master, and not any ambitious jealousy of might be likely to be engendered, then I am each other. Such appears to be the case, so disposed to think that the constant competifar as my observation goes; and this sort of tion one with another should be discontinued. feeling is very much to be encouraged. The Still, even in the upper classes, I resort, partly approbation of those whose approval we ought by way of amusement, partly to exercise hato seek, is intimately connected with the very bits of promptitude, to a mode of catechising highest religious principles. Generally, how- which has the same effect. Sometimes, for ever, I think it desirable that rewards should instance, I exercise them in mental arithmetic. come unexpectedly, and not be made theNow, boys, who can tell me without his slate stimulus of every day's exertions, which is apt to give a mercenary character to a boy's labour. If daily marks are given, which at the end of a certain time shall be summed up and rewarded, I am inclined to think that they should be bestowed rather on regular attendance than advance in learning; then all may have a chance. It is no bad system, under the present state of things, in Sunday-schools and National schools, as it makes the parents interested in their children's regular attendance. Parents, no doubt, should enforce their children's regular attendance from higher motives than the prospect of having them rewarded with a pair of shoes or a new hat; still, regularity of attendance is so essential, that I would not hesitate to employ these means,which, I believe, have been found by experience to be most effectual." "What do you think of the system of taking places, and so encouraging a spirit of emulation amongst boys?" "This," said Mr. Primer, "is another of those questionable modes of stimulating exertion, which requires great judgment. The difficulty is, to avoid exciting jealousies and rivalries amongst boys. The advantage is, to make them quick, and have their wits about them. For this reason, I would not allow boys to be taking places one above another all day long, but only on some particular lessons. I would never allow them to do so in any lessons connected with religion - as it gives an irreverent tone to the lesson-and often calls forth ridiculous and unseemly expressions from boys, in their anxiety not to lose their place, answering without due thought and gravity. I am also of opinion that the taking of places is more suitable to the lower than the upper classes. One great advantage of school over home education is, the promotion of quickness and readiness, by competition one with another. Therefore, when first a boy comes from home, I think it|| very desirable that he should be accustomed to make quick replies, from feeling that if he does not answer, another will, and take his place. In fact, I know no way except this of getting over the usual slowness which is almost unseparably connected with a homeeducation. But when a boy has been for a year or two at school, and has learned to be prompt and quick,—and when he has arrived at that age when angry passions, and jealousy, and sinful emulation, and feelings of triumph, how much 17 times 46 is? Multiply 7139 by 587? Divide the same by the same? How many pounds are 5984 pence? how many shillings? how many farthings? Suppose a farm is 156 acres, and the rent of each acre 37 shillings, but the landlord makes a deduction of seven and a half per cent, what does he receive for half a year? Etymology is a good field to exercise the quickness and ingenuity of boys. Who can tell me another word for describing things by writing or drawing? [Ans. Graphical description.] What is describing places? [Ans. Topography.] What is describing the earth? [Ans. Geography.] Writing the lives of persons? [Ans. Biography.] Writing one's own life? [Autobiography.] This sort of questioning will often stimulate boys into activity when they happen to have a dull lesson; and if used occasionally, and in a good-humoured way, I find it promote quickness amongst the boys, without calling up any wrong spirit of emulation. When Ĭ see any thing of undue triumph in the prompt answerer, or disappointment in the unsuccessful, I leave off the exercise; or manage so as to ask a question which I know will be answered by the boy who has before been trying in vain." "I like your plan very much," said the squire: "after all, however, the true art of school-management consists less in technical methods than in the life and spirit communicated by the master's own mind. Where a master has his heart in the business, there will be the less need of rules and systems. The true sources of a master's influence are, a mingled firmness and kindness; and so far as these are aided by a moderate use of rewards and punishments, all is well. But it needs no argument to shew that a mere system of flogging and stimulating by rewards, ought never to be made a substitute for the wholesome influence of the master's own character. The master's influence will result from a conscientious and religious feeling of anxiety for the well-being of those over whom God has given him authority. A master who has this feeling, Mr. Primer, can scarcely fail to do his duty well." Mr. Wilmot, of course, meant to apply these remarks to the worthy schoolmaster's own character; though he said them in such general terms as not to require that he should acknowledge the compliment, just and appropriate as it was, CHAP. XV.-Moral Training the principal part of Education. MR. PRIMER thought it his duty to inform Mr. Wilkins of his son's delinquency, and of the chastisement which he had felt it necessary to inflict. For as a regular public flogging was an unusual occurrence at his school, the master, as well as boys, thought a good deal of it. rest of the boys. The refusal of Mr. Primer to allow the young delinquent to go home, brought the father over, in no very pleasant mood, from the town, which was but a few miles distant. "It is very hard indeed, sir," said Mr. Wilkins, upon his arrival, "that a parent may not have the privilege of seeing his child.” Mr. Wilkins senior was greatly surprised at this peremptory step of the schoolmaster. "Ah, ” he said, "Mr. Primer thinks his school has got a name, and he may do what he chooses." This was very true. Mr. Primer's good conduct and character had so established his school, that he was able to maintain his rules, without truckling to the nonsensical Now Mr. Wilkins, as we have seen in a whims of the boys' parents; and so may any previous part of this history, though a well-schoolmaster free himself from this source of meaning man, was not a wise one; and on embarrassment, who faithfully and honestly this occasion he was guilty of the very foolish performs his duty. step of taking his son's part against his master. Being naturally fond of his child, he was so ill-judging as to think that he was shewing his love by pitying and consoling him, rather than by seconding the endeavour of Mr. Primer to amend him. In the case of poor people, who know no better, and think they do the clergyman a favour by sending their children to the school at all, it is not surpris- || ing to meet with this sort of conduct; but one would have expected greater judgment in persons of the middle class, who nevertheless are very frequently guilty of the folly of interfering with the master to whom they have committed the education of their sons, and even taking part with the children against him. This is very unfair to masters, and very prejudicial to pupils. A parent, when he has selected the fittest master to place his child under, ought to confide in his judgment. He should not say, "I desire my son may be taught so and so, and treated in this or that particular manner." Such interference often disarranges the whole system of the school. But the worst of all is, when parents side with their children in opposition to the master. Far better it were to take them away altogether. A story is told of Dr. Busby, headmaster of Westminster, that when Queen Elizabeth went to see the establishment, he walked into the school before her majesty; 66 for," said he, "if the boys think there is a greater person in the world than myself, there is an end to all discipline." This was uttered in a tone of angry remonstrance, which might have irritated one who had less command over his temper than the schoolmaster. He, however, was always able to check every impulse to untimely anger. He would not have been fit for his situation if he could not. Besides, he was prepared in the present instance to make every charitable allowance for a parent whose feelings had been hurt by the misconduct of his son. "I feel it necessary, sir," he replied, in a firm but gentle manner, 66 to reserve in my own hands the privilege of giving or withholding my consent to boys whose friends desire that they should be taken from school during the quarter. It breaks in very much upon the regularity of the school, and is often a serious hinderance both to the boy himself and also to the class which he belongs to. In the case of your son, however, as he has been diligent in his studies, I should not have refused my permission, that he should visit his parents for a day, but for the misconduct of which I was most truly grieved to inform you." "I don't see," said Mr. Wilkins, "but little Jack has had quite punishment enough for merely going a-fishing; besides, he was led into all the mischief by that scape-grace Harry Scamper." I do not think that Mr. Primer would have gone quite to the same length as the worthy Dr. is said to have done, in order to keep up his dignity. He was, however, too indepen- "If he had behaved like Scamper, I should dent a person to swerve from the path of duty, not have punished him so severely as I did. either from fear or favour. And when Mr. Scamper may have led him originally into Wilkins sent to desire that his son might be the scrape, but he did not encourage him in sent home for a few days, Mr. Primer at falsehood; and it was for falsehood that I once declined to do so, stating that a part || punished your son principally, and not for of the boy's punishment was, that he should poaching, though that was bad enough. But be confined for three weeks within the falsehood, sir, is a crime which I am deterschool-yard; and, if his father wished him mined always to visit with the greatest seveto continue one of his scholars, he must rity; and you will allow me to say, that it is abide by the decision which he had come a mistaken indulgence, either in the master to. To take the boy home for a few days, or parent, who suffers a lie to be unpunished." would only be to reward him for his mis The firmness of the schoolmaster's manner, and the superiority of his mind over that of Mr. Wilkins, coupled with his complete command of temper and Christian courtesy, soon brought the latter to acquiesce entirely in the justice of the proceeding; and a very short time had elapsed before they found themselves conversing together with a perfectly good understanding. "I am glad to hear, at any rate," said Mr. Wilkins, that Jack is making progress in his learning." "He takes to his book very well; I have no fault to find in that respect. And, as far as I can judge at present, he has a good capacity; his mind is very improveable. You remember the principles of education which we agreed upon in our former conversation. One branch of education is the communication of knowledge; the next is the development of the faculties; but there is a third, of which we did not speak, but rather took it for granted. It is, however, the most important of all." || of doing mischief. That which all parents should most wish to see," continued the excellent schoolmaster, growing eloquent with his subject, "and that which rulers and influential persons should most desire to promote in their schemes of education, is the training up the youth of the realm-not so much with an increased measure of knowledge-not so much with sharpened faculties, though these are points much to be desired,— but the principal thing is, to bring them up in sober, honest, virtuous habits of thought and action; so that they may become good Christian men and women, and do their duty to God and man in the station in which his providence has placed them. We should endeavour so to train our youth that they shall be conscientious, truth-telling, and ingenuous, obedient to their parents, and still retaining the affection of childhood towards them-docile and reverent to their superiors, kind and generous to their inferiors, honest "What is that?" asked Mr. Wilkins. and just to their equals, loyal to the Queen, "The most important and absolutely essen- and ready to submit, for conscience-sake, to tial part of education is the formation of the those whom God and the laws of their country habits. I would appeal to you, Mr. Wilkins, have set over them; at the same time, too inor any other parent, with perfect confidence dependent, too self-respecting, to be led into that you will judge as I do. When your boy vice or error by evil example-too knowing returns home at the holy days, what is it you to be seduced from truth by specious arguprincipally hope for? You are pleased, no ments addressed to their passions or prejudoubt, by the knowledge which he has ac- dices-able to estimate the value of the instiquired; and are still more delighted if he tutions of their Church and country; and, shews a ready wit and ability to turn his where they discern faults, not prompt to knowledge to good account. But the acqui- abuse or vilify, but rather to lend their utmost sition of knowledge, and development of the aid to repair them; men who shall spurn faculties, are not all you look to. If your with contempt the dishonest bribe, and with boy returns to you with bad moral habits—if || equal manliness reject the counsel of the false he is deceitful and selfish-arrogant and con- insidious agitator; men who, without being ceited-pert and flippant-apt to contradict enervated by over-refinement, shall be poolder people, disrespectful perhaps to his lished and civilised in their manners and tone parents; if such should be his manners and of mind; attentive and courteous to the disposition, you would at once say, and with weaker sex, yet without licentious thoughts justice, that the master had not well trained or habits; bold and courageous in every good him, but had neglected the most important work, but shamefaced and faltering if engaged branch of his education. When children are in any disgraceful deed. Oh what a blessing sent for their learning to day-schools, the would it be to see a generation of men so formation of their moral habits depends prin- educated as to be able to control the evil cipally on their parents, with whom they are || passions and desires by which our nature is during the rest of the day; and it would be disgraced-to check all sensual appetites and well if parents were more fully aware than proud, revengeful, disobedient thoughts, and they are of the responsibility which rests on act honestly, faithfully, and fearlessly-good them. But when children are sent away honest Englishmen, in short, in their moral chafrom home, and left entirely to the care of racter, and good Churchmen in their religion. a schoolmaster, then the burden of forming Such are the sort of men who in times past their moral habits devolves on him. And raised England to be the greatest nation in both parents and master ought to be aware of the world; and we trust there is some of the this important truth, that the training up a old leaven still remaining amongst us. Only boy in good moral habits is so vital a branch let us do our duty to train up our children in of education, that without it next to nothing the ways in which they should walk, and let has been accomplished-the education given us not doubt that God's blessing will be with has been worse than useless. In fact, it is us; and we may yet be enabled again to surscarcely too much to assert, that a bad immo- round ourselves with a loyal, virtuous, and ral man is better without education than with well-affected population.' it. Education only gives him the more power It will be seen, from the foregoing burst of enthusiasm, that our excellent schoolmaster not only considered the wants of his own particular school, and was anxious to do his duty to his pupils, but also had an eye to the political state of the country, as regarded the question of education. And perhaps we may, at some future time, be able to avail ourselves of his experience and discernment, when we come to extend our inquiries over a wider range than we have hitherto ventured on. BISHOP DOANE'S VISIT TO THE POET WORDSWORTH.' AMONG the pleasing expectations from my brief pilgrimage to the Church of England there was none, not strictly ecclesiastical, on which I counted so much as on seeing Mr. Wordsworth; and I was not disappointed. Of the innumerable kind attentions of my friend, Sir R. H. Inglis, not the least valuable was the invitation to dine (the only guest) with the Literary Society, with the promise of meeting him. The dinner was at the Thatched House; and there were present (Sir Robert in the chair) the Earl of Ripon, the Dean of Chichester, Principal Lonsdale, the Vice-Chancellor Shadwell, Baron Alderson of the Exchequer, Mr. Barrow of the Admiralty, Mr. Lockhart, and a few others. The conversation of such persons could not fail of the highest interest. My attraction, however, I shall be forgiven if I confess, was the great poet. He seated himself by my side at the table, and in the shortest possible time we were as old friends. Common interests, held with oneness of principle, bring hearts together soonest, and longest keep them so. It were strange indeed if the principles and interests of catholic Churchmen were deficient in this power. Our conversation was of America, and chiefly of the Church in America. Mr. Wordsworth is a true lover of our country, and watches the progress of our institutions with the kindest interest. If he mislikes the present aspect of affairs, he need not be an Englishman for that. So far as my acquaintance reaches, intelligent, high-minded Englishmen entertain towards this country the most generous feelings. They are distrustful of our system, and prefer their own; but they wish well to our institutions; they regret the misadventures which from time to time befal them; they regard our progress not with envy, as a rival's triumph, but as the trophies of the blood and name of England; and their heart's desire is, that the two nations, hand in hand, may run the course which Providence assigns to them, of glory for themselves, and blessings for the world. Mr. Wordsworth's conversation on the subject of America, of which he never wearies, is in the loftiest strain of patriotism, philosophy, and philanthropy. Between us the chiefest interest would be the Church. In my outline of her progress and prosperity he expressed the highest satisfaction, and entered with all his heart into the errand of Catholic intercommunion on which I had come. I said-1 had been speaking to him of the extensive and increasing influence his poems exercised in favour of Conservatism and the Church-" Will you allow me to point out an omission in your Ecclesiastical From the New York Churchman. Sonnets? You have no reference in them to the Church in America." "So my friend Professor Reed has told me," he replied, "and has urged me to supply it," "By all means do," I said; " and let me be the bearer of it to America: this seems suggestion, and promised to comply with it. After the very occasion for it." He felt the force of the the kindest invitations to visit him at Hampstead, which my engagements prevented, we separated, to meet again at Rydal Mount. I met him, however, twice before that,- for a moment, on the following Sunday morning, when he called on me with Sir R. H. Inglis, in the vestryroom of All Souls' Church, where I was to preach, by invitation of the Dean of Chichester; and again at the public speaking at Harrow School, of which his nephew, the Rev. Christopher Wordsworth, is the head-master. Here he alluded to the sonnet, and said he should like some farther information on the subject. I promised him some pamphlets, which I afterwards sent. It was on the 5th day of August that we drove from Kendal, by Windermere, to Ambleside, and thence to Rydal Mount. As we approached the gate, we stopped involuntarily. Could it be possible that we were there? And was that simple yellow cottage, all overgrown with roses and with ivy, the real Wordsworth's? It was but to open the little wicket, and in another moment we were in a sweet book-parlour, and in the very presence of the seer! It was a rainy day: he had been out in it and drenched, and was taking his comfort with a book, in a half-coat, half-gown, of plaid. In a moment we were never more at home. It was an hour till dinner, and meanwhile we must take just a peep at some of the choice views of Rydal Water and Windermere; then, while dinner was served, the American sonnet was discussed. He was doubtful where in the series it should come in. I asked to see the volume; and he handed me Professor Reed's edition (Philadelphia). I indicated the place,3 which he approved, and said it should be done before I sailed, though he might find it necessary to make two instead of one. I proposed three, and suggested the topics. At dinner, a simple, social meal, with converse most delicious, I told him that one of my family had asked me to execute three commissions, some ivy from Kenilworth, a bunch of heather from Abbotsford, and Mr. Wordsworth's autograph." She shall have it," said he, emphasising every word; "and there must be a flower, too, from Rydal Mount-a wild flower!" So, after dinner, out we sallied for the flower, he 4 2 Among the speakers was a son of Sir Robert Peel, and also of Bishop Lloyd. Young Peel had won a medal, founded by his father. When Dr. Wordsworth delivered it to him he thus concluded his brief address: "Let it add to the value of this prize to remember, that you received it in the presence of the founder; that founder, your parent; that parent, Sir Robert Peel!" Dr. Wordsworth is the son of the Master of Trinity (since resigned, and succeeded by Professor Whewell); and is the author of a learned and beautiful work on Greece. 3 It was next before that which begins, "Down a swift stream, thus far." It is a pleasing coincidence that Prefessor Reed, in reply to a letter from Mr. Wordsworth, speaking of our visit, and his promise, proposed the same place. 4 IIe selected his own, however, and did far better. His resting on Bishop White was in accordance with my hint; and I am proud of his confirmation of my remark, that "patient energy may be regarded as the great charac teristic of our great departed bishop." P. 17. questioning all the while what it should be; and finally settling with himself that he had lately seen a bunch of pansies, though nearly out of season, and that they would be the thing; so on we tramped, up this way, and down that-he following the instinct of his nature as the hart snuffs from afar the brooks of water, till he exclaimed, "There it is!" and, sure enough, the ground was purple. 66 The pansy at my feet was his apt quotation from his own charming ode, Of the delightful ramble which followed from point to point of this delightful region, through the noble grounds of Rydal Hall to the lower force (or fall), and then to the upper, descanting as he wentscenes which the Queen Dowager had traversed with him but the other day, and which for me had a peculiar pathos in the remembrance of Bishop Hobart's relation of the days spent there with the great guardian genius of the place; of the hour in his unique and curious library; and, above all, of the countless kindest and most delicate attentions which clustered round our parting-I may not speak, beautifully as they would illustrate the unaffected, childlike simplicity of the great poet and philosopher, the greatest of our times. You will readily believe that our parting was reluctant, and with words and gestures such as the heart can never fail to recognise as from the heart. But our course was onward; and after tea we left this rare old man, so happy in the bounded moderation of his views of life; so happy in the just sense of a great influence for good; so happy in the enjoyment of all the springs of life at seventy, with the fulness and freshness of twenty; so happy in the vindication of his poetical fame, and its establishment on the very highest summit of renown; so happy in the universal reverence of love; so happy, above all, in the faith and peace of the Gospel. At Leeds, just before my embarkation, I received a letter from him acknowledging the sermon on the death of Bishop White which I had sent him, and 5 It is very rich in first editions of the English poets, and in presentation copies of rare books; of which one of Burns seemed quite his favourite. Of the inscriptions, I remember two. One in the first edition of Paradise Lost: "Nov. 13, 1820. My dear Wordsworth, pray accept this little volume; one of the most precious that I can give or you receive. It will acquire a new value by becoming yours. SAMUEL ROGERS." Another, the edition of 1671: "C. LAMB, to the best knower of Milton, and therefore the worthiest occupant of this pleasant edition. June 2, 1820." The likeness of Mr. Wordsworth in Moxon's edition, 1840, is just. But neither picture nor description can convey any adequate notion of the hale and hearty vigour of his green old age; much less of the delightful flow of his whole-hearted cheerfulness. Much of this freshness of body and of mind comes, doubtless, from his out-door life. "I should like to see your master's study," said one to a servant of his : " is that it where the books are ?"-"That is my master's library," was her reply "his study is out here." But the secret, and the strength, and charm, both of his poetry and his philosophy, is its Christianity. He is a true son of the Church of England; one of the noblest of her offspring. 6 Scarcely "the Duke" could make such a sensation at Oxford as he did, when he received his doctor's degree. When he was injured by being thrown from his carriage, the Queen Dowager was among the very first to make inquiries about him. Such is the homage which England pays to consecrated genius, apologising for not having fulfilled his engagement in consequence of his occupations with visitors. "I am not without hope," he says, "that in some favourable moment I may be enabled to touch the union of the two Churches, through that venerable man, in a manner not wholly unworthy of an event so important for the spread of Gospel truth and Christian charity. At all events, I trust the tribute may be sent after you; and pray let me have your address, which, not for this purpose only, I should like to be possessed of. Much do I regret that your short stay amongst us did not allow of my shewing you and your companion more of this pastoral and poetical country. I could have liked especially to conduct you to the valley in which repose the remains of the excellent person whose epitaph I send you, as an appropriate offering to yourself in your personal and official character. With a thousand good wishes, in which Mrs. Wordsworth and the rest of my family unite, I remain, my dear bishop, thankful for having seen you, your affectionate friend, WM. WORDSWORTH. "Rydal Mount, Ambleside, Aug. 16, 1841." GIBRALTAR. 1 GIBRALTAR promontory or peninsula, three miles in length and seven in circumference, situated in 36° 9′ of north latitude, and 5° 21′ of east longitude-forming the southern part of the continent of Europe, and the key to the Mediterranean, whose shores have been the birthplace of all that is great and good,has long been classed among the most valuable of British possessions, and associated with the noblest exploits of British valour. But it has now acquired an additional interest in the eyes of English Churchmen, from the bishopric which has just been established curious to know something concerning a place in it; and as our readers will be laudably which is about to receive the blessing of the episcopate, we have selected a few facts which will probably give them a better notion of this colony than they before possessed. The carliest accounts of this singular rock are too much mingled with what is fabulous to be implicitly relied on. The Greeks are said to have given it the name of Calpe (кaλ), from its advancing into the sea like a bucket; and Calpe, with the neighbouring Mons Abyla, on the opposite or African coast, were known in ancient history as the famous "Pillars of Hercules," which were considered the boundaries of his labours; and were said to have been joined together, till they were severed by the arm of the hero, and a communication opened between the Mediterranean and Atlantic seas. It is uncertain whether the Plicenician navigators, Carthaginian merchants, or Roman conquerors, ever settled there. It appears probable that the advantageous position of the rock was first noticed early in the eighth 1 In allusion to this, IIenry IV. of Castile and Leon gave it (1435) for arms gules, a castle with a key pendant to the gate, or. These arms still continue. |