portance demands. Even the savage takes care to instruct his child in hunting, fishing, and those branches of knowledge which are necessary for him.

LOCALITY

But, in no country has greater attention been paid to the subject than in this. Here its importance is properly estimated; and on no subject has more money been expended, and more talent employed, than in the advancement and improvement of the cause of education. The system of competitive examinations renders agood, and sound education, an indispensable requisite.

ADVANTAGES.

From the promotion of this important subject, the greatest benefits have been derived. The knowledge acquired by one portion of the world has been transmitted to another, without distinction of distance or diversity of age. The circle of humen enjoyments has been enlarged, and a wide field has been opened where the highest happiness of which our nature is susceptible, may be enjoyed, independently of the common sorrows and misfortunes of life. The enlarged and enlightened views it gives of the world at large, justly entitle it to much attention; and go very far to supply those imperfections which every one in a state of nature must necessarily feel.

ANTITHESIS OR CONTRAST.

But nothing will show the advantages of education in a stronger light, than a contrast with the disadvantages which arise from the want of it. A person who has been well educated, has the mind and body so cultivated and improved, that any natural defects are removed, and the beauties of both placed in so fine a light, that they strike us with double force; while one who has enjoyed no such advantage has all his natural imperfections remaining; and to these are added artificial ones, arising from bad habits. The former engages the attention of those with whom he converses, by the good sense he displays on every subject, and the agreeable manner in which he shows it. The other disgusts every company which he enters, either by his total silence or stupidity, or by the ignorance and impertinence of his observations. The one raises himself to the notice of his superiors, and advances himself to a higher rank in life. The other is obliged to act an inferior part among his equals in fortune, and is sometimes forced to seek shelter for his ignorance among the lowest orders of mankind.

CONCLUSION.

From these considerations, we must rank the cause of education among the vital interests of mankind.

COMPARISON.

To extinguish it, would produce a darkness in the moral world, like that which the annihilation of the sun would cause in the mate

rial world; while every effort that is made to advance and promote it, is like removing a cloud from the sky, and giving free passage to the light" which freely lighteth all things."

1. On Courage.

EXERCISES.

2. On the force of Habit.

3. On Pride.

4. Youth.

5. Old Age.

6. Friendship.

7. On Books.

8. On Temperance.

9. On Punctuality.
10. On Poetry.
11. On Painting.
12. On Music.

13. On Commerce.
14. On Travelling.
15. Philosophy.

16. On the Love of Fame.

477. A Complex Theme is a proposition which admits of proof or illustration. It contains an assertion (the truth of which may be affirmed or denied); as, “ Know ledge is power;" "Honesty is the best policy.

478. The directions relating to the study of the subject in simple themes, are to be regarded in relation to complex subjects. In addition to these directions, the following rules must be observed:

1. No assertions must be made in the exercise, but such as are generally received and believed to be true, unless they are accompanied with proper proof. This proof must be furnished either by the senses, by consciousness, by experience, by undeniable truths, such as axioms and intuitive propositions; by analogy, by facts already proved, or by the undeviating laws of nature.

2. The meaning of the subject, the attribute, and the object, must be accurately determined, so that the proposition may be stated in the most intelligible manner.

3. The arguments which are introduced must be so arranged, that those which precede shall throw light on those which are to follow, and form a connected chain of comparisons, by which, ultimately, the agreement or disagreement expressed in the propositions shall be made manifest.

4. All objections which may be raised against the proposition must be candidly and explicitly stated and answered. It frequently has a good effect to state, and answer the objections to a proposition or truth first; and then to adduce the arguments in favour of it, reserving the strongest for the last.

5. The proof may be concluded with a recapitulation, containing a brief review of the united strength of all the arguments which have been brought to confirm it.

The following directions may guide the beginner in writing complex themes:

1. Commence the exercise by defining or explaining the subject of the assertion.

2. If it have any opposite, it may be defined and explained, and the one compared with the other by an antithesis.

3. Give some reasons drawn from the antithesis why what is asserted with regard to the subject, is not true in relation to its opposite.

4. Additional reasons, drawn from the nature of the subject, such as its permanency, immutability, effects on society, on ourselves, etc., may then be adduced.

5. Introduce some quotation from some distinguished author, to show that others think as we do on the subject.

6. Give some example of the truth of the proposition, drawn from history.

7. Draw the conclusion wherein the truth of the proposition is asserted as a necessary inference from what has been advanced.

8. A simile, or comparison, may frequently be used at the close, by which an argument drawn from analogy may be given with good effect.

These directions may be varied as occasion requires, in the following manner:

After the theme, or truth is laid down, the proof, consisting of the following parts, may proceed as follows:

1. The proposition, or narrative; where we show the meaning of the theme by amplifying, paraphrasing, or explaining it more at large.

2. The reason, or reasons; where we prove the truth of the theme by some reason or argument.

3. The confirmation; where we show the unreasonableness of the contrary opinion; or if we cannot do that, we try to bring some other reason in support of it.

4. The simile, or comparison; where we bring in something in nature or art, similar to what is affirmed in the theme, for illustrating the truth of it.

5. The example; where we bring instances from history to corroborate the truth of our theme.

6. The testimony, or quotation; where we bring in proverbial sentences, or passages from good authors, to show that others think as we do.

7. The conclusion; when we sum up the whole, and show the practical use of the theme, by concluding with some observations suitable to the subject.

479. With regard to these particulars, it may be observed that it is not necessary that all should enter into

the plan of every exercise; nor is it expedient that they should in all cases be taken in the order here presented. In composition, the judgment, as well as the faculty of invention, must be exercised.

EXAMPLE-COMPLEX THEMES.

Virtue is its own reward.

PROPOSITION.

Virtue may be defined to be, doing our duty to God and our neighbour, in opposition to all temptations to the contrary. This conduct is so consistent with reason, so agreeable to our moral sentiments, and is productive of so much satisfaction and content of mind, that it may be said to carry its own reward along with it, even if unattended by that recompense which it generally meets in this world.

REASON.

The reason of this seems to lie in the very nature of things. The all-wise and benevolent Author of nature has so framed the soul of man, that he cannot but approve of virtue: and has annexed to the practice of it an inward satisfaction and happiness, that mankind may be encouraged to become virtuous.

CONFIRMATION.

If it were not so,-if virtue were accompanied with no self satisfaction, no heartfelt joy, we should not only be discouraged from the practice of it, but should be tempted to think there was something very wrong in the laws of nature, and that rewards and punishments were not properly administered by Providence.

SIMILE.

But as in the works of nature and art, whatever is really beautiful, is generally useful: so in the moral world, whatever is virtuous or praiseworthy, is at the same time so beneficial to society, that it generally meets with a suitable recompense.

EXAMPLE.

How has the approbation of all subsequent ages rewarded the the virtue of Scipio. That young warrior had taken a beautiful captive, with whose charms he was greatly enamoured; but, finding that she was betrothed to a young nobleman of her own country, he, without hesitation, generously delivered her up to him. This one virtuous action of the noble Roman youth has rendered him more illustrious than all his conquests.

TESTIMONY.

The loveliness of virtue has been the constant topic of all moralists both ancient and modern. Plato beautifully remarks, that if virtue were to assume a human form, the whole world would be in

love with it. The noblest reward of virtue is virtue itself; and the extremest punishment of vice is itself.--Lord Bacon.

CONCLUSION.

If, therefore, virtue is of itself so lovely; if it is accompanied with the greatest earthly happiness,- -a consciousness of acting rightly, -it may be said to be its own reward; for though it is not denied that virtue is frequently attended with crosses and misfortunes in this life, and that there is something of self denial in the very idea of it; yet as the poet expresses it,

"Know then this truth, enough for man to know,
Virtue alone is happiness below."-Pope.

EXERCISES.

1. Where there is a will, there is a way.
2. Delays are dangerous.

3. Order is of universal importance.

4. No art can be acquired without rules.

5. Evil communications corrupt good manners.

6. None are completely happy.

7. Perseverance accomplishes all things.

8. Avoid the beginnings of evil.

9. Trust not to appearances.

10. Use pleasures moderately, and they will last the longer 11. Too much familiarity generally creates contempt.

12. Necessity is the mother of invention.

13. Real knowledge can be acquired only by slow degreeз. 14. Honesty is the best policy.

15. A man is known by his company.

16. Learning is better than houses and lands.

17. Time is money.

18. Contrivance proves design.

ESSAYS.

480. A Theme is an exercise in which the subject is treated according to a set of heads methodically arranged. In the Essay, the writer is at liberty to follow his own inclination as to the arrangement of his ideas.

481. After the pupil has had some practice in writing themes, according to the directions in the preceding sections, forsaking the artificial arrangement of his composition, and being guided in his train of thought only by a few hints, thrown into the form of heads, he may be required to write from an outline or skeleton, composed of these heads; as exemplified in the following