5

3. The city of Troy was taken by the Greeks.

The conquerors permitted every free citizen to choose any one thing which he valued most.

Eneas carried away his household gods.

The Greeks gave him permission to take what he valued next.
He raised his aged father upon his shoulders.

The Greeks then gave him leave to carry away all his property.
4. Damon was condemned to death by the tyrant Dionysius.
He was permitted to go home to settle his affairs.

Pythias offered to submit to death if his friend did not return.
The tyrant blamed Pythias for his foolish confidence.
At the very hour Damon arrived.

Dionysius pardoned Damon, and begged to be honoured with the friendship of two such worthy men.

5. After the battle of Cressy, Calais was besieged by Edward III.

Provoked by the resistance of the inhabitants, he ordered them to choose six of their number to be put to death.

While all were struck with horror at this sentence, Eustace de St Pierre offered himself for one.

Five more soon joined him; and they came with halters about their necks to Edward.

He ordered them to be executed; but his queen pleaded so powerfully for them, that he pardoned them.

The queen not only entertained them sumptuously in her own tent, but sent them back loaded with presents.

6. David was born at Bethlehem.

He was sent to the camp to inquire for his brothers.

He was provoked to hear the Israelites challenged by Goliah. He slew their champion with a stone thrown from a sling, and the Philistines fled.*

SECTION II.

DESCRIPTIVE ESSAYS.

Descriptive Essays give an account of persons, animals, places, objects, &c.

* The Teacher can be at no loss for additional subjects of Narrative Essays. After his Pupils have had some practice in original composition, he may discontinue giving them detached sentences, especially when the narratives are taken from Scripture history.

Write descriptive essays on the following subjects:

EXAMPLE.

Nice.

A description of Nice; the extent of the city and county; the situation of the city; its appearance and fortifications; scenery and productions of the adjacent country.

I am at last settled at Nice, and have leisure to give you some account of this very remarkable place. The county of Nice extends about eighty miles in length, and in some places it is thirty miles broad. The length of the city does not exceed two miles, nor is the breadth of it, in any part, above one. It is bounded by the Mediterranean on the south, and wedged in between a steep rock and the little river Paglion, which descends from the mountains, and washing the town walls on the west side, falls into the sea, after having filled some canals for the use of the inhabitants. The city of Nice is built in the form of a triangle, the base of which is towards the sea. On the west side, it is surrounded by a wall and rampart; on the east, it is overhung by a rock, with the ruins of an old castle, which, before the invention of artillery, was reckoned impregnable. When I stand upon the rampart and look around me, I can scarcely help thinking myself enchanted. The small extent of country which I see, is cultivated like a garden. Indeed, the plain presents nothing but gardens, full of green trees loaded with oranges, lemons, citrons, and bergamots, which make a delightful appearance.

EXERCISES.

1. The apostle Paul; his birthplace; by whom educated; in the opinions of what sect; on what occasion first mentioned in Scripture; for what then remarkable; his conversion; subsequent history; for what distinguished.

2. Julius Cæsar; his family; his great rival; his conquests; his great power; his death and character.

3. Jerusalem; its situation; remarkable localities in the city and neighbourhood; when first mentioned in history; to whom originally belonged; when the citadel taken by the Israelites; by whom made the capital; the most famous of its public buildings; how many times taken and plundered; the most remarkable events in its history; by whom destroyed; by whom rebuilt; present

state.

4. Rome; by whom founded; on what built; most famous public buildings mentioned in history; extent and population in the time of Augustus; present state.

5. The elephant; where found; size; appearance; food; habits; utility.

6. The seasons; appearances of nature; operations; amusements, &c., at the different periods of the year.*

SECTION III.

MISCELLANEOUS ESSAYS.

Miscellaneous Essays may treat of any subject which is interesting or instructive.

Write miscellaneous essays from the following heads:

EXAMPLE.

On Amusement.

I. It is a great mistake to suppose that amusement should form the business of life.

II. The original meaning of the terms amusement, relaxation, and recreation, may convince us of this.

III. That which is made the business of life ceases to be

amusement.

IV. Rich and poor must be employed, or be unhappy.

I. It is very often taken for granted by young people, that amusement is the principal object of life; and this opinion is frequently carried to so great an excess, that pleasure seems to be the ruling principle which directs all their thoughts, words, and actions, and which makes the serious duties of life heavy and disgusting. Such an opinion, however, is no less absurd than unhappy, as may

As recommended in the preceding note, the Teacher may discontinue giving hints, when his Pupils have had some practice in writing Descriptive Essays. When they have a competent knowledge of geography and local history, narration and description may be combined by making them write imaginary excursions, travels, &c., either in the form of Essays, Letters, or Journals.

be shown by taking the other side of the question, and proving that there is no real enjoyment without labour.

II. The words commonly used as synonymous with amusement, are relaxation and recreation; and the precise meaning of these words may help us to take a correct view of this subject. Amusement signifies an occasional forsaking of the muses, or the laying aside of our books when we are weary with study. The idea of relaxation is taken from a bow, which must be unbent when it is not wanted, that its elasticity may be preserved. Recreation is the refreshing of our spirits when they are exhausted with labour, that we may be ready, in due time, to resume it again. From these considerations it follows, that, to use a common expression, the idle man who has no work, can have no play; for, how can he leave the muses, who is never with them? how can he be relaxed, who is never bent ? how can play refresh him, who is never exhausted with business?

III. All rest presupposes labour: hence, when amusement becomes the business of life, its nature is changed. He that has no variety, can have no enjoyment: he is surfeited with pleasure, and in the bitter hours of reflection, would find a refuge in labour itself. Indeed, it may be observed, that there is not a more miserable being, than a young person who has nothing to do but find out some new way of putting off time.

IV. We sometimes hear it said of poor men, that if they do not work, they shall not eat; and a similar remark may be made upon the rich, who, if they are not in some respect useful to the public, are almost sure to become burdensome to themselves. A blessing goes along with every useful employment: it keeps a man on good terms with himself, and consequently in good spirits, and in a capacity of being pleased with every innocent gratification. As labour is necessary to procure an appetite to the body, so must there be some previous exercise of the mind to prepare it for enjoyment. Indulgence on any other terms is false in itself, and ruinous in its consequences.

EXERCISES.

1. On History.

I. History a most interesting and useful branch of study. II. History a representation of human character; the record of human experience.

III. The various kinds of information which we derive from the study of history.

IV. Some of the great moral lessons which history teaches." 2. On Parental Affection.

I. Parental affection implanted by Providence for the preservation of the species.

II. We are, therefore, indebted for it to the great Father of all, III. Remarkable instances of parental affection.

IV. The corresponding duty of children.

3. On Generosity.

I. Generosity is doing more than we are obliged to do. II. We must do justice to escape the censure of the laws; but to be generous we must do more than the laws require.

III. Christian morality is true generosity.

IV. Generosity produces generosity.

V. Remarkable examples of generosity.

4. On Politeness.

I. The origin of the term.

II. The ordinary acceptation of it.

III. Politeness ought to express that benevolence artificially, which religion requires in reality.

IV. What Christian maxim is the foundation of all true politeness?

V. Correspondence between politeness and religion.

5. Sympathy.

I. What is sympathy?

II. It at once supports and adorns human nature.

III. It guards our infancy, instructs our childhood, and performs all the kind offices of friendship in riper years.

IV. It consoles us in our last moments, and defends our character after death.

V. A person without sympathy, and living only for himself, is the basest and most odious of all creatures.

6. On Education.

I. Education consists not only in acquiring knowledge, but in the formation of such habits as determine the character.

It may at first be necessary for the Teacher to assist his Pupils in amplifying these heads. He may also suggest examples, and other illustrations, especially when they occur in the course of their ordinary studies.