"Accept the assurance of my constant friendship and respect,"

TH. J.

LESSON CXXXIX.

ESSAYS, DISSERTATIONS, ETC.

Under this term are included writings different in character and design, and of all degrees of merit, ranging from the early productions of the school-room, to the most refined performances of the skilful writer. The term sig nifies an attempt or experiment in the elucidation of some subject, and is generally applied to short and unpretending pieces, illustrative of some phases of life, manners, or morals —or some sketches and criticisms of literary matters, such as appear in the papers of the Spectator, and in the more modern Review and Magazine, in the editorials and some other articles of the newspaper.

An elaborate and systematic essay bears the name of Treatise, or, where it is brief, of Tract.

A Thesis or Dissertation is an argumentative discussion of some question or proposition in literature, science, or theology.

The term Disquisition is applied to an argumentative discussion that is more limited in its range of topics than the Thesis, or Dissertation.

The term Disputation is applied to oral reasonings conducted on opposite sides of some question of philosophy, law, politics, or religion.

SUGGESTIONS TO THE TEACHER IN CORRECTING COMPOSITIONS.

1. The teacher, in the amount of correction bestowed, should have respect to the age and progress of the pupil in composition. With beginners, the less change that is made in correcting the composition, consistent with perspicuity and correctness, the better; for too great a change might discourage effort. We must allow the writer to express his own ideas, and only make such slight alterations in the form of expression as the rules of good composition render imperative. With more advanced writers, whatever changes are needed, not only for correctness, but for elegance, may properly be suggested.

2. It will be found advantageous to read before the class whatever important blemishes have been found in each composition, withholding, however, the name of the writer; and the class should be requested to propose corrections in spelling, construction, ideas, or any thing else needing correction.

3. After such corrections have been made, the composition should be copied correctly in a book provided for that purpose, and preserved for future comparison with subsequent productions. The labor, and care, and time thus employed will be well rewarded by the beneficial effect in securing greater accuracy and excellence in future essays.

DIRECTIONS FOR THE REVISION OF A COMPOSITION.

1. For the convenience of the writer, it is best to write upon letter-sheets of the ordinary size, leaving a considerable margin on the left and right hand of the page for corrections, should they be found necessary.

2. Among the things requiring attention in revising, are these

the spelling, the punctuation, the use of capital letters, quotation marks, apostrophe of the possessive case, observance of grammatical rules, and rules for Purity, Propriety, Precision, Unity, and Harmony; also, correctness in the use of the figures of speech. It must be ascertained, also, whether some of the sentences are not too long, or faulty in construction, and whether they are properly arranged into paragraphs. It is important to make a proper division of a word, according to its syllables, when room cannot be found for the whole of it at the end of a line. After the syllable or syllables at the end of a line, must be placed a hyphen (-); it must not be placed in the midst of the letters of a syllable.

After the writer has carefully revised the composition, and made it clear of all ambiguity, obscurities, and other blemishes, as far as he is able, a correct and handsome copy of it should be made, to be submitted to the teacher, leaving two inches of margin on one or both sides of each page, as space for the corrections which the teacher may find it necessary to supply.

LESSON CXL.

"C TOPICS" SUGGESTIVE OF IDEAS.

[These topics are derived from Sturtevant's "Preacher's Manual," and presented in a condensed form.]

1. There are certain questions, which, on entering upon the consideration of a subject, should be proposed to one's self, as means of eliciting or directing thought. These

are

(1.) Who? referring to the agent-the person who has done or spoken such a thing.

(2.) What? What has he done or said?

(3.) Where? Where did the action take place, or where were the words spoken?

(4.) By what means? By what means was the action done, or by whose authority was the thing said?

(5.) For whom? For whom, or for what, was the act done, or the utter

ance made? Was it done for his own personal benefit, or for the honor and advantage of another?.

(6.) How? How was the act done? how were the words spoken-openly or privately? Was it done partially or thoroughly? In what temper and frame of mind?

(7.) When? When was the thing done or said?

(8.) Why? From what motives, and with what results in view?

Some of these questions are involved in the Topics now to be considered, but they are given here together as a matter of convenience in thinking upon ordinary subjects.

2. Rise from Species to Genus.-For example, we read in Ps. 1. 14, of the particular offering of thanksgiving; this may lead us to reflect on the nature and design of sacrifices in general, and to treat the subject thus:

1. Consider the general history of sacrifices

From Abel's time to Moses, including the age of Job.

From Moses to Christ.

2. Their real design and instructive lessons.

8. Their adaptation to such design.

4. Their utility to us.

3. Descend from Genus to Species--from the more general to the more particular:

Dr. Blair, on Phil. iv. 5. Moderation is the genus. He says, exercise moderation: 1. In your wishes; 2. In your pursuits; 3. In your expectations; 4. In your pleasures; 5. In the indulgence of your passions.

4. The various particulars belonging to the thing described. These may be presented in a descriptive, a philosophical, or an historical manner.

LESSON CXLI.

"TOPICS" SUGGESTIVE OF IDEAS.

5. Observe the Relation of one subject to others.

Thus the idea of God as a Father, suggests our obligations and duties to him as Children; the idea of Him as a Sovereign,

suggests our duty of respect and obedience as Subjects; if he is held up to us as our Master, this suggests our duty as Ser

vants..

Doctrine is related to other doctrine; doctrine to precept; privilege to obligation; promises to threatenings; hope suggests fear, joy, sorrow, &c.

Types, in Scripture, suggest their antitypes; this includes typical persons, typical institutions, and typical events.

6. Observe whether some things be not supposed which are not expressed.

Thus, an arrival at a certain place supposes a place of setting Jut; a covenant supposes contracting parties; a reconciliation supposes previous contest or ill-feeling; a victory supposes enemies, arms, combat, loss of territory, &c.

A sermon is often properly treated under the two heads, of (1) what is implied; (2) what is expressed.

Example from Eph. vi. 10: "Be strong in the Lord." I. What is implied in the words-(1) That Christians have need of strength; (2) That they have no strength in themselves; (3) That there is enough in Christ Jesus the Lord. II. What is expressed, "Be strong," &c. There are two things to which these words exhort us-(1) To rely on Christ for strength; (2) To do this with assured confidence.

On the other hand, it is useful sometimes to consider what is not implied in any given declaration, or text of Scripture; or to point out in what senses it is not true, as John xvii. 16; what sins are not included in some general expression, as Heb. x. 29, &c.

7. Reflect on the person speaking or acting.

Thus: Whether they be wise or unwise; learned or ignorant; righteous or wicked; angels or men; chief or subordinate; venerable or otherwise; old or young; whether they have proper authority to say or do what is referred to; whether their example be salutary or the reverse; what reasons existed to show the propriety or impropriety of words uttered or actions performed by them.

In our estimate of character, we must discriminate between such acts as are done after inature consideration, and such as are done hastily. We can best judge of character when restraints are removed-when a change of situation takes place, and when persons suppose themselves to be unobserved. It is also discovered