un-in-tel'-li-gent, without know-
ledge or skill.
hex-ag'-on-al, having six sides.
ex-ploit', feat.

trail, footprints or track.

ex-pe-di'-tion, hunt; journey in
search of game.

tro-phy, something that keeps a
victory in mind.
de-lib'-er-ate-ly, carefully.

typ-i-fy'-ing, showing; meaning.
en-coun'-ter, fight.

di'-et, food.

on a par with, equal to.
do-mes'-tic e-con'-om-y, household

arrangements.

hor-i'-zons, the lines which bound
the vision, where earth and
sky seem to meet.
ap-pre-ci-a'-tion, knowledge and
understanding.

in-con-sid'-er-ate, thoughtless.
Cro'-sus, a rich man; so named
from a wealthy king of Lydia.
dow'-ered, presented.

in-i'-tials, first letters of a name.

EXERCISES.-1. The Latin prefix a-, ab-, or abs-, means from or away; as avert, to turn from or away; absolve, to loose from; abstain, to hold from; abstract, to draw from.

2. Analyse and parse the following: 'It is the reindeer that carries his baggage, and drags his sledge.'

3. Make sentences of your own, and use in each one or more of the following words: Diminutive, enormous, exploit, achieve.

A FAVOURITE SCHOOLBOY.

[The following lessons are from the Old Curiosity Shop, by Charles Dickens.]

1. It was a very small place; and the men and boys were playing at cricket on the green. There was only one old man in the little garden before his cottage. He was the schoolmaster, and had 'School' written up over his window in black letters on a white board.

2. As it would soon be dark, Nell ventured to draw near, leading her grandfather by the hand. She dropped a courtesy, and told the schoolmaster they were poor travellers, who sought a shelter for the night. He received them kindly, and conducted them into his little schoolroom, which was parlour and kitchen

likewise, and told them they were welcome to remain under his roof till morning.

3. The child looked round the room as she took her seat. The chief ornaments of the walls were certain moral sentences, fairly copied in good round text, and well-worked sums in simple addition and multiplication, evidently achieved by the same hand, which were plentifully pasted around the room; for the double purpose, as it seemed, of bearing testimony to the excellence of the school, and kindling a worthy emulation in the bosoms of the scholars.

4. 'Yes,' said the schoolmaster, observing that her attention was caught by these specimens, 'that's beautiful writing, my dear.'

Very, sir,' replied the child, modestly; 'is it yours?'

Mine!' he returned, taking out his spectacles, and putting them on, to have a better view of the triumphs so dear to his heart; 'I couldn't write like that nowadays. No: they are all done by one hand; a little hand it is; not so old as yours, but a very clever one.'

5. As the schoolmaster said this, he saw that a small blot of ink had been thrown upon one of the copies; so he took a penknife from his pocket, and going up to the wall, carefully scratched it out. When he had finished, he walked slowly backward from the writing, admiring it as one might contemplate a beautiful picture, but with something of sadness in his voice. and manner, which quite touched the child, though she was unacquainted with its cause.

6. A little hand, indeed,' said the poor schoolmaster. 'Far beyond all his companions in his learning and his sports too. How did he ever come to be so fond of

me? That I should love him is no wonder, but that he should love me'- And there the schoolmaster stopped, and took off his spectacles to wipe them, as though they had grown dim.

'I hope there is nothing the matter, sir,' said Nell anxiously.

'Not much, my dear,' returned the schoolmaster: 'I hoped to have seen him on the green to-night. He was always foremost among them. But he'll be there to-morrow.'

7. 'Has he been ill?' asked the child, with a child's quick sympathy.

'Not very. They said he was wandering in his head yesterday, dear boy, and so they said the day before. But that's a part of that kind of disorder; it's not a bad sign-not at all a bad sign.'

8. The child was silent. He walked to the door, and looked wistfully out. The shadows of night were gathering, and all was still.

'If he could lean on somebody's arm, he would come to me, I know,' he said, returning into the room. 'He always came into the garden to say good-night. But perhaps his illness has only just taken a favourable turn, and it's too late for him to come out, for it's very damp, and there's a heavy dew. It's much better he shouldn't come to-night.'

9. The schoolmaster lighted a candle, fastened the window-shutter, and closed the door. But after he had done this, and sat silent a little time, he took down his hat, and said he would go and satisfy himself, if Nell would sit up till he returned. The child readily complied, and he went out.

10. She sat there half an hour or more, feeling the place very strange and lonely, for she had prevailed

on her grandfather to go to bed, and there was nothing to be heard but the ticking of the old clock, and the whistling of the wind among the trees. When he returned, he took his seat in the chimney corner, but remained silent for a long time. At length he turned to her, and speaking very gently, hoped she would say a prayer that night for a sick child.

11. 'My favourite scholar!' said the poor schoolmaster, smoking a pipe he had forgotten to light, and looking mournfully round upon the walls. It is a little hand to have done all that, and waste away with sickness. It is a very, very little hand.'

EXERCISES.-1. The Latin prefix ad- (which also takes the forms a-, ac-, af-, ag-, al-, an-, ap-, ar-, as-, at-) means to; as adhere, to stick to; ascend, to climb to; accede, to yield to; affix, to fix to; aggravate, to give weight to; alleviate, to lighten or give ease to; annex, to join to; append, to hang to; arrogate, to lay claim to; assume, to take upon (to) one's self; assimilate, to make like to; attract, to draw to.

2. Analyse and parse the following: As the schoolmaster said this, he saw that a small blot of ink had been thrown upon one of the copies.'

3. Make sentences of your own, and use in each one or more of the following words: Conduct, testimony, contemplate, sympathy.

THE SCHOOLBOY'S DEATH-BED.

1. The next day, towards night, an old woman came tottering up the garden as speedily as she could, and meeting the schoolmaster at the door, said he was to go to Dame West's directly, and had best run on before her. He and the child were on the point of going out together for a walk, and without relinquishing her hand, the schoolmaster hurried away, leaving the messenger to follow as she might.

2. They stopped at a cottage door, and the schoolmaster knocked softly at it with his hand. It was opened without loss of time. They passed into an inner room, where his infant friend, half dressed, lay stretched upon a bed.

He was a very young boy; quite a little child. His hair still hung in curls about his face, and his eyes were very bright; but their light was of heaven, not earth.

3. The schoolmaster took a seat beside him, and stooping over the pillow, whispered his name. The boy sprang up, threw his wasted arms around his neck, crying out that he was his dear, kind friend.

'I hope I always was. I meant to be, God knows,' said the poor schoolmaster.

4. 'Who is that?' said the boy, seeing Nell. ‘I am afraid to kiss her, lest I should make her ill. Ask her to shake hands with me.'

The sobbing child came closer up, and took the little languid hand in hers. Releasing his again after a time, the sick boy laid him gently down.