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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 in 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 to 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 bean.
Or trains the young potatoes all a-row,

Or plucks the fragrant leek for pottage green,
With that crisp curly herb, call'd 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

Of 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 flow'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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"Will pray Sir Master mend my pen?”
"Say, Master, that's enough. Here Ben,
Is this your copy?" "Can't you tell?"
"Set all your letters parallel."
"I've done my sum-'tis just a groat-"
"Let's see it." "Master, m' I g' out?

"Yes,-bring some wood in-What's that noise?"
"It isn't I, Sir, it's them boys."

"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."

66

"The boys are out"-"Then call them in-"
66 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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What are the stops and marks, Susannah?"

"Small points, Sir."-" And how many, Hannah?"

66

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-" "Come in."

"Who knocks?" "I don't know, Sir."
"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.”

"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."

44

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'd

The next read, stop-the next—the next.

You need not read again, 'tis well."

"Come Tom and Dick, chuse sides to spell.

64 Gizzard."

"Will this word do?" "Yes, Tom spell dunce.
Sit still there all you little ones."
"I've got a word,” “Well, name it."
"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."

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Say Master, but no matter, go

Lay by your books-and you, Josiah,

Help Jed to make the morning fire."

INDEX TO ENGLISH PEDAGOGY.

A-B-C., how taught, 417, 306.

Academy, Milton's Plan of, 150, 181.

Authority in Studies, 111.
Aversion to Study, 292.

Academicum Nosocomium, or College of Health, 204. Awe, or Reverence of Parents, 241.

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,
Litigation with the Poor, 53.
Conduct towards Rank, 53.
Conversation, 53.

Æsop's Fables in Latin, 308.
Esthetics, 39.

Affectation in Manner, 251.

Agriculture, Plan of College of, 191.
Professors in University, 190.
Suggestions by Cowley, 100.

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

Locke, 337.

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Aylmer, 28, 32.

Bachelor of Arts, 173.

Bacon, F., Memoir, 77.

Raumer's Estimate of Philosophy, 77, 84, 93
Estimate 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.
Socrates, 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.

Bond 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 Pursuit, 107
Campe, 209, 220.

Cambridge University, 23, 167.

Milton's Residence at, 167.
Classification of Students, 168.
Terms and Daily Routine, 169.
Discipline, 170.

Physical Exercise, 171.
Religious Duties, 171
Curriculum, 172.

Quadriennium, 172.

Degrees, 173.

Triennium, 174.

Corporeal Punishment, 170

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Darkness and Objects of Terror, 298.

Dating, Double Mode of, 167.

Dejection, or Cowing, 243.

Development, 353.

Diary of a Domestic, quoted, 51.

Dictation not 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.

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The Good Schoolmistress, 421.

Milton, 12.

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