that I may consider myself not only perfectly accomplished, but also thoroughly well informed. Well', to be sure', how much I have fagged through! The only wonder' is, that one head can +contain it all!" JANE TAYLOR. QUESTIONS.-What is the substance of the old man's soliloquy ? What is the substance of the young lady's? Which reasons most correctly? What feeling is manifested by the old man in view of his attainments? What, by the young lady? Will those who are really learned and wise, generally be vain ? What inflection is that marked at the words "common," geography," &c. in the 13th paragraph? What does it indicate here? (See page 23.) With what are these words contrasted? In the 12th paragraph which are the nouns? What is the singular number of each? What is the possessive case plural number of each ? How are the words "dancing" and "waltzing" parsed? See Analytical Grammar, Rule 5. ARTICULATION. Arks, bark'd, howl'd, culprit, hurl'd, words. Many arks were seen. They bark'd and howl'd. The culprit was hurl'd from the rock. Words, words, words, my lord. Are the goods wharf'd? It was strongly urg'd upon him. Remark'd'st thou that? He snarls, but dares not bite. Arm'd, say ye? Yes, arm'd, my lord. LESSON XII. PRONOUNCE Correctly. - None, pro. none, or nun: soft-en, pro. sof'n; (see McGuffey's newly revised Eclectic Spelling Book, page 49): per-son-age, not per-son-ij: sub-du’'d, not sub-ju'd: to'-ward, not to ward': for-get, not for-git: yet, not yit. 1. Tin'-y, a. very small, little, puny. 3. Sa-lute', n. greeting. Mun'-dane, a. belonging to the world. 4. Re-tort', n. the return of an incivility. 5. Peer'-ing, a. just coming up. 6. Cum'-ber-er, n. one who hinders of is troublesome. Vaunt'-ing, a. vainly boasting. THE PEBBLE AND THE ACORN. 1. "I AM a Pebble'! and yield to none'!" Nor time nor seasons can alter me; + The pelting hail and the driveling rain 2. "There's none that can tell about my birth, That's gone from sight, and under the *sod"! Rattling along from the restless bough"?" 3. The Acorn was shocked at this rude salute, This gravelly ball, the mundane sphere; + 4. But to give reproof of a nobler sort' 5. But it was not long ere the soil was broke' 6 6. "And oh! how many will tread on me, And it lies there wrapped in silence yet. MISS H. F. GOULD. QUESTIONS.-What was the Pebble's boast? How did the Acorn feel? What did the Acorn say? What did it do? What did it become? What What is the moral of this fable? did the Pebble then say? Why is the rising inflection used at "said" in the 4th paragraph? (Rule IV.) What words in the same paragraph form a commencing series? ("time-heel.") Give the reasons for the other inflections marked. LESSON XIII. UTTER each sound distinctly. Char-ac-ter, not ch'rac-ter: dif-ferent, not dif'-rent: op-po-site, not op'-site: em-i-nence, not em'-nunce: in-vig-or-a-ted, not in-vig'-ra-ted: vig-or-ous, not vig'-rous. 1. Arch'-i-tects, n. (pro. ark'-e-tects), | 4. Fi'-at, n. decree. builders, formers, makers. Des'-ti-nies, n. ultimate fate, ap pointed condition. 5. Con'-dor, n. a large bird, Em-pyr'-e-al, a, relating to the highest and purest region of the heavens. 2. Me-di-oc'-ri-ty, n. a middle state, or 6. Ca-reer'-ing, a. moving rapidly. degree of talents. Me'-di-o-cre, n. (pro. meʼ-di-o-ker), a man of moderate talents. Prow'-ess, n. bravery, boldness. NO EXCELLENCE WITHOUT LABOR. 1 THE education, moral and intellectual, of every individual, must be, chiefly, his own work. Rely upon it, that the ancients were right; both in morals and intellect, we give their final shape to our characters, and thus become. emphatically, the architects of our own fortune. How else could it happen, that young men, wh have had precisely the same opportunities, should be con tinually presenting us with such different results, and rushing to such opposite destinies? 2. Difference of talent will not solve it, because that difference very often in favor of the disappointed candidate. You will see issuing from the walls of the same college, nay, sometimes from the bosom of the same family, two young men, of whom one will be admitted to be a genius of high order, the other scarcely above the point of mediocrity; yet you will see the genius sinking and perishing in poverty, obscurity, and wretchedness; while, on the other hand, you will observe the mediocre plodding his slow but sure way up the hill of life, gaining steadfast footing at every step, and mounting, at length, to eminence and distinction, an ornament to his family, a blessing to his country. + + 3. Now, whose work is this? +Manifestly their own. They are the architects of their respective fortunes. The best seminary of learning that can open its portals to you, can do no more than to afford you the opportunity of instruction: but it must depend, at last, on yourselves, whether you will be instructed or not, or to what point you will push your instruction. + 4. And of this be assured, I speak from observation a certain truth: THERE IS NO EXCELLENCE WITHOUT GREAT LABOR. It is the fiat of fate, from which no power of genius can absolve you. 5. Genius, unexerted, is like the poor moth that flutters around a candle, till it scorches itself to death. If genius be desirable at all', it is only of that great and magnanimous kind', which', like the condor of South America', pitches from the summit of +Chimborazo, above the clouds, and sustains itself, at pleasure, in that empyreal region', with an energy rather invigorated than weakened by the effort'. 6. It is this capacity for high and long-continued exertion', this +vigorous power of profound and searching investigation', this careering and wide-spreading comprehension of mind', and these long reaches of thought, that + "Pluck bright honor from the pale-faced moon, Or dive into the bottom of the deep, And drag up drowned honor by the locks';" this is the prowess', and these the hardy achievements', which are to enroll your names among the great men of the earth. WIRT. QUESTIONS.-Whose work is the education of every man? What did the ancients say upon this point? By what reasoning does the writer prove this to be the case? What, then, is required to secure excellence! What is said of genius united with indolence? What kind of genius is considered as desirable? What is the condor? Where is Chimborazo ? What is the rule for the inflections marked in the last paragraph ? (Rule II, 38, commencing series, "exertion-locks'.") Give rules for the other inflections. ARTICULATION. Prolong the sounds of the vowels that are italicized. D-ay, a-ge, l-aw, awe-d, f-a-ther, a-rm, th-ee, ee-l, oo-ze, th-y, i-sle, th-ou. We have e-rr'd and str-ay'-d from thy w-ay-s like 1-o-st sh-ee-p Sp-a-re thou those, O G-o-d, who confess their f-au-lts. LESSON XIV. PRONOUNCE Correctly. El-o-quence, not el-er-quunce; in-val-u-able, not in-val-ew-a-ble: at-ti-tudes, not at-ti-toods, nor at-ti-tshudes: or-a-tors, not or-it-uz: in-tel-lect-u-al, not in-tel-lect-ew-al: con-tin-u-al, not con-tin-ew-al. ARTICULATE each letter in the following words found in this lesson: Must, not muss: least, not leace: faults, not faulce: sep-ara-ted, not sep'-ra-ted: child, not chile: pre-sents', not pre-sence': next, not nex: fi-nest, not fi-nes: per-fect, not per-fec. 1. Req'-ui-site, n. (pro, rek'-we-zit), that | 3. Per-vert'-ed, p. turned from right to which is necessary. 2. *Su-per-in-du'-ced, p. brought in as an addition. Ac-qui-si'-tions, n. qualities obtained. wrong. In-vin'-ci-ble, a. not to be overcome. 6. Dis-crim-i-na'-tion, n. the power of observing a difference. ON ELOCUTION AND READING. 1. THE business of training our youth in elocution, must be commenced in childhood. The first school is the nursery. There, at least, may be formed a distinct articulation, which is the first *It must be borne in mind by the pupil, that in a large class of words of this description, the last two syllables are pronounced as one syllable. |