1. Avez-vous les marteaux du charpentier ? 2. Nous avons les marteaux du maréchal. 3. Les maréchaux ont-ils deux marteaux de bois ? 4. Ils ont deux marteaux de fer. 5. Les généraux ont-ils vos chevaux ? 6. Non, ils ont les leurs. 7. Ma mère a les bijoux d'or et d'argent de sa sœur. 8. Les enfants ont-ils leurs joujoux et leurs oiseaux ? Ils n'ont pas leurs oiseaux, mais ils ont leurs joujoux. 9. Le maréchal a-t-il une paire de bas de laine? 10. Le maréchal a deux paires de bas de laine. 11. Monsieur, n'avez-vous pas froid? 12. Non, Monsieur, j'ai chaud. 13. Avez-vous du café ou du chocolat? 14. Je n'ai ni café ni chocolat. 15. N'avez-vous pas les choux de mon grand jardin ? 16. J'ai les légumes de votre petit jardin. 17. Qu'a donc votre fils? 18. Mon fils n'a rien. 19. Avez-vous deux morceaux de pain? 20. Le meunier a un morceau de pain et deux barils de farine. 21. L'épicier a-t-il du café, du thé, du chocolat, et du poivre ? 22. Il a du thé et du café, et le chocolat et le poivre de votre marchand. 23. Qui a

de l'argent? 24. Je n'ai pas d'argent, mais j'ai du papier. 25. Avez-vous de bon papier ? 26. J'ai de mauvais papier.

EXERCISE 16.

2. I have not your

1. Have you my brother's horses? brother's horses, I have your cousin's hats. 3. Have the blacksmiths good iron? 4. The blacksmith has two pieces of iron. 5. Have you two pairs of stockings? 6. I have one pair of stockings and two pairs of gloves. 7. Has your sister the gold jewels? 8. My sister has the gold jewels and the paper playthings. 9. Have you the cabbages in your garden? 10. We have two cabbages in our garden. 11. Have you the silk hats? 12. The generals have the silk hats. 13. Have you coffee or sugar? 14. We have neither coffee nor sugar. 15. Are your brothers ashamed? 16. My brothers are neither ashamed nor afraid. 17. Who has two barrels of flour? 18. The miller has two barrels of flour.

As it is impossible for any one who is attempting to teach himself the art of Penmanship to write well without practice, we now give three more combinations of pairs of the four letters that the reader has already learned to make, before passing on to other letters of the alphabet in writing, for whose formation strokes are required that differ in shape and character from the first elementary stroke that forms the basis of the letters i, u, t, 1. At this stage of our Lessons in Penmanship, it may not be out of place to say something about the kind of handwriting that the students of this part of the POPULAR EDUCATOR are practising, and to give those who may feel disposed to rule paper for themselves, in imitation of our copy-slips, a few brief instructions that will enable them to do so.

First, with regard to the kind or description of handwriting that is set before our readers in our present series of elementary copy-slips, it should be said that it is called Large Text, and that it is the largest, plainest, and boldest of the four kinds of handwriting usually practised by learners. The three hands that yet remain to be named are termed Text Hand, Round Hand or Half Text, and Small or Running Hand. Of these, Large Text is usually written between lines half an inch apart; Text Hand, between lines one-third of an inch apart; Round Hand, between lines five-twenty-fourths of an inch apart, or

rather less than one-fourth of an inch; and Small Hand, on single lines, and sometimes between double lines threethirty-seconds of an inch apart, or rather less than one-eightl of an inch. For those who may not have a graduated scale of inches, we append a printed scale, showing the respective widths of the four kinds of writing that have been named.

Large Text inch.

Text Hand inch.

Round Hand inch. Small Hand inch.

Now, to show our readers how to rule a page, if need be, wherein to copy any of the examples that have been or will be given, we suppose the learner wishes to prepare paper for copying t1, as in Copyslip No. 10. First rule two lines, one on either side of the page, close to the margin, from top to bottom, taking care that they are parallel to each other-that is to say, at equal distances from each other all the way down. Then rule a line across the top of the page, also close to the margin and at right angles to the parallel lines at the sides of the paper, or square with them," as a joiner would say, and, commencing from this line, set off with compasses along the side lines distances equal to e d, da, ac, cb, in order, as in Copy-slip No. 10, and repeat this as often as the length of the paper will allow, taking care to leave a space of one-fourth of an inch between the last of each set of five lines and the first of the next which

follows. The distances e d, a c, cb, are each equal to one-fourth of an inch, and da to three-sixteenths of an inch.

By following the above instructions, the learner will be enabled to rule his paper in sets of five horizontal and parallel lines, five lines being required in each set, in this case, to determine the height of the letters and their relative proportions one to another. To rule the diagonal lines (No. 5), set off e r along the topmost line e e, equal to thirteen-sixteenths of an inch, and draw a straight line through the points bæ. This will serve as your guide line for regulating the remainder of the sloping lines, and all that remains to complete them is to set off spaces along the lines e e, b b, equal to x y or b z, and rule straight lines passing through every succeeding pair of points, commencing from the first pair a b, through which the guide line for regulating the inclined lines was drawn.

Nouns ending in 8, 1, 3, or two consonants, generally add es in the genitive, thus, like our words which end with the sound of 8, x, z, soft c or s, forming an additional syllable.

Nom. Das Roß, the horse. Gen. Des Roffes, the horse's.

RULES FOR FORMING THE CASES OF NOUNS ACCORDING TO
THE OLD DECLENSION.

RULE I. The genitive adds & or es to the nominative.
RULE II. The dative drops the 8 of the genitive (§ 13. Note).
RULE III. The accusative is like the nominative.

DECLENSION OF NOUNS ADDING IN THE GENITIVE.

Whether in cases of this kind, where the genitive is used to denote possession, we should say, Der Ball tes Kintes (the ball of the child), or, Des Kindes Ball (the child's ball), is a point regulated by no certain rule. The former mode is the more common in German.

Nominative and Dative.

Der Brief ist von dem Vater. Der Bauer ist in dem Felde. Er schickt es dem Freunde.

Nominative

Der Hund beißt den Dieb.
Der Schmied hammert das Eisen.
Das Kind liebt und lobt den Vater.

The letter is from the father.
The peasant is in the field.
He sends it to the friend.
and Accusative.

The dog bites the thief.
The smith hammers the iron.
The child loves and praises the
father.

Nominative, Dative, Genitive, and Accusative. Der Vater des Kindes giebt dem The father of the child gives Bruder den Vogel. (to) the brother the bird. Der Herrscher des Staates schickt dem The ruler of the state sends (to) Krieger vas Schwert.

An, at.
Auf, on.
Ball, m. ball.
Bruter, m. brother.
Durstig, thirsty.
Freund, m. friend.
Hunt, m. dog.
Hut, m. hat.

the warrior the sword.

VOCABULARY.

In, in.
Korb, m. basket.
Loben, to praise.
Pfert, n. horse.
Sad, m. bag.

Schläfrig, sleepy.
Schüler, m. scholar.
Sein, to be.

RÉSUMÉ OF EXAMPLES.

Der Wolf lebt in dem Walte.
Das Rind liebt den Bruder.
Der Lehrer lobt des Schülers Fleiß.
Der Schnee liegt auf dem Berge.
Das Mädchen hat des Vaters Hut.
Der Sohn des Väckers hat Brod in
dem Korbe; er giebt es dem Bet-
tler.

Sohn, m. son.
Stall, m. stable.
Stuhl, m. chair.
Tischler, m. joiner.
Unter, under.
Wo? where ?
Zimmer, n. room.
Zimmermann, m. car-
penter.

The wolf lives in the forest. The child loves the brother. The teacher praises the scholar's industry.

The snow lies on the mountain. The girl has the father's hat. The son of the baker has bread in the basket; he gives it to the beggar.

EXERCISE 6.

1. Sind Sie der Freund des Bäckers? 2. Nein, ich bin der Freund des Tischlers. 3. Was hat der Freund des Fleischers? 4. Er hat den Hund und das Pferd des Bauers. 5. Wo ist das Mehl? 6. Es ist in dem Sacke des Müllers. 7. Wo ist das Korn? 8. Es ist in dem Korbe des Bauers. 9. Wer liebt den Lehrer? 10. Der Schüler liebt den Lehrer. 11. Sind Sie schläfrig? 12. Nein, ich bin durstig. 13. Wo ist der Ball des Bruders? 14. Das Kind hat den Ball des Bruders in dem Hute des Vaters. 15. Wo ist das Pferd des Lehrers? 16. Es ist in dem Stalle. 17. Lobt der Tischler den Zimmermann? 18. Nein, der Sohn des Zimmermanns lobt den Sohn des Lehrers. 19. Wo ist der Stuhl des Tischlers? 20. Gr (Sect. XVIII. 3) ist in dem Zimmer des Lehrers. 21. Liebt der Zimmermann den Lehrer? 22. Ja, er liebt und lobt den Lehrer. 23. Der Mann ist an dem Tische, das Buch ist auf dem Tische, und der Hund ist unter dem Tische.

SECTION VI.-DEMONSTRATIVE PRONOUNS. Diefer" is declined, in the masculine, precisely like the definite article; while in the neuter, as will be seen in the following declension, all its endings, except the dative, are alike

Ich bin, I am;

Sie sind, you are;

Er ist, he is;

ich lobe, I praise; Sie loben, you praise;

er lobt, he praises.

By the references in Roman numerals, thus (Sect. XVIII. 3), as above, the learner is directed to Sections in Part I. of these Lessons. References thus [§ 62 (2)] refer to the Sections in Part II.

2. Phonography is based upon an analysis of the English spoken language. Its consonants and vowels are arranged so as to show, as far as possible, their mutual relations. In the consonants, p stands first, next b; the rest follow in perfectly natural order, first the mute or explosive letters, proceeding from the lips to the throat; then the semivocals, or continuants, in the same order; and lastly the nasals, liquids, coalescents, and aspirate. Scarcely more than half the consonants are essentially different; the articulations in the pairs p and b, t and d, ƒ and v, etc., are precisely the same, but the sound is, so to speak, light in the first, and heavy in the second letter of each pair. The consonants in each pair are represented by strokes in the same position, and of the same shape, but that chosen for the second is written thick, instead of thin; thus, \ p, \b, |t, |d, \ ƒ, \ v, etc.; and thus, not only is the memory not burdened with a multitude of signs, but the mind perceives that a thin stroke corresponds with a light articulation, and a thick stroke with a heavy articulation. P, t, k, f, thin), s, sh, are called light, or sharp consonants, and f, th(in), s, sh, are further denominated whispered, or breathed consonants; while b, d, g, v, th(en), z, zh, are heavy, flat, spoken, or murmured consonants. The difference is, that in the flat letters (b, d, g, etc.) a vocal murmur is added to the action of the organs by which the sharp letters (p, t, k, etc.,) are produced. The "vocal murmur which makes p into b, t into d, etc., is produced by the vibration of two vocal ligaments in the larynx or muscular sound-box in the windpipe, which lies behind the bony projection in the throat called Adam's apple, or pomum Adami. The light sounds are also called surds, while all the other letters (including m, n, ng, l, r, w, y, and the vowels,) are called sonants. Ch and j are double consonants, formed by the union of t, sh, and d, zh, as may be heard in fetch, cheap; edge, jem. They are placed, in the alphabet, next to t, d, the The vowels are arfirst elements of these compound consonants. ranged naturally in two series, guttural and labial. Each series commences with the most open sound. The short vowels are represented by light dots and strokes, and the corresponding long sounds by heavy ones. After a few weeks' practice in writing Phonogra phy, the heavy strokes and dots are made without any perceptible effort; they are traced by the pen, with as much facility as their corresponding heavy sounds are produced by the organs of speech. DIRECTIONS FOR PRACTICE.

3. The student of Phonography will find no difficulty in acquiring a knowledge of this useful art, if he will practise according to the following directions:-He should first obtain a knowledge of the sounds of the Phonographic Alphabet, by pronouncing them aloud; and then learn the signs by which these sounds are represented. This is most effectually done by writing each character several times, and pronouncing its name aloud at the same time.

4. The following Exercises are to be read, and afterwards copied into a book made of ruled paper. The pupil need not read through the whole lesson before he commences writing, but when he has read an Exercise, (that is, pronounced to himself the shorthand let. ters or words of which it is composed,) he should write it several times, until he can form the characters neatly and accurately. A 3d. or 6d. "Phonographic Copy-Book" may be obtained of Mr. F. Pitman, 20, Paternoster Row, London, or of Mr. Isaac Pitman, Phonetic Institute, Bath, or it may be ordered through any bookseller. As a child learns to walk slowly, and with caution, and by continued walking acquires strength to walk quickly, or to run, so must the shorthand pupil trace his characters deliberately and accurately, until by much writing he can write both well and fast. We have known many

students acquire an illegible style of shorthand writing by disregarding this advice.

5. The phonographic characters should not be written smaller than they are here; and care must be taken at the outset to trace them slowly and accurately. Rapidity and accuracy combined can be attained only by practice. The student is again particularly cautioned against attempting to write with rapidity at the outset. When his hand has become accustomed to trace the simple geometrical forms of the phonographic characters with correctness and elegance, he will find no difficulty in writing them quickly; but if he lets his anxiety to write fast, overcome his resolution to write well, he will not only be longer in attaining real swiftness, but will always have to lament the illegibility of his writing.

h, are written

m, are written from

P, are written

6. All the consonants, when standing alone, should rest upon the line. L, the straight /r, ✓ 10, y, and upward. Horizontal letters, as k, left to right. All other consonants, as downward; but, WHEN JOINED TO OTHER STROKES, I and sh cach consonant is repeated several times, for the purpose of giving may be written either upward or downward. In Exercise 1, the pupil sufficient practice in its formation to enable him to write it accurately, and remember its sound.

7. Phonography is at all times best written on ruled paper, but The plain paper may be used, as in the following Exercises. he may use either a quill or a steel pen, or a pencil. A pencil is relearner should always write upon paper ruled with single lines, and commended for exercises, and a pen for ordinary writing and reporting. As, however, the reporter is sometimes so situated that he cannot use a pen, he should accustom himself, at times, to report with a pencil. The pen or pencil should be held as for longhand writing, and the elbow be turned out so that the letter can be struck with ease. We will now display the shorthand consonants in a more extended form than in the preceding alphabet, and show by illustrative words the sound or power of each letter. Strictly speaking, consonants are not sounds but interruptions of sounds, made by the action of different parts of the mouth. The vowels are the only sounds of speech.