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Holland ? From Hamburgh to Paris is a hundred and ninety Name, no-ine, m.
James, Já-co-po come from the garden? No, I come from the coffee-house. John, Gio-ván-ni
Tell him, di-gli Where do those gentlemen come from? Some return from Has been already, è già To come (i. e. that he may the chase, others from walking, and these latter from fishing. Three, tre
come), che vên-ga Here is the money which has been sent to me by the father. Month, mé-se, m.
This evening, sta-sé-ra (for This depends on the mother and not on the brother. The William, Gu-gli-él-mo
qué-sta sé-ra) transition from virtue to vice is far shorter than from vice to Has returned, è ri-tor-nd-to
Us, noi virtue. On the goodness of the laws, (on) the integrity of the To-day, 6g-gi
George, Gior-gio magistrates, (on) the obedience of the subjects, (on) the bravery His, sú-o
Lives, á-bi-ta of the soldiers, (on) the spirit of enterprise of the merchants, Is expected, viê-ne a, spet-td-to Servant, ser-vi-tó-re, m. and, (on) the hard work of the labourers, depend the Cambridge, Cam-brig-ge Is gone, è an-dá-to maintenance and the welfare of the states. Fidelity, glory, I go, ż-o vá-do
Shoemaker, cal-co-lá-jo, m. and bravery must guide the soldier if he wants to deserve the Every day, ó-gni giór-no Secretary, se-gre-tu-rio, m. name of a defender of the (native) country. I expect an answer Because, per-chè
On his return, al sú-0 72from John; he has been already for three months in London. Him, lui (at this house, i. e. tór-no William has returned to-day from Paris, and his brother is with him)
I shall send him, lo man-de-rò expected from Cambridge. I go every day to Mr. Smith, be- I see, hear, and learn many Physician, mé-di-co, m. cause I see, hear, and learn many things at his house, Count things, vé-do, sân-to ed im- Aunt, zi-a, f. Alfieri has been with the prince to-day. Go to James and tell pá-ro ó- gni sor-ta di cô-se him to come to us this evening. George lives at the merchant's house. The servant is gone to the shoemaker and to the LESSONS IN READING AND ELOCUTION.-No. II. secretary, and, on his return, I shall send him to the physician and to the aunt.
I. THE PERIOD,
Do you come, vién E'l-la
1. The Period is a round dot or mark which is always put at the Riding - school, ca-val-le-ris- Coffee-house, caf-fè, m.
end of a sentence.
2. In reading, when you come to a period, you must stop as is He has received, é-gli ha ri-ce- đón-de mat-go-O vu-to Gentleman, Si-gnó-re, m.
you had nothing more to read.
3. You must stop only as long as you can count one, two, three, Goods, mer-can-zi-a (ts), f. Return, ri-tór-na-10
four. Merchant, me-củ-te, m. Chase, các-cia, f.
4. You must pronounce the word which is immediately before Hamburgh, Am-búr-go Other, ál-tro
a period, with the falling inflection of the voice. Has returned, è ri-tor-na-to. Walking, pas-ség-gio, m.
5. The falling inflection (or bending) of the voice is commonly Fair, fie-ra, f. Latter, úl-ti-mo, m.
marked by the grave accent, thus '. Letter, lêt-te-ra, f.
Fishing, pé-sca, * f.
Charles has bought a new hàt.
I have lost my gloves.
Exercise and temperance strengthen the constitution. to di
This depends, qué-sto di-pin-de A wise son makes a glad father.
The fear of the Lord is the beginning of wisdom.
II. THE NOTE OF INTERROGATION.
tion), è as-se-i più cór-to che above it, which is always put at the end of a question.
6. The note or mark of Interrogation is a round dot with a hook Holland, 1 O-lán-da
non è il pas-ság-gio
7. In reading, when you come to a note of interrogation, you Paris, Pa-ri-gi Goodness, bon-ta, f.
must stop as if you waited for an answer. Is a hundred and ninety miles, Law, lég-ge, f. củ sé-do công-to wo-da-ta mác | Integrity, pro-be-ta, f.
8. You must stop only as long as you do at the period. glia, pl. Magistrate, ma-gi-stru-to, m.
9. You must in most cases pronounce the word which is placed French, fran-cé-se Obedience, ub-bi-dien-za, f.
immediately before a note of interrogation, with the rising inflection
of the voice. Oxford, Os-fôr-dia
Subject, súd-di-to, m. Is not far, non è lon-td-120 Bravery, va-ló-re, m.
10. The rising inflection of the voice is commonly marked by Does he come, viên'é-gli Soldier, sol-dd-to, m.
the acute accent thus,'. Shop, bot-té-ga, f. Spirit of enterprise, spí-9-to
Examples. No, sir, non, Si-gnó-re
Has Charles bought a new hát? Counting-house, scrit-tó-jo, m. Hard work, la-bo-rio-si-tà, f.
Have you lost your gloves ? Do you come, ve-ni-te voi Labourer, la-vo-ra-tó-re, m.
Hast thou an arm like God? Play (comedy), con-une-dia, f. Depend, đi-pen-do-no
Canst thou thunder with a voice like hím?
If his son ask bread, will he give him a stone ?
If he ask a fish, will he give him a sérpent ?
11. In general, read declaratory sentences or statements with Furniture, i mnó-bi-li, pl. m. Fidelity, fe-del-tà, f.
the falling inflection, and interrogative sentences or questions with Has been sold, só-no stu-ti vone Glory, gló-ria, f.
the rising inflection of the voice.
Interrogative. Has Jonn arrived! me-72-td-re
Declaratory. John has arrived.
Interrogative. Is your father well? * Mind this inportant difference: pé-sca, fishing, fishing-place,
Declaratory. My father is well. fishery; and pê-sca, peach; lividity, black and blue spot (from á Interrogative. Hast thou appealed unto Cãégar blow); blow, thump, cuit.
Declaratory. Unto Cæsar shalt thou go,
12. Sonctimes the sentence which ends with a note of interra- 18. In reading, when you come to a note of exclamation, you gation should be read with the falling inflection of the voice. must stop in tbe same manner as if it were a note of interrogation.
19. You must stop only as long as you do at a period. Examples.
20. You must generally pronounce the word which comes What o'clock is it!
immediately before a note of exclamation with the falling inflecHow do you do to-dày?
tion of the voice,
What a beautiful house that is !
How mysterious are the ways of God! Comma thus,
How are the mighty, fallen in the midst of the battle!
How are the mighty.fallen, and the weapons of war perished ! 14. At the comma, the gising inflection is used, and at the note
Would God I had died for thee, 0 Absalom, my son, my son ! of interrogation the falling inflection.
Oh, what a fall was there, my countrymen !
It is a dread and awful thing to die !
Oh! deep enchanting prelude to repòse ! Shall I give you a péach, or an apple?
The dawn of bliss the twilight of our woes! Are you going home, or to school?
Lovely art thou, O Peace and lovely are thy children! and Last Sabbath, did you go to church, or did you stay at home?
lovely are thy footsteps in the green valleys ! Whether is it easier to say, Thy sins are forgiven, or to say, Arise and walk ?
21. The student was taught in No. 2, that when he comes to a'. Why did the heathen ráge, and the people imagine vain things? period, he must stop, as if he had nothing more to read: At the Is your father wéll, the old man of whom ye spåke?
end of paragraph, whether the period or other mark be used, .
a longer pause should be made than at the end of an ordinary sen15. Sometimes the first part of an interrogative sentence must be read with the falling indection of the voice, and the last part require pauses of the same length with the period.
The notes of interrogation and exclamation generally with the rising inflection.
It may here be remarked, that good readers always make their
pauses long; but whatever be the length of the pause, the pupil Examples
must be careful that every pause which he makes shall be a total Where have you been to-dày? At home?
cessation of the voice.
To be read as if markedia
George is a good boy. He gets his lesson well. He is attentive What went ye out to see ? A.prophet?
to the instructions of his teacher. He is orderly and quiet at How often shall ny brother sin against me and I forgive him home. Until seven times ?
A good scholar is known by his obedience to the rules of the 16. In the following examples some of the sentences are ques- school. He obeys the directions of his teacher. His attendtions requiring the rising, and some the falling inflection of the ance at the proper time of school is always punctual. He is voice. A few sentences also ending with a period are inserted. remarkable for his diligence and attention. He reads no other No directions are given to the pupil with regard to the manner of book than that which he is desired to read by his master. He reading them, it being desirable that his own understanding, under studies no lessons but those which are appointed for the day. He the guidance of nature alone, should direct him. But it may be takes no toys from his pocket to amuse himself or others. He observed that questions which can be answered by yes or no, pays no regard to those who attempt to divert his attention from generally require the rising inflection of the voice; and that ques- his book. tions which cannot be answered by yes or no, generally require the
Do you know who is a good scholar? Can you point out many falling inflection.
in this room? How negligent some of our fellow-pupils ere! Examples.
Ah! I am afraid that many will regret that they have not improved
their time ! John, where have you been this morning? Have you seen my father to-day?
Why, here comes Charles ! Did you think that he would return What excuse have you for coming late this morning? Did you so soon? I suspect that he has not been pleased with his visit. not know that it is past the school hour?
Have you, Charles ? And were your friends glad to see you If you are so inattentive to your lessons, do you think that you When is cousin Jaue to be married? Will she make us a visit shall make much improvement ?
before she is married? Or will she wait until she has changed Will you go, or stay! Will you ride, or walk?
her name? Will you go to-day, or to-morrow?
My dear Edward, how happy I am to see you! I heard of your Did he resemble his father, or his mother?
approaching happiness with the highest pleasure. How does Rose Is this book yours, or mine? His, or hers?
dos And how is our old whimsical friend the Baron? You must Do you hold the watch to-night! We do, sir.
be patient and answer all my questions. I have many inquiries to Did you say that he was armed ? He was armed.
make. Did you not speak to him? I did. Art thou be that should come, or do we look for another?
The first dawn of morning found Waverly on the esplanade in Why are you so silent? Have you nothing so say?
front of the old Gothic gate of the castle. But he paced it long Who hath believed our report? To whom hath the arm of the before the draw-bridge was lowered. He produced his order to Lord been revealed ?
the sergeant of the guard, and was admitted. The place of his
friend's confinement was a gloomy apartment in the central part of III. THE NOTE OF EXCLAMATION.
the castle. !
Do you expect to be as high in your class as your brother ? Did
you recite your lessons as well as he did ? No. Lazy boy! Care17. The note or mark of Esclamation is around dot with an upright less chila!' You have been playing these two hours. You have dash or stroke above it, which is always put at the end of a sentence paid no attention to your lessons. You cannot say a word of them. expressing surprise, astonishment, wonder, or admiration, and other low foolish you have been! What a waste of time and talents strony feelings.
you have made !
était sur le bord de la Dwina;car l'histoire que je vous FRENCH READINGS.-Yo. I. rapporte s'est passée dans la fameuse campagne de Russie.?
Tout-à-coup, on voit arriver au grand galop: un aide-deLE SAPEUR DE DIX ANS.
camp du général, qui apportait l'ordre à deux compagnies
de voltigeurs de. s'emparer de cette batterie. C'était une SECTION I.
opération hardies où il y avait à pariert que périraient
plus des trois quarts de ceux que l'on yi envoyait; aussi les Il y avaita en mil huit cent douze au neuvième régiment voltigeurs, malgré leur intrépidité, se regardérent-ilsi entre de ligne, un petit tambour qui n'avaitó que dix ans.2 eux lv en secouant la tête et en haussant les épaules: on en C'était un enfant de troupe qui s'appelaita Frolut de son entendít même quelques-uns et des plus anciens, qui dirent véritable nom, mais que les soldats avaient surnommé , tout bas en grognant et en montrant les canons : Bilboquet. En effet, il avait un corps si long, si maigre -Est-ce qu'il croit*- le géneral, que ces cadéts-là? et si fluet, surmonté d'une si grosse tête, qu'il ressemblait crachentm des pommes cuites ? 11 Ou bien est-ce qu'il a assez à l'object dont one lui avait donné le nom ;o Frolat envie de nous servir en hachis aux Cosaques, qu'il nous ou Bilboquet, comme vous voudrez, n'était pas au restės envoie deux cents contre cette redoute ? 12 un garçon autrement remarquable. Le tambour-maitre lui -Soldats! s'écria l'aide-de-camp, c'est l'ordre de l'Empeavait si souvent battu la mesure sur les épaules? avec sa reur; et il repartit au galop.13 grande canne de jonc, que l'harmonie du ra et du fla avait -Il fallaite donc le dire tout de suite, 14 dit alors un fini
par lui entrer dans la tête et dans les mains. Voilà ( vieux sergent en assujettissant sa baïonnette au bout de tout. Mais il ne portaith pas le bonnet de police suspendu son fusil : allons, allons, il ne faut pas faire attendre lesur l'oreille droite, comme les moindres fifres le faisaient;i Petit Caporal ;' quand il vous a dit. de vous faire tuer il il ne savaiti pas marcher en se dandinant, à l'exemple de n'aime pas qu'on hésite.15 ses supérieurs, et un jour de paie qu'il avait voulu laisser pendre son sabre par devant, comme les élégants du ré
COLLOQUIAL EXERCISE. giment, il s'était embarrassé les pieds en courant et était tombé sur son nez, qu'il s'était horriblement écorché,11 à 1. Quel était le jour du mois ? 9. L'opération était-elle dan
gereuse ? la grande joie de ses camarades. On riaitk beaucoup de 2. Quel ordre le général avait
Aussi avait-il dans ses
il reçu ? lui, 12 qui nel riait de personne.13
10. Que firent d'abord les volti
3. Où était la position? habitudes un fond de sauvagerie et d'éloignement 14 bien 4. Comment le ravin était-il 11. Que dirent-ils en montrant rare à son âge.16
les canons ? 5. Que fallait-il fairepour arriver 12. Quel nombre envoyait-on à l'endroit désigne ?
contre la redoute ? COLLOQUIAL EXERCISE.
6. Où était alors le régiment de 13. Que leur répondit l'aide-de1. Quel était le régiment du 9. Marchait-il comme ses su
Bilboquet ? petit tambour ?
7. A quelle époque cette histoire | 14. Que dit le vieussergentaprès 2. Quel âge avait-il? 10. Que lui était-il arrivé un
s'est-elle passée ?
le départ de l'aide-de-camp? 3. Comment s'appelait-il? jour de paie ?
8. Quel ordre apportait l'aide- 15. Qu'ajouta-t-il en parlant du 4. Les soldats l'avaient-ils sur-. 11. Quelle avait été la consé
Petit Caporal? nommé ?
quence de sa chute ? 5. Pourquoi l'avaient-ils sur- 12. Se moquait-on de lui?
NOTES AND REFERENCES.-A. I. part i. §. 23, R. (5).-6. nommé Bilboquet ? 13. Riait-il des autres ?
from recevoir, L. part ii. p. 60.-c. L. S. 92, R. 3,-d. L. S. 6. A quoi ressemblait-il ? 14. Qu'avait-il dans ses habi- 56, R. 1.-2. I. S. 44, R. 1.-f. L. S. 11, Ri 5.9. au grand 7. Quel traitement le tambour- tudes ?
galop, at full speed.--. il y avait à parier, one night easily maître lui faisait-il éprouver? | 15. Ce caractère est-il commun 15. Ce caractère est-il commun think ; lit. one
... L. S. 23, R. 11.;. the ils is here 8. Imitait-il ses camarades dans aux enfants de l'âge petit expletive.-K. Est-ce qu'il croit, does he believe ; L. S. 24, R. 3. la manière de se coiffer m
-i. ces cadets-là, those fellows, i. e. the cannons.-M. crachent,
-n. L. S. 20, R. 4.-0. from envoyer' ; L. part i. §. NOTES AND REFERENCES.*-a. Il y avait, there was ; L. part 49, R. 2.-. from fallois ; L. p. 92, part ü.q. from falloir. ii., § 61-2; s. 32, R. 3, 4.-6. Li. S. 10, R. 6.-c. enfant de r. a name given by the soldiers to the Emperor. tloupe, soldier's child. d. L. p. 94, last sentence of Rés. of Es. -e. s. 34, R. 1.--f. from vouloir; L. p. 110, part ii.-9. au reste, besides.-hi S. 22, R. 10
.. from faire; L. p. 92, part ü. Il y a du plaisir à rencontrer les yeux de celui à qui on vient de -j. from savoir, L. p. 104, part ii.-K. from rire; L. p. 104 donner.-La Bruyère. part ii.am. S. 5, R. 7.-mi se coiffer, to put on his
Il vaut mieux lire deux fois un bon ourrage qu'une fois un cap.
Les hommes naissent nus et virent babilés, comme ils nassent LE SAPEUR DE DIX ANS.
independanis et vivent sous des lois. Les habits gênent un peu les
mouvements du corps, mais ils le protégent contre les accidents du SECTION II:
dehors ; les lois gênent les passions, mais elles défendent l'honueur,
la vie et les fortunes.-Rivarol. Un jour, c'était le vingt-sept juillet' mil& huit cent douze, Montesquieu.
La loi doit être comme la mort, qui n'épargne personne.le général reçoit de l'Empereur l'ordre de s'emparer d'une
C'est une plaisante chose à considérer de ce qu'il y a des gens position qui était de l'autre côté d'un énorme ravin. Ce dans le monde qui, ayant renoncé à toutes les lois de Dieu et de la ravin était défendu par une batterie de six pièces de canon,t nature; s'en sont fait eux-mêmes auxquelles - ils obéissent exactequi enlevait des files entières de soldats, et pour arriver à ment; comme, par exemple, les voleurs, etc. - Pascal. l'endroit qu'avait désigné l'Empereur, il fallait s'emparer Beaumarchais.
Sans la liberté de blâmer, il n'est point d'éloge flatteur. de cette batterie. A ce moment, le régiment de Bilboquet
Il y aurait une espèce de férocité à rejetèr indifféremment toutes sortes de louanges : l'on doit être sensible à celles qui nous vien
nent des gens de bien, qui louent sincèrement en nous les choses * The references in these Readings are to Cassell's.” Lessons in louables:-La Bruyeres Frenchi,” parts i. and ü. In all cases where the part is not-spe- impunément des injures.--La Rochefortcould.
Louer les princes des vertus qu'ils n'ont pas, c'est leur dire cified part i. is understood. L. means "Oassell's Lessons in French"; S., Section ; R., Rule.
C'est un grand signe de médiocrité, de louer toujours modéré. ment.-Pauvexargues.
UNIVERSITY OF LONDON.
Having had frequent inquiries made by our correspondents as to the ages at which they may Matriculate and take Degree in the University of London, we give the following statistical Table on this subject from the documents belonging to th University, under date February 22nd, 1853. Those who wish more exact information than this Table affords, should imme diately apply to the Secretary, Henry Moore, Esq., University of London, Somerset House, Number and Average Age of Candidates for Matriculation and the several Degrees, and the Number that have passed each E.camina
tion, in each year.
R.R.S.(Glasgow): A very intelligent correspondent, under this signature,
wishes to know if there be any club (we should have said class) formed in THE BLOWPIPE,
the great western metropolis of Scotland, for the study or chemistry; as he
and four or five gents. of his acquaintance wish to become members of the SIR, -As many of my fellow-students in Chemistry are prevented same; or if there be no such thing in our “ Auld Reekie,” to form one, to meet
once or twice a week, as may be found convenient, with the view of making and from prosecuting their experiments for want of a blowpipe, I trust
studying the experiments detailed in our Lessons in Chemistry. As we are you will give publicity to the following simple plan of making cne.
Glasyuensians ourselves, we should have been happy to join them, for the A blowpipe fit for all ordinary purposes may be constructed in
amusement of the thing; for we well remember what pleasure we had in the following manner.
hearing the lectures of DR. URE, when he was professor of Chemistry in Procure one of Burns' Cutty Pipes (it being the lightest), fit a the Andersonian University (the PARENT of all the Mechanics' Institutions in cork to the bowl, air-tight; bore a hole through the cork, into
Great Britain) : and this was before we became in our early days, professor which introduce about 14 inches of the shank end of a common clay Geometry of the Greeks, as we are now doing to the students of the P.
of Mathematics in the same Iastitution, and lectured to Mechanics on the pipe, and the instrument is completed. It generally happens that but our vocation here is great and onerous, and therefore we can only the hole in the common pipe shank is too large; if so, apply a little recommend our townsmen to avail themselves of every opportunity of selfpipe-clay, or plaster of Paris, to the point of it, and puncture it, improvement; and to remember that union is strength in science, as in while damp, with a needle of the proper dimensions: Yours, &c., everything else; and that the world is in rapid progress, and will wait for
nobody. We recommend to our correspondent, as classical French, the
works of Pascal, La Rochefoucauld, Massillon, Boileau, Racine, La Bruyère, Cardiff, January, 1854.
La Fontaine, Bossuet, Bourdaloue, Malebranche, Fontenelle, Montesquieu,
We have received letters from a considerable number of correspondents,
requesting that their names may be appended to any petition which we may get up addressed to the Senate of the University of London on their behalf, for the purpose of requesting that application may be made to Goverament for the extension of the Charter of the University, so that all self-educated
and self-educating students in the realm may be admitted to the honours B
and degrees hitherto attainable only by the students of the affiliated colleges and institutions of the said University. A movement is in progress on thair behalf, which we shall be happy to submit to them when it is matured: in the meantime, we append the initials of those who have favoured us with their names and their views on the subject; viz., R. S. P. (Westininstor); W.F. (Bishopsgate); T. W. G. (Morpeth); W.M. (New Swindon); W.R. M. W. (Peckham); J. S. B. (Leeds); J. M. W. (Portsea); J, M. (Den holm); A. M.B. (Thornton); and others in dubio.
J. C. (Salisbury): Learn mathematics, and try to solve problems; this A is the Bowl; B, the Cork; C, the Pipe-stem; and 'D, the damped
will improve both your memory and your judgment.-J. R. H. (London): Pipe-clay.
Grammar should not be a mere set of rules with endless exceptions; the only way to overcome many difficulties is to read much and to read the best writers.-A. (Leeds): Very well; dans faire batire means in routing or
vanquishing men. For the remaining sections of the French Lessons, see ANSWERS TO CORRESPONDENTS.
“ Cassell's French Lessons, Part II.”-H. RUSSELL (Weymouth): Try again;
se compliquent means they become complicated. A TOTAL ABSTAINER Several correspondents having expressed an earnest desire that the (Norwich): We must not take the physician's place; it has rarely happened Lessons in German should be carried on to the conclusion of the Syntax in
in our experience that a prescription which answered on one occasion was
ever good for anything again; patientø are so variable, that what answered the POPULAR EDUCATOR, we shall take an early opportunity of continuing at one time will not answer at ano-aer. The valuable suggestions he has
made about the P. E, will be kopt in 7197