flection should return have, eighth verse? (Rule I. Note II.) With what modulation of voice should the eighth verse be read? What inflection immediately precedes the quotations in the third, eighth, and ninth verses 2 (Rule IV. Rem. 2.) LESSON XXXIII. SPELL AND DEFINE.-1. Rills, small streams. 2. Fantastic, fanciful; not real. 3. Dells, narrow openings. 4. Dales, valleys. 5. Ween, think. 6. Spell, magic charm. My Country-ANON. 1 I LOVE my country's pine-clad hills, 2. I love her rivers, deep and wide, 3. I love her forests, dark and lone, 4. Her forests and her valleys fair, 1. O GIVE me back my native hills, And groves of pine! O give me, too, the mountain air— 2. Long years have passed-and I behold But ah! the scenes which fancy drew; 3. The sunny sports I loved so well, 1 The ancient wood, the cliff, the glade, 4. Here let me kneel, and linger long, Like ocean's wave that restless heaves, 5. O that I could again recall But ah! 'tis vain-how changed am I! QUESTIONS.-1. What does the writer love? 2. What does he love more than these?-3. What does the writer of the second part desire to have given back? 4. How long since he had left them? 5. What does he now behold? 6. What have become of his friends? 7. How does he regard the various things he sees? 8. What does he say of his days? · 9. Of memory? 10. What would he feign recall? 11. What truth does he mean in the last verse? What inflections at the exclamations in the second part of this lesson? (Rule VII. Note I.) What do the dashes denote? (Les. XI. 3.) What similar sounds occur in succession in the fourth line, first verse? What in the fifth line? What fault in reading is occasioned by their occurrence? LESSON XXXIV SPELL AND DEFINE.-1. Atoms, particles so small that they can not be divided. 2. Ethereal, extremely thin and light. 3. Sandals, shoes, consisting merely of a sole and fastened to the feet, worn by the ancients. 4. Endowed, furnished with funds. 5. Experiments, trials for the discovery of something. 6. Chariot, a kind of wheel carriage? 7. Bowled, rolled. The Philosopher's Scales.-JANE TAYLOR. 1. WHAT were they? you ask. you shall presently see These scales were not made to weigh sugar and téa; O nò;-for such properties wondrous had they, That qualities, feelings, and thoughts they could weigh, From mountains or plánets to atoms of sènse; 2. The first thing he tried was the head of Voltaire, 3. Next time he put in Alexander the Great, With a garment that Dorcas had made for a weight; 4. A long row of alms-houses, amply endowed And down, down, the farthing's worth came with a bounce. 5 By further experiments (no matter how) He found that ten chariots weighed less than one plow; When a bee chanced to light on the opposite scale. 6. Ten doctors, ten lawyers, two courtiers, one earl,— QUESTIONS.-1. For what were these scales made? 2. What was the first thing weighed, and what overbalanced it? 3. What weighed more than Alexander the Great? 4. What more than the alms-houses? 5. What did ten chariots weigh? 6. A sword? 7. A lord and lady? 8. What were weighed against some atoms of candor and sense? What is meant by 'the pearl of great price,' and what did it outweigh? 10. What was the result of weighing the whole world against the soul of the beggar? 9. To what does he refer, first line of the second verse? Can you point out the examples of antithetic emphasis in this lesson? What inflections have these antithetic terms? What poetic pause occurs near the middle of each line in this piece? What pause should be made after 'twas in the last line, sixth verse, and why? Education. Education is a companion which no misfortune can sup press-no clime destroy-no enemy alienate-no despotism enslave. At home a friend-abroad an introduction-in solitude a solace-in society an ornament. It lessens viceit guards virtue-it gives at once a grace and government to genius. Without it, what is man? a splendid slave! a reasoning savage! vacillating between the dignity of an intelligence derived from God, and the degradation of brutal passion. LESSON XXXV. SPELL AND DEFINE.-1. Unintelligibly, in a manner not to be understood. 2. Jumble, a confused mass or collection without order. 3. Leading-strings, strings by which children are supported when beginning to walk; to be in a state of dependence. 4. Changeling, one apt to change; a waverer. 5. Presumptuous, bold and confident to excess; rash. 6. Stripling, a youth just passing from boyhood to manhood. 7. Oracle, one whose opinions are of great authority. 8. Accumulate, to heap up; to amass. 9. Untraversed, not passed over. 10. Aspirant, one who eagerly seeks after or aspires. 11. Tyro, a beginner. 12. Docility, readiness to learn; teachableness. Desirable Objects of Attainment.-J. STOUGHTON. 1. Arm at the attainment of clear and accurate habits of thought.-Thinking is the exercise which strengthens the mind, and without which no progress can be made in mental cultivation. A man may read, and hear, and talk,—he may devour volumes, and listen to lectures every night, and yet, if he does not think, he will make, after all, but little, if any improvement. He must think; he must turn over subjects in his mind; he must look at them on every side; he must trace the connection between ideas, and have every thing orderly arranged. 2. A man may even think a great deal, and not think clearly; his mind may be at work, and yet always in confusion; there may be no clear arrangement; and it is quite possible to mistake muddiness for depth. There are some men who appear very thoughtful; but from never aiming at accurate habits of thought, they talk most unintelligibly. There seems to be neither beginning, nor middle, nor end, in what they say; all is a confused jumble. Now, writing carefully is a good plan for acquiring habits of clear and connected thought, since a man is more likely to detect the disorder of his thoughts in writing than in talking. 3. Aim at independence of mind. There are some men who go in leading-strings all their days. They always fol low in the path of others, without being able to give any reason for their opinions. There is a proper mental independence which all should maintain;-self-respect, and the stability of our character, require it. The man, who forms his opinion entirely on that of another, can have no great respect for his own judgment, and is likely to be a changeling. When we consider carefully what appeals to our minds, end exercise upon it our own reason, taking into respectful con |