though, at the futter of her ribbons among them ish Jopo will go down beat erite and the titters and nudges of the young fellows. If Philistines, and the fallat ragu the battle is between her and another woman, they the generation of power wil de SIREL TRIS are left to fight it out as they best can, with the possibility of denial Eve In The DLL odds laid beavily on the little one. All this time ago, when human characterix a 2. there is nothing of the tumult of contest about her, and deified, we do not foc K I FOI Fiery and combative as she generally is, when large-limbed Here, though yote tu: breaking the law in public places she is the very riage, lorded it over her sister guates soul of serene daring. She shows no heat, no pas-perior energy or force of Te (ML. EF sion, no turbulence; she leaves these as extra sbe was rather a heavy-going person me weapons of defence to women who are assailable. moved to anger by ber bardd uumene For herself she requires no such aids. She knows ties, took her Olympian Biée placat her capabilities, and the line of attack that best once or twice got cheated in a way AS a suits her, and she knows, too, that, the fewer points great credit to her sagacity. Ette Fres of contest she exposes, the more likely she is to slip would have sailed round ber Tisode: into victory; the more she assumes, and the less shrewish though she was in her speech pies she argues, the slighter the hold she gives her oppo- voked, her husband not only deceived to nents. She is either perfectly good-humored or her, and reduced her to penitence and w as blankly innocent; she either siniles you into indul- no little woman would have sofaed kaela gence, or wearies you into compliance by the sheer reduced. hopelessness of making any impression on her. She There is one celebrated race of WODe may, indeed, if of the very vociferous and shrill probably the powerfully built, large-limbed as tongued kind, burst out into such a noisy demon- they are assumed to bave been, and a tra stration that you are glad to escape from her, no energetic as they were strong and big, - A matter what spoils you leave on her hands; just as women of the sagas, who, for good or e2-11 a mastiff' will slink away from a bantam hen all have been a very influential element in 24 heckled feathers and screeching cackle, and tremen- Northern life. Prophetesses, physicians, à dous assumption of doing something terrible if he of dreams, and the accredited interpreter 2 does not look out. Any way the little woman is endowed with magic powers, admitted to se unconquerable; and a tiny fragment of humanity in the councils of men, brave in war, am: at a public show, setting all rules and regulations at peace, these fair-haired Scandinavian women F** defiance, is only carrying out in the matter of the fit comrades of their men, the fit wives and so benches the manner of life to which nature has ers of the Berserkers and the Vikings. They dedicated her from the beginning

tame or easy life of it, if all we hear of them : 2 As a rule, the little woman is brave. When the To defend the farm and the homestead daria: lymphatic giantess falls into a faint, or goes off into husband's absence, and to keep themselves 2 hysterics, she storms, or bustles about, or holds on against all bold rovers to whom the Teat le like a game terrier, according to the work on hand. mandmertt was an unknown law; to dazzle an:* She will fly at any man who annoys her, and bears wilder by magic arts when they could not on herself as equal to the biggest and strongest fellow by open strength; to unite craft and courage, car of her acquaintance. In general she does it all by tion and daring, loyalty and independence – ** sheer pluck, and is not notorious for subtlety or manded no small amount of opposing qualities as craft. Tad Delilah been a little woman, she would the Steingerdas and Gudrunas were generaliter never have taken the trouble to shear Samson's to any emergency of fate or fortune, and skarl locks. She would have defied him with all his their way through the history of their time ir strength untouched on his head, and she would after the manner of men than of women; suppler have overcome him too. Judith and Jael were menting their downright blows by side thrast both probably large women. The work they went craftier cleverness when they had to meet poper about demanded a certain strength of muscle and with skill, and were fain to overthrow brutality toughness of sinew; but who can say that Jezebel fraud. The Norse women were certainly as laro! was not a small, freckled, auburn - haired Lady framed as they were mentally energetic, 2013 Audley of her time, full of the consecrated fire, the crafty as either; but we know of no other woka clectric force, the passionate recklessness of her who unite the same characteristics, and are at once type ? Regan and Goneril might have been beau- cunning, strong, brave, and true. tiful demons of the same pattern; we have the ex- On the whole, then, the little women have the ample of the Marchioness de Brinvilliers as to what best of it. More petted than their bigger sisters amount of spiritual devilry can exist with the face and infinitely more powerful, they have their or and manner of an angel direct from heaven; and way in part because it really does not seem wurd perhaps Cordelia was a tall dark-haired girl, with a while to contest a point with such little creatures

ons self respecto pair of brown eyes, and a long nose sloping down- | There is nothing that wounds a man's sell-respect wards.

any victory they may get or claim. Where there is Look at modern Jewesses, with their flashing absolute inequality of strength, there can be no i Oriental orbs, their night-black tresses, and the miliation in the self-imposed defeat of the stronger, dusky shadows of their olive-colored complexions ; , and as it is always more pleasant to have peces as catalogued properties according to the ideal, they than war, and as big men for the most part time would be placed in the list of the natural criminals like than not to put their necks under the and lawbreakers, while in reality they are about as of tiny feet, the little woman goes on her meek and docile a set of women as are to be found umphant to the end, breaking all the la within the four seas, Pit a fiery little Welsh woman does not like, and throwing down all the or a petulant Parisienne against the most regal and that impede her progress, perfectly irresum Junonic amongst them, and let them try conclusions irrepressible in all circumstances and andet in courage, in energy, or in audacity; the Israelit- conditions.

THE TEACHING OF ENGLISH.

1 Wherever grammar and etymology, illustrate the

laws of thought, there they have their place in BY E. A. ABBOTT.

English studies; but where they do not illustrate, HE following remarks, concerning the teaching or cannot be made to appear to boys to illustraté English, can lay no claim whatever to attention, thought (as, for instance, where etymology simply ept so far as they are the results of experience. illustrates the laws of euphony), they ought to be vill, therefore, be best to intrust the care of carefully kept out of sight. Thus, if we take ories to the more able hands of Professor Seeley, Richard II. act i. sc. 2, ose suggestions originated the practice described |

“Thou art a traitor and a miscreant," w; and, plunging at once into work, to imagine

I should think the derivation of “miscreant” far class before us, the books open (say a play of akespeare, - Richard II., for example), the boys

more important than that of “ traitor," and the pectant, and the master ready. It is quite cer

process of thought traceable in the former (or even 2, however, that the latter fiction - I mean the

in the latter) word far more important than the law

which drops the d in both words. In the same diness of the master — will depend to some exit upon the distinctness of his conception of his

passage, a few lines above, . ect. Let us, therefore, apologize for keeping the

"Each day still better other's happiness," ss and our visitors a few moments waiting, while, if you were to ask young boys what is the meaning thout theorizing whether the study of English be of the verse, and then, when some careless boys sirable, or necessary, or worthless, we ask our would show (as I think some would show, and ves what object we wish to attain by this study. know that some have shown) that they had misunI answer, not the knowledge of words, or of the derstood it, were to ask them to parse “ better," I ws of words (except in a secondary degree), but, think even the average boy, instead of feeling

the first place, the knowledge of thoughts and aggrieved by the question, would have a new light e power of thinking, and, in the second place, the shed upon parsing and grammar, on finding their tainment of the idea of " a book," as a work of aid useful for the understanding even of his native -t.

language. If English is to be regarded merely as an instru- But now I come to the great objection, which is, rent for training boys as the classical languages as I think, felt by many old experienced schoolmas-ain them, from that point of view English does ters. “ There is no work,” they say, “ no digging, ery imperfectly what Latin and Greek do far in all this, the boys cannot get it up; there's nore perfectly ; and, should I ever be converted to nothing to get up — no lexicon to be turned over, inat belief, I would at once give up English studies no grammar to be thumbed; the masters must Itogether.

lecture the boys; the boys are merely the recipThere has been a great deal of exaggeration on ients, and, at best, repeaters of what they have his subject. The merit of the classical languages, received." es a method of training, when tolerably well taught, I don't think this is so. It is true there will be 3 precisely that which Mr. Lowe, in his remarkable comparatively little turning over dictionaries and peech at Liverpool, refused to recognize in them. very little use of grammars in preparing an English I'hey force boys to "weigh probabilities.” Out of lesson. But is it not a most valuable result that the ten or twenty meanings of the Latin word boys should be taught that the mere looking-out of só ago” found in a dictionary, a boy must select the words does not constitute mental work? Is it not right meaning by “ weighing probabilities” and work for boys that they should be forced to think? pondering the context. Inflections give additional that they should be obliged to turn over, not lexiscope for the hunting and digging faculties. A boy cons, but thoughts, and perpetually be compelled to has to disentomb nominatives, hunt after accusa- | ask themselves, “ Do I understand this ” ? tives, eliminate all manner of other possible con- But it may be said, “ You cannot get boys to do structions of a dative until he is forced to the this.” On the contrary, - and this is almost the “ dativus commodi," and the like. Surely no one only point on which I speak with perfect confidence, will maintain that in these respects the training - I am sure you can. Boys may not do it at first; afforded to English boys by their own uninflected but as soon as they perceive the kind of questions language is equal to the training afforded by Latin which they must be prepared to answer, they will or Greek.

work most thoroughly and satisfactorily in preparaHence the study of English as a study of words tion. The great business of the master will be to will be, comparatively speaking at all events, a prevent them from working too hard, and from failure, and likely also to superinduce a petty word-accumulating a number of pieces of philological and criticising spirit of reading which is to be avoided. grammatical information which, as not tending to For these reasons, both etymology and grammar illustrate the meaning of the author, must be stigought, in the study of English, to be kept in strict matized as cram. The derivations alone of the subordination to the study of thought. The great words in a single scene of a play of Shakespeare question ought always to be, “ What does the au-would take several hours of a boy's time. Therefore thor mean?” and the continual requirement from the master will not merely, with great self-denial, the pupils ought to be," Put the meaning exactly suppress his rising inclination to pour out his own into your own words.” Of course, directly the superfluous knowledge, and to convert words into question is asked, “ What does the author mean?” | pegs whereon to hang his dissertations, he will grammar and etymology will at once step in under also encourage his pupils to keep to the point, their proper ancillary character, doubly valuable and nothing but the point, directing their labors because used as servants. They will not merely (and this will be absolutely indispensable at first, afford their usual mental training, they will also by giving them at the conclusion of every lesson disabuse boys of the notion that grammar and some indications of the difficulties which they must etymology are infernal machines destined for their be prepared to solve in the next lesson. In a word, torture.

there must be this understanding between master

t flatters us

and pupils : that the former, though he may ask

"Setting aside his blood's high royalty.

And let him be no kinsman to my liegt, more, is to be contented if the latter shows that

I do defy him, and I spit at him. he understands exactly what his author means, and

Call him a slanderous villain and a comar has formed an opinion about the truth or falsehood

Which to maintain I would allow him odds

And meet him, were I tied to run afoo, & of it. Other questions may be asked, but warning should be given of them beforehand.

“ Analyze this sentence, pointing out the mai And now let us return to our pupils whom we osition or propositions, parsing setting' 2 left patiently perusing their Richard II. Last week and expressing the whole sentence in a 1:29 they received notice of the questions that would be affirmative and conditional sentences." asked, with the exception of those that arise nat

“Ere my tongue urally from the passage, most of which they are ex

Shall wound mine honor with such feeble re pected to anticipate without warning. I turn to

Or sound so base a parle, my teeth shall tear the bottom boy.

The slavish motive of recanting fear,” ke.

"Expand the metaphor contained in the tri “ The which he hath detained for lewd employments.”

lines into its simile. Is it in good taste? G4 “ What was the original meaning of the word sons for your answer. Explain the meaning i "lewd’?” He answers, or ought to answer (for ble wrong. Give the derivations and me notice has been given of this question), as his dic- l 'parle.' What is the metaphor in sound sy be tionary tells him, “connected with the laity." | parle?' What is the derivation of motit. “ What process of thought is traceable in the how does the derivation explain the Shakem change of meaning which the word has under and the present use of the word ? " gone ?” He cannot answer; the question passes I have foreborne, for space sake, to shor. to the top, and you are told that “it was thought answers to such questions, even when not that the laity were not so good as the clergy, satisfactory, would give evidence of preples and so the name came to be considered a re above all of mental, not merely mannal, bookis proach.” Perhaps you extract from another boy ing preparation, and would afford to the tea: that "by degrees the word came to express that test of the diligence of his pupils as well as a sati particular kind of badness which seemed most un- of developing their intelligence. Many mes= clerical.”

these questions absurdly easy. I should be a . That is of the nature of a luxury. We pass to a they were found so; but my experience inks more solid question.

that boys ranging in age from thirteen to sto

will not find such questions too easy, and * "We thank you both; yet one but flatters us As well appeareth by the cause you come.”

younger boys much easier questions would be

cessary. " Explain the construction in the second line. Put It may be well here to add that though 3 : the argument into the form of a syllogism, showing edge of Latin has been presupposed abore is" the suppressed major. Is it correct or incorrect ?" | imaginary class, and must always be most useft. This question brings a clear-headed boy to the top, an English lesson, yet it is not necessary. 18 or near it, and we pass on.

more, or but little more, useful for such a partner (That he did plot the Duke of Gloster's death

than a knowledge of German. It is certain! Suggest his soon-believing adversaries,

ble so to teach English, even without the end And consequently like a traitor coward

Latin or German, as not to leave one's pupal 21 Sluic'd out his innocent blood.”

conclusion of the lesson under the impress that Illustrate, by the derivations of the words, the they have been studying "a collection of Shakespearian use of 'suggest' and consequently."" ing symbols." The boys may be told the Drang * That which in mean men we entitle patience

of the roots “ fer," "scribe," sent," and heart k Is pale cold cowardice in poble breasts."

on to infer, from the knowledge of these roots 19 * Give reasons for justifying or condemning this

of a few prefixes, the meanings of the common maxim. What are the two faulty extremes between

words “refer," " suffer," " infer," "content." ** which lies the virtue patience? What is the mean

sent," “ assent," “ resent," si subscribe," " inste between cowardice and the other faulty extreme ?”

"describe"; and there is no more diffeur

learning English thus than there is in learning LE* " Yet can I not of such tame patience boast.”

thus. There is less difficulty, for side by side 6 What is the difference between patience' and this method another can be employed. Born tameness,' tameness' and · cowardice'?"

know nothing but the vernacular can be trall Then come two questions of which notice has explain many words, such as “ contract, by, been given. “What marked difference is there be-selves suggesting different uses of the word tween Richard's language before and after his re-contract my expenditure," “I contract for three turn from Ireland ? Explain it. What is there in ing of a bridge," "I contract a debt." I common between Hamlet and Richard?" After these meanings they can eliminate what is the obtaining satisfactory answers, evincing thought and / tal in each, and leave behind that which is study, and coming not far short of the mark, you to all, the essence of the word. The form can, if the class seems worthy of the information. I deductive, synthetic, and shorter, the 121 guide them, by a series of searching questions care

inductive, analytic, and more natural meth fully arranged, to a more complete answer than they teacher may justify his preference, but not to have been able, unassisted, to give

lect, of either. Then, passing to the subject of rhythm —

For young boys (between eleven and to “As near as I could sift him in that argument."

suppose) it is scarcely possible to frames

questions. One point never to be lost signs “Is there any rule with reference to the number of make all the questions illustrate the sense syllables in a Shakespearian line? How would you danger never to be forgotten is the dang. scan this verse?

| ing on too much. Let your young pupuan

ate the sence; and be

S the danger of insist young pupik read the

le of their play for the sake of the story ; expect it may be taught in an hour and a half, and tested m, if you like, to be able to tell you what they every day throughout the term. As regards metaik of King Richard and of Bolingbroke, but do phors, boys should be made not merely to get up

let them prepare — do not let them imagine the definition of "metaphor” and “simile," which y can prepare — more than fifty or sixty lines is of little or no use by itself, but, as soon as they tically in the course of a school-term, so as to un- bave attained the idea of proportion, to expand istand and explain the text thoroughly. For such each metaphor into its simile by supplying the one

lass questions on the meanings of words will con- or two missing terms of the proportion. Thus, the tute a large part of our English lesson, and will ship ploughs the sea.” “How many terms are here veal deep abysses of ignorance.

given ? ” “ Three.” “How many do you want 66 First Heaven be the record to my speech!

for the simile ?” “Four.” “ Supply the missing In the devotion of a subject's love,

term, and give the whole proportion.” “As the Tendering the precious safety of my prince,"' &c.

plough is to the land, so is the ship to the sea.” Let us suppose you have already asked the pupils And in “ the mountain frowns," the two missing

parse “ be,” — not, I fear, an unnecessary ques terms could of course be supplied in the same way. on. “What is the meaning of the word pre This might be taught thoroughly to upwards of ous'?” “Nice.” “ Dear.” “Good.” “Kind." sixty boys, between the ages of eleven and fourou might annihilate the last answer by eliciting teen, in less than half an hour; and it would be om the class that a jewel is called “a precious difficult to overvalue such a stimulant and test of one ; ” but as the word is somewhat disused, ex-intelligence. ept in that kind of maternal colloquy which proba- After receiving this preliminary information, a ly originated some of the above-mentioned answers, boy would need nothing more in order to prepare

think you would be forced by the want of mate for his English lesson but a dictionary and a handials for analysis to fall back on "price," and teach book. I dare say it is possible to find many faults ynthetically. But it is different when you come to in all existing dictionaries and handbooks, particuisk, “What do you mean by "record'?” Your larly in dictionaries; but still, with such treatises as inswers will come fast and thick, and, amid a heap Dr. Angus's “ Handbook" and Chambers's “ Etymoof nonsense, you will pick out “monument," " book," logical Dictionary," a teacher can work away pretty history.” Then, by suggesting the office of the well. And when I hear the cry for English teach

recorder,” and asking the class whether they have ing met with the cry for English text-books, I am ever seen the “ Record Office," you will at last ex- tempted to think of the old proverb about the worktract from some one that “ as a man takes down the man who found fault with his tools. notes or record of a speech that it may be after This brings us to the question of text-books, by wards remembered, so the Power who rules in which I mean authors edited with notes. I frankly heaven is asked to register the words of Bolingbroke avow that, unless they give very little and very that they may never be forgotten.” Then if you carefully selected information, they seem to me like (but it is a luxury, or at all events, not a ne- worse than useless. Of course I admit that for cessary) you can, should your class be learning Early English or even for Elizabethan writers textLatin, point out to them how much trouble they books are desirable. But it is evident to me that, if would have saved themselves if they had remem- an English book is edited with answers to all quesbered that “recorder” means, “I call to mind," tions that can fairly be asked, all obscurities exand hence “record” signifies that by which one plained, all necessity for thought removed, then, causes one's self or others to recollect. The same use though such books may exactly suit crammers for first of analysis, then of synthesis, first of induction, Civil Service examinations, they are useless for us; then of deduction, may be made in eliciting the there is an end of the training which we desire. meaning of " devotion."

The notes ought only to illustrate historical quesBeside being subjected to such examinations, the tions, explain archaic words or idioms, give parallel pupils ought also to read passages in class, having passages, and now and then hints to direct the their faults pointed out to them, and receiving reader to the meaning of a very difficult passage. marks for correctness, clearness, and taste. Recita- They ought not to explain fully any obscurities, nor tions, essay-writing, and paraphrases are also most paraphrase any sentences, nor completely elucidate useful.

any thoughts. I cannot quit this part of my subject without ex- I do not believe in “extracts” or “ specimens," pressing my very strong belief that a knowledge of except where Early English is being studied more the processes of induction and deduction, and of the for the words than the thoughts. In different relation between a metaphor and simile, and the schools the matter may present itself under different manner in which the latter is expanded into the aspects; but at many middle-class schools there former, ought to be communicated to boys earlier must always be a great number of boys who may than is now customary. We want to teach boys to get no idea of literature or of the meaning of “a think. Now, thought has metaphors for its materi- | book” at home, and it therefore seems necessary als, logic for its tools. And therefore to set boys on that they should have the opportunity of acquiring the study of thought without a knowledge of logic that idea at school. Even in the lowest classes I or of metaphor, is to set them building a castle of should prefer to use a book that should contain tales shifting sand, — soon built, soon unbuilt. It is pos- or poems complete in themselves, however short sible to teach (1) the processes by which we arrive For the same reason, I should not trouble myself at the knowledge, or what we call the knowledge, much about the “ History of English Literature,” of general and particular propositions ; (2) the at all events till the pupils had reached the highest stages of such processes in which we are most liable classes in the school, when such a study would imto be deceived; (3) a few of the commonest falla-ply something more than mere cram. I cannot cies corresponding to those different stages, without help thinking that, in the middle and at the bottom making boys • smatterers"; and if a teacher knows of most schools, the study of a “ history of literawhat he wants to teach, and confines himself to it, ture” would be little more than ornamental cram. Besides, there is the question of time. If it could ples on which cities and battles are won or los be combined with the study of authors, well; but intended, no doubt, to make your pupils for where could you find the time?

exquisite Sophoclean irony which sets poor stra I would have each of the lower classes working Edipus spinning like a cockchafer for the a at two subjects,- one a longer book for home read- ment of gods and men ; but did you? I and ing, the other a short poem for school-work. The that you have almost persuaded yourse that 1 home book should be studied for the book as a did; but a regard for truth must induce you to whole ; boys should not be troubled with detail, but fess, on second thoughts, that Brasidas was merely be examined occasionally in the plot, char- ered in his case, and the Sophoclean irons ex acters, &c., in such a way as to bring out for them guished by a tribrach in the fifth foot. 01.24 the drift of the book and purpose of the author. thought of it, you found it was getting late, and The shorter poem should be thoroughly studied with could not do your forty lines, or your page E. all minutest details. The home-work should teach boys half, unless you " kept to the point." what is literature, the school-work what is thought. Classical scholars are like Alpine travellers A beginning might be made with “ Robinson Cru- ascend a mountain on the pretext of a glorion po soe ” and Byron's “Sennacherib," or some other pect, or scientific observations; but ninety-miesa short, intelligible, and powerful poem; then “ Ivan- of a hundred climbers find that when they hey hoe” and the "Armada”; then Plutarch's “ Corio- reached the top they are too tired to see ante lanus" and the "Horatius Cocles,” Plutarch's "Julius and that it is so late that there is nothing Cæsar” and Gray's “ Ruin seize thee”; Plutarch's and then, coming down again by the most 6 Agis and Cleomenes" and the “ Battle of Ivry"; way they can select, they secretly confiden then “Marmion"; then the “ Allegro” and “ Pen- most intimate friends their private convicta s seroso,” or “ Comus”; then (in the class in which the exercise is the great thing after all. those boys leave who are intended for commercial No doubt Latin and Greek might be taughted pursuits) Pope's “Iliad”; then part of the “ Paradise better than they often are. I do not entir Lost”; then part of the “Fairy Queen”; then Chau- teacher who can teach them, without oblign: cer's Knight's Tale” or Dante's “ Inferno" (in Eng- pupils to " weigh probabilities" ; but, for the lish), or the “In Memoriam," or some of the poems of thought, English is evidently more ready o zi of Dryden, Pope, or Johnson. It would be well, if hand, because in other languages that study (201) time could be found for it, to include in the subjects commence till they have been translated into be of the highest class some specimens of Early English. I lish. For though the study of Early English approxi- I do not think that English can ever superat mates to the classical studies, yet it cannot be de- or do the work of Latin and Greek, even for a nied that the philological knowledge obtained from who leave school at the early age of fifteen k the study of Early English pronouns, and of the on the other hand, I venture to suggest that let employment of the subjunctive, and an acquaint-| and Greek may be unable to do the work of East ance with the obstacles, impediments, and barren- lish. I am convinced that the study of English » ness which made Early English what it was, con be undertaken so as to interest, stimulate, and to tribute in no slight degree to the exact understand-velop the student; that it is perfectly compas ing of the expressions of Elizabethan and of Modern with the discipline and competition of very bere English.

classes ; that its success, as also the success of A play of Shakespeare might be read during studies, depends, to some extent, upon the TI another term throughout almost every class in the which it is taught, but that, even when taught zatsschool. Shakespeare and Plutarch's Lives” are tively by those who will be very glad to serie very devulgarizing books, and I should like every hints how to teach it better, it may product Asus boy who leaves a middle-class school for business at not altogether unsatisfactory. the age of fifteen, suppose, or sixteen, to have read three or four plays of Shakespeare, three or four noble poems, and three or four nobly written lives

THE SOUL TRAP. of noble Greeks and Romans. I should therefore

BY JAMES GREENWOOD. like to see Plutarch's “Lives" in the hands of every 1. CONCERNING BARISOA, THE PEARL-FISHER 4 English schoolboy; or, if it were necessary to make DAUGHTER MARMI. ALSO THE BLIND MAT-HALLE a selection, those biographies which best illustrate INTRODUCED. one's “ duty toward one's country."

THROUGHOUT all Samoa there was no WoRLD Now let me answer one objection. It may be beautiful as Marmi, the daughter of Barod, said, “ The object you have described is desirable, pearl-fisher. She was tall and graceful as the permis but can be attained by the study of Latin and her eyes, beaming, and soft, and bright, Pere Greek, and does not necessitate the study of English. stars reflected in water; her teeth were of exp There are metaphors and syllogisms, thoughts as whiteness, her lips cool and ruddy as there on well as words, in the classical languages, and not in pink casca shell, and her hair, blacker than English merely. Why cannot all this be done in and softer than newly combed flax, bus Latin and Greek?"

| below her waist. Better than all, her mm I answer, " Is it done?” Can any classical mas- pure as her body, and her heart seemed no ter deny that often, when he has wished to eluci-| hardened in the least since the time when date the thought of his author, some enveloping little suckling at her mother's breast difficulty of où or uý has extinguished the thought in! It would have been a wonder indeed it a mist of words ? Of course you meant to point ful a creature had been withont admirers. out to your pupils that, from one point of view, the she went the eyes of the young men went Tissus is as important as, or more important than towards her, and few of them but knew the the Mississippi ; that, whether it be Brasidas with Barisoa's hut on the beach, whither they ! five hundred men, or Napoleon with five hundred to entreat of him his daughter in marth thousand, it matters nothing as regards the princi- such cases there not unfrequently arise

It seemed not to line