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And cries, “ Begone !" unto the imps,-and four
Snatch their two hats and struggle for the door,
Like ardent spirits vented from a cask,
All blythe and boisterous,—but leave two more,

With Reading made Uneasy for a task,
To weep, whilst all their mates merry sunshine bask,

Like sportive Elfins, on the verdent sod,
With tender moss so sleekly overgrown,
That doth not hurt, but kiss the sole unshod,
So soothly kind is Erin to her own!
And one, at Hare and Hound, plays all alone,-
For Phelim's gone lo tend his step-dame's cow;
Ah! Phelim's step-dame is a canker'd crone !

Whilst other twain play at an Irish row,
And, with shillelah small, break one another's brow!

But careful Dominie, with ceaseless thrift;
Now changeth ferula for rural hoe ;
But, first of all, with tender hand doth shift
His college gown, because of solar glow,
And hangs it on a bush, to scare the crow:
Meanwhile, he plants in earth the dappled Lean.
Or trains the young potatoes all a-row,

Or plucks the fragrant leek for pottage green,
With that crisp curly herb, call'a Kale in Aberdeen.

And so he wisely spends the fruitful hours,
Linked each to each by labour, like a bee;
Or rules in Learning's ball, or trims her bow'rs;-
Would there were many more such wights as he,
To sway each capital academie
or Cam and Isis, for alack! at each
There dwells, I wot, some dronish Dominie,

That does no garden work, nor yet doth teach,
But wears a floury head, and talks in Aow'ry speech!

THE NEW ENGLAND COUNTRY SCHOOL.

The following sketch of a Country School in New England—“as it was,” is copied from the “ Columbian Muse, a selection of American Poetry, from various authors--published by Matthew Carey, Philadelphia, 1794,"—where it is credited to the New Hampshire Spy.

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66

“Read in the bible,—tell the place"
“ Job twentieth and the seventeenth verse-

Caleb, begin.” “And-he-shall-suck-
Sir,-Moses got a pin and stuck
“Silence,-stop Caleb—Moses ! here !"
“What's this complaint ?” “I didn't, Sir,"-
“Hold up your hand,—What is't a pin?"
“O dear, I won't do so agin.”
“ Read on." “The increase of his b-b-borse
“Hold: H, O, U, S, E, spells house."
“Sir, what's this word ? for I can't tell it."
“Can't you indeed! Why spell it.” “Spell it."
“ Begin yourself, I say.” “Who, 1 !”
“ Yes, try. Sure you can spell it.” “Try."
“Go, take your seats and primers, go,
You sha'n't abuse the bible so."

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“Come Billy, read-What's that!" “ That's A-"
Sir, Jim has snatch'd my rule away,"
“Return it, James. Here, rule with this-
Billy, read on,”—“That's crooked S.”
“Read in the Spelling-book-Begin."
“The boys are out"_"Then call them in"

My nose bleeds, mayn't I get some ice,
And hold it in my breeches ?"_“Yes."
“John, keep your seat.” “My sum is more-
“ Then do't again-Divide by four,
By twelve, and twenty-Mind the rule.
Now speak, Manassah, and spell tool."
“I can't"_“Well try"_"T, W,

L."
“Not wash'd your hands yet, booby, ha?
You had your orders yesterday.
Give me the ferrule, hold your hand.”
“Oh! Oh!" There,-mind my next command."

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“The grammar read. Tell where the place is." “C sounds like K in cat and cases." “My book is torn.” " The next." “Here not—" “ E final makes it long-say note. What are the stops and marks, Susannah?" “Small points, Sir.”—“And how many, Hannah?" “ Four, Sir." How many, George? You look :" “ Here's more than fifty in my book.” “How's this? Just come, Sam ?Why I've been" “Who knocks?" "I don't know, Sir." Come in." "Your most obedient, Sir?” “And yours.” “Sit down, Sir.” “Sam, put to the doors.” “What do you bring to tell that's new !" · Nothing, that's either strange or true. What a prodigious school! I'm sure You've got a hundred here, or more. A word, Sir, if you please." "I will You girls, till I come in be still."

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“Come, we can dance to night-so you Dismiss your brain distracting crew, And come- -For all the girls are there. We'll have a fiddle and a player." “Well, mind and have the sleigh-bells sent, I'll soon dismiss my regiment."

"Silence! The second class must read As quick as possible--proceed. Not found your book yet? Stand—be fix'dThe next read, stop-lhe next-the next. You need not read again, 'tis well." “Come Tom and Dick, chuse sides to spell. “Will this word do?" “Yes, Tom spell dunce. Sit still there all you little ones." “I've got a word,” “Well, name it." “ Gizzard." “You spell it Sampson.” “G, I, Z." “Spell conscience, Jack.” “K, O, N,S, H, U, N, T, S.” Well done!"

Put out the next"__"mine is folks." “ Tim, spell it”-“P, H, O, U, X.” “O shocking! Have you all try'd ?" "No." “Say Master, but no matter, goLay by your books—and you, Josiah, Help Jed to make the morning fire."

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INDEX TO ENGLISH PEDAGOGY.

Authority in Studies, 111
Aversion to Study, 292.
Awe, or Reverence of Parents, 241.
Aylmer, 28, 32.
Bachelor of Arts, 173.
Bacon, F., Memoir, 77.

Raumer's Estimate of Philosophy, 77, 84, 93
Estimute of Antiquity, 85.
Goethe, Criticism on, 89.
Opinion of Schools of the Jesuits, 91.
Genetic Method, 90.
Methods should vary, 90.
Public and Private Schools, 91.
Acting of Plays, 93.
Essay on Custom and Education, 95

Studies, 103.
Annotations on, 96, 104.
Bacon, R., 80.
Barrow, I., Idea of Education, 13.
Beating, 55, 170.

Anselin, 55.
Ascham, 55, 64.
Locke, 243, 260.
Sucrates, 62.

Spencer, 369.
Beds for children, 236.
Behavior, formed by Practice, not by lectures, 25%.
Bent, natural, 91, 107.
Bible on Education, 308, 309, 330.
Biology, 392.
Birch, scholastic uses of, 422.
Blood, quantity and quality, 354.
Bodies of Children, 347.
Bund R., teacher of Ascham, 23, 405.
Book-keeping, 339.
Books, 108, 139, 463.
Botany, 183, 190.
Bowling, as Recreation, 44.
Bristol Diamonds, 404.
Brain, Influence on Bodily Functions, 354.
Bully, the School, 440, 461.
Burleigh, Memoir, 51.

Advices to his Son, 51. See Advices.
Burke, E., Education of Mankind, 17.
Burton, W., My First Teacher, 416.
Butler, Bishop, 16.
Butler, S , 425.
Byron, Lord, 425.
Caeser, 70.
Callimachus, 43.
Calling, or Natural Inclination to Puruit, 107
Campe, 209, 220.
Cambridge University, 23, 167.

Milton's Residence at, 167.
Classification of Students, J08.
Terms and Daily Routine, 169.
Discipline, 170
Physical Exercise, 171.
Religious Duties, 171
Curriculum, 172.
Quadriennium, 172.
Degrees, 173.
Triennium, 174.
Corporeal Punishment, 170

A-B-C., how taught, 417, 306.
Academy, Milton's Plan of, 150, 181.
Academicum Nosocomium, or College of Health, 204.
Acting of Plays-Bacon and Raumer on, 92.
Active Amusements, 40.
Activity, Mental, 351.
Ad Clerum, Sermon at Cambridge, 173.
Addison, J., Sculpture and Education, 16.
Admission and Matriculation, 172.
Advice of W. P., on Trade Schools, 197.
Advices to his Son, by Lord Burleigh, 51.

Choice of a Wife, 52.
Education of Children, 52.
Country Home, 52.
Hospitality to Friends, 53.
Borrowing and Suretyship, 53.
Litigution with the Poor, 53.
Conduct towards Rank, 53.
Conversation, 53.
Æsop's Fables in Latin, 308.
Æsthetics, 39.
Affectation in Manner, 251.
Agriculture, Plan of College of, 191.

Professors in University, 190.
Suggestions by Cowley, 100.

Hurtlib, 188, 191,
Milton, 182.
Petty, 189.

Locke, 337.
Air, exercise in open, 229.
Allurements to learning, 7l.
Alphabet, how taught, 306, 417.
Amusements, 397.
Anger, in parent or child, 364.
Animals, cruelty to, 287.

training of, 345.
Adnotations on Bacon's Essay on Education, 96.

Studies, 104.
Antiquity, Bacon's Estimate of, 85.
Architecture, 183.
Aphorisms on Education, 11, 137.
Archery, 39, 43.
Archimedes, application of Aphorism of, 142.
Aristotle, 38, 41, 117.

Value of Pastimes, 41.
Style, 38
Influence of, 117.

Bacon's opposition to, 87.
Arithmetic, 201, 323.
Arts, Degrees in, 172.
Ascbam, R., Memoir, 23.

Toxophilus, 24, 39.
The Schoolmaster, 37.
Interview with Lady Jane Grey, 32.
Character as a Teacher, 25.

Writer on Education, 38.

Man, 38.
Asterly, J., 55.

Treatise on Riding, 55.
Astronomy, 183, 190, 324.
Astronomical Observatory, 190, 203.
Athens, Example of Right Training, 66.
Intention, 314.
Audt v's Account of Milton's Studies, 167.

of lilton's Whipping, 175.
Austin S., Attainable euds of Education, 20.

46

Capacity to be searched out, 133.
Captiousness, 302.
Catechism, 309.
Cecil, Sir W., 44, 51.
Censoriousness, 301.
Ceremony, 302.
Chaining the Dictionary, 404.
Checke, Sir J., 48, 55.
Chemistry, 391.
Chess, 29, 40.
Chiding, 57, 246, 259.
Childishness, 247.
Children, the Right Bringing Up, 56, 350.

Special Preparation for, 356, 393.
Chronology, 324.
Chrysostom, 74.
Cicero, 41.
Citizen, Knowledge for 396,
Civil Law, 325.
Civility, 280, 289, 299.
Classical Learning, 57, 218.
Clothing, Combe on, 348.

Liebig, 349.
Locke, 230.
Spencer, 248.
Clulow, W. B., 16.
Cold, and Growth, 348.

Liebig, 349.
Locke, 227.

Spencer, 348.
Cold Water, 228.
Coleridge, H., Life of Ascham, 23.

8. T., Characteristics of the Teacher, 464.
College of Agriculture, 190, 191.
Color, 382
Combe, A., 346, 349.
Comenius and Bacon, 94.

Locke, 219.
England, 189.

Janua Resernta, 179, 189.
Commandments, the Ten, 219.
Commands, few but decisive and just, 369.
Commencing Master of Arts, 181.
Commencement Day. 173.
Commendation, 145, 245.
Common-Place-Book, 74.
Common Sense, or Wisdom, 271, 299.
Commentaries, 138.
Company, 253, 304.
Compendiums, 138.
Competition of Business, 351.
Complaints, 280.
Complexion, as Indication of Talent, 137.
Composition, 328.
Compulsion, 55, 259, 293.
Condiments, 231.
Conduct, 260.
Constructive Habils of Children, 207.
Contempt, 301.
Contradiction, 301.
Cook, Sir A., 51.
Corporeal Punishment, 55, 170, 243, 422.
Cowardice, 283.
Courage, 284.
Covetousness, 216.
Cowley, A., Memoir, 190.

Plan of a Philosophical College, 190.
Professors Resident, 190.

Itinerant, 190.
Astronomical Observatory, 190.
Chemical Laboratory, 190.
Botanical and Zoological Garden, 190.
Course in Agriculture, 190.

Military Exercises, 190.
Cowper, W., Memoir, 433.

Lines on his Mother, Home, and School, 433.
Tirocinium, or a Review of Schools, 436.

Discipline, 453.
Cox, W., Natural Order of Knowledge, 19.
rabbe, G., Memoir, 455.

The Good Schoolmistress, 421.

Crabbe, G., the Schools of the Borough, 454.
Craving, 240, 277.
Cruelty, 287.
Crying, 281.
Curiosity, 112, 279, 289.
Custom and Education, by Bacon, 95.

Stronger than Inclination, or Precept, 95.
Examples in Trainiog of Indians and Spartans, 95.
Good Habits should be formed Early, 96.
Confirmed by Education, 96.
Annotations by Whately, 90.
Custom and Habit, 97.
Biasing the Minds of Children, 97.
Predominancy of Custom, 98.
Power of Party-spirit, 99.
Passage from Wish, Hope, Belief, to Action, 100.
Iudications of what is commonly said or done, 101.
Bacon's Character and Career an example of Habi

over Precept, 102,
Dancing, 44, 334.
Darkness and Objects of Terror, 298.
Dating, Double Mode of, 167.
Dejection, or Cowing, 243.
Development, 353.
Diary of a Domestic, quoted, 51.
Dictation rot Teaching, 25.
Didactics, referred to, by Milton, 189.
Diet of Children, 345.

Milton, 185.
Locke, 231
Spencer, 345.
Difficulties should not be multiplied, 313.
Diodati, Friend and Correspondent of Milton, 176.
Discipline, Nature's Law of, 358.

Illustrated, Consequences, 362.
Influence on Parents, 369.
Aim of, Self-government, 370.
Conditions of, Successful, 371.

Picture of True, by Cowper, 453.
Disgrace, 246.
Disposition, or Liking to a Study, 257.
Distance and Reserve, 274.
Disputation, 304.
District School as it was, 416.
Docendo disces, 25.
Dominion, or Love of Power, 276.
Double Translation, 37.
Drawing and Designing, 381.

Petty, 201.

Locke, 410.
Drawing out of the Faculties, 11, 16.
Drink, 233.
Dull Wits, 59, 99.

Early Moral Influence, 237.
Early Stimulation of the Faculties, 352.
Eating, 231, 345.
Economics, 183.
Educare and Educere, 11.
Education and Custom, 12, 13, 95, 100.
Education Defined, 11.

Addison, 16,
Ascham, 12.
Austin, 20.
Bacon, 12.
Barrow, 12.
Bolingbroke, 12.
Butler, 16.
Clulow, 19.
Cox, 19.
Grote, 18.
Hamilton, 15, 18.
Harris, 16.
Helps, 18.
Hobbs, 14.
Hooker, 13.
Johnson, 15.
Lalor, 20.
Locke, 14
Milton, 12.

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