any one lay be her form d course of time, [ibor, the United and millions of Jinexplored ; and fuld be employed liited in extent, [ities within her- ; industry, what apulatiou— more VUI. A TuHKiHH Talk. Wo are told that the Hultati Mahomed, by Iuh perpetual wars abroad, and his tyranny at home, had filled his doniiniouH with niiii and desolation, and half unpeopled the Persian enij)iro. The visicr to tills great Sultan pretended to have learned of a certain dervis to understand the language of birds, so that there was not u bird that could open his mouth, but the visier knew what it was ho said. Ah ho was one evening with the emperor, in their return from hunting, they saw a couple of owls upon a tree that grew near an old wall out of a heap of rubbish. " I would fain know," says the Sultan, " what those two owls are saying to one another — listen to their discourse, and give me an account of it." The visier approached the tree, pre- tending to be very attentive to the two owls. IX. A Turkish Tale (Continued). Upon his return to the Sultan, " Sir," says he, " I have heard part of their conversation, but dare not tell you what it is." The Sultan would not be satisfied with such an answer, but forced him to repeat, word for word, everything the owls had said. •• You must know, then," said the visier, "that one of these owls had a son, and the other a daughter, between whom they are now upon a treaty of mar- riage. The father of the son said to the father of the daughter, in my hearing, ' Brother, I consent to this marriage, provided you will settle upon your daughter fifty ruined villages for her portion.' To which the father of the daughter replied, • Instead of fifty I will give her five hundred, if you please. God grant a long life to Sultan Mahomed ; while he reigns over us we shall never want ruined villages.' " The story says the Sultan was so touched by the fable, that be rebuilt the towns and villages which had been destroyed, and from that time forward ruled for the good of bis people. — Spectator. . X. Dogs. There is a little skull amongst the bones I have collected for the study of anatomy, which any slightly scientific person would at once recognize as that of a dog. It is a beautiful little skull, finely de- veloped, and one sees at a glance that the animal, when it was alive, nmst have possessed more than ordinary intelligence. The scientifio lecturer would consider it rather valuable as an illustration of cranial structure in the higher animals ; he might compare it with tlie skull of a crocodile, and deduce conclusions as to the manifest superiority of the canine brain. To me this beautiful little example of divine construction may be a teacher of scientific truths, but it is also a great deal more than that. My memory clothes it with mobile muscles and skin, covered with fine short hair, in patches of white and yellow. Where another sees only hollow sockets in which lurk perpetual shadows, I can see bright eyes wherein the sunshine played long ago, just as it plays in the topaz depths of some clear northern rivulet. I see the ears too, though the skull has none ; and the ears listen and the eyes gaze with an infinite love and longing. — Hamerton. *h &7(i i ^^ i V 1 ill LES80NH IN ENULISII. XI. A Story or the Great Plaoue in London. A neighbor uf mine huvin^ Horne moiiuy owinf* to him from a shop- keeper in WhitecroH«Btreet, aentayouth to endeavor to^'et the money. He came to the dour, and findin({ it shut, knocked pretty hard, and, as ho thought, heard Homebody answer within ; but he was not sure, Hu ho waited, and after some stay, knocked again, and then a third time, when ho heard somebody coming down stairs. At length the man of the house came to the door. He had on his breecheH or drawers, a yellow daiuiel waistcoat, no stockings, a pair of Hli[)-HhoL>H, a white cap on his head, and, as the young man said, deatli in liiit/iut'. When he opened the door, says he: " What do you disturb me thus for?" — The boy, though a little surprised, replied: "I oomo from such a one; and my master sent me for the muney which he says yon know of."-^" Very well, child," returns the living ghost, " call as you go by at Cripplegate Church, and bid them ring the death-bell !" And with these words shut the door and went up again, and died the same day ; nay, perhaps the same hour. — Daniel Defoe (1001-1731). XII. Sagb-Buhh. I do not remember where we first came across " sage-bush," but as I have been speaking of it £ may as well describe it. This is easily done, for if the reader ca >. imagine a gnarled and venerable live oak- tree reduced to a little shrub two feet high, with its rough bark, its foliage, its twisted boughs, all complete, he can picture the 'sage- tree" exactly. Often on lazy afternoons in the mountains I have lain on the ground with my face under a sage-bush, and entertained myself with fancying that the gnats among its foreign foliage were lilliputian birds, and that the ants marching and counter-marching about its base were lilliputian flocks and herds, and myself some vast loafer from Brobdignag waiting to catch a little citizen and eat him. —S. L. Clemens— Mark Twain (1835 ). XIII. . Camp Fires. When a party camps, the first thing to be done is to cut sage bush, and in a few minutes there is an opulent pile of it ready for use. A hole a foot wide, fwo feet deep and two feet long is dug, and sage-bush chopped up and burned in it till it is full up to the brim with glowing coals. Then the cooking begms and there is no smoke, and con- sequently no swearing. Such a fire will keep all night with very little replemishing, and it makes a very sociable camp fire, and one around which the most impossible reminiscences sound plausible, instructive and profoundly entertaining. — Mark Twain. XIV. BcRAJj Occupations. In rural occupation there is nothing mean and debasing. It leads a man forth among scenes of natural grandeur and beauty ; it leaves him to the workings of his own mind, operated upon by the purest and most elevating of external influences. Such a man may be simple INTERMEDIATE COURSE. 077 , from a ahop- eet the money. Ptty biivd, and, 3 wuH not Bure, 1 then a t\nr ^^.lad to waive the diHtinckionB of rank, and to enter into tlu) homst, lu;artl't;lt eiijoy- menta of common life. Indeed, tht> very ainiiKenuMitH of the country bring men more and more together ; and tlie sound «>f hound and liorn blend all the feelings into harmony. -Irvimj. XV. Rural Occupations (Cuutinufd), Tho effect of this devotion of elegant minds to rural occupations has been wonderful on the face of the country. A great part of the Island^ is rather level, and would be monotonous, were it not for tho charms of culture; but it is studded and gemmed, as it were, with castles and palaces, and en.broidered with parks and gardens. It does not abound in grand and sublime prospects, but rather in little home scenes of rural repose and sheltered quiet. Every anti(]ue farm-house and moss-grovvn cottage is a picture ; and as tho roads are continually winding, and the view is shut in by groves and hedges, the eye is delighted by a continual succession of small landscapes of captivating loveliness.— irriw/;. XVI. • I Sunday in the Country. It is a pleasing sight of a Sunday morning, when the bell is sending its sober melody across the quiet fields, to behold tlie peasantry in their best tinery, with ruduy faces and modest cheerfulness, thronging tranquilly along the green lanes to church ; but it is still more pleast ing to see them in the evenings, gathering about their cottage doors, and appearing to exult in the humble comforts and embellishments which their own hands have spread around them. It is this sweet home-feeling, this settled repose of affection in the domestic scene, that is, after all, the parent of the steadiest virtues and purest enjoyments. — Irving. is to cut sage bush, i ready for use. A dug, and sage-bush brim with glowing lo Bmoke. and con- ciht with very little re, and one around ausible, instructive lebasing. It leads a d beauty; it leaves upon by the purest i^an may be simple XVII. The Hummino-Bird. Where is the person who, on observing this glittering fragment of the rainbow, would not pause, admire, and instantly turn his mind with reverence towards the Almighty Creator, the wonders of whose hand we at every step discover, and of whose sublime conceptions we everywhere observe the manifestations in his admirable system of creation ? There breathes not such a person ; so kindly have we all been blessed with that intuitive and noble feeling — admiration I No sooner has the returning sun again introduced the vernal season, and caused millions of plants to expand their leaves and blossoms to his genial beams, than the little humming-bird ^s seen advancing on fairy wings, carefully visiting every opening flower-cup, and, like a curious florist, removing from each the injurious insectfi that otherwise would ere long cause their beautious petals to droop \. Great Britain. ' ' ■Htt 578 LESSONS IN ENGLISH. i" ! and decay. Poised in the air, it is observed peeping cautiously, and with a sparkUng eye, into their innermost recesses, whilst the ethe- real motions of his pinions, so rapid and so lif^ht, appear to fan and cool the flower, without injurinj? its fragile texture, and produces a delightful murmuring sound, well adapted for lulling the insects to repose XVIII. The JIumming-Bihd (Continued). The prairies, the fields, the orchards, and the gardens, nay the deepest shades of the forests, are all visited in their turn, and every- where the little bird meets with pleasure and food. Its gorgeous throat in beauty and brilliancy baffles all competition. Now it glows with a fiery hue, and again it is changed to the deepest velvety black. The upper parts of its delicate body are of resplendant changing green ; and it throws itself through the air with a swiftness and vivacity hardly conceivable. It moves from one flower to another like a gleam of light, upwards, downwards, to the right, and to the left. In this manner it searches the extreme northern portions of our country,^ following with great precaution the advances of the season, and re- treats with equal care at the approach of autumn. —Audubon (1780-1851). XIX. Sunday in London. And now the melodious clangor of bells from church towers sum- mons their several flocks to the fold. Forth issues from his mansion the family of the decent tradesman, the small children in the advance ; then the citizen and his comely spouse, followed by the {;rown-up daughters, with small morocco-bound prayer-books in the folds of their pocket-handkerchiefs. The housemaid looks after them from the window, admiring the finery of the family, and receiving, perhaps, a nod and smile from her young mistresses, at whose toilet she has assisted. Now rumbles along the carriage of some magnate of the city, per- adventure an alderman or a sheriff, and now the patter of many feet announces a procession of charity scholars, in uniforms of antiqu? cut, and each with a prayer-book under his arm. XX. Sunday in London (Continued). The ringing of bells is at an end ; the rumbling of the carriage has ceased ; the pattering of feet is heard no more ; the flocks are folded in ancient churches, cramped up in by-lanes and corners of tha crowded city, where the vigilant beadle keeps watch, like the shep- herd's dog, round the threshold of the sanctuary. For a time every- thing is hushed; but soon is heard the deep pervading sound of the organ, rolling and vibrating through the empty lanes and courts; and the sweet chanting of the choir making them resound with melody and praise. Never have I been more sensible of the sanctifying effect of church music, than when I have heard it thus poured forth, like a 1. Southern States. INIERMEDIATE COURSE. 579 sautiously, and /hilst the ethe- Dear to fan and ind produces a the insects to .rdens, nay the urn, and every - gorgeous throat ' it glows with a ety black. The changing green ; )88 and vivacity her like a gleam he left. In this of our country/ I season, and re- on (1780-1851). Irch towers sum- rom his mansion n in the advance ; by the |»rown-up i in the folds of after them from aceiving, perhaps, jse toilet she has of the city, per- ,tter of many feet forms of antiqu? E the carriage has le flocks are folded id corners of tha tch, like the shep- For a time every- ,ding sound of the 3S and courts; and Dund with melody e sanctifying effect toured forth, like a river of joy, through the inmost recesses of this great metropolis, elevating it, as it were, from all the sordid pollutions of the week; and bearing the poor world-worn soul on a tide of triumphant har- mony to Heaven. — Irving. XXL SlIAKKSPEARE. In like manner has it fared with the immortal Shakespeare. Evory writer considers it his boundtn duty to light up some portion of his character or works, and to rescue some merit from oblivion. The commentator, eloquent in words, produces vast tomes of dissertations; the common herd of editors send up mists of obscurity from their notes at the bottom of each page ; and every casual scribbler brings his farthing rushlight of eulogy or research, to swell the cloud of incense and of smoke. As I honor all established usages of my brethren of the quill, I thought it b"t proper to contribute my mite of homage to the memory of. the illustrious bard. I was for some time, however, sorely puzzled in what way I should discharge this duty. I found myself anticipated in every attempt at a new reading ; every doubtful line had been ex- plained a dozen different ways, and perplexed beyond the reach of elucidation ; and as to fine passages, they had all beeh amply praised by previous admirers ; nay, so completely had the bard, of late, been overlarded with panegyric by a great German critic, that it was difficult now to find a fault that had not been argued into a beauty. — Irving. XXII. The Swallow and Other Birds. A swallow, observing a farmer employed in sowing hemp, called the little birds together, informed them what the farmer was doing, and telling them that hemp was the material from which the nets, so fatal to the feathered race, were constructed, advised them to join un- animously in picking it up, in order to prevent the consequences. The birds either not believing his informatien or neglecting his advice, gave themselves no trouble about the matter. In a little time, the hemp appeared above ground. The friendly swallow again addressing himself to the birds, told them it was not yet too late, provided they would immediately set about the work, before the seeds had taken too deep root. But they still neglecting his advice, he forsook their society, repaired for safety to towns and cities, and there built his habitation and kept his residence. One day as he was skimming along the street he happened to see a number of these birds im- prisoned in a cage on the shoulders of a bird-catcher . " Unhappy wretchesl" said he, " you now suffer the punishment of your neglect. " Thus, those who have no forsight of their own, and who despise the wholesome admonitions oi their friends, deserve the mischiefs which their own obstinacy or negligence brings upon their head?. » XXIII. God Seen in His Works. The Catholic Church, or, to speak more plainly, the sublime re- ligious soils under her influence, always sought the most beautiful and romantic places to erect monasteries and churches to the service '^'*»^'''''*^-«-«!^, 580 LESSONS IN ENGLISH. n of God. Christ Himself retired to the mountain to pray, and He sought the solitude of Tabor to manifest His glory, and Gethsemani to pour forth His sorrows into the bosom of His Father. The soul, withdrawn from the din and the uoise and the bustle of this world, breaks from its tension and soars towards God. The fathers of the desert sought the wilderness and the mountain-oaves, there to adore their God. Our forefathers in the faith, also, peopled the islands in the Atlantic, erecting their monasteries in clefts overlooking the mighty ocean, where the monks sat and contemplated God in the fearful storms and in the raging waves that dashed over the rocks; and admired the works of His providence in the flight snd screech of the ravens and gulls. XXIV. GoD Seen in His ^ok&s (Continued). In a storm they would imagine souls in distress crying out, "Where is my God? " See them also on the islands of blessed Lough Erne. They beheld the serenity of the sky above and the peaceful waters below, and were led to swuet and calm repose in God. Again, they sought the clefts of the mountains overlooking the smiling valleys, where they could feast their eyes on the riches and beauties of God in the fertile fields'below, and pity busy mortals in their incessant toil after the things that perish. Behold the lilies of the field, the birds of the air. God clothes and provides for all. He fills the soul that is empty of this world. — Archbishop Lynch. XXV. irx i AURENCE Justinian; St. Laurence Justinian had, during his youth, a sore on his neck, to cure which fire and iron had to be used. The moment of the opera- tion having arrived, he himself tranquillized the spectators who evinced the most lively compassion. " What fear you," said he, •' do you think I cannot receive the strength of which I have need from Him Who knew, not only how to console the three youths in the fiery furnace, but even to deliver them from it?" He underwent the operation without a groan, and in pronouncing only the name of Jesus. He immediately afterwards manifested the same courage in undergoing another painful incision. " Cut boldly," said he to the surgeon who was trembling, " your instrument cannot be compared to the iron nails and racks with which the martyrs were lacerated." XXVI. Answeii of an Indian Ohator to the Govehnou of Massachusetts WHO OFFERED TO SEN1> THE ReD MaN A Pu RITAN MINISTER. Your words amaze me ; you saw me before my French brothers, yet you and your ministers spoke not to me of prayer or of the Great Spirit. You saw my furs and my beaver skins, and you thought of them alone. If I brought many, I was your^riend. That was all. One day I lost my way and sailed in my birclr canoe to an Algonquin village where the French Black-Eobe preached of the Great Spirit. I was load'id with skins. The Black-Robe disdained to look at them. He spoke to me at once of the Great Spirit, of Paradise, of hell, and of prayer, which is the only way to Heaven. My heart was full of mTERMEDIATE COURSE. 581 to pray, and He ', and Gethsemani father. The soul, istle of this world, The fathers of the ves, there to adore pled the islands in )8 overlooking the plated God in the id over the rocks; ight snd screech of ?d). crying out, "Where leased Lough Erne, he peaceful waters God. Again, they he smiling valleys, I beauties of God in their incessant toil i of the field, the 11. He fills the soul a sore on his neck, aomentof theopera- ihe spectators who • you," said he, " do ch I have need from e youths in the fiery He underwent the only the name of lie same courage in dly," said he to the nnot be compared to were lacerated." u OF Massachusetts IITAN MiNISTEB. French brothers, yet ayer or of the Great }, and you thought of iend. That was all. anoe to an Algonquin I the Great Spirit. I ned to look at them. Paradise, of hell, and My heart was full of joy; I stayed long to hear the words of truth. His prayer pleased me. I asked him to teach me and to baptize me. Then I went back to my own country, and told what had happened to me. They saw I was happy and wished to be happy too. They sent out to the distant tribes to find the Black- Robe. When you saw me, if you had told me of prayer I would have learned your prayer, for I knew not what was good. But I have learned the prayer of my French brothers ; I love it and will follow it to the end. The Red Man does not want your money and your ministers. He will speak to you no more. XXVII. London in the Ti^ie of Chaiiles XL London, in the time of Charles II., was for the most part confined to what is now called the city, and contained about half a million inhabitants. Before the great fire it was built almost entirely of wood and plaster, with streets too narrow to allow wheeled carriages to pass one another. After the tire the houses were built of brick. Bankers, merchants, and tradesmen, who now live in suburban villas, and only attend the city during business hours, lived then in the heart of London, in stately mansions, situated in gloomy courts, or in newly built squares. The streets were wretchedly paved and drained, and in rainy weather streams of dirty water rushed down Ludgate Hill, bearing the filth of the butchers' stalls into the fleet ditch. The houses were not numbered. If they had been they would have been of little use, for scarcely any of the coachmen, chairmen, porters, or errand bays could read. The shops had carved or painted signs of Saracens' Heads, Blue Bears, and Golden Lambs hung out, by which the common people were able to recognize them. Until the end of Charles II. 's reign, the streets of London at night were in utter dark- ness, and bands of robbers plied their trade with little fear of detec- tion ; but afterwards feeble lanterns were hung out on moonless nights from one house in every ten. XXV ML Respect for Relioion and its Ministers. Rodolph of Hapsburg, afterwards Emperor of Germany, was going one day to the chase ; he was mounted on a superb courser : his armor- bearer, carrying his javelins, followed him. Arriving at a prairie, the prince hears the sound of a bell : he looks and sees a gray haired Priest, preceded by an acolyte, and carrying the consecrated host. At this sight he uncovers his head, prays, and follows with his eyes the ministev of Heaven. Suddenly he sees him stop at the margin of a torrent and take off his shoes : " What are you doing ?" cried out Rodolph. " I am hastening to a sick viian who is sighing for his celestial nourishment ; the bridge hm been carried away by the flood, and as the dying man must not bo deprived of the blessing of which he aspires, I intend to wade the stream barefoot." Rodolph could not suffer the old man to thus expose himself ; he made the oldPriest mount his horse, and put the bridle in his hands. While the minister of God was bringing the nourishment of salva- tion to the sick man who called upon him, the young lord returned to his castle, happy to have renounced the pleasures of th chase in. favor of an act of religion and humanity. (MM^ ^ i ^ '' 1 • jli 1 1; 58*^ LESSONS IN ENGLISH. XXIX. Watrbton. While a mere boy Charles Waterton manifested the love of nature and rare powers of observation that rendered him so distinguished a naturalist. At the a^e of fourteen he was sent to the Jesuits' College of Stonyhurst, then just established. His predominent passion often led him to transgress the college boundaries in search of birds and animals, and the sagacious Fathers, in order to enable him to follow his bent, v/ithout infringing on the rales and giving a bad example, appointed him rat-catcher, fox-trapper, in short, a kind of general forester to the establishment, an office which he filled to the entire satisfaction of himself and the authorities. One of these wise Fathers sent for the lad one day, and telling him that his turn of mind would probably lead him in after life to distant lands, made him promise never to touch wine or intoxicating spirits of any kind — a promise Waterton strictly kept to the day of his death, which was more than sixty years after. His principal object of study was the natural world. He always slept on bare boards, with a blanket wrapped around him, and an oaken block for a pillow. He retired at eight o'clock in the evening, and rose at three o'clock in the morning. At four o'clock he went to his private chapel adjoining his roon, and spent an hour in devotion. His abstemiousness was remarkable. This great man was born in England in 1782 and died in 1865. He was lowered into the tomb while the Priests were chanting the Benedictus and linnets were signing in the trees overhead. XXX. Painting. Painting, or art generally, as such, with all its technicalities, dif- ficulties, and particular ends, is nothing but a noble and ex- pressive language, invaluable as the vehicle of thought, but by itself nothing. He who has learned what is commonly considered the art of painting, that is, the art of representing any natural object faithfully, has as yet only learned the language by which his thoughts are to be expressed. He has done just as much towards being that which we ought to respect as a great painter, as a man who has learned how to express himself grammatically and melodiously has towards being a great poet. The language is, indeed, more dif- ficult of acquirement in the one case than in the other, and possesses more power of delighting the sense, while it speaks to the intellect, but it is, nevertheless, nothing more than language, and all those ex- cellences which are peculiar to the painter as such, are merely what rhythm, melody, precision, and force are in the words af the orator and the poet, necessary to their greatness, but not the tests of their greatness. It is not by the mode of representing and saying, but by .vhat is represented and said, that the respective greatness either of the painter or the writer is to be finally determined. — Euskin (1819 ). XXXI. The Old Man and His Ass. An old man and a little boy were driving an ass to the meat market to sell. ♦' What a fool is this fellow," says a man upon the road, •' to be trudging it on foot with his son, that his ass may go light 1" The INTERMEDIATE COURSE, 583 the love of nature 3o distinguished a ne Jesuits' College nent passion often larch of birds and able him to follow ng a bad example, a kind of general filled to the entire ne of these wise n that his turn of istant lands, made irits of any kind— a death, which was world. He always cound him, and an lock in the evening, c o'clock he went to m hour in devotion. id died in 1865. were chanting werhead. 3 technicalities, dif- it a noble and ex- lought, but by itself )nly considered the anting any natural iguage by which his 5t as much towards it painter, as a man jally and melodiously 8, indeed, more dif- other, and possesses saks to the intellect, Lge, and all those ex- ich, are merely what words af the orator ot the tests of their J and saying, but by e greatness either of ,—Ruskin (1819 )• ,8 to the meat market n upon the road, "to may go light I" The old man, hearing this, set his boy upon the ass, and went whistling by the side of him. " Why, sirrah 1" cries a second man to the boy, *• is it fit for you to be riding while your poor old father is walking on foot?" The father, upon this rebuke, took down his boy from the ass, and mounted himself. "Do you see," says a third, "how the lazy old knave rides along upon his beast, while his poor little boy is almost crippled with walking 1" The old man no sooner heard this, than he took up his son behind him. " Pray, honest friend," says a fourth, "is that ass your own?" — "Yes," says the man. "One would not have thought so," replied the other, " by your loading him so unmercifully, You and your son are better able to carry the fjoor beast, than he you." — "Anything to please," says the owner; and alighting with his son, they tied the legs of the ass together, and by the help of a pole endeavored to carry him upon their shoulders over the bridge that led to the town. This was so entertaining a sight, that the people ran in crowds to laugh at it ; till the ass conceiviuji,' a dislike to the over-complaisance of his master, burst asunder the cords that tied him, slipped from the pole and tumbled into the river. The poor old man made the best of his way home, ashamed and vexed, that by endeavoring to please everybody, he had pleased nobody, and lost his ass into the bargain. — World. XXXII. Bad Books. The Catholic Church strictly and wisely prohibits the reading of any books that are written by those who have fallen from the Faith, or teach false doctrine, or impugn the Eaith, or defend errors, and that for this plain and sound reason : the Church knows very well that it is not one in a thousand who is able to unravel the subtlety of infidel objections. How many of you have gone through for your- selves the evidence upon which the authenticity, genuineness, and inspiration of the Books of Daniel rests? Have you verified the canon of the Old and New Testament? or have you mastered the philosophical refutation of Atheism ? Would you advise your children to read skeptical criticisms of Holy Scripture or the arguments of Deists? If not, why read them yourselves? You know perfectly well that the human mind is capable of creating many difiiculties of which it is incapable of finding a solution. The most crude and ignorant mind is capable of taking in what can be said of the truth. Destruction is easy ; construction needs time, industry, and care. To gather evidence as to ascertain the traditions of the Church, needs learning and labor, of which only they are capable whose life is given to it .- Cardinal Manning (1808 ). XXXIII. A ElLIi FROM THE ToWN PUMP. The title of " town treasurer " is rightfully mine, as guardian of the best treasure that the town has. The overseers of the poor ought to make me their chairman, since I provide bountifully for the pauper, without expense to him that pays taxes. I am at the head of the fire depai tment, and one of the physicians to the board of health. As a keeper of the peace, all water-drinkers will confess me equal to the constable. I perform some of the duties of the town-clerk by pro- mulgating public notices when they are posted on my front. Tq m i *] [■ »i ! Ill , i 584 LESSONS IN ENGLISH. speak within bounds, I am the chief person of the municipality, and exhibit, moreover, an admirable pattern to my brother officers by the cool, oteady, upright, downright, and impartial discharge of my business, and the constancy with which I stand to my post. Summer or winter nobody seeks me in vain ; for all day long I am seen aii the busiest corner, just above the market, stretching out my arms to rich and poor alike ; and at night I hold a lantern over my head, t jh to show where I am and to keep people out of the gutters. At the sultry noontide I am cupbearer to the parched populace, for whose benefit an iron goblet is chained to my waist. Like a dram- seller on the wall, I cry aloud to all and sundry, in my plainest accents, and at the very tiptop of my voice : " Here it is, gentlemen 1 Here is the good liquor ! Walk up, walk up. gentlemen ; walk up, walk up 1 Here is the superior stuff 1 Here it is by the hogshead or the single glass, and not a cent to pay ! Walk up, gentlemen I walk up, and help yourselves I " — Hawthorne (1804—1864). XXXIV. A CiiACHAN^ (Highland Landscape). A genuine Highland Clachan (hamlet) is one of the most picturesque things in the world, especially just after rain, when the color comes out. The houses, as everybody knows, of one story only, are built of great rough stone, and thatched in a rude way with rushes. Con- sidered as artificial things, they do no honor to their artificers, for all their beauty is due to nature, and to the poverty of the builders, who were not rich enough to contend with nature. Whenever High- landers are well off they cease to build picturesquely altogether, the inns and farm-houses, and kirks, being uniformly square and hideous, whilst the castles of the nobility are usually, if of recent date, devoid of all interest, except as enduring examples of the lowest bathos of the " Gothic " renaissance. If the Highlanders could build churches and castles as grandly as they build poor men's huts, their country would be as great in architecture as it is in scenery. XXXV. A Clachan (Continued). The poor men's huts have the sublimity of rocks and hillocks. The coloring of the walls is so exquisite that it would take a noble colorist to imitate it at all. Gold of lichen, rose of granite, green of moss, make the rude stones of the poor man's house glorious with such color as no place in all England rivals. And as if it were especially intended by nature that full juc' ice should be done to her fair colorinj,' by the most desirable foil and c< ntrast, she has given the Highlanders peat, which they build into stacks close to the habitations, and whose intense depth of mingled purples and browns makes their walls gleam like jewelry. And when some cottage in the clachan lies empty and deserted, and the wood-work of the roof rises, a grim Skeleton, above the abandoned walls, blacker than black, yet full of deep purples in its blackness, arrangements of color become possible to the painter &uch as the strongest colorists desire. — P. G. Hamerton. ^ Pronounced Kldkan, INTERMEDIATE COURSE. 585 nunicipality, and ,er officers by the discharge of my xypost. Summer I am seen aii the out my arms to rn over my head, I the gutters. At tied populace, tor it. Like a dram- y, in my plamest •e it is, gentlemen 1 itlemen ; walk up, )y the hogshead or ..gentlemen 1 walk pk). ,he most picturesque len the color comes »ry only, are built of with rushes. Con- leir artificers, for all of the builders, who . "Whenever High- iuely altogether, the square and hideous t recent date, devoid ihe lowest bathos of could build churches huts, their country ry. ks and hillocks. The take a noble colorist pite, green of moss^ e glorious with such s if it were especially le to her fair coloriiij^ •iven the Highlanders 'ubitations, and whose Lkes their walls gleam achan lies empty and grim Skeleton, above ill of deep purples in issible to the painter —P. G. Hamerton. XXXVI. Shakesi'Eaue's Gkave. From the birth-place of Shakespeare a few paces brought me to his grave. He lies buried in the chancel of parish church, a large and venerable pile, mouldering with age, but richly ornamented. It stands on the banks of the Avon, on an embowered point, and sep- arated by adjoining gardens from the suburbs of the town. Its situa- tion is quiet and retired : the river runs murmuring at the foot of tlie churchyard, and the elms which grow upon its banks droop their branches into its clear bosom. An avenue of limes, the boughs of which are curiously interlaced, so as to form in summer an arched way of foliage, leads up from the gate of the yard to the church porch. The graves are over-grown with grass ; the gray tombstones, some of them nearly sunk into the earth, are half-covered with moss, which has likewise tinted the reverend old building. Small birds have built their nests among the cornices and fissures of the walls, and keep up a continual flutter and chirping; and rooks are sailing and cawing about its lofty gray spire. — Irving, XXXVII. "It is More Blessed to Give than to Receive." A young man, a student in one of our universities, was one day taking a walk with a professor, who was commonly called the stu- dents' friend from his kindness to those who waited on his instruc- tions. As they went along they saw lying in the path a pair of old shoes, which they supposed to belong to a poor man who was em- ployed in a field close by, and who had nearly finished his day's work. The student turned to the professor, saying, "Let us play the man a trick; we will hide his shoes, and conceal ourselves behind those bushes, and wait to see his perplexity when he cannot find them." " My young friend," answered the professor, " we should never amuse ourselves at the expense of the poor. But you are rich, and may give yourself a much greater pleasure by means of this poor man. Put a crown into each shoe, and then we will hide ourselves and watch how the discovery affects him." The student did so, and they both then placed themselves behind the bushes close by. XXXVIIL "It is More Blessed to Give than to Receive" (Continued). The poor man soon finished his work, and came across the field to the path where he had left his coat and shoes. While putting on his coat he slipped his foot into one of his shoes ; but, finding something hard, he stooped down to feel what it was, and found the crown. Astonishment and wonder were seen upon his countenance. He gazed upon the coin, turned it round, and looked on it again and again. He then looked around him on all sides, but no person was to be seen. He now put the money into his pocket and proceeded to put on the other shoe ; #ut his surprise was doubled on finding the other crown. His feelings overcame him; he fell upon his knees, looked up to Heaven, and uttered aloud a fervent thanksgiving, in which he spoke of his wife, sick and helpless, and his children without bread, whom this timely bounty, from some unknown hand, would save from ri 111 586 LESSONS IX KXi.LISH. perishing. The student stood there deeply affi cted, and his ryes filled with tears. " Now," said the professor, " are you not much better pleased than if you had played your intended trick?" The youth replied, " You have taught me a lesson which I will never forget. I feel now the truth of these words, which I never understood before: • It is more blessed to give than to receive.' " — Catholic Record, t : S ■■ ill XXXIX. CliEANJilNKHS. Cleanliness bears analo;;;y to purity of mind, and may be recom- mended under the three following heads : A mark of politeness, it produces affection, it bears analogy to purity of mind. First, it is a mark of politeness, for it is universally agreed upon, that no one un- adorned with this quality can go into company without giving a manifest offence. The different nations of the world, are as much distinguished by their cleanliness, as by their arts and sciences. The more any country is civilized, the more they consult this part of politeness. Secondly, cleanliness may be said to be the foster-mother of affec- tion. Beauty, indeed, most commonly produces love, but cleanliness preserves it. Age, itself, is not unamiable while it is preserved clean and usullied; like a piece of metal constantly kept smooth and bright, we look on it with more pleasure than on a new vessel can- kered with rust. I might further observe, that as cleanliness renders us agreeable to others, it makes us easy to ourselves ; that it is an excellent preservative of health ; and that several vices destructive both of mind and body, are inconsistent with the habit of it. XL. Cleanliness (Continued). In the third place, it bears a great analogy with purity of mind, and naturally inspires refined sentiments and passions. We find from experience that through the prevalence of custom, the most vicious actions lose their honor by being made familiar to us. On the con- trary, those who live in the neighborhood of good examples, fly from the first appearances of what is shocking. Thus pure and unsullied thoughts are naturally suggested to the mind, by those objects that perpetually encompass us, when they are beautiful and elegant in their kind. In the East, where the warmth of the climate makes cle^liness immediately more necessary than in colder countries, it is a part of religion : the Jewish law [and the Mohamedan (which in some things copies after it), is filled with bathings, purifications, and other rites of the like nature. We read several injunctions of this kind in the Book of Deuteronomy, which confirm this truth ; and which are but ill accounted for by saying, as some do, that they were only in- stituted for convenience in the desert, which otherwise could not have been habitable for so many yoars. — Addison (1672-1719). XLI. • Sickness. Then surely siol^ness, contributing no less than old age to the shak- ing doWQ this scaffolding of the body, may discover the inwar(^ IXTKKMKDIATE COURSE. 687 structure more plainly. HicknusH ia a Hort of early old ape, it teaches us a diffidence in our earthly atate, and iuHpirus uu with the thoughts of a future, better than a thousand volumes of photoj^raphs and divines. It« gives so warnin{» a concussion to those props of our vanity, our strength and youth, that we think of fortifying ourselves within, when there is so little depejidenco upon our out- works. Youth, at the very best, is but a betrayer of human life in a gentler and smoother manner than age : it is like a stream that nourishes a plant upon a bank, and causes it to flourish and blossom to the sight, but at the same time is undermining it nt the root in secret. My youth has dealt more fairly and openly with me ; it has afforded several prospects of my danger, and given me an advantage not very common to young men, that the attractions of the world have not dazzled me very much ; and I begin where most poople end, with a full conviction of the emptiness of all sorts of ambition, and the satisfactory nature of all human pleasures. XLII. Sickness {(.'ontinued). When a smat of sickness tells me this empty tenement of my body will fall in a little time, I am even as unconcerned a was that honest Hiberniain, who being in bed in the great storm some years ago, and told the house would tumble over his head, made answer: "What care I for the house I I am only a lodger." The morning after my exit, the sun will rise as bright as ever, the flowers smell as sweet, the plants spring as green, the world will proceed in its own course, people will laugh as heartily, and marry as fast as they were raised to do. The memory of man, as it is elegantly expi'essed in the Book of Wisdom, passeth away as the remembrance of a guest that tarrieth but one day. There are reasons enough in the fourth chapter of the same book to make any young man con- tented with the prospect of death. " For venerable old ago is not that of long time, not counted by the number of years : but the understanding of a man is grey hairs, and a spotless life is old age He was taken away less wickedness should alter his understanding, or deceit beguile his soul."i — Pope (1618-1744). XLIII. The Constitution of Canada, The Act of Confederation recites that the constitution of the Dominion shall be similar in prmciple to that of the United King- dom. But in truth the only similarity consists in the fact that one of the two chambers is nominated by the Crown, and that the auth- ority of the Crown is represented in the Dominion hy the presence of a Governor-General. In all other respects the example of the Ameri- can republic has been followed. The keystone of the whole system is that principle of federation which the United States has so long re- presented, and which consists of local self-government for each member of the confederacy and the authority of a common Parliament for strictly'iiational affairs. This fact is not an objection to the scheme. It is, on the contrary, the best security for its success. It would havq I, The quotation is given according to the Douay versjoji, 588 LEbSONS IN ENGLISH. been imposHible to eHtablish in Canada anything really resembling th« constitution of England. (Inifornnty of le^'islation would have been unendurable. Nothing could nuike the Senate of Canada an institU' tion like tlic^ English IIouso of Lords: nomination by the Crown could not do it. There was some wisdom iu the objection raised by Mr. Bright to this part of the scheme. XLIV. The Constitution of Canada (Continued). A good deal of sentimentalism was talked in parliament by the ministers in charge of the confederation scheme, about the filial affection of Canada for the mother, and the intense anxiety of the Canadians to make their constitution as like as possible to that of England. The Canadians appear to have very properly thought of their interests first of all, and they adopted the system which they believed would best suit the conditions under which they lived. In doing so they did much to strengthen and to command that federative principle on which their Dominion is founded, and which appears likely enough to contain the ultima ce solution of the whole problem of government as a))plied to a system made up of various populations with diverse nationalities, religions, and habitudes. So far as one may judge of the tendencies of modern times it would seem that the inclination is to the formation of great state systems. The days of small independent states seem to be over. If this be so it may safely be stated that great state systems cannot be held together by uniform legislation. The choice would clearly seem to be between small inde- pendent states and the principle of federatibn adopted in the formation of the Domiuion of Canada. — Justin McCarthy (1830 ). ■•!> XLV. C iiTY IN Speech. How comes it that the evil which men say spreads so widely and lasts so long, whilst our good, kind words don't seem somehow to take root and bear blossom. Is it that in the stony hearts of man- kind these pretty flowers can't find a place to grow ? Certain it is that scandal is good brisk talk, whereas praise of one's neighbor is by no means lively hearing. An acquaintance grilled, scored, devilled, and served with mustard and cayenne pepper, excites the appetite ; whereas a slice of cold friend with currant jelly is but a sickly, un- relishing meat. Now, such being the case, my dear worthy Mrs. Candor, in whom I know there are a hundred good and generous qualities ; it being perfectly clear that the good things which we say of our neighbors don't fructify, but somehow perish in the ground where they are dropped, whilst the evil words are wafted by all the winds of scandal, take root in all soils, and flourish amazingly — seeing, I say, that this conversation does not give us a fair chance, suppose we give up cen- soriousness altogether, and decline uttering our opinions about Brown, Jones, and Robinson (and Mesdames B. and R.) at all. We may be mistaken about every one of them, as, please goodness, those anecdote-mongers against whom I have uttered my meek protest have been mistaken about me. INrEUMKDIAlfc: COURSE. 58U y resembling th« would have been mada an institu- the Crown could m raised by Mr. ued). Eirliament by the , about the filial se anxiety of the DBBible to that of :,perly thought of stem which they ;h they lived. In kud that federative id which appears tie whole problem arious populations 8. So far as one uld seem that the jms. The days of )e so it may safely >gether by uniform jtween small inde- sd in the formation ). We need not an to the extent of Haying that Mth. Manning was an amiable creature, much misunderstood ; and Jack Thuftell a gallant unfortunate fellow, not near so black an he was painted ; but wo will try and avoid personalities altogether in talks, won't wo? — W. M. Thackeray (1811-1863). XLVI. The CiiniHxiAN Rkuoion. This religion is the most priceless treasure which this fallen, sin- stained world possesses. It is indeed the light of the world and the salt of the earth — the light of revealed truth for the intellect, the healing salt of Heavenly graces for the wounds and corruptions of the heart. It is our pillar of cloud by day, our pillar of tiro by nit^lit pro- tecting ua from the enemies of our salvation and guiding our footsteps through the desert of life towards the Promised Land. There is no dark problem of life which it has not solved, there are no anxious questionings of the soul for which it has not the most satisfactory answers. Into every Gothsemane of human grief and agony it has entered as an angel of consolation. Veronica-like, it has wiped the blood and tears and sweat from the face of suffering humanity. It has cared for the poor, it has fed the hungry, it has clothed the naked, it has visited and consoled the sick, it has sanctified and sublimated human sorrow, it has brought hope and comfort into the darkness of the dungeon, it has freed the slave, it has ennobled and dignified labor, in fine, it found the human race tattered and torn and bleeding by the way-side of th"' world and like the good Samaritan it has taken it up in its protecting arms, has poured wine and oil into its wounds and has restored it to health and strength. —Right Rev. J. Walsh, D.D., Bishop of London, Canada. .'ads so widely and seem somehow to ny hearts of man- ow ? Certain it is ne's neighbor is by ■d, scored, devilled, rites the appetite ; is but a sickly, un- Candor, in whom qualities; it being y of our neighbors id where they are winds of scandal, g, I say, that this se we give up cen- r opinions about nd R.) at all. We ,80 goodness, those my meek protest XLVII. Enteri'kise. Hitherto there seems to have been above earth bat little or no obstacle to the enterprise of man ; and yet he has often been balked in his attempts to pass from one land to another. In his panting im- patience to communicate with his fellow-man wherever he might be found, or in obedience to that supreme law which commands him to go forth and people the earth, he has endeavored to track his way to its utmost regions — he has dived into the darkest of its valleys, and there groped his way amidst the stones of the torrent, to create a path beyond the chains of mountains that seemed to shut him in. He has climbed as high as it was possible for all his breathless vigor to bear him, until at length he has come to the snow-built pyra- mids on the summit of the mountain or the impassible glacier ; and then he has turned its flank, and with wonderful perseverance has made his way into the opposite region. — Cardinal Wiseman. XLVIII. The Submakine Telegraph. But who ever thought till now of at once plunging into the very depths of the ocean, without the power of seeing a single step beyond him ; almost beyond the power of the fathoming-line to reach, to a depth, as we have been told, as great as the height of the highest 690 LKSSONS IN ENGLISH. !;!■! WM Ml' i t ' I 1 t, ■ . w ,l' u mountainu explored but by u few individualH ? And thero he huH ventured to trace his path, and has traced it without deviation, and without yieldinj^ to any, however forinidablo, obHtachsH. IIu haH niadu that path bury ituelf deep into thu very undormoet of the vallevH of that unseen region ; he haH made it to ascend itti steep- CHt precipiceH — to cross its hi^'hewt mountains- to pass down a^jain ; till thus by an effort of perseverance, the like of which the world has never witnessed, the two continents have been noored safe to one another — moored so safe by thia little metallic howser, as no other power, no amount of " inky .blots and rotten parchment bonds," or protocols of treaties, could ever have done. — Cardinal WiHt-man. XIJX. Cloud IJeauty. We hava seen that when the earth had to be prepared for the inhabitation of man, a veil, as it were, of intermediate being was spread between him and its darkness, in which were joined, in a subdued measuro, the stability and insensibility of the earth and the passion and perishing of mankind. But the heavens, also, had to be prepared for his habitation. Be- tween their burning light, — their deeg vacuity, and man, a veil had to be spread of intermediate being; — which should appease the un- endurable glory to the level of human feebleness, and sign the change less motion of the heavens with a semblance of human vicissitude. Between earth and man arose the leaf. Between the heaven and man came tlie cloud. His life being partly as the falling leaf, and partly as the flying vapor. Has tlio reader any distinct idea of what clouds are? We had some talk al)out them long ago, and perhaps thought them nature, though at that time not clear to us, would bo easily enough under- standable when we put ourselves seriously to make it out. Shall we begin with one or two easiest questions? Tluit mist which lies in the morning so softly in the valley, level and white, through which the tops of the trees rise as if thiough an inundation — why is it so heavy ? and why does it lie so low, being yet so thin and frail that it will melt away utterly into splendor of morning, where the sun has shone on it but a few moments more? Those colossal pyramids, huge and firm, with outlines as of rocks, and strength to bear the beating of the high sun full on tlieir flery flanks — why are they so light, — their basses high over our heu ^s. higli over the heads of Alps? why will this melt away, not as iU-'. sun rises, but as he descends, and leave the stars of twilight clear, while the valley vapor gains again upon the earth like a shroud ? —liuskiii (IS19 ). L. Cedric the Saxon. Cedric was not above the middle stature, but broad-shouldered, long-armed, and powerfully made, like one accustomed to endure the fatigue of war or of the chase ; his face was broad, with large blue eyes, open and frank features, fine teeth, and a well-formed head, altogether expressive of that sort of good-humor which often lodges with a sudden and hasty temper. Pride and jealousy there was in his eye, for his life had been spent in asserting rights which were con- stantly liable to invasion ; and the prompt, fiery, and resplutQ dig- I INTKkMKDiATE CmJRSR. 50 1 not as V.i-'- sun I position of the man hsul boon kept constnntly uiKm the alert by the riicuinHtanct'S of bis situation. His lon»^ yellow hair was c«iually divided on the top of his bcuul and upon bis brow, and combed down on ouch side to the leuf^tb of his shoulders : it had but little tendency to jprouchinu to liis sixtieth year. LI. Cbdric thk Saxon {Continued). His dress was a tunic of forest ureen, furred at the throat and cuffs with what was called minever; u kind of fur inferior in (juality to ermine, and formed, it is believed, of the skin of the gray B i \ ill I i IT ' furs, in their robes of ffveen powered with hoar f roast, or gracefully fringed with icicles, give beauty and color to the snowy carpet which winter spreads over these regions. The mighty river is caught in the chill grasp of winter, and no longer bears on its proud bosom the wealth of our great Dominion. A sparkling sheet of crystal is thrown over its laughing waters, making it resemble a huge giant wrapped in his funeral robes. And even as the mortal body is clasped by the icy hand of death, and lies like the great river in sepulchral garments for a brief season, but shall be one day released from its cold bonds, in like manner shall the torpid St. Lawrence, warmed by the rays of spring, burst asunder its crystal winding-sheet and laugh and glint in the beams of the sun. — Archbishop O'Brien (1843 ). LIV. The Saguenay. The Saguenay is not, properly, a river. It is a tremendous chasm, like that of the Jordan Valley and the Dead Sea, cleft for sixty miles through the heart of a mountain wilderness No magical illusions of atmosphere enwrap the scenery of this northern river. Everything is hard, naked, stern, and silent. Dark-gray cliffs of granite gneiss rise from the pitch-black water; firs of gloomy green are rooted in their crevices and fringe the summits ; loftier ranges of a dull indigo hue show themselves in the back-ground, and over all bends a pale, cold, northern sky. The keen air, which brings out every object with a crystalline distinctness, even contracts the dimensions of the scenery, diminish ohe height of the cliffs, and apparently belittles the majesty of the river, so that the first feeling is one of disappointment, still it exercises a fascination which you cannot resist ; you look, and look, fettered by the fresh, novel, savage stamp which nature exhibits, and at last, as in St. Peter's or at Niagara, learn from the character of the separate features to appreci- ate the grandeur of the whole LV.- The Saguenay (Continued). Steadily upwards we went ; the windings of the river and its vary- ing breadth, from half a mile to nearly two miles, giving us a shifting succession of the grandest pictures. Shores that seemed roughly piled together out of the fragments of chaos, overhung us; great masses of rock, gleaming duskily through their drapery of evergreens, here lifting long irregular walls against the sky, there split into huge, fantastic forms by deep lateral gorges, up which we saw the dark blue crests of loftier mountains in the rear. The water beneath us was as black as night, with a pitchy glaze on its surface ; and the only life in all the savage solitude was now and then the back of a white porpoise in some of the deeper coves The river is a reproduc- tion truly on a contracted scale of the fiords of the Norwegian coast The dark mountains, the tremendous precipices, the fir forests, even the settlement in Ha ! Ha I Bay and I'Anse k I'Eau (except that the houses are white instead of red), are completely Norwegian as they can be. The Scandinavian skippers who come to Canada all notice this resemblance. — Bayard Taylor (1825-1878). INTERMEDIATE COURSE. 593 i LVI. Men Always Fit for Freedom. There xS only one cure for the evils which newly-acquired freedom produces, — and that cure is freedom ! When a prisoner leaves his cell, he cannot bear the light of day ; he is unable to discriminate colors, or recognize faces ; but the remedy is not to remand him into his dungeon, but to accustom him to the rays of the sun. The blaze of truth and liberty may at first dazzle and bewilder nations which have become half blind in the house of bondage ; but let them gaze on, and they will soon be able to bear it. In a few years men learn to reason; the extreme violence of opinion subsides; hostile thecries correct each other; the scattered elements of truth cease to conflict, and begin to coalesce ; and, at length, a system of justice and order is educed out of the chaos. Many politicians of our time are in the habit of laying it down as a self-evident proposition that no people ought to be free till they are fit to use their freedom. The maxim is worthy of the fool in the old story, who resolved not to go into the water till he had learned to swim. If men are to wait for liberty till they become wise and good in slavery, they may, indeed, wait forever. —Macaiday (1800-1858). ^ LVII. The Woodpeckeu's Complaint. "Mighty lord of the woods, why do you wrongfully accuse me? Why do you hunt me up and down to death for tua imaginary offence ? I have never spoiled a leaf of your property, much less your wood. Your merciless shot strikes me at the very time I am doing you a service. But your short-sightedness will not let you see it, or your pride is above examining closely the actions of so insignifioamj a little bird as I am. If there be tii at spark of feeling in yourbreasj which they say man possesses, or ought; to possess, above all other animals, do a pooi.' injured creature a litole kindness, and watch me in your woods only for one day." " I never wound your healthy trees, I should perish for want in the attempt. The sound bark would easily resist the force of my bill ; and were I even to pierce through it, there would be nothing inside that I could fancy or my stomach digest." LVIII. The Woodpecker's Complaint (Continued). "I often visit them, it is true, but a knock or two convinces me that I must go elsewhere for support ; and where you to listen at- tentively to the sound which my bill causes, you would know whether I am upon a healthy or an unhealthy tree. Wood and bark are not my food. I live entirely upon the insects which have already formed a lodgement in the distempered tree. When the sound informs me that my prey is there, I labor for hours together, till I get at it ; and, by consuming it for my own support, I prevent its further depreda- tions in that part." *• Thus I discover for you your hidden and unsuspected foe, which has been devour mg your wood in such secrecy that you had not ho least suspicion it was there. The hole which I make in order to ;^'et at the pernicious vermin, will be seen by you as ^ou pass under the WSSSf^&i 594 LESSONS IN ENGLISH. r 1 1 m I^IH 1 in 111.11 1 ^B^ .V !i 1 B" ;% ( 1 Si iii 1 '« H Im ■1 Hi tree. I leave it as a signal to tell you that your tree has already atoocl too long. It is past its prime. Millions of insects, engendered by disease, are preying upon its vitals. Ere long it will fall a log in use- less ruins. Warned by this loss, cut down the rest in time, and spare, oh, spare, the unoffending woodpecker 1 " —Charles Waterton (1782-1865). LIX. Kino Edwy and St. Donstan. When Edred died, the eldest of Edmund's two sons succeeded him. His name was Edwy, and he was so handsome that he was called Kdxoy the fair : it is a pity that he was not as good as he was hand- some. He was very young when he became king, and was foolish and good naturedly weak, so that he fell into very bad company, and was never happy unless he had a number of wicked and foolish young people round him. These wicked friends persuaded Edwy to spend his time in eating and drinking, and all kinds of wicked pleasures. He ruled his kingdom very badly, and treated his poor grandmother Edgiva so cruelly that she died of want, while he was rioting and feasting. St. Dunstan, a man of noble birth, who was abbot of the abbey of Glastonbury, tried all he could to prevent the king from be- having so badly. St. Dunstan was at this time the chief support of the kingdon: he was not only a very holy man, but a wise and active minister too. He taught the people to make oi-gans and bells for the churches, to sing and play church-musio, to make vestments, and to paint beautiful pictures in books. All this made the people love St. Dunstan very much. LX. * Einq Edwy and St. Dunstan {Continued). And indeed every one loved him except the foolish young king and his bad companions. The king hated him, because St. Dunstan often told him he was leading a wicked life, and was displeasing God : courtiers hated him because he told the king to send them away, and to choose better friends. As they were afraid of being punished, they in the end, persuaded Edwy to banish St. Dunstan out of the kingdom. He went to Flanders, and lived there a year. All the Flemish clergy and people grew as fond of him as the English were, and begged of him to remain with them. But as soon as he could, St. Dmistan went back to England, because that was his own country and he liked to teach the people over whom God had placed him. While he was in Flanders the English grew so angry with their foolish king, that they sent him away, and said he should not be king any longer. So Edwy was banished in his turn. It is to be h d when he Was away from all his bad companions, and in trouble, ,t he began to think and cepent of his wickedness. LXI. A July Day in Canada. Just such a temperature as described by Dickens of a hot day in Marseilles was it in A , no ripple stirring the smooth clear waters of our magnificent St. Lawrence, as it flowed majestically past, mirroring back the pretty villages nestling croquettishly in its INTERMEDIATE COURSE. 595 las already etoocl 3, engendered by fall a log in use- time, and spare, on (1782-1865). s succeeded him. bt he WdS called as he was hand- i was foolish and mpany, and was nd foolish young < Edwy to spend A^icked pleasures, oor grandmother was rioting and was abbot of the he king from be- ief support of the , wise and active and bells for the vestments, and to le people love St. .0. 1 young king and 5t. Dunstan often iispleasing God : I them away, and ig punished, they istan out of the a year. Ail the he English were, oon as he could, i his own country placed him. angry with their liould not be king It is to be h d d in trouble, -t of a hot day in he smooth clear wed majestically oquettishly in its banks ; no breath of air stirring the trees, the long grass, the weeds and wild flowers that bordered the road side and filled every dell and hollow, looking in their sultry iriimovability as if painted on canvas. What a very Sahara seemed the closely shaven clover fields, the yellow stubble reflecting fiercely back the molten sunlight that poured down on it, and how hot and scorched the poor corn fields looked, each stock bending, it seemed, not so much beneath its weight of grain, as under the merciless heat, till they seemed to claim pity almost as much as the kine and sheep that panted and gasped oeneath the meager shadow of fence and outbuildings, or the few isolated trees spared here and there on the land. Insect life, however, held full jubilee, and flies buzzed, bees hummed, crickets, grasshoppers, sang, chirped, till their united efforts made up almost in volume of sound, if not music, for the silence of the birds that mutely nestled amid the drooping foliage.— A/r«. Leprohon (1832-1879). LXII. A Christmas Dinner. The table was literally loaded with good cheer, and presented an epitome of country abundance, in this season of overflowing larders. A distinguished post was allotted to " ancient sirloin," as mine host termed it; being, as he added, "the standard of old English hospi- tality, and a joint of goodly presence, and full of expectation." There were several dishes quaintly decorated, and which had evidently something traditional in their embellishments : but about which, as I did^not like to appear over-curious, I asked no questions. I'could not, however, but notice a pie, magnificently decorated with peacock's feathers, in imitation of the tail of that bird, which over- shadowed a considerable tract of the table. This, the squire con- fessed, with some little hesitation, was a pheasant pie, though a pea- cock pie was certainly the most authentical ; but there had been such a mortality a:nong the peacocks this season, that he could not prevail upon himself to have one killed. It would be tedJous, perhaps, to my wiser readers, who may not have that foolish fondness for odd and obsolete things, to which I am a little given, where I to mention the other makeshifts of this worthy old humorist, by which he was endeavoring to follow up, though at humble distance, the quaint customs of antiquity. I was pleased, however, to see the respect shown to his whims by his children and relatives; who, indeed, entered readily into the full spirit of them, and seemed all well versed in their parts ; having doubtless been pre- sent at many a rehearsal. I was amused, too, at the air of profound gravity with which the butler and other servants executed the duties assigned them, however eccentric. They had an old-fashioned look ; having, for the most part, been brought up in the household^ and grown into keeping with the antiquated mansion, and the humors of its lord; and most probably looked upon all his whimsical regulations as the established laws of honorable housekeeping. — Irving. LXIII. Champlain's Mistakb. It was an evil hour for Canada, when, on the twenty-eighth o2 May, 1609, Samuel de Champlain, impelled by his own adventurous spirit, departed from the hamlet of Quebec to follow a war- party of 1.1 596 LESSONS IN ENGLISH. ri m r 'ii Algonquins against their hated enemy the Irocjuois. Ascending the Sorel,' and passing the rapids at Chambly, he embarked on the lake which bears his name, and with two Prench attendants steered south- ward, with his savage associates toward the rocky promontory of 'I'iconderoga. They moved with all the precaution of Indian war- fare ; when, at length as night was closing in, they descried a band of the Iroquois in their large canoes of elm bark approaching through the gloom. Wild yells from either side announced the mutual dis- covery. The Iroquois hastened to the shore, and all night long the foiv resounded with their discordant war-songs and fierce whoops of defiance. Day dawned, and the light began. Bounding from tree to tree, the Iroquois pressed forward to the attack; but when Cham- plain advanced from among the Algonquins, and stood full in sight before them with his strange attire, his shining breast-plate and features unlike their own,— when they saw the flash of his arquebuse, and beheld two of their chiefs fall dead, — they could not contain their terror, but fled for shelter into the depths of the woods. The Algon- quins pursued slaying many in the flight, and the victory was complete, — Parkman (1823 ). LXIV. At Oka. More impressive still is the Mass at day-break in the little sacristy, where white man and red kneel together and receive their one Lord, coming to them in the the mystery of the Eucharist to till the humble chapel with His glorious presence. The faint streaks of early dawn stealing in at the eastern window, reveal the bowed bead of tha priest wrapped in earnest thanksgiving and in prayer for those entrusted to his guidance. From outside comes the plashing sound of waves against the shore. Over Calvary the day is breaking in streaks of golden light ; opposite, on the Vaudreuil side, the green hills are covered by a light vail of silvery mist rising from the water. Dew is dropping from the giant branches of the old elms. Here and there a canoe shoots over the trembling surface of the lake. Nature is bestirring herself, and whispering to man, " Let everything that has breath praise the Lord." LXV. At Oka (Continued). At nine o'clock the pier is all astir. All the idlers of the village and some of the workers turn out to see the boat oif . The Methodist minister is there ; his latest convert is there in brown glovt ^. Here a knot of squaws discuGb the cheapest market in which to buy beads ; there some Indian boys playfully punch each other's ribs at an im- mintnt risk of tumbling over the wharf. A goodly sprinkling of French -Canadians are interspersed among the Indians. And now there is a shout. The boat moves off, past the golden sand-hills, past the church, past Mount Calvary, with its dazzling white chapels and its symbols of tho Crucifiction. On past the monastery with its workers, away into the bend of the rivar, aw«y from Oka with its sad and hopeful present, we float on the waters of the St. Lawrence and dream ^.f the early days of Ville Marie. — A. M. Fope. 1. Now the Bichelieu. h ^'' INTFUMEDIATK COURe evening before he He was so very anxious to be martyred, that he prayed fervently to God to dry up the river. It was dried directly, and he passed over its course, and went up the hill. The executioner, who was looking on, saw the miracle: he threw away his sword, and falling at Alban's feet, said he would be a Christian too. They passed on together to the top 'of the green and flowory hill. There Alban prayed again, and a stream of fresh water sprang out of the turf. After all these miracles, St. Alban and the executioner who had become a Christian, were beheaded together, and went to receive a glorious crown. The town of St. Alban's was afterwards built on this bill. LXXI. Flowers at Funerals. Among the beautiful and simple-hearted customs of rural life which still linger in some parts of England, are those of strewing flowers before the funerals, and planting them at the graves of de- parted friends. These, it is said, are the remains of some of the rites of the primitive church ; but they are of still higher antiquity, having been observed among the Greeks and Romans, and frequently men- tioned by their writers, and were, no doubt, the spontaneous tributes of unlettered affection, originating long before art had tasked itself to modulate sorrow into song, or story it on the monument. They are now only to be met with in the most distant and retired places of the kingdom, where fashion and innovation have not been able to throng in, and trample out all the curious and interesting traces of the olden time. — Irving. LXXI I. Mary Comfortress of the Afflicted. Mary, from her nearness to Jesus, has imbibed many traits of the Sacred Heart of Jesus. She shares in a pre-eminent degree His divine compassion for sorrow and suffering. Where He loves and pities, she also loves and pities. Nay, may we not well say that all enduring anguish of soul, and writhing under the pangs of a lacerated hear, are especially dear to both Jesus and His Mother ? Was not Jesus the Man of Sorrows? and did He not constitute Mary the Mother of suffering and sorrowing humanity? And even as His divine Breast knew keenest sorrow, did not a sword of sorrow pierce her soul ? She participated in the agony of Jesus only as such a Mother can shar^ the agony of such a Son ; in the tenderest mnnner, therefore, does she commiserate sorrow and suffering wherever found. Though now far beyond all touch of pain and misery, still, as the de- voted Mother of a pain-stricken race, she continues to watch, to shield, to aid, and to strengthen her children in their wrestlings with these mysteroius visitants. — Brotlwr Azarias, F. S. G. LXXIII. Amaurot, Capital op the Island of Utopia, Amaurot lies upon the side of a hill, or rather a rising ground. Its figure is almost square ; for from the one side of it, which shoots up almost to the top of the hill, it runs down in a descent for two miles to the river Anider ; but it is a little broader the other way that runs {blong by the banks of the riyer, The Anider rises about eighty miles 600 LESSOxNS IN ENGLISH. above Amaurot, in a small spring at first, but other brooks fall into it ; of which two are more considerable than the rest. As it runs by Amaurot, it is grown half a mile broad ; but it still grows larger and larger, till after sixty miles course below it, it is lost in the ocean. I'etween the town and the sea, and for some miles above the town, it ebbs and flows every six hours with a strong current. The tide comes up for about thirty miles so full, that there is nothing but salt water in the river, the fresh water being driven back with its force; and above that, for some miles, the water is brackish, but a little higher, as it runs by the town, it is quite fresh ; and when the tide ebbs, it continues fresh all along to the sea. There is a bridge cast over the river, not of timber, but of fair stone, consisting of many stately arches ; it lies at that part of the town which is farthest from the sea, so that ships without any hinderance^ lie all along the side of the town. There is likewise another river that runs by it which though it is not great, yet it runs pleasantly, for its rises out of the same hill on which the town stands, and so runs down through it, and falls into the Anider. The inhabitants have fortified the fountain- head of this river, which springs a little without the town ; that so if they should happen to be besieged the enemy might not be able to stop or divert the course of the water, nor poisou it, from thence it is carried in earthen pipes to the lower streets : and for those places of the town to which the water of that small river cannot be conveyed, they have great csterns for receiving the rain water, which supplies the want of the jther. The town is encompassed with a high and thick wall, in which there are many towers and forts ; there is also a broad and deep dry ditch, set thick with thorns, cast around three sides of the town, and the river is instead of a ditch on the fourth side. LXXIV. Amaurot, Capital of the Island of Utopia {Continued). The streets are very convenient for all carriage, and are well sheltered from the winds. Their buildings are good, and are so uni- form, that a whole side of a street looks like one house. The streets are twenty feet broad; there lie gardens behind all their houses, which are large but enclosed with buildings, that on all hands face the street, so that every house has both a door to the street and a back door to the garden. Their doors have all two leaves, which, as they are easily opened, so they shut of their own accord ; and there being no property among them, every man may freely enter into any house whatever. At every ten years' end they shift their houses by lots. They cultivate their gardens with great care, so that they hav vines, fruits, herbs, and flowers in them ; and all is so well ordered, and so finely kept, that I never saw gardens anywhere that were both so fruitful and so beautiful as theirs. This humor of ordering their gardens so well, is not only kept up by the pleasure they find in it, but also by emulation between the inhabi- tants of the several streets who vie with each other ; and there is indeed nothing belonging to the whole town that is both more useful and more pleasant: so that he who founded the town, seems to have taken care of nothing more than of their gardens. They say the whole scheme of the town was designed at first by Utopus. but he 1. Written also hindrance. er brooks fall into Ejst. As it runs by 11 grows larger and J lost in the ocean. above the town, it it. The tide comes hing but salt water vith its force; and but a little higher, ;n the tide ebbs, it aridge caat over the ig of many stately 8 farthcBt from the ftU along the side of , runs by it which r its rises out of the ris down through it, ortitiedthefouutain- the town ; that bo if night not be able to it, from thence it is 1 for those places of cannot be conveyed, ater, which supplies 3ed with a high and :orts ; there is also a 8, cast around three ditch on the fourth lA {Continued). •iage, and are well jood, and are so uni- house. The streets id all their houses, ,on all hands face the |he street and a back saves, which, as they 3rd; and there being snter into any house their houses by lots, hat they hav vines, ell ordered, and so that were both so Is not only kept up by \ between the inhabi- fother; and there is J is both more useful Itown, seems to have lens. They say the by TJtopus. but he INiKKMbDlAT£ COURSE. 601 left all that belonged to the ornament and improvement of it, to be added by those that should come after him ; that being too much for our man to bring to perfection. Their records, that contain the his- tory of their town and state, are preserved with an exact care, and run backwards 1700 years. From these it appears, that their houses were at first low and mean, like cottages, made of any sort of timber, and were built with mud walls, and thatched with straw. But now their houses are three stories high ; the fronts of them are faced either with stone, plastering, or brick ; and between the facings of their walls, they throw in their rubbish ; their roofs are flat, and on them they lay a sort of plaster which costs very little, and yet is so tempered, that it is not apt to talie tire, and yet resists the weather more than lead. They have great quantities of glass among them, with which they glaze their windows : they use also in their windows, a thin linen cloth, that is so oiled or gummed, that it both keeps out the wind and gives free admission to the light. — Sir Thomaa More. LXXV. Anolino. For my part, I was always a bungler at all kinds of sport that re- quired either patience or adroitness, and had not angled above half an hour before I had completely " satisfied the sentiment," and con- vinced myself of the truth of Isaak Walton's opinion, that angling is something like poetry — a man must be born to it. I hooked myself instead of the fish; tangled my line in every tree ; lost my bait; broke my rod ; until I gave up the attempt in despair, and passed the day under the trees, reading old Izaak; satis. 'H that it was his fascinat- ing vein of honest simplicity and rural fee., g that had bewitched me, and not the passion of angling. My companions, however, were more persevering in their delusion. I have them at this moment be- fore my eyes, stealing along the border of the brook, where it lay open to the day, or ' aa merely fringed by shrubs and bushes. I see the bittern rising with hollow scream as they break in upon his rarely invaded haunt; the kingfisher watching them suspiciously from his dry tree that overhangs the deep black mill-pond, in the gorge of the hills ; the tortoise letting himself slip sideways from off the stone or log on which he is sunning himself ; and the panic-struck frog plump- ing in headlong as they approach, and spreading an alarm through- out the watery world around. I recollect, also, that, after toiling and watching and creeping about for the greater part of a day, with scarcely any success, in spite of all our admirable apparatus, a lubberly country urchin came down from the hills with a rod made from a branch of a tree, a few yards of twine, and, as Heaven shall help me 1 I believe a crooked pin for a hook baited with a vile earth-worm — and in half an hour caught more fish than we had nibbles throughout the day I— Irving, LXXVI. My Cottage. My cottage, however, is a complete artistic observatory. I have a reach of lake before me five or six miles long to the westward, visible through two of my plate-glass windows ; and to the north there is Ben Cruchan, himself visible through another. So long as I remain in the house, not a single effect of importance on those broad waters and mighty mountain-side will escape me, and I shall obtain a com- 602 LESSONS IN ENOLISII. I'i ufi. i r- pressive Berios of niemoraiidu, including; eiYoctH of ovory season of the year, and every hour of the day, and every state of the atmosphere, liy this means, watching continually the changes of aspect produced in a few familiar scenes by every change of off«!ct, and taking careful notes of such changes, I shall solve the moKt)>erplexi' ' of those dit!i- culties which baffled me last year, and, I confidently hope, after ttve years of such constant observation, winter and sinnmer, here and in the camp, to come at last to realize my ideal of fidelity in landscape- pamting. This little cottage is a considerable addition to my accommodation. It contains twelve habitable rooms, each about ten feet square. I shie, and enduring'; fitted to grapple with difficulties, and to support privationH. Thiro seems but little soil in his heart for the support of the kindly virtues; and yet, if we would but take the trouble to penetrate through that stoicism and habitual taciturnity, which lock up liiscluiractcr from casual observa- tion, we should tind him hnked to liis fellow-man of civilized life by more of those sympathies and affections than are usually ascribed to him. — Irving. LXXIX. A Nkw Auk. If, instead of jealousy and suspicion, statesmen had the boldness, energy, and breadth of soul to trust in the kingdom of our liedeemer, as a power not of this world but in it, ruling and proving, upholding or rejecting all earthly dynasties ; if they would but do it homage and service, not by money or statutes, but by giving range and action to its purely spiritual action, what might not the world once more be- come 1 But that time is now past. It is towards evening and the day is far sjient. A universal overpowering estrangement from the Church has seized ujjon the nations and their rulers. The founda- tions of Christendom — not of the Church — are disappearing, and modern legislation has removed itself from the basis of revealed truth to the state of natural society. LXXX. A New Age (Continued). What then is our duty ? — not to lament the past nor to dream of the future, but to accept the present. Dreams and lamentations weaken the sinews of action ; and it is by action alone that the state of the world can be maintained. Wo must learn the duty and necessity of seeing things as they are, in their exact and naked truth. " To see not what exists, but what we wish to indulge complacently in illusions about facts, as if facts would with equal complacency take the form we desire," ' is the source of a fatal weakness, and a still more fatal in- capacity to cope with real and instant difficulties. The hand has moved onward upon the dial, and all our miscalculations and regrets will not stay its shadow. Year by year the civil and the spiritual powers throughout the world are more widely parting asunder. Let us recognize this providential warning and prepare. A new task, then, is before us. The Church has no longer to deal with parliament and princes, but with the masses and with the people. Whether we will or no, this is our work. And for this work we need a new spirit and a new law of life. The refined, gentle, shrinking character of calm and sheltered days will not stand the brunt of modern democracy. — Cardinal Manning. 1. Guizot. HINTS (IX THE SUPPLEMENTARY LITERARY SEl-ECTIOXS. PAGE. 461.- 402. 402. 404. RELIGIOUS. -I. How many feet are there in the 20th vorso ? Dooh it af^ree with the 18th verno? — Tell from what part of the Bible is the quotation : " Peace 1 be still I " -II. 22n(l 1. Whore ia Wartburg? — What lesson may be drawn from this narration? -III. 10th 1. What is meant by the hill-tops seven ?— Paraphrase the nth and I2th linos. — E.\plain tho 4th stanza. — Annotate the 5th Httm/.a. Do not forgot to give the names of some of Konio's threat men.— What is meant by that heap of stones (2lst 1.) ? — What is a legion (25th l.|? — Name some of the poets and tho heroes ret'eired to in 2<,)-32 11. ? — Derive portal (B4th 1.). — Paraphrase 41 44 11. — Explain 45-49 11. — What is the dome referred to in tho last stan^^a? — Describe tho Tiber? — Mention some historical facts with which the name is associated. IV. Explain matn and ohaciire (1-2 11.). — Point out Bethlehem on the map?— For what is it noted? — Write, in your own lan<,'uage, the ideas of ihe first paragraph. — Use another word Un- female (12th 1.). Which in preferable? — Point out a clause from tho Scripture in the 4tli paragraph. — What Roman Em- peror issued the mandate? — Write a sketch ot the Journey to Bethlehem. 465.-- V. Derive evocation (Gth 1.) — Tell from what parts of Scripture the texts quoted in this selection are taken. — Why did our Lord call Himself the "Son of Man"?— On what mountain did Mopes pray ?— Derive Advent (30th 1.). — Why is and repeated several times in 40-41 11. ?— What is the meaning of Kucharistic (44th 1.) ? — Make out a synoptical outline of this selection. 400. — VI. What is mearit by the Immaculate Conception ? — When was the Immaculate Conception declared a dogma of Catholic faith ? By whom ? — Point out and class forms of the verb in the second stanza. — Paraphrase the Immaculate Conception. VII. Express in your own words the principal ideas contained in this selection. 467. 467. -VIII. Who are the •' fishers of men"? — Who is the "star of the sea " ? — Paraphrase the 2nd stanza. — How does St. John sail with the "fishers of men" yet? — Give a text from Scripture to show that the 4th stanza is true. — Explain the 6th stanza. — Compare the 6th stanza wAth, selection I., p. 401, "Christ Stilling the Tempest." — Paraphrase 24-28 11.— Interpret the 8th and 9th stanzas. 468. — IX. Paraphrase Give Me Thy Heart. LITERARY INTI'.RMKDIATE COURSE. 005 PAOK 470.- 80 ? I>oo8 it afiree , of the }3ible is the Bon may be drawn ^even?- Paraphrase I stanza.— Annotate 3 names of some ot that heap of stones lie some of the poets orive portal (lUth I.)- —What is the dome ,ho Tiber?— Mention is associated. >oint out Bethlehem Write, in your own , —Use another word b__Point out a clause —What Roman Em- choi the Journey to nat parts of Scripture ^ken.-Why did our l-Onwlmt mountain -Why is and repeated leaning of Kuchamtic I of this selection. Conception ?-When a dogma of Catholic forms of the verb in iculate Conception. icipal ideas contained -Who is the "star of -How does St. John |?__Give a text from listrue.-Explain the fcth, selection I., P- 4bl, lase 24-28 U.-Iiiterpret 471. X. What is the •• Rook of Ages "?— Name some of the •• great, men who stood at the helm of the Iri^'h Church." — How do C!atholics regard the term Popery/?— Write a sketch of the Irish Church. XI. Compare this selection with Macaulay's " Everlasting Churclj." Heo Macaulay's " Review of Rank^'s History of the Popes." - Make out a synoptical tableau of the Immortality of the Papacy. 472. — XII. From what is the quotation taken: •' Vanity of vanities, all is vanity "? — What sontences in " Immortality " do you ttnd the most striking? — Write a composition on Immortality, in- corporating iu it some quotations from this beautiful selection. 478.— XIII. For what is earth (Ist 1.) used here?— Explain " painting thy outward walls so costly gay." — Point out the figures in this selection, and express them in plain language. XIV. Write historical notes on the first stanza. — Paraphrase the 3rd and 4th stanzas. — Explain the last stanza. XV. Write historical notes on this selection. — Derive some of the leading words. — Make out a synoptical tableau of the principal ideas in this selection. XVI. Who was Phidias? — Give the boundaries of Ancient Rome. — Who was Seneca ? — Write a sketch of this selection. XVII. Derive Niagara (neck of water). — Point out the figures in this selection. 474.- 475.- 476.- 478.- MISCBLLANEOUS. 479. — I. Point out the most beautiful thoughts of this selection. — Analyze the figures. — Write a composition on Niag^ara Falls, bringing in quotations from this selection and the previous one. 481.— II. Derive the principal words. — Write the Fountain in prose. 481.-111. What waters are •' hurled down Niagara's steep " ? — Derive Toronto (an Indian word meaning tr^es in f/je wafer; other in- terpreters say it means a place of meeting), Ontario (a village on a mountain), Cadaraqui (note the spelling of this word, the third letter being d instead of t.). — Criticize the idea suggested in 18-20 11.— Give reasons for address " O Lady!" (2nd 1.). — (This is an extract from a letter addressed to Lady Charlotte Rawden.) — Paraphrase the last four lines. 482. — IV. What proverb summarizes this selection? (A friend in need is a friend indeed, suggested in 17-18 11.). — Write Flattery and Friendship in prose. 483. — V. Paraphrase the Rapid. 483. — VI. Commit those gems to memory. — Show the leading idea in each. — Give the meaning of the principal words. 484. — VII. Write each quotation in prose. — Name the three poets. (Homer, Horace, Shakespeare.) 485. — VIII. Write historical notes on this Belectit>n. — What title was given to W^arwick ? — Write a sketch of the death of Warwick, bringing in quotations from this selection. 606 LESSONS IN ENGLISH. .'i t PAGE. 486. — IX. Compare with " Isle of Demons." in Parkman's •* Pioneers of France in the New World," pp. 203-205. 487.^X. Make out a synopsis of The Maple. 488. — XI. Write historical notes about this selection. — Write a com- position about the Shamrock. 489.— XII. Write the Silver-Bird's Nest in prose. 490. — XIII. Describe a supar-camp. — Describe the process of making maple sugar. — Make out a synopsis of the Old Sugar-Camp. 491. — XIV. Derive Erin. — Point out Cavan on the map. — Why does the writer refer to Cavan ? (Because she is a native of that county.) — Trace out the Erne. — Point out the Cootehills. Who was Breffny ? — Before the English invasion of Ireland, in 1172, the district now known as the County of Cavan was called "Brefifny "or "Brenny,"and also " Breffny O'Keilly," be- ing the ancient territory of the sept or clan of O'Reilly, and, more- over, to distinguish it from " Breffny O'Rourke," now Leitrim, which belonged to the powerful seft of O'Rourke. In the reign of Elizabeth, the whole of "O'Reilly's country" was con- fiscated to the British crown, and in that of her successor, James I., the .32,000 acres of which it consisted was distributed for the most part, amongst English adventurers. Explain " O'Reilly's bold borderers." — That part of Ireland, comparatively small, which was alone in possession of the Nor- man English, for ages after the Invasion, was styled" the English Pale." As may be supposed, the Anglo- Irish of the Pale were constantly engaged in predatory warfare with one or other of the Irish clans by whom they were surrounded. Brefifny O'Reilly being the nearest of the noithern territories to the Pale, it oftenest fell to the lot of the brave O'Reillyn to resist the encroachments of their dangerous neighbors beyond tlvo border. Derive rath (26th 1).— -What is a shillelagh J — Explain the 31st line. — Describe the lark, the linnet, the cuckoo. — Write the fifth stanza in prose. — Draw up an outline of Home Memories. 492. 493. -XV. Write a composition about a river you know, using the River Charles as a model. It may help you to paraphrase this selection first. -XVI. Where does the transition from youth to a^e come in ? — What verse sums up ? — Make out a synopsis of this selection. 494.— XVII. What lesson may be learned from this selection ? — Para- phrase A Sanitary Message. 496. — XVIII. Is it necessary to have an apostrophe in calVd (20th 1) ? No 1 the insertion of e does not make tho word tv o syllables. See Wilson's " Principles of Punctuation," pp. 199-200.— What is meant by the " Hesperian Chime" (22nd 1.) ? — Write a com- position on Spring, bringing in quotations from this selection. 496.— XIX. Paraphrase Winter in Canada. 498. — XX. The wording of An April Pay if modernized. The Teacher might read it from Chaucer in the original, that the pupils may see the changes. — What is Chaucer styled ? — Give a sketch of his life. 499. -XXI. Make out a Bynopsis of The Cloud. i lan's'* Pioneers i._Write a oom- foceas of making i Sugax-Camp. map.— Why does i a native of that Cootehills. /asion of Ireland, ,ty of Cavan was ffny O'Reilly," be- 'Reilly.and.more- ice," now Leitrim, irke. In the reign mntry" was con- of her successor, ,ed was distributed lat part of Ireland, isession of the Nor- styled" the English h of the Pale were ith one or other of rrounded. Breffny , territories to the 3 0'Reillyf> to resist ghbors beyond t..o a— Explain the 3lat 00.— Write the fifth ime Memories- ou know, using the [1 to paraphrase this th to age come in ? sis of this selection, is selection?— Para- he in calVd (20th 1) ? word tvo syllables. pp. 199-200.— What 41) ?_Write a com- f rom this selection. modernized. The ihe original, that the ucer styled ?-Give a INTERMEDIATE COUR'iE. 607 601.- XXII. Derive bivouac. — Compare " Parody on the Psalm of Life," by Phoebe Gary, Hart's " American Literature," p. 362. — Give a synopsis of the Psalm of Life. 502.— XXI 1 1 , Locate Grand Pr6 (Great Meadow)— King's County, N.S.— Derive dike. — Derive Acadian. — Point out Minas Basin on the map. — What is Blomadin'i Point it out. — Locate Normandy. — What Henries are referred to (26th 1.) ?— Describe " thatched roofs." — Explain "dormer windows; gables projecting." — Derive Uirtle (33rd 1.). — What is the meaning of assure (49th 1.)? —Derive Angelus (50th 1.). Explain — Explain "But their dwellings were open as day and the hearts of the owners."— From what is this selection taken ? From "Evangeline." 504. — XXIV. For notes on the " Chase," see an annotated edition of Scott's " Lady of the Lake," Canto I. — Paraphrase The Chase. O05.--XXV. Derive Yankee. — Write a composition about the Old School Clock. 507. — XXVI. Locate Auburn. — Auburn is generally identified with Lissoy or Lishoy, Bally mahon, County of Longford, Ireland. Some authors say it is the village of Albourne, Wiltshire, Eng- land. — Derive health, plenty, swain, bloom, boioer, humble. — Ex- plain " seats of my youth," " talking age." — The Teacher will understand why " weary pilgrims " is substituted for "whisper- ing lovers," also why " The bashful virgin's sidelong looks of love, The matron's glance that would these looks reprove," are omitted after the 28th 1. For copious notes, see any of the annotated editions of the " Deserted Village." 507.— XXVII. Music. — Analysis of the Poem. Stanza 1. The effect of music on the soul. It thrills and awakens the soul. 2. The extent of this awakening. New passions aroused and dim truths made clear. 3. The same idea further developed. 4. The music so thrills the poet and transports him that he begs the clarion to be silenced. 6. Still further is the soul moved and wafted upon the wings of music " tc a dread unvisited land." 6. The poet attempts to analyze music and to translate it into other sensations, but fails. 7. Now the music has taken full possession of the soul. 8. The state of the soul described. y, 10, 11. The ravishment of the soul described in detail, ac- cording to the nature of the sounds that thrill it. 12, 13. The effect of various sounds still further described. 14, 15, 16. The soul is again drawn out of its revery on sounds by the clarion's notes, and brought back to earth ; and again it attempts to wrestle with the action of these notes upon its inner being. 17, 18, 19. Other questionings as to the nature of sounds so potent. \V 608 LESSONS IN KNGLISH. PAGE. 20, 21, 22. Music is apostrophized ; again the poet strives to to define it. 23, 24. The soul finally goes to the source whence emanate all sweet sounds. The poem may be divided into five distinct parts : — Part I. — (1-6). Describes the music and its effects upon the soul of the poet. Part IL — (7-13). Describes the feelings of the soul transported by music. Part III. — (14-16). A refrain of stanzas 4th and 6th in Part I. Part IV. — (17-22). An effort to exiiress all that music is. Part V. — (23-24). The conclusion or finale, referring all tho beauty of sound to the Uncreated Beauty. Compare this poem with Dryden's Ode (A Song in Honor of Gfc. Cecilia's Day — "Alexander's Feast; or, the Power of Music."— Compare also "A Song for St. Cecilia's Day") — Faber deals with music in the abstract, questions its nature, and struggles to translate the feelings it creates into words. In consequence, the language is vague, bold, striking — running all along in a minor key of sweetness. Dryden deals with music in the concrete. The words, the phrases, the expressions, the meter employed, — all illustrate, ex- press, or mimic the sound the poet would convey. Faber's poem is theory and moralizing; Dryden's is action and expression. The study might be further extended to Pope's "Ode on Music for St. Cecilia's Day," which is a comparative failure ; and Moore's "Melologue on National Music," which, in its way, is no better a success. 510 — XXVIII. This selection requires deep study. The "Elegy "is regarded as one of the finest poems in the language. — Annotators do not agree as to the place which was the scene of the " Elegy." Stoke-Pogis, near Windsor, seems to be the place. — For note on Curfew, see pp. 166-167. — Give an analysis of the poem similar to the analysis of Music. — Write a sketch of The Eleg^. — There are so many well annotated editions of the Elegy, it is consid- ered superflous to give many notes here.) fl': ! 513. — XXIX. Derive ffliuting, effulgence. — Give an analysis of the selection. 514. — Derive Montreal. — What name did the founder give to tho city ? — Derive flotilla, pinnace, craft. — Give an account of the Hun- dred Associates. — Derive Jesuit. — In what is the sincere piety of Maisonneuve shown ? — Who were Mademoiselle Mance and Madame de la Peltrie ? — Who was Montmagny? — Wliat is called after him ? — Give an analysis of the selection. — Write a description of Montreal of to-day. 515. — XXXI. Derive the principal words. — Give a synopsis of the piece, 515. — XXXII. Derive the principal words. — Write historical notes on the proper names. — Give an analysis of the piece. — The study may be further extended to John Godfrey Saxe's Poem on the jsame subject. INIKRMEDIATE COURSE. 609 soul transported d 5tli in Part I. an anab^'^ia of the e a synopsis of the 616. — XXXI I. Why does the St. Lawrence bear this name ?— Derive Quebec. — Locate the Montmorency. — Derive Bacchus. — What is meant by habitants (11th 1) ? (The Frencli-Canadian farm- ers.) — Sliow what this description lacks. — Wx'ite out a synopsis of The St. Lawrence. Write a Description of the St. Law- rence either from your own observations sailing on its limpid waters, or from what you have studied of it. 617. — ^XXXIV. Write historical notes on this selection, — The Teacher is referred to the book from which this selection is taken, " De- velopment of English Literature—The Old English Period." 617.— XXXV. Why was this river called the St. Croix?— Why, at a later date, did it receive its present name ?— Derive Stadacon4, Hochelaga. 518. — XXXV L Commit this selection to memory. — Derive the principal words. — Make an outline of it. — Write a composition about The Hands. 618. — XXXVI I. The following paragraph may serveas an introduction to the selection: "The summer had long since drawn to a close, and the verdant landscape along Detroit had undergone an ominous transformation. Touched by the first October frosts, the forest glowed like a bed of tulips ; and ail along the river bank, the painted foliage, brightened by the autumnal sun, reflected its mingled colors upon the dark water below. The western wind was fraught with life and exhiliration ; and in the clear, sharp >ir, the form of the fish-hawk, sailing over the distant headland, seemed almost within range of the sportman's gun." — From Parkman's "Conspiracy of Pontiac," Vol II., p. 110. — \\ rite a composition on Indian Summer, taking your outline from this selection. 619.— XXXVIII. What kind of composition is this? (Fiction).— Give an analysis of the selection. — Write a composition en some imaginary subject. 620.— XXXIX. Explain " get a rise out of him." (3rd 1.)— Define found, as applied here. — Explain " he works himself up into an awful passion." (10th 1.) — Analyze the whole sentence. — Para- phrase the last sentence. 621 — XL. The word Utopia is from Greek words meaning noivhere. — For an explanatory note on Utopia, see " Webster's Un- abridged Dictionary," Noted Names of Fiction, p. 1641. — Give analysis of the description. — Write a similar description of an Imaginary Island. 522. — XLI. Locate St. Ann de Beoupr4, and say foi v.hat it is noted. — Write historical notes about Babylon, la Nouvelle France, Aladdin's Tower, Arabian Niyhts, Juyyernaut. — Discuss the pro- priety of the use of some (10th l.).^Write out an account of a miracle operated at St. Ann's, of which you have heard. 623. — XLII. Explain "grand epic" (10th 1.).— Name some epics. — Discuss the statement: " There is scarcely a trace of the Vol- tairean cynicism which has blighted the productions of some of the finest French intellects of the day " (2lst-23rd ll.).—Write a sketch of French- Canadian Literature. ■,L ii PAOB. 624.- 625.- LESSONS IN ENGLISH. -XLIII. Tell who Benvenuto Cellini (Chgl-lee'nee) was. (A cele- brated Italian artist, born at Florence, in 1500.) — Require the students to point out the most beautiful sentences. — Give au analysis of the piece. ■XLIV. Write historical notes on the proper names.— Write a composition on Cranmer, bringing in quotations from this selection. 626. — XLV. Write historical notes on the proper names. — Discuss the propriety of " says " used in many places in the piece. If cor- rect, give reasons. — Call attention to the punctuation. — Insist on the excellent moral lesson conveyed by this narrative. 637. — ^XLVI. Explain the phrase " in keeping with his possessions." Give the meaning of ijata as used here. — Having leering or languishing eyes, with a tender look, pink-eyed. — What is meant by Vmnis Erycina 'i — Eiyciua is one of the surnames of Venus, from Mount Eryx, where she had a temple. She was also worshiped at Rome under this appellation. Where is Glendearg? *' In the county above intimated, in the neighborhood of Dublin." See "The Rivals," beginning of chap. III. — Cote roll (16th 1.), a kind of wine or other liquor. (See "The Rivals," chap. III. "Before him, on a rosewood table, varnished like the surface of a mirror, stood decanters of cote roti and hermitage, the contents of which appeared to have been brought somewhat low in the course of tho evaing.") — Describe The Proprietor lu your own language. 628. — XLVII. Insist on the last sentence of the first paragraph. — In- sist on the third paragrapl.- Discuss the recommendation: "Never read any book which is not a year old " (36th 1). — Make cut a carefui analysis of Reading^, and then write a com- position on the same subject in your own language. 629. — XLVII I. Locate the places mentioned in the description. — De- rive the principal words. — Note the love Father Faber iiad for the Most Blessed Virgin (last sentence) even before he was con- verted to the Faith. (This description was written before Father Ff^ber's con veniion.) —Make out a careful analysis of this description. L> ^.^^Hr^^ names.- Write a ations from this mea.-Biscuss the the piece. It cor- .nctuation.— Insist is narrative, h his possessions." -Having leering or nk-eyed.-What is of the surnames ot , temple. She was lion. . bbove intimated, in ivals," beginning of ne or other liquor, lim. on a rosewood r stood decanters of chaopearedtohave of tho evpaing. )— uage. first paragraph.- An- le recommendation . .earold"(B6thl.).- rid then write i com- anguage. the description.--l^e- ^^ather Faber nad for en before he was con- was written before a careful analysis of Biographical Sketches. Note.— After each name, the place oi birth, and the date of birth and death (if dead) are given. Addison* Joseph— Milston, Eng- land (1662-1719)— is the prince of Eng- lish essayists. Works: Essays con- tributed to the Tatler and the Specta- tor are his principal prose writings. Speaking of these, Dr. Johnson says : " Whoever wishes to attain an Eng- lish style, familiar but not coarse, and elegant but not ostentatious, must give his days and nights to the study of Addison." As a poet, novelist, and writer of Latin, Addison attain- ed considerable celebrity. Some of his writings represent him as a vul- gar bigot. Audubon« John Janieii— Louisi- ana (17H0-1851)— published the " Birds of America," Ornithological Biogra- phy," and the "Quadrupeds of North America." " His ' Birds of America ' is the most magnificent monument that art has ever erected to orui- thology."— CuviKB. Arnott, Neil, M.D., F.R.S.— Mont- rose, Scotland, (1788-1874,)— wrote" A Survey of Human Progress," "Ele- ments of Physics." an " Essay on Warming and Ventilation," &c. The "Elements of Physics," written in plain or non-technical language, was translated into nearly all the Euro- pean languages. Azariaii, If rother — Tipperai'y, (1847 )— is President of Rock Hill College, Maryland. He is the author of '• The Psychological Aspects of Education," " The Art of Thinking," "Culture of the Spiritual Sense," "A Philosophy of Literature," "De- velopment of English Litei-ature," &c. He is a frequent contributor to the American Catholic Quarterly lievieiv, and other leading periodicals. " The style of this gifted Christian Brother is remarkable for beauty, facility, and clearness."— Jenkins. Bancroft, Oeorgc — WorooHter, Mass. (1800 )— is the author ot a " History of the United States. * Though a aiost remarkable nolmiliif of American affairs, this work In opoli to seriouscharges, Itseejustobe written principally to set forth the author's unfound and dangerous theories of God, man, and society. The last edi- tion of this work is particularly ob- jectionable to t'atholics. Balcer, Sir Samuel White— Eng- land (1821 )— explored the region around the sources of the Nile, and published the " Albert N'yanza Great Basin of the Nile," and the "Nile Tributaries of Abyssinia." Beattie, JauieH— Scotland (17:^ 1803) -is well known as a poet, and writer on metaphysical subjects. Works: The "Minstrel," "Evidences of the Christian Religion," and " Ele- ments of Moral Science." His philo- sophical works cannot be recom- mended to Catholics. Brownson, Ore!»te«i A. — Stock- bridge, Vermont (1803-1876)— was the ablest Catholic lay writer in the United States, and one of the most powerful intellectr -'n America. " The power of Dr. Brovn .on as a writer lies principally in :ue exposition of the fundamental principles of faith or reason. When he developed these principles and their consequences, he appeared as if armed with the club and might of Hercules, with which he crushed tho Hydra of error with its several heads oi heresy, infi- delity, and atheism. ' His style was as clear and as forcible as the train of thought and reasoning of which it was the expression.' " — Jenkins. Be- sides " The Review," Brownson wrote " Charles Elwood," " The Spirit Rap- Sar," " The Convert," "The American epublic," &c. Bucliin^ham,J antes Silli— Eng- land (1786-1855)— spent the first part of his literary life in the East. On his return to London, he established the Oriental Herald and the Athen- (fum. His "Travels in Palestine," " Travels in Mesopotamia," and '"('ravels in \ssyria and Media" vore published before 18;J6. After an ex- lonsive survey of the United States and British America, he published Ills travels in ten volumes. Burns, Robert — Scotland (1759- 1796)— was gifted with poetic talent of the highest order. Want of instruo lion, and the habit of intemporanue, to which he became a victim, pre- vented him froiit leaving us writings worthy of his great talents. Many of his pieces are unfit for perusal on ac- c»>unt of the profane love which in- spires them. C12 LESSONS IN ENGLISH. ni" <■ I \ Bryant, William C'ullen— Mas- Bacliusetts (1794-1878) -was a lawyer by profession, poet by nature, and journalist by choice. "The Ages," '* 'Ihanatopsis," and " The Embargo," are his principal poenan. Bryant was an accurate observer of nature, "as any one may prove who will take a volume of his poems out into the woods and fields, and read the de- scriptions in the presence of what is described." In his paper, The New York Evening Post, lie published a series of articles which showed that he was a bitter enemy of the Catholic Church. Chateaubriand, Francois An- Hu»te -France (1768-1848)— was one of the most distinguished French wri- ters of the century. " The Martyrs," and " The Genius of Christianity," are his best works. He held a high rank as a political writer. fowpcr, l¥llliani — Hertford- shire, England (173M'-00)— is often called " the poet of ordinary life and domestic enxotions." The greater part of his life was clouded with in- sanity, brought on by timidity, and fostered by religious melancholy. No other poet except Pope or Shake- speare IS more frequently quoted. Collins, Wm, — Chichester, Eng- land (1720-17 6)— wrote little, though he possessed eminent abilitie.s as a poet. The " Odes on the Passions " proving a financial failure, disap- oointment and an irregular life brought on mental depression. He died i.isane at the age of thirty-six. Ciiaucer, OecflTrey — London (?) (1328-1-JOO?)— "Father of English Poet- ry," is the author of the " Canterbury Tales." Chaucer's history is involved in obscurity. That he was a gifted writer is unquestionable. Forliuinor, love of nature, and discrimination, few are superior to him. He was im- bued with the prejudices of Wyckliffo against the Clergy, but in his last hours he exclaimed, " Wo is me ! Wo is me ! that I cannot recall those things which I have written." Dawson, Sir Joiin l¥illiam, M.A.,LL.D., F.K.S.,&c.— Pictou, Nova Scotia (1820 J— is Principal of Mc- Gill University, Montreal. As a scien- tist he holds a high rank. " Acadian Geology," " Archaia, or Studies of the Cosmogony and Natural History of the Hebrew Scriptures,' are his most extensive works. Besides these works, he wrote about thirty less ex- tensive ones principally on geology and other scientific subjects. Darnell, H. F.— London, England (1831 )— is a minister of the Church of Engiand. He published many original pieces in prose and verse while residing at St. John's, P. v^. He published avulunioof poeius entitled " Songs by the way." De 4|uincey«TlioniaM— Manches- ter, England (1785-1857) — cotitractud the habit of opium eating, which ho overcame after long effort. His liter- ary talents placed him among the ablest of English prose writers, but we have only fragments of his inimi- table style. De Were, Aubrey— Limerick, Ire- land (1814 )— is one of the most widely known and highly appreciated Irish writers of this century. Chief works : — " Alexander the Great," " St.'^homas a Becket," " The Legends of Sc. Patrick," " The Infant Bridal and other Poems," " May Carols." In 1851, he was converted to the Catholic Church, Dicicens, Chas.— Landport, Eng- land (1812-1870)— though deprived of a collegiate education through the pov- erty of his parents, became one of the greatest novelists and humorists that England produced. " David Cop- perfleld," " Bleak House," " Dombey and Son," and " Christmas Tales " are among his principal works. " He was certainly a moral writer, and lauded the household virtues; but there is a higher aspect of morality, one in which Catholic readers are bound to regard every book which professes to deal with the condition of man; and, so regai-dod, Mr. Dickens's wox-ks are false as any of those of the undis- guised materialistic writers of the da.y."— Dublin Review. Donovan, CorncliuN,M.A.~Ham- llton, Ontario (1847 )— Inspector of Catholic Schools, is a frfqueut con- tributor to the CathoVij press of Canada. He was editor oic the Harp. Donnelly, ITIiss lUennor €'. — Philadelphia (1848 ) - has written several volumes of religious verses. Some of the ballads written by her during the late rebellion are among the best of the kind in America,!! lit- erature. She is a frequent contributor to the Ave Maria. Dryden, Jolin — Northampton- shire, England (l6;W-1700j — " Father of English Critics " is one of the greatest masters of English verse. In disposition he is represented as the most amiable of men. Some of his pieces, especially his dramas, written before he became a Catliolic, are im- moral . Du Chailln, Paul -France (1830 ) — is the author of " Explorations and Adventurebin Equitorial Africa and Northern Europe." He was the first European that discovered and described the gvn-illa. DuChaillu's veracity has been questioned^ by critics. IKTF.RMEDIATK COURSE. C13 .John'H.P.ii. He of poeniH ciititlea I lOmnii-Manc'hos- [Qyj) — coiitrauttvl eating, wliich lu> 'effort. HiBliler- [ him among tlio prose writers, but lenta of his inimi- iT— Limerick, Ire- one of the most highly appreciatert lis century. Chief ider the Great, cet,"" The Legends The Infant Bridal " May Carols." In •ted to the Catholic .-Landport, Eng- Lough deprived ot a )n through the pov- its, became one of lists and humorists iuced. " David Cop- House," "Dombey mstmasTales-'aro jal works. "He was writer, and lauded rtues ; but there is of morality, one in mders are bound to c which professes to dition of man ; and, Dickens's works are ^ose of the undis- ;tic writers of the vieiv. .ncIiu«,M.A.— Ham- 47 )— Inspector of is a freoueut con- ' CathoVfj press of editor oi the Harp. mcnnoff *'. — , _) _- has written of religious verses. .ftds written by her ebellion are among Knd in American ht- requent contributor \a. ^yn _ Korthampton- 16:^-1700) -"Father lies" is one ot the of English verse. In represented as the men. bouie of his his dramas, written a Catholic, are un- Ipaul -France (1830 lor of " Explorations fill Equitorial Africa luropo. " Ho was the that discovered and Jv.rilla. UuChaillu s leeu questioned^ by Eincmon, Rnlph Waldo— Bos- ton (180:3-1882)— is the author of " Kep- resentative Men," " English Traits, Lectures, and Addresses," Pooms, Es- says, (fee. " Unfortunately for Emer- son and the value of his utterances, he ignores the supernatural in man. His view of religion is that of a mere- ly human institution." — Bkothkb AZAUIAS. Kverctt* Edward— Boston (1794- 1865) — an American statesman, ora- tor, and uian of letters, was educated at Hai'vard. of which he became president. As an orator, rhetorician, and scholar, Everett had few equals. His orations and speeches are pub- lished in four volumes. "The Mount Vernon Papers " contain most of his newspaper writings. Vrnnklin« Bci^jainln — Boston (1706-1790)— was a writer, statesman, and scientist. He early imbibed in- fidel principles which pervade his writings. Works: His "Autobiogra- phy," '^Essays," "Political Works and Letters." Franklin took an active pai't in politics, and represented the Colonies as Minister Plenipotentiary to France during the War of Inde- pendence. Faber,Rev.FrederlckWiUlam — Calverly, Yorkshire, England (1814- 1863)^was an excellent poet and ex- quisite prose writer. He entered the ministry of the Church of Eng- land, but became a convert to the Koman Catholic faith in 1845. Two years later, he received Holy Orders, and joined the Congregation of the Oratory of St. Philip Neri. His principal works are: " Creator and Creature," " All for Jesus," " Growth in Holiness," "Spiritual Conferences," "The Precious Blood," "Bethlehem," " The Blessed Sacrament," " Poems," "Hymns," "Letters," "Notes." Cray, John — Torrington, Devon- shire, England (1688-17:J2)— is the au- thor of "Fables," which are among the best of the kind in the English language. His works are justly cen- sured for their licentiousness. Oriffin, Oerald - Ireland (1803- 1840)- entered the Novitiate of the Christian Brothers in 1838. Among his principal works are : " The Inva- sion," "The Duke of Monmouth," "Tales of Munster Festivals," "The Rivals," "Poems," &c. Had he not been carried off at an early age, we might have expected from his pen works of the highest order. €;}ould, Hannah F. — Vermont (1787-1865)— lost her mother whiie quite young. While devoting herself to the care of her father, to whom she was housekeeper and companion,Mis8 Gould found time to compose many charming pieces in verse. IJoldMmlth, Ollvrr-Pallas, Long- ford, Ireland ( 17'28 1774)— was a gift- ed poet and excellent prose writer; but ho was vain, eccentric, and im- provident. The" Vicar of Wakeliold," the "Deserted Village," and "The Traveler," are among his best works. Haliburlon, Hon. ThoniaN V,- - Windsor, Nova Scotia (179ti-18C5)-was a distinguished novelist, humorist, and liistorian. Works: "AHistoriciil and Statistical Account of Novn Scotia," "The Sayings and Doings llo\v,IIenry WndM worth —Portland, Me. (1807-1882) -Poet-Lau- reate of America, was unquestion- ably one of the ablest linguists of modern times. His principal iioenis are the " Golden Legend," " Evange- line," " Hiawatha," " Miles Standisli," "The Spanish Student," &c. liOrd Durtierln— FvcderickTemple Blackwood - i^aron Clandebov— Flor- ence, Italy (182(5 )— isthe wisest ad- ministrator, most brilliant orator, and the most accomplished states- man that held the position of Gov- ernor-General of Canada. Among Lord Dufferin's principal works are "Letters from High Latitudes," "A Narrative of a Journey from Oxford to Skibbereen," and an "Examina- tion of Mills' Plan for the Paciflcatiou of Ireland," &c. IiOfv-c'll« Jainen RnniHell— Cam- bridge, Mass. (1819 ) — is a poet, humorist, and literary critic. Low- ell's works comprise an extensive series of poems, reviews, lectures, and essays published in the North Ameri- can and the Atlantic Monthly, and subsequently issued in two volumes. He succeeded Longfellow as Professor of Belles 'Lettres in Harvard Univer- sity. Ijynch. !9Iof«t Rrv. John JoMrph* D.U.v Archbishop of Toronto— near Clones, County Monaghan, Ire- land (1816 ) is the author of a large ninnber of sermons and pastoral let- .i?/8 that are read throughout the English speaking world, and are noted for their pathos and literary merit. " The Archbishop deserves the greatest credit for his letters, which appeal to public reason, and stimulate reflection."— Davin IVIanning, II«;nry Edward, Car- dinal* Archbishop of f jondon — Totteridge, England (1808 — -)— holds a foremorit rank among ecclesiastical writers. Broadness of views, clear- ness of reasoning, and energy of style, characterize his works. " The Miii- pion of the Holy Ghost," the " Vatican Decrees and Civil Allogiai.ce,"" Lec- tures, "" Sermons," dice, are his prin- cipal writings. Itlahony* K(^v. FranciH — Cork, Ireland (1804-l8C)<))~i8 best known by his " Keliguea of Father Prout, " " The Bells of Shandon," and his contribu- tions to Fraaer'a Ma(jo me. IflaVMhall, ThoiiinM William - London (181.'}-I^77)-took orders in the Churcli of England in 1H45, and was converted to the Catholic Iteligion by Cardinal "Wiseman three years later. As a satirist, he had no superior. " The Christian Missions "and "Com- edy of Convocation " were written by him. Marshall was a constant con- tributor to the periodicals of his time. i^lacaulay, Thois. BnblnKton— Rothly Temple, England (IBf 0-1859)— was the moat brilliant and least re- liable of En£lish Historians. Macau- lay occupied a foremost ranlc emong the greatest parliamentary orators of his day. His writings are exceedingly attractive, owing to his e^cteiisive erudition and the brillianc cf iais style. Principal works; "ijays of Ancient Rome," "The Beview of Hallam's Constitutional History of England," "A Historyof Englandfrotn the Accession of James II." "Every body reads — everybody admires- • it nobody believes in— Mr. Macaulay." UlcOee, ThoniaM D'Arcy— Carl- ingford, Ireland (1825-1868)— tlie most gifted Irishman in America, and one of the richest and most splendid in- tellects of the nineteenth century, contributed to nearly every depart- ment of literature. As a poet, he holds a high rank; as orator, journalist, and statesman, he has had few equals. "A CatTiolic Historyof North America," " O'Connell and His Friends," "Life of Bishop Waginn," " A Popular History of Ireland," and "Poems" are his chief literary works. .?f cCarthy, JuMtin— Cork ( 1830 ) —was connected with the Cork Ex- aminer, and the Northern Times of Liverpool. In 1868,he traveled through the United Stater.. Sincehis return to Europe, he published " Messie," a nov- el, " The Waterdale Neighbors," "Con Amore," " Modern Leaders," a " His- tory of English Radicalism," "A His- tory of Our Own Times," &c. Mr. McCarthy is one of the Irish National Party in the British House of Com- mons. His style is pure and very agreeable. IVIilton, John -London (1608-1674) — is England's greatest epic poet. " He may be regarded as being, in many respects, the standard of dignifted poetic expression ; although Shakes- peare alone e?iiibits the varied ele- INIKRMRDIATR COl'RSE. t)15 Alloglai-ce,""Iie(J- • &c. are hia prin- , Frant'lM — Cork, -i8 best known by atherProuC'Tha • and his oontribu- lauo 'lie. oiiint Wllllnm - -took oiders III tUo nd in 1H45, and was Catholic lleligion by n three years later, had no superior. :i88ions"and"Com- m " wei-e written by pas a constant con- periodicals of his hos. Bnbinwton— England (18) 0-1859)— iUiaiit and least re- Historians. Macau- iremost ranlc emong Lamentary orators ot lings are exceeding..y a \o his e^cteiipive he brilliatic cf i-iia 1 works: "i-.ays of • "The Beview of tutional History of ^toryof ETiRlandfrom James II." "Every^ rybody admires-- ut in— Mr. Macaulay.' iinaa WArcy— Carl- (1825-1868)— the most in America, and one nd most splendid in- tiineteenth cetitury, nearly every depart- dture. As a poet, gh yank; as orator, tatesman.he has bad ^ Catholic History of " " O'Connell and His 1 of Bishop Maginn," itory of Ireland," and bis chief literary rustin-CorkdSM ) d with the Cork Ex- e Northern Times of 68,he traveled through er.. Sincehis return to ished " Messie," a nov- 3ale Neighbors," "Con srn Leaders," a " His- i Radicalism," "A His- wn Times," &c. Mr. e of the Irish National ritish House of Com- lyle is pure and very in -London (1608-1674) 'reatest epic poet. " He led as being, in many standard of dignifted ion ; although Shal:es- '.hibits the varied ele- ments of oonspieuDusiu'ss. posvxr, and brilliancy iiilmiout in (nu* Iniigim^io. In studying Milton's »!,.iu d'aradiso Lost) aH a bacred puoui, wo aio ini- f tressed by a want of awe and resorve n the handling of n;iigiousniystorii's, where, for instance, ho lopiosontH tlio Supreme Heing 'as a school-divine'; and we loathe the grim puritanical pleasantry which he puts in tlio mouths of the rebel angels, whiio making the first experiment of their new discovered artillery. The Mil- tonic Satan is undoubtedly o!io of the most stupendous creations of i)oetry ; but there is a historic grandeur in it which wins, do what you will, a hu- man sympathy. This "is wrong; the representation of the devil should be purely and entirely evil, without a tinge of good, as that of God should be purely and entirely good, without a tinge of evil. Milton never speaks of the Trinity, and scarcely disguises his Arianisni."— Jenkins. His other works are hia " Paradise Regained," "Ode on the Nativity," "Lycidas," "Comus," "L'Allegro," "II Penso- roso," &c. J?lilinan« Henry Hart — London (1791-1868)— was a clergyman of the Church of England. His voluminous poetical and historical works are of little interest to Catholic readers. ]?Iontn${ii, Tjady I?Iary— Thores- by, Nottingham, England (1690-1762)— was a noted wit. She is known solely by her letters, which are the Fjuglish counterpart of Madame de Sevign6's. iTTontnlenibcrt, Count, Clinrles Forbes Rened« — London (1810-1870) —was a distinguished French writer. Two of his works, " The Monks of the West" and "The Life of St. Eliza- beth " are translated into English. Iflore, Sir Thonian— London (1480- 1.535)— was one of the leading Catho- lic writers of the reign of Henry VIII. His talents and virtue raised him to the dignityof Lord High Chan- cellor. " Utopia" awd "A History of Edward V." are his principal works. Having refused to take the oath of supremacy, he was condemned by Henry, and executed. ITIoore, Thomas — Dublin (1779- 1852)— is the author of the " Irish Melo- dies," about 124 lyrics adapted to beautiful Irish National Airs. A translation of the " Odesof Anacreon," "Lalla Rookh," the "Life of Sheri- dan," the " Epicurean," the " Memoirs of Captain Rock," " Travels of an Irish Gentleman in search of a Religion," and a " History of Ireland" are from his pen. Some of his writ- ing are severely censured for their sensual -iiid immoral tone. He lived and died a Catholic. rVe^vninntCurdinnUohnHrnry — London (IHOl )— is the most em- iiH'iit living writm- of lingland. Ho took orders in the Church of England, but in 1815 ho joined the Catholic C'huicli, and was soon proniottsd to the priesthood. From 18.J2 to isCd), Dr. Newman wasltoctorof thoCIatli- olic University of Dublin. In IH7<), jjoo XIII. created him (.^ardinal. He is the author of thirty-four vohmiea, ootn- piising Sermons, Lectures, Philo- sophical Works, Poems, Historical Sketches, &c. O'Brien, IVIoMt Rev. f 'oruelliin, D.D., Arclibishop of Halifax, Canada, a native of Prince Edward Island (1843 )— is noted as a writer and theologian. In 18Ba he was a])pointed by His Holiness, Leo XIII., Arch- bishop of Halifax. His literary works are: "The Philosophy of the Hible Vindicated," " Mater Admirabilis," " After Weary Years," and occasional contributions to the press, in prose and poetry. O'Reilly, John Royle — County Meath, Ireland (1844 )— is editor of the Boston Pilot. In 1866 he was ex- iled to Australia for political reasons ; two years later he effected his escape, and proceeded to Boston. He is an elegant prose writer, and he has ac- quired considerable renown as a writer of verse. Parlcmnn, Frnncis-Boston (1823 -) — is the author of works that possess the charm of romance, with the merit of reality. His descriptions of natural scenery are among the beat in the English language. Though his narratives are true, and his dates unquestionable, his judgment on Churchmen often shows him to be an enemy of the C rtholic Religion. Be it remembered that Parkman is a Pro- testant, or, in his own words, "a here- tic," who sneers at the supernatural. Still, there are throughout his works many admirable tributes paid to the heroic missionaries .who suffered so much to evangelize North America. Works: "The Oregon Trail," "The Pioneers of France in the New World," " The Old R6gime in Canada," " The Jesuits in North America," " La Salle and the Discovery of the Great West," " Prontenac and New France under Louis XIV.," " Montcalm and Wolfe," " The History of the Conspir- acy of Pontiac." To complete the "History of the French in North America," Parkman promises to issue another volume covering the period from 1700 to 1748. Pope, Alexander— London (1688- 1744)— was an excellent writer of Eng- lish. His works are : " The Dunciad," " An Essay on Criticism," "An Essay on Man," " Rape of the Lock," &o. /\ 61f> LESSONS IN ENr.MSH. lit lit'' .'■ ii rlj ■ I m if '' . '' *r Hlr proHo in a hafo tuodul for thoBO who rlesire to attain a pure style. PrcMCOIt. i%'illiani II. — Balom, Maes. (1700-1 iVJ)- holds a distinRiiiHh- l rank arno ,: American hlHtoriaiiH. iiiH stylo 1^ uriliiant and attractive, but rolj^'iouB prejudice frequently discolorH his writiugH. "Tlio Kei^n of Ferdinand and Isabella," "The C(/nqueBt of Mexico," and " The Con- quest of Pern." are among his best works. Prescott wrote some of his works while suffering from almost total blindness. Procter, Adelaide Ann— London (182o-lH()Ji)— daughter of the poet Proc- ter (H irry Cornwall), v/iia converted to the Catholic faith in 1831, and ever after *' made her verse echo the senti- ments of her life." Her tirst publica- tion, "Legends and Lyrics," appeared in 1*^58; meeting with success, it passed through several editions, A second series appeared in l^^G ), and In iWVi. She published a " Chaplet of Verses " ; these are short poems on religious subjects published for the benefit of the Providence liow Night Befuge for Homeless Women and Children. Held, Sir William —Scotland (1791-18.J8)— was an engineer officer in the British Army. He wrote "An Attempt to Develop the Law of Storms " and " The Progress of the Development of the Law of Stormts." Rollin, 4'hnrleH — Paris, France (1661-1741)— was Eector of the Univer- sity of Paris. Works : " A Treatise on Studies, '"A History of Rome," and an "Ancient History." He was im- bued with Jauseuistic principles. Biidkin, John— London, England (18iy )— author of "Modern Paint- ers," "The Seven Lamps of Archi- tecture," "The Stones of Venice," &c. His writings are greatly admired for their truthfulness and beauty of style. Still some few passages offen- sive to Catholics may be pointed out in Buskin's writings. Ryan* Bcr. Abrain J.— Virginia (1840 )— his patriotic and religious poems do honor to this learned and zealous Catholic priest. The most popular of his pieces are: "Erin's Flag," "The Sword of Bobert Lee," the "Conquered Banner," and "In Rome." (Sadller, Iflrs. James — Coothill, Cavan, Ireland (1820 )— n6e Mary Ann Madden. She began her literary career at an early age by contributing to a London magazine. In 1844, Miss Madden emigrated to Montreal, where she became the wife of Mr. James Sadlier, of the firm D. & J. Sadlier & Co., Catholic publishers, New York and Montreal. Pew writers in America have done so muoh as Mrs. Sadlier for the spread of Catholic literature, (lifted with a rich imagination, an extensive reader, and a caif^ful ob- server of Irish cliaracter, she haH devoted the best years of her life to the composition of works that greatly contribute to the well-being of her fellow Catholics. The fol- lowing are her chief original works: " Willy Burke," "Alice lliordan ""New Lights; or, Life in Oalway,'' "The Blakes and the Flanagans," "The Confederate Chieftains,'' " Confes- sions of an Apostate," "Bossv Con- way," "Old and New," "Tlie Hermit of the Rock," "Con O'Regan," "Old House by the Boyne," " Aunt Honor's Keepsake," "The Heiress of Kilorgan," " Macarthy Moore," " Mai"f— "the New England hermit a human mole"— was an interesting writer. He wrote: "Maine Woods," "A Yankee in Canada," " Cape Cod," " Walden ; or. Life in tho Woods," &c. ThomsonHf a ines— Scotland (1700- 1748)— was one of the chief descriptive poets of England. " The Seasons," n poem on "Liberty," and "The Castle of Indolence" are his principal works. As a poet, Thomson deserves the highest praise. Thackeray, Wm. jTIakepeace— Calcutta, India (1811-1863) — wrote prose and verse with equal facility. IMAGE EVALUATION TEST TARGET (MT-3) 1.0 I.I Li M2M ^ Ui2 |2.2 u. — Hullo r i L25 iU ii.6 Photographic Sdences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 873-4503 rO^ V j^' <^ [V 4^ 6^ '^ C" ^A'^ 618 LESSONS IN ENGLISH. "Vanity Fair," "The Newcomes," "Tlie Virgliiiaus," "Pendennis,"" Es- mond andi his Leotures on the English Humorists," are among his best works. "In a moral point of view, Thackerajr's writings are open to serious objection. The fundamental I>rinciple which underlies them, is thti total depravity of human nature, rendering virtue an impossibility, and religious practice a sham. As Catholics, we know that the human power for good has been weakened, not destroyed, and that the grace of Christ may yet raise men to the sub- limest virtue."— Jenkins. Tupper« Iflarttn Farqnhar — England (1810 )— is the author of the "Proverbial Philosophy." This work was in such demand that over 600,000 volumes were disposed of. Critics do not accord Mr. Tupper's works the merit their extensive sale would imply. Walah, Right Rcr. John, D.D., Bishop of Loudon, Canada — Kil- kenny, Ireland (1830 )— "has the reputation among the clergy," says N. F. Davin, "of oeing a sound and deeply read theologian, well versed in Scripture and Canon Law. He is an elegant preacher, and well read in generS literature." Bishop Walsh has published a work on the " Sacred Heart." His Lordship is an able con- tributor to the periodical Literature of the United States. IVallace, Alfred Russel— Usk, Monmouthshire, England (1825 )— holds the strange theories of Darwin on the origin of man. Works : " The Malay Archipelago " and " Travels on the Amazon." Wat«rton« Charles — Yorkshire, England (1782-1865) was a distinguish- ed naturalist. He belonged to a re- spectable ancient Catholic family, and received his education from the Jesuit Fathers at Stonyhurst. His tendency to study Natural History early attracted the attention of his professors, who gave him every fa- cility to follow the bent of his genius. Waterton traveled extensively and maintained his vigor until his death. Works : " Wanderings in South America and the United States, "Es- says on Natural History," &c. Whittier, John Cireenleaf — Haverhill, Mass. (1808 )— is one of the most voluminous of American poets. Among his best works are: "Songs of Labor," "Snow-bound," and "Barbara Frietchie." His writ- ings are antl-Catholio in tone. liViseman« Cardinal Nicholas Patrick— Seville, Spain (1802 1865)— was by his father of English, and by his mother of Irish origin. After pursuing his course eight years in England, he completed his education in Bome, where he published his first book, a work on the Oriental lan- guages. His other works are : " Lec- tures on the Connection between Science andUevealed Eeligion," " The Real Presence of the Body and Blood of our Lord Jesus Christ in the Bless- ed Eucharist," " Lectures on the Prin- cipal Doctrines and Practices of the Catholic Church," " Fabiola ; or, the Church of the Catacombs," "The Hidden Gem," "Lectures on Holy Week," "Lecture on Shakespeare," &c. Cardinal Wiseman's style is clear and polished. He was a profound linguist. l¥il8on* Oeo.— Edinburgh, Scot- land (1818-1859) — is the author of : " Researches in Color-blindness " and an " Elementary Treatise on Chem- istry." IVordswcrth, l¥illlani — Cum- berland England (1770-1850) — was founder of the Lake School of Poetry. From the publication of bis " De- scriptive Sketches," 179;i to 1830, his works were little appreciated. During the last ten years of his life Words- worth composed many short poems which are very much admired. His poetry emborliea the very highest order of thought* -^^^^^^i^i^lf^f^^*- vo him every fa- bent of his genius. I extensively and or until his death, (rings in South Jnited States, ti&- .story," &c. in CJrcenleaf — 1808 )— is one ol Qous of American s best works are: r " " Snow-bound, letohie." His writ- olio in tone. irdlnal Nicholas . Spain (1802 1865)- of English, and by Irish origin. After irse eight years in oleted his education republished his ttrst 1 the Oriental lan- er works are: *'L>ec- !onuection between aledBeligion,""The the Body and Blood 8 Christ in the Bless- Lectures on the Prin- and Practices of the 1 " •' Fabiola ; or, the "Catacombs," '"The "Lectures on Holy^ re on Shakespeare, soman's style is clear He was a profound ».— Edinburgh, Scot- — is the author of: Color-blindness "and y Treatise on Chem- ,, Wlllia«« — Cum- nid (1770-1850) -- was jake School of Poetry, (lication of bis ' De- hes," 179H to 1830, his e appreciated. During ars of his life Words- idmany short poems much admired, hjs les the very highest it. INDEX TO THE AUTHORS FROM WHOM Literary Selections or Quotations Have Been Taken. ADDISON, 100, 184, 231, 686. Aikin, 415. Audubon, 226, 273, 677, 678. Azarins, Brother, 261, 617, 699. BAKER, S, W. 216, 217. Bancroft, 98. 106. Beattie, 377. Blackatone, 396. i5onnote, 226. Brennan, Bev. J. M., 470. Brown, Goold, 466. Brownson, O. A., 472. Bryant, William CuUen, 868. Buckingham, I. L., 479. Burke, E., 396. Butler, W. F., 161. CHATEAUBRIAND, 270,-271. Chaucer 498, Clemens, S. L., (see Ticain, Mark). DARNELL, H. T., 487. Dawson, J, W., 262. De Quincay, 171. De Vere, Aubrey, 398. Dickens, 319, 388, 404, 406, 406. Donnelly, Miss E. C, 128. Donovan, Cornelius, 615. Dryden, 146, 231, 458, 484, 486, 618. Du Chaillu, Paul, 216. Dufferin, Lord, 620. EMERSON, n.W., 629. Everett, hk,. FABER, Rev. F. W., 175, 466, 607. Franci8.de Sales, St., 316, Franklin, Benjamin » 82, 231. Fuller, T., 413. GAY, John, 185. Goldsmith, 107,137, 272, 607. Gould, Miss T, H., 489. Granville, 424. Gray, Thomas, 456, 610. Griffin, Gerald, 91, 627. HALIBURTON,337. Hamerton, P. G., 232, 576, 584, 601, 602. Harris, T. W„ 142. Harte, Bret. 494. Hawthorne, 683. Hemans, Mrs, 379. Hildreth, 252, 263, Holder, 424. Hooker, 424. Horace, 460. Howells, W. D., 616, 697, Hughes, Archbishop, 256. JOHNSON, Miss EUen M., 490. KAMES, Lord, 404. Eerl, S., 454. LEPROHON, Mrs., 51, 156,496, 594. Lowell, Jas. Russell, 414, 481. Lynch, Archbishop, 478, 579, 580. Lytton, Lord, 396. 620 INDEX. w I k MACAULAY, 625, 693. Maguire, J. F., 674. Mahony, Rev, Francis, 416. Manning', Cardinal, 274, 683, 603. Marshall, T. W. M., 79,-81. McCarthy, Denis Florence, 474. McCarthy, Justin, 687, 688. McGee, Thomas D'Arcy, 227. Milmaii, 80. Milton, John, 396, 426. Montagu, Lady, 173. Moore, Thomas, 118, 266, 290. 487. 481, 486, 488. More, Sir Thomas. 621, 699, 600. Montalembert, 462. Muller, Ilev. M., 467. Murray, 425. NEWMAN, Cardinal, 73, 218, 465, 673. O'BRIEN, Archbishop, 613, 591. O'Reilly, J. B. , 606. PARKMAN, a6, 235. 354, 426, 514, 517, 61t, 695. Pope, Alexander, 110, 174, 413, 466, 468, 587. Pope, A. M., 596. Procter, Miss Adelaide Ann, 468. Prescott, 78. rvUINTILIAN, 463. DEED, 97. RoUin, Charles, 46, 626. Ruskin, 162, 624, 682, 690. Russell, Lord John, 424. Ryan, Rev. A. J., 464. SADLIER, Mrs. James, 491. Sadlier, Miss Anna T., 622, 623. Sangster, Charles, 483. Scott, Sir Walter, 99, 504, 690, 691. Shakespeare, 164, 231, 466, 473, 482, 483, 484, 485. Sharp, R., 413. Shea, John Gilmary, 476. Shelley, 396, 413, 499. Smellie, 214. Southey, Robert, 493. Southwell, Robert, 346. Spalding, Archbishop, 471. Spectator, 674. Steele, Richard, 233. Steele, J. D., 43, 44. 46, 108, 109- Sterne, Lawrence, 224. Swift, Dean, 516. TENNYSON, 25. Thackeray, 615, 688. Thoreau, 134. Tillotson, 424. Twain, Mark, 576. WALLACE, A. R., 156. Walsh, Right Rev. John, 476, 589. Wordsworth, 329. Whittier, 135. Wilson, George, 146, 254. Wiseman, Cardinal, 464, 689. !i !;i -¥ e-!^/,^ FINIS. *^^.^h/? '/( (S^A •<^ ^^v^ r^"^ 24, 682, 590. fohn, 424. J.. 464. (Mrs. James, 491. [iss Anna T., 522, Lrles, 483. falter, 99, 504, 590, 164, 231, 456, 473, 184, 485. lilmary. 475. [Id, 499. ert, 493. obert, 345. hbishop, 471. u. rd, 233. 43, 44. 45, 108, 109- ence, 224. 616. W, 26. ay, 615, 588. I. 1. :, 676. E, A. R., 155. Bight Rev. John, 89. 329. ge, 146, 254. rdinal, 464, 589.