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learn-eu lēru'ěd let-tuce let'tis learn-itig lern'in; lev-el lev'vil Icarn-er lérn'ür ler-en lév'vin icath-er lot'b'ur

link-boy lingk-bue
lin-net lin'uit
lin-stock lin'stok

READING.--Lesson 26.

Gold, Silver, Platina, &c. Jane. I hope', Ma'. you will not forget to tell us something about gold and silver'.

Ma. You mean', I suppose', to have me speak of the metals in general. I must begin by observing that metals are distinguizhed from all other substances, by four distinct qualities'; weight', opacity', and brilliancy', and the property of conducting the electric fluid or lightning!

Mary. I expect I know, Ma'. what you mean'; you refer to the long rods of iron which are set up by the side of buildings to protect them from lightning,

Ma. I do' my child'; and since you have been so apt, it will give me pleasure to inform you that the lightning rod', is a discovery of the seventeenth century, by our esteemed countrymau, Dr. Benjamin Franklin'

Jane. But', Ma', now for the metals'; you said they were "heavy', opaque', and brilliant'.

Ma. Yes'; and they have some other properties'; all of which contribute to render them greatly useful for the purposes of common life', and the different arts'. Gold, silver, and platina', are called noble metals'; becanse they cannot be altered by fire' or air'. Platina is the heaviest metal known'; it is 23 times the weight of pure water'; gold is 19 times, quick silver, 10 times', lead 113 times', and silver, 10.9 times the weight of water'.

Mary. Where are the metals found', Mamma'?

Ma. The noble metals are most abundant in America'; iron is found in almost every part of the world'; and lead', tin', &c.' are very abundant both in Europe and America'.

DECIMAL FRACTIONS.

Addition. Note. When whole numbers and decimal parts, are expressed in the same sum, it is called a mixed number, as, 6.4, 15.14, 18.114. All the figures to the right of the point, must be regarded as decimal parts of unity, each of which has Sits absolute value, and its relative value. In the first sum, the 4, is four tenths of one; in the second, the 15, is the fifteen hundredths of one, or the five tenths of the one tenth; and in the third, the 114, is the one hundred and fourteen thousandth parts of unity

Rule. 1. Place the given numbers, whether mixed or pure fractions, so that those of the same value shall stand immediately under each other.

2. Find the amount of each column, as in addition of whole numbers, observing to carry one for each ten, from a lower to á higher column.

3. Point off to the right of the sum, as many places for decimals, as equal the greatest number of decimal places in any of the given terms. The Proof is the same as in addition of whole numbers: Thus: (1) .4

(2) .702

(3) 3.52
.16
.673

2.672
.114
1.083

8.0092
0161
2.91-

14.123-45)
.0056
0926

6.00937

Answer, .6957 5.4606

GRAMMAR.-LESSON 28.

Exercises in Parsing:
Ruls 19. The infinitive mood of the verb, may be

governed by a noun, pronoun, adjective, or participle, as: He ouglit to read the first authors.

In this example, to read, is an irregular transilive verb, in the infinitive mood, present time; and is governed by the verb, ought, Rule 10.

He is willing to read his book. Tell him to write a letter. Bid him lay aside his folly. Dare him to assume it again. Let him be excused. See her write the copy. Hear him plead her cause. Make him forbear. Joseph makes him work. You hear him recite. They are anxious to study. We are wishing to be gone. Mary must let him try to read, and write. He bade the boy to help him move.

He was trying to help him.

SPELLING.---LESSON 29. li-quor lik'kur

lodg-er lodje'ur love-trick lŭv'trik lisp-er lisp úr lof-ty lof'te

lov-ing lúv'ing lis-ten lis'sn log.ick lõdj'ik lub-bard lūb'burd list-less list'lēs log-wood log'wud lub-ber lúbbur lithe-ness li'th'něs log-boat log'bote luck-less lūk'lės lithe-some lit'h'sům long-ly lõngʻla

luck-y lūk’kē lit-ter lit'tūr long-some lõng'sīm lug-gage lugʻgidje lit-tle lit'ul

lop-pe: lop'pur lum-ber lùmobi

live-long liv'lõng 1 love-knot Jūv'not lump-ish lump'pish Tiv-er liv'ur love-lorn lăv'lèrn lump-y lūmp'pe liv-ing liv'ving love-ly lŭv'le lun-cheon lăn’shua liz-ard liz'zúrd lov-er lŭv'ūr lurk-er lürk'ür lob-by lob'be

love-sick lūv'sik lus-cious lush'ús lob-ster lõby'stúr

love-song lũysòng lus-tre lus tur lock-er lok'kur love-suit lŭy'sūte lus-trous Jūs'trūs lock-et lok'kit love-tale lūv'tale

lus-ty lūs'te lock-ram lok'krūm love-toy lŭv'tdé Jyr-ick lir rik Todg-er lödje úr

READING.-LESSON 30.

Sleel, Needles, Pins, &c.
Mary. Ma,' which is the most useful of all the metals?

Ma. Iron'; and it is probably the most plenty'; therefore, cheap'; few of the mechanic arts could be carried on without it

Jane. I think I have been told that sleel is made of iron':

Ma. It is'; for this purpose, a bar of iron is buried in charcoal,' and kept in an intense heat for a given time', which changes the iron to steel'. In making cast iron, the metal passes through the state of steel',

Mary. Ma,' are not needles and pins', made of steel? I thought they were'.

Ma. Needles are'; but pins are made of brass wire'; and afterwards whitened by being immersed in a solution of tin and lees', or the dregs of wine! Few objects can amusing than a view of a pin manufactory! Each pin passes through the hands of twenty-five persons'. These unitedly, can make one hundred and twenty five thousand pins in one day'; whereas', one man, taking the rough metal', and going through the whole process himself, would hardly complete one pin a day': so much is gained by the division of labour'.

Mary. How many hundred pins have I wasted without once thinking how much trouble' and labour' it required to inake them!

Ma. Now you know something of their worth', and the pains bestowed upon making them', I hope you will be more thoughtful, and more careful. A giddy carelessness', my child', always leads to some evil'; whereas a thoughtful and reasonable prudence', ever tends to promote some good'.

Janc. Ma', we will try and be content with this account of pin making', untill we can have the pleasure of going with you to visit one of the manufactories'

more

DECIMAL FRACTIONS.LESSON 31.

Subtraction. RULE. 1. Place the lesser number under the greater, agreeably to their respective value.

2. Subtract as in whole numbers, and point off to the right, as directed in the addition of Decimal Fractions.

3. Proof, as in the Subtraction of whole numbers. Thus: (1) .17236.09837=07399, Ans. & .07399+.09837 =.17236, proof.

(2) 18.314671-1.9008= (3) 163.142-99.009= (4) 16.00005–8.53433= (5) 1.10000—,900009

GRAMMAR.LESSON 32.

Imperative Mood. The imperative form of the verb, expresses a command, directed always to the second person, and that person is invariably the subject of the verb; though generally understood. This verb is always in the present time, and agrees with the pronoun, you, in familiar language, and with thou or ye in the solemn and postic styles. Do, is the only helping verb that can associate with the verb in this mood; As: My son, give me your heart; or, my son, do you give your heart to me.

In this example, give, is an irregular transitive verb, imperative mood, present time, and agrees with its subject, you, in the second person, singular; Rule 1.

Go to the desert, my son, observe the young stork. Honour your father and mother. Love your brothers and sisters. Do your duty child, come and read. Simon, lovest thou me? Feed my lambs. Come ye to the help of the Lord. Do you help the poor, and needy.

Note. This mood expresses, not only a command, but entreaty, request, prayer, petition, desire, supplication, &c.

Imperative Mood.-Present Time. 2d per. sing. No. Walk, or walk you, or do you walk. . 2d per. plu. No. Walk, or walk you, or do you walk. Solemn and poetic styles, sing. No. Walk, or walk thou, ok do thou walk.

Participles; Present, walking; Past, walked; Compound; -having walked.

SPELLING.-LESSON 33. mad-am măd'um man-less măn/les max-im măx'im mad-cap mad/bắp man-ly măn/lẽ mead-ow měd'do inad-den măd'an man-ner măn'nür med-al měd'dăl

mad-der mad'dūr

man-or mặn nút med-dle měd'ell mad-ly măd'lē man-sion măn/shăn med-ler medium mad-ness mặdonés man-tle man'tl med-ly měd'le inag-got mag'gut man-y mněn'nē

mel-low měl lo mag-ick mădj'ik mas-sive măs'siv mel-on měllun mag-pie măgʻpi mas-sy măs'sē

mem-ber měm'bur mal-ice măllis mas-tick măs'tik men-ace měn'nāse mal-let măllit mas-tiff măs'tif mend-er měnd'ūr mel-lows mělloze mast-less măst'lès ment-al ment'tăl man-age man ije mat-in mặt tin men-tion měn'shŭn manch-et măntsh'it mat-rice măt-ris mer-cer mēr'sur man-gle măng mat-ter măt'tūr

mer-cy měr'se nan-go măng gỗ mat-tock măt'tók mer-maid měr māde man-hood măn/hud mat-tress mặtottis mer-ry mẹr rẽ

READING.--LESSON 34. Dangers of Fire, and the Death of Miss Foster. Ja. Mary', my dear', move further from the fire. It is unwholsome and dangerous to sit too near the fender'.

Mory. Put', Ma', I am so cold'; I feel as though I wanted to get still nearer!

Ma. If you are so cold', get up and jump about the room'; it will circulate your blood' and make you comfortably warmı': whereas', the fire' as you now sit', scorches one side' while the other shivers with the cold chills'.

Jane. That is very true'; I seldom take a walk', even on the coldest days we have', but I am warmer than by sitting close to the fire'.

Mary. But the blazing wood is so inviting', and so cheerful, that I can hardly refrain from drawing close to it'. Ma. But remember', my child',

fatal accidents have happened from venturing too near an inviting blaze'.

Jane. Yes'; poor Miss Foster always comes into my mind, when I hear of accidents by fire'.

Mary. Miss Foster'! I expect I have never heard of her'; Ma,' will you be so kind as to tell me about her?

Ma. Miss Foster was about Jane's age'; a healthy', happy girl'; cheerful and gay', and surrounded by many dear and tender relations. Many and oft were the times that her anxa ious mother' warned her of the danger of sitting too near the

fire! Sometimes the giddy girl would laugh at her fears'; but seldom would she regard her admoniţion', or move from

how many

the danger

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