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READING.-LESSON 18.

The use of Flour, Starch, Hair Powder, Wafers, Isinglass, 8c.

Mary. Flour affords us many comforts': bread', pies', puddings', paste to fix the gilded paper, starch to stiffen linen, biscuit for sailors', and cakes for little children'.

Jane. Pray tell us', Ma. how starch is made?

Ma. The wheat is steeped in water'; until a floury, viscous sediment is drawn from it', which remains at the bottom'. This sediment is cleansed', and we'l dried in an oven, which finishes the process'. Starch can be made from the potatoe', and some other roots'; but that made of wheat, is generally the best.

Janc. I have been told', Mamma', that hair powder and wafers, are also made of flour'.

Ma. They are'. Hair powder is nothing more than starch reduced to a fine powder, and perfumed with some delicate essence'. But to make wafers of flour', requires the aid of yeast', and isinglass! These are mixed', coloured', rolled thin', cut in small round cakes', and spread on tin pans to dry on a stovel

Mary. Pray', Ma', what is isinglass? You say it is used in wafers!.

Ma. It is', my dear', and for many other purposes! You have eaten it in jellies', and blanc mange'.

It is a substance formed from the sounds and intestines of fish!. The process is simple': The sounds, &c. are cleansed from the sea-water', and then put into lime water', which ahsorbs the oily parts'. It is again cleansed', rolled into sticks', then dried, and pulled off ready for market'.

MULTIPLICATION OF COMPOUND TERMS.-LESSON 19. Rule 2. When the Multiplier is more than 12, and the product of any two numbers, less than 13, multiply the given sum by one of the numbers, and that product by the other.

Thus: (1) £24 6 2X36 (2) y.13 3 3 X 48 6X6=36

6

(3) g.45 3 1X77= £13 7 3 0

6

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RULE 3. When the multiplier is more than the product of any two numbers, then multiply the given sum by the two numbers as in rule 2d, and also by the excess, and add the two products. (1) lb.22 6 SX66

(2) y.31 1 2X39= 8

8X8+2=66 179 4 0

(3) c.27 110 68X77=

1434 0

44 13

0 0

(4) a. 144 3 12X129=

1478 13 0 Ans.

GRAMMAR.-LESSON 20.

NOTE. Pronouns, like nouns, may be declined; that is, their person, number; gender and case may be illustrated in the following manner.

SINGULAR NUMBER. 1st Pers. 2d P. 3d P. ins. g. Fe. g. Nr. g. Nom. Case I, you, he, she, it. Pos. Case My yours,

his,

hers, its. Obj. Case Me, you, him, her,

it.

PLURAL NUMBER.

they,

Noin. Case We, you,

they, they Pos. Case Ours,

yours, theirs,

theirs, theirs. Obj. Case U's,

you,
them, them,

them. Note. Though the second person in the singular and plural numbers, have the same form, yet the mind will readily distinguish their application to singular or plural objects, and their case may be determined from their relation to other words.

In the solemn and poetic styles, the second person is declined thus: Nom. thon, Pos.thine, Obj. thee. Plural, Nom. ye or you, Pos. yours, Obj. you."

Questions on the 19th Chapter.

READING EXERCISES. Les. 2. Who are the parties to the following dialogue? Who begins, and what is said? Who replied, and what? What was Mary's question? What the reply? What the next question? What the reply? What Mary's remark? What Ma's question? What Jane's remark? What Ma's observation?

Les. 6. What Mary's assertion? Ma's reply? Mary's rejoinder? What Ma's proofs? What Mary's confessions? On which side is Jane, and what does she say? What does Mary ubject? What is Ma's reply? How does Mary yield? What is Ma's remark?

Les. 10. Which sister appears most forward in the dialogue, Mary or Jane? Why? Which the most patient and sensible? Why? Which appears to have been the oldest? Why? What appears to have been the mother's object? Why? Proper, or improper? Why? How did Mary betray her impatience and weakness? Did Ma chide, or help the girl from her embarrassment? Did she do right or wrong? Why?

Les. 14. Who opens the discourse? How? Who replies, and what? What Ma's remark? Jane's description of the process? Who interrupts, and how? Ma's observation? Jane's description? Whơ helps out with the story? How does Ma explain?

Les. 18. What the uses of flour? How is starch made? How hair powder? How wafers? What is isinglass,

ARITHMETICAL EXERCISES. Les. 3. What is the first step in stating a question for Compound Multiplication? What the second? What the third! What the fourth.

Les. 19. What is the second rule in the Multiplication of compound terms? What the third? Which is the easiest, Addition, Subtraction or Multiplication of compound terms! Why?

Note. All recitations in arithmetic should be performed on a black board, at which time questions and explanations by the teacher, and answers and illustrations by the pupil should be constantly exchanged.

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Les. 4. What is the meaning and use of government in gramınar? How illustrated? What is requisite in parsing? Why? In parsing a noun, what is said? In parsing a verb, what? In parsing

an adjective, what? In parsing the articles, what? The active participle, what? The preposition, what? The adverb, what? .Les. 12. What is a pronoun and its object?

How illusfrated? What their properties, &c.? How divided?

Les. 16. How many and what personal pronouns? What of solemn and poetic styles. What the persons of pronouns? How distinguished? What of the verb with the pronoun?

Lęs. 20. How are the personal pronouns, singular, declinéd? How the personal pronouns plural? What of the ooter

CHAPTER 20.

SPELLING. LESSON 1. Words of two Syllables in double columns; the first exhibits the

spelling, and the second the pronunciation. Accent on the first syllable, with the short sound of the vowels, in alphabelicat

order. ab-bey ăb'bē ad-junct ād'jūnkt anch-or ănk'úr ab-bot ab'būt af-ter åf/tūr

an-ger ăngʻgūr ab-ject ăb'jekt ag-ate ăgăt an-gle ång'g! ab-sess åb'ses al-ley alle

ang-ler ång'glur ac-me ăk'mē al-oze ăl'oze

an-gry ang'gre ac-rid åk'krid al-pha ăl'fa

an-guish an'gwish ac-tion ăk'shún al-um ăllum an-ise in this ac-tivo ăk'tiv am-ber ă m'búr an-cle ănk'kl ac-tor ăk'tūr am-le ăm/bl an-nals à n'nala ac-tress ãk'très am-el å m'měl

an-swer ăn'súr ad-age ad'āje am-ple ă m'pl an-tick ănotik ad-der ăd'dūr

am-ply ă m'ple ant-ler ă ni lūr ad-dle åd' di an-arch ăn’ày anx-ious ănk'shús

READING.- LESSON 2.
Dialogue carried on by Jane, Mary and their Mother,

Spermaceti.
Mary. Oh! Ma', what dirty things!! the intestines of fish!
I shall never like jelly again'.
Ma. My child', make no rash resolves', lest

you
find

yourself unable to keep them'. There are many things besides isinglass that are drawn from substances not less pleasant than the sounds of fish'. What do you think of the spermaciti which

you ate so eagerly last winter to ease your cough? Mary. Mixed with sugar candy, Ma', it was quite good'; besides, it was white and perfectly clean.

Jane. And yet I fancy', sister', you would turn up your nose a little at the idea of eating the brains of a whale'.

Mary. To be sure I should': Why do you laugh, Jane'?

Jane. Because I have read in some book that the spermaciti is made of the brains of that fish'.

Ma. You are right', Jane'; and the Laplanders think it hard if each man of them cannot get a pint or two of it to drink

every day!! It has been found that human flesh', exposed for some time to running water', turns to a substance similar to that of spermaceti'.

Mary. Oh! Mamma', what dirty stuff!! who could think of drinking a pint of the brains of a whale'? How shocking'!

Ma. Spermaceti has other uses besides those of a medicinal nature'; it is used in lamps', and made into candles '; these are thought next best to war candles'. Spermaceti kas become an article of immense trade'; the whole fortunes of some men lies in that commodity!

MULTIPLICATION OF COMPOUND TERMS.- LESSON 3. Rule 4. When the multiplier consists of several figures:

1. Multiply the given sum by 10, and that product by 10, and so on as many times, less ono, as there are figures in the multiplier.

2. Multiply the last product by the left hand figure of the multiplier.

3. Multiply the given sum by the figure in the unit's place in the multiplier.

4. Multiply the product of the first 10, by the figure in the ten's place in the multiplier.

5. Multiply the product of the second 10 by the figure in the hundred's place in the multiplier, and so on, through all the places in the multiplier, except the left hand figure.

6. Add all the products and their sum will be the answer. (1) Multiply £5 18 3 by 325

10

59 2

6 Product of the first 10.

10

551 9

0 Product of the second 10.
3 Left hand figure of the multiplier.

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1773 51 18 3x5=29 11 3 Product of rt. hand fig. multiplier. 59.2 6X2=118 5 0 Pro. of 10's place in the multr.

1921 1 3 Answer. (2) Multiply y.22 2 1 by 3204 Ans. y.72290

1 0. (3) Multiply ft.48 4 2 by 2587 Ans. ft.125182 0 2.

GRAMMAR.-LESSON 4.

Of the Adjective Pronoun. Adjective pronouns are said to be of a mixed nature, and to perform the offices of both the pronoun and adjective. They are divided into several kinds: to wit:

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