dappl'd, crippl'd.

Cradle, saddle, idle, bridle; cradl'd, saddl'd, idl'd, swaddl'd. Marl, hurl, whirl; world, hurl'd, whirl'd, furl'd.

Ngs, ngst, ng’d, ngdst.

Rings, wrongs, hangs, songs; hang'dst, sing'st, wrong'st, bring'st; wrong'd, hang'd, clang'd; wrong'dst, throng'dst.

V. Exercise in transition from one class of Elements to another.

The design of this exercise is to impress vividly on the mind the distinctive quality of each species of sound, and the effect of each on the organic action. The columns are to be read across the page.

VI. Exercise in transition from one class of Organic Ac

Hail! heavenly harmony.

Up the high hill he heaved a huge round stone.

Heaven's first star alike ye see.

Let it wave proudly o'er the good and brave.
The supply lasts still.

And gleaming and streaming and steaming and beaming,
And rushing and flushing and brushing and gushing,
And flapping and rapping and clapping and slapping,
And curling and whirling and purling and twirling,
Retreating and beating and meeting and sheeting,
Delaying and straying and playing and spraying,
Advancing and glancing and prancing and dancing,
Recoiling, turmoiling and toiling and boiling,

And thumping and flumping an bumping and jumping,
And dashing and flashing and splashing and ciashing,
And so never ending, but always descending,
Sounds and motions for ever and ever are blending,
All at once and all o'er, with a mighty uproar ;
And this way the water comes down at Lodore.
It is the first step that costs.

The deed was done in broad day.

None now was left to tell the mournful tale.

Take care that you be not deceived,

dear friends.

Lie lightly on her, earth! her step was light on thee.

Thou wast struck dumb with amazement.

Can no one be found faithful enough to warn him of

nis danger? No one dared do it.

A good deal of disturbance ensued.

He gave him good advice which he did not take.

A dark cloud spread over the heavens.

Had he but heeded the counsel of his friend, he might

have been saved.

He came at last too late to be of any service.

The magistrates stood on an elevated platform.

THE SIEGE OF BELGRADE.

(Alliterative use of the Elements.)

An Austrian army, awfully arrayed,
Boldly, by battery, besieged Belgrade;
Cossack commanders cannonading come-
Dealing destruction's devastating doom;
Every endeavor, engineers essay,

For fame, for fortune, fighting furious fray!
Generals 'gainst generals grapple, grasping good.
How honors Heaven heroic hardihood!

Infuriate, indiscriminate in ill,

Kindred kill kinsmen, kinsmen kindred kill!

Labor low levels loftiest longest lines

Men march 'mid mounds, 'mid moles, 'mid murderous mines;

Now noisy, noxious, noticed nought

Of outward obstacles opposing ought.

Poor patriots, partly purchased, partly pressed;

Quite quaking, quickly quarter, quarter quest,
Reason returns, religious right redounds,
Suwarrow stops such sanguinary sounds.
Truce to thee, Turkey, triumph to thy train!
Unjust, unwise, unmerciful Ukraine !

Vanish vain victory, vanish victory vain!

Why wish ye warfare? Wherefore welcome were
Xerxes, Ximenes, Xanthus, Xaviere?

Yield, ye youths! ye yeomen, yield your yell!

Zeno's Zapater's Zoroaster's zeal,

And all attracting, arms against acts appeal.

It is a fact familiar in the experience of most teachers, that after the utmost care in the sytematic cultivation of the utterance of young readers, by regular analytic exercises, such as the preceding, the influence of colloquial negligence

in habit is so powerful, that the same individual who has just articulated with perfect exactness the elements on a column, while he is kept mechanically on his guard against error by express attention to details, will immediately, on beginning to read a page of continuous expression of thought, relapse into his wonted errors of enunciation. To correct this tendency no resort is so effectual as that of studying analytically a few lines previous to commencing the usual practice of a reading lesson. The attention must first be turned to the words as such, as forms of articulation, then to their sounds in connection with their

sense.

The following will be found useful modes of practising such exercises as are now suggested. Begin at the end of a line, sentence, or paragraph, so as to prevent the possibility of reading negligently, then, 1st, articulate every element in every word, separately and very distinctly, throughout the line or sentence; 2d, enunciate every syllable of each word, throughout the line or sentence, clearly and exactly; 3d, pronounce every word in the same style; 4th, read the line or sentence from the beginning forward, with strict attention to the manner of pronouncing every word; 5th, read the whole line or sentence with an easy fluent enunciation, paying strict attention to the expression of the meaning, but without losing correctness in the style of pronunciation.

This is, apparently, a merely mechanical drill; but its effects are strikingly beneficial in a very short time. The habits of classes of young readers have thus been, in some instances, effectually changed within a very few weeks from slovenliness and indistinctness to perfect precision and propriety, united to fluency and freedom of style.

To adults, also, the practice of such exercises as have been mentioned proves in the highest degree useful, as an effectual means of correcting erroneous habit, and of acquiring that distinctness of utterance which is so important