rarely used to gain tactile information, and so placed as to be difficult of application to external objects; but when we consider how needful it is that the tongue should be able to feel every particle of food, so that we may know whether it is hard or soft, large or small, and be able to place it accurately between the teeth if it be not soft enough or too small, we cease to think the arrangement strange. The tongue, too, works in the dark with very little assistance from other senses, and so must be always on the alert. the skin which overlies those muscles. These nerves, ton, cre quite capable of conveying definite information to the brain, without the assistance of the nerves of touch. The naked arm (in the dark) may be passed through the air where it touches nothing, and yet the range of its sweep, the position to which it is brought, and the amount of effort required to do all this, is known to the mind. In some rare instances this sense is lost without any of the others being impaired, and a case is on record of a mother who could hold her child while she looked at it, but directly she looked away she let it fall, because the muscular sense (not the muscular power) was gone. Having indicated the distinction between the muscular and tactile senses, we must leave the reader to follow out for himself the complicated applications of these combined senses to gain a knowledge of outward objects. How, for instance, both are necessary to distinguish india-rubber from clay or from marble; and how the ideas of length, extent, and solidity are gained by passing the hand in one, two, or many directions over the outside of bodies. Let him also notice the wonderful adaptation of the human hand to obtain all this information. If he will take the trouble to do this, he will be struck with the marvellous complexity of the ideas which come trooping into the mind when so simple an action is performed as the grasping an object with the hand. LESSONS IN FRENCH.-XXIII. SECTION XXXIX.-REFLECTIVE VERBS CONJUGATED Next to the tongue come the tips of the fingers and thumb. These are the salient points of that wonderful piece of mechanism, the hand. The hand of man is pre-eminently the tactile organ, and the free sweep of the arm, which enables it to turn in every direction, and to be applied to every part of the person, is an admirable accessory to its acute sense of touch. The lips are but little inferior to the fingers in acuteness of touch. A story is told of a blind girl, whose employment caused a thickening of the cuticle of her fingers to such an extent as to create a difficulty in reading her New Testament in raised letters for the blind. She at first tried the unfortunate expedient of paring the skin of her fingers, which made them more acute for a short period, but in the end, of course, duller, so that she could no longer read the loved volume. With a sentiment of grief and despair she stooped to give the sacred text a farewell kiss, and so discovered a new mode of studying it. Though, doubtless, this has become quite a platform story, it has in it so much physiological truth that there need be no hesitation in repeating it. Referring again to the probable theory that there is a separate area to each nerve-unit, it will be seen that that area occupies a space of six or seven square inches on the middle of the back or thigh, and only one square line on the tip of the finger. The former measurement is approximately 1,000 times as large as the latter. It is curious how nicely the discriminating sense of touch is adjusted to those parts where it is most likely to be of service. Thus, since the angles of the body are more likely to come in contact with other bodies than its depressions or the middle parts of its segments, we find the skin over the junction of two long bones more able to discriminate than that over their middle portion. The convexities of the joints are usually more discriminating than the concavities; the shoulder more than the arm-pit, and the elbow than the inside of its joint. Yet when we arrive at the hand the reverse is the case, for the palmar surface is more discriminating than the back part. This is for the obvious reason that we usually avoid knocking our knuckles against anything, while to grasp is so natural to the hand that S'en va-t-il ? it is quite an instinctive action, as every infant manifests. A multitude of other points of interest might be dwelt upon did space permit. Thus, sensitiveness to tickling, and the improved appreciation of objects by moving the skin over them, would lead us into considerations quite different from those connected with simple touch. The sense of heat and cold is different from that of simple touch; and sensitiveness to these has no relation to the cognisance of tactile sensations. If with a cold finger you touch your brow, though the finger will feel any roughness on the brow far sooner than the converse, yet the brow feels the finger cold far more distinctly than the finger feels it to be warm. We pass on to notice briefly some yet more important applications of the sense of touch; and in order to do this it must be explained that the means by which we distinguish between hard and soft, rough and smooth, elastic and non-elastic, sticky and slippery bodies, by which also we gain our ideas of the form, size, distance, and situation of bodies, involves other sensations than those of simple touch. These ideas lie at the foundation of all mathematical science which treats of time and space. They are derived from the joint senses of touch, and of what has been called the "muscular sense." Simple pressure produces a sensation, as when a body is placed on the palm of the hand while its back rests on a table, but if we remove the table, or the hand, from it, a further sense of weight is conveyed to the mind. This idea of weight is derived from the knowledge the mind has that the muscles which hold the hand up are being exerted. So if the tip of the finger be passed along the edge of the table, it creates not only a consciousness of a number of successive contacts, but also a consciousness that the muscles of the arm and hand are exerted, and their position and condition is being continually altered. Now the nerves which run from the muscles to the brain are quite distinct from those which run from WITH EN. 1. THE verb aller [1, ir.; see § 62], conjugated reflectively, and preceded by the word en, i.e., s'en aller, corresponds to the English expressions to go away, to leave. Je m'en vais, We go away. 2. INDICATIVE PRESENT OF THE VERB S'EN ALLER, TO GO away. They go away. Ils s'en vont. Art thou going Is he going away? 4. Se fâcher, to be or become Il se fâche contre lui, Nous en allóns- Do we go away? Do you go away? Are they going away? angry, requires the preposition pronoun following it. Does he become angry with your He is angry with him. 5. Se réjouir, to rejoice, is followed by the preposition de. Je me réjouis de votre bonheur, I rejoice at your happiness. 6. Se plaire [4, ir.; see § 62], to take pleasure, to delight in anything, to like to be in a place, takes à before its object. Je me plais à la campagne, I like to be in the country. Je me plais à étudier, à lire, I take pleasure in studying, in reading. 7. Se dépêcher, se hâter, to make haste, take de before their object. Dépêchez-vous de finir vos leçons, Pourquoi ne vous dépêchez-vous Make haste to finish your lessons. We are going away `to-morrow. never studies. Do you like to be at your relations? At what do you rejoice? We rejoice at it. Nous nous dépêchons d'écrire. Ambassadeur, m., am bassador. Arrivée, f., arrival. Autrui, m., others. Avec, with. Cour-ir, 2, ir., to run. 1 We make haste to write. VOCABULARY. Parceque, because. Jamais, never. Jou-er, 1, to play. Malheur, m., misfortune. Midi, m., noon. Mieux, better. Ouvrage, m., work. EXERCISE 73. 1. Vous en allez-vous bientôt ? 2. Je m'en vais la semaine prochaine. 3. Pourquoi vous en allez-vous ? 4. Parceque je ne me plais pas ici. 5. Vous plaisez-vous mieux chez votre tante qu'ici ? 6. Je m'y plais mieux. 7. N'avez-vous pas tort de vous en aller si tôt ? 8. J'ai raison de m'en aller. 9. Ne vous réjouissez-vous pas des malheurs d'autrui ? 10. Nous ne nous en réjouissons point. 11. Cet homme se fâche-t-il contre le jardinier ? 12. Il se fâche contre lui parce qu'il ne veut pas se dépêcher. 13. Se fâche-t-il bien souvent? 14. Il se fache à tout moment, il se fâche d'un rien. 15. Ne vous dépêchez-vous jamais? 16. Je me dépêche toujours quand j'ai quelque chose à faire. 17. Ne vous plaisez-vous pas à courir et à jouer? 18. Je me plais à jouer et mon frère se plait à lire. 19. Vous réjouissez-vous de l'arrivée de l'ambassadeur turc ? 20. Je m'en réjouis. 21. Ne vous plaisez-vous pas en Amérique ? 22. Je m'y plais beaucoup mieux qu'en France. 23. Votre écolier ne se plait-il pas chez vous ? 24. Il se plait chez moi, mais il désire retourner chez son père. 25. Dépêchez-vous, il est déjà midi. EXERCISE 74. 17. 1. At what hour does your friend go away? 2. He goes away every morning at nine o'clock. 3. Do you go away with him? 4. I go away with him when I have time. 5. Will you make haste to finish your letter? 6. I make haste to finish it. 7. Does the gardener get angry with his brother? 8. He gets angry with (contre) him when he does not make haste. 9. Make haste, my friend, it is ten o'clock. 10. Why do you not make haste? 11. I like to play, but I do not like to study. 12. Do you like to stay at my house ? 13. I like to stay there. 14. Are you pleased at the arrival of your mother? 15. I rejoice at it. 16. Is not your brother wrong to go away so soon? He is right to go away, he has much to do at home. 18. Do you rejoice at other people's misfortunes? 19. I do not rejoice at them. 20. I rejoice at your success. 21. Does not your brother draw near the fire? 22. He goes from the fire, he is 23. Does that young lady get angry with you? 24. She gets angry at trifles (de rien). 25. Do you like to be in Paris ? 26. I like to be there. 27. Can you do without me to-day? 28. We cannot do without you; make haste to finish your work. 29. Do you want your penknife? 30. I want to use it. 31. Make haste to rise, it is six o'clock. 32. Is it fine weather? 33. No, Sir, it rains. 34. Is your father well this morning? 35. Yes, Sir, he is very well. Vos neveux nous ont parlé. Je ne l'ai jamais rencontré. Leur ei avez-vous souvent parlé ? Je leur en ai souvent parlé. N'avez-vous pas assez écrit ? Il m'a écrit, il y a longtemps. Avocat, m., barrister. Cela, ceci, that, this. Dit, from dire, said. Etudi-er, 1, to study. Gant, m., glove. I received a letter a week ago. Your nephews spoke to us What did your sister say? Have you told my cousin nothing?" I have never met him. it ? I have often spoken to them about it. Have you not written enough! Mis, from mettre,put on. Ministre, m., minister. | Vu, from voir, seen. EXERCISE 75. 3. Lai 1. Qui vous a dit cela? 2. L'avocat me l'a dit. avez-vous parlé de cette affaire? 4. Je ne lui en ai pas encore parlé. 5. L'avez-vous vu dernièrement ? 6. Je l'ai vu il y a quelques jours. 7. N'avez-vous pas écrit hier ? 8. Nous avons lu et écrit toute la journée. [Sect. XXV. 9.] 9. N'avez-vous pas ôté vos gants et vos souliers ? 10. Je n'ai pas ôté mes 11. Le tailleur n'a-t-il pas gants, mais j'ai ôté mon chapeau. mis son chapeau? 12. Oui, Monsieur, il a mis son chapeau. 13. Qu'avez-vous fait à ce petit garçon ? 14. Je ne lui ai rien fait. 15. Ne lui avez-vous point dit que je suis ici? 16. Je ne le lui ai pas encore dit. 17. Qu'avez-vous étudié ce matin? 18. Nous avons étudié nos leçons et nous avons le ros livres. 19. Le jardinier du ministre a-t-il planté le poirier ? 20. Il l'a planté il y a plus de huit jours. 21. Avez-vous acheté un habit de drap noir? 22. J'en ai acheté un. 23. L'avez-vous porté aujourd'hui ? 24. Je ne l'ai pas encore porté. 25. Nous avons mis nos souliers et nos bas ce matin. EXERCISE 76. 1. Have you studied to-day? 2. We have no time to study, we have read a page. 3. Have you not written to my brother? 4. I have not yet written to him. 5. Has not the German written to my mother? 6. He has not yet written to her. 7. Have you told (a) my mother that I have taken (pris) this book? 8. I have not yet seen your mother. 9. What have you done this morning? 10. We have done nothing. 11. Have 3. The past indefinite may also be used when the time is you taken off your coat? 12. I have not taken off my cont, it specified [§ 121 (3)]. is too cold. 13. Has the bookseller written to your brother? 14. He wrote to him a long time ago. 15. Did he write to him a month ago? 16. He wrote to him more than a year ago. 17. Have you planted a pear-tree? 18. We have planted several. the matter with him? 26. Nothing is the matter with him, 27. Has your father put on his black hat? 28. No, Sir, he has not put on his black hat. 29. What has your brother said? 19. Is it too cold to (pour) plant trees? 20. It is too warm. rid_sq5 B.C. COPY-SLIP No. 85.-EZEKIEL, 595 B.C. France in Europe. COPY-SLIP NO. 86.-FRANCE IN EUROPE. Great Britain and Ireland. COPY-SLIP No. 87.-GREAT BRITAIN AND IRELAND. Harold was killed at Hastings. 1066 COPY-SLIP NO. 88.-HAROLD WAS KILLED AT HASTINGS, 1066. Sonian Islands ceded to Greece in 1865 COPY-SLIP NO. 89.-IONIAN ISLANDS CEDED TO GREECE IN 1865. Sedde, or Gedde the capital of Japan COPY-SLIP No. 90.-JEDDO, OR YEDDO, THE CAPITAL OF JAPAN. LESSONS IN PENMANSHIP.-XXIII. THE Copy-slips that accompany this lesson contain two examples of a kind of writing that we have not yet brought under the notice of our readers. Hitherto the turns of the letters in our copy-slips, both at top and bottom, have been curved; but in Copy-slips Nos. 89 and 90 it will be noticed that the turns of the letters are angular or pointed. For this reason this elegant style of writing is called "Angular Hand." It is also called "Ladies' Hand," because this pointed kind of writing is commonly adopted by ladies, and taught in ladies' schools; while in the handwriting of men, for the most part, the letters are more rounded in the manner exhibited in Copy-slip No. 88. Roundness on the one hand, and angularity on the other, will be found to be the most essential marks of difference in the writing of men and that of women; the former being also distinguished by the neatness and compactness of the letters and the shortness of their loops and tails, while the latter is usually larger and spreads over much space, while the tails and loops of the letters are long and straggling. It must be remembered that in pointing out these as the chief points of difference in the handwriting of men and women, we are only speaking generally and directing attention to the more striking charaoteristics of the different styles of writing usually adopted by 9. The wretchedness of the condition beats down the man. 10. He loses the hope of a happier time the opposite sexes. Our readers will notice that, in pursuance | 7. By the solace of hope the mind of a sage is refreshed. 8. We ought of the plan laid down in the last lesson, our copy-slips convey not to lose virtue in the miseries of life. the knowledge of some fact, scriptural, historical, geographical, or chronological. Each may serve, too, as the basis or foundation-stone of a theme or essay, and excite inquiry into the condition of the countries or the history of the personages that are mentioned therein. LESSONS IN LATIN.-XII. THE FIFTH DECLENSION. ALL the nouns of the fifth declension end in es in the nominative singular. This ending arises from the addition of the termination s to the characteristic vowel of the stem-namely, ē, which thus becomes es. This characteristic vowel è appears in all the cases. The ablative ending in ĕ is blended with the ĕ of the stem. All the nouns of this declension are feminine, except dies, a day, and its compound, meridies, mid-day, the south. Dies, in good prose, is used as a feminine only when it signifies generally a time, or duration, or a fixed day, an appointed time; as dies dicta, dies constituta, an appointed day; longa dies, a long period; damnosa dies, a time of suffering; dies perexigua, a very brief period. In the plural, dies and meridies are masculine. Adventus, -ūs, m., advent, coming. Amicitia, -æ, f., friend-| ship. Avolo, 1, I fly away. Cito, adv., quickly. Conquiesco, 3, I am at peace. Convoco, 1, I call together. Cupide, adv.,desiringly. VOCABULARY. Debeo, 2, I owe. Etiam, conj., also. Exemplum, -i, n., an example. Exspecto, or expecto, 1, I expect, await. Fides, -ei, f., fidelity. Incorruptus, -a, -um, incorrupt. Rarus, -a, -um, rare, seldom. Salus, -ūtis, f., health, safety. Serenus, -a, -um, serene, fine, bright. Servo, 1, I keep. Tristis, -e, sad. Tutus, -a, -um, safe. Portus, -ûs, m., a Ver, veris, n., spring. EXERCISE 41.-LATIN-ENGLISH. 5. 1. Amicitiæ fides animum recreat in ærumnis vitæ. 2. Veræ amicitiæ exempla rara sunt. 3. Amicorum fidei debemus salutem în adversis rebus. 4. Verus amicus etiam in ærumnis vitae servat fidem. 6. Paratur mihi portus tutus. Fides etiam miseris portum parat. conquiescit. 9. Veris adventus suavis est. 7. Incorruptus amicus rarus est in rebus adversis. 8. In fide amicerum 10. Cito avolat dies. 11. Dies sereni rari sunt in vere. 12. Die constitutâ milites in urbem convocat. 13. Certa die amici in domum meam convocantur. 14. Tristes sunt dies miserorum. EXERCISE 42.-ENGLISH-LATIN. 1. True friends keep fidelity in the miseries of life. 2. The fidelity of friendship is not a vain hope. 3. Is the fidelity of an incorrupt friend a rare example? 4. In adversity we owe (are indebted for) a port to true friends. 5. The solace of true friendship calls together friends. 6. Fine days quickly fly away. 7. On a certain day the generals call together (their) bands. 8. The soldiers are called together by the king on an appointed day. 9. I await the coming of spring desiringly. 10. A sad day in spring is rare. We have now gone through the five declensions; and here present, in a tabular view, the several variations : Only two words in this declension-namely, res and dies- NUMBER. CASES. I. have all the cases in both the singular and the plural; all other words are without the genitive, dative, and ablative plural. Species is commonly added to res and dies, as having all the cases, but Cicero pronounces the genitive and dative of species as not good Latin. Of the following nouns, only the nominative and accusative plural are found in good prose writers : Nom, -a Gen. Dat. SIN EXERCISE 39.-LATIN-ENGLISH. 1. Spes est incerta et dubia. 2. Vis spei est magna in animis hominum. 3. Nonne magna est vis spei in animo tuo? 4. Facile indulgent spei vane pueri. 5. Spem feliciorum temporum non debemus amittere in ærumnis vitæ. 6. O spes, dulci solatio animos miserorum hominum recreas! 7. Spe vana sæpe fallimur. 8. Res humanæ sunt incertae et dubiæ. 9. Conditio rerum humanarum est dubia. 10. Rebus adversis virtutem debes opponere. 11. Sapiens non extimescit res adversas. 12. O, res humanæ, quam sæpe animos hominum fallitis ! 13. Animus sapientis non afflictatur rebus adversis. EXERCISE 40.-ENGLISH-LATIN. 1. The hope of life is uncertain. 2. The hope of a long life is vain. 3. I refresh my mind with hope. 4. The wise man is not easily beaten down in wretchedness. 5. Adversity beats down the minds of brave men. 6. The minds of brave men are beaten down by adversity. In this summary view, many facts regarding gender, number, and case, are of necessity omitted. The greater number of them may be found in the lessons on the declensions of nouns that have already been given. It seems, however, desirable to add, that grammarians recognise in Latin what is called a common gender. Those nouns are said to be of the common gender (c.), which may be applied indifferently either to a male or a female. Such nouns are EXERCISE 43.-LATIN-ENGLISH. 1. Est mihi amicus fidus et carus. 2. Infidus est servus tuus. 3. Terra est rotunda. 4. Vera amicitia est sempiterna. 5. Fames et sitis sunt molesta. 6. Avarus nunquam est contentus. 7. Rex est potens. 8. Gradus tuus tardus est. 9. Virtus patris tui est eximia. 10. Fons est clarus et gelidus. 11. Nomen clarum est ducibus. 12. 27. KEY TO EXERCISES IN LESSONS IN LATIN.—XI. 1. Play is pleasant to boys. 2. There are various kinds of play. 3. Boys willingly indulge in play. 4. Is not play pleasant to boys.. Play is pleasant to me. 6. Play is exceedingly pleasant to thee. 7. Grave men avoid beyish plays (games). 8. O play, how sweetly thou delightest boys' minds! 9. Kings are not delighted with boyish play. 10. The senses are keen. 11. I have keen senses. 12. Great is the power of the senses. 13. Is the power of the senses great? 14. A brave man does not yield to feelings of pain. 15. Beasts have keen senses. 16. O ye senses, how great pleasure you procure for (occasion) men! 17. The animals are endowed with senses, EXERCISE 36.-ENGLISH-LATIN. non 1. Sensus doloris est amarus. 2. Estne amarus tibi doloris sensus? 3. Omnibus hominibus et omnibus animalibus sensus doloris est amarus. 4. Magna est luctus vis. 5. Sapiens vi sensuum vincitur. 6. Fortis luctui non cedit. 7. Fortesne vi sensuum cedunt? 8. O luctus, quam vincis hominum animos! 9. Pueri libenter indulgent lusui. 10. Multa genera sunt lusūs. 11. Lusus omnis generis grati sunt pueris et puellis. 12, Viros non delectant pueriles lusus. 13. Viri puerili lusu non delectantur. 14. Indulgent voluptati pueri et homines. 15. Quam magnopere evitatur luctus a liberis. 16. Arcubus men fear thunder. EXERCISE 37.-LATIN-ENGLISH. Amnis limpidus delectat omnes. 13. Cervo sunt alta cornua. 14. Res et sagittis delectant pueri. 17. Acubus delectant puella. EXERCISE 44.-LATIN-ENGLISH. 1. Faithful friends are loved. 2. I have great riches. 3. They lose wished-for friendship. 4. The ground is wet. 5. Wet ground injures. 6. Hares have sharp teeth. 7. With sharp teeth we all eat. 8. Thy soldiers are brave. 9. Are thy father's soldiers brave? 10. They delight in (abl.) credulous hope. 11. The horns of the bull are strong. 12. The virtues of the king are remarkable. 13. How beautiful is the portico. 14. You ought to learn Latin. 15. Men fear the last hour. 16. The house is guarded by a strong band. 17. Avaricious men are avoided. 18. Ill-tempered women are never loved. 19. The ill-tempered are troublesome. 20. Is friendship eternal ? 21. Hope is eternal. 22. How slow are thy steps! 23. Ice is slippery in winter. 24. No one loves hunger and thirst. 25. Quiet quickly flies away. 26. The harbour is convenient for ships. 27. The fearful are never safe. 28. Art thou satisfied with the speech of thy father? 29. They strike a powerful prince. 30. Falling flowers are gathered (lego, 3). 31. He gathers flowers in the march. 32. The Greek language is beautiful. 33, Swelling seas are often found. 34. The rest and solace of true friendship are wished for. 35. No one is always happy. To how large an extent Latin words enter into the composition of our present English is strikingly seen in the last Vocabulary. These words found therein have their English representatives. ENGLISH REP. Infidel, infidelity. Lubricate. 1. The terrible thunder greatly moves the minds of men. 2. Is not the sound of thunder terrible? 3. The roaring of thunder is frightful. 4. Thunder is frightful. 5. Lightning precedes thunder. 6. Many 7. Thunder is feared by many men. 8. O thunder, 9. The house resounds with the how frightful is thy roaring! thunder. 10. Men's knees are strong. 11. The vigour of the knees indicates the strength of the body. 12. The knees have great strength. 13. Suppliants fall on (their) knees. 14. O knees, how much you tremble! 15. In the knees there is great strength. EXERCISE 37.-ENGLISH-LATIN. 1. Hominis genu validum est. 2. Validis genibus est vigor. 3. Suntne valida genua tua? 4. Silvæ resonant horribili sonu tonitrūs, 5. Sonus tonitrus animalia permovet. 6. Tonitru a validis bestöis extimescitur. 7. Sunt mihi debilia genua. 8. Suntne patri tuo debilia genua ? 9. Non; valida genua sunt patri meo. 10. Permoveor multo fulmine. 11. Fremitus tonitrus supplices permovent. 12. Supplex pulchram domum indicat. LESSONS IN DRAWING.-XII. IN the last two lessons we have dwelt altogether upon the treatment of shadows, which belong more especially to flat surfaces, as they come more commonly under our general observation, and are found to be under the most simple conditions. We now propose to enter upon the consideration of shadows connected with convex and concave or curved surfaces, where we have to represent the relief and rotundity of an object. These require a different style of treatment to those on a flat or evenly-shaded surface. For flat shadows-namely, those on the sides of walls, or on the ground-we have employed straight lines only, without crossing them with other straight lines, and thus produce either dark or light shades by making the lines broader, or closer together, or wider apart, as the tone of the shadow required; but with rounded forms we must adopt the practice of crossing lines by others, straight lines by straight, and curved lines by curved, making the lines to follow the course of curvature, which, independently of the tone employed, materially assist us in proMagnificent, magnifi- ducing the effect of rounded forms. The first essay will be a flat tint, for which the pupil must use a B or BB pencil with a tolerably broad point. Fig. 82 is a series of regular perpendicular lines crossed over with inclined lines at a very acute angle with the perpendicular; the angle of inclination may be understood by referring to the crossed lines, a (we caution the pupil at present against crossing the lines at right angles, thereby producing a kind of rectangular network); this first example must be repeated over and over again until it is mastered. The first difficulty will be to draw the lines equidistant from each other, so that the intervals between them be uniformly regular, both with regard to the first-drawn perpendicular lines and those which cross them. In the next place, the beginner will at first be almost certain to make some of his lines broader, some darker than others. To avoid this, he must endeavour to use equal pressure; and then again, probably, they will not be parallel with each other. To overcome all these cence. Morose, moroseness. tency. Profound, profundity. Rotund, rotundity. Tardus Tumid, tumidity, tu mour. Humid, humidity. The student of Latin will be greatly assisted if, before he attempts to commit a Latin word to memory, he tries to find an English word which is derived from it, and with which he may associate it in his mind. |