under afflictions and unusual trials. In drawing a portraiture of character, the influence of bad associates or instructions should be noticed.

LESSON CXLII.

"TOPICS" SUGGESTIVE OF IDEAS.

8. The State of the Persons speaking or acting. When Paul addressed Felix, with the chain upon his arm, and the tyrant's sword over his head, his speech had infinitely greater power and authority than if he had addressed a letter to Felix from a place of safety. So when Paul, writing to the Philippians in a prison at Rome, says, "I have learned, in whatsoever state I am, therewith to be content" (Phil. iv. 11), the declaration challenges our immediate belief.

The use of this topic is, principally, to suggest observations adapted either to give force to any precept, admonition, or reproof, or to illustrate some part of the subject.

9. Remark the Time of a word or action.

A consideration of the time when an action was performed, a duty enjoined, a caution or a promise given, &c., frequently throws strong light upon the action or expression, enables us to see it under a new aspect, to perceive its propriety, and more deeply to feel its force.

The choice of Moses (Heb. xi. 24, 25) receives great illustration from a notice of the time when it was made: not in his minority, but when he was mature and capable of judging calmily; also, when he was surrounded by the luxuries of an Egyptian court, and was heir apparent to the Egypian sceptre; and further, when his people were oppressed and enslaved, and he must calculate on sharing their afflictions.

10. Observe Place.

11. Persons addressed, and the State of Persons ad dressed.

Take Rom. xii. 17, as an example: "Recompense to no man evil for evil." This was addressed to Romans, whose maxim it was to revenge

severely all public injuries, and the same course probably was pursued in regard to private ones.

Again, the Roman Christians were at that time greatly persecuted, and that by the Jews, against whom it would have been easy to excite the heathen Romans as being the objects of their dislike and hatred. Hence the precept means, "hurt not the most violent enemies of Christ, his gospel, and yourselves."

The distinct characteristics of persons addressed should be kept in view; also, the state of persons as to worldly circumstances-wealth, information, &c. The considerations presented must be suited to these varicties, in order to make a suitable impression.

12. Consider the principles of a word or action.

In other words, consider the source or origin whence they proceeded that, in consequence of which the word was spoken or the action done. So the Scriptures proceed on the principle that man is a degraded, ignorant, and guilty being. This is assumed in all its dootrines, precepts, promises, &c.

LESSON CXLIII.

"TOPICS" SUGGESTIVE OF IDEAS.

13. Consider consequences and inferences.

This is the converse of the preceding topic, and leads us to point out the effects, the good or evil consequences, immediate or remote, which follow a word or an act.

The inferences that may be drawn from any doctrine or precept, are to be considered. You must so write as to leave no just grounds for the objections of an opponent; and if he charges your opinions with bad consequences, you must not only disprove the allegation, but prove on the other hand that good consequences will flow from them.

14. Reflect on the purpose or design of a word or action.

Says Pope: "In every work consult the author's end." To be acquainted with the scope of his writing, or the end he had in view, is to possess a key to all that he says.

The scope or intention of a book or passage, may be collected:

(1) From the author's express mention of it somewhere; (2) from some declaration which exhibits the reason or occasion of a book or passage being written; (3) from considerations growing out of the state of the persons to whom the writing was originally addressed. Thus you will discover the scope of Paul in his letter to the Hebrews, by attending to the distressed condition of the people addressed; (4) from the known errors of the times; (5) from some conclusions drawn from any argument; (6) from the general drift or tenor of a book.

The "end proposed" will suggest the best method of treating many subjects.

Dr. Blair, on Eccl. vii. 2-4: "It is better to go to the house of mourning," &c.; that is, viewing the end proposed, it is so. That end is the improvement of the heart; to this end the whole discourse inclines. (1) The house of mourning gives some check to levity; (2) It awakens sentiments of piety; (3) It arouses our sensibilities and sympathies toward sufferers; (4) It gives seasonable admonitions to prepare for what may soon be our own state; (5) Excessive fondness for life will thereby be moderated.

66

LESSON CXLIV.

'TOPICS" SUGGESTIVE OF IDEAS.

15. Consider whether there be any thing remarkable in the manner of a speech or action.

This may be illustrated in passages from Scripture. John iii. 16: "God so loved," &c. By the word so, greater emphasis is given to the expression of God's love and God's great gift, than could be given by any more definite expression.-Mal. iii. 16: "Then those that feared the Lord," &c. Then is emphatic, for it was a time of great degeneracy.

Besides single words, noticed in the above examples, this Topic 'ncludes the notice of phrases and sentences in which the style or manner of expression may be in any degree remarkable.

16. Compare words and actions with similar words and actions.

Suppose the character of Martha, the sister of Lazarus, were the subject

of a composition or discourse; you would naturally compare her conduct with that of Mary, and show the superiority of the latter.

If the Philippian jailer were the subject, he might be compared, in his conversion, with the publican Zaccheus, in this respect, that each had his prominent sin subdued-cruelty, in the former; avarice and injustice in the latter.

Passages of Scripture may also be compared with others, in which some synonymous expressions are employed, whether with a view to elucidate the meaning, or for the purpose of furnishing materials for comment or illustration.

Passages of Scripture that treat upon the threatenings of God may be compared with those which record their fulfilment, or which show that the threatenings have been suspended or reversed.

So, also, passages containing divine commands may be compared with others which promise the grace that is needful to obedience. Comparison may also be made with nature.

As Dr. Jortin observes: "Every creature conveys some useful doctrine. We may learn constancy from the sun, moon, and stars, which keep their appointed course. We may learn honesty and gratitude from the earth, which faithfully preserves what is committed to her care, and repays our labor with interest. We may learn industry from the animals which pro vide against hunger, change of seasons, and the assaults of enemies. W. may learn obedience and obligation from the domestic animals, which love their master and serve him in their respective characters."

17. Remark the differences of words and actions on dif ferent occasions.

Seeming differences in Scripture are reconciled by showing that on dif ferent occasions it was proper to say and unsay, to allow and disallow, t establish an economy and to dissolve it. God commanded certain daily sacrifices to be offered under the law; yet, by his prophets, he declares ni abhorrence of them, because abused and perverted from their proper vid. The brazen serpent was to be preserved as a memorial in the ho'y lace; and yet, for good reasons, Hezekiah, in God's behalf, broke it pieces. In the Patriarchal state one code of laws was necessary; under the Mosaic dispensation, another; and afterwards, under the Gospel, a third, differing circumstantially from both the former. Different occasions demanded dif ferent modes of address; hence, we meet with these.

LESSON CXLV.

"TOPICS" SUGGESTIVE OF IDEAS.

18. Contrast words and actions.

Divine revelation is illustrated by contrasting it with any sys tem of false religion, or with Judaism. So, the character of true ministers may be contrasted with that of pretenders; the wisdom of Providence with the folly of those who complain of it, &c.

The volumes of nature and of providence abound in materials for contrast, in expressing spiritual ideas; day and night, light and darkness, winter and summer, &c.; barren and fruitful soils, lofty mountains and deep valleys; animals, fierce and tame, large and minute; vegetables, bitter and sweet, &c.

An example of contrast is furnished in a sermon of Mr. Jay, on Rom. v. 5: "Hope maketh not ashamed." Here the words not ashamed suggested the antithesis, for if the Christian's hope be distinguished as one which maketh not ashamed, it is implied that all other hopes make ashamed. He says:

I. Certain kinds of hope do make ashamed.

(1) The hope of the worldling, by the insufficiency of its objects. (2) That of the Pharisee, by the weakness of its foundation.

(3) That of the Antinomian, by the falseness of its warrant.

II. The believer's, on the contrary, "maketh not ashamed."

(1) It is accompanied by divine love.

(2) This love characterizes its possessors.

(8) It qualifies for that future glory upon which its interests are fixed. 19. Examine the grounds of an action or expression, and show the truth or equity of it.

In treating of the Resurrection or Ascension of Christ, show the credibility of the testimony in support of them. In treating of predictions, bring forward history to prove their fulfilment, or show, by argument, the divine wisdom in such utterances.

It is especially necessary to use this topic when any thing un common, surprising, or hard to credit, is in question; or when any difficult or disagreeable duty is urged.

This topic comprehends all the points of consideration on which