Nachen ist zu klein. 12. Wenn sie fähig sind, diese Zeitungen zu überseßen, so thun Sie es. 13. Da ich die englische Sprache vollkommen verstehe, so will ich gern Ihren Vorschlag annehmen. 14. Wenn er fähig ist, die Arbeit gut zu machen, so soll er zu mir kommen; ist er es aber nicht im Stande, so wäre es unnüg. 15. Er glaubte nicht, daß ich im Stande sein kannte, all seine Befehle auszuführen. 16. Wenn tu teine Leidenschaften ganz zu beherrschen weißt, so bist du zu beneiten. 17. Mein Freund Gruart wat so schwach, daß er nicht im Stance war, allein zu geben, und er bat mich reßwegen, daß ich ihn führen möchte. 18. Er glaubte, daß Niemand im Stante sein könne, auf diesem rauhen Papiere zu schreiben. 19. Er batte gestern Geld nöthig, deßhalb bat er mich, daß ich ihm welches geben möchte. 20. Er ist mir zwar schon einige Thaler schuldig, aber da er Geld nöthig hatte, so gab ich ihm welches. 21. Es ist Niemand im Stande auszugeben, weil es zu stark regnet. 22. Er wird bald im Stante sein, sein Werk zu vollenden. 23. Er kann sein Wort nicht halten, und zwar aus folgenten Gründen.

EXERCISE 83.

1. If he had not been able to perform the work, he would not have undertaken it. 2. Will he be able to fulfil his promise? 3. He has not been able. 4. We ought not to promise more than we are able to perform. 5. Are you able to deliver a better explanation upon this subject? 6. I am indeed able, but I have no time now. 7. Does the boy go for my stick freely? 8. If he goes, (then) he does it unwillingly; I would rather go myself. 9. Do you like to see your relations ? 10. Yes, I do like to see them. 11. When you have need of those books, then I will lend you them freely. 12. He needed money yesterday, therefore he desired me that I would give him some. 13. Therefore, it is useless to ask for more, when you already owe so much. 14. Who would not freely heal the wounds of a wounded heart!

SECTION XLIV.-CONDITIONAL MOOD.

The conditional mood is used, where a condition is supposed which may or may not be possible. It is also sometimes used in exclamation and interrogation, as:-Wenn sie noch lebte, wäre ich glüdlich, if she were still living, I should be happy. Ich hätte tie Sache anders gemacht, I should have arranged the matter differently. Wäre er doch noch am Leben! oh, that he were still alive! Wire es möglich, Vater? could it be possible, father? (See § 144.) VOCABULARY.

EXERCISE 84.

1. Ich hätte mir schon manchen Vertruß erspart, wenn ich, statt zu widersprechen, geschwiegen hätte. 2. Ich möchte wissen, was Sie gethan hätten, wenn Sie an meiner Stelle gewesen wären. 3. Wenn das Schicksal mich nicht heimgesucht hätte, würde ich schwerlich zu diesen Ansichten gekommen sein. 4. Er hätte glücklich sein können, wenn er die Gelegenheit zu benutzen verstanden hätte. 5. Hätte das Wasser die Brücke mit fortgerissen, so wäre der Zöllner verloren gewesen. 6. Hätte ich zu Dir kommen können, so würte ich gewiß nicht hier geblieben sein. 7. Es würden nie große Männer aufgetreten sein, wenn sie sich durch Schwierigkeiten und Unannehm lichkeiten hätten aufhalten lassen. 8. Wenn ich das hätte erreichen wollen, was ich wünschte, so hätte ich fleißiger und anhaltender arbeiten müssen. 9. Wenn er gerufen hätte, würte ich ihn gehört haben. 10. Wir wollen nicht ausgehen; es möchte regnen. 11. Wenn Sie mir etwas Näher:s über diese Angelegenheiten mittheilen wollten, so würten Sie mich ver vflichten. 12. Es wäre meine größte Freute, alle Menschen glücklich zu sehen. 13. Ich hätte ohne Verstand sein müssen, wenn ich mich auf diese Sache hätte einlassen wollen. 14. Verschwunden ist der Strand in ter Ferne; wie gerne wär, ich noch im Vaterland! 15. Wenn er wäre, wie ich ihn wünsche, und wenn er allen meinen Anforderungen ent sprochen hätte, so würte ich ihn behalten haben.

EXERCISE 85.

1. Had your friend not become ill, he would certainly have embellished the feast by his presence. 2. If you were more prudent you would not have met with this inconvenience. 3. I would have settled your business if you had mentioned it to me. 4. His brother would have been better received if he had had letters of recommendation. 5. He would have better friends if he were more agreeable. 6. You would have had more difficulties if you had not followed the advice of your friends. 7. I should not have the least doubt that you would have succeeded if you had acted more prudently. 8. We should set sail for Holland if we had a fair wind. 9. He would be the first among our merchants if he were more sociable. 10. If I had had the power, I should have acted in another manner, because I should not have had so much patience. 11. What would be the felicity of man if he always sought his happiness in himself? 12. You would be richer if you were more enterprising. 13. If I had not lost my purse I should still have it. 14. He would not have so much money if he had been idle. 15. The greater the difficulty, the greater pleasure there is in overcoming it. 16. If he had not crossed the bridge, the toll-gatherer would not have demanded payment.

LESSONS IN MUSIC.-VII. EVERY art is best taught individually. It is true that there are some advantages to the singer in collective teaching. The sympathy of numbers" both aids and encourages him. But his progress will depend entirely on individual attention and endeavour. In most classes the few make progress and lead, while the many-some from timidity, and others from idleness and inattention-hang upon the leaders, and soon begin to clog their movements. As, however, singing for schools and congregations must be generally taught in classes, the object of the teacher must be to combine the spirit and sympathy of numbers with as careful an attention to individual progress as possible. He should also occasionally separate the laggers from the more forward, and (without blaming or discouraging them) cause them to retrace their steps and go by themselves, while the others are advancing freely and rapidly in a new class. For these purposes, the pupil should be led to expect a rigid personal examination at the close of each stage of progress, and a division of the class as the result. Several lesson hours should

be devoted to this examination. It might be conducted in a separate room, while the rest of the class are practising. In adult classes, most of the questions might be announced to the class, and the answer given in writing at the time, and they would only require separate examination in connection with the exercises. The examiner would then decide by the result of the two examinations. A register of each examination should be kept by the teacher, and a memorial of it given to the pupil. To aid both the self-teacher and the class-teacher, the following questions and tests of progress are given :-Let no one consider himself worthy to pursue the course further until he has thoroughly fulfilled these requirements. Things to be done are marked by an asterisk. These especially must not be omitted.

allées ? 8. Elles s'en sont allées vers six heures de l'aprèsmidi. 9. L'habit que vous tenez, est-il à vous ou à votre frère ? 10. Il n'est ni à lui ni à moi, il est à mon beau-frère. 11. Lui va-t-il bien ? 12. Il lui va fort bien, et il lui sied bien. 13. Où l'a-t-il fait faire ? 14. Il l'a fait faire en France ou en Allemagne. 15. À qui sont les livres que lit Mademoiselle votre sœur ? 16. Ils sont à moi. 17. Votre gilet va-t-il mieux que celui de votre beau-frère ? 18. Il me va beaucoup mieux. 19. Votre habit ne vous gêne-t-il pas ? 20. Il ne saurait (cannot) me gêner, il est de beaucoup trop large. 21. Avez-vous essayé votre habit neuf ? 22. Je l'ai essayé, mais la couleur ne me sied pas. 23. Est-elle trop claire? 24. Elle est trop foncée. 25. Les couleurs foncées ne me siéent jamais.

EXERCISE 88.

1. Are your friends gone away? 2. They are not yet gone away, they are still here. 3. At what hour did your mother

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go away? 4. She went away early this morning. 5. Did your little sister go away late? 6. She went away too soon. Does your sister's new dress become her? 8. It does not become her. 9. Why does it not become her? 10. Dark colours never become her. 11. Do light colours become your brother's wife? 12. They become her very well. 13. Are your new boots too narrow or too wide? 14. They are neither too narrow nor too wide, they fit very well. 15. Does your brother's waistcoat fit him ? 16. It fits him, but it does not become him. 17. Light colours never become him. 18. Does your coat press you? 19. It does not press me, it is by far too wide. 20. Whose house is that? 21. It is my father's and brother's. 22. Whose books have you brought this morning? 23. I have brought my brother's and my sister's. 24. Whose dresses are those? 25. They are my mother's, my sister's, and my cousin's. 26. Are not those German books yours? 27. They are not mine, they are my friend's. 28. Are those pens yours or mine ? 29. They are neither yours nor mine, they are my brother's. 30. Does this hat fit you? 31. Yes, Sir, it fits me, but it does not become me. 32. Is your hat too small? 33. It is too large. 34. Are your gloves too large? 35. They are too small, I cannot put them on.

SECTION XLVII.-UNIPERSONAL VERBS AND THEIR USES. 1. THE verb falloir [3, ir.], to be necessary, is always conjugated unipersonally. See table, § 62.

1. Que faut-il faire aujourd'hui ? 2. Aujourd'hui il faut travailler. 3. A-t-il fallu travailler fort pour finir l'ouvrage à temps? 4. Il a fallu travailler toute la journée. 5. Quand faut-il écrire à notre ami? 6. Il faut lui écrire aujourd'hui. 7. Me faut-il aller trouver mon père? 8. Il vous faut aller le trouver, il désire vous parler. 9. A-t-il besoin de quelque chose? 10. Il lui faut des livres, des plumes, et de l'encre. 11. Ne lui faut-il pas aussi de l'argent? 12. Il lui en faut beaucoup pour payer ces dettes. 13. Vous faut-il encore quelque chose? 14. Il ne me faut plus rien, j'ai tout ce qu'il me faut. 15. Ne faut-il pas du papier à votre sœur? 16. Il ne lui en faut pas davantage.* 17. Que faut-il envoyer au chirurgien? 18. Il faut lui envoyer de l'argent, il en a grand besoin. 19. La modiste a-t-elle tout ce qu'il lui faut? 20. Elle n'a pas tout ce qu'il lui faut. 21. Combien vous faut-il? 22. Il me faut cinq francs. 23. Ne vous faut-il pas davantage? 24. Il ne me faut pas davantage. 25. Que lui faut-il pour sa peine? 26. Il demande un franc vingt-cinq centimes.

EXERCISE 90.

1. What must we do? 2. You must bring your book and learn your lesson. 3. Is it necessary to write to your brother to-day? 4. It is not necessary to write to him. 5. Has it been necessary to speak to your father? 6. It has been neces sary to speak to him. 7. Is it necessary to go to D. to-day? 8. It is necessary to go there (y). 9. Must I go to your sister? 10. You must go to her, she wishes to speak to you. 11. How much money must your brother have? 12. He must have ten francs fifty centimes. 13. How many books does your sister want ? 14. She must have many books, she reads (lit) much. him our horse; his own (le sien) is sick. 17. Must he not have 15. What will you send to the surgeon? 16. We must send paper? 18. He must have some; he has letters to write. Must he have much? 20. He must have a quire. 21. Do you want anything more? [See No. 13, in the French exercise above.” 22. I need something more. 23. I need nothing more. Must you have one hundred francs? 25. I must have ten

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24.

money to (pour) pay his debts. 28. Has the tailor all that he wants ? 29. He has not all that he wants. 30. The milliner has received all that she wants. 31. What must you have for your trouble? 32. How much do you want? 33. How much do we want? 34. What must I do? 35. You must write a letter. 36. What must she write? 37. She must write four 38. She must go to church.

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READING AND ELOCUTION.—XIII. ANALYSIS OF THE VOICE (continued), VIII. CORRECT INFLECTION (continued. Both inflections, the Rising and the Falling, in connection. Rule 1.-When negation is opposed to affirmation, the former has the rising, the latter the falling inflection, in whatever order they occur, and whether in the same or in different sentences,

as:

He did not call mé, but you.

He was esteemed not for wealth, but for wisdom. Study not for amusement, but for improvement.

* This adverb can never be placed before a substantive.

He called you, not mé.

He was esteemed for wisdom, not for wealth.
Study for improvement, not for amusement.

This proposal is not a mere idle cómpliment. It proceeds from the sincerest and deepest feelings of our hearts.

Howard visited all Europe, not to survey the sumptuousness of palaces, or the stateliness of témples; not to make accurate measurements of the remains of ancient grandeur; not to form a scale of the curiosities of modern árt; not to collect medals or collate mánuscripts; but to dive into the depths of dùngeons; to plunge into the infection of hospitals; to survey the mansions of sorrow and pain; to take the gauge and dimensions of misery, depréssion, and contempt; to remember the forgotten, to attend to the neglected, to visit the forsáken, and to compare and collate the distresses of all men in all countries.

Note.-A similar principle applies to the reading of concessions and of unequal antitheses or contrasts. In the latter, the less important member has the rising, and the preponderant one the falling inflection, in whatever part of a sentence they occur, and even in separate sentences, as :

Science may raise you to éminence. But virtue alone can guide you to happiness.

I rather choose

To wrong the dead, to wrong myself and you,
Than I will wrong such honourable men.

Exception.-When negation is emphatic or preponderant, it takes the falling inflection, as :—

He may yield to persuasion, but he will never submit to force.

We are troubled on every side, yet not distressed; perplexed, but not in despair; persecuted, but not forsaken; cast down, but not destroyed.

Rule 2.-In question and answer, the falling inflection ends as far below the average level of the sentence, as the rising ends above it. In this way, a certain exact correspondence of sound to sound, in the inflections, is produced, which gives to the full downward slide of the answer a decisive and satisfactory intonation, as a reply to the rising slide of the question, as :

Are they Hebrews ?-So am I. Are they 'Israelites ?-So am I. What would content you, in a political leader?-Talent? No! 'Enterprise? No!-Cóurage? No!-Reputation ? No! Virtue? No!-The man whom you would select, should possess not óne, but all of these.

Rule 3.—When a question consists of two contrasted parts, connected in syntax by the conjunction or, used in a disjunctive sense, the former has the rising, and the latter the falling inflection, as :

Rule on the Monotone.

The tones of grand and sublime description, profound reverence or awe, of amazement and horror, are marked by the monotone, or perfect level of voice.

Note.-A monotone is always on a lower pitch than the preceding part of a sentence; and to give the greater effect to its deep solemn note-which resembles the tolling of a heavy bell it sometimes destroys all comma pauses, and keeps up one continuous stream of overflowing sound, as ;

His form had not yet lost

All her original brightness, nor appeared
Less than archangel ruined, and the excess
Of glory obscured. As when the sun, new-risen,
Looks through the horizontal misty äir,
Shorn of his béams, ōr from behind the mōon,
In dim eclipse, disastrous twilight sheds

On half the nations, and with fear of change
Perplexes inonarchs.

And I saw a great white throne and Him that sat on it, from whose face the heavens and the earth fled away; and there was found no place for them.

Upon my secure hōur thy uncle stole,
With juice of cursed hebenon in a vial,
And in the porches of mine ears did pour
The leperous distilment; whose effect
Holds such an enmity with blood of man,
That swift as quicksilver it courses through
The natural gates and alleys of the body,
And, with a sudden vigour, it doth posset
And curd, like eager droppings into milk,
The thin and wholesome blood; so did it mine;
And a most instant tetter bárked about,
Most lazar-like, with vile and loathsome crust,
All my smooth body.

Rule on "Harmonic" Inflections. "Harmonic" inflections-or those which, in emphatic phrases, are intended to prevent the frequent occurrence of emphasis in the same phrase from becoming monotonous to the ear-are applied in clauses of which every word is emphatic, and are marked by a distinct and separate inflection, as :

He has been guilty of one of the most shameful àcts || that éver de

graded the N'ATURE || or the NA'ME || of M'AN.

to give the more vivid and pungent force to vehement emphasis. Note. In such cases the inflections usually alternate, in order Rule on Repeated Words, Phrases, and Sentences. Words, phrases, and sentences which are repeated for effect, rise higher, or fall lower in inflection, besides increasing in force, at every repetition.

From these walls a spirit shall go forth, that shall survive when this edifice shall be, "like an unsubstantial pageant, faded." It shall go

Would the influence of the Bible-even if it were not the record of a divine revelation-be to render princes more tyrannical, or subjects more ungovernable; the rich more insolent, or the poor more disorderly; would it make worse parents or children-húsbands or wives -másters or sérvants-friends or néighbours? Ort would it not make men more virtuous, and consequently more happy, in every situation?

Rule on the Circumflex, or Wave.

The circumflex, or wave, applies to all expressions used in a peculiar sense, or with a double meaning, and to the tones of mockery, sarcasm, and irony, as :

You may avoid a quarrel with an if. Pacemaker: much virtue in an if.

Your if is the only

From the very first night-and to say it I am boldI've been so very hot, that I'm sure I've caught cold! Go hang a calfskin on these recreant limbs !

What a beautiful piece of work you have made by your carelessness! The weights had never been accused of light conduct.

* In successive questions, the rising inflection becomes higher at every stage, unless the last has, as in the above example, the falling inflection of consummating emphasis.

The last or is used disjunctively, and forms an example to the Rule, and not to the Note.

remembering, in the days of its prosperity, the pledges it gave in the time of its depression. IT SHALL GO fo'rth, uniting a disposition to correct abuses, to redress grievances. IT SHALL GO FO'RTH, uniting the disposition to improve, with the resolution to maintain and defend, by that spirit of unbought affection, which is the chief defence of nations.

What was it, fellow-citizens, which gave to Lafayette his spotless fame?-The love of liberty. What has consecrated his memory in the hearts of good men?-THE LOVE OF LIBERTY. What nerved his youthful arm with strength, and inspired him in the morning of his days with sagacity and counsel ?-THE LIVING LOVE OF LIBERTY. To what did he sacrifice power, and rank, and country, and freedom itself?-TO THE LOVE OF LIBERTY PROTECTED BY LAW.

LESSONS IN PENMANSHIP.-XXVI. WITH this lesson, which is accompanied by copy-slips headed by the remaining capital letters of the writing alphabet, from S to Z, we complete our elementary series of Lessons in Penmanship, having enabled the self-teacher, by an easy and carefully graduated succession of steps, to advance from the formation of the first elementary stroke that enters into the composition of the small letters, to writing sentences in which are to be have now done as much for him as it is possible to do by verbal found capital letters and figures, as well as small letters. We instruction, and it remains for the learner to acquire an easy, flowing style of writing, and facility and rapidity in the use o