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lathed. Thz : — paths, oaths, clothes. Tl: — mantle, gentle, scuttle. Tld : — settled, entitled. Tlz : — battles, settles. Tn : — kitten, cotton. Tr: — trained, entreat, putrid, trim. Ts: — states, pursuits. Tw: — between, twisted.

15. Vd: — waved, grieved, -proved. VI:— evil, weevil. Viz : — evils. . Vn : — even, given, riven. Vnt: — have n't. Vz : — graves, heaves, impror es.

16. Wh : — wAether, wheel, where, whirlwind, wAispering.

17. Zd : — seized, agonized, supposed, used. Zl: — hazel, dazzle, weaset Zld: — puzzled. Zlz : — puzzles, dazzles. Zm : — chasm, enthusiasm. Zn : — raisin, reason, chosen. Znd : — crimsoned, reasoned Znz : — seasons, reasons.


A FOX STORY. —American Miscellany.

[In this exercise, let the scholar be careful to give each element in the Italicized combinations its appropriate sound, as in the preceding table.]

1. Mrs. Child says that one of the most amusing stories she ever heard of animaZs, was told her by a sober Quaker from New Jersey.- It was related to him by an eye-witness who was himse?f a member of the same serious, unpretending serf.

2. He was one day in the field near a stream in which several geese were swimming. Presently, he observed one disappear under the water, with a sudden jerk. While he looked for her to rise again, he saw a fox emerge from the water, and trot off to the woods with the unfortunate goose in his mouth.

3. He -went in a direction in which his movements might be easily watched, and carried his burden to a recess under an overhanging rock. Here he scratched away a mass of dry leaves, scooped a hole in which he hid his treasure, and then covered it up very carefully.

4. He immediately returned to the stream again, entered it some distance behind the jfock of geese, and floated noiselessly along, with merely the tip of his nose visiofe above the


surface. But he was not so fortunate this time; for the geese, by some accident, took the alarm, and flew away with loud cackling.

5. The fox, finding himself defeated, wafei off in a direction opposite to the place where he had buried his prey. The man went to the spot, uncovered the hole, and put the goose in his basket. He then carefully replaced the leares, and stood patiently at a distance to watch further proceed \ngs.

G. The sly thief was soon seen returning with another fox, which he had apparently invited to dine with him. They trotted along right merrily, swinging their tails, snuffing the air, and smacking their lips in anticipation of a rich repast.

7. When they arriiW under the rock, Reynarrf eagerly scratched away the leaves; but lo! his dinner had disappeared. He looked at his companion, and plainly saw by his countenance, that he more than doubted whether any goose was ever there as pretended.

8. His companion evidently considered his friend's hospitality a sham, and himself insured. His contemptuous expression was more than the mortified fox could bear. Though conscious of generous intentions, he felt that all assurances to that effect would be regarded as lies.

9. Appearances were certainly very much against him. He held his head down, looking with a sneaking glance at his disappointed companion. Indignant at what he supposed to be an attempt to get up a character for generosity on false pretenses, the offended guest seized his unfortunate host, and cuffed him most unmercifully.

10. Poor Reynard bore the infliction with the utmost patience, and sneaked off as if conscious that he had received no more than might naturally be expected under the circumstances.

Questions. — What combination Is marked in the word Child in the first paragraph? Pronounce the word. Give the elements of the combination. What combi. nation is marked in the word most7. Pronounce the word, &c. Point out gome combinations which are not marked. What ma/ you learn from this piece?

Exercise On Silext Letters.

Silent Letters are not the representatives of elementary sounds, and therefore must not be sounded in pronunciation.

WHAT IS EDUCATION? —Miss Sedgwick.

[The class may be required to point out the silent letters in this exercise, and repeat the rule, if any, which applies to each case. A part on-y is printed in Italics. For Rules, see 3d Reader and the Speller.]

1. "What is education?" asked the teacher of a class of young ladies. Now young persons are not usually prepared to give promjot and definite answers to a question of this kind; consequently, on this occasion, ha?f the girls wercsilect; and the rest replied, "I don't know, sir."

2. "Oblige me by saying something," urged the teacher. "The word is not Greek; and surely you have some ideas about it. What is your notion of education, Mary?"

3. "Does it not mean, sir, learning to read and write?" said Mary; "and a knowledge of Arithmetic, Grammar, and Geography?"

4. "Yes; it means all that, and something more," said the teacher. "What is your idea of education, SaraA?"

5. '•' I did not suppose that education meant much more than has been mentioned, sir. Mr. Smith said, at the Lyceum lecture, that the great mass of the people received their education at the common schools; and Mary has named nearly all that is studied there."

6. "Does not education mean," asked Maria Jarvis, "the learning which young men get at colleges? I often heat- people say of a man that he has 'had an education,' when they merely mean that he has been through college."

7. "You are riyAt, Maria, in believing this to be a commonly received meaning of the term 'education ;' but it means more. And, as it is higAly important to have correct views on this subject, I earnestly ask your attention while I attempt to explain to you its full meaning.

8. "Mr. Locke * sail, 'that -ihe difference existing in the manners and abilities of men is owing more to their education than any thing else.' Now, as you are acquainted with men who have never seen the inside of a college, yet are superior in all respects to some who have spent four of the best years of their lives there, you must conclude that education is not confined to college walls.

9. "You are endowed with certain faculties; and whatever tends to develop and improve these is education. Whatever trains your mental powers, your affections, manners, and habits, is education. Y"ur education is not limited to any period of your life.

10. "Whatever prepares you to be a faithful and obedient servant of "God; whatever increases your reverence and love for him; whatever is included in the Scripture phrase, 'the nurture and admonition of the Lord,'—is a part of your re^ ligious education.

11. "Whatever you do to promote your health; whatever develops and improves the strength and powers of your body, — is a part of your physical education."

12. "What, sir!" interrupted Mary, "do you mean that •/unning, and jumping the rope, and 'trundling hoops, and clambering over rocks', are a part of education?"

13. "I certainly do. But why do you laugh, my child?"

14. "Because I never £new that education meant any thing so pleasant as that . I wish my mother could hear you; for she would let me play more instead of studying all the time, if she only knew that driving hoop was called education."

15. The teacher smiled and proceeded: "Whatever calls forth your affections and strengthens them; whatever directs

* Locke, [John,] one of the most eminent philosophers and writers ofiiis age and country, was born at Wrington in Somersetshire, England, In 1C32. He died in 1701.

and subdues your passions; whatever cultivates your virtues; whatever improves your manners, — is a part of your moral education"

16. "Then," said the same lively'girl, •'that is what my mother means when she says, 'There is a lesson for you, Mary,' every time any one of the family does any good thing. It seems to me I am educating all the time."

17. "You are, Mary. The world is your school; and good examples are your very best lessons. Whatever unfolds the faculties of your mind; whatever improves your talents, or augments your stores of knowledge, — is a part of your intellectual education.

18. "Whatever improves your capacity for domestic affairs, or for business of any sort, is a part of your economical education. Now you will perceive, from what I have said, that education is not confined to schools and colleges, nor is it imparted by professed teachers only; for we are all educating one another.

19. "While I am teaching you geography and arithmetic, •you are trying my patience, or, by your own patience, calling forth, my gratitude. If I make progress in these virtues, you are helping on my moral education.

20. "The knowledge you impart to one another, the kindness you receive, the love you exchange, are all a part of your education. When you learn to sweep a room, to make a bed, or a cup of tea, or a loaf of bread, you are progressing in your education.

21. "Every thing around you may help forward this great work. The sun, the moon, and stars teach their sublime lessons. The seasons make their revelations. The rain and snow, dews and frost, the trees and rocks, fruits and flowers, nay, the very stones and grass we tread upon, are full of instruction. Indeed, all the events and circumstances of your lives are contributing to your education." .

Questions.—What is said of silent letters? How may this exercise be studied f What letter is silent in prompt in the first paragraph » Why f What letter is silent in definite? Ac, &e. What U said of Mr. Locke 1 What is education, as defined in this exercise!

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