Genre Study Aids. Page - 1

rades, while they were standing in the quagmire.

"So it is," said the other boys. "What a pity we have no betterplace to stand on!"

On the dry land, not far from the quagmire, there were at thattime a great many large stones that had been brought there to beused in building the foundation of a new house. Ben mounted uponthe highest of these stones.

"Boys," said he, "I have thought of a plan. You know what aplague it is to have to stand in the quagmire yonder. See, I ambedaubed to the knees, and you are all in the same plight.

"Now I propose that we build a wharf. You see these stones? Theworkmen mean to use them for building a house here. My plan is totake these same stones, carry them to the edge of the water, andbuild a wharf with them. What say you, lads? Shall we build thewharf?"

"Yes, yes," cried the boys; "let's set about it!"

It was agreed that they should all be on the spot that evening,and begin their grand public enterprise by moonlight.

Accordingly, at the appointed

2. In the barn a little mousie Ran to and fro; For she heard the little kitty, Long time ago.

3. Two black eyes had little kitty, Black as a crow; And they spied the little mousie, Long time ago.

4. Four soft paws had little kitty, Paws soft as snow; And they caught the little mousie, Long time ago.

5. Nine pearl teeth had little kitty, All in a row; And they bit the little mousie, Long time ago.

6. When the teeth bit little mousie, Mousie cried out "Oh!" But she slipped away from kitty, Long time ago.

LESSON X.

washed hours(ours) pre'cious game

harm a'ny (en'y) brushed end

AT WORK.

1. A little play does not harm any one, but does much good. After play, we should be glad to work.

2. I knew a boy who liked a good game very much. He could run, swim, jump, and play ball; and was always merry when out of school.

3. But he knew that time is not all for play; that our minutes, hours, and days are very precious.

4. At the end

hey will learn very fast.

Soon we shall see how well they can read.

This doll is not so good as the others.

She does not like to go to school very well.

She must sit by me and look at her book.

As soon as she can read well, she may go home and play.

She goes to school day after day, but she does not learn.

She can not write at all.

She can not tell her name.

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WRITING LESSON.

This is my little doll.

Her name is Lucy.

Do you thik she is pretty?

s as dolls does goes is

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tall Henry am table what

"How tall you are, Henry!"

"Yes, father, I shall soon be a man. I am as tall as the table, now."

"What can you see on the table?"

"I can see your big book, father."

"What do you see by the book?"

"Oh, I see some pictures. Two pictures are by the book, and two are not by the book."

"How many are two and two, Henry?"

"Two and two are four."

"You

lems that have interested thoughtful men, shows how some of these have been solved, and points the way to the solution of others. It studies educational systems, selecting the good, and rejecting the bad, and introducing the student directly to the pedagogical questions that have influenced the world. For these reasons, the study of education should begin with its history.

Karl Schmidt says: "The history of the world is the history of the development of the human soul. The manner of this development is the same in the race as in the individual; the same law, because the same divine thought, rules in the individual, in a people, and in humanity. Humanity has, as the individual, its stages of progress, and it unfolds itself in them. The individual as a child is not a rational being; he becomes rational. The child has not yet the mastery over himself, but his environment is his master; he belongs not to himself, but to his surroundings. The oriental peoples are the child of humanity.... Classical

The Dhar'rook and Gun'dungur'ra tribes respectively occupied the from the mouth of the Hawkesbury river to Mount Victoria, and thence southerly to Berrima and Goulburn, New South Wales. On the south and southeast they were joined by the Thurrawal, whose language has the same structure, although differing in vocabulary.

Besides the verbs and pronouns, many of the nouns, adjectives, prepositions and adverbs are subject to inflection for number and person. Similar inflections have, to some extent, been observed in certain islands of the Pacific Ocean, but have not hitherto been reported in Australia. I have also discovered two forms of the dual and plural of the first personal pronoun, a specialty which has likewise been found in Polynesian and North American dialects. Traces of a double dual were noticed by Mr. Threlkeld at Lake Macquarie, New South Wales, and traces of a double plural by Mr. Tuckfield in the Geelong tribe; but the prevalence of both forms of the dual and plural in different parts of speech in any Australian language has, up to the present, escaped observation.

Orthography.

Ninteen letters of the English alphabet are sounded, comprising fourteen consonants--b, d, g, h, j, k, l, m, n, p, r, t, w, y--and five vowels--a, e, i, o, u. Every word is spelled phoneticall

Her name is Kate, and she has big, blue eyes. You can not see her eyes, for they are shut.

Kate is a good baby; but she will cry if she is hurt, or if she is not well.

Bess likes to sit near the baby, and to rock her in the crib.

LESSON XL.--REVIEW.

Henry Black and Ned Bell live near our house. They go to school, and I see them go by each day with their books and slates.

Miss May tells the girls and boys that they should be at the schoolhouse when the bell rings. So Henry walks fast, and is first at school. He is a good boy, and wants to keep the rule of the school.

Ned is not a good boy. I do not think he likes to go to school or to church.

I saw him try to kill a quail with a stone. The quail is too quick a bird for that, and Ned did not hurt it; but I know that a good child would not try to kill a bird.

[Illustration: Script Exercise: There is a baby at Ned's house. Her name is Kate. Ned is not a good boy, but he loves Kate, and I do not thi

nationwide portrayal of "the important" as composed primarily of the doings and undoings of entertainers, athletes, politicians, and criminals.

He would not, I think, have been unduly dismayed by all that. Of course, he would have been dismayed , but not unduly. Such things are implicit in the freedom of the press, and if enough people want them, they'll have them. (Jefferson would surely have wondered why so many people wanted such things, but that's not to the point just now.) Jefferson did, naturally, see "the press" giving news and information, but, more than that, he also saw in it the very practice of informed discretion. In his time, after all, Common Sense and The Federalist Papers were simply parts of "the press." And "every man able to read" would have been, for Jefferson, every man able to read, weigh, and consider things like Common Sense and The Federalist Papers. He would have recognized at once our editorial pages and our journals of enquiry and opini

light, from the Record and State PaperOffice, and historical societies, will throw much light on thesubject]; and an abundant harvest offers in examining them, bywhich to make an amusing book, illustrative of our provincialwords and ancient manners. I think we cannot avoid arriving at theconclusion, that the Anglo-Saxon dialect, of which I conceive theWestern dialect to be a striking portion, has been graduallygiving way to our polished idiom; and is considered a barbarism,and yet many of the sounds of that dialect are found inHolland and Germany, as a part of the living language of thesecountries. I am contented with having thus far elucidated thelanguage of my native county. I have omitted several words, whichI supposed provincial, and which are frequent to the west, as theyare found in the modern dictionaries, still I have allowed a few,which are in Richardson's Johnson.

Thee is used for the nominative _thou_; which latterword is seldom used, diphthong sounds used in thi

close together over ends of wire in order to join neatly and prevent their working loose. Slash buckram inside headsize wire every half inch and turn pieces up. This makes small flaps to which crown may be fastened later. The brim may now be tried on and changes made if necessary.

EDGE WIRE--

This is cut from frame wire and must be long enough to reach around edge of brim and lap one inch. Edge wire is always sewed on same side of brim as the headsize wire, which is usually the smooth side. Shape this wire to conform to shape of brim. Never depend on the hat or the stitches to hold a wire in place. Begin at center-back of hat holding wire toward you, and sewing from right to left. Hold wire as near the edge as possible, without letting it slip over the edge. Sew on with overcasting stitch, taking two stitches in same hole. Take the stitches just the depth of the wire. If too shallow, the wire will slip off over the edge, or, if too deep, the wire will slip back away from the edge leaving it unp

uestion is put in the forefront. The politicians of Ireland and Wales have realized the importance of language in asserting nationality, but such engineered language-agitation offers but a feeble reflex of the vitality of the question in lands where the native language is as much in use for all purposes as is English in England. These lands will fight harder and harder against the claims to supremacy of a handful of Western intruders. A famous foreign philologist,[1] in a report on the subject presented to the Academy of Vienna, notes the increasing tendency of Russian to take rank among the recognized languages for purposes of polite learning. He is well placed to observe. With Russia knocking at the door and Hungary waiting to storm the breach, what tongue may not our descendants of the next century have to learn, under pain of losing touch with important currents of thought? It is high time something were done to standardize means of transmission. Owing to political conditions, there are linguistically dis