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MECHANICS.-VII.

2. Again, supposing the weights of the two cylinders a, c, to be equal, but the base of the former greater than that of the AXIS OF SYMMETRY-STABLE AND UNSTABLE EQUILIBRIUM- latter, if equal transverse forces, be applied to both at equal

INTRODUCTION TO THE MECHANICAL POWERS, ETC.

AXIS OF SYMMETRY.

.THERE is a large number of cases in which, though we may not be able actually to find the centre of gravity, we can say it is on some line in reference to which the body is symmetrically formed. In an egg, for example, the line joining the round and pointed ends is an axis of symmetry. If we make

Fig. 33.

cross sections of it perpendicular to this line, they will be all circles through the

centres of

which the line will pass. The elliptic oval at a,

Fig. 33, and

the cylinder at c, and the right cone at d, are instances. The cubical box at e, is another in which the cross section is a square, the line joining the meetings of the diagonals on the upper and lower faces being a symmetrical axis. The oval board at b, also, in which all the dotted lines are bisected by the arrow perpendicular to them, is another instance, the arrow being the axis of symmetry. Wherever two such axes exist, of course the centre of gravity is their point of intersection; but if there be one only, as in the portion of the ring in Fig. 34, the

G

Fig. 34.

position of the centre on it must be ascertained by other means.

STABLE AND UNSTABLE EQUILIBRIUM.

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In the last lesson, I showed you that when a body rests in equilibrium on a horizontal plane, the perpendicular from the centre of gravity falls within its base. This condition being satisfied, it will not upset of itself, but may be overturned from without by a force acting sideways. What are the conditions on which depend the ease, or the difficulty, with which it can be so upset? Let three cylinders, a, b, c, Fig. 35, be taken in illustration; the first of broad base and small height, the other two of equal heights and bases, the latter narrow in each. Suppose that a force, say of one pound, represented by the dotted arrow pointing to the right, is applied transversely to each, and let the weights of the bodies be represented by arrows pointing downwards on the vertical lines in which their centres of gravity lie. Now, the resultant in each cylinder of these two forces, represented by the arrows slanting to the right, is the upsetting force. If this arrow strikes the ground outside the base of any cylinder, it will overturn; if within, it will remain standing as before.

Fig. 35.

1. Now, taking any one of the cylinders, say a, it is evident that the transverse force remaining the same, and the height at which it is applied the same, the greater its weight is the longer will the arrow o P be, and therefore the more will the resultant o R elope downwards towards o P, tending to fall within the base. Therefore, everything else being the same, the greater the weight of the body the less easily is it upset, that is, the more stable it is.

heights, then OR being also equal in both and equally inclined to o P, the resultant will tend more to fall within the base in a than in b, that is, everything else being the same, the broader the base, the greater the stability.

3. Further, if, as in b and c, the bases and weights being the same, and the transverse force applied to each cylinder being still one pound, the force is applied higher up in one cylinder than in the other, then the resultant is more likely to meet the ground within the base in the latter than in the former; that is, the lower down the transverse force is applied, everything else being the same, the greater the stability.

4. Lastly, as is evident from d, e, f, in Fig. 35, when the bodies incline to one side, the perpendicular from the centre of gravity meets the base nearer to its circumference on that side; and, if the transverse force is applied in that direction, the resultant tends more to fall outside the base; that is, everything else being the same, the stability is least when the upsetting force acts in the direction in which the body leans.

These are truths known to everybody from experience, but of which here you see the "reason why," and what is of no less advantage, you obtain a rule by which you may measure the amount of stability or instability in any case that may come before you. If you draw figures for bodies of different weights, different bases, different transverse forces, and their heights of application, you will by trial feel your way, and soon clearly understand the subject.

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But the cases to which the terms "stability" and "instability more commonly applied, those in which there is only one point of support, and the slightest force from without causes disturbance.

In

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Fig. 36.

Fig. 37. Fig. 36, as was shown in Lesson V., (page 188) the body supported at the point o is in equilibrium in the two positions o A B and o C D. Now the first of these is one of stability, the second of instability. What do these terms denote? This; that, if you pull the stable body out of its rest into any other position to right or left, say O E F, back it will return to A O B, as though by a free choice. In the disturbed position o E F, the weight acting downwards at G pulls it back; it can descend, but not ascend. Try the same on the position o CD; the body, no longer supported from below, cannot re-ascend; down it will rush to the stable position; and, after oscillating there for a few turns, come to rest. We see thus that in stable equilibrium the centre of gravity is in the lowest possible position; in unstable in the highest.

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equilibrium, but on disturbance rolls through the position c into the position b. In this case also you see the centre, for stability, must be in its lowest position; for instability, in its highest. But perfectly round balls, such as in Fig. 27

Fig. 39.

(page 220), are neutral, their centres, as you roll them on the ground, can neither ascend nor descend.

Take now the balls in a, Fig. 39, which represents a geological section of hills and valleys. Those on the tops of the hills are unstable, because their centres of gravity are in their highest positions. Disturb them, and down they roll into stable positions in the valleys, the lowest positions of these centres. But here now a new principle is brought to light. A body may admit of several positions of equilibrium, but an unstable is always between two stables, and a stable between two unstables. The ball in the valley has a ball perched on the hill on either side, and the ball on the hill has a ball in the valley on either side.

Let

Fig. 40.

Take another illustration. it be a convex body, like a seashore pebble, with one side, as in Fig 39, b, flatter than the other. I showed you in the last lesson that such a body should have as many positions of equilibrium on a plane as you can draw lines from its centre of gravity piercing its surface at right angles. Let such points in this pebble be A, B, C, D, the first and third more distant from the centre G than the other two. If I now try to make it rest on the ground at A, the centre being higher than it would be if the body touched the ground on either side of that point, it will roll down to either B or D, which are two stable positions. We thus learn that,

Fig. 41.

The Positions of Equilibrium of a convex body, supported from below, are alternately stable and unstable.

As a further illustration of the peculiarities of the centre of gravity, take an egg. Why does it generally rest with its pointed end downwards, as at d, Fig. 39, while an egg, as at c, turned in wood of the same size and form, rests broad-end down? Explain, also, the reason the prancing-horse toy, represented at Fig. 40, supported at the edge of a table, and having a wire attached to him, which carries a heavy ball at its other end, does not fall on the ground, but when disturbed, rocks backwards and forwards. Also, how a rocking-horse is set rocking by the child on his back. The four-oared boat and arew in Fig. 41, supported by the point of a needle on the iron upright below, tmitates a boat's motion at sea, rising, and plunging, and going round, if the oars are loaded at their ends; explain this. Also, how the harlequin, Fig. 42, is balanced on his pedestal, as he twirls round and bows, leaning forward and falling backward at the imminent peril of coming to the ground. Instances of this kind could be multiplied without end, but as much as our space allows has been said on the centre of gravity, which we shall now leave to apply the principles so far set forth to practice, commencing with the Mechanical Powers.

Fig. 42.

INTRODUCTION TO THE MECHANICAL POWERS.

Before turning to the mechanical powers, the following principles, which are necessary to complete a knowledge of parallel forces-the first of them required for explaining the lever-must be established and understood. In the account given of parallel forces in Lesson IV. such only were considered as act in the same direction, pull or push together, each adding to the effect of every other; and of these the subject of the centre of gravity in Lessons V. and VI. furnished numerous exemplifications, the forces all pulling towardstheearth's centre. Now you have to consider twoforces, unequal and parallel, but acting in opposite directions.

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VP

Fig. 43.

B

Suppose two such RV applied to a body, as in Fig. 43, where A and B are the points of application, and the arrows A P, B Q, represent their magnitudes and directions. Let A P be 7 pounds and BQ 3 pounds; how can we find their resultant? From a very simple consideration. Whatever it be, or at whatever point it acts, it must be such that a force at that point, equal and opposite to it, will balance it, and therefore make equilibrium with its components A P, B Q. Now, that point cannot be inside the line A B, for in that case the resultant of the two which pull together could not be opposite to the third. The point must, therefore, be outside A B and on the side of the greater force A P. Let the point therefore be o, and o R the resultant, o s being the force equal and opposite to it, which makes equilibrium with A P and B Q.

Then, since there is equilibrium, the resultant of the two that pull together, B Q and o s, must be equal and opposite to A P; and therefore, as proved in Lesson IV., A P is the sum of BQ and o s. But A P being 7 pounds, and в Q 3 pounds, evidently os must be 4 pounds, the difference of these forces. The resultant in magnitude therefore is the difference of the components.

Now for the point of application. Since the resultant of 4 pounds at o and 3 pounds at B must cut Boat A inversely as the forces, if I divide A B into four equal parts, three of them will be in A o; or, which is the same thing, seven parts in в O and three parts in A o, showing that o is the point whose distances from A and B are inversely as the forces. Putting all together, we learn that

1. The Resultant of two Unequal Parallel Forces which act at two points of a body in opposite directions is equal in magnitude to their difference.

2. Its point of application is outside of the greater force, at distances from the points of application of the components, which are inversely as these forces.

The rule to be observed practically in finding this centre is, to cut A B into as many equal parts as there are pounds, or other units, or fractions of a unit, in the difference of the forces, and then to measure outwards from A along the production of A B as many of these parts as there are pounds or other units in BQ; the point o so obtained is the parallel centre required. And you see that what is thus proved for the numbers 3 and 7 must hold equally for other numbers, whatever they be.

There is one particular case of this principle, which I shall just notice. Suppose A P becomes equal to BQ; what of their resultant? how large is it, and where applied? In magnitude it is nothing, being the difference of the forces; and the point of application is nowhere, at least within reach; for on A B produced no point o can be found such that A o be equal to в 0. Pairs of forces of this kind are termed "couples," and they play an important part in Mechanics, in producing a tendency to rotation; but we shall not consider them here.

One consequence more: How find the resultant of any number of parallel forces, some acting in one direction, others in the opposite? Evidently by compounding separately, and finding the centres of, those which act in the opposite directions. You thus get two single parallel and opposite forces, the resultant

of the opposing sets, and their centres of application; and there-
fore, by the aid of the principle above established, learn that-
1. The Resultant of a system of Parallel Forces, which act,
some in one direction others in the opposite, is in magnitude
the Difference of the Sums of the Opposing sets of Forces.

2. Its Point of Application is had by finding the parallel centre of each opposing set, and taking a point on the side of the greater sum, on the production of the line joining these centres whose distances from these points are inversely as the sums of the opposing forces.

For example: Suppose eight parallel forces are applied to the eight corners of a box, five of 2, 4, 6, 7, and 9 pounds directed to the east, and three of 10, 11, and 15 pounds to the west; the resultant will be 8 pounds, acting towards the west and at a point on the line joining the parallel centres of the two sets, and outside the greater, whose distances from these centres are inversely as 36 to 28.

These principles, with others previously established, we now apply to the Lever; first taking the cases in which the forces, usually termed the "Power" and the "Resistance," or "Weight," are parallel. The principle of leverage may be understood by the aid of Fig. 44. Two balls, say of iron, connected by a thin bar, are supported by a cord at a point o. How is this point to be selected so that the balls may equally balance each other, the weight of the rod not being taken into consideration? Again, having recourse to numbers, let the balls be 13 pounds and 4 pounds, and their centres the points A and B ; how is o to be found? Evidently by cutting A B so that A O be to Bo inversely as 13 to 4; or, on dividing that line into seventeen equal parts, so that four of them be in Ao and thirteen in B o. If the bar be supported by the cord from above, or by a prop from below, at this point there is equilibrium. This is the principle of the Lever, of which the ball, B, may be considered the Power, and the ball, A, the Resistance. We say, therefore, that the support, or prop, commonly called the "fulcrum," must be so placed that the arms A O, BO of the lever on each side of it be to one another inversely as the Power and Resist

ance.

Fig. 44.

But, as inverse ratio puzzles some persons, I shall put the matter in another light. You observe that at the end, A, of this lever, there are only 4 equal parts in the arm, but 13 pounds in the resistance, while in the arm, B O, the parts are 13, and the pounds only 4. Now, suppose the parts were all inches, then if you at either end multiply the number of inches in an arm by the number of pounds on that arm, you get the same number namely, 52, for product. Choose any other numbers different for 13 and 4, and the result is the same; the numbers at either end multiplied together give the same product. Therefore another way of stating the Condition of Equilibrium in a lever is, that the product of the Power and arm on one side should be equal to that of the Resistance and arm on the other.

This

of the Power or Resistance, and the Condition of Equilibrium is stated as follows:

For Equilibrium in a Lever the Moments of the Power, with reference to the fulcrum, and Resistance should be equal.

ANSWERS TO QUESTIONS IN LESSON V.

outside his base as he springs on the fore-foot to advance. On coming 1. To prevent the perpendicular from his centre of gravity falling down to counterpoise the centre of gravity's falling forward.

2. He draws his feet under the chair, in order to get a base over which, by leaning forward, he brings his centre of gravity, and lifts that centre upwards by his muscular strength.

3. He leans to the opposite side in order to keep the common centre of gravity of himself and bucket over the base of support. 4. Else the perpendicular from his centre of gravity would meet the ground in advance of his feet.

5. Because the resultant of the forward motion, and the weight of horse and rider acting at their common centre of gravity, is then more apt to meet the ground outside the base of support of the horse's legs. 6. Because in that case the perpendicular from the centre of gravity, being lower down, is less apt to meet the ground outside the base when the road slopes to one side.

[It will be noticed that some of the figures which have been employed in Lesson VI. in Mechanics, have been introduced a second time in the present lesson. This has been done to spare the reader the trouble and annoyance of having to turn from one page to another when reference has been made in the course of a lesson to any figure which has been used before as a means of illustrating the text. Whenever, therefore, any figure is repeated, it must be understood that this is the reason for its repetition.]

LESSONS IN FRENCH.-XVI. SECTION I.-FRENCH PRONUNCIATION (continued).

75. WE proceed with our illustrations of the nasal vowel sounds im and in, om and on :—

FRENCH.
Imbécile
Impénitence
Impératoire
Impossible
Limbe
Limpide

FRENCH.
Cinq
Chemin

Fin

Ingratitude
Instant
Médecin

Vin

FRENCH.
Bombance
Bombe
Comble

Lombard

Nombre
Plomb
Trompette

FRENCH.

Bon

Canton
Dindon
Donc

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Plonh
Tronh-pait

ON.
PRONUNCIATION.

Bonh
Kanh-tonh
Danh-donh
Donh
Lonh-tanh
May-zonh
Monh
Nonh

FE

Long-temps
Maison
Mon
Nom
Raison
Répondit

ENGLISH. Foolish. Impenitence. Master-wort.

Impossible.

Limb.
Limpid.

ENGLISH.

Five.
Road.

End.
Ingratitude.

Instant.
Physician.
Wine.

ENGLISH.
Good living.
Shell.
Consummation.
Lombard.
Number.
Lead (a metal).
Trumpet.

ENGLISH. Good. Canton. Turkey-cock.

Then.

A great while.
House.

Mine.

Name.

Reason.

Replied.

But here be careful to be clear as to what is meant by "the product of Power and arm, Resistance and arm." puzzles some persons extremely, from its never being clearly explained to them. Strictly speaking, the product of a force and a line, or of a resistance and an arm, is nonsense. Multiply a bag of flour by the iron beam from the end of which it hangs, and who can divine what the result of the operation is to be? neither flour nor iron, but something between! Well, then, to remove every possibility of confusion on this point, keep in mind (as the example above shows) that we multiply numbers only, not the Power and its arm, or the Resistance and its arm, but the 76. The French word monsieur is pronounced by foreigners NUMBER which denotes the units of FORCE in one, by the NUM- all sorts of ways, except the right way, in common conversation. BPR which denotes the units of LENGTH in the other. Then you The author knows of no one French word so much in use by no mistake, there will be no confusion; and you can still those who speak the English language as this, and yet prothe meaning of your words, that the Power multi-nounced so variously and incorrectly. Let us analyse this word, is equal to the Resistance multiplied by the and, if possible, set forth its correct sound. is product is commonly termed the "Moment"

74

Ray-zonh
Ray-ponh-dee

Remember, then, that the n and r of the word monsieur are

always silent; the n is silent by the rule of custom, and the r is silent according to the general rule which obtains concerning final consonants.

Take out of the word the letters n and r, and we have mosieu. Divide it now into syllables, and we have mo and sieu. In the first syllable the o is short, like the letter o in the English word not, therefore the pronunciation of the first syllable, mo, is easily ascertained. But in the second and last syllable, sieu, we have a diphthong of three successive vowels, viz., ieu, divided thus, i-eu, but pronounced as one syllable, preserving the sounds of both divisions. The sound of i is short, like i in the English word fig, and the sound of eu is exactly like e mute or unaccented.

These are the elements of the different sounds in the French word monsieur, and are thus pronounced, viz., mo-sieu, or mo-siuh.

Sometimes it is pronounced mos-sieu, but incorrectly, because the Parisian critic and scholar gives it but one s, and that at the beginning of the second syllable. Hence it will be perceived that it is simply ridiculous to pronounce this word mong-seer or mon-seeuh. The on in this word is not a nasal, because the n is silent. The i is not long, and cannot be illustrated by ee, but is short, as above explained. 77. We now proceed to examples in which the nasal vowel sounds um and un are found.

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M'entendez-vous ?

The following are exceptions to the above illustrated pronun- Je ne vous entends pas.

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1. Allez-vous lui

Do you hear [or understand] me?

I do not understand [or hear] you.

Do you hear them?

I see them and understand them.
He loves and honours us.

Do you speak to me of your friend?
I speak to you of him.

Do you speak to us about those ladies?

I speak to you of them.

Do you not speak to them?

I have no wish to speak to them. Speak to him or her; do not speak to him or her.

Go to him, run to him.

Speak to them; do not speak to them. VOCABULARY.

Compagnon, m., com- | Pens-er, 1, to think.

panion.
Déjà, already.
Ecri-re, 4, ir., to write.
Exemple, m., example.
Nouvelle, f., news.

EXERCISE 47.

Poirier, m., pear-tree. Pommier, m., apple

tree.

Respect-er, 1, to respect.

écrire ? 2. Je vais lui écrire et lui com

79. There are seven nasal diphthongal combinations, and they muniquer cette nouvelle. 3. Allez-vous lui parler de moi ? 4. are thus divided and pronounced, viz. :

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Je vais lui parler de vous et de votre compagnon. 5. Leur envoyez-vous de beaux arbres ? 6. Je leur envoie des pommiers, des poiriers et des cerisiers. 7. Ne m'envoyez-vous pas de cerisiers. 8. Je ne vous en envoie pas, vous en avez déjà. 9. Avez-vous raison de leur parler de cette affaire? 10. Je n'ai pas tort de leur parler de cette affaire. 11. Venez à nous demain matin. 12. Venez nous trouver cette après-midi. 13. Allez-vous les trouver tous les jours ? 14. Je vais les trouver tous les soirs. 15. Leur donnez-vous de bons avis ? 16. Je leur donne de bons avis et de bons exemples. 17. Nous

parlez-vous de vos sœurs? 18. Je vous parle d'elles. 19. Ne 21. Ne les aimez-vous pas ? nous parlez-vous pas de nos frères ? 20. Je vous parle d'eux. respectons. 23. Pensez-vous à ce livre, ou n'y pensez-vous pas ? 24. Nous y pensons et nous en parlons. 25. Nous n'y pensons pas.

22. Nous les aimons et nous les

EXERCISE 48.

1. When are you going to write to your brother? 2. I am going to write to him to-morrow morning. 3. Do you intend to write to him every Monday? 4. I intend to write to him every Tuesday. 5. Do you wish to speak to him to-day ? 6. I do wish to speak to him, but he is not here. 7. Where is he? 8. He is at his house. 9. Do you speak to them? 10.

*The preposition to is understood. He gives a flower to us.

Yes, Sir, I speak to them about (de) this affair. 11. Do they
give you good advice? 12. They give me good advice and good
examples. 13. Do you go to your sister every day? 14. I
go to her every morning at a quarter before nine. 15. Does
she like to see (voir) you? 16. She likes to see me, and she
18. I think
receives me well. 17. Do you think of this affair?
of it the whole day. 19. Do you speak of it with (avec) your
brother ? 20. We speak of it often. 21. Do you send your
companion to my house? 22. I send him every day. 23. Are
you at home every day? 24. I am there every morning at ten
o'clock. 25. Do you like to go to church?
26. I like to go
there every Sunday with a companion. 27. Do you speak of
your houses? 28. I speak of them (en). 29. Does your brother
speak of his friends? 30. Yes, Sir, he speaks of them (d'eux).
31. Does he think of them? 32. Yes, Sir, he thinks of them
(à eux). 33. Does he think of this news? 34. Yes, Sir, he
thinks of it (y). 35. I love and honour them.

SECTION XXVII.-RESPECTIVE PLACE OF THE PRONOUNS.

1. When two pronouns occur, one used as a direct object of the verb (accusative), and the other as the indirect object (dative), the indirect object, if not in the third person singular or plural, must precede the direct object [§ 101 (1)].

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1. Voulez-vous donner ce livre à mon frère? 2. Je puis le lui prêter, mais je ne puis le lui donner. 3. Voulez-vous nous les envoyer? 4. La marchande de modes peut vous les envoyer. 5. Les lui montrez-vous ? 6. Je les vois et je les lui montre. 7. Avez-vous peur de nous les prêter? 8. Je n'ai pas peur de vous les prêter. 9. Ne pouvez-vous nous envoyer du poisson ? 10. Je ne puis vous en envoyer, je n'en ai guère. 11. Voulezvous leur en parler? 12. Je veux leur en parler, si je ne l'oublie pas. 13. Venez-vous souvent les voir ? 14. Je viens les voir tous les matins, et tous les soirs. 15. Ne leur parlez-vous point de votre voyage en Pologne? 16. Je leur en parle, mais il ne veulent pas me croire. 17. Est-ce que je vois mes connaissances le Lundi? 18. Vous les voyez tous les jours de la semaine. 19. Vous envoient-elles plus d'argent que le commis de notre marchand. 20. Elles m'en envoient plus que lui. 21. En envoyezvous au libraire ? 22. Je lui en envoie quand je lui en dois. 23. N'avez-vous pas tort de lui en envoyer? 24. Je ne puis avoir tort de payer mes dettes.

EXERCISE 50.

1. Will you send us that letter? 2. I will send it to you, if you will read it. 3. I will read it if (si) I can. 4. Can you lend me your pen? 5. I can lend it to you, if you will take care of it. (Sect. XXI. 3.) 6. May I speak to your father? 7. You

3. The above rules of precedence apply also to the imperative may speak to him, he is here. 8. Are you afraid of forgetting used negatively :

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Ne nous le donnez pas (R. 1),
Ne le lui donnez pas (R. 2),

Do not give it us.

Do not give it to him.

4. With the imperative used affirmatively, the direct object I speak to him of my journey. precedes in all cases the indirect object [§ 101 (5)].

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7. The above verbs take no preposition before another verb. 8. The preposition pour is used to render the preposition to, when the latter means in order to. Je vais chez vous pour parler à votre frère et pour vous voir, J'ai besoin d'argent pour acheter des marchandises,

I go to your house to speak to your

brother and to see you.

I want money to (in order to) buy
goods.

RÉSUMÉ OF EXAMPLES.

Voulez-vous nous le donner?
Je veux vous le prêter.
Pouvez-vous me les donner?
Je ne puis vous les donner.
Votre frère peut-il le lui envoyer?
Il ne veut pas le lui envoyer.
Qui veut le leur prêter ?
Personne ne veut le leur prêter.
Envoyez-les-nous,

Ne nous les envoyez pas.

Donnez-nous-en.

Ne leur en envoyez pas.

Envoyez-le-leur, pour les con

tenter.

Je puis vous l'y envoyer.

Will you give it to us?
I will lend it to you.
Can you give them to me?
I cannot give them to you.
Can your brother send it to him?
He will not send it to him.
Who will lend it to them?
No one will lend it to them.
Send them to us.

Do not send them to us.

it? (Sect. XX. 4.) 9. I am not afraid of forgetting it. 10. Will you send them to him? 11. I intend to send them to him, if I have time. 12. Do you speak to him of your journey. 13. 14. I speak to them of it. 15. Can you communicate it to him? 16. I have a wish to communicate it to him. 17. Do you see your acquaintances every Monday? 18. I see them every Monday and every Thursday. 19. Where do you intend to see them? 20. I intend to see them at your brother's and at your sister's. 21. Can you send him there every day? 22. I can send him there every Monday, if he wishes (s'il le veut). 23. Can you give them to me? 24. I can give them to you. 25. Who will lend them books? 26. No one will lend them any. 27. Your bookseller is willing to sell them good books and good paper. 28. Is he at home? 29. He is at his brother's. 30. Are you wrong to pay your debts? 31. I am right to pay them. 32. Will you send it to us? 33. I am willing to send it to you, if you want it. 34. Are you willing to give them to us ? 35. We are willing to give them to your acquaintances.

HISTORIC SKETCHES.-VIII.

THE GORDON RIOTS.

adherents into the House of Commons? If you do, the first "My Lord George, do you really mean to bring your rascally man of them that enters I will plunge my sword, not into his body, but into yours." Strong language, certainly, especially for the House of Commons, and yet never was speech spoken more earnestly or significantly than this, and the unusual character of it passed without rebuke from the Speaker. The person addressed was Lord George Gordon, the man who addressed him was his own kinsman, Colonel Murray; the date of the speech was Friday, the 2nd June, 1780, and the occasion on which it was delivered will be set forth in the following sketch.

Soon after the death of Henry VIII., in 1547, the policy or impolicy, the religious zeal or the intolerant spirit-which you will-of the English Government, deemed it necessary that those who lately had been subject to systematic persecution for their Send it to them (in order), to satisfy Laws of the most stringent kind were passed by the Protestant religious opinions should change places with their persecutors.

Give us some (of it).

Do not send them any.

them.

I can send it to you there.

king, Edward VI., against Papists, as the professors of the Roman Catholic faith were then commonly called, and by them it was

After the verbs pouvoir, to be able; oser, to dare; savoir, to know, made an offence punishable with heavy fine and imprisonment, the negative pas may be omitted.

and in certain cases capitally, for a man to hold the faith in

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