plainly not hostility, but hospitality; treachery must have induced a synonyme so wide in its meanings. As taking their notion from the Greeks, the Romans had only the former; the more warlike character of the latter doubtless had its influence.

Still, even this is in accordance with a patriarchal race: it would suit the Arab Sheik equally well with the feudal suze

rain.

So much has the Hebrew language of metaphor, that we are tempted to look closely into its poetry. Simplicity is essential, evidently, to the people as to their language.

But is not simplicity joined with metaphor the grand beauty of true poetry in every land? And how beautiful is the poetry of Israel!

The learned Lowth has put its beauty as plainly before us as English utterance is capable of.

What a brilliant conception is that of impetuosity under the symbolism of fire!-fire of intellect, fire of soul! *

Hence the beautiful composition in the Book of Common Prayer of the English church, as if to enumerate at once the capabilities of the angelic host:

"To thee, Cherubim and Seraphim continually

do cry."

In them is wrapt the highest characteristics of created mind.

This is of a language which can claim little of the gradual growth of the languages of Modern Europe. It is needless to say they are teeming with the traits of character of their transitional usage. The philosophy, imagination, and morality of successive ages are stamped upon them.

It is stated, that in the vernacular of the aborigines of Borneo, not a single word can be found to express our notion of love, while they have as many as six different terms expressive of the act of murder, of course in accordance with their varied practical expe

rience.

word which is used for woman, signifies also a flower.†

The use of a single word among the ancient Greeks, throws us at once upon an explanation otherwise seemingly obscure. The Phoenicians wrote from right to left; the Greeks, latterly, from left to right. How came the change? By a mere whim truly; but the word has fixed it. In imitation of the double furrow of their ploughing, they wrote in zigzags. Their writing, like their ploughing, was termed thence, according to its style, Bovopopndov. They wrote at first from the right; at last, from the left.

A very different reason is assigned for the variance of the Assyrian from the other Asiatic and Egyptian styles. That was owing to their custom of using the signet, which of course reversed the original engraving. §

This reversion helps us to recognise the origin of the Grecian alphabet. By reversing some of the letters, we get the Phoenician prototype.

As a great step towards the elucidation of early Oriental history, the excavations at Nineveh are presumed to be put before us. We wait for a revelation from the hieroglyphics of the Pyramids. But perhaps this is somewhat wandering. ||

Yet while we wait for the comments of the learned upon the Nimroud and Sinaitic

+Bucke's" Sublimities of Nature," I. 410. † Γέγραπται δε και τουτο επι τα λαια εκ δεξίων.”Pausanias' " Ηλιακών.

Humphrey's "Original Writings," p. 57. In connexion with the decyphering of the cuneiform inscriptions of Persepolis and Nineveh, the labours of Grotefende may be mentioned as encouraging to the student who may be closely beset with difficulties. During the time that Major Rawlinson was prosecuting his researches in India, Grotefende, then an obscure scholar in Germany, was engaged with a similar undertaking. He had no guide, no clew to the discovery of the objects he sought to discover; yet he suc the Persian arrow-head alphabet, as it now stands, ceeded in realising something like two-thirds of by means of the proper names in a MS. which was put into his hands as a translation or comment connected with a more ancient inscription in his possession.

"Now a very complete alphabet has been made out from the investigations of Rawlinson and Grotefende, from Persepolitan tablets."-Humphrey's Original Writings.

sculptures, let us consider the people from what we already know concerning them.

That they had a set of phonetic symbols as a means of written intercourse, shews they were at least an enlightened people; while their pictorial emblems, so massive, yet so accurate, give them a place among the poetic artists of antiquity. The stories of their victories, so beautifully wrought, rank them with those of the heroic age of Greece:

"Terrible is the battle of kings."

The souls of Ossian and Homer, and the epic bards of Egypt and Asshur, seem to have kindled at the same altar. And this

seems to be the cast of the universal spirit of these golden ages of creation. War, and the song of victory, were the delight of their mighty heroes.

We may not enter upon the most prolific portion of the subject before us, for, in extent, it seems immeasurable; but we may take courage to go on, each for himself, and learn our own nature from its portraiture around us.

Let us look at the efforts of those early ages, and compare our facilities with theirs. True it is that the greatest masters in reasoning and poetry now might sit at the feet of Plato and Homer, but the illustrious Ptolemy and Strabo would be glad to clasp the knees of Humboldt or Herschel, and become their modest disciples.

Nature is more revealed, the mind is still the same.

"Tutto che riluce non e ero," would never fall into the discourse of Lacedæmon; it is Venetian in its every feature.

"Que no ha visto a Seviglia,

No ha visto maraviglia,"

is Spanish independent of the language. As a specimen of amusing philosophising, some wise observer gives out that everybody can discern the "animal a la mode" in the Frenchman. He is ever busy with his personal advancement, and ever careful concerning it: hence the first words he utters "How do you by way of salutation are, carry yourself?"

How different the cogitative and metaphysical German; so transcendental are his thoughts, that he does not even consider your personality: he generalises abstracts, and enquires, "How goes it?" The Englishman, with native directness, comes at once to the point, and in plain matter of fact asks, "How are you?"

But we forbear, and even run the risk of imputed Macchiavellism; for we really believe that, though truth is always good, it is not always expedient. Some of us live in maritime habitations, we have frequent intercourse with our continental brethren; therefore we do not choose to hazard our sacred personality by dilating on their weaknesses.

Seriously, then, viewing our subject in its varied and manifold bearings, let us not look on literary pursuits as idle luxuries, but for the sake of becoming better, and happier, and wiser, let us read, and in our reading learn from one whose experience may enable

"The graphic bound of ink and gray goose quill."

We must conclude with a passing glance, and restrain the rest; for

"Violent delights have violent ends,

And in their triumph die: like fire and powder, Which, as they kiss, consume.'

We could never fancy the Romans to have held such a form of caution as "Judge not a ship as she lies on the stocks," but we could impute it to the Carthaginians.

opinions of the departed great and good, that if we desire to have a long life and a happy one, we must "work hard."*

trious Bacon, who, "though dead, yet speakAnd let us store up the words of the illuseth," concluding, as we began, with his sentiments: "Histories make men wise; poets, witty; the mathematics, subtle; natural philosophy, deep; moral philosophy, grave; logic and rhetoric, able to contend."

ER RASCHID.

RHETORIC.

The exercises in this class will be alternately theoretical and practical; the one designed to necessitate the study of the didactic portion of the papers on Rhetoric, the other to call into active exertion the intelligence of the student, by requiring the embodiment of the teachings therein contained, in concrete examples of their own.

For what purpose has the power of speech been given to man? Prove that Rhetoric is a science and an art. Of what use is the study of Rhetoric? Is the employment of Rhetorical Art necessarily an evidence of dishonesty? Why should all strive to gain a practical acquaintance with Rhetoric? Distinguish the several provinces of Grammar, Rhetoric, and Logic. See Vol. III.-"Rhetoric.

-No. I."

N.B. The above class will consist of two divisions, Junior and Provectior; and, as in our Logic Class, the former will answer concisely from the words in the papers, the latter will employ original expressions. Students must choose their own division.

Junior Logic Class.-Exercise XI. With what is the mind of man naturally filled? What office does Observation fulfil in the investigation and discovery of truth? Hypothesis? Induction? Theory? Give examples of the combined use of these four processes.-Exercise XII. Consult the chapter on the " Art of Reasoning" in our number for April, 1851. What is the meaning of the Doctrine of the Syllogism? What is the dif ference between Language and Logic? Enumerate the classes into which Objectivities may be arranged? What is a Syllogism, how many parts has it, and how are they designated? Give

illustrations.

Provectior Class. Perform Exercise XI., which will be found in the number for Jan., 1852.

GRAMMAR CLASS.

MODEL EXERCISE No. X.
Vide Vol. III., p. 439.

1. Personal pronouns are simply the representatives of nouns, and as such form "both the subjects and predicates of propositions." Relative pronouns never form subjects, except of subordinate sentences, and never form predicates. Thus we may say, The man is he; He is the man: but never, The man is who, &c.

2. Adjective pronouns qualify nouns either expressed or understood. Relative pronouns generally require a noun or its equivalent to precede them. Thus, The man whom you saw in the park is dead.

3. This book is his. His, in this sentence, is generally considered as a personal pronoun in the possessive case. This is his book. In this latter sentence, however, his comes before the noun book; and, like an adjective, qualifies it. But his is a pronoun also, for it represents the name of a person of the male sex. Since in this latter instance, and all similar sentences, his performs the functions both of an adjective and a pronoun, it is called an adjective pronoun.

I met her on the lawn. Her, in this sentence, is a personal pronoun in the objective case, for it represents a name of a person, and is governed in the objective by the active verb met. This is her bonnet. In this sentence her represents a noun, as before, and on that account is a pronoun; but it also qualifies the noun, bonnet, as an adjective, and on these two accounts it is designated an adjective pronoun.

4. In the Anglo-Saxon language the pronoun he was declined

Its is a possessive, irregularly formed from it.

That was, originally, a true form for the neuter singular, of which t was the sign, and was declined, in the Anglo-Saxon, as fully as the word he.

What was the nominative neuter of who, the t being the sign of the neuter gender, as in it.

Which is a compound word, compounded of the two words, who and like, as will appear by com paring it with the same word in different kindred sian, hwelik; German, welch; Lowland Scotch, languages. Thus, Anglo-Saxon, hwile; Old Friwhilk; English, which.

Such is a compound word, as will appear from comparing the following:-Old Saxon, sulic; Anglo Saxon, swile; German, sosch; English, such.

Junior Division.

Perform Exercise No. XIII., which will be found in the April number for 1853, page 159. Senior Division.

Point out the errors in the following sentences, and state why they are so:

John and Charles is coming to-morrow. Him and his brother is to take tea at our house. George and me expected them yesterday. The ships of the combined fleet has entered the Black Sea. The whole of the cargoes are lost. The number of inhabitants in London are considerably upwards of two millions. Every one of the copies are sold. At the late fire in Cheapside every one of the books were saved.

If we look through nature we shall find that the happiness of organized beings consist in the accomplishment of the end of their existence. It is by means of the nerves of sensation that constant communications from all parts of the body to the brain is carried on.

The buildings of the institution has been en

G

larged. My sister, as well as my brother and me, are daily engaged at our respective occupations. An immense shoal of herrings were caught by the fisherman. In religious matters every man must answer for themselves to the Searcher of Hearts. Both him and his clerk were present when her and I called. Who did you see at the grocer's? An assistant; he who served us yesterday. Who have I in heaven but thee? No person should be censured for being careful of their reputation. The remnant of the people were persecuted.

MATHEMATICAL CLASS.

QUESTIONS FOR SOLUTION.-XII. (a) 13. Thirty-seven boys have each 11 nuts. How many have they together?

(a) 14. Divide 27 marbles between George and Henry, so that George shall have eight times as many as Heury.

(a) 15. A horse and harness are together worth £180: the horse is worth five times the value of the harness. What is the value of each?

(a) 16. A, B, and C, have, together, 72 marbles, of which A and B possess half, and B and C twothirds. How many has each ?

(b) 17. Given, x+y=15, and x+xy=60, to find x and y.

(b) 18. Required, the solid content, in feet, of a cistern, 6 feet long, 24 feet deep, and 3 feet wide. (b) 19. Required, the above in imperial gallons. (b) 20. Also, the length of its greatest diagonal. (b) 21. What is the content of a square, whose diagonal is 124 feet?

(c) 22. What two numbers are those whose sum equals 25, and the sum of their cubes, 8,125?

(c) 23. A plank, whose specific gravity is 550, length 20 feet, breadth 11 inches, and thickness 3 inches, is poised on a fulcrum at a point 3 feet from one end by a block of granite, the specific gravity of which is 2,662, which is suspended by a rope weighing 6 ounces. The weight and solid content of the granite is sought.

(c) 24. What is the circumference of an ellipse, whose axes are 80 and 60 feet respectively? (c) Required, the diameter of a 68-pound shot, whose specific gravity is 7,248.

PHONETIC SHORT-HAND CLASS.

SECOND LESSON.

1. By way of an introduction to this lesson, read the article on the "Advantages of Shorthand," commencing on page 13 of the "Manual."

2. Read and study the remarks on the "Long Vowels" on page 29 of the " Manual."

3. Read remarks on the "Long Vowels" on page 11 of the "Instructor;" read aloud the exercise on the same page, and afterwards transfer it to your "Copybook.'

4. Study the "Method of Placing the Vowels" on page 31 of the "Manual;" read aloud, several times, the exercise on page 30, and afterwards copy it.

5. Read and copy, several times, Exercises 6 and 7 in the "Instructor."

6. Write out with ink Exercise 8 in the "Instructor," and forward it to us for correction by the 18th instant.

7. Between the 18th and the end of the month,

re-copy in your book, with ink, all the exercises in this and the preceding lesson.

8. Endeavour to repeat, without your books, the consonants and vowels in their natural order. Remember that only daily practice will secure proficiency.

GEOGRAPHICAL CLASS.

In the present day, when our friends are leaving us by thousands to find their future home in distant lands, endearing those lands to our hearts,-when nations unknown to our fathers are rising into political and commercial importance,-no one can afford to be ignorant of geography; besides, to peep at such a world" as this. "Tis pleasant, through the loopholes of retreat, With youthful and ardent souls, "resolutely determined on selfinstruction and mental improvement," we trust the task of making ourselves familiar with the abodes of our fellow-men" all round the wrekin"

will prove delightful.

Allow us to commence our labours with the

following as our