severely embittered the relations between Protestants and Roman Catholics, grew fiercer, and rendered the struggle more and more desperate. Not until after the lamentable rebellion which took place in 1798, and which was assisted by the French, then struggling by any means to inflict mortal injuries upon Great Britain, did English statesmen see the propriety and the wisdom of doing "justice to Ireland." The immediate political result of this rebellion, which was not put down without much bloodshed both on the field and on the scaffold, was the union of Ireland with the sister kingdom, and this act was consummated, under the auspices of Mr. Pitt, on the 1st of January, 1801. Before that date Ireland had borne to England the same sort of relation that Hungary till lately bore to Austria; she was a separate kingdom, though acknowledging the same king, had a separate Parliament of two Houses, and was, as far as her own internal affairs went, distinct from Great Britain. But it was found that the Parliament was steeped in corruption to the lips, that selfish interests selfishly advocated were alone represented in it, and that the few brilliant statesmen, properly so called, whose voices from time to time were heard in it, were borne down by the dead weight of those who saw no use in legislating for the real good of the people. Mr. Pitt, therefore, in view of this state of things, and recognising that the Irish people had many veritable grievances to be redressed, determined to bring about a union between the countries. In the face of much opposition, and under circumstances of much public danger, he carried his point, and in January, 1801, the Irish Parliament, by its own consent, ceased to exist. Since that time Irish interests have been represented by 105 members sitting in the imperial House of Commons at Westminster, and the peerage of Ireland by 32 representative peers, including four ecclesiastics, in the House of Lords. Since that time also Irish interests have been more conscientiously considered than before, and legislation, of which the distinct object was to do justice to Ireland as an integral part of the empire, has gone forward with a quick hand. There is now no reason whatever why, in the face of equal laws faithfully administered, the kingdom of Ireland should not be as really and intimately united to the sister kingdom of England, as Scotland or Wales; why the memory of old wrongs and old quarrels should not be buried for ever, or why the three countries should not be as inseparable as the leaves on the shamrock, the threein-one plant, by which St. Patrick is said to have made plain to the Irish the mystery of the unity of the Blessed Trinity. PRINCIPAL OCCURRENCES IN THE CHAIN OF EVENTS THAT LED TO THE UNION OF SCOTLAND AND IRELAND WITH ENGLAND. LESSONS IN DRAWING.-XXIII. THE second use of the oval is when the axis is horizontal; and here we cannot do better than quote the observations of Professor Camper, who, after saying he had attentively examined the structure of the skulls of both adults and infants, proceeds thus:-" An idea suggested itself that in drawing the head, the best method would be to imitate the process of nature: first to form the cranium or skull, then mark the facial line in the direction required, and afterwards arrange the other parts according to given proportions." "The skull is a horizontal oval, of which the hindermost parts are the largest, and the fore part like the section of a globe. I first draw this oval by means of two circles; the one is L VE W (Fig. 140), which contains about three parts of the head; the other, K U Z, which is in size eight-ninths of the other circle. Draw the horizontal line s T, which extends from the centre of the large circle s, to T, the centre of the smaller, and is onefourth of the larger circle. From the centre s, I let fall the perpendicular line sQ; this marks the seat of the orifice of the ear, and its lobe E." Upon examining the drawing the Professor gives (Fig. 140) to illustrate his remarks, we find a discrepancy which we think it right to notice. The diameter of the smaller circle is eight-ninths of the diameter of the larger circle; also the distance between the two centres T and s is one-fourth of the diameter of the larger circle; as it is written, the areas of the circles might be supposed to be intended. The Professor continues-"I draw PG, the facial line, in the degree of the inclination required; K marks the place of the forehead; F, the line of the eye; I, the nose; H, and a third of IB or I G, the mouth; through the centre of LQ I draw the horizontal line F; I also make GN equal to the nose, and from N commence the line of the throat." This idea of Professor Camper is worth considering; it may be useful, as the principle it involves is in accordance with that of nature, and after a little practice of drawing the oval by hand, the features and other parts may very easily be put together. But we must observe that this method is applicable only to profiles; where the first method so far fails in not giving the horizontal projection of the hinder part, although in all other positions it may be useful. Consequently, it is well to know both, so that one may be used in the one case, and the other in the remainder. After all, the great advantage connected with these two methods Legislative Union of England of employing the oval is the certainty of securing the general and Scotland as the Kingform of the head, the proportions of the parts, and the positions dom of Great Britain, of the features in connection with each other. Beyond these, May 1, 1707 as regards the details, we cannot venture; the draughtsman must not be controlled by them; he must make them subservient to his purpose according to the character of the head he is drawing. IRELAND. 1169 1170 1210 1308 1394 1465 · 1491 1534 of "King of Ireland". 1542 The next portion of our subject will be the method of shading. A very great deal is included in this. In the first place, the pupil must have acquired confidence in drawing an outline, as he will soon find that the difficulties of shading do not exist so much in the manipulation--that is, in the manner of doing it—as in the application of the work. In the second place, nothing contributes more effectively in describing the form of an object than the proper treatment of the shades and the semitones; and especially with respect to the human figure, where on the surface, between the extreme boundary lines, is always found an amount of form which it would be impossible to represent faithfully by outline only. For example, the form of the nose in a side face is very easily given by the outline; but when the same face is turned to a front view, then we have to depend upon our capability of representing the form by light and shade. The same remarks are applicable to the treatment of the surfaces of the body and limbs; for as they are constantly subject to change, in consequence of the variety of motion of which they are capable, there will always be a considerable demand upon our anatomical knowledge, if we hope to deal faithfully with the ever-varying surface as it approaches the eye, or recedes to the boundary represented by line only. Therefore the know ledge we speak of must help us to use the shade tints in such a way that the muscles and bones which give the variety of surface may be exactly represented in accordance with the action and strength the parts exhibit. The manner of using the pencil in shading has been already explained in Lesson XII. (Vol. I., page 359). The pupil must refer to this again, and continue the practice. It would be advisable to procure a ball about the size of a cricket-ball (this kind of ball, indeed, would answer the purpose), whitewash it, and when dry it will form an excellent model from which the practice of shading may be studied with advantage; for the ball exhibits every degree of light and shade, from the highest light to the darkest shadow, including the cast shadow upon the table or stand upon which it is placed. Figs. 141, 142, and 143 are given to illustrate the course to be pursued. After the outline has been made, if it should be black or heavy, faint it. A light outline is the best to proceed with in the shading. A black outline upon the edges of the shadow injures them very much; it destroys the harmony of tone, and, what is very objectionable, the eye is attracted by it. We are obliged to make use of a line to determine the extent of the part, and its subdivisions which contain the extent of tone or colour, and we must have no mean consideration of its importance, but as we proceed with the work, the line must be absorbed in the shadows. Nature shows no black outline but a limit; we draw the limits by clear faint lines, and complete the effect by shading. It must be borne in mind that we have only two means of distinguishing objects from one another-by light and shade, and by colour; consequently, when Nature begins to use black lines to mark her boundaries, we may. Mark in slightly, but with great care, the extent of the broad and cast shadows. In order to understand clearly the extent of these shadows, and to decide where the half-tint commences, and the depth and proportion of all other minor tones, the pupil must look at his copy or model for a moment or two with half-closed eyes; he will very soon see the advantage of doing so, as he will thereby be able to say which is decided shadow and which are the half-tints, and thus at once determine the proportion of tone he is to employ in representing them. The first stage will be to fill in the whole of the broad and cast shadows with one flat even tint, equal in tone to the reflections, as in Fig. 141; afterwards darken the greatest depth by crossing lines, lifting up the pencil as explained by Fig. 83, Lesson XII. (Vol. I., page 360); then lastly will be the semitones connecting the high lights and broad shadows, with all those minor tones found within the limits of the broad light, and caused by the varied surface of the object (Fig. 142). The stump mentioned in Lesson X. (Vol. I., page 295) may be used to lay on a flat and moderate tint over the parts intended for the broad and cast shadows; afterwards work over the shadows with the point in the line manner. The use of the stump must be restricted to the shadows named until the pupil has acquired confidence in handling it, and then he will find himself capable of employing it for the darkest of the minor tones, but in this he must be guided by his own judgment, resulting from experience. Perhaps some of our pupils may be unable readily to procure a stump; we will show them how to make one. Cut some thick coarse grey packing-paper to the shape of Fig. 144, according to the dimensions there given; and then roll it closely up, beginning at the broader end, and terminating with a b. If the stump be well made it will be very hard and tight, ending in a point at both ends. Put a little gum on the end a b, and press it down upon the body of the stump; it will then be fit for use, as follows:-Take a piece of hard strong paper, and cover a portion of it with a BB pencil until it is quite black; then rub the end of the stump on the blackened paper, and tone down the shadows with it as evenly as possible. Another hint with regard to the outline. It frequently happens that, by repeated alterations, the surface of the paper loses its firmness and becomes dirty, so that, when shading upon it, it is very difficult to make a clean and bright drawing; therefore finish the outline regardless of the paper, and trace it upon a clean piece to receive the shading. The tracing-paper may be made by rubbing a dark and soft pencil upon half a sheet of foolscap. Place the clean paper to receive the shaded drawing upon a drawing-board; upon this place the tracing-paper laid upon its face downwards; and lastly, the finished outline upon that; pin them down at one end, and then, with a hard point, firmly press over the outline, which will be printed upon the clean sheet from the blackened paper; this traced outline will then be ready for shading. Until the pupil has had some considerable practice, he will find that his greatest difficulty does not consist in making an even tint, as all defects can be remedied by stippling-that is by carefully filling up the lighter or uneven parts with the point only; but it consists in uniting the extreme lights with the decided shadows by semitones, which are liable to appear dirty, and require a very careful and delicate hand to treat them properly. To sum up, we have in these lessons taken up the three leading divisions of art-still life, landscape, and figure-and have endeavoured to give the necessary instructions which are generally applicable to all, at the same time paying due regard to particulars which belong to and sustain the individual character of each subject as it comes before us. Our pupils will have discovered that the leading principles of art are universal, that they are not confined to one particular branch to the exclusion of others; but from the moment we take up the pencil to commence the outline, the essential beginning of every sub. ject, we start upon principles which are absolute, and which must have their influence in directing us. This refers to the drawing or outline preparatory to filling it in with light and shade or colour. There is no necessity to repeat the cautions we have given, or the necessary process of execution, when engaged in this most difficult and most important part of the work. Our efforts should be to acquire a bold and unhesitating manner of drawing; this can only be done by a thorough knowledge of the subject and close observation, combined with patience and perseverance. A bold, free style is frequently understood to be a rapid dashing manner, a fatal mistake in hundreds of cases where study and experience have had but little influence. Bold drawing is done with few lines and seemingly little effort, in a quiet, deliberate, and steady manner, producing a resemblance which is recognised, felt, and admired by all who are interested in it. Success of this kind is not altogether the result of manual practice, the mind has the most to do with it; the knowledge of things in general, of facts relating to natural history, manners and customs, and the character and construction of the object we are representing, are the greatest means of help we can obtain. A mind thus thoroughly instructed will have much less difficulty in guiding the hand than when it is dependent upon manual practice only; because, if the mind can fully comprehend that which has to be done, and can within itself see the result, the hand well practised in the manner of wielding the pencil will at once be guided by its influence, doubts and speculations will be few, and the result satisfactory. It is not at all uncommon to meet with the case of a draughtsman or artist satisfied with a picture, at which a man with an accomplished mind only smiles. Why is it? Simply because the painter has depended more upon his hand than his judgment, or that his mind is incapable of receiving those more important lessons from Nature which elevate art and make it valuable. Of course we feel we are addressing those who cannot remain satisfied with bare imitation, whose desire is to do something more, and picture the life as well as the form. The instructions necessary for imitation only are very simple, and can soon be explained, and we trust we have not failed to do so; but beyond that point the sources of instruction are infinite, as every object has something to reveal concerning itself, and the artist must not fail to listen to it. We will conclude with a passage from one of the lectures of Sir Joshua Reynolds, delivered to the students at the Royal Academy :-"There is one precept," he observes, "in which I shall be opposed only by the vain, the ignorant, and the idle. I am not afraid that I shall repeat it too often. You must have no dependence on your own genius. If you have talents, industry will improve them; if you have moderate abilities, industry will supply their deficiency. Nothing is denied to well-directed labour; nothing is to be obtained without it. Not to enter into metaphysical discussions on the nature or essence of genius, I will venture to assert that assiduity, unabated by difficulties, and a disposition eagerly directed to the object of its pursuit, will produce effects similar to those which some call the result of natural powers. Though a man cannot at all times, and in all places, paint or draw, yet the mind can prepare itself by laying in proper materials, at all times and in all places." Er wollte nicht erlauben, daß jener Er erzähl'te mir, daß meine Ab'hand. lungen über diesen Ge'genstand sehr gelobt' worden wären. Da die fürstliche Familie ge'gen. wärtig ist, so vermu’thet man, daß diesen Abend ein großes Concert' werde gegeben werten. Ich hoffe, daß in kurzer Zeit alle Hindernisse von ihm werden über. wun'den worden sein. Klagen, to complain, lament. Lösen, to solve, un- ma. Spiel, n. game, play. Troja, n. Troy. Ue'bermaß, n. excess, superfluity. lle brigens, as for the rest, besides. Verkündigen, to an nounce, predict. Vermuthen, to suppose, presume, think. EXERCISE 138. 2. 1. Es wird gesagt, daß der Schauspieler eine Vorstellung gebe. = &8 wird gesagt, daß eine Vorstellung von dem Schauspieler gegeben werde. Der Nachbar glaubt, daß der Knabe seine Eltern täusche. Der Nachbar glaubt, daß die Eltern von dem Knaben getäuscht werden. 3. Die Kinder sagten, der Jäger schösse den Hirsch. = Die Kinder sagten, der Hirsch würde von dem Jäger geschossen. 4. Man befürchtet, der Hund beiße die Leute.= Man befürchtet, die Leute würden von dem Hunde gebissen. 5. Man vermuthet, der Freund habe den Freund. hintergangen. = Man vermuthet, der Freund sei vom Freunde hintergangen worden. 6. Der Vater meinte, daß die Kinder das Stück gespielt hätten. Der Vater meinte, daß das Stück von den Kindern gespielt worden wäre. 7. Er erzählte mir, daß die Märchen die Blumen in seinem Garten abgebrochen hätten. Er er, zählte mir, daß die Blumen in seinem Garten von den Mädchen wären abgebrochen worden. 8. Der alte Soldat rief aus, daß er seinen Feldherrn nie vergessen werde. Der alte Soldat rief aus, daß sein Feldherr nie von ihm werde vergessen werden. 9. Die Mutter sagte, sle werde diesen Nachmittag im Garten graben. Die Mutter sagte, es werde diesen Nachmittag im Garten von ihr gegraben werden. 10. Ich möchte wissen, ob Sie ihn würden geehrt haben. = Ich möchte wissen, ob er von Ihnen würde geehrt worden sein. 11. Ich dachte nicht anders, als daß er das Spiel werde gewonnen haben. = Ich dachte nicht anders, als daß das Spiel von ihm werde gewonnen worden sein. 12. Das Orakel verkündigte ihm, er werde stegon. 13. Er sagte mir, er werde von Jedermann geliebt und geachtet. 14. Er behauptet, das Näthsel sei burch ihn gelöst worden. 15. Die Geschichte meldet, daß Troja von den griechischen Fürsten zerstört worden sei. 16. Er sagte ihm, er würde seinetwegen (Sect. LXXIII. 1) Alles zu thun bereit sein. 17. Der Freund be. klagte sich, daß er so wenig von mir besucht würde. 18. Man fagt, Ungarn sei durch Bestechung, nicht durch Gewalt der Waffen besiegt worden. Mein Nachbar sagte mir, das Aeußere dieses Mannes bote nichts Auffallendes bar, aber seine Seele wäre geziert durch eine Menge trefflicher Eigenschaften. 20. Der alte Cato schloß eine jede Rede mit den Worten: Uebrigens halte = 19. ich dafür, daß Garthago zerstört werden muß. 21. Man vermuthet, vie Festung sei von den Feinden eingenommen worden, allein die Besazung werde begnadigt worden sein, 22. Der Jüngling sagte, es werde noch Bieles von ihm gethan werden. 23. Der betrübte Water glaubt, sein Sohn werde von dem erbitterten Feinde erschossen worden sein. 24. Die Freundin behauptete, daß das Unglück durch die Schuld des Nachbars herbeigeführt worden wäre. 25. Der Arme klagte, daß er gewaltsam fortgeschleppt worden wäre. EXERCISE 139. = 1. It was said that everybody would love those children. It was said those children would be loved by everybody, 2. The teacher believes that the scholars could have learned their exercise. The teacher believes that the exercise could have been = learned by the scholars. 3. The gardener said he would dig tomorrow in the garden. The gardener said it would be dug by him to-morrow in the garden. 4. We wish that you may love and esteem your friends. We wish that your friends may be loved and esteemed by you. 5. We believed not that we should ever have been praised by our teachers, and that we should have satisfied them in everything. 6. It is impossible that you could have received the intelligence before us, except it might have been communicated to you by telegraph. 7. How is it possible that this undertaking could have been finished by you? 8. We doubt very much that we can ever be rewarded for our troubles, and that the promises can ever be fulfilled. 9. How could it be wise and good a prince? 10. The poor slave complained that possible that that people was governed badly, when it had so he had been forcibly dragged along, and in the excess of his 66 Oh, that I had never been born!" grief he cried out, SECTION LXXIII.-IDIOMS OF PREPOSITIONS. The preposition wegen is often compounded with the genitive of personal pronouns [§ 57. (2)], which in this connection substitute t or et for the final r; as:-Meinetwegen (instead of meiners wegen), on my account, for my sake (literally, on account of me). Seinetwegen nur bin ich gekommen, on his account only have I come. 1. The preposition ju is often used after certain verbs (as, machen, werden, wählen, etc.) to mark the result of an action, or the end or destination of a thing; as-Sie haben ihn zum Feind gemacht, you have made him (to) an enemy, or, you made an enemy of him. Das Eis wird zu Wasser, the ice becomes (to) water. Sie wählten ihn zum Kaiser, they elected him (to the) emperor. 2. Verdacht auf Jemand haben, or, Jemand im Verdachte haben (literally, to have suspicion upon one, or, to hold one in suspicion) answers to our "to suspect;" as:-Ich habe Verdacht auf ihn, or, ich habe ihn im Verdachte, I suspect him, or, I have suspicion of (upon) him. An'fleiden, to dress, attire. Auf'wärterin, f. female servant, waiting. woman. cion. Weiter, farther, more distant. Werfen, to throw, cast. Worauf', whereupon, on which. 3uerst', at first, for the first. 1. Wiffen Sie nicht, an was für einer Krankheit Ihre Nichte geftorben ift? 2. So viel ich gehört habe, ist sie an der Auszehrung gestorben. 3. Viele sind in diesem Jahre an der Cholera gestorben. 4. Weiß man nicht, wer die filbernen Löffel gestohlen hat? 5. Nein, aber man hat Verdacht auf einen Bedienten des Hauses. 6. Man hatte zuerst eine alte Aufwär terin im Verdachte. 7. Er hat mich im Verdachte, ihn vorsäglich beleidigt zu haben. 8. Ích weiß wirklich nicht, auf wen ich meinen Verdacht werfen, und worauf ich ihn stüßen soll. 9. Nachdem ich mich angekleidet, und nachdem ich gefrühstückt haben werde, will ich ihn besuchen. 10. Nach. dem er zu Mittag gespeist hatte, las er die Zeitung. 11. Nachdem er sich gebadet hatte, machte er einen Spaziergang. 12. Nach zehn Uhr des Abends besuchte er mich noch. 13. Nach Mitternacht werden wir unsere Reise weiter fortseßen. 14. Es giebt Menschen, welche nach diesem Leben fein anderes erwarten. 15. Ich freue mich seinetwegen mehr, als meinet. wegen. 16. Jhretwegen habe ich tie Reise unternommen. 17. Guret wegen ist der Vater so betrübt. 18. Unsertwegen brauchen Sie sich nicht zu schämen. 19. Mein Bruder war seiner selbst nicht mehr mächtig. 20. Hast Du Herrn N. selbst, oder seine Frau gesehen? 21. Ich habe ihn selbst nicht nur gesehen, sondern auch gesprochen. 22. Ein treuer Soldat stirbt lieber, als daß er zum Verräther wird. EXERCISE 141. 1. Are we obliged to wait for our friend?. 2. No, not on his account. 3. This man is detested on account of his perfidy. 4. Do not grieve on account of us! 5. On my account you may do what you like. 6. My brother died of consumption in the mineteenth year of his age. 7. Do you know who has stolen your gold watch ? 8. No, but I am suspicious of that man who came to our house yesterday. 9. At first I suspected a servant of the house. 10. After I had performed my last voyage, I plied myself to the study of the living languages. 11. After we had dined, we took an airing on horseback. 12. After he had breakfasted, he visited his brother-in-law. 13. This lady wants eighteen ells of muslin for a dress. 14. That youth became a doctor. 15. That speculation made our neighbour a rich man. 16. He told me he should on his own account speak to his father. KEY TO EXERCISES IN LESSONS IN GERMAN. EXERCISE 72 (Vol. I., page 324). ap 1. It is questionable whether we shall have fine weather to-morrow. 2. It is proper to keep holy the Sabbath. 3. It is proper to esteem older people. 4. One works more joyfully when one has the consciousness that one is doing something good. 5. It is not proper to decline the invitation. 6. The really prudent man will labour to adapt himself as much as possible to the times. 7. It affords great pleasure to further what is good. 8. It is proper that every foreigner should adopt the good, but not the evil customs of a people. 9. This man's wealth increases visibly. 10. It is not proper for children to be disobedient. 11. It is questionable whether this man has done his duty. 12. It sometimes happens that the considerations connected with a sportive occurrence are very serious. 13. It often happens that small circumstances occasion great events. 14. Who has met you this morning? 15. My friend the captain has met me. 16. Did anything disagreeable happen to him on his last journey? 17. Yes, a great misfortune befell him. 18. What has happened to you? 19. Nothing has happened to me. 20. This punishment serves him right, EXERCISE 73 (Vol. I., page 324). 1. Es gehört sich, daß Kinder ihre Eltern achten. 2. Es schickt sich nicht für einen weisen Mann, der Menge zu folgen. 3. Die meisten fungen Leute wünschen groß in der Welt zu scheinen. 4. Sie sollten unter allen Umständen die Wahrheit sagen. 5. Es frägt sich, ob wir Ihre Ein Ladung annehmen werden. 6. Es frägt sich, ob Sie Recht oder Unrecht haben. 7. Es trägt sich zuweilen zu, daß der beste Mensch irrt. 8. Die Regierung fordert Gehorsam von ihren Unterthanen. 9. Die Bevölkerung Lontons nimmt jeres Jahr ungeheuer zu., 10. Mein Bruder witmete sich mehr den Wissenschaften, als dem Vergnügen. 11. Wissen Sie, wie weit Ihr Freund Ihnen gerathen hat? 12. Er bat Ihnen gerathen das zu thun, wovon er gestern sprach. EXERCISE 74 (Vol. I., page 324). 1. What is that servant gone for? 2. She is getting water at the well, wood from the forest, and meat from the market. 3. Has she already gone for my trunk at the railway station? 4. Yes, she went for it directly after she got up. 5. We sent for a physician for the sick man. 6. He got me to copy the letter, and then to carry it to the post. 7. I neglect nothing to bring your son to a better course. 8 Let us not be deluded by this event. 9. One should suffer the dead to rest. 10. He kept me waiting, although I was in a hurry. 11. Why did you not let your little brother come? 12. Because he was all the 14. No, because I consider the English language more useful. 15. The major ordered his servant to show me the way to the village. 16. The gentleman whom you ask for had the captain driven into the country. 17. For whom do you send for the books? 18. I send for them for my youngest sister, in order to teach her Italian. 19. He had me invited to travel with him next week. afternoon at school. 13. Do you let your children learn French ? EXERCISE 75 (Vol. I., page 824). 2. Ich werde 1. Welchen von diesen Aerzten werden Sie holen lassen ? feinen von Beiden holen lassen. 3. Laß mich zufrieden, denn ich bin nicht wohl. 4. Nur feige Soldaten lassen ihren Anführer im Stiche. 5. Warum ließen Sie Ihre kleine Schwester nicht kommen? 6. Sie konnte nicht, denn sie war den ganzen Morgen in der Schule. 7. Er hat einen Zahnarzt holen lassen, um einen Zahu herauszuziehen. 8. Was lassen Sie Ihr Dienstmäd chen holen? 9. Ich lasse sie Papier und Dinte holen. 10. Laßt uns menschlich handeln. 11. Laßt uns doch nach der Schule gehen. 12. Laßt uns nicht den Beispielen der Gottlosen folgen. EXERCISE 76 (Vol. I., page 347). 1. What kind of weather is it to-day ? 2. It is beautiful weather today, but it is somewhat colder than yesterday. 3. What opinion does he entertain concerning this thing? 4. His opinion of it is not the best. 5. My society is for him the most agreeable in the world. 6. What kind of fish are these? 7. They are sea-fish. 8. In what kind of work does he occupy himself? 9. He occupies himself partly in writing, partly in reading. 10. What a power music has over the mind of man! 11. What a great delight it is to see the world! 12. What a glorious aspect the firmament, with its innumerable stars, presents! 13. Every star in the heavens forms a world of its own. 14. The really virtuous man devotes every day of his life to laying aside his faults more and more. 15. Has not every one of your friends such a hat? order to save their native land. 16. No, every one has a different one. 17. Such men are necessary, in 18. Have you seen that blind man who possesses a delicacy of touch, which is astonishing? 19. Yes, I have seen him. 20. The giver of such a gift is to be praised. 21. The hardships of such a journey strengthen the body. 22. Such actions will call forth the admiration of posterity. 23. I have not had such agreeable hours for a long time. 24. Among the inhabitants there are many very opulent. 25. Have you not too lived to see many strange things? 26. O yes, I have already seen many remarkable things. 27. Many a brave soldier had to lose his life in the battle. 28. Has not this author written many good works ? 29. Certainly, many of them are excellent. 30. Have both friends come to an understanding about this thing? 31. Yes, in some points they have agreed with one another. 32. Some English ships were sunk in this storm. 33. A few prudent men retired from the meeting. 34. All the inhabitants of the town fled at the enemy's approach. 35, Many persons pass their whole life in idleness. 36. Was that your brother who was the whole of yesterday in your society? 37. No, it was my nephew, who visits me once every year. 38. What a magnitude the earth has, and how much smaller, notwithstanding, is it than the sun! 39. What advantages has man over the beast? 40. What bird's feather is this? 41. If the scholar is industrious, he learas something. EXERCISE 77 (Vol. I., page 347). 1. Mancher Gelehrte ist mißverstanden worden. 2. O, was für Thor heiten begeht der Mensch in seinem Leben! 3. Mit was für Gesellschaft hatten Sie Umgang? 4. Manch fleißiger Kaufmann ist durch eine unvorfichtige Speculation zu Grunde gerichtet worden. 5. Manche Blume ist geboren, im Verborgenen zu blähen. 6. Jedes Blatt, jeder Zweig, und jeder Tropfen Wasser zeugen von unendlicher Weisheit und Macht. 7. Jeder muß Rechenschaft von sich selbst geben. 8. Die ganze Umgegend von Coblenz ist romantisch. 9. Alle sind wohl zu Hause. 10. Die Unterhaltung mit solchen Menschen ist belehrend. 11. Ich habe nie von solch einem Unglücke gehört. 12. Es ist heute schönes Wetter, aber etwas kälter als gestern. 13. Ich habe schon manche Freude gehabt. 14. Ich wünsche einige Gitronen zu haben. 15. Er kam etwas zu spät. |