negligence, since you see what the industry of your brother has gained for him.

12. "Do not think to accuse me of injustice, when you see brother's rich crop. your Your tree was as fruitful, and in as good order, as his. It bore as many blossoms, and grew in the same soil, but it has not had the same care.

13. "Edmund has kept his tree clear from even the smallest insects; while you have suffered them to eat up even your very buds. As I cannot bear to let anything which God has given me, and for which I hold myself accountable to him, go to ruin, I must take this tree from you, and call it no longer by your name.

14. "I shall give it to your brother, whose care and attention may recover it; and it is his property from this moment, as well as the fruit which he may cause it to produce.

15. "You may go and look for another in my nursery, and rear it, if you choose, to make amends for your fault; but if you neglect it, that too shall belong to your brother, for assisting me in my labor, and as a reward for his superior industry and attention.”

16. Moses felt the justice of his father's sentence, and the wisdom of his design. He went that moment to the nursery, and chose the most thrifty young apple-tree that he could find. Edmund assisted him with his advice in rearing it, and Moses gave it the most constant attention.

17. He was never out of humor now with his comrades, and still less with himself; for he applied himself cheerfully to work, and in autumn he saw his tree fully answer his hopes.

18. From this happy change in conduct, he derived the double advantage, not only of enriching himself with a plentiful

QUESTIONS. What is the letter h in the word his in the first line of the eleventh verse? Give its element. What is the combination th in the word with, &c.?

growth of fruit, but at the same time, of getting rid of the vicious habits which he had contracted.

19. And now, my young friends, I hope you will all apply the instruction contained in this piece to yourselves, and remember that your success in acquiring an education, and your future usefulness, depend almost entirely upon the degree of diligence with which you pursue your studies while at school and attend to the moral instruction you may receive from your parents and teachers.

EXERCISE V.

Substitutes.

A SUBSTITUTE is a single letter, or two or more letters, used to represent an elementary sound that is peculiar to some other letter.

It will be seen, by the following table, that the number of substitutes is not so large as might at first be supposed. We maintain that, in all cases, where two or more letters are used as a substitute, they collectively represent an elementary sound which is not peculiar to any one of them, when taken by itself, but to some other letter. Thus we regard ai in said as a substitute for short e, because they represent the element of short e, which is not peculiar to either of the letters. If the element in question is peculiar to any one of the letters used to represent it, we regard that letter alone the representative of the element, and the others as silent. Thus eo in people, is not a substitute for long e, because the element heard in the pronunciation, is peculiar to the letter e alone, and the o is silent.

RULE 4. When substitutes are used, they must have the same sounds as the elements for which they stand.

QUESTIONS. What instruction is contained in this reading lesson? What is a sub. stitute? What combination of letters may be regarded as substitutes? What combina tion should not be regarded as substitutes? What is the rule respecting substitutes?

4. Table of Substitutes.

NOTE. The following is a list of letters frequently used as substitutes to represent several of the elements as given in the first table. The learner should first name the substitute, next the element it represents, and then the example in which it is combined.

ow for ou as in Now

"Cough

"Marine

Any "Said

ph

W

wu

у

66 i

gh

yu

d

е

"Bury Spy

"Hymn
"English ch "k

"Been

C

"k

gh "k

~66

eau

i

แ

i (6 "Busy

"Sew

f

"Beau ph

"""Hautboy
"What
"New

io

eo

y

ū

ū

u ""Surgeon

= = = = dicio OL

35

"Suasion

"One

"Onion "Use

"Phrase "Läugh "Soldier "Ġem "Cat

"Chord

"Hough "Quart "Cent

" Of

"Stephen

"Suffice "His

"Xanthus

" Wax

с

au

66

S

Ꮓ

a

66

X

Ꮓ

ew

፡፡ iew "

"Choir "Sink

EXERCISE VI.

5. Table of Combinations of the Substitutes.

NOTE. In this table, the different substitutes are variously combined in words, which the teacher may first require the pupil to pronounce, and then to point out the substitutes, and give the elements for which they stand.

1. Veil, feint, weight, deign; they, prey, survey, obey; oft, for, nor, cord; cough, trough, bought, ought; marine, machine, police, fatigue; any, many; said, again.

2. Bury, buried, burial; spy, fly, type, tyrant; hymn, hysteric, hypocrite; English, Englishman, England; been; women; busy, busily, business; sew, shew, shewn.

3. Beau, bateau, bureau; hautboy, hauteur, hautgout; what, wad, squad, squander; mew, pew, dew; view, purview, interview; nation, passion, religion.

4. Luncheon, pigeon, surgeon; myrtle, myrmidon, myrrh; her, herd, perch; sir, stir, fir, bird; son, won, love; blood, flood; wolf, wolfish, wolverine.

5. Wool, wood, stood; how, owl, bower; suasion, suavity, suaviter; one, once; onion, valiant, collier; union, figure, stature; phrase, cipher, graphic.

6. Laugh, tough, enough; soldier, soldierlike; gem, ginger, gypsum; cat, scope, arc; chord, scholar, monarch; hough, lough, shough; quart, quirk, quibble.

7. Cent, dice, facile; of; Stephen; suffice, sacrifice, sice, discern; his, prism, usurper; Xanthus, xiphoid, xanthoid; wax, axis, expense.

8. Choir, choir-service; sink, anger, languid; ocean, social, specious; sure, sugar, pension; chaise, chamois, machine; nation, partial, patient; bastion, question; osier, crosier, usual; exact, example, exist.

QUESTIONS. What does the table of substitutes embrace? How is it to be used? What are the substitutes for long a? What are the substitutes for broad a, &c.? What is the design of exercise sixth? How is the table to be studied? Pronounce the first eight words in the first example. What are the substitutes in these words? What element do they represent? Pronounce the next eight words, &c.

EXERCISE VII.

NOTE.-A part of the substitutes, in this exercise, are printed in italics and the teacher may require the class to give the different elements which they represent, as in the preceding table.

JUDGE NOT BY OUTWARD APPEARANCES.

A. BERQUIN.

1. ONE day, in the beginning of spring, Mr. Sefton took a walk to his country-house, with his son Junius. The violets and primroses were in full bloom, and many of the trees were already putting forth their green leaves, while others were bright and gay with white or crimson blossoms, which promised the finest fruits.

2. They strolled on till they came into an alley of latticework, at the foot of which grew a vine, whose rough and crooked stem spread, without beauty or order, its brown and naked stalk over the lattice. "Father," cried Junius, "do you see this homely tree, which looks as if it was staring and making faces at us? Why do you not tell the gardener to take it up, and make fire-wood of it?"

3. Junius then began to pull at it, as hard as he could, in order to force it up by the roots; but the roots were too deep in the earth for his strength. "Pray let it alone," said Mr. Sefton; "I do not wish to have it removed. I shall tell you, in due time, my reasons."

4. "But only look, father," said Junius, "at those beautiful blossoms of the almond and peach trees. Why should not the vine be as pretty too, if it is not to be pulled up? It spoils and destroys the looks of everything. Shall I go and tell the gardener to come and drag it away?"

QUESTIONS. What is the design of exercise seventh? What is the substitute in the word took in the first line? What element does it represent ? Give the element. What is the substitute in the word his, &c.? What moral may you learn from this reading lesson?