EXAMPLE. The hail has broken—corn.

FILLED. The hail has broken my corn.

1. Abraham. Lincoln led—people into war.

2. I will obey—parents.

3. The South is—native land.

4. Give me—pencil. I will return—.

5. People love the land of—birth.

6. Are—going to learn—lesson?

7. I gave the beggar—hat, and—thanked me very politely.

8. Jefferson Davis defended—country bravely, and deserves great applause for—patriotism.

9. Napoleon desired to render—name immortal by conquering Empires and extending—rule over all the world.

10. The climate of—country is soft and balmy; no— land is more highly favored.

11. Those people—live in North Carolina hhealthy alech and delightful climate.

12. Washington, in—youth, and throughout—whole life, adhered strictly to the truth, and thus set an example, which —ought to follow.

13. The works of creation invite—to contemplate the greatness and goodness of—Creator.

EXAMPLE. He went to the ball,—he was ordered to remain.

COMPLETED. He went to the ball, although he was ordered to remain.

1. Either you must go,—I. John—Mary are here.

2. Neither the wagon,—the carriage has arrived.

3. We will not go fishing,—it rains.

4. Hannibal took an oath—he would conquer the Romans.

5. He did not get a premium,—he did not deserve it.

6. Mary has excellent parents,—she is a bad girl.

7. Do not buy the book—you can get it for a shilling.

8. I like to see a hard shower,—I never walk out in one.

EXAMPLE. Nothing can be accomplished—an effort.

COMPLETED. Nothing can be accomplished without an effort.

1. In Greenland, the people live— wretched huts.

2. Steamboats run—Vicksburg—Memphis.

3. —the summer, the cattle love to lie—shady trees.

4. The camel has a hump—his back.

5. —patience and perseverance you may attain the highest station —society.

6. He gave the book—me, and I placed it—the table.

7. You must perform examples—the rule.

8. It is dark—sunset.

9. She lives—Piedmont, twenty-five miles—Salem.

10. A large rock hangs—the path.

11. The sailor likes to get—port.

12. Always keep virtue and duty—your eyes.

13. I live—my father.

14. A farmer was bitten—a snake, while he was standing — the weeds.

15. The ferry-boat will take us—the river.

Hans Christian Anderson, the German writer, tells us the following—story of a tame bear, which broke loose while the man —exhibiting him was—dinner. He made his way to —public house,—, and went straight—where there was three children, the eldest—whom was no more than six or eight—old. “The door sprang open, and in walked—. The children were much frightened—, and crept—corners. The bear followed—, and rubbed them with—nose, but he did not—. When the children—, they thought it was a big dog, and they patted,—, and—. The eldest boy now—his drum, and began to—loud noise. No sooner did the bear—, than he raised himself on—and began to dance. This was charming.

The boys had been playing at soldiers before—, and now each — his gun and—. They gave the bear a gun, too, and he— like a regular militia-man. Then they marched; what a fine comrade—!

Presently, however, the door—again. It was the children's mother. You should have seen her; and her face was white as— and she trembled with fear when saw the—. Then the smallest — ran up to her, and shouted, ‘Mamma, mamma, we have had such—, playing soldier!’”

1. Oh for a lodge in some vast wilderness!

2. There are men in the world, who are dead to every generous impulse.

3. Have you heard the news that has just been received by the steamer?

4. Rising from his seat, the monarch gazed around; and, darting a look of scorn on his humbled courtiers, bade them leave his presence till they should become honest men.

5. My son, do you indulge in anger?

6. O Romeo, Romeo! wherefore art thou Romeo?

7. Who ever hears of fat men heading a riot, or herding together in turbulent mobs?

8. It is chiefly through books that we enjoy intercourse with superior minds.

9. The ship being now under sail, the shore began to recede rapidly from our sight.

10. Lord Hastings, who had bore himself most bravely throughout the whole battle, escaped with a slight wound.

You may take the subject which you will find upon the following page, and write your own answers to the questions.

Take each question by itself, and do your best to answer it fully; using the same language as in speaking. When you have done this, join these answers together in correct sentences.

Your composition will then be done, all except copying. In copying, the principal things to remember are these:

TO WRITE NEATLY.

TO SPELL CORRECTLY, AND

TO BEGIN EVERY NEW SENTENCE WITH A CAPITAL LETTER.

If you attend to these directions your composition will then be ready to hand to your teacher.

1. Is not the strawberry season always anticipated with great pleasure by the children?

2. How early does the plant begin to show its blossoms?

Strawberries are the earliest of all the berries in summer. On this account, as well as because they are the most delicious of all, every one looks forward with great pleasure to the time when they will be ripe. You can mention how early children begin to watch the buds and blossoms of this little plant in the field and by the wayside. You can describe the clusters of white blossoms, and their gradual change into ripe, red berries; then the joy of the children; the plans they form for their holiday afternoons; their pleasant excursions in parties, with baskets and tin pails, to hunt for the red treasures; in what kind of places they look for them; where they find the largest, and how many they sometimes bring home: also, how you like best to eat them.

You can describe, too, the manner in which this fruit is cultivated in gardens, and the size to which it sometimes grows.

1. Do not ants seem to be about as busy creatures as bees?

2. Are they as useful to us as bees?

3. What do bees furnish us with?

4. May we not, however, learn something from the ant?

5. How do they show industry and perseverance?

6. What kind of houses do they live in?

7. Do they build these themselves?

8. If any accident happens to their dwelling, what do they do?

9. Are they ever out of patience or discouraged?

10. Are not such accidents very frequent?

11. How do they provide for the future?

12. What may we learn from them in this?

13. Are they not enterprising little creatures?

Solomon, who you know was the wisest of men, says, “Go to the ant, thou sluggard; consider her ways, and be wise;” which shows that he himself had learned lessons of industry from this little insect.

You must observe: he says, “Consider her ways;” which means, we must study the movements of the little creatures, watch their going-in and their coming out, and find out, if we can, the purpose of each movement; for you will learn, by watching them, that each purpose has a purpose. All this you must do; and in addition to your own observations, you should find out from books, or by asking questions, as much as possible about the habits of this little insect, and any interesting facts or anecdotes concerning them. In this way, you will find more than enough material for one composition. If you choose, you may divide the questions, and write twice upon this subject.

1. What kind of looking creatures are frogs?

2. What sort of places do they live in?

The peeping of these strange creatures is one of the earliest indications of the approach of summer. On this account, it is a delightful sound to every one. You can describe the feeling of pleasure with which you always hear it for the first time, after winter has departed, and all the pleasant visions it brings to your mind of the coming summer; of blue skies, and soft, warm air; of walks in the woods, wild flowers, and green moss. You can describe the haunts of these creatures,— some of them in pleasant places; their queer noises and sudden jumps,— what these mean. You can compare their life with that of a bird. If you choose, instead of writing answers to the questions, you may write a story of a discontented frog who thought he would try a bird's life, his adventures, and how at last he became a contented frog.

1. Are not flies the most common of insects?

2. Do they sting like musquitoes?

3. Are they not, however, sometimes very troublesome?

4. How are they troublesome?

5. What do they like best to eat?

6. Are they not most abundant in very warm weather?

7. Is it easy to drive one away when he makes up his mind to attack you?

8. What kind of traps do people set for them?

9. How does the fly get caught?

10. Are not great numbers often destroyed in this way?

11. What is the greatest enemy of the fly?

12. How does the spider catch it?

13. How do flies manage to walk on the ceiling?

14. Could a bird walk so?

15. Do flies like cold weather?

16. What becomes of them in winter?

1. Where do birds generally build their nests?

2. Why do they build them so high?

3. What is the outside of the nest made of?

4. What is the inside lined with?

5. Where do birds get the materials for their nests?

6. Do they collect it together, and carry it in one load in their claws?

7. How do they manage it?

Have you ever found in the Fall, after the cold winds had come, or in winter, half full of snow, a little bird's nest; and examined how neatly it was woven together,— the outside of rough sticks and leaves, and the inside lined so delicately with soft hair? If you have, you can describe all this in your own way, and mention where and how you found the nest, and to what bird it probably belonged.

You can describe, also, under the questions, the process of building a nest; the appearance of a nest full of eggs, or of little birds; the actions of the young birds while you were near the nest; the movements and cries of distress of the mother, the manner in which the old bird feeds the young ones; what she gives them to eat; and what becomes of the nest when the little birds have learned to fly.

1. What tree do these nuts grow upon?

2. What kind of a bur are they inclosed in?

3. When do these burs open?

4. What becomes of the nut when the bur opens?

5. Is not this time eagerly watched for?

6. Are not nutting excursions then all the fashion?

7. Are these not delightful?

8. Is it always easy to find the nuts?

9. What sometimes covers them up?

10. Do not the nuts sometimes stick in the burs?

11. Is it not great work for boys to shake them down?

12. Is it not pleasant to take home a good basket full of nuts?

13. What is done with them in the evening, sometimes?

14. Are not these nutting excursions the pleasantest things in autumn?

15. Are they not the last of the season?

16. How do the woods begin to look?

1. What do Katy-dids look like?

2. What color are they?

3. Is not their note very peculiar?

4. What does it sound like?

5. How do they make it?

6. When do we first begin to hear them in summer?

You can describe, very particularly, the appearance of this curious insect, and the manner in which it produces the peculiar sound from which it takes its name.

You can speak of the time in the summer when this note begins to be heard, and describe a concert of summer evening sounds; the various notes which mingle with those of the Katy-did; and the peculiar effect, like that of perpetual contradiction, produced by this insect.

1. Are apple trees graceful?

2. Are they not generally low and crooked?

3. Are they not easy trees to climb?

4. If they were lofty, like the elm, would it not be difficult to gather the fruit?

5. Are not all associations with this tree very pleasant?

6. Are they not beautiful when they are laden with the blossoms?

7. What color are their blossoms?

8. Have they not a delicious fragrance?

9. When the flowers disappear, what succeeds?

10. How long does it take for the little green apples to ripen?

11. How does the tree look when laden with ripe fruit?

12. When the red and golden apples begin to drop, is it not pleasant to gather them?

13. What is the first thing to be done every morning?

You can speak of the ease with which this tree is climbed, and of other reasons why it is a favorite with children; and describe its appearance in the different seasons: beginning with spring, when it is covered with its beautiful pink and white blossoms; then, when these blossoms begin to fall, the showers of white leaves and the delightful odors which fill the air; the curious little green things which the flowers leave behind them; the slow growth of these into rich, ripe apples; the appearance of the tree when the fruit is ripe, sometimes bending under its red and golden burden; and the way it which the branches are prevented from breaking off, when they are too heavily laden. Describe, also, the gathering of the fruit, and mention what is done with the different kinds of apples and all the various uses of this fruit.

1. Where does rain come from?

2. How doos it get into the clouds?

You will be able to answer the first question; but perhaps you may not know how the rain gets into the clouds. This you must learn by asking your Teacher.

You can describe the appearance of every thing in summer, when several weeks have passed without rain,—so dried up; the grass scorched and withered; and the air filled with dust, and every body uncomfortable; then the shower, which always comes at last; the delight of every one, when the clouds are seen rolling up; the falling of the rain; the overflowing of the streets; then the bursting forth of the sun; the freshened air, and the altered appearance of the landscape. You can speak, also, of the manner in which children sometimes complain of the rain, when it interferes with their plains; and give the reasons why this is wrong.

1. When does frost first come?

2. Does it not make sad work with the beautiful summer flowers?

3. Before it comes, how do they look?

4. After it, is not everything changed?

5. What becomes of the grass and flowers?

6. Are not the trees the only thing which the frost does not spoil?

7. What does it do to them?

8. Do their bright colors last long?

9. What do they gradually turn into?

10. What becomes of the leaves finally?

You can describe the gradual signs of Jack Frost's approach in the chill September nights, growing colder and colder, till finally he makes his appearance; then the change which comes over every thing; the desolation of the gardens, as frost after frost passes over them; every thing a dull, dead brown except the trees; the beautiful colors with which these are adorned; the gradual fading of these bright leaves, till finally they drop off; then the bare appearance of the trees; the darkened, chilly skies; the whistling of November winds, and the freezing temperature.

You can describe the gathering round bright fires in the house, the lengthening evenings, and the various ways in which these may be pleasantly spent.

1. How is ice formed?

2. Does not water sometimes freeze in falling from the roof of a house?

3. What does it form then?

4. What shape are these icicles?

5. Do we not often see great numbers of them hanging from houses and trees?

You can describe the various forms which ice takes in freezing; the beautiful, delicate crystals which are sometimes found on the top of water; the long, sharp-pointed icicles hanging in stiff fringes from the roofs of houses and branches of trees; the silver coating of boughs and twigs; and the beauty of all this, when the sun shines upon it.

You can describe, too, the freezing of the ponds and rivers; then the skating parties which cover them; the coasting down steep hill-sides; the caution one is obliged to observe in walking upon ice, and various tumbles one gets in spite of it.

You can speak of the pleasure it gives children to find a long, smooth strip of ice by the roadside; the manner of sliding upon it; and also of getting late to school, and its consequences.

1. Do not all things go to sleep at night?

2. How do flowers go to sleep?

3. What do chickens do at night?

4. What do children do?

5. Could any one live without sleep?

6. Does it not sometimes seem a pity to lose the beauty of the night?

7. Are not the moon and the troops of bright stars beautiful?

8. Is not their light pleasanter in summer than the glaring sun at noon?

9. Is it not pleasant to listen to the crickets and the katy-dids?

10. Do they not seem as glad as people are to have the sun go down?

There are many thoughts suggested by these questions, upon which you can dwell at almost any length. Among these are,—the uses of the night to plants, to animals, and to human beings; the thought, also, of what would become of them without this period of repose. Then there are descriptions of the beauty of night; the glory of the moon and stars, and all the host of heaven; the quiet of summer evenings; and the song of the katy-did and cricket, rejoicing at the going down of the sun; then the winter night; the clear, frosty air; the brilliant aurora borealis; the brightness of the stars; the light of the snow: all these you may describe as vividly as possible,— then how, at night, we can look up into the sky, without being blinded by the light; and the longer we look, the farther we seem to see into the deep blue heaven. You can speak of the glory of God, as written upon the heavens, and of his nearness to us in the still hours of the night.

1. Is not early morning the most delightful part of the day?

2. Is it not a pity to waste it in sleeping?

3. What do the birds begin to do before daylight in summer?

4. How do the roosters try to wake up lazy people?

5. Is not the air pure and cool in the morning?

6. Do not the flowers look fresh, with the dew upon them?

7. Is it not pleasant to take walks before breakfast and gather flowers?

8. Is it not best to wear things which will not be spoiled by the dew?

9. Cannot a great deal of time be saved by early rising?

10. Ought not every one to form the habit of it?

11. Have not almost all great men been early risers?

12. Have they not been able to study more than other people?

Every one knows, or ought to know, that the early morning is the most beautiful part of the day. You can mention the various reasons why it is so; the fresh appearance of every thing; the coolness of the air; the beauty of the sunrise: and you can speak of the foolishness of losing all this beauty by sleeping late; and of the wisdom of the little birds, and of Roosters, in comparison with lazy children; how the Roosters begin long before sunrise to crow, and the birds to chirp and, twitter, as if trying to make sleepy people wake up and enjoy the beauty of the sense.

You can speak, also, of the time that is saved by early rising, and estimate how much half an hour saved would be at the end of a year; and you can mention, also, any great men who have been early risers, and for what they became distinguished.

1. Could not God have made the world without flowers?

2. Could we not have houses to live in, and enough to eat, if there were no flowers?

3. Might not God have made flowers all of one kind and one color?

4. Has he not given us a wonderful and beautiful variety?

Answer these questions in the order in which they stand; and try to make a composition out of the thoughts suggested, which shall show the love of God in giving us flowers.

You must remember then, that it is the question, “Why does God give us flowers?”—that you are to answer, in your composition; and you are to show that it is because he loves us, and wishes us to be happy, that he scatters these beautiful things along the wayside and in the woods; and that we ought to try to scatter kind words and acts along the pathway of others, in order to make them happy, so that we may be like God; and also that, as he never stops giving us good things on account of our ingratitude, so we ought never to become discouraged or weary in well-doing by the unkindness of others.

Swans in a wild state are found in the eastern part of Europe but they are most abundant in Siberia and the countries that surround the Caspian Sea Under ordinary circumstances they are perfectly harmless but when driven to act on the defensive have proved themselves formidable enemies They have great strength in their wings an old swan using these as his weapons has been known to break a man's leg with a single stroke When their young are in danger they do not hesitate to engage with large animals and not unfrequently come off victorious from the struggle A female swan was once seen to attack and drown a fox which was swimming towards her nest for the purpose of feeding upon her young

When sailing upon the water which is its favorite element the swan is a beautiful bird and its motions are graceful when on land however it presents a very different appearance its gait being awkward and all its movements exceedingly clumsy

It has been said by some authors that the swan which during its life never sings a note sends forth when it is dying a most beautiful strain This is no doubt a mere fable at all events we have not sufficient evidence to establish it as a fact

Swans were formerly held in such esteem in England that by an act of Edward IV no one but the king's son was permitted to keep a swan unless he had an income of five marks a year. By a subsequent act those who took their eggs were punished by imprisonment for a year and a day and fined according to the king's pleasure At the present day swans are little valued for the delicacy of their flesh though many are still preserved for their beauty.

1. PHOCION. Phocion one of the most illustrious of the ancient Greeks was condemned to death by his ungrateful countrymen When about to drink the fatal hemlock he was asked if he had any thing to say to his son Bring him before me cried he My dear son said this magnanimous patriot I entreat you to serve your country as faithfully as I have done and to forget that she rewarded my services by an unjust death.

2. THE SYBARITIES. We have heard many stories of lazy people but what Athenæus tells us of the Sybarites a nation of antiquity exceeds them all They would not allow any mechanical trade to be carried on in their city because the noise was unpleasant and disturbed their slumbers for the same reason to keep a rooster was a grave offence punishable by law A Sybarite on one occasion it is said wandering out into the country saw some men digging whereupon the sight gave him a violent strain in the back while a friend to whom he described what he had seen caught a severe pain in the side One of them having visited Lacedæmon was introduced to the public table where the principal dish was black broth. Ah cried he no longer do I wonder at the bravery of the Spartans for rather would I die than to live on such wretched diet.

3. THE FORM OF THE EARTH. Heraclitus supposed that the earth had the form of a canoe. Aristotle that it was shaped like a timbrel while Anaximander proved to his own satisfaction that it was a vast cylinder It was reserved for a later age to discover its real shape

THE LEPROSY IN AFRICA. Leprosy that awful disease which covers the body with scales still exists in Africa Whether it is the same leprosy as that mentioned in the Bible is not known but it is regarded as perfectly incurable and so infectious that no one dares to come near the leper. In the south of Africa there is a large lazar house for the victims of this terrible malady It consists of an immense space inclosed by a very high wall and containing fields which the lepers cultivate. There is only one entrance and it is strictly guarded When any one is found with the marks of leprosy upon him he is brought to this gate and enters never to return Within this abode of misery there are multitudes of lepers in all stages of the disease Dr Helbeck a missionary of the Church of England from the top of a neighboring hill saw them at work He noticed two particularly sowing peas in the field The one had no hands the other no feet those members having been wasted away by the disease The one who wanted the hands was carrying the other who wanted the feet on his back and he again bore in his hands the bag of seed and dropped a pea every now and then which the other pressed into the ground with his foot and so they managed the work of one man between the two

Such is the prison house of disease. Ah how little do we realize the misery that is in the world How unthankful are we for the blessings which God bestows upon us while he denies them to others.

1. When do the trees begin to put on their bright, warm colors?

2. Does the first frost change them much?

3. How do the woods appear after the first frost?

4. How after the second or third?

5. On the hills, and in the valleys, and by the roadside, what is seen?

6. What are the different colors, in this bright array?

7. What tree, or shrub, or vine puts on the most brilliant attire?

8. What color does the maple choose?

9. What, the oak?

10. What, the chesnut?

11. What trees retain their green dress?

You can describe how the first breath of frost is seen in the changing colors of the leaves, and how these brilliant hues gradually spread over the hill-sides and fill the valleys; and also the different colors assumed by the different trees. You will find, by observing them, that these are not entirely accidental; but that each tree, from year to year, wears nearly the same autumn dress. The maple assumes the greatest variety of colors, while the oak and chesnut are more uniform, and present only different hues of the same color. You can describe the effect of these colors contrasted with one another in a group of trees— from the dark, unchanging evergreen, to the gayest maple— and all the intervening shades of the other trees, and the effect of sunlight upon these autumn colors.

In studying the wondrous changes wrought by touches of light upon this autumn scenery, a new world of pleasure will be opened to you, and you will be furnished with abundant material for description.

You can mention the gradual fading of these bright leaves, till they lie scattered by November winds upon the ground; then the sombre, desolate appearance of the forests, as they stand waiting for the winter snow.

1. Are there not many kinds of moss?

2. What kinds are found upon fences, old trees, and roofs of houses?

3. Are not the most beautiful moss found in the woods?

4. What kind do you like best?

5. How does it grow?

6. Do you not often find many kinds growing together?

7. Do they not then make a beautiful carpet?

8. What kind of berries creep over this carpet?

9. What flowers blossom upon it?

10. What trees wave over it?

11. What lights and shadows dance upon it?

12. What little birds hop over it?

13. What little forest animals dine upon it?

14. What nuts do they find hiding away in it?

You have seen, probably, many kinds of moss, creeping over rocks and stones, hanging from fences, and growing upon the roofs of old houses, and upon old trees. You can dwell upon this fondness of moss for old things, and speak of the beautiful effect it gives to every thing it clings to. You can describe the various kinds you remember, particularly those which grow in the woods, and which form such a beautiful carpet by the side of a brook or spring. Nothing can be more beautiful than this, when it is fresh and green, interlaced with running vines, and dotted with wild flowers and bright scarlet berries. No wonder that the little birds like to hop round upon it, or if the squirrel chooses it for a dining-room: all this you describe in your own words, and make as pretty a picture of it as you can.

You should describe any given kind of moss, as you would do if you wanted some for a particular purpose, and were sending for it by a person who had never seen any. In such a case you would endeavor to distinguish it from all other kinds, in such a way that he would be sure to bring you the right kind of moss. This would be a very good test by which to try your descriptions. You can speak, too, of the ornamental uses of moss, if you know of any.

1. Are not these blossoms among the loveliest objects in the world?

2. Do they not grow in beautiful places?

No one can see these beautiful flowers floating upon the water, without a feeling of delight and admiration. You can describe the appearance of a lake or pond covered with them; the freshness and purity of the white blossoms; the manner in which they rest upon the water; the color of the outside petals, and the appearance of the flower when closed: the pointed green buds; the shape and texture of the leaves, and the peculiarly flat manner in which they lie upon the water: also, the kind of stem which connects the flowers and leaves with the roots of the plant.

You can describe the life of these flowers in the lovely places which are their favorite haunts; the banks of the ponds and streams in which they grow; the shadows and breezes which play over them; the little fishes which dart about among them, under the shelter of their broad flat leaves and the little bays or coves which they cover with their blossoms.

You can speak, too, of the way in which these flowers are gathered; how they must be pulled in order to secure long stems; the danger, in reaching too far, of upsetting the boat; the pleasure of drawing in the lilies, one after another; the beauty of a fresh buoquet of them; and their delicious fragrance.

1. Is not this always the delight of all schools?

2. At what hour does it generally come?

3. Is not the last half hour before recess a time of anxious watching?

5. When the bell at last rings, what happens?

This is a subject upon which every one can write without difficulty; for recess is the delight of every pupil. You can describe the impatience with which it is looked forward to by all; how slowly the minutes seem to go by, before the welcome sound of the bell for recess; then the scene which follows: if summer, the rush which is made out of doors, and the various amusements entered into by different groups, or by the whole together. You can describe the situation of your school-room, and the pleasant places around it, which are the resort of the pupils at this time. If there are any trees near it, you can give a description of these, and of the scenes which take place under them. If there is a brook, describe that and the sports connected with it; or, if you have only a play-ground, the groups which cover it, and the games which are played upon it: then, as the cold weather comes on, the changes which take place in the sports entered into: the various in-door games which are introduced. You can mention the most popular ones, and describe the manner in which they are played. You can speak, too, of the swiftness with which the moments of recess fly by; the ringing of the bell for study-hours to recommence: and the change which then takes place in the appearance of the school.

1. Is not this one of the most exciting games that can be played?

2. Is any one too old, or too young to play it?

3. What is the first step to be taken in playing?

4. How is the person to be blindfolded selected?

5. Must not the blindfolding be done fairly?

6. How do the others satisfy themselves about this?

7. What then takes place?

8. What is the objection of the person blindfolded?

This game is a great favorite with every one, especially on Thanksgiving, or similar occasions. You may describe the zeal with which it is entered into at such times; the curious string of words with which the one to be blindfolded is chosen, and the meaning of these words, if you can suggest any. You may describe, also, the various ways which are tried to prove that the blindfolding has been fairly done: then, when this point has been ascertained, the general running and dodging, and shouting and screaming which takes place: the cautious groping of the blindfolded person, and the bewildered manner in which he runs about; the devices of the others to confuse him, and to get out of the way when he approaches them: also what takes place when he succeeds in catching one; the struggles of the person caught to get free; the endeavors of the catcher to guess whom he has caught, and if he is successful in this, the manner in which the game proceeds.

You can mention the antiquity of this game, and give an account of its origin, if you can learn anything about it. You can speak, also, of the reasons why it is an especial favorite with children.

1. Was the Pic-nic much talked of beforehand?

2. What was the place fixed upon for it?

3. What kind of a place was it said to be?

4. What was the time fixed upon for going?

5. What preparations were made?

6. What were the baskets filled with?

7. When the day came, was it clear or doubtful weather?

8. Did you ride or walk?

9. Was the road a pleasant one?

10. At what time did you arrive at the Pic-nic ground?

11. How was it situated?

12. What took place upon arriving?

13. What preparations were made for the dinner?

Very few Pic-nics are got up and carried through without a great deal of talking and planning; sometimes the plan is proposed several weeks before it is carried into execution.

You can mention how long beforehand the Pic-nic you describe was talked about; the discussions with respect to the preparations; the packing of the baskets; the doubts, hopes, and fears with regard to the weather; the arrival of the day; the assembling of the party; and the manner in which you rode or walked. You can describe, also, your adventures by the way, or any amusing circumstance which may have happened; the dispersing of the party in various groups on arrival at the Pic-nic ground; the search for a pleasant dining-room; the different places proposed; the one finally decided upon; its advantages over the other places; the scene which ensued; the unpacking of the baskets; the arrangement of the table; and the various preparations for the dinner: then the assembling of the party at dinner, and how the afternoon was spent. You can give a description also, of the ride home, and of a beautiful sunset seen upon the way.

1. Under what circumstances was the ride taken?

2. Who were your companions?

3. Was the sleighing fine?

4. What kind of a day was it?

5. What precautions did you take against the cold?

6. What kind of a sleigh was it?

7. Did you fly along rapidly?

8. What road did you take?

9. Was there much snow to be seen?

10. How did the mountains and hills appear?

11. The trees and bushes?

12. The ponds and streams?

13. How would these have appeared if it had been summer?

14. Was it not exciting to feel yourself going along so fast?

15. Did you meet many sleighs?

16. Did not fingers and toes begin to freeze at last?

In describing a sleigh-ride, you can speak of the exhilarating effect of the bracing air; the clear blue sky; the bright sun; the swiftness of the motion, and the sound of the sleigh-bells. You can contrast, also, the scenery which you saw, with the same in its summer dress; the bleakness of the mountains and hills; the clear, distinct outlines, so different from the soft warm haze of summer: then the trees, with their thousand leafless twigs, with their appearance in summer; the ponds and streams, stiff in their icy covering, with their summer life and beauty.

By calling up vividly before your mind the landscape as it is in summer, you will be better able to describe the changes wrought by Winter, with its frost and snow, in every part of it, for you will feel more keenly what he has taken from it,—from the fields, from the brooks, from the trees, the hills, the skies, and the air.

You can describe, also, the beauties of a winter landscape; the pure white snow; the sparkling of ice in the sunbeams; the evergreens loaded with snow, and the deep blue sky above it all; also the gradual freezing up of all ideas, and the pleasure of being again by the warm fireside.

1. What is the origin of this celebration?

2. What is the date of the event it commemorates?

3. Is it a religious festival, like Thanksgiving?

The mention of this subject brings up to every one memories of scenes which are repeated on every return of the day; of cannons, soldiers, parades, drunken men, fighting men, crowds of men, women and children, horses and carriages, fire-crackers incessantly sounding, boys with molasses candy, stalls of apples and gingerbread: from early morning, when one is wakened by the roar of the cannons, till late at night, after the last cracker has been fired and the last skyrocket sent up, there is no peace for eyes or ears. All these various sights and sounds you may describe in any order you please; or you may give an account of a Fourth of July which was celebrated in some particular manner—by a pic-nic, or some kind of procession and describe the arrangements for the occasion; the manner in which it passed off; the speeches which were made, & c.

You may precede your description of the celebration of this day, if you choose, with a brief history of the War of the Revolution, the success of our struggles, the Declaration of Independence and the manner in which this was drawn up and signed. You will find all these particulars in any history of the United States.

1. Is this an American festival, like Fourth of July or Thanksgiving?

2. How did it originate?

3. What did it first commemorate?

4. How is it observed in this country?

5. What do children do the night before Christmas?

6. What do they expect to find in the morning?

7. Who are they told filled their stockings?

This festival is not, like Thanksgiving and Fourth of July, of American origin, but it has been celebrated for many hundred years as the anniversary of the most important event in the world's history—the birth of Christ— and because this event brought joy to the world, it was celebrated as a day of rejoicing; at first religiously, and it is so observed by many persons at this day: many churches are beautifully decorated with evergreens, and opened for religious services.

The subjects embraced in Division III. are inexhausti e in their character, since by changing the point of view each, the subject itself is changed.

The pupil will thus find it an excellent exercise, to take e same subject two or three times in succession, varying s compositions according to the scene selected for de- ription. In the study of Nature he will find an ample ariety of material.

These exercises in description are of the highest impor- nce, as laying the foundation of all freshness and vivid- ess of style. The pupil should be thoroughly trained in em before attempting any other branch of composition.