cussion Society has kindly transmitted lists of debating subjects for the use of the Kirkliston Mutual Improvement Society.-B. L. B.: Flurions is another name for the Differential Calculus, or the Doctrine of Variable Quantities. Cyclopædia and Encyclopædia both mean the same thing, viz., Instruction in a circle, or in a round from A to Z: the en which means in is usually left &c.-Y. B.: With the Bible at his right hand and in his heart, he need not out. A Cyclopædia embraces the whole circle of learning, arts and sciences, be alarmed to read Volney, Voltaire, or even Paine; truth never suffers by honest investigation. The religion of Jesus has stood-and will stand-all the assaults of men and devils till time shall be no more; and its truth shall then be demonstrated to the assembled universe; the "the wicked shall T.L. C. (Manchester): The best notes on the New Testament is a copy with parallel or marginal references. "God is his own interpreter, and he will make it plain."" IMPORTANT ANNOUNCEMENT TO THE READERS AND STUDENTS OF THE POPULAR EDUCATOR. A SERIES OF LESSONS ON DRAWING will shortly be commenced, which, in their course, will include the numerous branches of this beautiful art, namely, the Human Figure, Architecture, Landscape, Animals, Machinery, &c. The publication of these Lessons will entail a considerable weekly go away into everlasting punishment; but the righteous into life eternal." cost; as it will include not merely the engagement of an eminent artist and teacher to furnish the Lessons, but a heavy outlay for Engravings and Diagrams to illustrate those Lessons. JOHN CASSELL can confidently appeal to the readers of the POPULAR EDUCATOR as to the liberality with which this work has hitherto been conducted. The contributions by the eminent gentlemen who furnish the various Lessons, coupled with the Editing, involve a weekly outlay, the mention of the amount of which would excite the astonishment of readers and students. And to this out--ROBERT JONES: We advise him to study Cassell's Euclid and the Lectures lay must be added, still further, the Maps, and the numerous engravings with which the Lessons are illustrated. gestive letter; and shall gladly avail ourselves of the information it conveys, H. P. D. (Ipswich): We are greatly obliged to him for his kind and sugHe says, among other things, The 2s. 6d. boxes of mathematical instruments of the Society of Arts are furnished [we presume by the society] to all Mechanics' Institutions in connexion with the society, according to the new arrangement; also the 1s. box of colours. I have one of each before me, and they are good at the price."-P. MITCHELL (Cambridge): We shall take an opportunity soon of noticing the subject of Euclid's life, &c.-ZENODOTUS: We are not aware of any hospital or institution for diseases of teeth, &c. We recommend the "Pathway" to our correspondents for lessons on religion. R. H.: The subject of the tides is complex; it will be treated of in the P. E. -J.J. AYLWARD (Wexford Co.): We advise him to study Cassell's Arithmetic. on Euclid in the P. E. together. We advise him to study the French as given in the P. E.-CALLIGRAPHER (Dundee): We advise him to follow our directions in all the Lessons in Penmanship out and out, beginning with and practising well in the large hand first.-R. G. (Dundee): Difficile est proprie communia dicere, is a sentence which must take its colour from the context; it is capable of several meanings; without looking at the context, for which we have not time, we would translate it freely thus, It is not easy to talk politics in a proper manner. Of the sentence in French we can't make out the writing.-W. J. (City) will find the rule of Compound Proportion fully explained in Cassell's Arithmetic, price 18.-LIZZIE (Camberwell) will soon get Lessons in Stenography in the P. E.-J. B. (Dudley): His remarks are very good and just in general, but we demur to the effects of the of men in the world, the believer and the unbeliever; see Heb. xii. 6-11, "showers of misfortune;" they have very different effects on the two classes and Isalah i. 5.-TIRO IN GEOMETRIA (Dalbeattie): Right.-T. JENKYNS (Cardiff): We cannot undertake to recommend teachers, however willing to serve our subscribers; it would be invidious.-E. T. (High-street): The P. E. comes out in monthly parts both with and without the weekly headings: there are only half-yearly volumes; see our Literary Notices. We are not disposed to utter one word of complaint, but we do trust that while we are thus labouring to place within the reach of our students and readers every branch of valuable instruction regardless of cost-including several that could not be obtained but at a heavy expense for books, &c.—we do hope, we say, that our friends will strengthen our hands by using every possible means of enlarging the circle of our patrons. There is not one of our subscribers who does not possess influence sufficient to obtain at least one additional subscriber; let that influence be exerted, and he will not only strengthen and enrich the medium of instruction for himself, but will be the means of diffusing the blessings of education to others. We confidently look forward to a considerable increase of subscribers from the date of this announcement. TO ALL NEW STUDENTS, Volume the First of the POPULAR EDUCATOR will be found invaluable. It-W. C.: Numeral adjectives agree with their nouns in number, can be obtained of any bookseller, price 3s. 6d., bound in cloth; or, on fine paper, and without the weekly headings, 4s. 6d. A good yet low-priced Latin Dictionary will shortly be published. We are gratified at the many proofs we receive of the progress made by our pupils in Latin.-W. J., who says, that with the aid of our Lessons and Dr. Beard's translate the passage from Tacitus thus: "For the people, or the aristocracy, "Latin Made Easy," he has learnt to translate Virgil, Cæsar, &c., should or single indiviuale rule all nations and cities; a form of government chosen from these and made up of these elements may be praised more readily than be found (appear), or if it presented itself it could not be lasting." N. B.: Forma is the subject to potest, and potest governs laudari, evenire, and esse.-E. G.: We cannot undertake to correct exercises. gender, and case.-ALEXANDER: Dr. Beard's "Latin Made Easy" of which a key is in the press) was written for children, and has in hundreds of cases proved to be fit for such as are "under nine years of age."-J. B. : A review of English Dictionaries will shortly appear in one of the conversations appended to our English Lessons. N.B. Booksellers are requested to send specimens of English Dictionaries, with the price, &c., for the purpose of being reviewed, in order that our readers may have a full choice before them as well as grounds for their selection. ANSWERS TO CORRESPONDENTS. H. V. D. L. (Belfast): We never heard of any reward having been offered MARTYN (Southampton): The best English classical authors are those for the Trisection of an angle; but we believe that any one who should ac contained in the series of prose volumes called the "British Essayists," and complish this problem by Plane Geometry, would be very likely to get the the series of poetical volumes, called the "British Poets," of which many Royal Society's gold medal.-JOHN TREVITT (Nottingham): Yes.-A SCHOOL editions have been published. As to French authors, those whose names ASSISTANT (Reigate): The Greek term logos means neither the study of, nor a are found in the French extracts in the P. E. are the most classical. The research into, but simply the laying of, from the verb lego, to lay, German, legen. other questions we do not know.-A. C. W. (Brompton): We do not see the It then came to signify a laying together, an arrangement, a gathering to utility of his question.-H. V. D. L. (Belfast): Thanks for his notice of the gether. If this gathering together was of letters, it then meant a word; of error in our Euclid; see p. 77, line 33, for an angle read a right angle. He words, it then meant a sentence, a statement, a saying; of sentences, it then is right on the subject of Roman antiquities; it is in prospect. The Life of meant a speech; of eloquent sentences, it then meant an oration; of arguWellington, with portraits, battles, &c., is already publishing in the "Work-mentative sentences, it then meant ratio, or reasoning; that is, Logic, which ing Man's Friend."-ENGLISH SCHOLAR (Dundee): Very well.-Communica- is the same word, with an adjectival termination. If the gathering together tions received from J. W. S. (Swansea); ALPHA (Sheffield); HENRY RICHARDSON (Manchester); B. X. (Whitby); W. P. D. (Whitechapel); A LEARNER (Victoria-park); ALFRED (Mortimer-road); W. SMITH (Coseley); J. C., Pupil Teacher; SCHULER (Auldbar); LEWIS (Walsal); W. T. G. W. (London); UN IRLANDOIS; W. M. (Newarthill); J. S. (Ayrshire); STUDIOSUS (Eaton-square); J. F. P. O.; EXCELSIOR (Greenwich); T. K. ARNOLD (Belfast); DAWSON (Knaresborough); A SELF-EDUCATOR (Forfar); ARBACES (Lambeth); J. WILKINSON (Earby); W. SPENCER (Colne). RICHARDSON'S Dictionary of the English Language. On the authority of the author of this work, we state that "inter-minable," spoken of in No. 12 of our "Lessons in English," is a misprint for interminable. While we cannot set a high value on this dictionary as an Etymological authority, we recognise its superior merits in its historical deductions of the several meanings or applications of words, and have found in its laboriously collected examples useful materials of illustration in the instructions we have given on Prefixes and Suffixes. We are also indebted for quotations, to Todd's Edition of Johnson's Dictionary, and to Webster's English Dictionary. The last we consider most useful for the general student. J. R. B. STUDENT (Manchester): The "Illustrated Exhibitor" is completed in 1 vol. price 88. 6d. The "Magazine of Art" will be continued, it is a separate series.-IRISHMAN: Learn Arithmetic and Geometry, if you wish to get into a Normal-school. The SECRETARY of the Bristol Athenæum Essay and Dis was of historical sentences, it then meant a description, narrative, or account; it is in this sense, in general, that the term logy, which is our English suffix derived from logos, is employed in such words as Geology, Physiology, &c; and is thus nearly synonymous with the term graphy, which is our English suffix derived from graphe, a drawing, writing, or description. The die tinction between them is, that logy means a description in spoken language, and graphy a description in written language. But it is plain that this distinction is lost sight of in their ordinary application. Thus, Geography means a description of the earth, with respect to its surface as inhabited by man; and Geology means a description of the earth, as affected by physical changes which have taken place on and below its surface. In the New Testament, the term logos is applied not only to the act of laying together, or to the things laid together; but also to HIM WHO LAID ALL THINGS TOGETHER, and arranged them as it pleased Him; to the Great Disposer of events; to the second person of the ever-blessed Trinity, which has existed as Unity from all eternity; to our Lord and Saviour Jesus Christ. Hebrews xi. 3; i. 2. Proverbs viii. 22-36; xxx. 4; Genesis i. 26. Our correspondent will find some account of Rain and Dew in a very popular and well known work, "Keith on the Globes." Printed and Published by JOHN CASSELL, La Belle Sauvage Yard, Ludgatehill, Londen.-November 13, 1852. In our last Lesson we spoke of the rise, decline, and fall of Gothic architecture. Its origin, like that of some other styles, has not been so correctly ascertained as to render its historical details of much interest. It is certain that it began to be employed in ecclesiastical edifices about the time that the Goths were settled in Italy, and had been overcome, in their turn, by the nations which superseded the Romans. This system of architecture, as we have already mentioned, was practised during the middle ages, and continued in use till the 16th century, when it was supplanted by the revival of the Roman style. It was then called Gothic from the architects and workmen who were supposed to have been engaged in the planning and erecting the edifices which bear this name; and it was held in contempt by the followers of Palladio, in Italy, and of Jones, in England. The Gothic architecture differs essentially from the Greek, both in construction and appearance. In the latter the arrangement of the materials depended on their strength in masses, which required only to be put together in simple and elegant forms. In the former, on the contrary, small stones and other materials, which would have been deemed useless by a Greek architect, were employed in the construction of edifices of equal strength, and sometimes even of greater magnificence Fig. 33. Fig 32. The Church of Notre-Dame, at Paris. opposite posts be bent at its loose top, so that they may cross each other, which gives us the form of a pointed arch; and the same being done throughout the whole extent of the two opposite rows, a horizontal rod, or ridge-bar, being at the same time placed along the points of crossing, we have the appearance of Fig. 35. than the ancient temples; for they depended as to their stability, not on the vertical pressure of columns, or the strength of lintels from pillar to pillar, but on the correct adjustment of the bearings and thrusts of different arches operating in various directions. Moreover, the Gothic style is easily distinguished from both the Greek and the Roman styles by its slender shafts and clustered pillars, its circular, pointed, or angular arches and groins, its spires and pinnacles, and its decorations, which excel the latter in variety, number, and minuteness. Among the theories which have been proposed to account for the origin of this style we may mention an ingenious one which has been suggested by Sir James Hall, in his "Essay on the Origin, Principles, and History of Gothic Architecture." He conceives that the forms of this style may have been derived from the imitation of a rustic dwelling, constructed in the following manner: Thrust two rows of posts into the ground opposite to each other, at an interval equal to that between the posts in the rows themselves, each post rising to the height of about three intervals. Apply to each post a set of slender rods of willow, thrusting them into the ground at its base, and tying them in two places, one a little above the ground, and the other within about a third part of the height, leaving them loose from this VOL. II. The Church of St. Etienne-du-Mont. a Gothic arcade. Two rods from each post in the same row are now to be treated in like manner, so as to form similar arches in both rows, and these are also to be connected by ridge bars crossing the longitudinal one. Having now employed 34 two rods of each corner posts, and three of each intermediate one, there still remain one in the former, and two in the latter, which may be disposed of by causing them to pass diagonally from the corners of each rectangle, not crossing, as in the former cases, but applied side by side, so as to form a continued hoop or semicircle. In this manner all the rods are occupied, and a frame is produced capable of supporting thatch or other covering. From the imitation of a dwelling so constructed the three leading characters of Gothic architecture may be traced, namely, the pointed arch, the clustered column, and the branching roof. On principles similar to these the ingenious author endeavours to account for the peculiarities of the Gothic windows, doors, spires, &c. But it is much to be doubted whether any theory so simple and ingenious as the preceding will account for the origin of a style which emanated from the numerous and varied applica. tions of the arch, whether semicircular or pointed, whether composed of segments of circles crossing each other, or of other curves corresponding to Hogarth's celebrated line of beauty, which was evidently traced by him in the ogee or cima (Cymation, Gr. a small wave) of the ancient Greek and Roman architecture, as well as in the Gothic. This curve is in the form of the letter S without its top and bottom appendages, thus completion of this cathedral. The first stone of the great altar was laid in 1669, by Cardinal Noailles; and the choir, then begun from the designs of Mansard, was only finished in 1714. The celebrated bell of Notre-Dame, the largest in France, is placed in the south tower; it was founded in 1685, and set up by Louis XIV. In the first page, is also given a representation of one of the finest examples of those churches which belong to the transition period, mentioned above, viz., the Church of St. Etienne-du-Mont; see fig 35. This church was known by the same name in 1221. It was reconstructed about 1517; but the aisle and the south chapel were built in 1588. The western parts were only finished under Charles IX. The communion chapel was built in 1606, and Margaret of Valois, first wife of Henry IV., laid the first stone of the front. These circumstances explain the mixture of the Gothic style with that of the Renaissance which is found in this church. It is the only church in Paris furnished with a gallery; and is decorated with very remarkable windows, the work of Pinagrier, a celebrated artist of the sixteenth century. LESSONS IN FRENCH.-No. XXXIII. USE OF THE SUBJUNCTIVE.CONTINUED. In the churches of the middle ages, there were to be seen, as indicated in the preceding theory, endless groups of small columns, immense domes, complicated buttresses, lofty roofs, with bell turrets, and other appurtenances. The finest examples in Europe of the Gothic, or ogival style of architecture, are the great cathedrals of Notre-Dame at Paris, Bourges, Amiens, Chartres, Rouen, and Rheims. This style, as we have observed, at first pure and simple, and formed of regular 1. A VERB preceded by the conjunction que and one of the curves, became so distorted at the close of the short period of unipersonal verbs, il faut, it is necessary; il importe, it matters, its existence, as to lose its very nature, and it then led to the it is important; il convient, it is proper, becoming; il vaut mieux, invention of all the extravagant productions which arose from it is better; il plait, it pleases, suits; il se peut, il peut se faire, compound arches, which were only a degradation of the original it may be; il est juste, it is just; il est bon, it is proper; il est style, and which soon caused its abandonment. It would be nécessaire, it is necessary; il est important, it is important; il impossible to exhibit, in diagrams, the innumerable details of est temps, it is time; il est indispensable, it is indispensable; il architecture and of sculpture which the beautiful edifices of the est à propos, it is proper; il est fâcheux, it is sad, it is a pity; middle ages present, all characterised by the use of the pointed il est urgent, it is urgent, or by another verb or expression imarch. We give, however, two specimens of the rich ornamenta- plying necessity, will, or propriety, must be put in the subtion which crowded the windows and capitals of the columns in junctive [§ 127 (4)] :the Gothic churches of the thirteenth and fifteenth centuries; see figs. 32 and 33. In the sixteenth century, the Greek and Roman arts and architecture returned, but only by such a gradual transition, that for a length of time, the pointed arch was employed in the construction of domes, and of some other important parts of the edifice, of which the churches of St. Eustache, and of St. Etienne-du-Mont, at Paris, are examples. In castles built at this period of the Renaissance, such as those of Ecouen and of Gaillon, the chapel was Gothic, whilst the rest was classical. The ancient architecture has extended its power over the civilised world, from the Renaissance period to the present day. The severe study of the monuments of Greece and Italy in modern times, tends to preserve and extend the taste for the ancient orders of architecture, as being more durable in their effects, more easy in their construction, and more economical in their expenditure, than the Gothic style. The recent desire to restore the architectural monuments of the Gothic period, has led to an extraordinary study of its ancient examples, and has produced in some enthusaistic minds, a wish to substitute this style of architecture, for those which have regulated the splendid edifices of Europe for three centuries. Without attempting to depreciate a style which is considered particularly adapted to religious edifices, it is difficult to imagine that it will ever prevail over those orders of architecture which, by their strength and solidity, as well as massive elegance, far surpass their resuscitated rival, In our first page, the reader will find a representation of one of the finest examples of the true Gothic style of architecture already mentioned, viz., the Church of Notre-Dame, at Paris; see fig. 34. This metropolitan church of the French capital is said to have been built on the ruins of a heathen temple, and to have been founded during the first ages of Christianity. Its reconstruction was begun by Maurice Sully, in 1163, and the first stone was laid by Pope Alexander III. Jean De Chilles, master of works, undertook the south front in 1257; the north front was constructed in 1312, by means raised by the knightstemplar. Charles V., in 1447, gave considerable sums for the Il faut que vous restiez ici. You must remain here. 2. The unipersonal verb, il est, governs the indicative present or the future, when it is used affirmatively, and followed by que, coming after one of the adjectives, sûr, sure; certain, certain; vrai, true; démontré, proved; incontestable, incontestable; évident, evident, and others having a positive and affirmative sense: Il est certain qu'il vient ou qu'il It is certain that he comes or will viendra. come. 3. When, however, the verb, il est, used in the above connection is negative or interrogative, it is followed by the subjunctive :II n'est nullement certain qu'il It is by no means certain that he will vieune. come. Voilà le seul chapeau que j'aie. RESUME OF Je crois que le concert a eu lieu. vienne. par cœur. Je ne pense pas qu'il puisse appren dre tout cela pas cœur. That is the only hat I have. EXAMPLES. I believe that the concert took place. I do not think that our friend will I hope that you will learn that by come. heart. I do not think that he can learn all that by heart. Fourn-ir, 2. to furnish. 1. Que faut-il que je dise? 2. Il faut que vous disiez ce que vous avez entendu. 3. Ne faut-il pas que je finisse cette histoire 4. Il n'est pas nécessaire que vous la finissiez. 5. N'est-il pas à propos que je satisfasse mes créanciers? G. Il est à propos que vous le fassiez. 7. N'est-il pas juste que je vous paie ce que je vous ai emprunté? 8. Il est juste que vous me le payiez. 9. Se peut-il que votre frère ait oublié sa famille 10. Il ne peut pas se faire qu'il l'ait oublié. 11. Est-il certain que votre frère se soit oublié à un tel point? 12. Il est certain qu'il s'est oublié. 13. Il est bien fâcheux qu'il se soit oublié ainsi. 14. Resterez-vous jusqu'à-ce-que j'aie mis ordre à mes affaires. 15. Je resterai jusqu'à-ce-que vous les ayez réglées. 16. Ne faudra-t-il pas que je fournisse des provisions à cette famille ? 17. Il faudra que vous lui en fournissiez pourvu que vous en ayez. 18. Ne vaudra-t-il pas mieux que vous lui prêtiez de l'argent, que de la laisser manquer du nécessaire? 19. Il vaudra mieux que nous lui en prêtions. 20. Que faut-il que nous fassions? 21. Il faut que Je vous prête le meilleur chapeau I lend you the best hat I have, on convous portiez ce linge chez moi. 22. N'est-il pas temps que je me couche? 23. Il est temps que vous vous couchiez. 24. Faut-il que je me lève? 25. Il faut que vous vous leviez. EXERCISE 144. them. 1. What must our friend do? 2. He must remain at our house until I come. 3. What must our neighbour do? 4. He must put his affairs in order. 5. Is it not right that you should pay your creditors? 6. It is right that I should' pay 7. Is it time for your little boy to go to school? 8. It is time for him to go to school, it is ten o'clock. 9. Must I write to your correspondent to-day or to-morrow? 10. You must write to him to-morrow morning. 11. Is it not a pity that your brother has torn his cap (casquette)? 12. It is a pity that he has torn it. 13. Is it necessary for your mother to finish her letter? 14. It is not necessary that she finish it. 15. Is it certain that your son has forgotten his money? 16. It is certain that he has forgotten it. 17. It is by no means certain that he has forgotten it. 18. Must you furnish money to that mechanic? 19. I must furnish him some, he has none. 20. Whatever you may do you will not succeed (réussir). 21. Whatever your brother may say, nobody will believe him (croire, ir.). 22. Must I write to you? 23. You must write 21. Do you wish me to be sick? 25. I do not wish you to be sick. 26. Do you require me to tell you that? 27. It is necessary that you tell me all. 28. Do you wish me to go to your house? 29. I wish you to go there. 30. Must I get up? 31. You must rise immediately (à l'instant). 32. Must your brother retire? 33. He must go to bed immediately. 34. It is time for him to go to bed, it is twelve o'clock. to me. SECTION LXXIII. USE OF THE SUBJUNCTIVE.-CONTINUED. 1. The verbs croire, to believe; dire, to say; espérer, to hope; gager and parier, to bet; penser, to think; sentir, to feel; voir, to see; and others expressing affirmation or something certain and positive, are (when they are conjugated affirmatively, and have que after them) followed by the indicative present or future [§ 127 (2) Note]: Je pense, je crois, je dis qu'il I think, I believe, I say that he will Je ne crois pas qu'il s'enrichisse à Je ne crois pas que vous réussissiez J'ai une carafe qui contient un litre. que j'aie, à condition que vous I believe that this merchant grows rich at the expense of others. I do not believe that he enriches himself at your expense. I do not believe that you will succeed I have a decanter which holds a litre. dition that you will return it to me' to-morrow. 1. Pensez-vous que ce drap dure longtemps? 2. Je crois qu'il durera bien, car il est fort. 3. Croyez-vous que notre portier tarde à rentrer ? 4. Je crois qu'il ne tardera pas. Désirez-vous que nous restions debout? 6. Je désire au contraire, que vous vous asseyicz. 7. Croyez-vous que ces étudiants puissent apprendre cinq pages par cœur en deux heures? 8. Je crois que c'est impossible. 9. Espérez-vous que notre ami arrive de bonne heure? 10. J'espère qu'il arrivera bientôt. 11. Quelle sorte de carafe vous faut-il ? 12. Il m'en faut une qui contienne un litre. 13. J'en ai une de cristal, qui contient deux litres. 14. Pensez-vous que ce négociant s'enrichisse à vos dépens? 15. Je sais qu'il s'enrichit aux dépens d'autrui. 16. Quel parasol pensez-vous me prêter? 17. Je pense vous prêter le meilleur que j'aie. 18. Le tanneur réussira-t-il à gagner sa vie? 19. Je ne crois pas qu'il y réussisse. 20. Pensez-vous que cet argent suffise a votre père? 21. Je crois qu'il lui suffira. 22. Croyez-vous que ces messieurs comptent sur moi? 23. Je sais qu'ils comptent sur vous. 24. Pensez-vous que le concert ait lieu aujourd'hui? 25. Je crois qu'il n'aura pas lieu. EXERCISE 146. 1. Do you believe that the concert has taken place? 2. I believe that it has taken place. 3. Do you believe that your sister's dress will wear well? 4. I think that it will wear well, for the silk is very good. 5. Do you believe that our friend will succeed in earning a livelihood? 6. I believe he will succeed in it (y), for he is very diligent. 7. Do you think that the tanner grows rich at my expense? 8. I think that he enriches himself at the expense of others. 9. Does the merat your expense. 11. What kind of a house must you have chant grow rich at my father's expense? 10. He grows rich 13. I have a good house which has twelve rooms. (vous faut-il)? 12. I must have a house which has ten rooms. kind of a decanter do you seek? 15. I seek one which holds 14. What three litres. 16. I have one which holds two litres, I will lend it to you. 17. What coat will you send me? 18. I will send you the best I have, take care not to stain it. 19. Do you think that the student will learn all that by heart: 20. I do not think that he will learn it. 21. Do you believe (that) he will come? 22. I believe that he will come soon. 23. Do you think that your father depends upon me? 24. I know that he depends upon you. 25. Does not that gentleman depend upon me? 26. I think that he depends upon your brother. 27. Will the porter soon come in again? 28. I hope that he will not tarry long. 29. Will you not lend me your umbrella? 30. I will lend it to you with pleasure. 31. Does my brother remain standing? 32. He does not wish to sit down. 33. Do you wish me to sit down? 34. I wish you to remain standing. 35. I wish that he may come. SECTION LXXIV. THE IMPERFECT AND PLUPERFECT OF THE SUBJUNCTIVE. 1. The terminations of the imperfect of the subjunctive are in all the verbs, regular and irregular, of the four conjugations, sse, sses, t, ssions, ssiez, ssent. 2. The vowel preceding the t of the third person singular always takes the circumflex accent. 3. CONJUGATION OF THE IMPERFECT of the SUBJUNCTIVE OF THE REGULAR VERBS. Que je chant -asse Qu'il dona -asses -ât That he might give Que vous port -assiez -assent fin -isse rec -usse rend -isse might finish might receive might render chérisses aperçusses vend -isses mightest cherish mightest per- mightest sell ceive perç -ût fourn -it tend -ît might furnish might gather might tend puissions concussions entend-issions might punish might conecice might hear sais -issiez d -ussiez perd -issiez might seize might owe might lose dec -ussent mord -issent That they might love might deceive might bite 4. This tense may be formed from the past definite [Sect. 50] by changing, for the first conjugation, the final of the first person singular of the past definite into sse, sses, &c., and by adding se, ses, &c., to the same person in the other three conjugations. This rule has no exceptions. -issent might unite J'allai, j'allasse; je finis, je finisse. I went, I might go; I finished, I might finish. 5. All the observations made Sect. 51, on the changes of the stem of the irregular verbs, in the past definite, apply equally to the imperfect of the subjunctive. 6. The pluperfect of the subjunctive is formed from the imperfect of the same mode of one of the auxiliaries avoir, être, and the past participle of the verb :Que j'eusse fini; que je fusse venu. That I might have finished; that I might have come. 7. All the rules given on the use of the subjunctive in the three preceding sections, apply, of course, to the imperfect and pluperfect of the mode. 8. In the same manner as the present or future of the indicative of the first part of a proposition governs, under the above-mentioned rules, the verb of the second part, in the present or past of the subjunctive; so the imperfect and other past tenses of the indicative, and the two conditionals, govern the verb in the second part of the proposition, in the imperfect or pluperfect of the subjunctive : Ne fallait-il pas que je lui parlasse? Was it not necessary that I should Il faudrait que je lui donnasse ce livre. RESUME OF Voudriez-vous que je donnasse un Que vouliez-vous que je fisse? Je ne voulais pas que vous mourus siez de froid. Elle craignait que vous ne mourussiez de misère et de faim. Voudriez-vous que je jetasse un coup d'œil sur ces papiers? 1. Voudriez-vous que j'achetasse un habit à demi-usé? 2. Je voudrais que vous en achetassiez un neuf. 3. Voulait-on que ce soldat malade se rendît à son poste? 4. On voulait qu'il se rendît à son régiment. 5. Faudrait-il que je demeurasse au bord de la mer? 6. Il faudrait pour le rétablissement de votre santé, que vous vous rendissiez en Suisse ? 7. Ne pensez-vous pas que cet enfant ressemble à sa mère. 8. Je ne pense pas qu'il lui ressemble. 9. A qui ressemble-t-il? 10. Il ressemble à sa sœur ainée. 11. Consentiriez-vous que votre fille épousât cet ivrogne. 12. Voudriez-vous que nous mourussions de misère? 13. Je craignais que ces dames ne mourussent [§ 127 (8), Sect. 71, 9] de froid. 14. Ne voulezvous pas tirer sur ce lièvre? 15. Je tirerais sur cette bécasse si mon fusil était chargé. 16. Combien de coups de fusil voudriez-vous que je tirasse? 17. Si vous aviez de la poudre, je voudrais que vous tirassiez sur cette perdrix. 18. Voulezvous que je jette un coup d'œil sur cette lettre? 19. Je voudrais que vous le lussiez, 20. Que voudriez-vous que je fisse? 21. Je voudrais que vous fissiez attention à vos études. 22. Faudrait-il que je sortisse? 23. Il faudrait que vous restassiez à la maison. 24. Que voudriez-vous que je fisse à ce cheval? 25. Je voudrais que vous lui donnassiez des coups de fouet. EXERCISE 148. 1. What would you have me do? 2. I would have you cast a glance upon this letter. 3. Would you wish me to give that dog blows with a stick 4. I would wish you to give that horse blows with a whip. 5. Would you require us to return at five o'clock? 6. I would require you to return early. 7. Do you think that your brother resembles your father? 8. I do not think he resembles my father. 9. Whom do you think that he resembles? 10. I think he resembles my mother. 11. How many shots have you fired? 12. I have fired five shots at that woodcock. 13. Would you not have me fire at that partridge? 14. I would have you fire at that partridge, if your gun were loaded. 15. Where would it be necessary for me to dwell? 16. It would be necessary for you to dwell on the sea-shore. 17. Would you have me die with hunger? 18. I would not have you die of hunger. 19. Would you have your brother die with cold? 20. I would not have him die with cold or want. 21. What would you have your son do? 22. I would have him learn his lessons. 23. Would you have him learn German? 24. I would have him learn German and Spanish. 25. Have you fired at (sur) that hare? 26. I have not fired at that hare. 27. Would it be necessary for me to go out? 28. It would be necessary for you to go out. 29. Would it be necessary for me to remain here? 30. It would be necessary for you to go to church. 31. What did 33. Did you you wish? 32. I wished you to write to me. wish me to buy a coat half worn out? 34. I wished you to buy a good hat. i. ii. LESSONS IN LATIN.-No. XXXII. DEVIATIONS IN THE SECOND CONJUGATION. Prandeo, prandere, prandi, pransum, I breakfast. In the same way, are formed the compounds of sedeo which have prefixes of two syllables; as, circumsedeo, circumsedere, circumsedi, circumsessum, to sit round, enclose, besiege; the compounds having prefixes of one syllable, change the e into i, e. g., assideo, assidere, assedi, assessum, to sit with, or by. iii. Strideo, stridere, stridi (no supine), to make a shrill or kissing sound. iv. Video, videre, vidi, visum, I see; videor, I appear. The following take a reduplication in the perfect : |