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finds, that the subject of the verb, is the receiver of the action, and that the actor is governed by a preposition, and has no grammatical relation to the verb. Now, to obviate this manifest contradiction, I have taken the liberty to separate the neutre verb from the past participle, by which the verb barely expresses the state or condition of the subject ;--and the participle refers to that subject as an adjective. This mode, which is by no means original, and probably not wholly unexceptionable, is certainly the most simple. It will suffice at least, to awaken the pupil's curiosity, and induce him to inquire and think for himself, which, in fact, is one object at which grammar aims.


Reading Exercises. Lesson 2. Why are the words honourable, innocent, mean and guilt, in the first period, made emphatic? After what rules are the inflections applied to this sentence ?

Note 1. It will be proper for the pupil, by previous study, to prepare himself to answer such and similar questions, with regard to every sentence. But in the exercise of reading, it will be proper for the teacher to read to a full class, each sentence or section, first applying the proper pauses, emphasis; and inflections, and one or more of the class to repeat the same in imitation of the teacher, and answer the above questions.

Nole 2. Let me here remark to the teacher and the pupil, and the parent, and to all concerned, that it is not so much the quantity which the pupil reads that makes a correct and forcible reader, as the manner in which he reads. Half a. dozen sentences pronounced agreeably to definite and well defined rules, developing a regular and correct system of elocution, will do more towards perfecting the pupil in the art of reading, than whole chapters, or even volumes pronounced without reference to manner.

Note 3. I submit the above remark, because I have just been informed that some teachers had taken exceptions to the Common School Manual, in consequence of the paucity of reading exercises. The circumstance proves one of two things, namely, that those teachers know nothing of the proper mode of teaching the art of reading, er that they are too indolent to do their duty.


Arithmetical Exercises. Lesson 3. What is Compound Interest ? Rule, 1st step? 2d step! Example? Obs.? Example?

Lesson 7. What of the 1st note ? Example? What of the 2d note ? What of note 3d ? Example ? Note 4th ? Example?

Lesson 11. How is the 1st table used ? How the 2d? Rule, 1st step? 2d, step? Example ? Obs. 1st ? Example? Obs. 2d ? Example?

Lesson 19. What is equation of time? Rule, Ist step? 2d step? Example ? Obs.? Example ?

Grammatical Exercises. Lesson 4. Rule 11th? What of the note? Example ? Obs. lst? Example? Obs. 2d? Example? Obs. 3d ? Example?

Lesson 8. What of rule 12th ? Example, &c.? What of Obs. 1st ? Example? Obs. 2d ? Example ? Obs. 3d ? Example?

Lesson 12. What of rule 13th ? Example, &c.? What of note 1st ? What of note 2d ?

Lesson 16. What of rule 4th ? Example, &c. ? What of Obs. Ist? Example? Obs. 2d ? Example? Obs. 3d ? Example? Note?

Lesson 20. What of rule 15th? Example, &c. ? Note?

Lesson 24. What of rule 16th ? Example ?. Note? Example ? Lesson 28. What of rule 17th ? Example?

Note, &c.?


SPELLING.---LESSON 1. Words of three syllables in two columns; exhibiting the spelling

and pronunciation ; accent on the second; vowels short. a-ban-don ă-băn dùn

en-rap-ture en-răp'tshūre ab-strac-tion ăb-străk'shũn er-rat-ic. ēr-răt'ik ad-van-tage hd-vănothie ex-ac-tion bgz-ằkoshăn af-fran-chise ăf-frăn'tshize ex-act-ly égz-ěkt'lē as-phal-tic ăs-făl'tik ex-am-ple bgzhămpl as-phal-tos ăs-făl'tus

ex-pan-sion oks-păn’shăn

asth-mat-ic ăst-măt'ik ex-tat-ic ēks-tăt'ik at-tach-ment ht-tatshomẽnt ex-trac-tion ēks-trăk'shun at-trac-tive ăt-trăk'tív fa-nat-ic fa-năt'ik bach-gam-mon bằk-găm mùn fan-tas-tic

fàn-tàs'tik bat-tal-ion bắt-til yũn fi-nan-cial fē-nă n'shă] bom-bas-tic būm-băs'tik gi-gan-tic ji-gan'tik cli-mac-tic kli-măk'tik grim-al-kin

grim-mal'kin com-pan-ion kõm-păn'yún gym-nas-tic gim-năs'tic com-pas-sion kõm-păsh'shun here-af-ter hère-àf'tur con-trac-tile kõn-trăk'til ho-san-na ho-zăn'nă de-can-ter dē-kan'tūr i-am-bic i-ă m'bik de-fal-cate dē-făl'käte im-ag-ine ě-măs'in de-tach-ment dē-tătsh'měnt in-frac-tion in-frăk'shún de-trac-tion de-trakoshăn lym-phat-ic lim făt'ik di-dac-tic dē-dăk'tik me-an-der mēcă n'dur dis-as-ter diz-ăs'tūr me-chan-ics men iks dis-as-trous diz-ăs'trūs me-dal-ion

mē-dă s'yūn dis-fran-chise dis-frăn'tshize me-tal-ic mē tăl'ik dis-par-age dis-păr'ridje mis-car-riage mis-kär'ridje dis-trac-tion dis-trăk'shūn mo-las-ses mo-lăs'siz dra-mat-ic dră-măt'ik mo-nas-tic mo-năs'tik ec-stat-ic ěk-stăt'ik pe-dan-tic pe-dă n'tik e-las-tic ē-lăs'tik pi-az-za pe-ăz'ză em-bar-rass ěm-băr'ris pneu-mat-ics nu-mattiks en-am-our ěn-ă m'ùr

pome-gran-ate pùm-grăn'năt en-chant-ment én-tshănt'měnt port-man-teau port-inăn'to en-chant-ress ěn-tshănt'rės pris-mat-ic priz-măt'tik en-fran-chise ěn-frăn'tshize re-trac-tion ré-trăk'shun



The story of Inkle and Yarico. 1. Amid all the vices to which human nature is prone', and which mark the deep degradation it has suffered', none more strikingly evinces its debasement than the practice of ingratitude'. For other failings', reason may possibly assign some excuse';—but for this', she must search in vain! That kindness should ever be returned with cruelty', or affection treated with neglect', is humanity's shame and man's disgrace.

2. Thomas Inkle', a young merchant of London', was the third son of a wealthy citizen', who had carefully distilled into the mind of his child', a strong desire of gain'. This propensity', the result of precept' and example', was the grand inducement

for him to try his fortune in the West Indies'. Inkle's person was absolutely the reverse of his mind':- The former was manly' and noble',—the latter', base' and contemptible'.

3. During the voyage', the ship in which he embarked', put into a creek to avoid the fury of a storm! Young Inkle', with several of the party', went on shore to take a view of a scene, which, to them, was entirely new'They had not walked far up the country', before they discovered a party of Indians in pursuit'. Fear lent wings to their flight', and each sought safety for himself". Inkle out-ran his companions', and found security from his pursuers in the midst of a thick forest'.

4. He had been but a little while in his hiding place', when his attention was arrested by the appearance of a young female', whose benignant countenance', seemed to compassionate his forlorn situation'. The name of the female', was Yarico'. Gentleness was displayed in her features', and sweetness in her manners! When Inkle acquainted her', by signs', with his distress', she at once showed him that sympathy was not confined to a particular clime', and that humanity depends not upon the colour of the skin'.


Commission, Brokerage and Insurance. Nore. Commission is a compensation allowed for the sale or purchase of property by an agent.

Brokerage is a compensation allowed for money transactions. Synonymous with commission.

Insurance is a premium paid for taking risques on life or property subjccted to hazard. All these allowances are rated at a given per cent. on the amt.--hence, the principles of Simple Interest controul the solution of every question, with the exception that time is not taken into the account.

Rule. Multiply the given sum by the given rate per cent. and divide as in Simple Int. by decimals, the quotient will be the answer.

Thus:(1) A sent his ship to Europe, which, with the cargo, was valued as per bills of lading, & $16250. B took the whole risque at 8 3-4 per cent. :—what was the amount of premium?

16250 X.0875-10000=$1421.875. Ans. B sold goods for A to the amt, of $3450, and charged 4 12 per cent. commission:-what did B pay? Ans. $155.25.

(3) D sold A's note drawn for $1356, and charged 1 1-4 per cent. ;-to what did his brokerage amt.? xf248. $16.95.

This sen

(4) What is the commission on $1320, at 5 per cent. ?

Ans. $66.10 (5) D sold B's note for $984.50, and charged i 1-4 per cent. :--to what did his brokerage amouut ? Ans. $12.31.

GRAMMAR.-- FALSE SYNTAX-LESSON 4. RULE 18. When verbs are coupled by conjunctions expressed or implied, they must have the same mood and time. As, the child rides and walks. The Parliament addressed the king, and have been prorogued the same day. tence is faulty, because the verbs, addressed and have been, join.ed by the conjunction, and, have not the same time, in violation of the 18th rule; therefore, have been, should be, was. Thus:The Parliament addressed the king and was prorogued the saihe day.

Professing a regard, and to act differently, discovers a base mind. Did he not tell me his fault, and entreated me to forgive him?

Obs. 1. When the subjunctive mood is connected by a conjunction, the same form of the verb must be preserved.

If a man have a hundred sheep, and one of them is gone astray, doth he not leave the ninety and nine, and goeth into the mountains, and seeketh that which is gone astray?

If he prefer a virtuous life, and is sincere in bis profession, he will succeed.

OBS. 2. When the sense requires a different mood or time, the subject must be repeated;--the conjunction will then connect two members of a compound sentence.

He was proud, though now humble. They rewarded him honourably, and can do no less.

SPELLING.--LESSON 5. rheu-mat-ic rū-măt'ik com-pen-sate kom-pčn'säte sar-cas-tic săr-kăs'tik com-plex-ion köm-plek'shún scho-las-tic skô-lăs'tik com-pres-sion kom-prés'shún sub-trac-tion sub-trăk'shūn con-cen-trate kõn-sen'trāte to-bac-co to-băk'ko con-cen-tric kön-sěn'trik un-rav-el un-ră v'vl con-cern-ment kön-sěrn'měnt trans-ac-tian trăns-ăk'shŭn con-jec-ture

kön-jěk'tshūre ab-er-rance ăb-ěr'rănse con-tem-ner kõn-těm'nŭr ac-ces-sion ăk-sesh'shún con-tem-plate kõn-těm'plāte ad-yen-ture ăd-věn'tshūre con-ten-tion kõn-těn'shún ad-ver-tance ad-věr'tănse con-ten-tious kõn-těn'shūs


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