these immense glaciers, the present are only small remnants, -small compared with their gigantic ancestors, though still of sufficient magnitude to demand the attention of the noblest intelleets. Glaciers, though dangerous and often fatal to the traveller, and barren and destructive to the farmer, are sources of the greatest blessings to our earth. In their dread solitudes they are mysterious productions of the Creator, but in their results they are clear and extensive demonstrations of his infinite wisdom and bountiful goodness. Were it not for these glaciers and the treasures of perpetual snow, many rivers and streams would become completely dry, and the meadows and cornfields of rich valleys and fertile plains would become an arid wilderness. God commands his sun to rise upon the eternal snow and to melt the crystal glacier, and makes them to contribute of their hidden stores, drops and rills and streams and torrents, to form rivers that shall spread fertility, beauty, and wealth over fields and meadows. LESSONS IN ENGLISH.-No. LXII. By JOHN R. BEARD, D.D. VERBS ;-Review; Verb-Parsing. THE three root-forms of the English verb may pass into a great variety of forms as appears from the following combinations of the verb to teach. With the Infinitive Mood. Scriptural forms. He teacheth, he loveth, he instructeth, he guideth. A few facts respecting the verb remain to be set forth. The most general division of verbs is that which exhibits them as personal and impersonal. Personal verbs are such as take the ordinary persons I, thou, he, &c. Impersonal verbs take only the third person of the neuter gender, namely it; e. g., it rains, it snows, it hails, it thunders. It has been proposed to call these verbs unipersonal (having one person) on the ground that impersonal signifies that which has no person. I do not know that the proposed change is worth adopting. Strictly speaking it is not a person, inasmuch as a thing is not a person. It is more important to remark that in these impersonal verbs the action of the verb is represented in the most abstract form of which it is possible next to the infinitive. Thus the noun snow passes into an indefinite verbal shape in to snow, and to snow becomes a little less indefinite in the form of it snows. Impersonal verbs mostly refer to atmospheric changes, and are used less extensively in English than in most other languages. Verbs may be divided into primitive and derivative. The primitive are intransitive, the derivative are transitive. The change is effected for the most part by operating on the vowel; e. g. I have already given instances of verbs derived from nouns I do teach, I shall teach, I will teach, I may teach, I can teach, by a change in the accent or pronunciation. Another class of I must teach, let me teach. verbs is formed from nouns by hardening the final consonant; e. g. With the Participle Present. I am teaching, I shall be teaching, I will be teaching, I may be teaching, I can be teaching, I must be teaching, let me be teaching. I have been teaching, I shall have been teaching, I will have been teaching, I may have been teaching, I can have been teaching, I must have been teaching, let me have been teaching, With the Participle Past. I am taught, I shall be taught, I will be taught, I may be taught, I can be taught, I must be taught, let me be taught. I have taught, I shall have taught, I will have taught, I may have taught, I can have taught, I must have taught, let me have taught. I have been taught, shall have been taught, I may have been taught, I might have been taught, I can have been taught, I must have been taught, let me have been taught. Mark that when two or more of what are called auxiliary verbs are combined with a participle, usually the first expresses the manner and the second the time; the first only admits of variation in itself (inflexion), as, I might have loved, thou mightst have loved. Nouns. Verbs. Nouns. Verbs. Some verbs are termed defective; they are such as want some of the parts ordinarily ascribed to verbs. Beware is a defective verb being used only in the imperative or to give a caution. Quoth is a defective verb, and is employed in no other than the third person singular, Begone may be accounted another defective verb like beware. Begone is a compound, made up of be and gone, that is get away; and beware is composed of be and ware found in aware, and wary. Specimen of Verbal Parsing. I love, I do love, I do not love, do I love? I loved; I shall love, will love, I may love, let me love; I am loving, I shall be loving, I may be loving I am loved, I have loved, I shall have loved, I have been loved, if I love; if he love; to love, love thou. I love, N.B. I omit the pronouns, as there is no need of the repetitions which reference to them would involve. I love is a transitive verb of the independent construction (the indicative mood) present tense, first person singular, and is used affirmatively. The forms just given have to be multiplied first by the personsthree singular, three plural; secondly, by the tenses-present and past; thirdly, by if and other conjunctions giving rise to the dependent and the elliptical constructions. Then there are the affirmative, the negative, and the interrogative forms; as well as the interrogative negative. Besides this there is the uncontracted I do love, do is a modal verb, of the independent construction, and the contracted form, as well as the solemn or the scriptural form; e. g. Forms multiplied by the Persons. affirmative, first person singular, governing love in the indefinite form (the infinitive mood) love is a transitive verb in the indefinite form dependent on do; the two verbs united form the emphatic present; the emphatic past is I did love. I am teaching, thou art teaching, he is teaching, we are teaching, I do not love, is the negative form of the last proposition. you are teaching, they are teaching. Forms multiplied by the Tenses. I teach, I taught, I was teaching. Forms multiplied by if, &c. If I teach, if I taught, if I am teaching, if I was teaching, &c. Do I love, is the interrogative form of the same sentence. I loved, the past tense of the verb to love. I shall love, shall is a qualifying verb here used to denote futurity, and governing love in the infinitive mood. I will love, will is a qualifying verb here used to denote a design or intention, and governing love in the indefinite form. I may love, may is a qualifying or modal verb, it qualifies love, and it governs love in the indefinite form, commonly called "the infinitive mood." Affirmative, negative, interrogative and interrogative-negative forms. Let me love, let is a transitive verb having me for its object and hav I teach; I do not teach; do I teach? do I not teach? &c. Contracted and uncontracted forms. They don't teach they do not teach; I don't teach, I do not teach. ing the infinitive love depending on it. I am loving, is the continued present formed by am, the present tense first person singular of the verb to be, and the present participle loving. I shall be loving, a compound form having a continued sense, and made up of the qualifying verb shall, the infinitive be, and the present participle loving. I may be loving, a compound continued form, consisting of the modal verb may, the indefinite be, and the participle loving. I am loved, a compound form, of the present time made up of am and the past participle loved, with a reflective action on the subject, or forming what is called "the passive voice." I have loved, a compound form of past signification with a continuance down to the present, consisting of have, the present tense of to have, and the past participle loved. I shall have loved, shall (as before explained) have an infinitive dependent on shall, combined with the past participle loved; the form denotes an action which will have taken piace previously to another action yet unperformed. When we say "the boy is loved" we signify a present fact; but when we say "the house is built," we mean, that the house stands there complete. When a process is meant it is better to say, I have been loved, a reflex (or passive form) made up of the verb have and the participles been and loved; the form is affirmative and independent, and denotes an act which recently or to employ the active form, as, took place. If I love, a dependent form from I love. If he love, an elliptical form from he loves. To love, the indefinite form of the verb love, commonly called "the infinitive mood. Love thou, the imperative of the transitive verb love, the second person singular, affirmative, the negative being do not thou love, or love not. THE PARTICIPLE. Participles can scarcely be considered a separate form of speech. A participle (Latin pars a part and capio I take) is so called because it partakes of the qualities of a verb and an adjective. It would be more correct to say that participles may be used as adjectives, and that sometimes, wholly losing their verbal force, they become adjectives. We have seen that the English verb, when reduced to its simplest form, consists of three parts; e. g. talk, talking, talked. Talking is called a present participle; it is emphatically present. "I talk" describes a general habit rather than an act now taking place; I am talking, is evidently a continued act and in regard to time may be spoken of as a continued present. It is the termination ing that makes talking present. This use of the present participle seems to have been derived from the old idiom which prefixes the preposition a to the present participle, which then probably performs the function of a noun; e. g. Transitive. Intransitive. Gerund. Infinitive. Result. Adjective. "He is building a house." "The house is building." "In building the house bricks were used." The other participle, namely that ending in ed (abbreviated into d and t, as builded, built) seems to have for its essence the idea of past time. A word which denotes what is past, may easily be made to denote the past effect of an action sometime present. We may see this fact illustrated in the verb, to think. The result of thinking is thought, and so thought is at once the past tense, the past participle and a noun; e. g. I am reading the volume. some, however, prefer, The house is being built. But this form has no sufficient authority. Besides there is an evident absurdity in speaking of a thing as at the same moment past and present, e. g. being built. LESSONS IN GEOMETRY.-No. XXII. LECTURES ON EUCLID. PROPOSITION XIII-THEOREM. The angles which one straight line makes with another upon one side of it, are either two right angles, or are together equal to two right angles. Let the straight line A B, fig. 13, make with D c, upon one side of it, the two angles CBA and A B D. These angles are either two right angles, or are together equal to two right angles. Fig. 13. D D B For, if the angle CBA, be equal to the angle A B D, then each of Def. 10. But, if the angle C B A be not equal to the angle a B D, them is a right angle, by from the point B, draw the straight line BE at right angles to the straight line CD, by Prop. XI. Then, because the two angles A B C and ABD occupy the same space about the point B, and on the same side of c D, as the two angles BBC and E BD, therefore, by Axiom 8, the two angles A B C and ABD are equal to the two angles EBC and E B D. But the two angles EBC and E B D are, by construction, two right angles; therefore, the two angles ABC and A B D are equal to two right angles. Wherefore, the angles which one straight line makes with another, &c. Q. E. D. Euclid himself, is unnecessarily complex, and to some even difficult; Scholium.-The demonstration of this proposition, as given by but, after all, it amounts to the same thing, as we have stated in the preceding demonstration. For the equality of the two angles A B C and A BD, to the two angles EBC and E BD, is inferred from the equality of each pair to the three angles AK C, A RE, and E B D. Now these three angles are simply the angles which occupy the whole space about the point в, on the same side of c D. Corollary 1.-All the angles made by any number of straight lines meeting at a point on one side of a straight line are together equal to two right angles. This is simply the fact, for the same reason as given in the demonstration, that they occupy the same space, and are therefore equal by Axiom 8. Corollary 2.-All the angles made by any number of straight lines meeting in a point, are together equal to four right angles. Because if a straight line be drawn through the point, it is evident by the preceding corollary that all the angles made by any number of straight lines meeting in a point on the one side of that straight line, are equal to two right angles; and all the angles made by any number of straight lines meeting in the same point on the other side of that straight line, are also equal to two right angles; therefore all the angles made by any number of straight lines meeting in the same point on bothsides of that straight line are equal to four right angles. LESSONS IN GEOMETRY. Definition 1.-When two angles are together equal to two right angles, the one is called the supplement of the other. Definition 2.-When two angles are together equal to a right angle, the one is called the complement of the other. EXERCISE TO PROPOSITION XIII. If an angle and its supplement be bisected, the bisecting lines are perpendicular to each other. ABD Fig. R. A In fig. (R), let ABC and be supplementary angles; if the angle ABC be bisected by the straight line B E, and the angle A B D by the straight line B F; then the angle EBF is a right angle. For, the angle A BE is the half of the angle ABC; and the angle ABF is the half of the angle ABD; therefore the whole angle EBF is half of the two angles A B C and ABD; but these two angles are, by Prop. XIII., equal to two right angles; therefore, the angle EBF is one right angle. Wherefore, if an angle and its supplement, &c. Q. E. D. D B C Scholium. This demonstration virtually requires a new axiom, namely, that if two things be the halves of two other things, the sum of the former two is half the sum of the latter two. This axiom might, of course, be demonstrated by means of those already given, and so might the proposition; but this exercise we leave to the mathematical student himself, who by this time should be able to meet the case required, and in the proper manner. PROPOSITION XIV.-THEOREM. If, at a point in a straight line, two other straight lines, upon the opposite sides of it, make the two adjacent angles together equal to two right angles, these two straight lines are in one and the same straight line. Fig. 14. At the point B, fig. 14, in the straight line ▲ B, let the two straight lines BC and BD upon the opposite sides of AB, make the adjacent angles A B C and A B D together equal to two right angles. Then, BD is in the same straight line with c B. C B B D For, if B D be not in the same straight line with CB, let BB be in the same straight line with it. Then, because the straight line AB makes with the straight Aine CBE, upon one side of it, the two angles A B C and A BE, these two angles are together equal, by Prop. XIII., to two right angles. But the two angles A B C and ABD are likewise together equal to two right angles by hypothesis. Therefore the two angles CBA and ABE are equal, by Axiom I., to the two angles CBA and From each of these equals, take away the common angle ABC, and the remaining angle ABE is equal, by Axiom III., to the remaining angle ABD, that is, the less to the greater, which is impossible. Wherefore, BE is not in the same straight line with и с. In like manner, it may be shown that no other straight line Therefore BD is but BD can be in the same straight line with B C. in the same straight line with CB. Wherefore, if at a point, &c. ABD. Q. E. D. Corollary.-If at a point in a straight line, two other straight lines the same side of it, make each a right angle with it, upon these two straight lines shall coincide with each other. For, suppose that at the point B, fig. 14, the two straight lines BE and BD on the same side of it, make the angles A BE and ABD, each a right angle, then в E must coincide with B D. Produce DB to c; then, by Prop. XIII., the angles ABD and ABC are equal to two right angles; but, by hypothesis, A B D is But, by a right angle; therefore A B C is also a right angle. hypothesis, A B E is also a right angle; wherefore at the point B, in the straight line AB, the two straight lines BC and B E make the adjacent angles equal to two right angles; therefore the • The exercise to Prop. XII. was solved by THOMAS BOCOCK, Great Warley. The exercise to Prop. XIII. was solved by F. H., Brightwell; C. L. HADFIELD, Bolton-le-Moors; T. Bocock, Great Warley; QUINTIN PRINGLE, Glasgow: J. H. EASTWOOD, Middleton: E. J. BREMNER, Carlisle; D. II., Driffield; and ED. Russ, Pentonville, straight lines BC and B are in one and the same straight line; Because the straight line A в makes with CD the two angles C EA and A ED; these angles are together equal (I. 13) to two right angles. Again, because the straight line DE makes with A B the two angles A E D and DE B, these angles are together equal But the (I. 13) to two right angles. two angles CE A and A B D, have been proved to be equal to two right angles. Therefore the two angles CEA, and B D From A E D, are equal (Ax. 1) to the two angles A B D and DEB. Corollary.-Two angles are equal if their supplements be equal; and if the supplements of two angles be equal, the angles are equal. Scholium.-The corollaries usually added to this proposition by Euclid, are included in those now added to Prop. XIII. EXERCISE I. TO PROPOSITION XV. If at a point in a straight line, two other straight lines meet upon the opposite sides of it, and make the vertical or opposite angles equal, these two straight lines are in one and the same straight line. At the point E, fig. 15, in the straight line AB, let the two straight lines c E and DE meet at the point E, upon opposite sides of AB, and make the vertical angles CEA and DEB equal; then the straight lines c B and D E are in one and the same straight line. Because the straight line ED makes with the straight line AB upon one side of it, the angles A ED and BED, these angles, by Prop. XIII., are equal to two right angles. But the angle CAE is, by hypothesis, equal to the angle DEB; to each of these equals, add the angle AD; therefore, the two angles A B C and AED are together equal to the two angles AED and DEB; but the two angles A ED and DEB are equal to two right angles; therefore, by Axiom I., the two angles A B C and A ED are together equal to two right angles. Because at the point E in the straight line AB, the two straight lines CE and ED upon the opposite sides of it, meet and make the two adjacent angles equal to two right angles; therefore, by Prop. XIV., the straight lines C and D are in one and the same straight line. Therefore, if at a point in a straight line, | tives. As the student will scarcely be satisfait de cela, we &c Q. E. D. EXERCISE II. TO PROPOSITION XV. If two straight lines cut one another, and the vertical angles be bisected, the bisecting lines are in one and the same straight line. Let the two straight lines A B and c D, fig. S, cut one another C in the point ; and let the two vertical angles AED and CEB be bisected respectively by the straight lines EF and EG. Then the straight lines EF and EG are in one and the same straight line. Because the two angles A E D and CEB are equal, and are A Fig. 8. E D give a rule or two on this difficult subject, and add lists of adjectives with their proper accompanying prepositions. sonally, the preposition de is placed after that adjective, and (4.) When an adjective follows the verb être, used uniperbefore the verb following: Il est doux de mourir pour son Il est plus aisé d'être sage pour Il est plus glorieux de se vaincre autres. It is sweet to die for one's country. It is easier to be wise for another than for one's self. It is more glorious to conquer one's self than to conquer others. (5.) It should be recollected, that it is only when the verb être is unipersonal, that it thus seems to influence the choice of the preposition. In other cases, the adjective must be followed by the preposition proper to it. See § 88, 89, 90, 91, 92, below. That is soft to the touch. Cela est doux au toucher. respectively bisected by the straight lines E F and E G ; Therefore, (2.) The regimen is not always necessary to the adjective. It is added to it only to give the latter a particular limitation :Without a regimen. Cet homme n'est pas content. That man is not pleased. Cet homme n'est pas content de son fils. That man is not pleased with his son. (3.) As may be seen in the last sentence, an adjective is not always, in French, followed by the same preposition as the corresponding adjective in English. Thus, after the adjective content, the French use the preposition de (of), while after its English representative (pleased), the preposition with must be employed. M. Bescherelle, and several other French grammarians, while acknowledging the difficulty, give us the consoling assurance, that "L'usage et les dictionnaires les feront connaître" (use and dictionaries will make us acquainted with them); that is, with the prepositions required after the adjec • Exercise I. to Prop. IV. was solved by F. H., Brightwell; E. Russ, Pentonville; T. Bocock, Great Warley; QUINTIN PRINGLE, Glasgow; J. H. EASTWOOD, Middleton; C. L. HADFIELD, Bolton-le-Moors; D. H., Driffield; and STUDIOSUS, Colchester. Exercise II. to Prop. XV. was solved by E. Russ, Pentonville; F. H., Brightwell; T. Bocock, Great Warley; QUINTIN PRINGLE, Glasgow; J. H. EASTWOOD, Middleton; C. L. HADFIELD, Bolton-le-Moors; E. J. BREMNER, Carlisle; and STUDIOSUS, Col cster. That is not easy to be done (easily done.) REQUIRING THE PREPOSITION de. Approchant de, approaching, near Curieux de, curious to Qui vit content de rien, possède Il n'est pas de Romain, § 89.-LIST OF ADJECTIVES to Accoutumé à, accustomed to Glorieux de, proud of Honteux de, ashamed of Indigne de, unworthy of Mécontent de, displeased with Rassasié de, satiated with Rempli de, filled with Redevable de, indebted for Surpris de, surprised of He who lives content with a little, possesses all. There is no Roman that is not desirous to reach you his hand. REQUIRING THE PREPOSITION à. L'ignorance toujours, est prête à Il ne sait quand il veille, il ne sait Formidable à, formidable to Importun à, importunate to Indispensable à, indispensable to Intéressé à, interested in Invisible à, invisible to Naturel à, natural to Nécessaire à, necessary to Rebelle å, rebellious towards Ignorance is always ready to admire itself. Insensible to life, insensible to death, he does not know when he is awake, or when he sleeps. § 90.-ADJECTIVES REQUIRING A DIFFERENT PREPOSITION IN FRENCH AND IN ENGLISH, NOT INCLUDED IN THE ABOVE LIST, WITH THE FOLLOWING SIGNIFICATION. Bon pour, kind towards, de- | Ignorant en, not versed in voted to Indulgent pour, indulgent towards Insolent avec, insolent to Célèbre pour, par, celebrated for Il fut célèbre par sa doctrine, autant que par sa naissance. BOSSUET. Poli envers, polite to J'ai mal à la tête. Charles s'est cassé le bras. My head aches (I have a pain in the head). Charles has broken his arm. because the possession is sufficiently explained by the pronouns je in the first instance, and se in the second. But, we must say, Je vois que mon bras s'enfle, I see that my arm swells. When one is devoted to every because without the mon, the possession of the arm would not body, one is so towards nobody. He was celebrated for his doctrine, as well as for his birth. § 91.-REMARK. It must not be forgotten, that when the verb être is used unipersonally before the adjectives contained in the two preceding sections, these adjectives become subject to rule (4.) § 87. Il est indispensable d'étudier beaucoup pour devenir savant. be indicated. It is indispensable to study much, the same relation :to become learned. § 92.-IMPORTANT RULES. (1) A noun may be followed by two or more adjectives, having one and the same regimen, provided those adjectives require the same prepositions after them; thus we may say:Ce père est utile et cher à sa fa- That father is useful and dear to mille. GIRAULT DUVIVIER. his family. La religion est nécessaire et naturelle à l'homme. ANONYMOUS, Religion is necessary and natural I to man. These two sentences are correct, because the adjectives, utile, and cher, in the first, and nécessaire and naturel, in the second, require the same preposition, d. (2.) We could not in the first of these two sentences, sub. stitute the adjective chéri (beloved) for the word cher, and say as in English, That father is useful TO, and beloved BY his family. Such a construction in French is never admissible. We must say, That father is useful to his family, and is beloved by them; because the adjective chéri requires the preposition de, or its substitute, the relative pronoun en [§ 39, (17.)].* Ce père est utile à sa famille et en est chéri, i, e. est chéri d'elle. § 93.-DETERMINING ADJECTIVES.-DEMONSTRATIVE ADJEC TIVES. It The demonstrative adjective, which must not be confounded with the demonstrative pronoun [§ 36.], always precedes the noun, and must be repeated before every substantive. assumes the gender and number of the word which it determines [§ 20, (1.)] :— Cet air pur, ces gazons, cette voûte | That pure air, that turf, that mobile : changing vault; here every thing Ici tout plait au cœur, tout en- | pleases the heart and charms the chante les yeux. CARTEL. eyes. § 94.-AGREEMENT, REPETITION, AND PLACE OF THE POSSESSIVE ADJECTIVE. We have said [§ 21, (2.)] that the possessive adjective assumes the gender and number of the object possessed, and (4.) that it must be repeated before every noun. The place of the possessive adjective is the same in French as in English, that is, before the noun. These adjectives must not be confounded with the possessive pronouns [§ 34, (2.)]: Mon père, ma mère et mes sœurs My father, mother, and sisters are sont arrivés. arrived. $95.-REMARKS. (1.) It has been said [§ 77, (9.)] that the French use the article instead of the possessive adjective, when alluding to the parts of the body. This, however, must only take place where the possession is otherwise sufficiently explained. We must say, for instance : A travers d'un mien pré, certain ânon passa. RACINE. Un mien cousin est juge-maire. LA FONTAINE. Through a meadow of mine a young ass passed. A cousin of mine is judge and mayor. UTILITY OF OUR JOURNAL TO THE THINKING SIR,-It was my misfortune to have but very little schooling. I was apprenticed at the age of fourteen. While at school, I believe was not accounted a blockhead; but when I left school, I had no thought of paying attention to the culture of my intellect any longer; in fact, I think I should never have thought of better educating myself, had not a gentleman given me a little advice upon the subject; and what was more important (for the advice, as is generally the case, would soon have been forgotten), kindly put into my hand the first part of the "Popular Educator." I have continued your excellent paper from that time, and I must say it has proved a wonderful boon to me. I think I am not exaggerat ing, when I say that it has entirely reformed my state of existence. From all the lessons I have derived great benefit, with the exception of the lessons in French and German, to which I have not yet turned my attention. I particularly admire Dr. Beard's lessons. The great care he has evidently taken to simplify and elaborately to explain his subjects (English, Latin, and now Greek, which I am glad to see), cannot fail, I should think, to make them intelligible to any ordinary capacity. I would admonish all to attend strictly to everything Dr. Beard advises them to do; the same time, they must remember that perseverance is the great if they do this, I am confident they will reap abundant reward. At The rule with regard to the regimen of verbs is equally imperative. We could not say in French, as in English, Every week I write letters To, and receive letters FROM, my brother. We must say, Every week I write letters to my brother, and receive some from him. Toutes les semaines j'écris des let-thing. All the teachers in the world would do but little good, if tres à mon frère, et j'en reçois de lui. that is wanting. The study of a language, I have found, requires |