tirely from your mind, and remove yourself as far as possible from other objects of interest or sources of interruption. The habit into which many young persons allow themselves to fall, of studying lessons in fragments of time, having the book, perhaps, for some time before them, but allowing their attention to be continually diverted from their pursuit, will only lead to superficial and utterly useless attainments. It is destructive to all those habits of mind necessary for success in any important intellectual pursuit. It is especially injurious in such a study as this. Intellectual Philosophy is emphatically the science of thought, and nothing effectual can be done in it, without patient, continued and solitary study. 2. Ascertain before you commence any lesson, what place it occupies in the general plan of the book, with which, at the outset, you should become very thoroughly acquainted. Nothing promotes so much the formation of logical and systematic habits of mind, and nothing so effectually assists the memory, in regard to what any particular work contains, as the keeping constantly in view the general plan of the book; looking at it as a whole, and understanding distinctly, not merely each truth, or system of truths brought to view, but the place which it occupies in the general design. 3. This preparation being made, you are prepared to read the lesson, which should be done, the first time, with great attention and care, or with especial effort to understand the connexion between each sentence and paragraph, and those which precede and follow it. It should always be borne in mind, that treatises on such subjects as these, present trains of thought and reasoning, not mere detached ideas and sentences. Every remark, therefore should be examined, not by itself, but in its connexions. This should be especially observed in regard to the anecdotes and illustrations, with which the work abounds. The bearing of each one on the subject should be very carefully studied. They are all intended to prove some point, or to illustrate ome position. After reading such a narrative, then, you should not only take care to understand it as a story, but should ask yourself such questions as these: "Why is this story introduced here? What does the author mean to prove by it? What principle does it illustrate?" There is, for example, in the section on memory, a story of the author's seeing the wife of one of his patients, but he could not think who she was, until he accidentally passed a cottage where he had attended the patient, when all the circumstances came to his mind. This is a very simple story to read and remember, merely as a story. But to do that alone is merely light reading; it is not study at all; far less the study of the Philosophy of Mind. But, if you enquire, what the narrative is designed to illustrate, by looking_back a paragraph or two, you will see that the subject is memory, as affected by local association, and that this incident is intended to show how events were recalled to the memory of the author, by his coming in sight of a cottage, with which they were strongly associated, although all his direct efforts failed to bring them to mind. Thus it illustrates a principle; and careful effort to discover and clearly understand the principles thus illustrated, is what constitutes the difference between merely reading a story-book and studying the Philosophy of Mind. The pupil too should avail himself of collateral helps in understanding the lessons. Every geographical, historical or personal allusion should be examined with the help of the proper books. If a distinguished individual is mentioned, find the account of his life in a biographical dictionary; if a place is named, seek it on the map. There is one other direction which, I am sorry to say, it is absolutely necessary to give. Look out in a dictionary all the words, whose meaning you do not distinctly and fully understand. as it may seem, in nine cases out of ten, a pupil in school will find in his lesson a sentence containing words he does not understand, and perplexing himself some minutes with it in vain, he will go to his recitation in Strange ignorance of its meaning, as if he had never heard of such a contrivance as a dictionary. Now the habit of seeking from other books explanations and assistance in regard to your studies is of incalculable value. It will cause you some additonal trouble, but it will multiply many fold, your interest and success. 4 After having thus read, with minute and critical attention, the por: tion assigned, the pupil should next take a cursory review of it, by glancing the eye over the paragraphs, noticing the heads, and the questions or topics in the margin, for the purpose of taking in, as it were, a view of the passage as a whole. The order of discussion which the author adopts, and the regular manner in which the several steps of an argument, or the applications of a principle, succeed one another, should be carefully observed. There are the same reasons for doing this, in regard to any particular chapter, as in regard to the whole work. The connexion too, between the passage which constitutes the lesson and the rest of the book, i. e. the place which it occupies in the plan of the author, should be brought to mind again. You thus classify and arrange in your own mind, what is learned, and not only fix it more firmly, but you are acquiring logical habits of mind, which will be of lasting and incalculable value. 5 You will thus heve acquired a thorough knowledge of the lesson but this is by no means all that is necessary. You must learn to recite it. That is, you must learn to express, in your own language, the ideas you have thus acquired. This is a distinct and important point, Nothing is more common than for pupils to say, when they attempt to recite such a lesson as this, "I know the answer, but I cannot express it;" as if the power to express was not as important as the ability to understand. A good way to make preparation for this is to go over the lesson, looking only at the topics in the margin, and repeating aloud, or in e whisper, or in thought, the substance of what is stated under each. Be careful that what you say makes complete and perfect sense of itself, that it is expressed in clear and natural language, and that it is a full exposition of the author's meaning. BOY'S WEEK DAY BOOK, or as the American publisher calls it, in imitation of a class of books well Own Week Day Book, by Uncle known in the markets, "The Boy's Jones;" originally published by the London Religious Tract Society. It is a highly interesting and excellent book for boys, written so far as we can judge from a cursory examination, in the right style, and breathing generally a moral and religious spirit, based on the principles of the gospel. The American publisher has omitted some portions and given an additional chapter; these modifications seem to be judiciously made. The book is well deserving the patronage of religious families as it exhibits evangelical principles of religion in connexion with the employments and feelings of boyhood in a good humored and skilful manner. The American publisher ought to have acknowledged in some way the source from which he obtained it, and not have published it as original here. THE ONLY SON, OR THF HISTORY OF JONAH Ross AND HIS MOTHER. This is the history of an ungrateful and undutiful son, published some time since by the American S. S. Union, and it is well calculated to produce a favorable moral and religious effect upon young children. The writer of it seems to understand well the art of writing so as to interest children, in every respect except the management of dialogue with them, in which respect almost all It is exwriters for children fail. ceedingly difficult to imitate the real 112 remarks of children on such subjects as those described in this volume. In fact we are not much in favor of the plan of breaking up a narrative and putting it in the form of conversation between parent and children. It makes the page look a little less monotonous, but we believe children generally skip the wise remarks made by the junior interlocutors, which they consider as only unseasonable interruptions to the story. At least, so children tell us. The form and manner in which the Boy's Week Day Book is written, seems to us to be best adapted to the purpose of instructing and benefitting children. This work might be put into that form, with very little Iteration, and so as to retain all its lively incident, its striking illustrations of scripture and its powerful appeals to the consciences of children. The title of a book too ought to contain some intimation of its design. Multitudes of parents would seek for this book, if they knew its nature, who will now never see it. The best way to test a book for boys is to give it to a boy to read; and we have put the copy of this work sent us by the Secretary of the American Union to this test repeatedly, since we received it, and it has been read with deep interest in each case, not only by the boys, but by the whole family. NEW CONTRIVANCES. A new instrument of destruction has recently been invented, consisting of a hollow ball of iron, like a common bomb shell, but so contrived as not to explode until it strikes the ground. It is now proposed to ascertain the depth of the ocean, out of soundings, by it. It is to be dropped into tho sea, and the depth of the water is to be inferred from the time which will elapse before the explosion. Such a sound may be heard through the water for many miles. A new apparatus for shower bathing has been contrived. It has a perforated plate for a shower as usual, perforated on the sides towards the and pipes extending down from it person bathing, so as to throw jets of water upon the whole surface of the body. Mr. Rochester of the Royal Institution, London, stated at a recent ouc or India rubber, was cut by a meeting of that body, that caoutchmachine, for the purpose of manufacture into threads, of the greatest evenness and equality. One pound in the trade as No. 5.) In weaving, makes eight thousand yards, (known the warp or longitudinal threads are of caoutchouc, and the weft or cross threads of silk or linen or cotton. London, and sold as a new and curious substance, in 1770. Caoutchouc was introduced into A species of boat for the conveyance of passengers on the Union Casheet iron. Its lightness and speed nal in England, is constructed of are its recommendations. "Office of SYSTEMATIC CHARITY. the Visitors of the Poor.-An office in Tremont street in this city, under with the above title has been opened the Savings Bank. It is intended to be a central point for all the charitable societies in the city, to enable them to act in concert and to do good in that administration of charity. It is insystematic manner so important in the tended to keep a list, as complete as possible, of all persons in the city who are regularly assisted either by individuals or by societies, so that upon any application being made, the claims and character of the petitioner as well as the amount of relief received from other sources may be at once ascertained. Tickets are to be sold for a trifling price, to any who are disposed to buy them, and when charity is asked and one is entirely ignorant of the character and wants of the object, instead of money, one of the tickets is to be given and the person sent to this office, where if he be found truly deserving and needing assistance, he will receive it. These tickets will be sold for one dollar per dozen, and the proceeds appropriated to the Poor's purse." Christian Reg. THE RELIGIOUS MAGAZINE. No. III. DECEMBER, 1833. THE FATHER A VICEGERENT. The family is not a human institution. By certain invariable and perpetual laws of human nature, God has secured its existence in all nations and ages of the world. Some theorists have endeavored to overturn it, but God has laid the foundations of it too deep and strong for them. Extraordinary efforts may, in some detached and limited portions of the community, produce a temporary suspension of these laws. But what they substitute will be artificial, and when the application of what is artificial ceases to be made, society must fall back spontaneously into the channels, which God has indicated for it. One of the most remarkable features of this extraordinary institution is the successive changes it undergoes, in the course of its history. When the young husband and wife first enter upon the new relation, how little do they foresee what is before them. As they take possession for the first time of their new house, and enjoy its cheering aspects, its regularity and quiet, and its expression of domestic peace and joy, how little do they anticipate the trials and the vicissitudes, and the deep and yet unseen fountains of joy and sorrow which lie in their future way. In a few years, how changed! One after another has been added in various ways to the company, which begun with only wo, until at length they find themselves presiding over a numerous circle of children, and relatives, and domestics; the father and mother both involved in responsibilities, from which they would have altogether shrunk, had they anticipated them at the beginning. In a few years this happy circle must be broken in upon and scattered. Death comes in and makes one and another his prey. Others gradually arrive at maturity, and leave their father's roof to seek other homes, and to return no more to the ark, which sheltered them at first; and at last, the father and mother are left alone, to spend their declining years at their solitary fireside, to look back upon scenes of activity and trial and enjoyment, which can never return. Such is the outline of the history of thousands of families. Another peculiar feature of this institution is, the immense power exercised by the head of it. The master of a family has his wife, his children, his domestics and the other inmates in his power, to an extent which is not equalled by any other authority. He has their happiness, and in fact their characters almost entirely in his hands. He may make his house their quiet and happy home, the abode of peace and contentment and piety; or he may agitate it with eternal discord and confusion. He may train up his children in such a way, that they shall love and honor their parents, and be a blessing to them, to their dying day, and be joined with them in everlasting happiness in heaven, or he may, by neglect and unfaithfulness, make them thorns in his side, while they remain at home, bitterness and a curse to his declining years, and a source of unmixed and never ending sorrow in eternity. There is no power like it. The father of a family, though his dominions are bounded by narrow limits, still has, within those limits, almost unlimited sway. The reason is, because it takes hold at once of the heart and the character. That boy of yours is as much under your power as it is possible for a human soul to be. It is not merely, that he is more entirely in your hands, that you can control his time, his employments, his earnings, his amusements-it is not that you can now make him happy by your kindness and care, or render life an intolerable burden to him by an oppression from which he can find no refuge,-but it is, that you have all his future years at your disposal, and can determine whether misery or happiness shall fill them up. It is true, that in a few years he must leave your roof, and then you must cease to have any direct control over him; but in the mean time, you may instil principles and form habits which will make him a curse to himself, even when you shall no longer be able to inflict direct suffering. And on the other hand, you can so mould and form his character now, that rich and happy fruits of what |