by the amount eaten in one day, will be the whole time occupied. 7. Hence we get the following statement of Simple or Single Rule of Three.

Write down the ratio of the two quantities which are of the same kind, putting the greater in the first place. Then observing from the nature of the question whether the fourth quantity required will be greater or less than the third one which is given, place the greater of the two in the third place of the proportion, and multiply the extremes and means together.

EXERCISE 51.-EXAMPLES IN SINGLE RULE OF THREE. 1. If 16 barrels of flour cost £28, what will 129 cost? 2. If 641 sheep cost £485 15s., what will 75 cost?

3. If £11 5s. buy 63 pounds of tea, how many can be bought for

£385 ?

4. A bankrupt pays 6s. 4d. in the pound: what will be received on a debt of £2,563 10s. P

5. What is £1,460 worth in dollars, allowing 4 dollars 84 cents to a pound, and 100 cents to a dollar? 6. If

lb. of snuff cost £, what will 150 lbs. cost?

7. A man bought of a vessel, and sold of what he bought for £8,240, which was just the cost of it: what was the whole vessel worth?

8. If of a yard cost of a crown, what will 3 yards cost? 9. If 10 men build a wall in 7 days, how long would it take 24

men to build it?

10. If 6 men build a wall in 15 days, how many men would it take just to finish it in 22 days?

11. If

of a ton costs 9s. 8d., what would 42 of a cwt. cost? 12. If a twopenny loaf weighs 1 lb. 2 oz. when wheat is 50s. a quarter, what should it weigh when wheat sells for 60s. ? 13. If the weight of a cubic inch of distilled water be 253 grains, and a cubic foot of water weighs 1000 oz. avoirdupois, find the number of grains in a pound avoirdupois.

14. If 1 lb. avoirdupois weighs 7,000 grains, and 1 lb. troy weighs 5,760 grains, find how many pounds avoirdupois are equal to 175 lbs. troy.

15. Find the rent of 27a. 3r. 15p. at £1 3s. 6d. per acre. 16. The price of standard silver being 5s. 6d. per ounce, how many shillings are coined out of a pound troy ?

17. A bankrupt's assets are £1,500 10s., and he pays 9s. 3 d. in the pound what are his debts?

18. If standard gold is worth 1d. per grain, how many sovereigns would be coined out of a pound troy of gold ?

19. What is the income of a man who pays 53s. 10d. tax when it is 7d. in the pound?

20. Raising the income-tax 1d. in the pound increases my amount of tax by £2 3s. 4d., and the tax I actually pay is £15 3s. 4d. : what is the rate of the income-tax ?

21. A barrel of beer lasts a man and his wife 3 weeks, she drinking half the amount he does: how long would it last 5 such couples ?

GEOMETRICAL PERSPECTIVE.-III. · BEFORE proceeding farther and deeper into our subject, we wish to draw the pupil's attention to an explanation of projection, a term applied not only to perspective but also to other systems of representation, namely, orthographic and isometric. Our reason for introducing this now, is in order to make it clearly understood how the plan of an object is to be treated when we are about to make a perspective drawing of that object, as we very frequently meet with cases when the plan of the object to be represented must be drawn according to the position which that object presents, whether horizontal or inclined. The plan, as we said in Lesson I., is produced by perpendicular lines drawn from every part of an object upon a horizontal plane. Now, there can be no difficulty in drawing a plan when the subject represented by it is parallel with the ground or horizontal plane; but it occurs sometimes that it is placed at an angle with both planes, that is, with the picture-plane and groundplane: therefore in cases of this kind it is necessary to understand the first principles of orthographic projection, namely, projection by straight lines upon vertical and horizontal planes. We have mentioned above another method of projection, isometric; as the term has been introduced, we will explain its meaning and then pass it by, as it does not, like orthographic, form any The term isometric signifies likeauxiliary to perspective. measurement, that is, all the parts of the drawing, both near and distant, are drawn to one and the same scale, also the plan and elevation are combined in one drawing. It is a method much used by architects and engineers when they wish to give what is generally called a bird's-eye view of a building, etc., without diminishing the distant parts, as shown in perspective projection. A drawing made isometrically will enable a stranger to understand the proportions, position, and general character of a subject probably better than any other system; hence the reason of its frequent use.

The extent to which we intend to proceed with orthographic projection must be limited to that which relates to, and can assist us in, our present subject, by which we hope to make it a valuable auxiliary in our efforts to render the science of perspective easy and intelligible.

The difference between the results of perspective and ortho. graphic projection is caused by the altered position of the eye when viewing the object. In perspective the eye is in one place only, and from that place is included all that can be seen within the angle of sight. In orthographic projection the eye is supposed to be opposite every part at the same time, above the object when the plan is represented, and before it when the elevation is represented; consequently, in perspective, all the visual rays proceeding from the object to the eye converge to one point; but in orthographic projection these rays are drawn parallel with each other, and perpendicularly to the plane of projection, whether the plane is horizontal or vertical. To make this clear, we request the pupil to compare Figs. 5 and 6 of the last Lesson with Fig. 8, when he will notice that the characteristic difference between the two systems rests entirely upon the different treatment of the lines of projection, which, as we have said, converge in one case, and are parallel in the other. Fig. 8 is to show how a cube is projected orthographically upon vertical and horizontal planes of projection. A is the vertical, and B the horizontal. c is the cube in space, that is, at a distance from both planes of projection. If straight lines are drawn from the angles of the cube perpendicularly to and meeting the plane B, and then lines (a, b, c, d) be drawn to unite them, we shall have a plan of the cube; and as the edges in this case are placed perpendicularly with the ground, the plan will be a square. Again, if horizontal and parallel lines are drawn from the angles of the cube until they meet the vertical plane A, and are then joined by the lines e, f, g, h, we shall produce the elevation; and because the horizontal edges of the cube are perpendicular to the vertical plane of projection, the drawing in this case also will be a square. Consequently, it will be seen that the drawing of the plan or the elevation is the same size as the object on the respective plane to which the object is parallel, according to the given scale of that object, as in Figs. 10 and 11. This result makes orthographic projection of much importance for practical purposes. The working drawings for the guidance of builders and mechanists are made by this method. Horizontal lengths and breadths are shown both in the plan and elevation, but

heights are indicated only in the elevations. Sometimes when the subject is a simple one-for instance, a plain wall-its course and thickness will be shown in the plan, and its height marked by indices in brackets at the end, as (10.5 feet), meaning that it is to be built 10 feet 6 inches high. Fig. 9 is the plan and front elevation of a cottage. It will be seen that if the plan be drawn first, perpendicularly dotted lines must be drawn parallel with each other from every angle, and from the terminations and projections of each line, which will determine the extent of the elevation and of its several parts, but not its height. If the elevation be drawn first, the perpendicularly dotted lines are projected downwards to produce the plan. In orthographic projection we usually draw a line to represent the meeting or axis of the two planes of projection, the horizonal and the vertical, which, as in Fig. 10, we have marked a y; therefore it must be remembered that all above that line is understood to be the vertical plane of projection upon which the elevations are drawn, and all below it the horizontal plane upon which the plans are drawn. The plan of a circle when parallel with the ground is a circle of the same size indicated by the scale. The elevation is a straight line only, equal to the diameter (Fig. 10). If the circle is standing on its edge perpendicularly to the ground, then its plan is a straight line only, and the elevation is a circle (Fig. 11). To illustrate the positions (Fig. 10), let the pupil hold a pennypiece horizontally before, and level with, his eyes; he will see the edge, the elevation; then let him place it upon the ground, and look down upon it; he will see the whole circumference, the plan. Reverse the position of the penny, and do the same for Fig. 11. We trust there will be no difficulty now in understanding the position of the eye with respect to both planes of projection. As we intend to devote the present Lesson to the consideration of this subject, preparatory to more important questions in perspective, we will give our pupils a few simple problems for practice, reserving others of a more complicated nature till they are required in future Lessons.

PROBLEM II. (Fig. 12).—A rod, 4 feet long, is parallel with, and 2 feet from, both planes; draw its plan and elevation. Scale inch to the foot.-First draw xy, the axis of the planes, and draw ab, 4 feet long, parallel with and 2 feet from xy; then from the extremities a and b draw perpendicular lines to c and d; mark c and d 2 feet above zy, and join them; e will be the elevation, and ƒ the plan.

PROBLEM III. (Fig. 13).-When the same rod is at an angle of 40° with the vertical plane and parallel with the horizontal plane.-Draw a line eg at an angle of 40° with xy, make ef equal to 2 feet, and draw fa parallel to a y: a will be the plan of one end of the rod 2 feet from the vertical plane; upon eg and from a make ab, the plan, equal to 4 feet: draw the perpendicular lines a c and bd, and draw cd, the elevation, parallel with and 2 feet above xy.

PROBLEM IV. (Fig. 14).—When a rod is at an angle of 40° with the ground and parallel with the vertical plane.-Draw eg at an angle of 40° with xy, and draw the perpendicular ef 2 feet from xy, also fc parallel with xy; cut off cd, equal to 4 feet, the whole extent of the rod: from c and d draw perpendiculars cutting ay to a and b; join ab, for the plan, parallel with a y.

When the object is at an angle with both planes, the angle of inclination with the horizon is made on the horizontal plane.

PROBLEM V. (Fig. 15).—Let the rod have one end on the ground, and let it rise at an inclination of 50°, and let its plan be at an angle of 40° with the vertical plane.-Draw the line eag at the given angle 40° with the vertical plane; upon this line the plan will be represented. Draw a h at an angle of 50° with a g, and make a m equal to the length of the rod; from m draw m n perpendicular to ag; an will then be the plan of the rod when inclined to the horizon at 50°. Draw ncd and ab at right angles with xy, and make cd equal to mn; join bd; the line bd will be the vertical elevation. That this may be more clearly understood, we will draw the eidograph of the problem, Fig. 16, that is, the figure or appearance it would present when placed in conjunction with the two planes of projection (Fig. 8 is also an cidograph). In Fig. 16 ao is the given rod, and a n is its plan. Now in order to get the inclination of a o, the rod, which is raised from the paper at an inclination of 50°, must be rabatted, that is, thrown down upon the horizontal plane; the course of the dotted arc o m will show this. We must construct the angle of the inclination of the rod upon the horizontal plane, that is, the

angle it forms with the ground; therefore man will be equal to o an; this was the reason the angle man in Fig. 15 was made 50°. By comparing Figs. 15 and 16, the same letters being used in both, the corresponding lines will be seen, and it will be understood why c d in Fig. 15 is made equal to mn, because, as in Fig. 16, mn is equal to no, the distance of the upper end of the rod from the ground, and no is equal to cd, therefore m n is equal to c d.

PROBLEM VI. (Fig. 17).-The frustrum of a right square pyramid rests with its base on a horizontal plane, the lengths of the edges of the top and base being respectively 1.3 and 24 inches, and the height 2.8 inches; draw its plan and elevation.—If a pyramid be divided into two parts by a plane parallel to its base, the part next the base is called a frustrum of a pyramid, or sometimes a truncated pyramid. Draw the square a b d c, the plan of the base 2.4 inches side (see Lessons in Geometry, Problem XVIII., Vol. I., page 255), and within it the square efh g, the plan of the top 1.3 inch side. In order to place the plan of the top so that the edges shall be equidistant from the edges of the plan of the base, proceed as follows:-Draw the diagonals cb and a d, make cn equal to 1.3 inch, and draw nh parallel to cgfb; draw gh parallel to cd; the rest will be evident, as the angles are in the diagonals, and the sides are parallel to a b and ac respectively. Having drawn the plans, then draw xy, the ground line, parallel to one side of the square; draw am and bl; draw the lines ei and ƒ k, continuing them above ay equal to the height of the frustrum 2.8 inches; join im, kl, and i k; mikl will be the elevation. The pupil will observe that other elevations can be drawn from the same plan, opposite any other side, when required for working purposes-a common practice in drawing extra elevations for building construction; in these cases all that is necessary is to arrange the ground line or axis of the planes opposite the side of which the elevation is required. Fig. 18 is the same subject as Fig. 17: xy is placed parallel to one of the diagonals of the plan, consequently two faces of the frustrum are seen, a' and b', shown in the plan as a and b.

LESSONS IN FRENCH.-XXXVII.

SECTION LXXXI.-THE DEMONSTRATIVE PRONOUN CE (§ 105).

1. The pronoun ce answers to the English pronoun it, used before the verb to be, or a verb followed by to be, when the latter is itself followed by a personal, a demonstrative, or a possessive pronoun. In this case, the English personal pronouns are expressed :-I by moi, thou by toi, he by lui, she by elle, we by nous, you by vous, they (m.) by eux, they (f.) by elles.

The verb is used in the singular, except before personal pronouns of the third person plural, and before possessive and demonstrative pronouns in the plural. In the interrogative form, however, the verb remains in the singular even before personal pronouns of the third person plural. C'est moi, c'est lui, c'est elle.

Ce sont elles qui parlent.
Ce peuvent être les miens.

Est-ce eux ? Est-ce elles ?

Sont-ce ceux que vous connaissez ? Non, ce ne sont pas ceux que je

connais.

It is I, it is he, it is she.
It is they who speak.
They may be mine.
Is it they?

Are they those you know?
No, they are not those I know.

1. Est-ce vous, Madame, qui avez appelé votre domestique? 2. Ce n'est pas moi qui l'ai appelé. 3. Est-ce vous, mon ami, qui voulez à toute force aller en Espagne ? 4. Ce n'est pas moi, c'est mon cousin. 5. N'est-ce pas lui qui a averti ce matelot de son danger? 6. Ce n'est pas lui, c'est moi qui l'en ai averti. 7. Est-ce nous que vous attendez de jour en jour ? 8. Ce n'est pas vous, ce sont eux que j'attends. 9. Est-ce vous, Madame, qui nous avez comblées de bienfaits ? 10. Ce n'est pas moi, Mesdames. 11. N'est-ce pas en Italie que vous avez fait connaissance avec lui? 12. Ce n'est pas en Italie; c'est en Russie. 13. Est-ce vous, Mesdames, ou vos cousines que nous avons vues au bal? 14. C'est nous, ce ne sont pas nos cousines que vous avez vues. 15. Ne connaissez-vous pas ces deux messieurs ? 16. Je connais celui qui parle à Madame L. 17. Est-ce vous qui avez reçu une blessure à la guerre ? 18. Ce n'est pas moi, c'est mon voisin. 19. N'est-ce pas vous qui nous avez expliqué cette phrase? 20. Est-ce vous, Monsieur, qui demeurez au No 18? 21. Ce n'est pas moi qui y demeure. 22. Entendez-vous ces musiciens ? 23. J'entends celui qui chante. 24. Je n'entends pas bien celui qui joue. 25. Nous entendons ceux qui préludent.

EXERCISE 158.

1. Is it you, my friend, who have warned me of my danger? 2. It is not I who have warned you of it. 3. Is it they whom you expect from day to day? 4. It is not they whom we expect. 5. Is it you who have done this? 6. It is not we; it is you who have done it. 7. Was it in England that you bought this hat? 8. It was not in England; it was in Germany. 9. Was it not in Russia that you became acquainted with him? 10. It was not in Russia; it was in Italy. 11. Was it you who were calling us? 12. It was not we; it was he. 13. Are you not acquainted with the two Poles who are reading? 14. I know the one who is near you. 15. Is that (est-ce là) the lady whom you expected? 16. It is not (she). 17. Is it you, gentlemen, who have loaded my brother with kindness ? 18. It is not (we), Sir; we have not the pleasure of knowing him. 19. Is it you who have been wounded in the (au) arm? 20. It is not (I). 21. Do you not hear those two ladies? 22. I do not hear the one who sings. 23. I hear the one who plays. 24. Was it you who came to our house this morning? 25. It was not I; I was in London then (alors). 26. Was it you, Sir, who did us that favour? 27. It was not (I); it was my sister. 28. Was it your son who wished by all means to go to London ? 29. It was not he; he is now in Germany. 30. Is it you who wrote that letter? 31. We have written no letter. 32. Who lives at (au) No 20 ? 33. I live there (c'est moi). 34. Is it we whom you have seen? 35. It was not you whom I saw.

SECTION LXXXII.

1. The pronoun ce (and not the pronouns il, elle, &c.) must be used for he, she, they, coming before the verb to be, or a

1. Connaissez-vous ces étrangers ? 2. Oui, Monsieur, ce sont les frères de notre voisin. 3. Ne sont-ils pas Écossais ? 4. Non, Monsieur, ils sont Suisses. 5. Ne sont-ce point des Écossais qui vous ont fait présent de cette casquette? 6. Non, Monsieur, ce sont des Suisses. 7. N'est-ce pas votre domestique qui vous a volé du vin ? 8. Ce n'est pas lui, c'est son frère. 9. N'est-ce pas lui qui a pris vos confitures? 10. Ce n'est pas lui; ce sont ses enfants. 11. Ne sont-ce pas là les enfants que vous avez surpris à voler votre sucre ? 12. Ce sont leurs frères. 13. Ne sont-ils pas cousins ? 14. Ils ne sont pas cousins; ils sont frères. 15. Qu'est-ce que ces soieries? 16. Ce sont des marchandises qu'on vient de nous envoyer. 17. N'est-ce pas une belle ville que Lyon? 18. C'est une grande et belle ville. 19. N'est-ce pas là le mouchoir que vous avez perdu? 20. Je crois que qui. 21. N'est-ce pas sur le jardin que donnent vos fenêtres. 22. Oui, Monsieur, c'est sur le jardin qu'elles donnent. 23. N'est-ce pas notre charron qui a fait cette roue? 24. Ce n'est pas lui qui l'a faite. 25. Ce sont nos amis qui l'ont brisée, et c'est le menuisier qui l'a faite.

EXERCISE 160.

1. Is that lady your friend's sister? 2. No, Sir, she is a stranger. 3. Who are the two gentlemen who are speaking to your sister ? 4. They are Swiss gentlemen. 5. Are those the gentlemen whom you have invited? 6. It is they (eux). 7. Do you not know that man? 8. I know him very well; he is the man who has stolen my wine. 9. What is Italy? 10. It

is the garden of Europe. 11. Is not that the letter which you intended to carry to the post-office? 12. No, Sir, it is another. 13. Is the city of Havre fine? 14. Yes, Sir, Havre is truly a large and beautiful city. 15. Is not that the man whom you have caught stealing your fruit ? 16. It is not; it is another. 17. Is not this the cup that you have bought? 18. Yes, Sir, I believe so. 19. Do not the windows of your room look on the street? 20. No, Madame, they look on the garden. 21. Do not the windows of your dining room look on the yard (cour)? 22. No, Sir, they look on the lake (lac). 23. Is it that little child who has taken your preserves ? 24. It is his brother and sister. 25. What are those engravings? 26. They are engravings which I bought in Germany. 27. Are those gentlemen Scotch? 28. They are not Scotch; they are Italian. 29. Are those ladies Scotch? 30. No; they are the Italian ladies who came yesterday. 31. What is Marseilles ? 32. It is one of the finest cities in (de) France. 33. Is it not your tailor who made that coat ? 34. It is not he; it is an English tailor who made it. 35. It is your friend who broke my watch.

KEY TO EXERCISES IN LESSONS IN FRENCH.

EXERCISE 47 (Vol. I., page 183). 1. Are you going to write to him? 2. I am going to write to him and communicate to him this news. 3. Are you going to speak to him of me? 4. I am going to speak to him of you and of your companion. 5. Do you send them fine trees? 6. I send them appletrees, pear-trees, and cherry-trees. 7. Do you not send me cherrytrees? 8. I do not (send you any), you have some already. 9. Are you right to speak to them of this affair? 10. I am not wrong to speak to them of this affair. 11. Come to us. 12. Come to us this afternoon. 13. Do you go to them every day? 14. I go to them every evening. 15. Do you give them good advice? 16. I give them good advice and good examples. 17. Do you speak to us about your sisters? 18. I speak to you of them. 19. Do you not speak to us about our brothers? 20. I speak to you of them. 21. Do you not love them? 22. We love (them) and respect them. 23. Do you think of this book or do you not (think of it)? 24. We think (of it) and (we) speak of it. 25. We do not think of it.

EXERCISE 48 (Vol. I., page 183).

1. Quand allez-vous écrire à M. votre frère? 2. Je vais lui écrire demain matin. 3. Avez-vous l'intention de lui écrire tous les lundis? 4. J'ai l'intention de lui écrire tous les mardis. 5. Avez-vous envie de lui parler aujourdhui? 6. J'ai envie de lui parler, mais il n'est pas ici. 7. Où est-il? 8. Il est chez lui. 9. Leur parlez-vous? 10. Qui, Monsieur, je leur parle de cette affaire. 11. Vous donnent-ils de bons avis? 12. Ils me donnent de bons avis et de bons exemples. 13. Allez-vous trouver Mademoiselle votre sœur tous les jours? 14. Je vais la trouver tous les matins à neuf heures moins un quart. 15. Aime-t-elle à vous voir? 16. Elle aime à me voir, et elle me reçoit bien. 17. Pensez-vous à cette affaire? 18. J'y pense toute la journée. 19. En parlez-vous avec M. votre frère? 20. Nous en parlons souvent. 21. Envoyez-vous votre compagnon chez moi? 22. Je l'envoie tous les jours. 23. Êtes-vous chez vous tous les jours? 24. J'y suis tous les matins à dix heures. 25. Aimez-vous à aller à l'église? 26. J'aime à y aller tous les dimanches avec un compagnon (m., compagne, f.). 27. Parlez-vous de vos maisons? 28. J'en parle. 29. M. votre frère parle-t-il de ses amis? 30. Oui, Monsieur, il parle d'eux. 31. Pense-t-il à eux? 32. Oui, Monsieur, il pense à eux. Pense-t-il à cette nouvelle ? 34. Oui, Monsieur, il y pense. 35. Je les aime et je les honore.

EXERCISE 49 (Vol. I., page 206).

33.

1. Will you give this book to my brother? 2. I can lend it to him, but I cannot give it to him. 3. Will you send them to us? 4. The milliner can send them to you. 5. Do you show them to her (to him)? 6. I see (them) and show them to her (to him). 7. Are you afraid to lend them to us? 8. I am not afraid to lend them to you. 9. Can you not send us some fish? 10. I cannot send you any, I have but little. 11. Will you speak to them of it? 12. I will speak to them of it, if I do not forget it. 13. Do you often come to see them? 14. I come to see them every morning and every evening. 15. Do you not speak to them of your journey to Poland? 16. I speak to them of it, but they will not believe me. 17. Do I see my acquaintances on Mondays 18. You see them every day of the week. 19. Do they send you more money than our merchant's clerk? 20. They send me (of it) more than he. 21. Do you send any to the bookseller? 22. I send him some when I owe him (some). 23. Are you not wrong to send him some? 24. I cannot be wrong to pay my debts. 25. They give you some, and they lend you some when you want it.

EXERCISE 50 (Vol. I., page 206).

1. Voulez-vous nous envoyer cette lettre? 2. Je veux vous l'envoyer, si vous voulez la lire. 3. Je veux la lire, si je puis. 4. Pouvez

vous me prêter votre plume? 5. Je puis vous la prêter, si vous voulez en avoir soin. 6. Puis-je parler à M. votre père? 7. Vous pouvez lui parler, il est ici. 8. Avez-vous peur de l'oublier? 9. Je n'ai pas peur de l'oublier. 10. Voulez-vous les lui envoyer? 11. J'ai l'inten

tion de les lui envoyer si j'ai le temps. 12. Est-ce que vous lui parlez (lui parlez-vous) de votre voyage? 13. Je lui parle de mon voyage. 14. Je leur en parle. 15. Pouvez-vous le lui communiquer? 16. J'ai envie de le lui communiquer, 17. Voyez-vous vos connaissances tous les lundis? 18. Je les vois tous les lundis et tous les jeudis. 19. Où avez-vous l'intention de les voir? 20. J'ai l'intention de les voir chez M. votre frère et chez Mlle, votre sœur. 21. Pouvez-vous l'y envoyer tous les jours? 22. Je puis l'y envoyer tous les dimanches, s'il le veut. 23. Pouvez-vous me les donner? 21. Je puis vous les donner. préter. 27. Votre libraire veut leur vendre de bons livres et de bon 25. Qui veut leur prêter des livres? 26. Personne ne veut leur en papier. 28. Est-il à la maison? 29. Il est chez son frère. 30. Avezvous tort de payer vos dettes? 31. J'ai raison de les payer. 32. Voulez-vous nous l'envoyer? 33. Je veux (bien) vous l'envoyer, si vous en avez besoin. 34. Voulez-vous nous les donner? 35. Nous voulons les donner à vos connaissances. 36. Leur y en avez-vous envoyé ? 37. Oui, je leur y en ai envoyé, EXERCISE 51 (Vol. I., page 207).

1. I have seen him and his father. 2. We recognised her mother and her. 3. Thou hast slandered me, her, and them. 4. Have you noticed the countess and him? 5. They have supported thee and thy cousin with all their credit. 6. I know only him here. 7. He wishes to see her only. 8. In three months, thou hast written to me only twice. 9. He has looked at you only once. 10. Did your clerk write to you and to your partner? 11. Yes, he wrote several times to my partner and to myself. 12. Your calumnies have injured her, him, and me. 13. They have sent us to you to settle the business. 14. Your mother has sent you to me that I may introduce you to them. 15. My guardian has entrusted me to her, because he knows nobody but her in this town. 16. We ran up to him as soon as we caught sight of him. 17. Your brother will have recourse to you in case of need. 18. The king applied to them several times. 19. Look out! or Mind! or Beware! (Take care of thyself.) 20. She spoke only to you. 21. Observe them.

EXERCISE 52 (Vol. I., page 207).

1. Avez-vous vu elle et son père? 2. As-tu reconnu sa mère et lui? 3. Ont-ils calomnié toi, lui, elle et moi? 4. Nous avons vu la baronne et lui. 5. Ils ont appuyé votre oncle et vous de tout leur crédit. 6. Je ne connais qu'elles ici. 7. Nous ne voulons voir qu'eux. 8. En un an, elle ne m'a écrit qu'une seule fois. 9. En trois heures, vous ne m'avez regardée qu'une seule fois. 10. Mon commis a écrit à vous et à votre associé. 11. Avez-vous parlé plusieurs fois à eux et au prince? 12. Pourquoi avez-vous nui à elle, à lui et à moi? 13. Vous ont-ils envoyé à moi pour terminer notre affaire? 14. Votre père m'a envoyé à vous, pour que vous me présentiez à elle. 15. Le général m'avait confié à eux parce qu'il ne connaissait qu'eux dans cette ville-là. 16. Ma mère courut à moi, et me dit qu'elle avait toujours pensé à moi. 17. Ceci a rapport à moi. 18. Nous nous fions à eux. faut prendre garde à soi. 20. Je ne veux écrire qu'à vous. ont fait attention à nous.

EXERCISE 53 (Vol. I., page 214).

19. n 21. Ils

1. Do you like bread or meat? 2. I like bread, meat, and fruit. 3. Have we peaches in our garden? 4. We (there) have peaches, strawberries, raspberries, and cherries. 5. Does your brother like cherries? 6. He does not like cherries much, he prefers plums. 7. Have you vegetables? 8. I do not like vegetables. 9. We have neither vegetables nor fruit. 10. We like neither vegetables or fruit. 11. Do you go every day to your brother's wood? 12. I do no (there) go every day. 13. Does your sister bring the flowers? 14. She brings them. 15. Does your mother bring flowers? 16. She brings some every Monday. 17. Do you see General Bertrand? 18. I do not see him, I see Corporal Duchêne. 19. Are your sisters weary? 20. My sisters are weary of studying. 21. Is the president at home? 22. No, Sir, he is at Colonel Dumont's. 23. Does he live far from here? 24. He does not live far from here. 25. Where does he live? 26. He lives at Captain Lebrun's.

LESSONS IN GEOGRAPHY.-XXIII.

EUROPE (continued).

THE maps that accompany our present lesson in Geography present accurate delineations of the principal features of France and the great Scandinavian and Iberian peninsulas. We shall supplement these in our next with a map of the countries of Central and Southern Europe on nearly the same scale as the map of France in this lesson.

We now proceed with an enumeration of the islands which belong to Europe. Of these, by far the most important, both in political and commercial importance, are the British Isles.