Thou most indulgent, most tremendous Pow'r !
Still more tremendous for thy wond'rous love;
That arms with awe more awful thy commands.
205 And foul transgression dips in sevenfold guilt;
How our hearts tremble at thy love immense !
In love immense, inviolably just!

Thou, rather than thy justice should be stain'd, Didst stain the cross; and, work of wonders far 210 The greatest, that thy dearest far might bleed.

Bold thought! shall I dare speak it or repress?
Should man more execrate or boast the guilt

Which rous'd such vengeance? which such love inflam'd!
O'er guilt (how mountainous !) with outstretch'd arms
215 Stern Justice, and soft-smiling Love, embrace,
Supporting, in full majesty, thy throne,
When seem'd its majesty to need support,
Or that, or man, inevitably lost :

What but the fathomless of thought divine
220 Could labor such expedient from despair,
And rescue both? Both rescue! both exalt
O how are both exalted by the deed?

The wondrous deed! or shall I call it more?
A wonder in Omnipotence itself!

225 A mystery, no less to gods than men !

1

FROM "PARADISE LOST."-Milton.

THAT day I oft remember, when from sleep
I first awaked, and found myself reposed,

Under a shade, on flowers, much wondering where
And what I was, whence thither brought, and how.
5 Not distant far from thence a murmuring sound
Of waters issued from a cave, and spread
Into a liquid plain, then stood unmoved,
Pure as the expanse of heaven; I thither went
With unexperienced thought, and laid me down
10 On the green bank, to look into the clear
Smooth lake, that to me seemed another sky.
As I bent down to look, just opposite
A shape within the watery gleam appeared,
Bending to look on me: I started back,
15 It started back but pleased I soon returned,
Pleased it returned as soon, with answering looks

20

Of sympathy and love: there I had fixed

Mine eyes till now, and pined with vain desire,
Had not a voice thus warned me:

What thou seest,
What there thou seest, fair creature, is thyself;
With thee it came and goes; but follow me,
And I will bring thee where no shadow stays
Thy coming, and thy soft embraces, he

25 Whose image thou art; him thou shalt enjoy
Inseparably thine, to him shalt bear

Multitudes like thyself, and thence be called
Mother of human race.

What could I do,

30 But follow straight, invisibly thus led?
Till I espied thee, fair indeed, and tall,
Under a plantain, yet methought less fair,
Less winning soft, less amiably mild,

Than that smooth, watery image: back I turned;
35 Thou following, criedst aloud, Return fair Eve;
Whom fliest thou? whom thou fliest, of him thou art,
His flesh, his bone; to give thee being I lent
Out of my side to thee, nearest my heart,
Substantial life, to have thee by my side

40 Henceforth an individual solace dear;

Part of my soul, I seek thee, and thee claim,
My other half. With that thy gentle hand
Seized mine I yielded and from that time see
How beauty is excelled by manly grace,

:

45 And wisdom, which alone is truly fair.

THE END.

AIDS

TO

THE STUDY OF

THE

ENGLISH LANGUAGE.

BY

REV. FREDERICK S. JEWELL.

AIDS

TO THE

STUDY OF THE ENGLISH LANGUAGE.*

THE study of the English language is twofold in its method; namely, the study of the language as an art, and the study of the language as a science.

The former is a purely practical work. It is the first business of those who would learn to speak the language. It is properly pursued only through a progressive practice under the living teacher. As a method, it is illustrated in the ordinary acquisition of the language by the child. It finds also a higher illustration in the course which is now being extensively pursued in the study of foreign tongues; and which, under the auspices of Ollendorff, Pinney, and others, bids fair ultimately to supersede the absurd system. which has hitherto prevailed.

The latter of the two methods is of a more theoretical cast. It is the pursuit of the language with reference to its systematic philosophy. It may be carried on either in connection with the elementary acquisition of the language, or subsequent to its practical attainment. In either case, however, it must be pursued through the medium of a correct and well-digested system of science, which may be orally unfolded to the pupil, or be placed before him as embodied in a text-book. Such a system we are supposed to have attained, and according to the views of this or that individual, we are directed for its full development to one or another of the various works which, as aids to the study

*This Essay was originally delivered before the New York State Teachers' Association, held at Auburn, N. Y., in August, 1848, by Rev. Frederick S. Jewell, and unanimously adopted by that body.