Unto the place for which I cry.

16. We thought, as we hollowed his narrow bed, And smoothed down his lonely pillow,

How the foe and the stranger would tread o'er his head.

17. Dear common flower, that growest beside the way, Fringing the dusty road with harmless gold, First pledge of blithesome May,

Which children pluck, and full of pride uphold,
High-hearted buccaneers, o'erjoyed that they
An Eldorado in the grass have found,
Which not the rich earth's ample round

May match in wealth-thou art more dear to me Than all the prouder summer blooms may be. 18. And what delights can equal those

That stir the spirit's inward deeps,

When one that loves, but knows not, reaps
A truth from one that loves and knows?

19. While we breathe beneath the sun,

The world which credits what is done Is cold to all that might have been. 20. You all did see that, on the Lupercal, I thrice presented him a kingly crown, Which he did thrice refuse.

21.

Much pleased was he to find

That, though on pleasure she was bent,
She had a frugal mind.

22. This is the cat that killed the rat that eat the malt that lay in the house that Jack built.

23. Then think I of deep shadows on the grass,

Of meadows where in sun the cattle graze ;

Where, as the breezes pass,

The gleaming rushes lean a thousand ways.

24. But my lover will not prize

All the glory that he rides in:

When he gazes in my face
He will say, "O love, thine eyes

Build the shrine my soul abides in,
And I kneel here for thy grace!"
25. Then, ay, then, he shall kneel low,
With the red-roan steed a-near him,
Which shall seem to understand,
Till I answer, "Rise and go!

For the world must love and fear him
Whom I gift with heart and hand.”

26. And, when I am forgotten, as I shall be,
And sleep in dull cold marble, where no mention
Of me more must be heard of, say, I taught thee;
Say Wolsey-that once trod the ways of glory,
And sounded all the depths and shoals of
honour-

27.

Found thee a way, out of his wreck, to rise in ;
A sure and safe one, though thy master missed it.
The quick dreams,
The passion-winged ministers of thought,
Who were his flocks, whom near the living

streams

Of his young spirit he fed, and whom he taught
The love which was its music, wander not,—
Wander no more from kindling brain to brain,
But droop there whence they sprung.

28. Who saw the narrow sunbeam that came out of
the south, and smote upon their summits till
they melted away in a dust of blue rain ?
29. Since such were the consequences of going to
law, Tom thought his father really blamable,
as his aunts and uncles had always said he was.
30. Maggie hung on his neck in rather a strangling
fashion, while his blue-gray eyes wandered
towards the croft and the river, where he

promised himself that he would begin to fish

to-morrow.

31. The part of the mill she liked best was the topmost story, where were the great heaps of

grain, which she could sit on and slide down continually.

32. If the knight touched his opponent's shield with the reverse of his lance, the trial of skill was made with what were called the arms of courtesy.

33. The squire's life was quite as idle as his sons', but it was a fiction kept up by himself and his contemporaries that youth was exclusively the period of folly.

34. Seen at a little distance, as she walked across the churchyard and down the village, she seemed to be attired in pure white, and her hair looked like a dash of gold on a lily.

35. She had told Tom that she should like him to put the worms on her hook for her, although she accepted his word when he assured her that worms couldn't feel.

36. And I knew by childish memories that she could go abroad upon the winds when she heard the sobbing of litanies, or the thundering of organs, and when she beheld the mustering of summer clouds.

37. It is clear, too, what must be gained by bringing those whose minds are fresh and open to all noblest impulses into close contact with true greatness, earnest longings, noble purity and strength.

38. The object we have, or should have, in setting pupils to learn poetry and prose by heart is so often missed, and what should be one of

our most useful means of education is so commonly turned into a tedious barren exercise for the memory, that I have thought it might be useful to teachers to have the chief points of the subject brought once more prominently before them.

39. Vocabulary teaches us the words, and grammar the facts of language; but it is only the study of literature which can teach us how to speak and write both correctly and well.

40. It is with the hope of offering an opportunity of such a study that this small book has been put together.

NOUNS.

CLASSIFICATION.

DIRECTION.-In the following exercise the pupil should be required to state first what the noun names in the sentence in question, and then the class to which it belongs, bearing in mind that the class to which a noun belongs depends entirely upon the duty it performs in each particular case.

Example.-"The Speaker then ruled that the House was out of order."

The Speaker-names a particular officer in the
House of Commons, therefore it is a proper

noun.

House-names a particular assembly, therefore it is a proper noun.

Order-names a state or condition of being, therefore it is an abstract noun.

N.B.-The pupil's attention should be carefully drawn to the change produced in a proper noun by placing before it the definite adjective "a," or "the" with the noun in the plural, or simply by making the proper noun plural; in a common noun by placing "the" before it; in an abstract noun by placing “a before it, or by making it plural.

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