EXAMPLES FOR PRACTICE. O green was the corn as I rode on my way, The thrush from his holly, the lark from his cloud, Paul Revere was a rider bold Well have his valorous deeds been told; But why should men do all the deeds On which the love of a patriot feeds?-Will Carleton. If when I meet my brother man For God to me has freely given So give I of the all I have, And only wish 'twere more. And as I leave, with tearful eyes, What is genius? Is it worth anything? Is splendid folly the measure of its inspiration? Is wisdom its base or summit-that which it recedes from or tends towards? And by what definition do you award the name to the creator of an epic and deny it to the creator of a country? On what principle is it to be lavished on him who sculptures in perishing marble the image of possible excellence, and withheld from him who built up in himself a transcendent character, indestructible as the obligations of Duty, and beautiful as her rewards ?-E. P. Whipple. Whither, 'midst falling dew, While glow the heavens with the last steps of day, Vainly the fowler's eye Might mark thy distant flight to do thee wrong, As, darkly painted on the crimson sky, Thy figure floats along. -Bryant, "To a Waterfowl." Soars thy presumption, then, so high, LESSON XVIII. Flexibility.-Continued. EXERCISE V. The Arms. Raise the arms straight above the head, with the palms up. Now relax them so that they fall of their own weight. If the arms are perfectly flexible and are not interfered with in any way, they will swing to and fro, pendulum-like, and come to rest gradually. Fractise this until perfect flexibility is gained, but do not assist the movement by swinging the arms; they must be perfectly passive. If the clothing or the hips interfere with the arms, practise with one arın at a time, leaning the body over at the side sufficiently to give free play to the arm. EXERCISE VI. The Arms. Standing in the Position of Respect, but with the feet a few inches apart to give greater firmness, turn the body on the ankles as far as possible from one side to the other, keeping a perfectly upright position. This movement will throw the arms across the body and back. Practise slowly until you can keep the correct position of the body; then increase the rapidity until the arms are fung about with considerable violence. Keep the shoulders relaxed. The Vowels.- Continued. 10. É or before r as in verge, firm, girl, clerk; also heard in earn, guerdon. It is very difficult to describe this sound. The best that can be said is that it is not so heavy as the following sound ( in ûrge), yet is nearer to it than to the 9th sound (äh). We generally hear uncultivated speakers pronounce clerk, for instance, clûrk, while many give it the old-fashioned, quaint pronunciation of clärk, which prevails in England. E is about midway between these extremes. Do not say gyurl nor gurl, but girl. 11. U in up (short), or û in úrn (long quantity of the same sound), urge; also heard in world, blood, dungeon. 12. Ŏ in děll, nět, čften; also in knowledge. Do not say auften for often, dawg for dog, Gaud for God. LESSON XIX. Breathing-Exercises.-Continued. Review Lesson IV. EXERCISE IV. (1) Place the hands on the upper part of the chest in front; (2) slowly inhale until the chest is expanded fully; (3) exhale the breath slowly, pressing in and down upon the chest with the hands as if to squeeze out the air. Do this slowly and very gently at first. (4) Inhale as if trying to press out the hands by means of the breath. Keep the shoulders very quiet. Repeat the exercise several times. EXERCISE V. Place the hands at the sides under the armpits; breathe in the same way as in Exercise IV. EXERCISE VI. Place one hand in front and the other at the back; expand, etc., as before. When pupils have the bad habit of lifting the shoulders in breathing, they should practise |