The student's manual; designed, by specific directions, to aid in forming and strengthening the intellectual and moral character and habits of the student

Front matter

the

STUDENT'S MANUAL;

DESIGNED,

Preface To The Author's Edition

During the time since this volume was first issued there has been never less than one edition yearly published in this country. In the Old World I know not how many editions, nor in how many languages it has been printed, sometimes with, and sometimes without, the author's name; sometimes as an imposing, beautiful volume, and sometimes dwarfed down to the dimensions of a good-sized tract. As nearly as I can learn, not less than one hundred thousand copies have been sold across the waters.

But the most gratifying circumstance connected with this book is, that, from all parts of the world, I constantly receive letters from those whom I never expect to see in this world, who, of their own accord, write to the author in terms of gratitude so warm that I am almost afraid to read them.

I have added notes to this new edition, gathered, with more labor than would at first appear, from different sources, which, I hope, will be useful to the reader. They came from so many different quarters that I could not, in all cases, give credit to the pages from which I have drawn them.

When I wrote this volume, I felt a deep interest in students, because I had just passed through their trials and temptations ; and now, having children whose feet are just placed upon " the sandy hill of learning," I feel an interest no less deep, even if it seem more selfish.

Most sincerely do I return my thanks to the unknown friends who have so often cheered me with words of approbation and testimonials of usefulness, and most truly do I thank my heavenly Father for having been pleased to own an instrument so unworthy, as a benefactor to minds created in His image.

Pittsfield, Jan. 2, 1854

Preface

Hardly any class of men are so difficult to be reached as students, and the undertaking is hazardous ; but no class of men are so open to conviction, so alive to manly principle, so susceptible of good impressions, when the effort to aid them is judicious and worthy of their attention. Whether the present attempt is a happy one, the author is not presumptuous enough to say. The highest wish of his heart would be to have its reception and success commensurate with his esteem and love for those for whose welfare he feels the strongest interest, and for whose benefit he has written.

Scarcely any hour can be more anxious to the parent than that in which he takes leave of his child, after having carried him away from home to some public Institution for the purpose of study. He knows the temptations which will beset his child, without knowing any way by which to shield him. I have tried to make this book such a friend as he will wish to leave with his son, to aid him in forming his character.

The youth who goes from home, and takes his place among his fellows at a strange place, for the purpose of study, feels that it is all new to him : he is inexperienced, and knows not how to form the character which he in-

6 PREFACE.

tends to possess. He has no friend who has been over the ground, and knows it all, to whom he can go for advice, for encouragement, and aid. For such I have endeavored to write this book.

In the different professions, there are multitudes who feel that they are not students, have not the habits, the character of students ; and yet they know not where the difficulty is, or what to do. If such do not find hints in this volume which will aid and encourage them, I shall have deep regrets, and no small mortification.

A very few paragraphs in this work will be found in an ephemeral Address which the Author delivered before one of our colleges a short time since.

Some may wonder at the taste which has now and then interspersed a quotation in Latin. Those who are familiar with the taste of students, know how much they admire a beautiful thought in beautiful language, and how much more highly a nut is relished, if they have to crack it.

Why is not the work more decidedly religious ? Because the design of it is to aid in forming the ichole character of the student. The two last chapters, it is hoped, will not be found deficient in this respect.

May He, without whose blessing every attempt at being useful is lost, own it, and make it the instrument of much good to those who are the hope of their friends and the hope of their country.

Chapter I

OBJECT OF STUDY. INTRODUCTORY.

The mind of man. Ferguson. Why so little accomplished. Want of experience in the student. Character acquired while a student indelible. Responsibility as to character. For whom writing-. Frigate Constitution in a storm at sea. Presence of mind. The helmsman. Inference. Time and opportunities lost. Savage and cultivated mind compared. All capable of excelling. Clavius. The boy on the top of the steeple. Eccentricities of character. Folly of expecting to be a genius. Education your own work. Student must labor. Tomaso Anello, the fisher-boy. No excellence without toil. The ocean insect. The motto. The object of education. A shrewd suspicion. Improve through life. Concentration of thought. Example of abstraction. ' Appetites and passions must be subdued. Necessity of cultivating attention. Example. Demosthenes. Patience. Mistaken views on this subject. Benjamin Franklin's beginning. Example of patience. Student must have a character of his own. Folly of being an imitator. Anecdote of Andrew Fuller. Greatness not to be copied. The judgment must be formed. Wasting life — remarkable example. Second example. What is wanted. Good habit — example. The mind will bear hard usage. Continued efforts. Hamilton. President Porter. The two monks. Knowledge of human nature necessary. Jonathan Edwards. Who understands human nature best? Self-knowledge. Measure yourself. Vanity unacceptable. Modesty of a well-disciplined mind.- Memory. Originality not common. Originality not necessary. Object of study repeated. Power of memory. Away from home. Tediousness of the student's life. Conclusion 13

Chapter II. Habits

Power of habit. Easily formed. They are formed by all. It ought to be so. How to form a habit. Example. The prisoner. A second example. First direction in regard to habits — hare plans. The snowpath. How to calculate for a day. Reviewing the day. Character formed. A student's day. Second direction — untiring industry. Folio volumes. I.idian maxim. Who is a blusterer. Who has leisure. Seneca. Rutherford. Luther. Jeremiah Evarts. Idleness certain death. Third direction — ■perseverance. Example of the contrary habit. Decision an

8 . CONTENTS.

attendant on perseverance. Effect of changing plans. Results of perseverance. Habit of putting off. Charles XII. Fourth direction — punctuality. Brougham. Difficult attainment. Why we love a punctual man. Blackstone. Brewer, while a student. Loss by the want of this habit. Mistakes made. Fifth direction — early rising. Swift's remark. Former times. Curious instance in Buffon. Frederic II. Doddridge. Early rest necessary. How to form the habit. The clock. Yale and Amherst Colleges. Many fight against forming the habit. Besetting sin. Sixth direction — learn from every thing. Walter Scott. Wisdom in a servant girl. Value of this habit. Spencer. Wirt's view of this subject. The principle illustrated. Seventh direction— -fixed principles. What makes a firm character. The tried shelf. Characters and books to be classified. The martyr Latimer. Eighth direction— personal habits. Tobacco. The " Royal Counterblast." Effects of the system. Dress. Change of garments. Economy in dress. Dandyism. Alexander's courtiers. The teeth. How preserved. Singularity. Manners at table. What society demands as to manners. Cleanliness. The fable. Ninth direction— doing- every thing well. Johnson. The prize lost. Common things. Euripides. Buonaparte. M'Donough's victory. Tenth direction — temper. Goldsmith's temper. Danger to a student. Manliness. Contentment. Petty troubles. Imaginary inferiority. Reverie. It is common. Sours the feelings. Eleventh direction — sound judgment. The troublesome watch. Judging of your own character. The officer's method. Twelfth direction— treatment of friends. Their anxiety. Illustration. Writing to friends. Example. Son. Letter from a son. Effects of letter-writing. Choosing friends. What traits of character necessary. Beautiful maxims. Esteem necessary to friendship. Envy not allowed. Friends to be chosen for the qualifications of the heart. How to keep friends. What the great duty of friendship. Veracity essential. Part of daily habits to cultivate friends 47

Chapter III. Study

Study seems easy. Interruptions cannot be avoided. Suggestions. Number of hours of study. German students. Severe application. Positions of the body. Grimke's plan. Chairs and lights. No conversation in study hours. Studying aloud. Thorough. How to conquer a country. Inaccurate scholars — how made. The two farms. Example from Moliere. Example of a thorough scholar. Thoughts to be followed. Translations. Their effects. Expect hard study. President Dwight. Testimony of Wirt. How to make practical men. Franklin's habits. How to think. Brougham's application. No quarrelling with studies. The chancellor's young horse. Geometrv. Pnilosophj-. Perseverance. The Icelander — a curious example. Excuses for not studying hard. Milton. Fuller. How a student is known. Testimony of Prof. Stuart. Necessity of reviewing. How to commit grammar to memory. The jeweller's shop. Wyttenbach's testimony. How to review. How far carried. The fog. Necessity illustrated. Quintilian. Appointed exercises. Pres. Porter's testimony. Punctuality. Rest the mind. How done. Illustrated. Example of Dr. Good. The old adage untrue 106

CONTENTS. 9

Chapter IV. Reading

Biutus. Pliny. Anecdote of Petrarch. Bacon's aphorism. Necessity of reading. Remark of President Porter. Queen Caroline. Object of reading. How to read to advantage. Must be deliberate. Seneca's remark. Ancients had but few books. Scarcity of books in Europe formerly. Obstacles in the way of knowledge formerly. Excellence of the ancients. We read much. Bad books. Cautions. Their certain ruin. Guilt of selling such books. Byron. Danger of such writers. Abuse of imagination. A delicate subject. Onanis scelus. Crimen commune. Ethnici. Dei ira. Fructus. They cannot live long. Moore and Scott. Hume and Paine. Effects of such writings. Chalmers. Edmund Burke. Testimony against novels. How know what to read. Standard authors. Read no poor books. How begin to read an author. How to know an author. How to read with the greatest profit. Marginal marks. Read slow. Reading should be talked over. Reviewing books. Classification. Index Rerum. Newspapers and magazines. Reading with pen in the hand. Objects in reading. Style. Illustrated. Edwards on the Will. Illustration. Stocking the mind with knowledge. Bartholin's remark. Stimulating the mind. Illustrated. Pleasures of reading. Buying books. . . 138

Chapter V. Time

Difficulties of the subject. Remark of Seneca. Earl of Chatham's habits. Minute knowledge. Must feel the necessity of improving time Johnson's reflections. The Indian Gymnosophists. Apuleius. Imaginary examination. Dream continued. Virtuosi. Encouraging artists. Buying books. Thieves. First thief — sleep. Sleeping after dinner. Second thief— indolence. Third thief — sloth. Madame de Genlis. Author's experience. Variety grateful to the mind. Erasmus. Fourth thief — visiting. Fifth thief- — reading useless books. Novel-clubs. Sixth thief— improper siudij. Whipping dogs. Seventh thief— -wearied mind. Eighth thief— procrastination. Illustrated. Duke of Newcastle. Ninth thief — not completing our plans. Papers of a genius. Order essential. Order must be perfect. Trifling pursuits. Nero and those like hirn. The hunting patriarch. Dressing. Diversions. Life may be doubled. Locke's observations. Who lives longest. Thought from the prophet. Curious illustration. Turkish story. The exiled king. King returned. The moral. Who enjoys most. Save the fragments of time. What might be done. Necessity of prayer. Evening review. Queen Elizabeth. Dr. Young 168

Chapter VI. Conversation

The evening party. Power of conversation valuable. Agreeable. A gift of our Creator. Power of persuasion. Illustrated. Use in ob-

10 CONTENTS.

taining information. Matter of study. Floating thought. City inhabitants. Conversation refines the feelings. Conversation a poor substitute for books. Advantages of the student. Should cultivate his Eowers. First suggestion — talking upon trifles. Every circle may ave profitable conversation. Great minds. Robert Hall. A common mistake. Second suggestion — severe speaking. The ichneumon. Detractors. Notion of the Tartars. The cruelty of wit. Illustrated by the dying Socrates. A wise remark. Curious example. Flattery. Its philosophy. Dr. Johnson's keenness. Goldsmith's character of Garrick. Third suggestion — ridicule nothing sacred. The voice of experience. Profane language. Lord Chesterfield. The profane bishop. Beautiful satire. Fourth suggestion — topics of conversation. Not to use your last reading. Illustrated. A contemptible method of flattery. Illustrated. Conversation an intellectual feast. Talk about yourself as little as possible. Old jests and anecdotes. Saying smart things. Spare the weaknesses of men. Danger of being witty. Example from Gil Bias. How to become a wit. Avoid pedantry. Illustrated. Quoting Latin and Greek. Double entendres. Impurity of expression. How to use anecdotes. Two cautions. First caution. Second caution. Illustrated. Minuteness. Envy to be avoided. No- Dle example. Cheerfulness. Mason's excellent rules. Temper to be preserved. Disputes not proper for company. The responsibility of the power of conversation. The student's accountability 194

Chapter VII. Politeness And Subordination

The students' supper. Our first impressions. How a polite man is treated. National character. Two curious examples. Danger of students. Learned children. Real politeness begins in early life. One danger. Danger to religious students. Effects of vacations upon the student's politeness. Visiting the ladies. Effects of radicalism upon politeness. New England students. Southern manners. Professional men not polite. Illustrated. The philosophy of the fact. Illustrated by a French lady. Politeness always receives attentions. Consistent with independent feelings. Want of it no mark of genius. Clement XIV. Hints. Good humor necessary. Kind feelings necessary. Conscience must be cultivated. Principles of the gospel lead to politeness. Cheerfulness essential. Health essential to cheerfulness. Friendship cultivates politeness. Subordination. Subordination a law of Heaven. Subordination to the state laws. Laws of friendship. Laws of the street. Illustrated. College rebellions. A book needed. Specimen of the contents of the new book. Four suggestions. The faculty are on right principles. Their character is good. Public sentiment always in favor of the faculty. Illustrated. The student misses his aim in rebelling. Illustrated by the saw-mill. The results of a rebellion are ruinous to some. How excitement is produced. A mistaken notion. Two reasons why a rebellion is so ruinous. The first reason. A great shock received. Difficult to recover. The second reason. Discipline of mind lost. Rebelling a dishonorable business. No need of it. Student's life one of trial 227

CONTENTS. 11

Chapter VIII

EXERCISE. DIET. ECONOMY.

Why exercise is needed. Illustrated. Health every thing to the student. Why this necessity is not felt. Henry Kirke White. How the mind may be rapidly matured. This not desirable. A fashion in this country. Study must endanger health. Who is a hero. The fatigue of study. Illustrated. We try to mature too soon. Difficulties which prevent exercise. First difficulty. Second difficulty. Third difficulty. The manual-labor system. Objections to it. The best exercise for the student. Illustrated. The fourth difficulty. How to meet this difficulty. Exercise must be regular. Must be agreeable. It should relax the mind. Cardinal De Retz. Exercise to be increased at particular times. Professional men. Paul. Illustrious men have labored with the hands. Examples. Summary of the advantages of exercise. Mind strengthened by exercise. Confirmation. Diet. Students fickle on this subject. Dryden's account of the first diseases. Hints on diet. Diet must correspond with exercise. Fasting. Effects of our habits. Dr. Spring's prescription. Regularity of diet. Simplicity in diet. Singular instance of one indulgence. Stimulating drinks. Bad effects upon the student. Economy. Most of our students are indigent. Indigence no injury to a student. Johnson and Savage. Poverty of Savage. Advantages of indigence. Illustrated by men now on the stage. Should not be ashamed of poverty. Be anxious to keep out of debt. What to do if debts are absolutely necessary. Not consult taste in purchases. Do not buy because the thing is cheap. Temptation of buying books. Form habits of economy for life. No mark of genius to be careless in regard to debts. Make your expenses a matter of conscience. . . . 260

Chapter IX. Discipline Of The Heart

A designed omission. An early duty. Infidel notions. What sort of men are infidels ? Testimony of one who had been an infidel. No safety in opinions if religious views are loose. The mind of an infidel cannot make much impression. Settle your religious views early. No one can be safe without fixed principles. Resolutions of Edwards. Resolutions of a distinguished man. A common prejudice among students. Religion exalts the mind. Means of disciplining the heart. First suggestion. Every thing may contribute to it. Every event designed for moral discipline. Second suggestion. Cultivate the conscience. Use of a cultivated conscience. Illustrations. How the greatest efforts of the mind can be called forth. Thoughts at a grave. We must meet with temptations. They are constant. Examples of temptations. Third suggestion. Avoid temptation. Easily-besetting temptations. Companions. Conversation. Particular seasons. Particular associations. Vile reading. Little failings. Natural temperament. Beware of temptations to which you naturally incline. Fourth suggestion. Temper. Example of a subdued temper. Temper may be cultivated. Roger Sherman. His patience. Remarkable example of a subdued temper. Necessity of attending to the temper. Example of Sir Walter Raleigh. Irritability of the temper. Fifth suggestion. Improvement of thoughts when alone. Cautions. Advantages of being alone.

J 2 CONTENTS.

The future to be anticipated. Your own teacher. Study your own character. You will find deficiencies. Who are your flatterers ? No other way but by meditation to correctly understand the Divine character. Sixth suggestion. Daily reading the word of God. Mungo Park. Two revelations from heaven. A parallel between them. Inspired eulogy. Uninspired eulogy. Sir William Jones. Comprehensiveness of the Bible. The Scriptures must be read daily. Example of Elizabeth. Locke. Hints for reading the Bible. First hint. Second hint— translation to be used. The Book of Proverbs. Third hint — disposition. Difficulties in reading the Scripture. Fourth hint — responsibility. Why you may not neglect the Scripture. Seventh suggestion. Faithful reviewing. Sickness. Changes in circumstances. Examination of the heart on Sabbath evening. A help suggested. Use of dreams upon mora! character. Review at night important. Effects of the evening review. The dying heathen philosopher. Eighth suggestion. Daily prayer. Students especially need prayer. Excuse of having no time. Hints in regard to prayer. Regular hours. Morning and evening the best times for devotion. Examples of praying men. Conscience to be kept pure. Excuse of not being a Christian examined. Pray in Christ's name. Ask for the Holy Spirit 32<J

Chapter X. The Object Of Life

Pictures of the imagination. Visions of good men. Our visions a test of character. The youth returning from a whaling-voyage. The dying thought of Hooker. The world under an immense mistake. The army of Xerxes. The crusade. Peter the Hermit. A wonderful example of avarice. Ancient kingdoms. Experiment of paganism. The experi ment of the Romish church. Fate of Galileo. The spirit of war universal. Career of Buonaparte. A striking contrast supposed. Estimation in which war is now held. A horse-race. Prostitution of mind unlamented. The hopes of each generation of men. The world left to sink. Who is great 1 Individual examples. The merchant. The politician. The refined scholar. Thought of Pascal. Every one has an object. The appetites and passions. Seeking after wealth. Life of ambition. The vexations of the ambitious man. Admiration short-lived. Difficulties in sustaining a reputation. No one satisfied with his reputation. Restlessness of ambition. Example of a disappointed man of ambition. Curious example. Character of fame. The worth of ambition imaginary. By expelling this principle we do not leave the heart empty. We need a high motive of action. What it is. A high standard is practicable. Illustrations. Examples of a wrong standard. Example of the right standard. We have the power of selecting the object. What is duty. Testimony of reason. Testimony of conscience. Advantages of the true ?»andard. The soul is filled. Engrosses the whole heart. Conquers sin. Leads to activity. Shows valuable results. No waste of efforts. Ensures ihe approbation of conscience. Obtains the approbation of the world. Obtains the approbation of Heaven. The dying mother. Feelings of an author in closing his book. How the reader is entreated to act. State of the world. Much depends on students. Circumstances in which we are caJed to act. Responsibility of our situation. Power of reaching men. The Bible the great instrument. Encouragements to action. Rewards of a life well spent. Conclusion 350

THE

STUDENT'S MANUAL

Chapter I

OBJECT OF STUDY. INTRODUCTORY.

The human mind is the brightest display of the power and skill of the Infinite Mind with which we are acquainted. It is created and placed in this world to be educated for a higher state of existence. Here its faculties begin to unfold, and those mighty energies, which are to bear it forward to unending ages, begin to discover themselves. The object of training such a mind should be, to enable the soul to fulfil her duties well here, and to stand on high vantage-ground, when she leaves this cradle of her being, for an eternal existence beyond the grave.

There is now and then a youth, who, like Fergu son, 1 can tend sheep in the field, and there accurately mark the position of the stars, with a thread and beads, and with his knife construct a watch from wood ; but such instances are rare. Most need encouragement to sustain, instruction to aid, and directions to guide them. i Note A.

Why so little accomplished. Want of experience in the student.

Few, probably, ever accomplish any thing like as much as they expected or ought ; and I have thought that one reason is, that students waste a vast amount of time in acquiring that experience which they need. As I look back upon the days when I was a " student," I can see that here I went wrong, and there I mistook ; here I missed a golden opportunity, and there I acquired a wrong habit, or received a wrong bias ; and as I sometimes walk past a college, as it is lighted up for evening-study, I pause, and sigh, that I cannot go back and begin life again, carrying with me my present experience. I think, too, I can see, that if there had been such a book as I am now attempting to write for* students, put into my hands at an early period, i f would have been of incalculable advantage to me. I have strong hopes of saying what will be useful, inasmuch as I shall principally draw from my own experience and from the remembrance of my own wants.

The reader will please to bear in mind, that the only object I have in view, is to be useful to him — to throw out such hints and cautions, and to give such specific directions, as will aid him to become all that the fond hopes of his friends anticipate, and all that his own heart ought to desire.

I would here say to the student, that the character which he now forms and sustains, will cling to him through life. Young men always receive impressions concerning each other which nothing can ever efface.

Character acquired while a student.

The very nicknames which are given at this period, and which are generally indicative of some peculiar

rait of character, will never be forgotten. His moral and intellectual character, while young, is that by

vhich his class-mates, especially, will invariably measure him through life. Is he unamiable now, or indo lent now, or vicious now ? Depend upon it, his character is stamped, and no subsequent years of goodnature, or of application, or of moral worth, can ever do away the impressions which he is now making. Ask any educated man about the character of his fellow, and you will notice, that he at once goes back to his College-life, and dates and judges from that period. Thus, every anecdote, every ludicrous circumstance, whether it was a mistake in reciting, or in judgment, or in moral conduct, will be repeated over the land, and his frailties will be known as widely as his class is scattered.

No mistake can be more decided than that of supposing that you are now retired from the world, have no character to maintain, and no responsibility resting upon you. It is far otherwise. And it is peculiarly trying, that, during the very period when the character is forming, it is viewed by all around you as if it were already and unalterably formed, and judged of accordingly. He, who now sits by your side in the recitation-room, has every trait of your character exposed to his view ; and he will remember every trait,

Responsibility as to character. For whom writing.

and he will mark you through life, at the place where you now stand. Never, in fact, does so great a responsibility rest upon you, as while a student ; because you are now forming your character and habits, and setting your standard ; and because, also, your contemporaries will seldom, if ever, alter their judgment concerning you. If you are stupid and inaccurate during this period, though you should hereafter write dictionaries, and edit classics, and dream in foreign languages, I very much doubt whether your friend, now at your elbow, would ever give you credit for any thing higher than dullness.

Doubtless multitudes are now in the process of education, who will never reach any tolerable standard of excellence. Probably some never could ; but in most cases they might. The exceptions are few ; and probably most, who read these pages, do feel a desire, more or less strong, of fitting themselves for respectability and usefulness. They are, however, ignorant of the way ; they are surrounded by temptations and dangers; they soon forget the encouragements, and thus oscillate between hope and fear, resolution and discouragement. It is for such that I write. And such I earnestly entreat not to lay aside this little book till they have read it, weighed it, and, if they please, called the writer whatever hard names occur to them. My pen will probably sometimes seem dull ; but if it should, I hope I may apologize for

Frigate Constitution in a storm at sea.

it as the knight did for his slow-pacing horse : — " Hee is a rite gude creetur, and travels all the ground over most faithfully."

" When I turned in at night, the sea was smooth and bright as a mirror ; the vast firmament seemed to descend below us ; the ship appeared to be suspended in the centre of an immense sphere, and, if I may say so, one felt, in awe and silence, the majesty of space. The sails hung idly by the mast, and the officers' tread along the deck was the only sound heard. So I left them.

"About midnight, I was awakened by a heavy swing of my cot, succeeded by a sudden dash to the other side: the water was pouring into our room, and I could hear its rush across the upper decks, where all was noise and rapid motion. I hurried on my clothes, and ran up : the gun-deck was clear ; hammocks had already been lashed up and stowed ; it was lighted up, and showed it flooded in its whole extent. I ascended to the next : the rain came down in torrents, but I did not feel it, so deeply absorbing was the scene. I wish I could describe it. The sky was in a constant blaze ; the sea was not high, but broken, confused and foaming, and taking from the lightning an unnatural hue. Above me were the yards covered with human beings, thrown by each flash into strong outline, struggling hard to secure the canvass and to maintain their precarious footing. The ship rolled

Presence of mind.

tremendously. And now add the wild uproar of the elements, c the noise of many waters,' the deep and constant roar of the winds, the cries of the men aloft, the heavy and rapid tread of those below, the reiterated commands of officers, and, rising above all this, the firm and composed orders of the trumpet, and then add to this the heavy-rolling thunder, at times drowning all these sounds. The first lieutenant had the deck : he had sprung to it at the first alarm, and, seizing the trumpet, had called Black, his favorite helmsman. The ship was soon under snug sail, and now 1 dashed onward at a furious rate, giving to the gale a yet wilder character.

"All at once a rocky island seemed to start up from the water ; but the next broad flash showed a good offing, and we were safe; when suddenly came a loud shout from the forecastle — •' A sail close on the larboard bow, sir.' I trembled then — not for ourselves, for we should have gone over them, and have scarcely felt the shock — but for the poor wretches whom it would have been impossible to save. The helm was put hard down : we shot by, and I again breathed freely, when some one bade me look up to our spars. I did so, and found every upper yard-arm and mast tipped with lightning. Each blaze was twice as large as that of a candle; and thus we flew on, with the elements of destruction playing above our heads."

Can any one read this beautiful description of one

THE STUDENT'S iMANUAL. 19

The helmsman. Inference.

of our own proud ships in a storm, and fail to reflect, that discipline is the life and salvation of such a ship in such a storm ? But I have copied it for a different purpose ; and that is, to call the attention of the reader a single moment to the " helmsman Black." Can there be a doubt but the sailor who coul * take the helm in these circumstances, and hold the ^ip firmly on her course amid the storm, shunning rocks, and just shooting by smaller vessels, must have courage, presence of mind, and great promptness of character? Or can there be a doubt, but, if he had been properly educated when young, he might have stood in the lieutenant's place, and held the trumpet, or even commanded the ship ? It is my earnest wish to aid such as have capacity, in seizing the present moment, and, while they have the opportunity, in so laying their plans, and in so forming their habits, as to make the most of all their endowments. There are, doubtless, some who will read these pages without benefit. May I suggest a possible reason ? "A mole, having consulted many oculists for the benefit of his sight, w r as at last provided with a good pair of spectacles ; but, upon his endeavoring to make use of them, his mother told him, that, though they might help the eye of a man, they could be of no use to a mo/e."