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tongue, Saul, Saul, why persecutest thou me? It is hard for thee to kick against the pricks.* And I said, who art thou, Lord? And he replied, I am Jesus whom thou

persecutest. But rise, and stand upon thy feet: for I have 5 appeared to thee for this purpose, to make thee a minister,

and a witness both of these things, which thou hast seen, and of those things in which I will appear to thee; delivering thee from the people, and from the Gentiles, to

whom I now send thee, to open their eyes, and to turn 10 them from darkness to light, and from the power of satan

to God; that they may receive forgiveness of sins, and inheritance amongst them who are sanctified by faith that

Whereupon, O king Agrippa! I was not disobedient to 15 the heavenly vision; but showed first to them of Damascus,

and at Jerusalera, and through all the coasts of Judea, and then to the Gentries, that they should repent, and turn to God, and do works meet for repentance. For these causes,

the Jews caught is in the temple; and went about to kill 20 me. Having, however, obtained help from God, I continue

to this day, witnessing both to small and great, saying no other things than wose which the prophets and Moses declared should conpa; that Christ should suffer; that he

would be the first wn should rise from the dead; and that 25 he would show light people, and othe Gentiles.

is in me.

LESSON II.-CULTIVATION OF THE MIND.

-S. REED.

[This piece is intended as an exercise in the application of Rhetorical Pauses, according to the Rules contained in the Section on Pausing, in Part I., page 25.]

It was the design of Providence, that the infant mind | should possess

the

germ of every science. If it were not so, the sciences could hardly be learned. The care

of God Il provides for the flower of the field a place! 5 wherein it may grow, regale the sense with its fra

grance, and delight the soul | with its beauty. Is nis providence is less active over those, to whom this flower offers its incense ?-No. The soil ' which produces the vine ll in its most healthy luxuriance, is not better adapted to that end, than the world we inhabit, to draw forth the latent energies of the soul, and fill them' with life I and vigor. As well might the eye I see' without light, or the ear

* Sharp-pointed instruments.

hear' without sound, as the human mind | be 5 healthy and athletic without descending into the natural world, and breathing the mountain air.

Is there aught in Eloquence , which warms the heart ? She draws her fire ' from natural imagery. Is there aught

in Poetry to enliven the imagination ? There is the 10 secret' of all her power. Is there aught in Science to

add strength and dignity to the human mind? The natural world Il. is only the body, of which she | is the soul. In books, science is presented to the eye of the pupil, as

it were, in a dried ' and preserved | state. The time may 15 come, when the instructor ' will take him by the hand,

and lead him ' by the running streams, and teach him all the principles of Science, as she comes from her Maker ; as he would smell the fragrance ' of the rose, without

gathering it. 20 This love of nature; this adaptation of man I to the

place assigned him by his heavenly Father; this fulness 1 of the mind ll as it descends into the works of God, is something, which has been felt' by every one, though to an imperfect degree,—and I therefore

needs no ex25 planation. It is the part of science, that this be no long

er a blind affection, but that the mind ! be opened | to a just perception of what it is, which it loves. The affection, which the lover first feels ' for his future wife,

may be attended only by a general sense of her exter. 30 nal beauty ; but his mind gradually opens to a percep

tion of the peculiar features of the soul, of which I the external appearance is only an image. So it is ' with nature: Do we love to gaze on the sun, the moon, the

stars, and the planets ? This affection contains ' in its 35 bosom | the whole science of astronomy, as the seed'

contains the future tree. It is the office of the instructor I to give it an existence ' and a name, by making known the laws, which govern the motions of the heavenly

bodies, the relation of these bodies to each other, and 40 their uses.

Have we felt delight' in beholding the animal creation, -in watching their pastimes and their labors? It is the office of the instructor ' to give birth to this affection, by describing the different classes of animals, with their pe

the sea.

culiar characteristics, which inhabit the earth, the air, and

Have we known the inexpressible pleasure of beholding the beauties of the vegetable world? This

affection | can only expand ' in the science of botany. 5 Thus it is, that the love of nature ' in the mass H

may

become the love of all the sciences, and the mind will

grow and bring forth fruit ll from its own inherent power of development.

LESSON Ill.-PHYSICAL EDUCATION.- DR. HUMPHREY.

[Marked for Rhetorical Pauses.] That is undoubtedly the wisest and best regimen, which takes the infant' from the cradle, and conducts him along, through childhood ' and youth, up to high matu

rity, in such a manner ' as to give strength to his arm, 5 swiftness I to his feet, solidity' and amplitude to his

muscles, symmetry to his frame, and expansion to his vital energies. It is obvious, that this branch of education | comprehends, not only food ' and clothing, but air,

exercise, lodging, early rising, and whatever else' is re10 quisite to the full development of the physical constitu

tion. The diet must be simple, the apparel | must not be too warm, nor the bed | too soft.

Let parents | beware of too much restriction in the management of their darling boy. Let him, in choosing 15 his play, follow the suggestions of nature. Let them not

be discomposed | at the sight of his sand-hills ' in the road, his snow-forts ' in February, and his mud-dams ' in April: nor when they chance to look out ' in the midst of

an August shower, and see him wading ' and sailing, and 20 sporting along with the water-fowl. If they would make

him hardy and fearless, they must let him go abroad ' as often as he pleases, in his early boyhood, and amuse himself by the hour together, in smoothing and twirling!

the hoary locks of winter. Instead of keeping him shut 25 up ! all day' with a stove, and graduating his sleeping

room' by Fahrenheit, they must let him face the keen edge of a north wind, when the mercury' is below cipher, and, instead of minding a little shivering and complain

ing when he returns, cheer up his spirits and send him 30 out again. In this way, they will teach him ' that he

was not born to live in the nursery, nor to brood over the fire; but to range abroad, as free as the snow i and the air, and to gain warmth' from exercise.

I love' and admire | the youth, who turns not back I from the howling wintry blast, nor withers' under the blaze of summer; who never magnifies mole-hills into

mountains '; but whose daring eye, exulting, scales the 5 eagle's airy crag, and who is ready to undertake any thing

that is prudent and lawful, within the range of possibility. Who would think of planting the mountain oak! in a green-house ? or of rearing the cedar of Lebanon !

in a lady's flower-pot? Who does not know, that, in or10 der to attain their mighty strength and majestic forms,

they must freely enjoy the rain and the sunshine, and must feel the rocking of the tempest ?

or

even

LESSON IV.--SELF-EDUCATION.-D. A. WHITE.

[Marked for Rhetorical Pauses.] Education is the personal and practical concern of every individual, and at all periods of life.—Those who have been favored with advantages of early instruction,

1 I with a course of liberal education, ought to 5 consider it ' rather as a good foundation to build upon,

than as a reason for relaxing | in their efforts to make advances in learning. The design of early education, it should be remembered, is not so much to accumulate in

formation, as to develop, invigorate, and discipline the 10 faculties; to form habits of attention, observation, and in

dustry, and thus | to prepare the mind | for more extensive acquirements, as well as for a proper discharge of the duties of life.

Those, who have not the privileges of early instruction, 15 must feel the stronger inducement | to avail themselves i

of all the means and opportunities in their power, for the cultivation of their minds and the acquisition of knowledge. It can never be too late ll to begin | or to

advance | the work of improvement. They will find dis20 tinguished examples of success / in the noble career of

self-education, to animate their exertions. These will teach them, that no condition in life | is so humble, no circumstances / so depressing, no occupation | so labori

ous, as to present insuperable obstacles to success in the 25 acquisition of knowledge. All such disheartening obsta

cles, combined, may be surmounted, as they have been ! in a thousand instances, by resolute ' and persevering determination' to overcome.

Some of the most celebrated philosophers of antiquity, rose from the condition of slaves; and many of the most learned | among the moderns, have educated themselves ||

under circumstances ' scarcely less depressing | than those 5 of servitude. Heyne,* the first classical scholar of Germany, during the last century, and the brightest ornament

of the university of Göttingen,t raised himself from the depths of poverty, by his own persevering, determined

spirit of application, rather than by the superior force of 10 his natural genius. Gifford, the elegant translator of Ju

venal, struggled with poverty' and hardships ) in early life, and nobly persevered, till he gained the high rewards of British learning; and Ferguson, the celebrated astron

omer' and mechanician, was the son of a day-laborer, 15 and, at an early age, was placed at service with several

farmers ' in succession;yet, without teachers, and almost without means ' of instruction, he attained to high rank | among the philosophers of his age, and, as a lecturer, was

listened to s by the most exalted, as well as the humblest | 20 in rank and station. By his clear and simple manner

1 of teaching the physical sciences, he rendered the knowledge of them more general, than it had ever before been' in England ; and I through his learned publica

tions he became also the instructor of colleges and 25 universities.

All these extraordinary men I have left memoirs of themselves, detailing the struggles through which they have passed, which will forever teach persevering resolu

tion, against opposing obstacles, to all who have a love 30 of knowledge or a desire, of improvement. What en

couragement 'may they not afford to those who have no such struggles to encounter, and who can obtain without difficulty | the means of instructing themselves! There

would seem to be no apology, at the present day, in this 35 country / at least, for extreme ignorance, in any situation

I or condition of life. The most valuable knowledge, that which is essential to moral cultivation, is certainly within the reach of all.

Innumerable are the instances of successful self-in40 struction, not only among men of bright natural talents,

* Pronounced, Hinay.

† The o, in this word, is not sounded as in any English word : it resembles æu, in the French word cæur,—the ng sound as in the English word singer.

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