Music. Sweetly revive the dewdrops of dawn, 3rd. ri -ses the Blessings diffusing, sparkling and clear, Man to thee is God's free gr Bright from the storm-clouds' bo As the rainbow after tem ORGANIZATION. A Correspondent desires a "Time Table" for a Workhou where the time is limited to three hours a day. lowing will be found convenient : We trus THIRD E Writing on Slates. I. dictation from Quarter of Mental Arith mainder: On Writi Writing on from dic Continue Ari quarter of Remainder : tional Lesson especially of REVIEW. THE BROMSGROVE LATIN GRAMMAR. | were admitted, even though under a -The student who desires to examine protest. The great error of the book, grammar, less as a string of rules than as far as its use for the young is cona philosophical subject, will do well to cerned, consists in the heavy list of master this able work, whether he is technicalities-crude-form, imparasylanxious to commence the study of the labic, aptots, triptots, monoptots-swelled Latin language, or to continue it in the out, with no object to serve, into a large light of philology. The explanation of glossary. There is an error also comthe power of the tenses of the verbs is mon to most grammars, upon the very very clear; and the arrangement into first page. A dipthong is not the union perfect and imperfect, in regard to the of two vowel letters, but of two vowel completion or incompletion of their action, sounds into one sound. Neuter has no is far preferable to the old nomenclature. more a diphthong in it than adieu has It is much to be regretted that the Eton a triphthong. Both are nothing but terms pluperfect and other misnomers anomalies in spelling. No. 4. Sympathy of Lumbers. JUNE 1, 1851. There is a secret power residing in a collection of children which is capable of being converted into an effective engine of Education. Every parent acknowledges its existence, who prefers to send his child to a public rather than to a private school. He possesses some confused notion that numbers will help to accomplish what individual Education can not. We shall call this principle SYMPATHY, and endeavour to develope its resources. Now, the reason why such very partial results have been attributed to this principle, simply arises from the limited views which we have hitherto taken of the object and aim of Education. Let us take juster and more worthy views of the Schoolmaster's mission, and we shall cease to wonder that there are auxiliaries within his reach which seem ridiculous in the eyes of the mere Instructionist. Thus if Instruction be the aim of the Schoolmaster, the principle of numbers can only serve as a stimulus to excite the spirit of rivalry. But if he understands his office to extend to the moral and intellectual training of his children, he will find the proper direction of their sympathy to be the very high road of success. The object of Popular Education is to counteract the influences which beset the poor child's life. Those influences at home, and in the street, combine, too often, to make him an immoral being. It should be the comprehensive and enlightened aim of Popular Education to neutralise those influences. Can the mere mechanical teaching of reading and writing do this? Can instruction in religious truths, separated from their practical application, do this? Can anything short of the Master undertaking to see that the child does what he is taught, effect this? The Master's duty is to fit his scholar for social life and to exercise him daily in habits of unselfish regard towards those amongst whom he lives. What is progress in mechanical reading and writing worth, compared with the cultivation of habits of tenderness, sympathy with the brute creation, kindness, brotherly love, and disinterestedness ? Now to effect these grand results the Master, in his province of Moral Trainer, must have the opportunity of watching the developmeut of character. He must have an un covered School, or if he has none, he must walk abroad into the fields with his School, and watch the tempers and dispositions of his children. In the middle of every school-time, the children should be turned out into this "uncovered School," where the Master must preside as before. He must be here to watch the practical exhibition of the fruits of his moral and religious instruction given in-doors. The school-room is the theatre of moral teaching, but the play-ground is that of moral training. Here he must raise the tone of the multitude;-and what is that tone, but the nature and direction of its sympathy? That sympathy, if not well directed by him on whom the sacred office is imposed, will direct itself, and, I need not say, will direct itself wrong. I well remember the working of this principle in my own boyhood at School, where moral training was neither attempted nor understood. There was sympathy-for sympathy there cannot but be, wherever congenial numbers are collected. But how did it operate? It was a bond of union amongst the boys, exerted in opposition to the Masters. One sympathy united the boys, another sympathy united the Masters. Instead of one, there were two distinct interests in the School, each for ever pitted against the other. Can we not call to mind school-scenes, which this life will never efface? The furniture of the great room is distinctly present to our minds, as though a week had not elapsed since the scene was real. There is our frowning Master, with the emblem and weapon of physical power by his side. He is well-meaning and kind in the main, but filled to overflowing with the idea that boys must be "kept down." An act of wanton mischief, or it may be what the world would call (it was not called so then) a robbery of some neighbour's orchard, has been discovered; I see him call out the ring-leader, and upon his callous shoulders I still can hear the rod whistling. Not a whimper, however, escapes his mouth, and a most provoking defiance, more galling to our Master than the crime itself, sits upon his hardened facc; and what is the secret power of all this stoicism? A hidden sympathy, binding every boy together, sustains him, a sympathy pent up till 12 o'clock, when it bursts forth, and honors the hero of a hundred lashes. Oh! had our Master but known how to possess himself of that sympathy, he had turned our hero into a very coward, and the conscious shame of the boy coming to his own aid, would have made one word, or one look of displea |