flection should return have, eighth verse? (Rule I. Note II.) With what modulation of voice should the eighth verse be read? What inflection immediately precedes the quotations in the third, eighth, and ninth verses 2 (Rule IV. Rem. 2.)

LESSON XXXIII.

SPELL AND DEFINE.-1. Rills, small streams. 2. Fantastic, fanciful; not real. 3. Dells, narrow openings. 4. Dales, valleys. 5. Ween, think. 6. Spell, magic charm.

My Country-ANON.

1 I LOVE my country's pine-clad hills,
Her thousand bright and gushing rills,
Her sunshine and her storms;
Her rough and rugged rocks that rear
Their hoary heads high in the air
In wild fantastic forms.

2. I love her rivers, deep and wide,
Those mighty streams that seaward glide
To seek the ocean's breast;
Her smiling fields, her pleasant vales,
Her shady dells, her flow'ry dales,
The haunts of peaceful rest.

3. I love her forests, dark and lone,
For there the wild birds' merry tone
I heard from morn till night;
And there are lovelier flowers I ween,
Than e'er in eastern lands were seen,
In varied colors bright.

4. Her forests and her valleys fair,
Her flowers that scent the morning air,
Have all their charms for me;
But more I love my country's name,
Those words that echo deathless fame-
"The land of LIBERTY."

1. O GIVE me back my native hills,
My daisied meads, and trouted rills;

And groves of pine!

O give me, too, the mountain air—
My youthful days without a care,
When rose for me a mother's prayer,
In tones divine !

2. Long years have passed-and I behold
My father's clms and mansion old-
The brook's bright wave;

But ah! the scenes which fancy drew;
Deceived my heart-the friends I knew
Are sleeping now beneath the yew—
Low in the grave!

3. The sunny sports I loved so well,
When but a child, seem like a spell
Flung round the bier!

1

The ancient wood, the cliff, the glade,
Whose charms, methought, could never fade
Again I view-yet shed, unstaid,
The silent tear!

4. Here let me kneel, and linger long,
And pour, unheard, my native song,
And seek relief!

Like ocean's wave that restless heaves,
My days roll on-yet memory weaves
Her twilight o'er the past, and leaves
A balm for grief!

5. O that I could again recall
My early joys, companions, all,
That cheered my youth!

But ah! 'tis vain-how changed am I!
My heart hath learned the bitter sigh!
The
pure shall meet beyond the sky-
How sweet the truth!-HESPERIAN.

QUESTIONS.-1. What does the writer love? 2. What does he love more than these?-3. What does the writer of the second part desire to have given back? 4. How long since he had left them? 5. What does he now behold? 6. What have become of his friends? 7. How does he regard the various things he sees? 8. What does he say of his days? · 9. Of memory? 10. What would he feign recall? 11. What truth does he mean in the last verse?

What inflections at the exclamations in the second part of this lesson? (Rule VII. Note I.) What do the dashes denote? (Les. XI. 3.) What similar sounds occur in succession in the fourth line, first verse? What in the fifth line? What fault in reading is occasioned by their occurrence?

LESSON XXXIV

SPELL AND DEFINE.-1. Atoms, particles so small that they can not be divided. 2. Ethereal, extremely thin and light. 3. Sandals, shoes, consisting merely of a sole and fastened to the feet, worn by the ancients. 4. Endowed, furnished with funds. 5. Experiments, trials for the discovery of something. 6. Chariot, a kind of wheel carriage? 7. Bowled, rolled.

The Philosopher's Scales.-JANE TAYLOR.

1. WHAT were they? you ask. you shall presently see These scales were not made to weigh sugar

and téa; O nò;-for such properties wondrous had they,

That qualities, feelings, and thoughts they could weigh,
Together with articles, small or immense,

From mountains or plánets to atoms of sènse;
Naught was there so bulky, but there it could lay,
And naught so ethereal, but there it would stay;
And naught so reluctant, but in it must go:-
All which some examples more clearly will show.

2. The first thing he tried was the head of Voltaire,
Which retained all the wit that had ever been thère;
As a weight he threw in a torn scrap of a leaf,
Containing the prayer of the penitent thief;
When the skull rose aloft with so sudden a spell,
As to bound like a ball on the roof of his cell.

3. Next time he put in Alexander the Great,

With a garment that Dorcas had made for a weight;
And though clad in armor from sandals to crown,
The hero rose up, and the garment went down.

4. A long row of alms-houses, amply endowed
By a well-esteemed Pharisee, busy and proud,
Now loaded one scale, while the other was pressed
By those mites the poor widow dropped into the chest ;
Up flew the endowment, not weighing an ounce,

And down, down, the farthing's worth came with a bounce.

5 By further experiments (no matter how)

He found that ten chariots weighed less than one plow;
A sword, with gilt trappings, rose up in the scale,
Though balanced by only a ten-penny nail;
A lord and a lady went up at full sail,

When a bee chanced to light on the opposite scale.

6. Ten doctors, ten lawyers, two courtiers, one earl,—
Ten counselors' wigs full of powder and curl,-
All heaped in one balance, and swinging from thence,
Weighed less than some atoms of candor and sènse;—
And not mountains of silver and gold would suffice,
One pearl to outweigh-'twas 'the pearl of great price!'
7. At last the whole world was bowled in at the grate,
With the soul of a beggar to serve for a weight;
When the former sprung up with so strong a rebuff,
That it made a vast rent, and escaped at the roof;
While the scale with the soul in't so mightily fell,
That it jerked the philosopher out of his cell.

QUESTIONS.-1. For what were these scales made? 2. What was the first thing weighed, and what overbalanced it? 3. What weighed more than Alexander the Great? 4. What more than the alms-houses? 5. What did ten chariots weigh? 6. A sword? 7. A lord and lady? 8. What were weighed against some atoms of candor and sense? What is meant by 'the pearl of great price,' and what did it outweigh? 10. What was the result of weighing the whole world against the soul of the beggar?

9.

To what does he refer, first line of the second verse? Can you point out the examples of antithetic emphasis in this lesson? What inflections have these antithetic terms? What poetic pause occurs near the middle of each line in this piece? What pause should be made after 'twas in the last line, sixth verse, and why?

Education.

Education is a companion which no misfortune can sup press-no clime destroy-no enemy alienate-no despotism enslave. At home a friend-abroad an introduction-in solitude a solace-in society an ornament. It lessens viceit guards virtue-it gives at once a grace and government to genius. Without it, what is man? a splendid slave! a reasoning savage! vacillating between the dignity of an intelligence derived from God, and the degradation of brutal passion.

LESSON XXXV.

SPELL AND DEFINE.-1. Unintelligibly, in a manner not to be understood. 2. Jumble, a confused mass or collection without order. 3. Leading-strings, strings by which children are supported when beginning to walk; to be in a state of dependence. 4. Changeling, one apt to change; a waverer. 5. Presumptuous, bold and confident to excess; rash. 6. Stripling, a youth just passing from boyhood to manhood. 7. Oracle, one whose opinions are of great authority. 8. Accumulate, to heap up; to amass. 9. Untraversed, not passed over. 10. Aspirant, one who eagerly seeks after or aspires. 11. Tyro, a beginner. 12. Docility, readiness to learn; teachableness.

Desirable Objects of Attainment.-J. STOUGHTON.

1. Arm at the attainment of clear and accurate habits of thought.-Thinking is the exercise which strengthens the mind, and without which no progress can be made in mental cultivation. A man may read, and hear, and talk,—he may devour volumes, and listen to lectures every night, and yet, if he does not think, he will make, after all, but little, if any improvement. He must think; he must turn over subjects in his mind; he must look at them on every side; he must trace the connection between ideas, and have every thing orderly arranged.

2. A man may even think a great deal, and not think clearly; his mind may be at work, and yet always in confusion; there may be no clear arrangement; and it is quite possible to mistake muddiness for depth. There are some men who appear very thoughtful; but from never aiming at accurate habits of thought, they talk most unintelligibly. There seems to be neither beginning, nor middle, nor end, in what they say; all is a confused jumble. Now, writing carefully is a good plan for acquiring habits of clear and connected thought, since a man is more likely to detect the disorder of his thoughts in writing than in talking.

3. Aim at independence of mind. There are some men who go in leading-strings all their days. They always fol low in the path of others, without being able to give any reason for their opinions. There is a proper mental independence which all should maintain;-self-respect, and the stability of our character, require it. The man, who forms his opinion entirely on that of another, can have no great respect for his own judgment, and is likely to be a changeling. When we consider carefully what appeals to our minds, end exercise upon it our own reason, taking into respectful con