or satire, or ridicule, or whose deportment is so shaped as to wound the feelings of his opponent, thereby proves himself a practical enemy to the investigation of truth; since his conduct shuts up all the reliable avenues to conviction, turns the discussion into a contest of abusive utterances, and, instead of friendship, generates a brood of antipathies and resentments, that not only outlast the excitement of the occasion, but often go with us through all subsequent life. It is, therefore, impossible to be too strict in the observance of this last rule; for, in debating, as in all other societies, the precept of the Apostle is equally imperative,—“Let all things be done DECENTLY and IN ORDER.' 12. I forbear, Gentlemen, further to test your patience. I have no apology to offer for thus assuming to myself the office of an adviser; unless it can be found in the well-meant, if not well-considered endeavor to advance the common interests of the Association. QUESTIONS.-1. What is the president's opinion of the debate? 2. Why does he defer the duty of summing up and deciding? 3. How does he propose to occupy a few minutes? 4. What is his 1st rule for the conduct of a debate? 5. What is the 2d rule? 6. What is the 3d? 7. What is the 4th? 8. How does he conclude ? LESSON CXXXIII. WORDS FOR SPELLING AND DEFINING. Pos' I TIVE, confident; certain. NIG GARD, miserly; sparing. COM PLA CENCE, civility. UN BI AS ED, exempt from prej- PRE POS SESSED, prejudiced. ADVICE TO A YOUNG CRITIC. ALEXANDER POPE 1. 'Tis not enough, taste, judgment, learning join; 2. Be silent always, when you doubt your sense, Who, if once wrong, will needs be always so: 3 'Tis not enough your counsel still be true: 4 Be niggard of advice on no pretense; Fear not the anger of the wise to raise ; 5. But where's the man who counsel can bestow, Not dully prepossessed, nor blindly right, Though learned, well-bred; and, though well-bred, sincere; Who to a friend his faults can freely show, 6. Blest with a taste exact, yet unconfined; Not free from faults, nor yet too vain to mend? QUESTIONS.-1. Why must we add truth and candor to taste, judgment, and learning? 2. When must we be silent? 3 How must we speak? 4. What is said of certain fops? 5. How should we regard one day with respect to another? 6. With what precepts does the piece conclude? VEN I SON, flesh of beasts of the TEAS ING, vexing; annoying. chase. DIS PLEASED, offended. THE FRETFUL MAN. WILLIAM COWPER. 1. Some fretful tempers wince at every touch; 2. The southern sash admits too strong a light; 3. He takes what he, at first, professed to loathe, 4. Alas, his efforts double his distress. He likes yours little, and his own still less; QUESTIONS.-1. What is said of the fretful man, in the first two 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, WORDS FOR SPELLING AND DEFINING. PRE-EMINENT LY, surpassingly., Di' a grams, figures drawn for EM A NATION, offspring. COR PO' RE AL, material; bodily. dug from the earth. POR TI COES, Porches; vestibules. the purpose of demonstration. E QUA TIONS, propositions asserting equality between two quantities. SUR MOUNT', overcome. LEG IS LA TION, law-making. 1. JON A THAN EDWARDS, 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 VENUS ES, Statues of the Cyprian Venus. Venus, the goddess of love being so called, because she was chiefly worshiped 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 CU 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 pre-eminently 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. Mysterious emanation of the Divinity! Who can measure its capacity, or set bounds to its progression in knowledge? 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 "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 1Edwards. It is a patient, vigorous, and long-continued application 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 discipline, this very exercise is continually enriching it 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 |