I say I loved you, Mary?" enquired the author, in a state of bewilderment. "Never mind! I say now that I love you with all my heart and soul, and ten times as much when awake, as when I was dreaming! Will you marry me?"
Mary only blushed rosier then ever. But she and the author always thereafter took their tea cosily together.
As for the romance, the author took it and threw it into the fire, which roared a genial acknowledgment, and in five minutes had made itself thoroughly acquainted with every page. There remained a bunch of black flakes, and in the center one soft glowing spark, which lingered a long while ere finally taking its flight up the chimney. It was the description of the little country girl.
"The next book I write shall be all about you," the author used to say to his wife, in after years, as they sat together before the fire-place, and watched the bright blaze roar up the chimney.
A FROSTY DAY
Grass afield wears silver thatch,
Palings all are edged with rime,
Frost-flowers pattern round the latch,
Cloud nor breeze dissolve the clime;
When the waves are solid floor,
And the clods are iron-bound,
And the boughs are crystall'd hoar,
And the red leaf nail'd aground.
When the fieldfare's flight is slow,
And a rosy vapor rim,
Now the sun is small and low,
Belts along the region dim.
When the ice-crack flies and flaws,
Shore to shore, with thunder shock,
Deeper than the evening daws,
Clearer than the village clock.
When the rusty blackbird strips,
Bunch by bunch, the coral thorn,
And the pale day-crescent dips,
New to heaven a slender horn.
Those who come last seem to enter with advantage. They are born to the wealth of antiquity. The materials for judging are prepared, and the foundations of knowledge are laid to their hands. Besides, if the point was tried by antiquity, antiquity would lose it; for the present age is really the oldest, and has the largest experience to plead.—Jeremy Collier.
COMING OUT OF SCHOOL
If there be any happier event in the life of a child than coming out of school, few children are wise enough to discover it. We do not refer to children who go to school unwillingly—thoughtless wights—whose heads are full of play, and whose hands are prone to mischief:—that these should delight in escaping the restraints of the school-room, and the eye of its watchful master, is a matter of course. We refer to children generally, the good and the bad, the studious and the idle, in short, to all who belong to the genus Boy. Perhaps we should include the genus Girl, also, but of that we are not certain; for, not to dwell upon the fact that we have never been a girl, and are, therefore, unable to enter into the feelings of girlhood, we hold that girls are better than boys, as women are better than men, and that, consequently, they take more kindly to school life. What boys are we know, unless the breed has changed very much since we were young, which is now upwards of—but our age does not concern the reader. We did not take kindly to school, although we were sadly in need of what we could only obtain in school, viz., learning. We went to school with reluctance, and remained with discomfort; for we were not as robust as the children of our neighbors. We hated school. We did not dare to play truant, however, like other boys whom we knew (we were not courageous enough for that); so we kept on going, fretting, and pining, and—learning.
Oh the long days (the hot days of summer, and the cold days of winter), when we had to sit for hours on hard wooden benches, before uncomfortable desks, bending over grimy slates and ink-besprinkled "copy books," and poring over studies in which we took no interest—geography, which we learned by rote; arithmetic, which always evaded us, and grammar, which we never could master. We could repeat the "rules," but we could not "parse;" we could cipher, but our sums would not "prove;" we could rattle off the productions of Italy—"corn, wine, silk and oil"—but we could not "bound" the State in which we lived. We were conscious of these defects, and deplored them. Our teachers were also conscious of them, and flogged us! We had a morbid dread of corporeal punishment, and strove to the uttermost to avoid it; but it made no difference, it came all the same—came as surely and swiftly to us as to the bad boys who played "hookey," the worse boys who fought, and the worst boy who once stoned his master in the street. With such a school record as this, is it to be wondered at that we rejoiced when school was out? And rejoiced still more when we were out of school?
The feeling which we had then appears to be shared by the children in our illustration. Not for the same reasons, however; for we question whether the most ignorant of their number does not know more of grammar than we do to-day, and is not better acquainted with the boundaries of Germany than we could ever force ourselves to be. We like these little fellows for what they are, and what they will probably be. And we like their master, a grave, simple-hearted man, whose proper place would appear to be the parish-pulpit. What his scholars learn will be worth knowing, if it be not very profound. They will learn probity and goodness, and it will not be ferruled into them either. Clearly, they do not fear the master, or they would not be so unconstrained in his presence. They would not make snow balls, as one has done, and another is doing. Soon they will begin to pelt each other, and the passers by will not mind the snow balls, if they will only remember how they themselves felt, and behaved, after coming out of school.
There is not much in a group of children coming out of school. So one might say at first sight, but a little reflection will show the fallacy of the remark. One would naturally suppose that in every well-regulated State of antiquity measures would have been taken to ensure the education of all classes of the community, but such was not the case. The Spartans under Lycurgus were educated, but their education was mainly a physical one, and it did not reach the lower orders. The education of Greece generally, even when the Greek mind had attained its highest culture, was still largely physical—philosophers, statesmen, and poets priding themselves as much upon their athletic feats as upon their intellectual endowments. The schools of Rome were private, and were confined to the patricians. There was a change for the better when Christianity became the established religion. Public schools were recommended by a council in the sixth century, but rather as a means of teaching the young the rudiments of their faith, under the direction of the clergy, than as a means of giving them general instruction. It was not until the close of the twelfth century that a council ordained the establishment of grammar schools in cathedrals for the gratuitous instruction of the poor; and not until a century later that the ordinance was carried into effect at Lyons. Luther found time, amid his multitudinous labors, to interest himself in popular education; and, in 1527, he drew up, with the aid of Melanchthon, what is known as the Saxon School System. The seed was sown, but the Thirty Years' War prevented its coming to a speedy maturity. In the middle of the last century several of the German States passed laws making it compulsory upon parents to send their children to school at a certain age; but these laws were not really obeyed until the beginning of the present century. German schools are now open to the poorest as well as the richest children. The only people, except the Germans, who thought of common schools at an early period are the Scotch.
It cost, we see, some centuries of mental blindness to discover the need of, and some centuries of struggling to establish schools.
A GLIMPSE OF VENICE
The
