9. "Alas! then, what have I gained by my laborious researches, but a humbling conviction of my weakness and ignorance! How little has man, at his best estate, of which to boast! What folly in him to glory in his contracted power, or to value himself upon his imperfect acquisitions!" 10. "Well'," exclaimed a young lady, just returned from school, "my education is at last finished! Indeed, it would be strange, if, after five years' hard application', any thing were left incomplete'. Happily, that is all over now; and I have nothing to do, but to exercise my various accomplishments'. 11. "Let me see! As to French', I am complete mistress of that, and speak it, if possible, with more fluency than English'. Italian' I can read with ease, and pronounce very well'; as well, at least, as any of my friends; and that is all one need wish for in Italian. Music' I have learned till I am perfectly sick' of it. But, now that we have a grand piano, it will be delightful to play when we have company; I must still continue to practice a little; the only thing, I think, that I need now to improve myself in. And then there are my Italian songs! which every body allows I sing with taste; and as it is what so few people can pretend to, I am particularly glad that I can. 12. "My drawings are universally admired; especially the shells and flowers, which are beautiful, certainly: besides this, I have a decided taste in all kinds of fancy ornaments. And then my dancing' and waltzing', -in which our master himself owned that he could take me no further, -just the figure' for it, certainly'; it would be unpardonable if I did not excel. 13. “As to cómmon things, geography and history, and poetry and philosophy; thank my stars, I have got through them all! so that I may consider myself not only perfectly accomplished, but also thoroughly well informed. Well', to be sure, how much I have fagged through! The only wonder' is, that one head can contain' it all!" JANE TAYLOR. QUESTIONS. - What is the substance of the old man's soliloquy ? What is the substance of the young lady's? Which reasons most correctly? What feeling is manifested by the old man in view of his attainments? What, by the young lady? Will those who are really learned and wise, generally be vain ? What inflection is that marked at the words "common," "geography," &c. in the 13th paragraph? What does it indicate here? (See page 29.) With what are these words contrasted? In the 12th paragraph which are the nouns? What is the singular number of each! What is the possessive case, plural number of each? How are the words " dancing" and "waltzing" parsed? PRONUNCIATION. - Nar-row, not nar-rer: pen-e-trate, not pen-itrate: se-crets, not se-crits: na-ture, not na-ter, nor na-tshure: be-yond, not be-yend: cal-cu-late, not cal-ky-late: an-a-lyz'd, not an-er-lyz'd: nat-u-ralist, not nat-shu-ral-ist: spec-u-late, not spec-ky-late: flu-en-cy, not flune-cy : pi-an-o, not pi-an-ner: par-tic-u-lar-ly, not per-tic-er-lul-ly. SPELL AND DEFINE.- 1. Circumscribed, conjecture, ascertained: 2. construction: 5. vegetable, mineral, exquisite: 6. sagacity, instinct, unintelligible: 7. mysterious: 12. waltzing: 13. fagged, contain. LESSON ΧΙΙ. EXERCISES. - Many arks were seen. They bark'd and howl'd. The culprit was hurl'd from the rock. Words, words, words, my lord. Are the goods wharf'd? It was strongly urg'd upon him. Remark'd'st thou that? He snarls, but dares not bite. Arm'd, say ye? Yes, arm'd, my lord. Words to be Spelled and Defined. 1. Tin'-y, a. very small. 3. Sa-lute', n. greeting. Mun'-dane, a. belonging to the world. 4. Re-tort', n. the return of an incivility. 5. Peer'-ing, a. just coming up. 6. Cum'-ber-er, n. one who hinders or is troublesome. Vaunt'-ing, a. vainly boasting. THE PEBBLE AND THE ACORN. 1. "I AM a Pebble! and yield to none'!" 2. "There's none that can tell about my birth', I am a Pebble'! but who art thou', 3. The Acorn was shocked at this rude salute, 4. But to give reproof of a nobler sort' 5. But it was not long ere the soil was broke' What was enclosed in its simple shell'! 6. "And oh! how many will tread on me', MISS H. F. GOULD. QUESTIONS. - What was the Pebble's boast? How did the Acorn feel ! What did the Acorn say? What did it do? What did it become? did the Pebble then say? What is the moral of this fable? What Why is the rising inflection used at "said" in the 4th paragraph ? (Rule IV.) What words in the same paragraph form a commencing series? ("timeheel.") Give the reasons for the other inflections marked. PRONUNCIATION. - None, pro. none, or nun: soft-en, pro. sof'n; (see McGuffey's newly revised Eclectic Spelling Book, page 49): per-son-age, not per-son-ij: sub-du'd, not sub-ju'd: to'-ward, not to-ward': for-get, not forgit: yet, not yit. SPELL AND DEFINE.- 1. Pelting, driveling: 3. sphere: 4. personage, august: 5. darksome. LESSON ΧΙΙΙ. RULE. - Give a full and prolonged sound to the vowels, yet be careful not to alter their proper sounds. This rule is intended to correct a very common fault, which makes reading flat, inexpressive, and uninteresting. Some vowel sounds cannot be prolonged without altering the proper sound; while others may be lengthened to almost any extent, without any appreciable alteration of sound. Let all the pupils repeat the following words, giving the vowel sound that is italicized, a long, loud, and full sound, that gradually diminishes in strength. Hai-l, a-ll, th-e, i-sle, ow-n, h-ow, n-ow, awe, sh-ow, d-o, oo-ze, ee-l. Then let them repeat the following words several times, prolonging the sounds of the vowels that are italicized. H-ai-l h-o-ly l-i-ght. We pr-ai-se th-ee, O L-o-rd G-o-d. H-i-gh on a thr-o-ne of r-oy-al st-a-te. The reader will need to guard against a drawling style of reading, after these exercises. Exercises under the above rule will be continued for several lessons. Words to be Spelled and Defined. 1. Arch'-i-tects, n. (pro. ark'-e-tects), build-4. Fi'-at, n. decree. NO EXCELLENCE WITHOUT LABOR. 1. THE education, moral and intellectual, of every individual, must be, chiefly, his own work. Rely upon it, that the ancients were right; both in morals and intellect, we give their final shape to our characters, and thus become, emphatically, the architects of our own fortune. How else could it happen, that young men, who have had precisely the same opportunities, should be continually presenting us with such different results, and rushing to such opposite destinies? 2. Difference of talent will not solve it, because that difference is very often in favor of the disappointed candidate. You will see issuing from the walls of the same college, nay, sometimes from the bosom of the same family, two young men, of whom one will be admitted to be a genius of high order, the other scarcely above the point of mediocrity; yet you will see the genius sinking and perishing in poverty, obscurity, and wretchedness: while, on the other hand, you will observe the mediocre plodding his slow but sure way up the hill of life, gaining steadfast footing at every step, and mounting, at length, to eminence and distinction, an ornament to his family, a blessing to his country. 3. Now, whose work is this? Manifestly their own. They are the architects of their respective fortunes. The best seminary of learning that can open its portals to you, can do no more than to afford you the opportunity of instruction: but it must depend, at last, on yourselves, whether you will be instructed or not, or to what point you will push your instruction. 4. And of this be assured, I speak from observation a certain truth: THERE IS NO EXCELLENCE WITHOUT GREAT LABOR. It is the fiat of fate, from which no power of genius can absolve you. 5. Genius, unexerted, is like the poor moth that flutters around a candle, till it scorches itself to death. If genius be desirable at all', it is only of that great and magnanimous kind', which', like the condor of South America', pitches from the summit of Chimborazo, above the clouds, and sustains itself, at pleasure, in that empyreal region', with an energy rather invigorated than weakened by the effort'. 6. It is this capacity for high and long-continued exertion', this vigorous power of profound and searching investigation', this careering and wide-spreading comprehension of mind', and these long reaches of thought', that "Pluck bright honor from the pale-faced moon, this is the prowess', and these the hardy achievements', which are to enroll your names among the great men of the earth. WIRT. |