ページの画像
PDF
ePub

"Encore!" s'écrie-t-il d'un ton d'impatience, "j'avais pourtant dit que je ne voulais plus de ces scènes-là !"2

Et croisant ses bras sur sa poitrine, il voulut passer outre (a). "Sire!" cria la jeune fille, à laquelle la position de son père donnait une énergie au-dessus de son âge, "je vous en conjure, écoutez-moi! Au nom de votre mère, Sire, écoutez-moi! au nom de votre père, accordez-moi la grâce du mien ! C'est mon père, Sire; il aura (b) été entraîné, séduit; pardonnez-lui! Oh! Sire, vous tenez la vie de mon père, la mienne dans vos mains. Ayez pitié d'une malheureuse enfant qui vous demande la vie de son père. Sire! Sire! grâce . . . pitié. . . pardon." "Laissez-moi, Mademoiselle," dit l'Empereur, la repoussant assez (c) rudement.

Mais, sans se laisser intimider (il y allait (d) d'une existence trop chère), Malle. de Lajolais, se traînant sur les dalles (e) de marbre de la galerie, criait avec angoisse

"Oh! pitié, pitié, Sire!... grâce!... pour mon père! jetez au moins un regard sur moi, Sire!"6

Oh!

Il y avait (f) quelque chose de si déchirant (g) dans cette voix d'enfant demandant la vie de son père, que l'Empereur s'arrêta malgré lui, et regarda celle qui l'implorait avec tant (h) d'instance.7

Malle. de Lajolais était fort bien, mais, dans ce moment, sa beauté tenait (i) de l'ange. Blanche comme un cygne, la douleur donnait à ses traits un caractère énergique et passionné;s ses beaux cheveux blonds ruisselaient (j) sur ses épaules; ses petites mains, crispées par la fièvre, avaient fini par (k) saisir ane des mains de l'Empereur, et lui communiquaient leur chaleur brûlante. Agenouillée, le visage baigné de larmes, levant ses grands yeux bleus vers celui duquel elle semblait attendre la vie ou la mort,10 elle ne pouvait plus ni parler, ni pleurer, ni respirer.

"N'êtes-vous pas Mdlle. de Lajolais ?" lui demanda l'Em

pereur.

Sans répondre, Maria pressa la main de l'Empereur avec plus de force.12

I reprit (1) avec sévérité, "Savez-vous que c'est la seconde fois que votre père se rend coupable d'un crime envers l'État, Mademoiselle ?" 13

"Je le sais" (m), répondit Malle. de Lajolais, avec la plus grande ingénuité; "mais la première fois il était innocent, Sire." 39 14

"Mais, cette fois, il ne l'est (n) pas," répliqua Bonaparte. 15 "Aussi c'est sa grâce que je vous demande, Sire," reprit Maria, "grâce, ou je mourrai (o) devant vous."

L'Empereur, ne pouvant plus maîtriser 16 son émotion, se baissa vers elle en lui disant

"Eh! bien, oui, Mademoiselle, oui, je vous l'accorde. Mais, relevez-vous." 17

Et, lai jetant un sourire d'encouragement et de bonté, il dégagea ses mains tenues (p) toujours avec force 18 et s'éloigna

vivement.

[blocks in formation]

KEY TO EXERCISES IN LESSONS IN FRENCH.

EXERCISE 97 (Vol. II., page 43).

They were obliged to wait so long that, at last, they lost patience. 1. Did onr scholars become weary of waiting so long yesterday? 2. 3. Did you not receive your relation kindly, when he came to see you? 4. I received him as well as I could. 5. Did you not read your brother's letter, the day before yesterday? 6. I read it, and sent it to my uncle. 7. Did you not run to the assistance of your brother, as soon as you saw him in danger? 8. I hastened to succour him. 10. We have made haste. 9. Have you not made haste to come? 11. As soon as you had perceived my brother, did you not inform me 13. At what hour did of his arrival? 12. I informed you of it. your sister come to-day? 14. She came at noon. 15. Did your companions come yesterday to beg you to accompany them? 16. They came to see me, but they left me without speaking to me of their journey. 17. Did you not paint a picture last year? 18. I painted an historical picture. 19. Has the Italian painter finished his portrait? 20. He finished it yesterday. 21. He has finished it this morning. 22. As soon as I had received this news, I sent for the notary. 23. Has that young man taken leave of his father? 24. He has taken 25. He took leave of him yesterday.

leave of him.

EXERCISE 98 (Vol. II., page 43).

1. Le notaire vous accompagna-t-il hier? 2. Il m'accompagna jusque chez M. votre frère. 3. Votre compagnon prit-il congé de vous hier? 4. Il a pris congé de moi ce matin. 5. Lûtes-vous hier le livre qui je vous ai prêté? 6. Je le lus avant-hier. 7. À quelle heure le peintre est-il venu ce matin? 8. Il est venu à neuf heures hier, toute la journée, mais le portrait n'est pas encore fini. et demie. 9. A-t-il fini le portrait de M. votre père ? 10. Il peignit 11. Ne courûtes-vous pas au secours de votre père, quand vous le vites en danger? 12. Je me hâtai de le secourir. 13. Que fites-vous quand vous arrivâtes ? 14. Aussitôt que je fus arrivé, j'envoyai chercher mon frère. 15. Menâtes-vous votre sœur en Allemagne l'année dernière ? 16. Je l'y ai menée cette année. 17. Menâtes-vous vos enfants à l'école hier? 18. Je les menai chez mon frère. 19. Peignez-vous un tableau d'histoire ? 20. Je peignis l'année dernière un tableau d'histoire. 21. Mlle. votre sœur vous a-t-elle prié de l'accompagner? 22. Elle m'a prié de l'accompagner. 23. Envoyâtes-vous chercher le notaire, aussitôt que vous reçûtes des nouvelles de M. votre père ? 24. Je l'envoyai chercher. 25. Quand le notaire a-t-il pris congé de vous ? 26. Il a pris congé de moi ce matin à neuf heures. 27. L'apothicaire a-t-il fini sa lettre ? 28. Il ne l'a pas encore finie. 29. Ne fûtes-vous pas bien étonné hier de voir cette dame? 30. Je ne fus pas étonné de la voir. 31. Vous dépêchâtes-vous de lire votre livre, hier au soir ? 32. Je me dépêchai de le lire. 33. L'avez-vous fini? 34. Je ne l'ai pas encore fini.

EXERCISE 99 (Vol. II., page 74).

1. Of whom were you speaking this morning, when I came to you? 2. My cousin was speaking of her brother, and I was speaking of mine. 3. Did you not like beef better than mutton formerly ? 4. I used to like beef, but I never liked mutton. 5. Did you not sell many books when you lived in Paris ? 6. I sold many, because I morning? 8. He has sold many pencils to-day. 9. Did you sell was a bookseller. 7. Has the bookseller sold many pencils this much parchment, when you were a bookseller? 10. I used to sell

very little. 11. Did your brother wear a green coat when he lived in London? 12. He wore a brown coat and black slippers. 13. What were you seeking? 14. I was looking for my book. 15. How long had you lost it? 16. I had lost it since yesterday. 17. Have you 18. I had found it again, but I have lost it again, 19. Did that baker use to supply you with good bread? 20. He used to supply us with some excellent (bread). 21. Did you often punish your scholars ? 23. 22. I used to punish them when they deserved it. Where were you this morning, when I was looking for you? 24. I was in my room. 25. I was finishing my exercise.

10. Que faisait-elle aux pieds de found it again? Napoléon?

11. Que lui demanda-t-il alors?
12. Quelle réponse lui fit Maria?
13. Que lui dit Napoléon, rela-
tivement à son père?

14. Que répondit-elle ?
15. Que répliqua Bonaparte?
16. L'Empereur semblait-il ému?
17. Que dit-il?

18. Que fit-il avant de s'éloigner?

[blocks in formation]

EXERCISE 100 (Vol. II., page 74).

1. Qui était chez vous ce matin? 2. Mon ami G. y était, et il vous cherchait. 3. Avez-vous parlé à mon père hier? 4. Je lui parlais, quand on m'apporta votre lettre. 5. M. votre père portait-il un chapeau blanc, quand il demeurait à Londres ? 6. Il portait un chapeau noir, et mon frère portait un habit noir. 7. Chantiez-vous quand mon père est arrivé ? 8. Non, monsieur, je finissais mon thême. 9. Aviez-vous perdu votre crayon, ce matin? 10. Je l'avais perdu, et je le cherchais quand vous m'avez parlé. 11. Vous aimiez la lecture, Mlle. votre sœur l'aimait-elle aussi? 12. Elle l'aimait aussi, 13. Quelle chanson chantiez-vous ce matin ? 14. Je chantais une chanson italienne. 15. Avez-vous eu peur de me parler? 16. Je n'ai jamais eu peur de vous parler. 17. Avez-vous apporté mon livre? 18. Je ne l'ai pas apporté.

EXERCISE 101 (Vol. II., page 75).

1. Why did you not write more quickly this morning? 2. Because I was afraid of making mistakes. 3. Were you not afraid of offending that lady? 4. I feared to offend her, but I could not do otherwise.

5. What were you painting this morning? 6. I was painting an historical picture. 7. What was your dyer dyeing? 8. He was dyeing cloth, silk, and linen. 9. What colour was he dyeing them? 10. He was dyeing the cloth black, and the silk and linen green. 11. Were you conducting the young Pole to school when I met you? 12. I was conducting my eldest son to church. 13. What were you reading? 14. I was reading books which I had just bought. 15. Did you not know that that gentleman is dead? 16. I had forgotten it. 17. How much was the watch which you broke worth? 16. It was worth at least two hundred francs. 19. Was it not better to remain here than to go hunting? 20. It was much better to go to school. 21. What was your friend saying to you? 22. He was telling me that his brother is back from Spain. 23. Did you not go hunting every day when you were living in the country ? 24. I often went fishing. 25. My brother went to school every day when he was here.

EXERCISE 102 (Vol. II., page 75).

[blocks in formation]

2.

2.

1. Aviez-vous peur, ce matin, quand vous êtes venu chez nous ? J'avais peur. 3. De quoi aviez-vous peur? 4. J'avais peur du cheval. 5. Votre ami n'avait-il pas peur de tomber? 6. Il n'avait pas peur de tomber, mais il craignait de se tromper. 7. Conduisiez-vous votre fils à l'école ? 8. Je le conduisais à l'école. 9. De quelle couleur le teinturier teignait-il la soie ? 10. Il en teignait en rouge et en vert. 11. Teignait-il sa toile en noir ou en vert? 12. Il ne la teignait ni en noir ni en vert, il la teignait en rose. 13. Le monsieur que lisait-il ? 14. Il lisait une lettre qu'il venait de recevoir. 15. Aviez-vous froid quand vous êtes venu ici ? 16. J'avais froid, faim et soif. 17. N'aviezvous pas honte de votre conduite? 18. J'en avais honte. 19. Où alliez-vous quand je vous rencontrai? 20. J'allais chez vous. 21. Conduisiez-vous la voiture de M. votre frère ? 22. Je conduisais la mienne. 23. Ecriviez-vous à mon père ou à moi? 24. J'écrivais à

l'ami de votre cousin.

LESSONS IN SHORTHAND.-III.

ON JOINING THE CONSONANTS.

11. The consonants should be made about one-sixth of an inch in length, as in these pages. This size is best adapted for the learner, and insures accuracy and neatness in the writing. When he can write with ease, the size may advantageously be reduced to one-eighth of an inch. Particular attention should be paid to the forms of the curved thick letters; if they are made heavy throughout, they present a clumsy appearance; they should be thickened in the middle only, and taper off at each end.

12. Perpendicular and sloping letters are written from top to bottom, and horizontal letters from left to right; thus, \t, \p, (th, sh, k, 13. The letter, when standing alone, is written upward, and

n.

Jsh downward:1, and sh, joined to other consonants, may be written either upward or downward, as may be convenient; thus, lm, shn,

shn.

14. All the consonants in a word should be written without lifting the pen, the second letter beginning where the first ends, and so on; as, kt, Lik, Int, fil, Vi, и trt.

There should always be an angle between ƒ and n, I upward and m, and all similar combinations. In tracing the consonants slowly, learners may make an angle between p and n, b aud n, th and 2, and similar combinations; but the advanced writer should strike these letters without an angle.

15. When a straight consonant is repeated, there should be no break between the two strokes; thus, kk. When a curved consonant is repeated, the curve should be doubled, or repeated; thus,

nn,

mm.

[blocks in formation]

17. S and, on account of their frequent occurrence, are furnished with an additional character, particularly convenient for joining; thus o, which represents either s or z. When the s circle is joined to straight letters, it is written on the upper side of k, and on the corresponding side of the other letters, or by a motion contrary to that of the hands of a clock; thus, ps, bts,

chs, o ks; e sp, 1 st, / sch, a sk.

3.

4.

سم وله

ما

[ocr errors]
[blocks in formation]

UPWARD R. 18. As the straight line in direction 4, par. 10 (page 77), may be written either up or down, it is made to represent two letters, namely, ch when written downward, and r when written upward; this addi tional sign being given to r for convenience and speed in writing. To diminish the risk of ch and r being mistaken for each other, when standing alone,/ch is made to slope 60 degrees from the horizontal, r 30. This line naturally takes these slopes when struck by the hand downward and upward respectively. The upward ris written as in the following examples :Vntr.

and

✓ tr, Art, pr, ^ rp, ~ mr,

When r has to be written alone, or joined to the circle-s only, either the alphabetic form may be used; thus, ° 375,

[ocr errors]

or the upward r; thus,

[ocr errors]
[blocks in formation]
[ocr errors]

srs.

When the student is more advanced he will be shown how to make use of these two forms of the letter r for the purpose of distinguishing different classes of words with different outlines, so that with

respect to words in which r occurs at the beginning or end, he will be almost independent of vocalisation, that is, he may write and read such words without inserting vowels. When joined to other letters, ch and r are distinguished by the direction of the stroke; thus, chr,rch, kr, kch, tr,tch,

[merged small][ocr errors][merged small][merged small][merged small]
[merged small][merged small][ocr errors][merged small][ocr errors]

The distinction between ch and r, when joined, will be seen thus:

m,r; 7 m,ch; _/ k,r; 7 k,ch.

LONG VOWELS.

19. There are six simple long vowels in the English language, viz.,

[blocks in formation]

20. The first three are represented by a dot, and the last three by a short stroke or dash, written at right angles to the consonant. They are here written to the letter t, to show their respective places; namely, at the beginning, middle, and end of a consonant. ALL the vowels should be pronounced as single sounds; that is, ah as in sims, and not as a-aitch; eh (a), as in ape; ee as in eel; aw as awe, not as a-double-you; oh, as owe; oo as in ooze.

21. The pupil must observe that the perpendicular stroke is no part of the vowel. It is the shorthand letter t, which is used as a standard, or sign-post, to show the position of the vowel. We will now place the vowels to a horizontal consonant, k. In this case they will appear thus:

[ocr errors]
[blocks in formation]
[merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small]
[blocks in formation]
[ocr errors]
[ocr errors]
[merged small][ocr errors]

SH

M

N

L

R down

Rup

|

[ocr errors]

パンピ

エトン

VOWELS PRECEDING CONSONANTS,

The longhand to be placed after the several shorthand characters

in the first line will be aht, eht, eet, awt, oht, oot.

6.

7.

1

[merged small][ocr errors][ocr errors]

ON WRITING PHONETICALLY.

25. The English alphabet contains but twenty-three useful letters (rejecting c, q, x,=s, k, ks) to represent the thirty-nine distinct sounds of the language; the Phonetic alphabet, on the contrary, provides a letter for each sound. In consequence of the deficiencies of the English alphabet, and the unphonetic character of our orthography, the spelling of a word can seldom be taken as a guide to its pronunciation. To write any given word, therefore, phonographically, its several sounds must first be ascertained: the student should then write the phonographic letters which represent them. The practice of Phonography and the reading of Phonotypy (sce Phonetic Journal) will improve the student's pronunciation, and train his ear to discriminate differences in orthoepy. The following examples will serve to illustrate the principle of Phonetic writing:

[merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small]

T

M

VOWELS PRECEDING CONSONANTS.

[ocr errors][merged small]

22. When a vowel is placed on the left-hand side of a perpendicular or sloping consonant, it is read before the consonant; and when placed on the right-hand side, it is read after the consonant. A vowel placed above a horizontal letter, is read before the consonant, and when written under, is read after the consonant. This, it may be observed, is the way in which we read all European languages; namely, from left to right, and from top to bottom. As we have shown in the above Table, the vowels are written at the side of the consonant, in three places-at the beginning, middle, and end; the beginning of the consonant, whether written upward or downward, being the place of the first vowel-sign ah. The letter 1, for instance, when written downward, has its vowels' places reckoned downward and when written upward, the vowels' places are reckoned from the bottom upward.

23. Vowels placed at the beginning of a consonant, as ah and , are called first-place vowels; vowels written in the middle, second-place vowels and those at the end, third-place vowels. 24. The vowel points and strokes must be written at a little dis

r, the second dot-vowel a, and t,

[blocks in formation]

take. To secure uniformity in the writing of Phonographers, the following general rules are established:-—

FIRST-place vowels are written after the first consonant; as not talk.

SECOND-place vowels are written after the first consonant when they are long; as mate; and before the second when they are short; as met. The short vowels will be explained in our next lesson.

THIRD-place vowels are written before the second consonant; as not team.

The rule for a second-place short vowel does not apply when the second consonant is the circle s.

LESSONS IN ENGLISH.-XXX.

LATIN STEMS (continued).

The

Dignus
Diurnus

WORDS are undergoing constant change of signification.
changes are in general so slow as scarcely to be noticeable,
except at considerable intervals. There is a certain elasticity
of mind which contracts and expands, and expands and con-
tracts. Corresponding with these internal movements is a
contraction and expansion of the import of words. The term
"import" furnishes an illustration. The import of a word is,
according to the etymology of the term, that which the word
carries in itself. That something, that load or freight, is a
variable quantity; it varies in quality as well as in quantity. Durus
The vase swells with its contents, and so its capacity is aug.
mented.

Among the changes which words undergo, two of great importance may be specified: one is a change from good to bad, the other is a change from bad to good. On the former I add a few things here; the latter must stand over for a little space. Words which originally had a good meaning may degenerate so as to have a bad meaning. Conventicle is a harmless word, signifying only a small place of meeting. Our political and religious strifes, however, have thrown around it a feeling of contempt, and in this feeling it is sometimes applied to the chapels of the Nonconformists.

"It behoveth that the place where God shall be served by the whole church be a publick place, for the avoiding of privy conventicles, which, covered with pretence of religion, may serve unto dangerous practices." -Hooker.

The word cunning derivatively denotes knowledge, and the skill that ensues from knowledge. In this sense it was current at the time when our present version of the Scriptures was made; for example

"If I forget thee, O Jerusalem,

Let my right hand forget her cunning."-Ps. cxxxvii. 5. Cunning is of the same origin as king, and both denote mental superiority. But, as is exemplified in the slang phrase, "a knowing one," knowledge ill-directed may issue in craftiness. The word craft, from which the latter is derived, was originally, too, very innocent. Its inoffensiveness is preserved in the term craft as applied to a trade :

Duco
Duo

Ebrius

Edo

Ego
Emo

Flecto
Flexus

Flictus (fligo) dashed
Flos (floris)
Fluctus
Fluo

Fluxus
Foedus
(fœderis)

Fugio
Fugitum
Fulmen
(fulminis)
Fundo

Fusus
Gelu

[blocks in formation]

Dies

[blocks in formation]

Medius

[blocks in formation]

Doceo

I teach

Doleo
Dominus

I grieve

a master

[blocks in formation]

doc, doct
dol
domin
dom

a gift

don

[blocks in formation]

English Words. dictate, predict, diction. dial, diary, meridian, mediate, mediocrity.

dignity, dignify.

diurnal, journal.
docile, doctor, doctrine.
dole, dolorous, condole.
domineer, dominion.
domestic, domicile.
donation, donor.

duct, induce, educate.

durable, durance.

ebriety, inebriate.

edible.

[blocks in formation]

flex

flexible, flexile.

[merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small]

"A poem is the work of the poet; poesy is his skill or craft of Gens (gentis) a nation making."-Ben Jonson.

[merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors]

Our craft is the Saxon kraft, or the German kraft, which denotes internal strength, such as comes from essential virtues or from knowledge and skill.

The students of these lessons should always bear in mind how necessary it is for them to acquire facility in composition. They cannot adopt a better plan than that which I have frequently pointed out, namely, to read a passage from some good English author, and then endeavour to reproduce it in writing. One of the most elegant writers in our language, Mrs. Barbauld, who in her husband's school superintended the lessons in English composition, was accustomed to pursue a plan which to some extent is similar to what I recommend, and which for many years I followed in my own school. Lucy Aikin, her biographer, tells us: "On Wednesdays and Saturdays the boys were called in separate classes to her apartment; she read a fable, a short story, or a moral essay to them aloud, and then sent them back into the school-room to write it out on their slates in their own words. Each exercise was separately looked over by her; the faults of grammar were obliterated, the vulgarisms were chastised, the idle epithets were cancelled, and a distinct reason was always assigned for every correction; so that the arts of editing and of criticising were in some degree learnt teether. Many a lad from the great schools, who excels in Latin and Greck, cannot write properly a vernacular (from the Latin vernaculus, native) letter, for want of some such discipline."

[merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][ocr errors][ocr errors][merged small][merged small][merged small][merged small]

Facilis

Facio

I make

refund.

fusible, infuse, refuse.

gel, geal, gelat congeal, congelation, gela

exter

fabr

S facil, facul,
ficul

fact, fect, fit
fic, fy

Sopor(sopõris) heaviness, sleep sopor

Fallo
Fanum

Fari

Fatus

I deceive

Felix (felicis)· happy

Femina

Fero
Ferveo
Fidelis

Fido
Filia

Filius

Filum
Fingo
Fictus

Finis

Fiscus

Fissus

Flatus

[inou

belligerent, gesture,digestio

external, exterior.

fabric, fabricate.

facilitate, faculty. difficult.

factor, perfect, benefit, soporific, purify.

soporiferous.

fallacious, infallible.

profane, profanation.

fable, ineffable.
fate, fatal.

felicity.

feminine, effeminacy.

ferry, infer, circumferenc fervid, effervescence. fidelity, infidel.

fall

[blocks in formation]

spoken

fat

felic

[blocks in formation]

fiction, fictitious.

fin

final, finite, definite, def

[blocks in formation]

a daughter

confide, diffidence.

filial, affiliate.

filament.

figment.

fiscal, confiscate. fissure.

flatulent, inflate.

"Modern languages have only one variation, and so the Latin; the Greek and Hebrew have one to signify two, and another to sig more than two; under one variation (the former) the noun is sai be of the dual number, and under the other of the plural.”—C "Latin Grammar.”

"A duel, called by the Greeks monomachia (single-fight), and by Latins duellum, receiving its denomination from the persons eng in it, is properly a fight or combat between two persons."—South. "I suppose I need not take any pains to prove the unlawfulness the sottishness of such duellings, when men sold their lives for a c or an angel; and by a preposterous way of labouring not to get living, but to procure their death,"-South,

"There is one kind of egotist which is very common in the world. I mean those empty, conceited fellows, who repeat as sayings of their own, or some of their particular friends, several jests which were made before they were born, and which every one who has conversed in the world has heard a hundred times over."-Spectator.

"If a pawnbroker receives plate or jewels as a pledge or security for the repayment of money lent thereon, on a day certain, he has them upon an express contract or condition to restore them, if the pledger performs his part by redeeming them in due time."-Blackstone.

A just, though terrible, judgment of God upon these play-hunters and prophaners of his holy day."-Prynne.

"Somewhat allied to this (blasphemy), though in an inferior degree, is the offence of profane and common swearing.”—Blackstone.

"When one tossed his weaver's beam, and the other carried the rates of Gaza, they performed their prodigious feats by tender filaments, sighter than a cobweb, undiscernible with a microscope."-Search, "Light of Nature."

Definite and definitive are synonymous, that is, words which come near in meaning to each other; I say near in meaning, for there are few pairs of words that have exactly the same force. Definite and definitive, as coming from finis, an end, agree in that they both put an end to a matter: a definite answer puts an end to your question by speaking so clearly, and so exactly, se to leave no room for its repetition; but a definitive answer pate an end to the matter in issue as well as to the question. By a definite answer I leave you in no doubt as to my meaning; and by a definitive answer I put a negative on your proposal. Honest men, and clear-minded men give definite answers; men who have come to a final conclusion pronounce a definitive judgment.

"They never have suffered, and never will suffer, the fixed estate of the church to be converted into a pension, to depend on the treasury, mi to be delayed, withheld, or perhaps to be extinguished, by fiscal difficulties.”—Burke, "French Revolution."

"And all their landes, goodes, and possessions were confiscate and mased to ye kynge's vse (use)."-Hall, "Richard III.”

"There are other subterraneous juts and channels, fissures and passages through which many times the waters make their way." Derham, "Physico-Theology."

But the glow of morning beamed into the little chamber where their seven children lay in their beds asleep.

Then they gazed at the children one by one, and the mother said, "They are seven in number; alas! it will be hard for us to find them food." Thus sighed the mother, for there was a famine in the land.

But the father smiled, and said, "See, do they not lie there, all the seven ? And they have all red cheeks, and the beams of the morning stream over them, so that they appear lovelier than ever, like seven blooming roses. Mother, that shows us that He who creates the morning and sends us sleep, is true and unchangeable."

As they stepped from the chamber, they saw at the door fourteen shoes in a row, growing smaller and susaller, two by two, a pair for each child. The mother gazed at them, and when she saw that they were so many, she wept.

But the father said, "Mother, why dost thou weep? Have not all the seven received sound and active feet? Why, then, should we be anxious about that which covers them? If the children have conadence in us, should we not have confidence in Him who can do more than we can comprehend? work with a cheerful countenance." "See, his sun rises! Come, then, like it let us begin our day's

Thus they spoke and toiled at their labours, and God blessed the work of their hands, and they had enough and to spare, they and their seven children; for faith gives strength and courage, and love elevates the soul.

LESSONS IN BOTANY.-XXIX.

SECTION LXVI.-HAMAMELIDACEÆ, OR WITCH-HAZELS. Characteristics: Calyx tubular, adherent to the ovary; limb four to five partite; petals absent or inserted upon the calyx, and alternating with its divisions; stamens indefinite in the apetalous genera, in the petaliferous genera double the number of the petals, some sterile, and opposite to the petals, others fertile and alternate; anthers square or semi-circular; ovary half inferior, two-celled, uni- or multi-ovulate; ovules pendent, reflexed; two styles, two stigmata, both distinct; capsule septicidal, having one-seeded cells.

[ocr errors]

The members of this natural order are trees or shrubs, ordi

Butnarily covered with hair arranged in the form of stars. Leaves alternate, petiolate, simple, bi-stipulate. Flowers almost sessile, disposed in panicles, capitula, or spikes.

To refuse comes immediately from the French refuser. whence the French ? From refutare, says Richardson; and certainly refutare, both in good and in middle-aged Latin, primarily signifies to put down, put back, refuse, and only deriratively to prove logically wrong. But this view makes to refuse and to refute the same in origin. Besides, the t and s are not exchangeable. It seems less incorrect to derive refuse from re sad fundo (fusus, fusion), which thus means a pouring or handing back. Refuse, the noun, signifying rubbish, comes from the same root, only it takes its special import from a custom which preralled in some cathedral and collegiate churches, according to which those who held the benefices were required to put together every year into a common treasury, for the common use, some portion of their income. That portion was seldom the best, and bence the refusio, as the Latin name for the common contritation was, refuse in English, came to have a bad character, and to be nearly equivalent to our rubbish. Rubbish, or in an older form of the word, rubbage, is that which was rubbed off (Latin, detritus), as refuse is that which is poured or thrown EXERCISES IN COMPOSITION.

back.

Historical Theme: "The Mission of Moses to Pharaoh."
WORDS WITH THEIR PROPER PREPOSITIONS.

Words.

Compelled to,

Compliance with,

Composed of,

Concede to,
Conceive of,
Concerned at, for,

Concur with, in,

Condemn to,
Condescend to,

Conduce to,

Confer on,

Foreign Representatives.
pello, I drive.
plica, a fold.
compono, I place together.
cedo, I yield.

concipio, I take together.
concerner, to regard.
curro, I run.

damnum, injury.

descendo, I go down.

duco, I lead.

fero, I bear.

The few species composing this natural order are dispersed over North America, Japan, China, India, Madagascar, and the Саре. The Virginian hamamelis (Hamamelis Virginica) is a shrub having yellow fasciculated flowers, the ovary of which does not ripen until the second year. It is cultivated in gardens for the sake of its oily farinaceous seeds; the decoction of its bark and leaves is charged with tannic bitter principles and a peculiar volatile oil. The alder-leaved fothergillia (Fothergillia alnifolia) is a shrub, a native of Carolina, but cultivated in Europe. Its inflorescence is a spike composed of white and odoriferous flowers. Its fruits discharge their seeds with a considerable noise. The Rhodoleia Championi (Fig. 218) is a small tree dis. covered in China by Captain Champion, in the forests which surround Canton. It is cultivated with facility in the open air of European countries. The leaves of this tree are persistent, its flowers grouped in five, surrounded with roseate bracts, which might be almost taken for a petaloid floral envelope.

SECTION LXVII-PHILADELPHACEÆ, OR SYRINGAS. Characteristics: Calyx adherent to the ovary, valvate in æsti vation; petals in number equal to the divisions of the calyx, with contorted æstivation; stamens, a multiple number of that of the petals; ovary, three or many celled; placenta central, multi-ovalate; ovules ascendant or pendent, imbricate, reflexed; capsule many-seeded; seeds enveloped in a loose testa; embryo dicotyledonous, straight, in the axis of a fleshy albumen, the length of which it equals. The members of this natural order are erect trees, having simple opposite leaves without stipules. Their flowers are complete, regular, white, odoriferous, disposed either in cyme or panicle.

The Philadelphus coronarius, or garland syringa (Fig. 220), is indigenous to Central Europe, and a frequent garden ornament. Its flowers are very odorous, and were formerly held in esteem as a

Etady and endeavour to reproduce the following gem from medicine. They contain a volatile oil sometimes employed as an

the German of Krummacher:

[blocks in formation]

agent for the adulteration of oil of jasmine. The Deutzia scabra, or rough-leaved deutzia, is a native of Japan, now cultivated in botanic gardens. The Japanese employ the inner bark of this tree as a plaster; its leaves are employed to impart a polish to wood.

« 前へ次へ »