3. The article is not used in French before the number | 4. He knows him very well. 5. Are you acquainted with which follows the name of a sovereign. This number, (unless it be first and second) must be the cardinal, and not the ordinal [§ 26 (3)]:Vous avez l'histoire de Henri qua- You have the history of Henry the tre. : Fourth. 4. A noun placed in apposition with a noun or pronoun is not in French preceded by un, une, a or an, unless it be qualified by an adjective or determined by the following part of the sentence. Votre ami est médecin. Notre frère est avocat. Votre ami est un bon médecin. Your friend is a physician. Tu apprends, Il apprend, Nous apprenons, Vous apprenez, Ils apprennent. do know; Tu connais, Il connait, Nous connaissons, Vous connaissez, Ils connaissent. know; Tu sais, Il sait, Nous savons, Vous savez, that lady? 6. I am not acquainted with her. 7. Is she a [We have been so repeatedly asked questions by our students of French, relating to the pronunciation of certain syl 6. Connaître means to be acquainted with; savoir, to know, is lables, words, and phrases, in that language, that we take an said only of things. Connaissez vous ce Français, cet RESUME OF Le capitaine G. sait il le français? Je ne le connais pas, mais je sais Ce monsieur est il peintre ? Ce monsieur est un architecte dis- Ce Français parle grec et arabe. Avez vous vu Charles dix, frère de Allemand, e, German; Ancien, ne, ancient; Anglais, e, English; opportunity here, once for all, to mention that this elementary department has been so thoroughly gone into in the pages of the "Working Man's Friend," and in the "French Lessons,' price sixpence, reprinted from that work, that it would be a task of supererogation to reproduce them in the POPULAR EDUCATOR. On all questions of this kind, therefore, we must beg to refer our correspondents to the manual above mentioned. As to questions relating to grammar, such as the gender of nouns, the conjugation of verbs regular and irregular, and syntax in general, we must again refer our readers to the SECOND PART of the Lessons in French, which are to appear in the POPULAR EDUCATOR, when we hope that all their real diffi I am not acquainted with him, but I culties will be solved, if they do not vanish beforehand.] know where he lives. Is that gentleman a painter? No, he is an architect. That gentleman is a distinguished That Frenchman speaks Greek and He speaks the Greek, Arabic, and Have you seen Charles the Tenth, a EXERCISE 57. Russe, Russian; Hongrois, e, Hungarian; Quatre, four; Chinois, e, Chinese; Tapissier, m. upholsterer. 1. Connaissez vous ce Monsieur? 2. Oui, Madame, je le connais fort bien. 3. Savez vous de quel pays il est? 4. Il est hongrois. 5. Parle-t-il allemand? 6. Il parle allemand, polonais, russe, suédois, et danois. 7. N'est il pas médecin? 8. Non, Monsieur, avant la révolution, il était capitaine., 9. Avez vous envie d'apprendre le russe? 10. J'ai envie d'apprendre le russe et le grec moderne. 11. Connaissez vous les messieurs qui parlent à votre sœur ? 12. Je ne les connais pas. 13. Savez vous où ils demeurent? 14. Ils demeurent chez le tapissier de votre frère. 15. N'avez vous pas l'histoire de Louis quatorze, dans votre bibliothèque? 16. Je n'ai ni celle de Louis quatorze, ni celle de Henri quatre. 17. Avez vous tort d'apprendre le chinois? 18. Je n'ai pas tort d'apprendre le chinois. 19. Vos compagnons apprennent ils les langues anciennes? 20. Ils savent plusieurs langues anciennes et modernes. 21. Parlez vous anglais 22. Je sais l'anglais et je le parle. 23. Connaissez vous l'Anglais que nous voyons? 24. Je ne le connais pas. 25. Il ne me connait pas et je ne le connais pas. EXERCISE 58. 1. Does our physician know French? 2. He knows French, English, and German. 3. Does he know the French physician? LESSONS IN ARITHMETIC.-No. XII. RULE OF SIMPLE DIVISION-Concluded. IN our last lessons we simplified the process of division by the use of the table of the multiples of the divisor, so as to render it comparatively an easy matter to find the successive figures of the quotient. In many cases, however, it might be reckoned both tedious and unnecessary to find these multiples, because several of them are frequently not required in the operation, especially when the quotient is to consist only of a few figures. In such cases, the common method of finding the quotient figure by trial or guess, is more frequently resorted to in practice; and, therefore, we proceed to explain this method, as one which includes all the preceding rules, and completes the rule of division. for the quotient, as formerly directed in Rule 3. Count off from Rule 5.-Write down the divisor and dividend, with a place the left of the dividend the smallest number of figures which make a number greater than the divisor; and find how many times the divisor is contained in these figures, putting this number of times in the quotient as its first figure. Observe,. that in trying to discover without the table of multiples, how many times one number is contained in another, especially table, proceed thus: Mark off mentally that number of figures when the divisor is beyond the limits of the multiplication from the right of both, which will bring the rest of the figures to the left, within the limits of that table, and use the remainders as trial numbers; that is, as trial divisor and dividend, in order to find the first figure in the quotient. Having found this first quotient figure, multiply the whole divisor by it, and subtract the product from the whole of the number of figures counted off from the left of the dividend at first. Te the right of the remainder, annex the next figure of the dividend, for a dividuum (that is, a number to be divided); if this number be greater than the divisor, find how many times the divisor is contained in it, and annex the number of times to the quotient figure already found, repeating the process just described with this quotient figure as with the first. If the dividuum be not greater than the divisor, annex to it the next figure of the dividend, and the next again, and so on, until the dividuum be greater than the divisor, taking care to annex to the figure in the quotient, a cipher for every figure of the dividend annexed to the dividuum. Proceed in the same manner with this and every successive dividuum, as above directed, until all the figures of the dividend have been taken into the operation, when the complete quotient is then obtained: the last remainder is the complete remainder, which may be treated as before directed, and annexed in its fractional form to the quotient. EXAMPLE 1.--Divide 35821649 by 764, 764) 35821649 (46886 3056 5261 4584 6776 6112 6644 6112 5329 4584 there is no remainder, the reason of this method of proof is plainly this: that every product which arises from the multiplication of two factors, when divided by one of the factors gives the other factor; because the product being the one factor repeated as many times as there are units in the other, it is evident that the product contains the former as many times as the latter denotes, that is, the divisor is the one factor and the quotient is the other. In the case where there is a remainder it is plain that if the remainder were subtracted from the dividend the same relation would subsist between the divisor, the quotient, and the dividend as subsists in the preceding case; consequently, the addition of the remainder to the product of the two factors,-viz., the divisor and quotient, must necessarily reproduce the dividend. EXAMPLE. In the case of the preceding example in division, the quotient is 46886, and the remainder 745. Therefore, multiplying 46886 by the divisor 764, and adding the remainder, the operation will be as follows: 46886 quotient 764 divisor 187544 281316 328202 745 remainder. MODE OF OPERATION. Here, according to the rule, counting off the smallest number of figures from the left of the dividend, which will make a number greater than the divisor, we have 3582; and we are to find how many times this number 3582 will contain the divisor 764. Now marking off mentally two figures from the right of both in order to bring the rest within the limits of the multiplication table, we have divisor 7 and dividend 35; hence, we find that 6 ought in this case to be the quotient figure. On trial, we should find this figure too much; because 5 times 764, or 3820, is greater than 3582 the dividuum, or number to be divided. This leads us to consider a little the nature of the figures mentally cut off; these were in the divisor 64, and in the dividend 82; now 82 does not contain 64 as many times as 35 contains 7. We must, therefore, adopt some method to meet this difficulty as much as possible. The simplest practical method is this; when the next figure, mentally cut off to the right, is 5, or a figure above 5, consider the rest of the figures to the left in the divisor, or the dividend, or in both, as the case may require, to be increased by unity, or 1; and then find the quotient figure as before. Thus, the trial numbers 7 and 35, in the preceding case, will become 8 and 36; because the next figures mentally cut off to the right were 6 and 8 respectively; now the dividend 36, and the divisor 8 will give the quotient figure 4, which is the right one. The reason of increasing the rest of the figures by 1, when the next figure cut off to the right is 5, or above 5, is that the figures so increased are nearer to the true number, though above it, than the figures not increased are, though below it. Thus, in the preceding case 800 is nearer to 764, though above it, than 700 is, though below it; and 3600 is nearer to 3582, though above it, than 3500 is, though below it. The same principle carried out and applied to the successive dividuums, will give the successive quotient figures in the preceding example, with great accuracy. Practice in this rule will render the student very expert at division, and will enable him to work without the use of the table of divisor-multiples; at the same time, let it be remembered that this table will! explain the nature of division more clearly and simply to a learner. But if at any time, the preceding method of finding the true quotient figure should fail, and should give a quotient figure either too great or too small by unity, which will be the greatest limits in general; the remedy is easy, and is quite at hand, the student having only to put the next less figure, or the next greater figure in the quotient, as the case may require. PROOF OF DIVISION. In cases where there is no remainder, it is evident from what has been said, that the product of the quotient and the divisor will reproduce the dividend; so that an example of this kind is unnecessary. Another ingenious mode of proof is the following:-Arrange all the products of the divisor by the several quotient figures, under each other in the order in which their figures stand in the operation, for in each case they have a very different value, as already explained, placing the remainder in its proper place under the last product; find the sum of these products and the remainder thus arranged, and it will be the same as the dividend, if the operation be correct. The reason of this method and arrangement is, that these successive products are those which would arise from multiplying the divisor by the quotient, instead of the quotient by the divisor; so that the product must be the same as in the latter case; and the addition of the remainder is explained on the same principle as before. EXAMPLE. In the case of the example already referred to, the successive products and remainder, arranged according to the preceding observations, would stand as follows: Proof 35821649 dividend reproduced. EXERCISES ON THE PRECEDING AND FORMER LESSONS. 1. Divide one thousand billions by eighty-one. 2. Divide the same number by 729. 3. Divide a thousand thousand millions by 111. 6. Divide 4678179387300 by the following divisors, separately, 2100, 36500, 8760, 957000, 87700, 1360000, and 87000. 7. Prove all the preceding questions by one or both methods above prescribed. S. If the annual revenue of a nobleman be £37960, how much is that per day, the year being supposed to be exactly 365 days? 9. What is the nearest number to one thousand billions, that can be divided by 11111 without a remainder? 10. How often could 43046721 be subtracted from 22876792454961, and at last leave no remainder? The best method of proving division is to multiply the quotient by the divisor, and to the product add the remainder 11. How many times does 310314420 contain 39390. if there be any; the result of this operation will in all cases 12. What number is that which divided by 123456 would reproduce (bring forth again) the dividend. In cases where give a quotient of 826451, and a remainder of 70404. LESSONS IN ENGLISH.-No. V. By JLEN R. BEARD, D.D. 3. garant a mean the telling of the parts pars, Latin, a part) of BACH, O FONT & composition consists. Parsing, besides assigning The 10 Best fates the condition in which the words are, and there i wrt they stand. In its complete form, parsing CELET VE SOLE Rnd. the student i acquainted with the entire gram but we may para as he gors, and as far as he goes. Viewed lam igit parning as a sort of practical review made by the ELLEST U VIBE se sus done at each step of his progress. Such a Pretz I pursued to the end, leads to a system of complete parseud sun a practice will greatly conduce to a thorough bas, verta ens the king at or any other tongue. Through such a - mal entretier to conduct my readers. 1. THEME. One vice is more expensive than many virtues. Ask these questions :- I. Do I know the meaning of each word and the import of the whole! III. If true; on what grounds, or for what reasons? V. If true; can I write down any fact or anecdote exemplifying its trata something that I have read heard! known! VI. If true; can 1, by blending together reasoning and fad, produs s essay illustrative of its truth? The great difficulty with young writers is to find materials. à consequence, historical subjects are most suited to them. Br: historical subjects, mere copying is easy, and hence it is apt to See anderstood that every exercise given for pars-substituted for original composition. It is, then, dangerea tend to dorace everything that has previously been intrust boys with mere historical subjects. As, however, I w fur Harator, we have been occupied with the definition and for young men and young women, I shall supply historical subjec Sean of the parts of speech considered as members of a and, in order that the source of information may be accessible Is the first lesson on parsing, then, you are ex-my scholars, I shall take these subjects, at least at the first. fo the Bible. And narrative being the easiest form of composition shall begin with supplying you with subjects for short a Here, then, is your first portant as shines a practical application, in the sentences supplied for grumgram, at the information already conveyed. Similar must sne procent vg in every successive lesson, always embracing I will give an instance. Let the ▲ vartur mind dislikes flattery. HISTORICAL THEME. Now this is the method you are to observe. Read carefully as often as necessary, the account given in the commencement: 1 year shape our Baranyaje feat in relation to the parts of speech, I enter the book of Genesis of the creation of the universe. When PREDICATE. dislikes flattery. han add my hart word in succession, and give as full an account adets te ortube, abbreviated from an, which has the un a vært velure words beginning with a vowel, msg with a consonant; stjarnire, qusufying the word mind; it comes ** * -,nað fy the query dislikes, have impressed the record on your mind, close the Bible, m taking slate and pencil, write down as much as possible in your words, and in simple sentences, the substance of the a Look over what you have written and correct it. Having correcte it according to the best of your own judgment, compare t the original. Compare it first in relation to the facts; if in repe to the facts your report is not correct, make it correct. Compar next in regard to the spelling, and correct your spelling spelling of the Bible. Again compare it as to the words. I have one word, the Bible has another. If your word is poster inaccurate strike it out, and put in its place the scriptural But a deviation in word on your part is desirable rather than đố for it shows that you have comprehended the meaning of passage, and that you possess instead of a mere slavish imitatin, power of reproduction which may in time enable you to w truly original compositions. If, therefore, your word is somewhat less appropriate than the word in the sacred page, is i stand; but at the same time ask yourself, and endeavour to a tain why your word is less suitable. Should you, as you hardly fail to do, at least as your mind grows and your taste impr meet in the Scriptures with forms of expression which seem t specially happy or specially forcible, transcribe them into a note-book, kept in the pocket, ever at hand to receive memor or things deserving to be remembered, things requiring explanate things illustrative of important truth, &c.; and having transco them, look at them from time to time until you have made reart will re-permanently your own. rength to the I patient ox tom fout of evil. tion of van..ty. The ys fordop denotes One vice is Yen. The kaesser of offenders a name of God with a al waters are m parung, and so pas instruc.. judivit fit section, Apeut en head. For are one of the senyeye baddysgbitæ upon it as *** 1 * are few, fever mind fr write something, I wanted a lesson wld be right. Com predum is the ex pdown what you eta dije neve premiksim, if you matera There is what may be called domestic history, out of which may draw a constant supply of useful and interesting By domestic history I mean the occurrences and events of own home, even in their humblest details. Here you may themes enough. Take as a DOMESTIC THEME. My own history during a day. Write down on your slate every minute particular, such a time you rose, the meals you took, where you took them, the t at which you left the house, where you went to, what you whom you met, with whom you conversed, what was said. until the day's duties and pleasures are closed and you! to your bed. Do not commit the folly of thinking such a s unworthy of your notice. You are learning to inform youse and can begin well only by beginning with that with which are familiar. If you are poetically inclined you may narrate A morning walk. But begin with prose; let rhyme alone for a while; it is easy to tag together similar sounds. It is good sense and fo feeling expressed in correct English that I wan to lead you and for so important a purpose practice in prose is indispensabia. But whatever your theme is, be very rigid with yourself; pass the alphabet, with the exception of a shoulder at the top which is not essential with us, though often used by way of a flourish. The letter K is like one of our R's badly shaped, and having a small hook at the top of the middle stroke. The letter Lis exactly like our own. The letter M consists of the first elementary leg doubled, and the third attached to the second by a small hook at the top. The letter N is of the same form, excepting that the first leg is not doubled. The letter o is the first part of the letter A, with a small loop at top. error; correct all mistakes; be as particular as if you were writing like our own letters of similar name, sound, and position in for the press. And having, according to the best of your ability, made your exercise correct, copy it out into an essay-book-a book kept exclusively to receive your attempts at composition; copy it into the book as neatly and as well in every respect as you can. The attention to neatness, which I recommend, is closely connected with the attainment of accuracy. You will find benefit as well as pleasure in looking back on your earlier efforts, and comparing together your power of execution as it was at different periods. It may be desirable to show you in an example how an humble theme may be well treated in composition. I take for the purpose one of Pestalozzi's" Paternal Instructions." It is on the domestic business of BAKING. "Baking, like all cooking, is a fruit of civilisation. The savage knows of no preparation for his food; he eats everything raw, like the brutes; and accordingly he eats it like them, with brutal greediness. A proper diet is possible only when the food is prepared by art. Baking, therefore, and every other sort of cooking is a far more important business than at first sight it appears to be. By baking we procure the most wholesome of all nutriment-that bread which, as a common necessary of life, we daily ask of God in the most comprehensive of all prayers." It may be useful to beginners to see the same thought expressed in simple propositions, that is, propositions, or sentences, not having more than one subject and one object. BAKING.-The same in simple sentences. Baking is a fruit of civilisation. Indeed all cooking is a fruit of civilisation. The savage knows of no preparation for his food. The savage eats every thing raw. The brutes eat everything raw. The brutes also eat with greediness. With similar greediness does the savage take his food. Art may be employed in preparing food. In a proper diet food is prepared by art. Baking, therefore, is an important business. Indeed cooking in general is an important business. Cooking is thought to be important. Still more important in reality is baking. By baking we procure the most wholesome of all nutriment. By baking we obtain bread. Bread is a common necessary of life. We daily ask bread of God. We ask bread of God in the most comprehensive of all prayers. LESSONS IN GERMAN.-No. IV. IN the German chirography, or handwriting, as regards the capital letters there are three elementary legs, so to speak, from which all the letters may be formed. The first is the initial leg of the capital letter M, which is not like any of our manuscript capitals, but rather like that of a small m enlarged into a capital with loops at bottom, as employed often by ourselves when writing Mr., or Mrs., or Messrs. It consists of an oval loop commencing with a hair-stroke on the left, becoming thick and curved as it turns round from left to right, and becoming again a hair-stroke in the same direction as before, but lower, in order to form the complete loop. The second is the body of the letter 1, which is the same in German, as in English chirography; and the third is like the ordinary pot-hooks of our text-hand, tapered at the commencement of their formation. The letter P is very like the P used by us in writing the word PER, in per cent., per pound, &c., only the top is round, and the final loop is more marked. The letter a is like the letter e, with the bottom sharpened, and the hair-stroke from it turned the contrary way. It is sometimes made like the letter o with a hook attached to it at the bottom. The letter R is very like our own, only its first part consists of the first elementary leg. The letter s consists of the first elementary leg, terminating in a small hook or curve at top. The letter r consists of the letter I brought straight to a point at bottom, and near that point crossed by the elementary leg of the small alphabet from left to right. The letter u consists of a double pot-hook, to which is attached the third elementary leg by a small loop at top. The letters v and w are only the letters of the small alphabet enlarged, with the angular turns rounded like the first two in the letter M. The letter x is exactly like our own. The letters y and z are like the small letters The y and z enlarged, with their angular turns rounded. combinations of some of the capital letters with each other are so obvious as not to require particular illustration. We may, therefore, conclude these remarks with a translation of the German couplet which closes the lesson on chirography in No. 12, and which is particularly appropriate to the nature of the subject in hand : : "All theory, dear friend, is gray; SECTION X. The adjective has thus far been employed only predicatively, in which use it is unvaried in form. Ex.: Stahl ist hart, steel is hard; Blei ist weich, lead is soft. The terms attributive and predicative have, in Grammar, a strictly conventional sense, and should be distinctly understood. If we say, the deep river is here (ber tiefe Fluß ist hier), the adjective deep is attributive; for the quality depth is there referred to, as a known and recognised attribute of the river. If we say, the river is deep here (ter Fluß ist hier tief), the adjective is predicative, for we then merely affirm or predicate of the river that it has the quality depth. When used attributively, the adjective is varied by the addition of suffixes. I. When not affected by a preceding word, the adjective is inflected according to The genitive of the old form is now seldom used; that of the new form being preferred. Thus, guten Stahls; guten isens, ., instead of gutes Stahls; gutes Eisens, 2c. The capital letter A is formed of the first elementary leg inverted, and the third added to it with a small loop joining the two together. It is, in fact, the small a enlarged with round instead of angular turns at top and bottom. The capital letter B is formed. of the second elementary leg, with a loop at top and bottom. the whole being made like our capitai writing letter L, with a small D. loop terminating the last hair-stroke exactly like our small writ-A. ing B. The letter c is exactly like our letter L in writing, with a small hook placed at the top loop. The letter D is more like the form of the Greek cursive letter than anything we know. It scarcely deserves the name of a letter, being a mere flourish of the pen. The letter E is like our manuscript c with its lower half written below the line, and crossed by a curve, indicating the separation of the loop and the scroll. The letter F is the second elementary leg with a small hook at the top, and crossed in the middle with a fine hair-stroke like a small t. The letter G is formed of the first elementary leg inverted, with the second attached to it by a small loop at the top, and lengthened below the line like our own G. It is in fact like the small letter G enlarged, with the angular turn of its elementary leg rounded. The letter H is like our capital a inverted with a small loop between the top and bottom parts of it. The letters I and are II. WHEN PRECEDED BY ANY OF THE FOLLOWING WORDS, Masculine. Neuter. bas (the); Der, Masculine. Neuter. jetes (every); Dieser, dieses (this); alles (all); mancher, einiges (some); etliches (some); Aller, solcher, manches (many a); folches (such); welches (which), Einiger, Etlicher, the adjective adds, in the nominative masculine and in the nominative and accusative neuter, the letter e, and, in all the other cases, en; and is inflected according to I. In the preceding list of words, ein, mein, dein, x, it will be seen, that their form for the masculine and neuter is the same; and hence that they do not (like the previous class, ber, dieser, ., and like adjectives of the old declension) indicate the gender of the nouns which they precede: The adjective, therefore, by taking the characteristic terminations (er for the III. ENDINGS OF ADJECTIVES IN THE NOMINATIVE, AFTER masculine and es for the neuter) assumes the office of pointing 1. Ist dieser junge Mann der Sohn des Capitains? 2. Nein, er ist der Sohn des alten Webers. 3. Wer hat das Nadelkissen dieses kleinen Mädchens? 4. Dieses kleine Kind des guten Freundes hat es. 5. Wer hat tas schöne Pferd des guten Oheims? 6. Der junge Goldschmied hat es. 7. Wer hat den großen schwarzen Hund des Jägers? 8. Der junge Bruder des Kaufmanns hat ihn. 9. Hat das kleine Kind das scharfe Meffer des guten Bruters? 10. Nein, es hat den neuen Kamm des guten Mädchens. 11. Hat der junge Freund des alten Uhrmachers das schöne Pferd des alten Knechtes? 12. Nein, er hat das Pferd des reichen Engländers. Haben Sie den Frack res guten Schneiders? 14. Nein, ich habe diesen neuen Frack von dem guten Schweiter. 15. Haben Sie das Tuch dieses armen Webers? 16. Nein, ich habe Tuch von dem Weber. 17. Ist aller alte Wein stark? 18. Nein, und nicht aller neue Wein ist schwach. 19 Der neue Frack ist von schwarzem Tuche. 13. out the gender of its noun. Ex.: Masculine: Gin groß-er Stein, a great stone. Aber, but; Holländer, m. Dutchman; Jhr, your; II. ENDINGS OF ADJECTIVES, IN THE NOMINATIVE AFTER Attributive. THE MIXED DECLENSION. Predicative. Ein warm-er Rock ist gut. A warm coat is good. 2. Ja, 1. Ist Ihr guter Freund, der Capitain, noch ein junger Manu? er ist noch jung, aber sein guter Freund, der Holländer, if alt. 3. Haben Sie einen schönen großen Hund? 4. Nein, ich habe ein schönes großes Pferd. 5. Hat Ihr kleines Kind mein neues Messer? 6. Nein, aber Ihr guter Sohn hat Ihren neuen Stock. 7. Hat der Fleischer ein fettes Schaf? 8. Ja, und fein guter Sohn hat ein schönes weißes Lamm. 9. Ist Ihr Freund, der junge Holländer, reich eter arm? 10. Er ist nicht reich, aber er ist zufrieden. 11. Gin zufriedener Mann ist auch reich. 12. Ein reißer Mann ist nicht stets ein zufriedener Mann. 13. Ihr großes Haus hat ein steiles Dach und einen tiefen Keller. 14. Von wem haben Sie Ihr ncues Sephu? 15. Ich habe es von einem guten Freunde. 16. Das Schwein ist ein faules fettes Thier. 17. Ein treuer Freund ist ein starker Schuß. QUESTIONS. 1. Which cases in the mixed declension differ, in termination, from those of the new? 2. Which cases of the old and the mixed declension are alike? 3. In which cases do the endings of the mixed declension differ from those of the old? 4. Which are alike in all three declensions? 5. What office is assumed by adjectives of the old and mixed declensions? 6. What may we regard as an equivalent in the new ? |