LESSONS IN ENGLISH. 



The following wro exception*, forming their plural regularly ; 

 they are hardly ever need in the masculine plural : 



Singular. 



bancal, bandy-togged, 

 fatal, fatal, 

 fluul, final, 

 matiuul, early, 

 iui<<lial, medial, 

 p4nal, penal, 

 thAitral, OuatriooJ, 



Plural. 



finals. 



jimtiuulH. 



jxteals. 



th.'-atruls. 



KEY TO EXERCISES IN LESSONS IN FEBNCH. 



EXERCISE 189 (Vol. in., page 164). 



1. IB my cousin as obliging as yours ? 2. She is as obliging and 

 much more clianniug than mine. 3. Are your children obliging P 4. 

 My ohil.lruu, anticipating all my wants, leave me nothing to desire. 5. 

 Read very attentively the following pages. 6. Those young ladies, 

 following their mother's example, apply to reading. 7. Showy colours 

 do not please me. 8. My sisters seeing that it was going to rain 

 hastened to return. 9. What have you let fall ? 10. I have let my 

 pen fall ; the point is blunted. 11. Have you made them speak ? 12. 

 I made them speak, but with difficulty. 13. Have you had alterations 

 made in your bouse ? 14. I have had some made in it. 15. In what 

 part have you had them made ? 16. I have had some made in the 

 dining and drawing rooms. 17. Have you let that man pass ? 18. I 

 have not tried to prevent him. 19. Whom have you heard say that ? 

 20. I beard my father sny it. 21. I have heard him repeat it. 22. 

 He heard you say it. 23. He has seen you do that. 24. He has seen 

 you do it. 25. I saw him pass. 



EXERCISE 190 (Vol. HI., page 164). 



1. Les eanx doruiantes sont-elles bonnes pour les chevaux? 2. 

 Buffon dit qu'elles sont meilleures pour les chevaux que les eaux vives. 

 8. Voe scours sont-elles prtivoyantes ? 4. Elles ne sont pas tres pre"- 

 voyantes. 5. Mes scaurs, pre'voyaut qu'il allait pleuvoir, apportereut 

 leurs parapluies. 6. Qu'avez-vous laisse" toniber ? 7. J'ai laisse" torn- 

 ber mon couteau et nion livre. 8. Les couleurs voyantes plaisent-elles 

 a M. votre frere ? 9. Les couleurs trus voyantes ne lui plaisent pas. 

 10. Avez-vous lu les pages suivantes ? 11. Avez-vous vu la mourante? 



12. Votre sceur, mourant dans la crainte de Dieu, e"tait tres heureuse. 



13. Votre scaur, suivant votre exemple, s'applique a I'e'tude. 14. Les 

 avez-vous fait lire? 15. Je les ai fait lire et e"crire. 16. J'ai fait 

 e"crire mon frere. 17. J'ai fait relier un livre. 18. M. votre pere 

 a-t-il fait faire des changements a sa maisou ? 19. II y en a fait faire. 

 J". A <|iielle chambre en a-t-il fait faire? 21. II en a fait faire a la 

 rhambre demon frere. 22. A qui avez-vous entendu dire cela? 23. 

 Je 1'ai entendu dire a ma sceur. 24. Lui avez-vous entendu dire cela ? 

 25. Je ne le lui ai pas entendu dire. 26. Avez-vous vu passer mon 

 pere? 27. Je ne 1'ai pas vu passer. 28. Je 1'ai enteudu parler. 29. 

 Faites-le parler. 30. Laissez-le tomber. 31. Ne le laissez pas tomber. 

 32. Qu'est-ce que M. votre frere a laissi'- tomber ? 33. II n'a rien 

 liiisso tomber. 34. A qui avez-vous entendu dire cela ? 35. Je 1'ai 

 entendu dire a votre frC-re. 36. Je vous 1'ai entendu renter. 37. 

 Nous vous avons vu faire cela. 



LESSONS IN ENGLISH. XXXVI. 



LATIN STEMS (concluded). 



SOME Latin stems supply us only in part with derivatives, giving, 

 for instance, the noun, and leaving the Saxon to furnish the 

 adjective ; or giving the adjective, and leaving the Saxon to 

 furnish the noun. Such a fact illustrates the composite cha- 

 racter of our present English tongue. If it be a token of perfec- 

 tion in a language that it is produced and evolved out of its own 

 elements like a tree, with its stem, branches, and leaves, the 

 English has little claim to perfection. But a perfection of this 

 kind is only theoretical. That is the best language which most 

 effectually answers the purpose of speech. Thus viewed, the 

 English possesses very high qualities. In virtue of the facts 

 just mentioned, examples of which I am about to append, the 

 English possesses a most desirable variety, which adds not only 

 to the colouring and polish of our style, but also to ita capability 

 and force. 



IATTN NOUNS WITH THEIR DERIVED ADJECTIVES, AND COR- 

 RESPONDING SAXON NOUNS. 



Latin Nouns. Deri Bed Adjectives. Saxon Noutw. 



*** initial beginning, 



pectus, pectoris pectoral brsost. 



cadaver cadaverous carcass. 



M* /elin cat. 



/..itiii AT.min. 



Kajcnn Xouns. 



oanis 



auric 



Jtnls 



hoitis 



ooulus 



ager, agrt 



grex, gregii 



tutela 



manus 



caput, capttis 



merces 



tquuM, or sques 



domus 



insula 



culina 



lux, lucis 



pulmo 



mens, mentis 



pecunta 



luna 



os (oris) 



no* us 



locus 



vulgus 



annulus (annus) 



emulus 



radix, radtcis 



regula 



mare, marts 



pastor 



humerus 



latus, lateVis 



visits 



miles, milttis 



ver 



sol 



furtum 



femur, femtiria 



dens, dentis 



fcedua, fcederia 



auricular 



** 



agrarian 



/re-furious 

 ti.fel.iry 



ft 



fiM. 



/lock. 



place. 



rabbit. 

 a ring, 

 a rival. 



TOOt. 



rule. 



Sa. 



shepherd. 



shoulder. 



side. 



sight. 



soldier. 



spring. 



sun. 



theft. 



thigh. 



tooth. 



treaty. 



domestic 



insular 



culinary 



lurid 



pulmonary 



mental 



pecuniary 



lunar 



oral 



nasal 



local 



vulgar 



annular 



emulous 



radical 



regular 



maritime 



pastoral 



humeral 



lateral 



visual 



military 



vernal 



solar 



/urtive 



femoral 



total 



federal 



The similarity which exists between the Latin and the corre- 

 sponding English affords the student aid either to learn the 

 words which are of Latin extraction found in English, or to 

 become acquainted with the Latin vocabulary itself. Suppose, 

 for instance, that you meet with the word lateral, and know, or, 

 not knowing, ascertain, that it is a word of Latin origin which 

 signifies that which pertains to the side. Having this informa- 

 tion, you are enabled to remember that latus, the noun 

 whence lateral comes, denotes the side. Or if yon know that 

 latus means the side, then you readily infer that lateral means 

 that which pertains to the side. In this way, you may make the 

 Latin roots with which you have become acquainted teach you 

 the import of scores, nay, hundreds, of derivatives. 



And observe, too, the specific service which the Latin element 

 renders. We have the noun side, but we have no corresponding 

 Saxon adjective. The want is supplied by the Latin. 



In meaning, these nouns and adjectives do not always strictly 

 correspond. Thus ager, field, and agrarian do not strictly corre- 

 spond ; I mean, you cannot infer the exact meaning of agrarian, 

 for instance, from the meaning of ager. You are thus taught that 

 it is an intelligent, not a slavish, study in which yon are engaged. 

 Rules are not chains, but guiding- posts. 



Some of the words in the last lists, and in previous lists, 

 which appear as Latin or Saxon, are not exclusively of Latin or 

 Sax in origin. To wade, given as a derivative of vado, is a Saxon 

 root, being common to both the Latin (Celtic) and the Saxon 

 tongues. Waddle, a diminutive of u-ade, is also Saxon. Rule 

 and reyida may be considered as the same word in different 

 forms ; also oculus and eye ; so insula and island ; leo and lion ; 

 mens and mind. Similar facts abound in our language, and 

 show that in order to know one language well yon must study 

 several, and that the proper way to study languages is to study 

 them in their mother tongues in the primitive groups or classes 

 where they are found, and whence they shoot and branch. 



I subjoin a list in which the richness of our language is still 

 more exemplified : 



Latin Nouns. Latin Adjectives. Saxon Adjective*. Saxon Nouns, 

 corpus, corpoVis corporeal bodily body, 



puef, pueri puerile (v>;/ish boy. 



