the author's ideas, in your own words, or at least, till you can point out the prominent parts of which it consists. This method of studying is the reverse of learning by rote; it is acquired by practice, and is the only proper way of attempting to gain knowledge. It is impossible, after having read several pages of a work, to remember every idea which an author has advanced; you should therefore strive to comprehend the main scope of his argument, and not dwell upon the less important ideas. Many pupils, from attempting to remember every thing, fail in attaining a clear knowledge of any thing. This habit of discriminating, in reading and studying, will be of great utility, in afterlife. A facility is thus gained, of collecting, almost at a glance, the subject of a whole page. It is by following the rule above given, that students are able to give verbal analyses of voluminous works on history, philosophy, metaphysics, &c. They could never have accomplished so Herculean a task, but that they first learned the leading argument of each page, then of each chapter, and lastly, of the principal divisions. 3. Accustom yourselves to express your ideas on the various subjects of study, in writing. The practice of writing an analysis of the lessons you are studying is a very good one; but this cannot be done until you have prepared yourself for it, by some previous study. By attempting to make an outline, before a view of the whole has been taken, the mind is confused, rather than assisted. It is well, to make the sciences you study, the subjects of your weekly compositions; sometimes taking them in one point of view, sometimes in another. 4. Improve the best hours of the day, to secure those lessons, which require the greatest mental effort. The season most favorable for study is, with most persons, the morning. The body being refreshed by sleep, and the mind by a suspension of effort, your most difficult lessons, as mathematics, or philosophy, should then be studied. Drawing, music, botany, chemistry, and other pursuits, which are not of an abstract nature, can excite an interest, even when the mind is fatigued; but, when it appears in any degree overstrained, it should be suffered to relax. It is evident, that, in all intellectual, as well as mechanical, labor, the work accomplished must be in proportion to the power exerted. When the mind is languid, it is impossible for it to put forth power, nor can time make up for mental energy. One hour of suc cessful effort is worth more than days of weak attempts. In order to keep the mind ready for action, regularity must be observed, in exercise, diet, and sleep; they gain nothing, who disregard the body, in their zeal for mental improvement; for, if disordered or enfeebled, it will certainly react upon the mind. 5. Endeavor to fix your attention, exclusively, upon the study in which you are engaged. Attention is, indeed, every thing; without it, nothing, requiring mental effort, can be well done. In bodily operations, we may acquire so great a facility of execution, that we have no need of attention;-thus a musician can perform a familiar air, without thinking of his notes. Some feminine employments, as sewing or knitting, operations which, at first, seemed complicated, in time become so familiar, as to require no attention; the hands seem, instinctively, to perform the accustomed movements; but mental exercises demand attention. It is, perhaps, the most difficult task of young students, to gain that command of their trains of thought, which scientific research requires. How many are diverted from study, by the most trifling circumstances! the appearance of a fly upon a window, an object in the street, or a slight noise in an adjoining apartment, being sufficient to call off their attention; or, the mind, wearied with any attempt at investigation, gladly goes in search of some more pleasing exercise of its powers. But I will not attempt to imagine the reveries, in which a schoolgirl may indulge, even when demurely looking at her book, during the allotted time for learning her lessons. Your own consciences can say, how often the hour for recitation has found you unprepared, after such unprofitable aberrations of thought. But let me urge those, who are conscious of such injurious habits, to strive to acquire an ascendency over themselves, by care the author's ideas, in your own words, or at least, till you can point out the prominent parts of which it consists. This method of studying is the reverse of learning by rote; it is acquired by practice, and is the only proper way of attempting to gain knowledge. It is impossible, after having read several pages of a work, to remember every idea which an author has advanced; you should therefore strive to comprehend the main scope of his argument, and not dwell upon the less important ideas. Many pupils, from attempting to remember every thing, fail in attaining a clear knowledge of any thing. This habit of discriminating, in reading and studying, will be of great utility, in afterlife. A facility is thus gained, of collecting, almost at a glance, the subject of a whole page. It is by following the rule above given, that students are able to give verbal analyses of voluminous works on history, philosophy, metaphysics, &c. They could never have accomplished so Herculean a task, but that they first learned the leading argument of each page, then of each chapter, and lastly, of the principal divisions. 3. Accustom yourselves to express your ideas on the various subjects of study, in writing. The practice of writing an analysis of the lessons you are studying is a very good one; but this cannot be done until you have prepared yourself for it, by some previous study. By attempting to make an outline, before a view of the whole has been taken, the mind is confused, rather than assisted. It is well, to make the sciences you study, the subjects of your weekly compositions; sometimes taking them in one point of view, sometimes in another. 4. Improve the best hours of the day, to secure those lessons, which require the greatest mental effort. The season most favorable for study is, with most persons, the morning. The body being refreshed by sleep, and the mind by a suspension of effort, your most difficult lessons, as mathematics, or philosophy, should then be studied. Drawing, music, botany, chemistry, and other pursuits, which are not of an abstract nature, can excite an interest, even when the mind is fatigued; but, when it appears in any degree overstrained, it should be suffered to relax. It is evident, that, in all intellectual, as well as mechanical, labor, the work accomplished must be in proportion to the power exerted. When the mind is languid, it is impossible for it to put forth power, nor can time make up for mental energy. One hour of successful effort is worth more than days of weak attempts. In order to keep the mind ready for action, regularity must be observed, in exercise, diet, and sleep; they gain nothing, who disregard the body, in their zeal for mental improvement; for, if disordered or enfeebled, it will certainly react upon the mind. 5. Endeavor to fix your attention, exclusively, upon the study in which you are engaged. Attention is, indeed, every thing; without it, nothing, requiring mental effort, can be well done. In bodily operations, we may acquire so great a facility of execution, that we have no need of attention ;-thus a musician can perform a familiar air, without thinking of his notes. Some feminine employments, as sewing or knitting, operations which, at first, seemed complicated, in time become so familiar, as to require no attention; the hands seem, instinctively, to perform the accustomed movements; but mental exercises demand attention. It is, perhaps, the most difficult task of young students, to gain that command of their trains of thought, which scientific research requires. How many are diverted from study, by the most trifling circumstances! the appearance of a fly upon a window, an object in the street, or a slight noise in an adjoining apartment, being sufficient to call off their attention; or, the mind, wearied with any attempt at investigation, gladly goes in search of some more pleasing exercise of its powers. But I will not attempt to imagine the reveries, in which a schoolgirl may indulge, even when demurely looking at her book, during the allotted time for learning her lessons. Your own consciences can say, how often the hour for recitation has found you unprepared, after such unprofitable aberrations of thought. But let me urge those, who are conscious of such injurious habits, to strive to acquire an ascendency over themselves, by care toy gaying the avenues of their minds. Be resolute gus, & #dung destory thoughts, when you need all Con concetrated mental powers to bear upon the subject The task will at first be difficult, but you ade, have the satisfaction of feeling, that you osa 2x your attention, or govern your trains of thought. 5. Endeavor to understand, as far as possible, the naimv, objects, and ultimate end, of the studies you pursue. Thus, when questioned as to your progress in education, you may be able to state what you have done, what you design to do, and the bearing which all this is intended to have upon your future life. With such ideas as these, fixed in your mind, you will not, when hereafter questioned, have occasion to say, with the young lady, who, returning from a boarding-school, and being asked what she had studied, answered, that she "could not tell, without looking at her books, and they were all in her trunks." May the intellectual powers and moral feelings of my young country women receive a right direction, by judicious culture; and may the fruits of an enlarged and liberal education appear, in that true elevation of character, which will enable them to meet the various exigencies of Le may they become, not only intelligent and intellectual women, but good members of society, faithful and prudent in all the relations and business of life, and above all, pious and consistent Christians. CHAPTER X. SPELLING.-ARTICULATE SOUNDS. FROM our previous remarks upon intellectual improvement, it may be inferred, that a proper discipline of the mind is of still greater importance to the young, than the mere acquisition of knowledge. The various branches of modern education have been considered under two heads : |