a great debt of gratitude to them. You can pay it by no other method, but by using properly the advantages which their goodness has afforded you.

2. You must love learning, if you would possess it. In order to love it, you must feel its delights; in order to feel its delights, you must apply to it, however irksome at first, closely, constantly, and for a considerable time. If you have resolution enough to do this, you can not but love learning; for the mind always loves that to which it has been so long, steadily, and voluntarily attached. Habits are formed, which render what was at first disagreeable, not only pleasant, but necessary.

3. Pleasant, indeed, are all the paths which lead to polite and elegant literature. Yours, then, is surely a lot particularly happy. Your education is of such a sort, that its principal scope is, to prepare you to receive a refined pleasure during your life. Elegance, or delicacy of taste, is one of the first objects of classical discipline; and it is this fine quality which opens a new world to the scholar's view.

4. Elegance of taste has a connection with many virtues, and all of them virtues of the most amiable kind. It tends to render you at once good and agree. able; you must, therefore, be an enemy to your own enjoyment, if you enter on the discipline which leads to the attainment of a classical and liberal education, with reluctance. Value duly the opportunities you enjoy, and which are denied to thousands of your fellow creatures.

5. By laying in a store of useful knowledge, adorning your mind with elegant literature, improving and establishing your conduct by virtuous principles, you can not fail of being a comfort to those friends who have supported you, of being happy within yourself, and of being well received of mankind. Honor and success in life will probably atterd you. Under all circumstances you will have an eternal source of consolation and entertainment, of which no sublunary vicissitude can deprive you.

6. Time will show how much wiser has been your choice than that of your idle companions, who would gladly have drawn you into their association, or rather into their conspiracy, as it has been called, against good manners, and against all that is honorable and useful. While you appear in society as a respectable and valuable member of it, they will, perhaps, have sacrificed at the shrine of vanity, pride, and extravagance, and false pleasure, their health and their sense, their fortune and their characters.

QUESTIONS.-1. What must one do in order to love learning? 2. What advantages result from the possession of elegance, or delicacy of taste! 3. What advantages will you have over your idle com panions, by steadily pursuing your studies?

LESSON XCIX.

SPELL AND DEFINE-1. AP PA RA' TUS, means; instruments. 2. CAB'I NETS, boxes or collections of curiosities or specimens. 3. CON' STITU TED, formed. 4. A BIL' I TY, power. 5. SUM' MON, to command; call up. 6. E MER GEN CY, sudden or necessary occasion. 7. MEN'TAL, intellectual; pertaining to the mind. 8. PRO POS' ED, presented for consideration. 9. CA PAO' I TY, ability; talent. 10. PRE-EM' 1NENCE, superiority. 11. Dis' oI PLINE, mental training.

1. TROY, also called Troja, or Ilium, one of the most renowned cities of antiquity. It was situated in the north-western part of Asia Minor. Troy was taken by the Greeks, after a ten years' siege, and razed to the ground, about the year 1184, B.C.

HOW TO MAKE A SCHOLAR.

DANIEL WEBSTER.

1. Costly apparatus and splendid cabinets have no magical power to make scholars. In all circumstances, as a man is, under God, the master of his own fortune, so is he the maker of his own mind. The Creator has so constituted the human intellect, that it can only grow by its own action; and by its own action and free will, it will certainly and necessarily grow.

2. Every man must, therefore, educate himself. His book and teacher are but helps; the work is his. A

man is not educated until he has the ability to summon, in an emergency, all his mental powers in vigorous exercise to effect its proposed object. It is not the man who has seen most, or read most, who can do this; such a one is in danger of being borne down, like a beast of burden, by an overloaded mass of other men's thoughts.

3. Nor is it the man who can boast of native vigor and capacity. The greatest of all warriors in the siege of Troy, had not the pre-eminence, because nature had given him strength, and he carried the largest bow, but because self-discipline had taught him how to bend it.

QUESTIONS.-1. How has the Creator constituted human intellect in respect to its power of growth? 2. In what light are teachers and books to be regarded? 3. When may a man be said to be properly educated?

LESSON C.

SPELL AND DEFINE.-1. AZ URE, blue; sky-colored. 2. COM MOTION, tumult; agitation. 3. TREM U LOUs, trembling; quivering. 4. E MOTION, a moving of the mind; feeling. 5. SER' APH, one of an order of angels.

Articulate distinctly rch in arched, ow in billow, pillow, &c.

THE LIGHT-HOUSE.

THOMAS MOORE

1. The scene was more beautiful far to my eye,
Than if day in its pride had arrayed it;

The land breeze blew mild, and the azure-arched sky
Looked pure as the Spirit that made it;

(.) The murmur rose soft as I silently gazed

In the shadowy wave's playful motion,

From the dim distant hill, till the light-house fire blazed
Like a star in the midst of the ocean.

2. No longer the joy of the sailor-boy's breast Was heard in his wildly-breathed numbers;

The sea-bird had flown to her wave-girdled nest,
The fisherman sunk to his slumbers:

One moment I looked from the hill's gentle slope,
All hushed was the billows' commotion,

And thought that the light-house looked lovely as hope,
That star of life's tremulous ocean.

3. The time is long past, and the scene is afar,
Yet when my head rests on its pillow,
Will memory sometimes re-kindle the star

That blazed on the breast of the billow:

In life's closing hour, when the trembling soul flies,
And death stills the heart's last emotion;
O! then may the seraph of mercy arise,

Like a star on eternity's ocean.

QUESTIONS.-1. To what is the light-house compared? 2. What does the poet call hope? 3. What does the poet's memory sometimes re-kindle? 4. For what does he wish in life's closing hour!

Has each line the same number of accented syllables? What difference in the sounds of z in azure, and zin blazed? See Table of Elementary Sounds, p. 12.

LESSON CI.

SELL AND DEFINE.-1. NA' BOB, a deputy or viceroy in India; also a man of great wealth. 2. PA' TRON, guardian or protector. 3. SUITE, retinue; train of attendants. 4. UN AS SUM' ING, modest; retiring. 5. DE' CENT, good; respectable. 6. PARTS, qualities; faculties. 7. RE PUTE', character; reputation. 8. Ex CESS IVE, Overmuch. 9. DIF FI DENCE, modesty. 10. OB SCUR' ED, hid; concealed. 11. FLUSH ED, elated; excited. 12. SEO RE TA RY, an officer whose business it is to write orders, letters, dispatches, records, &c. 13. PAR A SITE, a fawning flatterer; a hanger-on. 14. AP PLAUD' ED, praised aloud. 15. CRAVING, asking; begging. 16. FAIN, gladly 17 ARCH NESS, shrewdness.

A MODEST WIT.

1. A supercilious nabob of the east,—

ANON

Haughty, being great,-purse-proud, being rich,

A governor, or general, at the least,

have forgotton which,—

Had in his family a humble youth,

Who went from England in his patron's suite, An unassuming boy, and in truth

A lad of decent parts, and good repute.

2. This youth had sense and spirit; But yet, with all his sense,

Excessive diffidence

Obscured his merit.

3. One day, at table, flushed with pride and wine, His honor, proudly free, severely merry,

Conceived it would be vastly fine

To crack a joke upon his secretary.

4. "Young man," he said, "by what art, craft, or trade
Did your good father gain a livelihood?"

"He was a saddler, sír," Modestus said,
“And in his time was reckoned good."
"A saddler, eh? and taught you Greek,
Instead of teaching you to sew!
Pray, why did not your

father make

A saddler, too, of you?”

5. Each parasite, then, as in duty bound,
The joke applauded, and the laugh went round.
At length Modestus, bowing low,

Said, (craving pardon, if too free he made,)
"Sír, by your leave, I fain would know

Your father's trade!"

6. "My father's trade! ah, really, that's too bad! My father's trade? Why, blockhead, are you mad? My father, sír, did never stoop so low,

He was a gentleman, I'd have you know."

7. "Excuse the liberty I take,"

Modestus said, with archness on his brow, "Pray, why did not your father make

A gentleman of you ?"

QUESTIONS-1. How did the nabob address the humble youth, ar table! 2. What was his reply? 3. What did the nabob say, when he heard that the youth's father was a saddler? 4. What was the young man's reply, when the nabob said his father was a gentleman? 5. What moral in this piece?

Why the rising inflection on man, and sir, 4th stanza? Note I. p. 80. Can you read the 6th stanza, as denoted by the circumflexes! What is the circumflex? See p. 32.