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Neither hath he imparted to her understanding.
4. Hast thou given the horse strength ?
Hast thou clothed his neck with thunder ?
5. The quiver rattleth against him,
The glittering spear and the shield.
The thunder of the captains, and the shoutings. 6. Doth the hawk fly by thy wisdom,
And stretch her wings toward the south ?
of the rock, and the strong place.
young ones also suck up blood;
7. Behold now behemoth which I made with thee;
He eateth grass as an ox.
[hin: He that made him can make his sword to approach unto Surely the mountains bring him forth food,
Where all the beasts of the field play. 8. He lieth under the shady trees,
In the covert of the reed, and fens.
The willows of the brook compass him about. Behold! he drinketh up a river, and hasteth not He trusteth that he can draw up Jordan into his mouth. He taketh it with his eyes : His nose pierceth through snares. QUESTIONS.--1. Whose words are given in this extract? (See ere 38th and following chapters of the book of Job.) 2. To whom are they addressed? 3. What questions are asked in regard to the unicorn? 4. What is suid of the ostrich? 5. From whom has the horse his strength? 6. How is he described ? 7. For what was the one used, which is described ? 8. What is asked in regard to the hawk? 9. Where does the eagle dwell ? 1:1. How is behemoth described ?
Are the questions in this lesson direct or indirect? What inflections do they require ?
LESSON LXXXI. SPELL AND DEFINE-1. Undaunt'ed, not depressed by fear. 2. Brook, to bear; to endure. 3. Meager, destitute of Hesh; lean. 4. Dismay', a yielding to fear; terror. 5. Men'aced, threatened. 6. Redress', relief; deliverance from wrong or oppression.
The Soul's Defiance.--ANON.
That beat against my breast,
And lay it low at rest ;
Thy tempest, raging high,
threats I brave;
And crush me to the grave;
Shall mock your force the while,
Pass on - heed you not ;
Yet still the spirit, which you see,
Undaunted by your wiles,
Its high-born smiles.
Strike deep—my heart shall bear ;
To those already there ;
This last, severe distress,
And scorn redress.
Aim sure—0, why delay ?
A weak, reluctant prey ;
Triumphant in the last dismay,
Shall smiling pass away. Questions. 1. What does the pronoun !, at the beginning of each verse, personate? 2. To what does the soul bid defiance in each verse?
What inflection has the first word of the third line, first verse, and the first of the second line of all the others? Why have they such inflection? Which has the more intense degree of inflection, the first or second cold, second verse ? (Les. VIII. Note IX.)
SPELL AND DEFINE-1. Applaud, to approve; to praise. 2. Ambitious, desirous of high things; aspiring. 3. Decision, fixedness of mind, as to some purpose. 4. Literary, pertaining to learning. 5. Temporizing, de laying, or wasting time. 6. Transferred, conveyed. 7. Sir'en, enticing; bewitching. 8. Mis an’thro py, hatred of mankind.
How a Student is Known.--PROF. STUART. 1. If a man really loves study, if he has an eager attachment to the acquisition of knowledge, nothing but peculiar sickness or misfortunes will prevent him from being a stu. dent, and possessing, in some good degree, the means of study. The fact is, that when persons complain of want of time for study, and want of means, they only show thăt, after all, they are either attached to some other object of pursuit, or have no part nor lot in the spirit of a student. They will applaud others, it may be, who do study, and look with a kind of wonder on their acquisitions ; but, for themsělves, they can not spare the time, nor expense, necessary to make such acquisitions ; or they put it to the account of their humility, and bless themselves that they are not ambitious.
2. In most of all these cases, either the love of the world, or genuine laziness lies at the bottom. Had they more energy, and decision of character, and did they redeem the precious moments which they now lose in laboriously doing nothing, or nothing to the purpose, they might open all the treasures of knowledge, and have them at their disposal.
3. I might safely promise a good knowledge of Hebrew and Greek, to most men of this sort, if they would diligently improve the time they absolutely throw away, in the course of three or four years. While one man is deliberating whether he had better study a language, another has acquired it. Such is the difference between decisive, energetic action, and a timid, hesitating, indolent manner of pursuing literary acquisitions.
4. And what is worst of all in this temporizing class of students, is that, if you reason with them, and convince them that they are pursuing a wrong course, that conviction operates no longer than until the next paroxysm of indolence, or of a worldly spirit, comes on. These siren charmers lull every energetic power of the mind to sleep. The mistaken man who listens to their voice, finds himself, at the age of forty, just where he was at the age of thirty. At fifty, his decline has already begun. At sixty, he is uni. versally regarded with indifference, which he usually repays with misanthropy. And if he has the misfortune to live until he is seventy, every body is uneasy because he is not transferred to a better world.
QUESTIONS.-1. What alone will hinder a man from becoming a stro dent? 2. What does the complaint of want of time and means show? 3. What would the writer promise ? 4. Where will the indolent man find himself at forty? 5. How will he be regarded at fifty, sixty, and seventy? 6. Do the views of this writer agree with those of the writer of Lesson I.?
What inflection should be made at the commas, first part of the first verse? What conditional circumstance is implied by the use of the cire cumflex on others, first verse ?
LESSON LXXXIII. SPELL AND DEFINE-1. Moors, tracts of wet, low ground. 2. Watertresses, plants growing in wet places. 3. Heath'er, a kind of low shrubbery. 4. Furze, a thorny plant. 5. Pastoral, pertaining to shepherds. 6. Benign, kind. 7. Thrall
, slavery. 8. Peas'ant ry, the common people, as distinguished from the nobility in European countries. 9. Incidents, circumstances; events. For what is emphasis generally employed ? (Les. VIIL Note V.)
Scotland in Summer and Winter.- WILSON. 1. In summer there is beauty in the wildest moors of Scotland. The wayfaring man, who sits down for an hour's rest, beside some little spring, that flows unheard through the brightened moss and water-cresses, feels his weary heart revived by the silent, serene, and solitary prospect.
2. On every side, sweet sunny spots of verdure smile toward him from among the melancholy heather-unexpectedly in the solitude a stray sheep, it may be, with its lamb, starts half alarmed at his motionless figure-insects, large, bright, and beautiful, come careering by him through the desert air. Nor does the wild want its own songsters; the gray linnet, fond of the blooming furze, and now and then the lark, mounting up to heaven, above the summits of the green pastoral hills, pour forth their cheerful notes of joy and gladness.
3. During such an hour of sunshine, the lonely cottage on the waste, seems to stand in a paradise; and as he rises to pursue his journey, the lonely traveler looks back, and blesses it with a mingled emotion of delight and envy. There, thinks he, abide the children of Innocence and Contentment—the two most benign spirits that watch over human life.
4. Other thoughts arise in the mind of him, who may chance to journey through the same scene in the desolation of winter. The cold, bleak sky girdles the moor as with a belt of ice. Life is frozen in air and on earth. The silence is not of repose, but of extinction; and should a solitary human dwelling, half buried in the snow, catch his eye, he is sad for the sake of those, whose destiny it is to abide far from the cheerful haunts of men, shrouded in melancholy, by poverty held in thrall, or pining away in unvisited, and untended disease.
5. But, in good truth, the heart of human life is but im.