THE POPULAR EDUCATOR 



16. In the following exercises some of the sentences are 

 questions requiring the rising, and some the falling inflection 

 of the voice. A few sentences also ending with a period are 

 inserted. No directions are given to the pupil with regard to 

 the manner of reading them, it being desirable that his own 

 understanding, under the guidance of nature alone, should direct 

 him. But it may be observed that questions which can be 

 answered by yes or no, generally require the rising inflection of 

 the voice ; and that questions which cannot be answered by yes 

 or no, generally require the falling inflection. 



EXERCISE 1. 



Jolm, where have you been this morning ? 



Have you seen my father to-day ? 



What excuse have you for coming late this morning ? Did you not 

 know that it is past the school hour ? 



If you are so inattentive to your lessons, do you think that you 

 will make much improvement ? 



Will you go, or stay ? Will you ride, or walk ? 



Shall you go to-day, or to-morrow ? 



Did he resemble his father, or his mother ? 



Is this book yours, or mine ? His, or hers ? 



Do you hold the watch to-night ? We do, sir. 



Did you say that he was armed ? He was armed. 



Did you not speak to him ? I did. 



Art thou he that should come, or do we look for another ? 



Why are you so silent ? Have you nothing to say P 



Who hath believed our report? To whom hath the arm of the 

 Lord been revealed ? 



III. THE NOTE OF EXCLAMATION. 

 I 



17. The note or marlc of Exclamation is a round dot with an 

 'upright dash or stroke above it, which is always put at the end of 



, sentence expressing surprise, astonishment, wonder, or admira- 

 . tion, or otlwr strong feelings. 



18. In reading, when you come to a note of exclamation, 

 you must stop in the same manner as if it were a note of 

 interrogation. 



19. You must stop only as long as you do at a period. 



20. You must generally pronounce the word which comes 

 immediately before a note of exclamation with the falling inflec- 



- tion of the voice. 



Examples. 



How cold it is to-day ! 

 What a beautiful house that is ! 

 How brightly the sun shines ! 

 How mysterious are the ways of God ! 

 How are the mighty fallen in the midst of the battle ! 

 How are the mighty fallen, and the weapons of war perished t 

 Would God I had died for thee, O Absalom, my son, my son I 

 Oh, what a fall was there, my countrymen ! 

 It is a dread and awful tiling to die ! 

 Oh ! deep enchanting prelude to repose ! 

 The dawn of bliss the twilight of our woes ! 



Lovely art thou, O Peace ! and lovely are thy children ; and lovely 

 are thy footsteps in the green valleys ! 



21. In our remarks on the period, the student was taught 

 that when he comes to a period, he must stop, as if he had 

 nothing more to read. At the end of a paragraph, whether the 

 period or any other mark be used, a longer pause should be 

 made than at the end of an ordinary sentence. The notes of 

 interrogation and exclamation generally require pauses of the 

 game length with the period. 



It may here be remarked, that good readers always make, their 

 pauses long ; but whatever be the length of the pause, the pupil 

 must be careful that every pause which he makes shall be a 

 total cessation of the voice. 



EXEKCISE 2. 

 The sentences to lie read as if marked. 



George is a good boy. He learns his lesson well. He" is attentive 

 to the instructions of his teacher. He is orderly and quiet at home. 



A good scholar is known by his obedience to the rules of the school. 

 He obeys the directions of his teacher. His attendance at the proper 

 time of school is always punctual. He is remarkable for his diligence 

 and attention. He reads no other book than that which he is desired 

 to read by his master. He studies no lessons but those which are 

 appointed for the day. He takes no toys from his pocket to amuse 

 himself or others. He pays no regard to those who attempt to divert 

 his attention from his book. 



Do you know who is a good scholar? Can you point out many 



in this room? How negligent some of our fellow-pupils are! Ah I 

 I am afraid many will regret that they have not improved their time ! 



Why, here comes Charles ! Did you think that he would return 

 so soon ? I suspect that he has not been pleased with his visit. 

 Have you, Charles ? And were your friends glad to see you ? When 

 is cousin Jane to be married ? Will she make us a visit before she i 

 married ? Or will she wait until she has changed her name ? 



My dear Edward, how happy I am to see you 1 I heard of your 

 approaching happiness with, the highest pleasure. How does Eose 

 do? And how is our whimsical old friend the Baron? You must 

 be patient and answer all my questions. I have many inquiries to 

 make. 



The first dawn of morning found Waverley on the esplanade in 

 front of the old Gothic gate of the castle. But he paced it long before 

 the drawbridge was lowered. He produced his order to the sergeant 

 of the guard, and was admitted. The place of his friend's confinement 

 was a gloomy apartment in the central part of the castle. 



Do you expect to be as high in your class as your brother ? Did 

 you recite your lessons as well as he did ? No.* Lazy boy ! Care- 

 less child! You have been playing these two hours. You have paid 

 no attention to your lessons. You cannot say a word of them. How 

 foolish you have been ! What a waste of time and talents you have 

 made ! 



LESSONS IN GEOMETRY. II. 



DEFINITIONS (continued). 



9. AN angle is the inclination of two straight lines to each 

 other, which meet in a point, and are not in the same direction. 

 The point in which they meet is called the vertex of the angle, 

 and each of the two straight lines is called a side or leg of the 

 angle. The angle itself is generally called a plain rectilineal 

 angle, because it necessarily lies in a plain, and is formed of 

 straight lines. Curvilineal angles are such as are formed on the 

 surface of a sphere or globe; but the consideration of such 

 angles belongs to the higher geometry. The magnitudes of 

 angles do not depend on the lengths of their legs or sides, but 

 on the degree or amount of aperture between them, taken at the 

 same distance from the vertex. 



An angle is generally represented by three letters, one of 

 which is alivays placed at the vertex, to distinguish it particularly 

 from every other angle in a given figure, and the other two arc 

 placed somewhere on the legs of the angle, but generally at 

 their extremities ; and in reading or in speaking of the angle, the 

 letter at the vertex is always placed between the other two, 

 and uttered or written accordingly. Thus, in Fig. 4, which 

 represents an angle, the name of the angle is either B A c or 

 CAB: the point A is called its vertex ; and the straight linea 

 B A, c A, its sides or legs. 



10. Angles are divided into two kinds, right and oblique, and 

 oblique angles are divided into two species, acute and obtuse. 



When one straight line meets another, at any point between 

 its extremities, and makes the adjacent or contiguous angles 

 equal to each other, each of them is called a right angle, and the 

 legs of each of these angles are said to be perpendicular to one 

 another. Thus, in Fig. 5, the straight line A B meets the 

 straight line c D in the point A, and makes the adjacent angles 

 c A B, D A B, equal to each other ; each of these angles is there- 

 fore called a right angle ; and the straight line A B is said to be 

 perpendicular to the straight line A c, or B A, and consequently 

 A C or A D is perpendicular to A B. 



When one straight line meets another, at any point between 

 its extremities, and makes the adjacent angles unequal to each 

 other, each of them is called an oblique angle ; that which is 

 greater than a right angle is called an obtuse angle ; and that 



Fig. 5. 



which is less than a right angle is called an acute angle. Thus, 

 in Fig. 6, the straight line A B meets the straight line C B in 

 the point A, and makes the adjacent angles unequal to each 

 other ; each of these angles is therefore called an oblique angle ; 

 the angl^ CAB, which is greater than a right angle, is calleu 



