pupil. See him alone; bring to bear upon him all your moral power; treat him now with kindness and confidence, as far as possible, and you will restore him to duty and favor.

Without the rod moral suasion might have been powerless, or, if successful, what was gained by persuasion, was lost to authority. It must never be doubtful that the master has supreme control over his little kingdom.

If his authority is trifled with, it must be restored without delay, and any punishment is judicious that is necessary to this end. But an angry word or violent blow for every offence, real or fancied, secures no good results. There is no authority nor wisdom in this kind of severity. That "school teacher.in Schenectady," who, "during the past summer, inflicted five hundred and seventy-three punishments on the children," was unfit for her position, and ought to have been dismissed without delay.

Severity is an essential element of good discipline, but, as before suggested, is not often necessary in a well managed school.

It is still true, "He that spareth the rod spoileth the child," but when such cases occur they should be treated with great calmness, firmness and solemnity. The pupil should be made to feel that an abiding love and sense of duty are the only motives which prompted the severity. And let the school always be made to feel that authority is the controling power, and that it is the teacher's duty to command, and their duty to obey. And let every instance of disobedience be promptly treated, and, if possible, subdued, in its incipient stages.

H. O.

TO THE TRAILING ARBUTUS.

Or master of order, to cross the chill border,
Her train in advancing;

And you of her choosing, her odors diffusing,
This fairy-like duty :

A dimpled child waking, old Winter's chains breaking,
And talisman of beauty?

How came you so bold to thrive in the world, and blooming so early
In regions so cold;

Was 't malice or pride, which caused you to hide so securely,

On the rugged hill-side.

Or prattle or tattle of some foolish flower which comes of the shower,
To die in an hour

With envy and fear that a beauty so near should lessen its power
To entice and to cheer.

How can you thrive and still keep alive, with tendrils all creeping,
While the bee keeps its hive;

So cold for its feet the frost which will keep most flowers still sleeping
'Neath ice and the sleet.

Is it faith in the truth, that virtue and worth are self-sustaining,

And envy is moth?

Come down to the fields my beauty, and yield sweet perfume,

With roses of June;

The gnat and the butterfly owe you a call, they're friendly to all.
And the bee, though you're small,

May sip from your lip at his leisure with pleasure,

With light finger tip,

But thrust if he must down your throat for his treasure
To slake his slight thirst.

Come down to the summer, where meadow brooks flowing,
And daisie is growing;

They need you the most; your sweetness is lost
In the regions of frost.

Come sport with the flowers in mid-summer hours,
Be refreshed by the showers;

Come mingle your sweetness with odors of June,
While the birds are in tune;

The thrush and the bluebird their sweet roundelay
They will chant all the day,

To welcome your stay; while the lark and the robin,
With heart all a-throbbing,

Shall bid you a welcome 'ere light's early dawning
Their carols shall bear on the air of the morning

With the dove's note of mourning;

While by the brook's brink the queer bobolink shall warble
And mimic its bauble;

The note from his throat the wind seems a mocking,

As tortuous and changing

81

And past comprehending as Mongol were talking,

And he sings while he's walking;

The violet so blue, unassuming, and though modest in bearing,
Will grant you your due.

THE ANSWER.

Of prattle or tattle I never take heed,

From th' envious 'ts meed;

From envy and pride I never would hide,
Whatever betide.

I have bloomed in the showers, in midsummer bowers,
With tropical flowers;

And breathed the perfume of roses of June,
When the birds were in tune;

Though meadow and field their beauties may yield,
Their shroud is my shield;

I choose to remain from meadow and plain,
In sleet and the rain;

Now nature reprieves, all fall as the leaves-
I bloom in their sheaves,

Nor answer the call, the great and the small;
One fate awaits all.

SAMUEL H. TAYLOR, LL. D.

When Dr. Thomas Arnold, the Mead Haster of Rugby School, died, all England mourned the death of her most distinguished instructor. When Dr. Samuel Harvey Taylor, Principal of Phillips Academy, Andover, was stricken down, then died America's greatest teacher.

Dr. Arnold died suddenly, of heart disease, on Sabbath morning, June 12, 1842, aged 47.

Dr. Taylor died suddenly, of the same disease, on Sabbath morning, January 29, 1871, aged 63.

Both of these great teachers were in usual health on the Saturday before their death, and attended to their school duties with something more than their usual cheerfulness and energy. Their last Sabbath morning on earth found them each earnestly engaged in religious duties.

SAMUEL H. TAYLOR, LL. D.

83.

Each left the record of a remarkably active and useful life in promoting a higher type of Christian education. Each died gloriously in the firm hope of the Christian's immortality.

Each will be gratefully remembered for a whole generation by a large number of pupils, in all the higher walks of life, widely scattered throughout the whole world, whose lives have been largely moulded and fashioned by their faithful instruction and earnest words of counsel.

Dr. Taylor was a remarkable man in the essential qualities of a great teacher. He was an exact scholar. His life-work was to teach Latin and Greek, and his critical scholarship prepared him to teach them with the greatest success. In Roman and Grecian literature his reading was very extensive. His classical scholarship was by no means confined to the limited curriculum of the ordinary academic course of study. It is stated by one of his former pupils that in editing Kühner's larger Greek grammar, he verified all the exainples, numbering thousands, which are cited in illustrating the principles," and this alone would have made him familiar with a wide circle of authors. Nor was he less familiar with our best English writers. It would be difficult to tell whether the attention of his pupils was more carefully called to the beauties of Homer, or Virgil, or Milton. In studying either of the former, they were constantly reminded of the chief excellencies of the latter. No one of his pupils will ever forget his comparisons, so frequent, so apt, and so just, between these three great epics, in regard to style, imagery, and thought. The superiority of the sentiment and moral influence of the great Christian poem was never lost or obscured by the nearer contact with the delightful rhythm and the beautiful poetical figures of the heathen masters of song. Every one was made to feel the contrast between the insignificant matters of

"Arma virumque cano,"

as sung by the sweet bard of Mantua, and

"The wrath of Achilles,"

blind Homer's master-piece, as compared with the grandeur of the topic treated of by England's blind poet, when he called upon the Heavenly Muse to sing

"Of man's first disobedience, and the fruit
Of that forbidden tree, whose mortal taste
Brought death into the world, and all our wo,
With loss of Eden, till one greater Man
Restore us, and regain the blissful seat."

He would hold his on, page after page, but with marvellous

His scholarship was most exact and careful. class spell-bound by the hour,-not running merely glancing at this and that tangent point, power bringing out the depths of meaning from a single sentence of a half dozen lines. Every clause, and phrase, and word; every preposition and conjunction, every particle and letter, must be studied and must furnish its thought and its lesson.

The knowledge derived from the critical study of the Latin and Greek languages under Dr. Taylor's instruction, was of far less value to his pupils than the accurate habits of thought and the exact and critical method of investigation with which he obliged his class to become habituated.

There was an earnestness and a fidelity on his part, a sober dignity with which he invested every duty, a manly enthusiasm with which he inspired his pupils, which gave him a power far greater than is wielded by most instructors. It was in his bearing, his mein, his character.

In his discipline he was thorough, firm, and sometimes severe.

School days with him meant work, not play. But he was even better pleased with character than with scholarship. Though severe in discipline, "he was a model of patience in helping dull scholars, if they were industrious, and a model of perseverance in explaining and re-explaining to one who was diligent." The greatest praise that can be bestowed upon his great power in school discipline is, that in their after years, his most refractory pupils have acknowledged their errors and his justice.

men.

But one of the most marked characteristics of Dr. Taylor, was his kindness of heart and his great sympathy for well-intentioned young Indeed, his sympathy for all young men who were desirous of obtaining a higher education, especially those who were dependent upon their own exertions, knew no bounds, He was always assisting such, and always devising means of extending to them greater assistance.