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Charles. I have found two: Skate—to skate.
He who has skates, can skate.
Arthur. Plough—to plough.
He who has a plough, can plough.
The mother may observe here, that these sentences do not contain an absolute truth; for it is, not every one who has skates, that can skate; and a person may have a plough, and yet not be able to use it.
Emily. Clothing—to clothe.
Charles. He who has clothing, can clothe himself.
Mother. Purchaser—to purchase.
Children. A person who purchases something, is called a purchaser.
Children. A man who has power, is called a powerful man.
Children. A man who has courage, is called a courageous man.
Children. A country abounding in sand, is called a sandy country.
Children. Countries covered with wood, are called woody countries.
Mother. Quarrels—quarrelsome. Children. A person who often quarrels, is called a quarrelsome person.
Mother. Which of you can find two words of the same family, expressing quite the contrary of the two preceding words. Emily. Peace—peaceable.
A man who loves peace, is called a peaceable man, 8gc.
Sentences on number, calculated to lead shiU dren to a distinction between cardinal and ordinal numbers.
Mother. The school-room contains diligent children.
Of what do I say something?
The school-room contains children. Do you know something now concerning the children? Children. No; except that there is more than one child in the school-room.
Mother. The school-room contains many children.
Do you know now more concerning the children.
Just so—concerning their number, you know something more. If there happened to be but two or three children, I might say, The school-room contains children; but could I say, many children? As yet, then, you only know that there is more than one child in the school-room; but not how many.
The school-room contains sixty children. What do you know now concerning the children?
Children. We know now exactly how many children are in the school-room. . .'
Mother. You now know the number of the children; but beyond this, you know nothing of them.
The school-room contains attentive and
diligent children. You know now something of the children
in general. What do you know of them? Children. We know, Sfc.
Mother. Of the sixty scholars, thirty-five are boys, and twenty-five are girls.
Here, then, are more boys than girls, and less girls than boys. Children repeat.
Mother. Do you know more exactly the number of the boys and that of the girls, when I say here are thirty-five boys, and twenty-five girls; or when I say here are more boys than girls?
In what, then, do these two sentences differ?
Children. According to the first sentence, we know exactly the number of the boys and of the girls; but according to the second, we do not.
Mother. In the school-room are twelve benches. . .
What does this sentence express concern-
Our neighbour has many children.
Children. How many has he?
Mother. From this you perceive, that the numerical words, 1, 2, 3, 10, 18, &c. exactly determine the number; but that the words many, few, more, less, &c. express number in an undetermined manner.
Our village has 140 houses: the village
N. has 32 houses. How would you express this, if you were to speak in an undetermined manner? Children. Our village has many; but the village N. has but few houses.
How many lines are here? (pointing to
the slate.) Count them.
Why do you count,, one, two, three, <%c.
Which of these lines is the longest?
In this case you may also count one, two, three, &c. but the moment you have come to the line which is the longest, you must not say eight, but the eighth. Why?
Mother. A. received seven shillings, and B. received the eighth shilling. Which of them received most?
But surely eight is more than seven? How can you account for this? (The children hesitate.)