for nothing." The poor boy highly pleased with the proposal, complied with the conditions, and carried off the testament in triumph.

Many years afterwards, the late Rev. John Brown of Haddington, then in the midst of his fame as an author and a commentator on the scriptures, went into the same shop, and entered into conversation with the book-seller.

In the course of conversation, Mr. Brown asked him if he remembered the circumstance of once giving a second-hand Greek Testament to a poor shepherd boy. "I remember it well," replied the book-seller, "I would give a good deal to know what became of that boy; for I am sure he has risen to eminence in line or other." "Sir," said Mr. Brown, "you see him before you." It is needless to add that the recollection was highly gratifying to both parties.

me

My young friends, I wish you to make some good use of the foregoing story. It is a well known fact that the children of parents in humble circumstances, often succeed better than the children of the rich.

Now, as observation shows us that the gifts of the understanding are pretty equally distributed among men, the greater success of the children of the poor, must arise from their being stimulated by their scanty means to improve to the utmost, the talents which them.

God has give we frequently see the poor

4

man's son rising early and sitting up late, in order that he may reap the full benefit of his privileges; while the sons of the wealthy too often spend their time in sloth, perhaps in folly and dissipation.

To the poor man's son or daughter, then, I would say in the words of the wise man, "The

d of the diligent shall bear rule;

but the slothful shall be under tribute." Be industrious, be frugal, and attentive to every duty. To the children of the rich I would say, he that loveth pleasure shall be a poor man; and seest thou a man diligent in his business, he shall stand before kings; he shall not stand before mean men.

QUESTIONS.-1 Do you know the employment of a shepherd? 2 Why did the shepherd boy inquire for a second-hand testament? 3 In what way did he obtain it of the book-seller? 4 Did this boy and the book-seller ever see each other again? 5 What had this boy now become, and what was his name? 6 In what way do children of poor parents often succeed better than those of the rich ?

LESSON XXXIV.

SPELL AND DEFINE.

1 Celebrated, extolled; honored. 2 Literary, relating to learning. 3 Existence, being; life. 4 Opportunity, convenient time. 5 Described, represented by words or figures. 6 Contemplating, considering with attention. 7 Chance, accident; hazard; fortune. 8 Intelligence, understanding. 9 Ascribed, attributed; imputed. 10 Structure, frame. 11 Artificer, an artist one who makes or contrives. 12 Effected, performed;

accomplished. 13 Designing, intending; pianning. 14 Vegetation, growth as of plants.

HOW A WISE MAN TAUGHT HIS SON THE EXISTENCE OF A SUPREME BEING.

Dr. Beattie, who is celebrated as a writer and poet in the literary world, had a little son, with whose education he took great pains. He wished to teach this little boy the existence of a great and good God.

This son had a little garden, and when he was absent one day, his father took an opportunity to sow seeds in his flower bed. The seeds were sown in furrows, which described the boy's name, James Beattie. On his return, he led his son by the hand into the garden, who, upon contemplating the appearance of his own name, was greatly surprised. He instantly asked his father with great eagerness, how it came there? to which his father answered, Chance produced it.

The young lad was not contented with this reply, and declared that chance could not have produced it, for somebody must have put it there. In the little boy's opinion it appeared like design and intelligence, and he ascribed it to this principle. The father then took this opportunity of showing, that chance not being able to produce this trifling arrangement of the letters of his name, could not have produced a world.

He then turned the little boy's attention to the traits of wisdom and intelligence, every

where to be seen in the works of creation. He showed him the structure of the universe must have been effected by a wise artificer, and thus he firmly established in his mind, the existence of a Supreme Being, who made all the beautiful things in nature.

We can see the marks of a designing Crea tion every where. It is not only in the delightful landscape of a spring or summer's day, but even in the desolation and decay of autumn, and the death of winer. All vegetation is only resting to return to us with fresher bloom and beauty; just as the ordination of sleep is appointed to man, that he may awake refreshed in the morning.

QUESTIONS.-1 For what was Dr. Beattie celebrated? 2 What did he wish to teach his little son? 3 What plan did he take to do this? 4 Was the boy surprised to see his name described by the plants? 5 Did he wish to know how it came there ? 6 What did the father tell him? 7 Was the lad contented with this reply? 8 How did Dr. Beattie teach his son the existence of a Supreme Being? 9 What can we see as we look around upon creation?

LESSON XXXV.

SPELL AND DEFINE.

4 Par

1 Vacated, made vacant; empty. 2 Activity, nimbleness. 3 Fatigue, weariness of body or mind. ticipate, to partake; to share. 5 Disposition, natural state of mind. 6 Gratifying, giving pleasure. 7 Disappointed, defeated of expectation. 8 Profitable, yielding profit or gain. 9 Circulate, to spread. 10 Cheerfulness, liveliness. 11 Benevolent, kind.

Here is the play ground of Mr. Miller's academy. A few minutes ago it was empty and silent, and every boy was at his desk in silent study, or reciting his lesson to Mr. Miller. All was quiet and orderly, as it is in every good school; and the scholars seemed to have no thought, but what belonged to their lessons.

But what a change! The books, slates, pens and paper are laid aside, and the school room is vacated. The boys appear like colts let loose from the barn, full of fun, and taking every means of exercise. All their voices are heard at once, shouting and talking, but not a word about their studies.