9. I would add, as a motive to immediate action', that, if we do fail in our great experiment of selfgovernment', our destruction will be as signal as the birthright abandoned', the mercies abused', and the provocation offered to beneficent Heaven'. The descent of desolation' will correspond with the past elevation'. 10. No punishments of Heaven are so severe as those for mercies abused'; and no instrumentality employed in their infliction is so dreadful as the wrath of man'. No spasms are like the spasms of expiring liberty, and no wailing such as her convulsions extort. 11. It took Rome three hundred years to die'; and our death, if we perish, will be as much more terrific, as our intelligence and free institutions have given us more bone, sinew, and vitality. May God hide from me the day when the dying agonies of my country shall begin! O, thou beloved land', bound together by the ties of brotherhood', and common interest', and perils'! live forever'-one and undivided! BEECHER. QUESTIONS'. - Why is education so necessary in this country? What will, without education, contribute to our downfall? What can save the nation's liberties? Can the nation continue free, without the influence of education and religion? Why should we regard the prospects of this nation with fear? What can be the advantage of a spirit of fear? Why may we trust that God will not abandon our nation to ruin? What will insure her destruction? What is said of the greatness of such a destruction? What are the most dreadful punishments that heaven can inflict upon a nation? How would our destruction compare with that of Rome? Give the reasons for the inflections marked in the 2d paragraph. (The principle of negative sentences prevails in this sentence. See Rule VI for inflections, 25, Note.) In what mood, tense, number, and person, is "must educate," in the first sentence? In the 3d paragraph, for what noun does the pronoun "her" stand? Parse the last word in the lesson. PRONUNCIATION. - Ed-u-cate, not ed-dy-cate, nor ed-ju-cate: spoils, not spiles: vic-to-ry, not vic-ter-y: pop-u-la-tion, not pop-py-la-tion: man-ufac-tures, not man-y-fac-ters: ag-ri-cult-ure, not ag-ri-cul-ter, nor ag-ri-cultshure: prov-i-dence, not prov-i-dunce: a-ban-don, not ub-an-don: prov-o-cation, not prov-er-ca-tion: spasms, not spas-ums. SPELL AND DEFINE.- 1. Educate, resources: 2. conscience: 3. alliance, political: 4. institutions, reconciled: 5. correspond: 6. protracted: 7. providence: 9. experiment, provocation: 10. wailing. LESSON XVI. EXERCISES. - Prolong the sounds of the vowels that are italicized. E-rr, a-ll, a-ge, a-rm, o-ld, ou-r, ee-l, b-oy, i-sle. Our Fa-ther, who art in Heaven. Woe unto thee, Chorazin! Woe unto thee, Bethsaida! Words to be Spelled and Defined. 10. Oʻ-nyx. n. a gem partly transparent, 11. Crys'-tal, n. a regular solid of any 13. Cor'-al, n. a kind of animal and its shell. 15. To'-paz, n. a gem of a yellowish color. 28. Ad-just-ed, v. settled, reduced to a right standard. 29. Pre-scri-bed, v. laid down as rules. 1. TRUE WISDOM. BUT where shall wisdom be found'? Nor can it be found in the land of the living. 5. The deep saith', It is not with me'; And the sea saith', It is not with me'. Nor shall silver be weighed out as the price thereof. 10. With the precious onyx, or the sapphire. Gold and crystal are not to be compared with it; 15. The topaz of Ethiopia cannot equal it; Nor can it be purchased with the purest gold. Whence, then, cometh' wisdom? 20. And kept close from the fowls of the air. We have heard of its fame with our ears. And surveyeth all things under the whole heaven. When he gave the winds their weight', Behold! the fear of the Lord', that is thy wisdom, 35. And to depart from evil, thy understanding. DR. CHEEVER'S HEBREW POETS. What is true wisdom? Can it QUESTIONS. - Where is Ethiopia? be purchased? Where can it be obtained? wise, and is willing to give us the wisdom that we need? Give the rule for the inflections marked in the clause ending with the 31st line. (Commencing series.) PRONUNCIATION. - Pur-chas'd, not pur-chis'd: jew-els, not jules: cor-al, not co-rul: de-struc-tion, not dis-truc-tion. SPELL AND DEFINE.- 1. Wisdom: 2. understanding: 9. purchased: 10. precious: 21. destruction: 26. surveyeth: 30. glittering: 32. established, searched: 35, depart, evil. LESSON XVII. EXERCISES. - Prolong the sounds of the vowels that are italicized. Kn-ow, fr-ee, th-ey, d-aw-n, n-ow, b-ay, th-e-re, sh-o-re. Soothed with the sound, the king grew vain. Roll on, thou deep and dark blue ocean, roll. A MOTHER'S INFLUENCE. 1. "I was a dull boy," said Judge B-, in answer to some remarks of Mrs. Wentworth, referring to the usual precocity of genius, and hinting at the display which the learned and celebrated Judge must have made in his juvenile studies, "I was a very dull boy. Till I was full nine years old, I dreaded the name of book and school. 2. "It is true, I had made some progress in the rudiments of English, and had begun the Latin Grammar; but this was wholly owing to the constant instruction and personal influence of my mother. It was only in obedience to her, that I attended school. I would have preferred a severe whipping every day of my life, if by that means I might have been exempted from the task of study. I was the drone of the school. 3. "My mother began my education very early; I was her only child, and she a widow; you may easily imagine, therefore, how eager she must have been for my improvement. She tried every means that love, faith, and patience could suggest, to instruct me in my lessons and my duties. In the latter she was not disappointed. I may say, without boasting, that I was an obedient boy, for I loved my mother so well, that it was a pleasure to do her bidding. 4. "But I could not learn my book; the fountain of knowledge was, to my taste, bitter waters, and all the devices which ingenuity has invented to make learning easy, failed in my case. I had to wear the duncecap at school, and so sluggish was my mind, that I did not care a straw for the disgrace, till I found it made my mother weep when she heard of it. Indeed I preferred to be at the foot of my class, for then I had no trouble about trying to keep my station; and even at the opening of the school, I always took my place at the foot: it seemed to fall naturally to me. I was as contented as Diogenes in his tub. 5. "Thus the time passed', till the winter I entered my tenth year'. The schoolmaster was preparing for a famous exhibition'; and as he knew how solicitous my mother was for my improvement, he called on her to ascertain if she thought it possible that I could take a part'. She did think it possible; what mother would despair of her only child? She undertook to teach me the piece I was to speak. 6. "The teacher had selected that pithy little poem, so appropriate for the young tyro, beginning "You'd scarce expect one of my age 7. "These six lines were my first lesson; and after tea, my mother sat down to the task of teaching it, telling me that I must learn to recite those six lines, during that and the following evening. You smile', ladies', but it seemed an Herculean task to me', and it was only my strong affection for my mother', that would have induced me to undertake' it. 8. "The teacher had promised me, that, if I spoke my piece well, he would give me a silver medal. I cared nothing for that, till my mother drew me to her, and, as she put back my hair and kissed my forehead in her loving manner, said, "Oh, Robert! how happy I shall be to see you come home with the medal on!" I thought then that I would try to obtain it. So I sat down cheerfully to my task. 9. "I recollect the scene as though it were but yesterday. My mother read the six lines to me a number of times over, and then she explained the meaning of the words. She told me of Demosthenes, and the efforts he made to overcome his natural defects. I rémember asking her if I should get some pebbles to hold in my mouth; whether it would do me' any good; and how happy her laugh rang out at my witticism. Then she told me of Cicero, and of the great services he rendered his 'country, by his oratory and learning, thus endeavoring to awaken my mind to some effort of imitation. 10. "I like to listen to stories, and it was in this manner that I had been taught what little I knew; for I could not comprehend words. I wanted images, and these, my mother, by her manner, and the comparisons she would draw from familiar things, could succeed in picturing to my imagination. In books, I found nothing but words, and those I could not remember. But I am growing tedious, I fear, as that evening was to my mother and myself. 11. "For two long hours she patiently taught' me. I read over the lines a hundred times'; I recited them after her'; sometimes, I would repeat two or three consecutive words'; and I could see her face brighten with hope'; but when she took the book for the last recitation', and after I had been studying most intently for some minutes', I could not repeat a single word. I can recollect now my sensation at that time. It seemed to me, that I knew all that my mother wished me to say; but a kind of wavering shadow would come between me and my lesson, and make all the words indistinct, and my will had no power to control these fancies. 12. "When my mother had vainly tried every possible |