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chapter of Nehemiah so close together. How- night I read by myself. At twelve, my father ever, catching a new idea, he took another bound me to my brother, a printer, in Boston, start. “Well, but, my dear sir, you certain- and with him I worked hard all day at the ly differ from the learned world, which is, press, and cases, and again read by myself at you know, decidedly in favor of the lan- | night.” guages.”
Here the Governor spanking his hands to"I would not wish wantonly to differ from gether, put up a loud whistle, while his eye. the learned world,” said Ben, “especially balls, wild with surprise, rolled about in their when they maintain opinions that seem to be sockets as if in a mighty mind to hop out, founded on truth. But when this is not the Impossible, young man !” he exclaimed : case, to differ from them I have ever thought " Impossible! you are only sounding my my duty; and especially since I studied credulity. I can never believe one half of Locke."
this." Then turning to the Captain, he said, “ Locke !" cried the Governor with sur-" Captain, you are an intelligent man, and prise, “ you studied Locke !"
from Boston ; pray tell me can this young “Yes, sir, I studied Locke on the Under- man here, be aiming at any thing but to quiz standing three years ago, when I was thir- me?" teen.”
“No, indeed, please your excellency, re- You amaze me, sir. You studied Locke plied the captain, “ Mr. Franklin is not quizon the Understanding at thirteen !"
zing you. He is saying what is really true, “Yes sir, I did.”
for I am acquainted with his father and fam“ Well, and pray at what college did you lily." study Locke at thirteen ; for at Cambridge
Hege The Governor then turning to Ben said, college in Old England, where I got my edu
more moderately, “Well, my dear, wonderful cation, they never allowed the senior class to
hoy, I ask your pardon for doubting your look at Locke till eighteen ?”
word; and now pray tell me, for I feel a “Why, sir, it was my misfortune never to stronger desire than ever to hear your objecbe at a college, nor even at a grammar school, tion to learning the dead languages." except nine months when I was a child.” I
“Why, sir, I object to it principally on acHere the Governor sprung from his seat, and count of the shortness of human life. Takstaring at Ben, cried out, "well, and where ing them one with another, men do not live -where did you get your education, pray?"
over forty years. Plutarch, indeed, puts it at “ At home, sir, in a tallow chandler's shop.”lonly thirty-three, But say forty. Well, of " In a tallow chandler's shop !" screamed
this full ten years are lost in childhood, the Governor.
tiòâtim2\/\ņ2ūti222m2 \/2\\\\\2\ūtiņģ2ūtiņÂ2Òâ “Yes, sir; my father was a poor , old tal. This brings the forty down to thirty. Now low chandler, with sixteen children, and I the at such a moment as this, to spend five or six youngest of all. At eight he put me to years in learning the dead languages, especschool, but finding he could not spare the ially when all the best books in those lanmoney from the rest of the children to keep guages are translated into ours, and besides, me there, he took me home into the shop we already have more books on every subject where I assisted him by twisting the candle than such short-lived creatures can ever acwicks and filling the moulds all day, and at l quire, seems very preposterous."
“ Well, but what are you to do with their “Yes, sir, and when painted in the colors great poets, Virgil and Homer, for example; which Homer's glowing fancy lenuls, what I suppose you would not think of translating youth but must run the most imminent risk Homer out of his rich native Greek into our of catching a spark of bad fire from such a poor homespun English, would you ?” blaze as he throws on his pictures ?" " Why not, sir ?"
“Why this, though an uncommon view of " Why, I should as soon think of trans- the subject, is, I confess, an ingenious one, planting a pine-apple from Jamaica to Boston.” Mr. Franklin ; but surely 'tis overstrained.”
“Well, sir, a skillful gardener, with his “Not at all, sir ; we are to N from good auhot-house, can give us nearly as fine a pinc-thority, that it was the reading of Homer that apple as any in Jamaica. And so Mr. Pope, first put it into the head of Alexander the with his fine imagination, has given us Ho Great to become a hero : and after him of mer, in English, with more of his beautics Charles the twelfth. What millions of huthan ordinary scholars would find in him af- man beings have been slaughtered by these ter forty years' study of the Greek. And be- two great butchers is not known; but still, sides, sir, if Homer was not translated, I am probably not a tythe of what have perished far from thinking it would be worth spending in duels between individuals from the pride five or six years to learn to read him in his and revenge nursed by reading Homer.” own language.”
“Well, sir,” replied the Governor, “I never “ You differ from the critics, Mr. Franklin; I heard the prince of bards treated in this way for the critics all tell us that his beauties are before. You must certainly be singular in inimitable.”
your charges against Homer." “Yes, sir, and the naturalists tell us that “I ask your pardon, sir, I have the honor the beauties of the basilisk are inimitable too.” to think of Homer exactly as did the greatest
“ The basilisk, sir ! Homer compared with philosopher of antiquity ; I mean Plato, who the basilisk ! I really don't understand you, strictly forbids the reading of Homer in his sir.”
republic. And yet Plato was a heathen. I - Why, I mean, sir, that as the basilisk is don't boast myself as a Christian ; and yet I the more to be dreaded for the beautiful skin am shocked at the inconsistency of our Latin that covers his poison, so IIomer for the bright and Greek teachers (generally Christians and colorings he throws over bad characters and Divines too,) who can one day put Homerfinto passions. Now, as I don't think the beauties the hands of their pupils, and in the midst of of poetry are comparable to those of philan- their recitations can stop them short to point thropy, nor a thousandth part so important out the divine beauties and sublimities which to human happiness, I must confess I dread the poet gives to his hero, in the bloody work Homer, especially as the companion of youth. of slaughtering the poor Trojans; and the The humane and gentle virtues are certainly next day take them to church to hear a disthe greatest charms and sweeteners of life. course from Christ on the blessedness of And I suppose, sir, you would hardly think meekness and forgiveness. No wonder that of sending your son to Achilles to learn hot-livered young men thus educated, should these."
| despise meekness and forgiveness, as mere “I agree he has too much revenge in his cowards' virtues, and deem nothing so gloricomposition.”
Tous as fighting duels, and blowing out brains.”
Gough on Water.
of more than regal splendor, home of the
healing angel, when his wings bend to the The following is another of Gough's apos- I woes of this fallen world. trophes to water. Its beauty, however, be- "O water for me, bright water for me! comes more conspicuous when recited by the
And wine for the tremulous debauchee !" world-renowned lecturer : “Water! O, bright, beautiful water for
Arithmetical Slate. mę! Water! heaven-gifted, earth-blessing, It has been considered until very lately that flower-loving, water! It was the drink of the wooden frame of a common slate could Adam in the purity of his Eden home; it be made to serve no other purpose than that mirrowed back the beauty of Eve in her un- of keeping the slate itself from being broken. blushing toilet; it wakes to life again the If it accomplished even this while the owner crushed and fading flower ; it cools, O how was cyphering out an education, it was congratefully! the parched tongue of the invalid; sidered as having done the state some service. it falls down to us in pleasant showers from But modern ingenuity has imposed an addiits home with the glittering stars; it descends tional duty on the frame. An inventor has to us in feathery storms of snow; it smiles copyrighted what he calls the “arithmetical in glittering dew-drops at the glad birth of slate.” His invention consists in increasing morning; it clusters in great tear-drops at the width of the frame to an inch and a half, night over the grave of those we love; its and pasting thereon a neatly-printed slip name is wreathed in strange, bright colors, by which extends all round and on both sides of the sunset cloud; its name is breathed by the the frame, on which appears in tolerably large dying soldier, far away on the torrid field of type all the principal tables of the Arithmetic. battle; it paints old forts and turrets from a The quantity of information which the frame gorgeous easel upon your winter windows; it is thus made to bring directly and constantly clings upon the branches of trees in frost- under the eye of the learner is surprisingly work of delicate beauty; it dwells in the ici- great. There is, first and most important, the cles; it lives in the mountain glacier ; it forms multiplication table, table of fractions, all the the vapory ground-work upon which God different tables of measures, Federal and Engpaints the rainbow; it rushes in pearly streams lish money, interest, compound interest, from the gentle hill-side ; it makes glad the per cent, discount, par value, and various sunny vales; it murmurs cheerful songs in other leading lessons in knowledge which the ear of the humble cottager; it answers every pupil should have indelibly impressed back the smiles of happy children ; it kisses upon this memory. All these lessons, from the pure cheek of the water-lily; it wanders their position on the frame, are constantly like a vein of molten silver away, away to before the learner. He cannot escape from the distant sea. O! bright, beautiful, health- them. Turn in which direction he may, his inspiring, heart-gladdening water! Every- eye inevitably comes back to them a hundred where around us dwelleth thy meek presence : times a day. It is impossible that a boy could twin angel-sister of all that is good and prec- not thoroughly learn a series of lessons thus ious here: in the wild forest, on the grassy pertinaciously set before him. The whole is plain slumbering in the bosom of the lonely very effectually protected from wear and tear mountain, sailing with viewless wings through by a transparent varnish of great hardness the humming air, floating over us in curtains 'and durability.—New York Tribune.
We present below some statistics of this school, with regard to attendance, and commend them to the attention of our teachers.
Benefit Street Grammar School.
MR. CHARLES HUTCHINS.
STATISTICS OF ATTENDANCE. The friends of education in Rhode Island will Whole number of scholars belonging to the be very sorry to learn that this accomplished and school for the term ending Feb. 12, 1858, 381. eminently successful teacher, who has been for Belonging at the close of the term, boys, 183 ; four years the efficient Principal of the Benefit | girls, 183. Total, 366. Street Grammar School, in this city, has left us.
Number of scholars who have not been absent, He has been called to the sub-mastership of|
| 210. Number absent only on account of sickthe Dwight School, Boston. Salary, $1200, with
ness, 96. Per cent. of absence for the term, 2.6. an annual increase of $100 for four years. Mr.
Per cent of absence for other causes than sickHutchins is a devoted teacher. He is laborious
ness, 0.6. Per cent. of absence for the last fifand persevering—two qualities which are em
teen terms--14.5, 8.6, 3.5, 2.3, 3.4, 1.8, 2.7, 2., phatically the sine qua non of a successful teach-|
1.7, 1.2, 1.7, 1., 1.2, 3.7, 2.6. er anywhere.
Number of scholars who have not been absent One of our city papers thinks that the Boston
one term, 210; two terms, 61; three terms, 10; people ought to congratulate themselves on their ability to secure from us such teachers. It will
four terms, 11 ; five terms, 5; six terms, 7; sevbe remembered that their recent Superintendent, ] °
en terms, 3; nine terms, 2; ten terms, 4; elevHon. Nathan Bishop, was called from Provi
en terms, 1; twelve terms, 1; fourteen terms, 1. . dence. In supplying, for two weeks, the vacancy occa
FRIENDS, have patience. Don't scold. You sioned by Mr. Hutchins' resignation, we had am
won't feel any better after it. If you do not want ple opportunity to observe the result of his in
THE SCHOOLMASTER do please notify us, and it struction. The classes which had been under
will be discontinued. But we do not think it fair his especial charge gave evidence of having had
for you to take three or four numbers and then orthorough and systematic teaching.
der it stopped. We won't allow it either. We The order and discipline of the school was
shall charge you for it until you notify us that simple and complete. Rarely have we seen a
| you wish it discontinued. school where each one knew his place and kept
Do see into what a fix one kind friend has it - his duties and discharged them, more com
| brought himself. The last clause of the note is pletely than in this school. The rules were few
entirely superfluous : and simple, and were well observed. There was no friction of the machinery, but everything
“MR. WM MOWRY
Sir moved with the regularity of the clock, without the noise of its constant tick.
J Do not wish to take the school Master this
year and if you send it J shal not pay for it HIS SUCCESSOR.
Yours &c." The successor of Mr. Hutchins is Mr. N. W. DeMunn, of the Grammar School in Boonton, By way of contrast, and to show how it should New Jersey. Mr. DeMunn, we understand, is a be done, we append the following specimen : graduate of the Albany (N. Y.] Normal School, Mr. Mower: when it was under the care of Mr. Page. He is I ought to have written you before, that I do an experienced teacher, and comes to us highly not wish to take the Schoolmaster any longer. recommended. May he prove as successful and I will enclose postage stamps to pay for those: judicious a teacher, as was the subject of this you have already sent. otice.
the discipline of children. Teachers do not coyet the privilege.
The frequent forfeiture of his word by the paThe chairman of the school committee of the rent, and his readiness to forgive without a good town of Winchester, Mass., has favored us with | reason, as the child well knows, weaken in that a copy of his annual report to the town. We child's mind all conso
child's mind all sense of responsibility, and all quote the following remarks on the above-men reverence for justice. It grows up under a fatal tioned subject and commend them to the careful imposture as to the meaning of such words as consideration of parents :
law, subordination, penalty, etc. It comes to “ The troubles that constantly bubble up in believe that teachers, rulers, and all in authority, some of the schools, are traced to the family, as and even Deity, will be as weak, and partial, and streams to their sources. To cure the evil thro' lenient, and as easily duped or evaded, as paremedies applied in the sehool-room, is impossi- | rents. ble. A fountain is not purified by cleansing its In almost every example of juvenile delinquenstreams. Children must be accustomed to a rigid cy the parents have been recreant to their trust. discipline at home.
Said a woman to Philip, “ If you have no time The parent's authority, by the law of nature,
to do justice, you have no time to be a king." is absolute. Implicit submission to it should be
If parents have no time to be faithful to their demanded. If once you allow that authority to
children, they have no right to be parents. And be successfully resisted, the consequences will
they publish their own deep condemnation, when be dark and terrible. "Goodness and severity'
they send their off-spring to school with outare the grand principles of God's government,
breaking habits of idolence, insolence, and inand they must be adopted by parents, to secure
subordination. Remember, as looks and features the welfare of their offspring, and domestic
indicate family origin, so speech and deportment peace. Very few children, if any, can be fully betray parental habits, opinions, and example. trusted. What the Germans call untamed self
On the play-ground, and in the school-room, hood, is a two-fold element, manifesting itself in
children re-produce (perhaps re-duplicate) the hatred, when the selfish desires of children are
ways of thinking and of acting common at home.
It is by no means the object of Public School hindered ; and in lying, especially in their selfjustifications before parents and teachers. “Ev
instruction to form character or to furnish prinil ventures not to be itself.' Hence duplicity in
ciples of action and motives. The parent, not speech and action.
the teacher, the parent is the potter, having pow. Too much confidence is reposed in children.
er over the lump. And the sound of his wheels Bridles must be put into their mouths. Even
must be heard within the house, or the clay will then, they will drive, if they are not driven.
be marred. Yet still, a teacher of refined manThe blindness of parents to the faults of their
ners and broad culture, can finish and color what own children, is proverbial. Impatience with
has been moulded, when the home influences those of others, is equally proverbial. Lenity of a
tvorare congenial, true and good. Otherwise his supposition is the sin of parents, and the ruin of
of task, like that of the daughters of Danaus, will the young
be to fill everlasting sieves. Let parents accustom their children to obe- To sum up all. If you want to enfeeble the dience; to stern accountability; to the idea of authority of a teacher, and render the most .certain and just retribution at home, and the earnest and judicious efforts fruitless; if you teacher will have no trouble. Instruments of wish to break up all habits of order, punctuality, punishment will then be as seldom used in the studiousness, energy, obedience and reverence school-room, as they are now in the family. Let in your children, and foreclose all prospect of the thing be reversed. Let parents undertake their future honor and usefulness, you can easily