that habits of inaccuracy, in many cases, fully counterbalance any benefits accruing from derivation. on this plan will ever use those absurd, but not unfrequent expressions, reading through Latin, finishing Latin." Their vanity will always be checked by the reflection, that they have a boundless field before them, of which they can cultivate a part, proportioned to their capacity, leisure, and inclinations. come very weary of doing what is tedious, if not difficult, without apparently advancing one step in the career of knowledge. But the other sysFourthly, a teacher can, in this way, best se- tem is eminently progressive, and all young men cure the attention of his pupils. All experienced of capacity and ambition, will be reconciled to teachers know that their greatest practical diffi- the labor which it involves, by a consciousness culty is inability to command the undivided at of advancement, which may be continued ad intention of their scholars. While one is reading finitum. None who have been properly trained a passage from a classical author, the minds of the others will often be completely listless and wandering. No severity of discipline can entirely prevent this; there is need of some mode, by which a sort of animation may be imparted to the recitation, and each one be required to take a part in what is going on, at short intervals. We do not assert that nothing can be done Sixthly, it not only renders the student contowards this object on other plans; but we know, scious of progress, but it compels the teacher to from experience, that much can be easily effected make progress. We have heard it absurdly urged on this. Let a large black board, one of the against instructors, that they are in the habit of greatest inventions of modern times, and equally preparing their lessons beforehand. When it adapted to teaching language as science, be used; proceeds from absolute ignorance, or from never let each member of the class be required, at the having learned the general principles of the subsame time, to convert an English sentence. given ject properly, it is a well-founded objection. But orally by the teacher, into Latin on the black-when it is intended to refresh and extend their board, and, when all have finished, let those sen- knowledge before ample, and to fit them better tences be corrected by the teacher in the presence of the whole class. Or, if the black-board be too small to admit the whole class at once, let those who remain at their seats, correct the sentences written by the others. Let an oral examination be added, so conducted, by constantly passing from one to another, as effectually to preclude inattention. This will give a liveliness and animation, utterly unknown to any recitation on the ordinary system. for communicating an active impulse to the minds of their pupils, it is a positive recommendation. None is so well prepared to impart information, as one ardently and actively engaged in enlarging his own stock. If, having learned all that he thinks it practicable or desirable to give his pupils, he lays aside the subject, his mind ceases to act in regard to it, and he cannot of course impart to others an interest which he does not feel himself. It would be just as reasonable to expect a stagnant pool to set machinery in motion. Fifthly, the plan we advocate makes a student conscious of progress. None who have had Now, if an instructor combine with the exeropportunities of observation, can fail to have cises actually set down in the book, others couremarked, that boys, or young men, who have sisting in the reconversion of translations from for years been pursuing the ancient languages on the classics into Latin, and then carefully comthe old system, no matter how rigidly enforced, pare the Latin of his pupils with that of the origiseem to feel, as if agentes acta, going perpetu-nal, he may find sufficient occupation for a lifeally over the same things, and, in fact, not ad- time. He must also aid the pupil in combining vaucing in their knowledge of the principles of the scattered fragments of information which he the languages. As stated in the passage, quoted finds in the book into one whole, by judicious from Manesca, reading and analyzing a few pages questions, adapted to point out the connexion of any standard author will give them a know-between the isolated parts. This is a duty little ledge, such as can be thus attained, of all the attended to, but rendered indispensable by the leading principles. By reading more, they become necessary deficiency of all text-books. If these more familiar with them, and acquire greater flu- ideas be carried out, teachers will be required eucy in translation, but soon begin to imagine who will give themselves to the work, not relucand indeed to realize, that they are learning noth-tantly and temporarily, but heartily and permaing additional, in regard to principles and idioms. nently. At the same time, every instructor of This want of progress, to some extent unavoid-real intelligence, and proper sense of duty, will able, is increased by the too common practice of feel happier, when actively occupied, and seeing ceasing to make a student parse, after his prelim- his pupils always sensibly progressing, than he inary drilling. As comparatively few are interest-possibly can do in the wearisome tread-mill of ed in the narratives, discussions, or beauties of the the ordinary drilling. classical writers, the larger portion naturally be But it may be asked, if all this time be given to exercises, how much will be left for reading classical authors? We frankly confess, that it must be greatly abridged, and cannot deny that much translation is necessary to complete our knowledge. But where one portion of instruction must be given up for want of time, we must of course sacrifice that which is less essential. Where particular boys have leisure, or where young men have inclination and opportunity, it will be very well for them to engage in an extensive course of reading, but it is useless to deny NORMAN MAURICE; OR, THE MAN OF THE PEOPLE. AN AMERICAN DRAMA. IN FIVE ACTS. the fact, that as a general thing, it cannot be BY W. GILMORE SIMMS, AUTHOR OF “THE YEMASSEE,” &c. done. An extensive familiarity with classical authors has already become less common, aud is certainly less important. The practice of writing the notes to the classical authors in English enables the scholar to get on much more rapidly than he could in our younger days, when the Latin notes were often more difficult than the text. Indeed we fear that some annotators have rendered the text too easy by given a free translation of almost every passage indiscriminately. Where this is the case, the learner will do little more than commit to memory these translations, which will often lead him far astray from the structure of the original. Notes should give full information on every point necessary to elucidate the original, but should, as much as possible, leave the scholar to make his own translation, an operation which is peculiarly useful and improving. To understand Greek and Latin thoroughly, some knowledge of the manners, history and antiquities of the nations which used them, is indispensable. Information on these topics has been greatly extended, and the text-books much improved. The study of them is a recreation both agreeable and useful, as being intimately connected with the philosophy of history. We therefore maintain that the foundation should be laid deep and strong, and each individual allowed to erect such superstructure on it, as may suit his own taste and convenience; we are utterly against raising the superstructure first. It is plain that the time devoted to the classics must perforce be shortened, to satisfy American impatience, and make room for something considered more practical; but we deny that the evil ought to be aggravated by encouraging a habit of superficial study. We think that the Oral mode, combined, as it always is, and must be with constant writing, soonest familiarizes us with the great principles of the language, best trains the mental powers, and fits the learner for acquiring other languages. We therefore recommend it to teachers, as that which, if it does not lessen, will greatly lighten their labor, by making them feel that it is far more useful and honorable. G. E. D. I warn'd you of the peril. Had scarcely fancied that his glance could fathom Yet your wisdom Disguise so good as mine! Osborne. I said his eye Oh! your truth, Will be in a moment! Excuse me. Matthews, [to Osborne.] Osborne. Warren, [aside to Osborne.] And why not? Twill save a monstrous trouble in our wigwam, Osborne, [aside to W.] Sufficient, as they tell us, for And I confess to you I have my fears, the day, Its evil; when I can no longer 'scape it, I'll mix in this conspiracy;-till then, Touching the play before us. Our new members, Warren, [aside to Osborne.] Hark you, Richard Os- If we can crush this fellow, who has talents, borne, No faltering when the moment comes to speak; The rod that does not yield to me, I break! [Exit Matthews and Warren. Osborne. And no escape! I dare not run on ruin, And shows more stubbornness than I could relish, Speak, Warren! Warren. There is a secret, gentlemen; a dark one; Glides with the midnight to the sleepless pillow; Which told, were fatal to this Norman Maurice; I will not tell it now; but wait the moment, Then will I come between his hope and prospect, And, with the laurel wreath that crowns the triumph, Blasinghame. But why not now? The man is high To fly the world-the conflict,-nay, the triumph! enough! And bearing off the trophy we have won, Warren. The secret's mine, sir. When I'm done Hush the ambitious spirit in our hearts with it, Matthews. His honor would be rescued by his death? I know him well. He is mine enemy, But let me do him justice. He will fight, Though all the devils of hell stood up against him. To conquer him when once he takes the field! That whispers, "Life has more!" Have I won nothing, Still hoping yet to win? Am I a beggar, Who perilling nothing in each fearful venture, Stakes all his hopes on change? With goods so precious, Where malice stands, with gibe of cruel slander, Wretched folly! As if the serpent could not find the garden; A wing as swift, an eye as vigilant, An instinct that, as still they keep it sleepless, Stifles each generous impulse at my heart, Blasinghame. Well, that's good news! My lamb is That ever spoke in confidence. This Warren, with him now; Will hear from him by noon. Ferguson. Before we part,— 'Tis understood we put our troops in motion; It puzzles me to fathom it. This Maurice, And, though I much prefer that we should beat him Warren. You shall have it. Is here for mischief; with what hope to prosper- Blasinghame. We meet to-night at Baylor's. Matthews, [to Warren.] It may be that your fruit will then be ripe. Your name is Maurice? "Tis, sir. Yours? Savage. That answer did not please him, Blasinghame. Savage. Eh, sir: you did not! She confesses all, and weeps! Maurice. Tears of the crocodile! Believe them not. Plead for her nothing more! I tell you, Clarice, I cannot hold my table sure and sacred, I cannot yield my home, now pure and peaceful, Savage. Then, sir, I bear his peremptory challenge-She must go hence! Which leaves you, sir, without alternatives, Takes no apology, no explanation, Clarice. Oh! husband, pardon her! She urges abject poverty! Maurice, More falsehold still! But we'll provide her;-she shall never suffer, From cold, or thirst, or hunger, my Clarice. I will to-day seek lodgings in St. Louis ; To-morrow- Clarice. Maurice. But, should her pride ?- To nurse her pride at peril of our peace! [Knock without. Enter Cols. Mercer and Brooks. Friends welcome! [Clarice curtsies as they bow, and is about to retire. Mercer. If we be welcome, Your lady need not leave us. Brooks. That which brings us, Is business of your own, no less than ours,A grateful business still, we trust to you, Which, doing honor to your worth and virtue, It may be grateful to your wife to hear. Clarice. If such its burden, I were glad to linger. Maurice. Do so, Clarice!-we, gentlemen, are one! Marriage, with us, fulfils its ample mission, Making a mutual need for both our hearts, Whose sweet dependence knows no other refuge, Than that which each bestows. It is our fortune |