LESSON CXXXIV.

SPELL AND DEFINE.-1. WINCE, shrink; start back.

2. EL' E VA

TED, raised. 3. KEY, tone of voice. 4. VEN' I SON, flesh of edible beasts of the chase. 5. SOLE, a species of marine fish. 6. LOATHE, abhor; dislike greatly. 7. GULPS, Swallows eagerly, or in large quantities.

Articulate distinctly th in loathe, lps in gulps, rts in efforts, in worse, str in strive, &c.

THE FRETFUL MAN.

WILLIAM COWPER.

1. Some fretful tempers wince at every touch
You always do too little or too much;
You speak with life, in hopes to entertain;
Your elevated voice goes through the brain.
You fall at once into a lower key ;-

;

That's worse, the drone-pipe of a bumble-bee.

2. The southern sash admits too strong a light;
You rise and drop the curtain,-now 'tis night.
He shakes with cold; you stir the fire, and strive
To make a blaze;--that's roasting him alive.
Serve him with venison, and he chooses fish;
With sole;—that's just the sort he would not wish.

3. He takes what he at first professed to loathe,
And in due time feeds heartily on both;
Yet still o'erclouded with a constant frown,
He does not swallow, but he gulps it down.
Your hope to please him vain on every plan,
Himself should work that wonder, if he can.

4. Alas, his efforts double his distress.

He likes yours little, and his own still less;
Thus, always teasing others, always teased,
His only pleasure is to be displeased.

QUESTIONS.-1. What is said of the fretful man, in the first twe lines? 2. What in the next three lines? 3. What efforts for his comfort are referred to? 4. How is he described? 5. What is his only pleasure?

What kind of emphasis on yours and own, last stanza?

LESSON CXXXV.

SPELL AND DEFINE.-1. PRE EM I NENT LY, in a surpassing degree. 2. EM A NA' 1ION, offspring. 3. COR PO' RE AL, material; bodily. 4. QUAR' RY, a place where stones are dug from the earth. 5. EM BEL LISH ED, adorned; beautified. 6. PLAS' TIC, shaping, or molding. 7. POR TI COES, porches; vestibules. 8. DI' A GRAM, a figure drawn for the purpose of demonstration. 9. E QUA' TION, a proposition as serting equality between two quantities. 10. PIN' IONS, wings, 11. SUR MOUNT, overcome. 12. IM PEDE', check; hinder. 13. ORE metal unrefined. 14. THE O LOG' I CAL, pertaining to divine things, 15. LEG IS LA TION, law-making.

1. JON A THAN ED' WARDS, celebrated for his metaphysical knowledge and skill, was born at Windsor, Conn., in 1703, and died in New Jersey, in 1758.

2. CYP' RI AN VE' NUS ES, statues of the Cyprian Venus. Venus, the goddess of love being so called, because she was chiefly worshipped in the island of Cyprus. The Grecian sculptors and painters vied with each other in forming her image, as the perfect ideal of female beauty and attraction.

3. HER' OU LES, a celebrated hero of antiquity, who after his death, came to be ranked among the gods. He was famous for his exploits of strength and agility. The allusion, in the text, is to the old fable, in which a wagoner whose wheels had become set in the mud, is said to have ceased all effort to get them out, in order to pray for deliverance to Hercules; upon which Hercules is represented as showing himself through a cloud, and bidding the man first to put his shoulder to the wheel, and then call for aid from above.

THE CULTIVATION OF THE MIND.

HUMPHREY.

1. It is the intelligent and immortal mind, which preeminently distinguishes man from the countless forms of animated nature around him. It is this, which not only gives him dominion over them all, but raises him to an alliance with angels; and, through grace, to converse with God himself. Mysteriou emanation of the Divinity! Who can measure it capacity, or set bounds to its progression in knowl edge?

2. But this intelligent and immortal principle, which we call mind, is not created in full strength and maturity. As the body passes slowly through infancy and childhood, so does the mind. Feeble at first, it

แ grows with the growth, and strengthens with the strength" of the corporeal system. Destitute alike of knowledge at their birth, the children of one family, or generation, have, in this respect, no advantage over those of another. All, the high as well as the low, the rich as well as the poor, have every thing to learn,

3. No one was ever born a Newton or an 'Edwards. It is a patient, vigorous, and long-continued applica tion that makes the great mind. All must begin with the simplest elements of knowledge, and advance from step to step in nearly the same manner. Thus, native talent in a child, may be compared to the small capital with which a young merchant begins in trade. It is not his fortune, but only the means of making it.

4. It may, also, be likened to a quarry of fine marble, or to a mine of the precious metals. The former never starts up spontaneously into "Cyprian Venuses-nor does the latter, of its own accord, assume the shape and value of a shining currency. Much time, and labor, and skill are requisite, to fashion the graceful statue, and to refine and stamp the yellow treasure.

5. In every system of education, two things should be kept steadily in view :-first, that the mind itself is to be formed,-is to be gradually expanded and strengthened into vigorous manhood, by the proper exercise of its faculties; and secondly, that it is to be enriched and embellished with various knowledge. In practice, however, these two things can not be separated. For at the same time that the plastic hand of education is strengthening and enlarging the mind, by subjecting it to severe and sometimes painful dis cipline, this very exercise is continually enriching i with new and important ideas.

6. Thus, to illustrate the point by a plain similitude, we do not, when we begin with the child, find the intellectual temple already built, and waiting only to be furnished; but we must lay the foundation, and carry up the walls, and fashion the porticoes and arches, while we are carving the ornaments, and bringing in

all that is requisite to finish the edifice and furnish the apartments. That, then, must obviously be the best system of mental education which does most to develop and strengthen the intellectual powers, and which pours into the mind the richest streams of science and literature.

7. The object of teaching should never be, to excuse the student from thinking and reasoning; but to teach him how to think and to reason. You can never make your son, or your pupil a scholar, by drawing his diagrams, measuring his angles, finding out his equations, and translating his Majora. No. He must do all these things for himself. It is his own applica tion that is to give him distinction. It is climbing the hill of science by dint of effort and perseverance, and not being carried up on other men's shoulders.

8. Let every youth, therefore, early settle it in his mind, that if he would ever be any thing, he must make himself; or, in other words, must rise by personal application. Let him always try his own strength, and try it effectually, before he is allowed to call upon 'Hercules. Put him first upon his own invention; send him back again and again to the resources of his own mind, and make him feel that there is nothing too hard for industry and perseverance to accomplish.

9. In his early and timid flights, let him know that stronger pinions are near and ready to sustain him, but only in case of absolute necessity. When, in the rugged paths of science, difficulties which he can not surmount impede his progress, let him be helped over them; but never let him think of being led, when he has power to walk without help, nor of carrying his ore to another's furnace, when he can melt it down in his own.

10. To excuse our young men from painful mental labor, in a course of liberal education, would be about as wise, as to invent easy cradle springs for the conveyance of our children to school, or softer cushions for them to sit on at home, in order to promote their growth, and give them vigorous constitutions. By

adopting such methods, in the room of those distinguished men, to whom we have been accustomed to look for sound literary and theological instruction; for wise laws, and the able administration of justice, our pulpits, and courts, and professorships, and halls of legislation, would soon be filled, or rather disgraced, by a succession of weak and rickety pretenders.

QUESTIONS.-1. What is it that distinguishes man from other ani mals? 2. To what does it raise him? 3. What comparison is made between the mind and body as to growth? 4. In what respect are rich and poor alike? 5. What makes the great mind? 6. With what may the native talent of a child be compared? 7. What is said in the note, of Cyprian Venuses? 8. What two things should be kept in view in every system of education? 9. How is the point illustrated? 10. What is the best system of mental education. 11. What should be the object of teaching? 12. What must the pupil do for himself? 13. When only should he be assisted! 14. What leading sentiment is contained in the closing paragraphs?

LESSON CXXXVI.

2. IM' I TATE,

SPELL AND DEFINE.-1. IN SIST', to rest or rely on. to copy. 3. CU MU LA TIVE, that augments by addition. 4. ExTEM PO RA' NE OUs, unpremeditated. 5. U NIQUE', (u neek,) single in kind or excellence. 6. O RIG' I NAL, preceding all others; primitive. 7. CRI' SIS, the point of time at which any affair comes to the hight. 8. CLO VEN, divided; parted. 9. DEIGN, to think worthy; condescend. 10. RE-PRO DUCE', to produce again.

1. WILL' IAM SHAK' SPEARE, the illustrious dramatic poet, was born at Stratford-upon-Avon, April 23d, 1564, and died in 1616.

2. BEN JA MIN FRANK' LIN, the eminent American Philosopher, was born at Boston in 1796, and died in 1790.

3. FRAN' CIS, BA' CON, Baron of Verulam, was born at London in 1561. He was one of the greatest philosophers that any age or country has produced. He examined the whole circle of the sciences, and directed all his studies and efforts at a reform in the systems of human knowledge. He died in 1626.

4. SIR I' SAAC NEW' TON, the most renowned of philosophers, was born at Colsterworth, in Lincolnshire, Dec. 25, 1642, and died in 1727

5. SCIP' I o is the name of a celebrated family of ancient Rome. The name is identified with some of the most splendid triumphs of