boys, and marching them about with a tin kettle for a drum. Washington, too, was quick-tempered and passionate when a boy; but the beauty of his story in this point is, that by adopting good habits and principles, he overcame these tendencies of his nature, and he showed that all quick-tempered boys can do the same, if they please. They can govern their tempers; they can adopt good rules of conduct; they can get into the habit of being calm, patient, and just, and thus grow up to honor and usefulness. There are many other traits of character belonging to Washington that are interesting and worthy of imitation. He was accurate and just in all his dealings; he was punctual in the performance of promises; he was a man of prayer, and an observer of the sabbath. And the point here to be noticed by youth, is, that all these qualities which we have been noticing, appear to be the fruit of seed sown in his youth. They appear all to have taken root in one great principle-OBEDIENCE-obedience to his mother, obedience to his teachers-obedience to a sense of duty formed into habit in early life. This is the real source of Washington's greatness. He was not made greater or better than most others, but he adopted good habits, and under their influence he became great. Another thing to be observed, is, that in adopting good habits, Washington rejected bad ones. He was guilty of no profanity; no rudeness or harshness of speech; he had no vulgar love of eccentricity; he affected not that kind of smartness which displays itself in irregularity or excess; he did not think it clever to disobey teachers or parents; he was no lover of scandal, or of profane and rude society. The teaching, then, of Washington's example, is this: study obedience, patience, industry, thoroughness, accuracy, neatness, respect to the rights and feelings of others, and make these things habitual-rail-tracks in the mind. The path of obedience is the path to glory; the path of disobedience is the path of failure and disappointment in the race of life. LESSON XXVII. THE DUTIES OF SCHOOL-BOYS.-ROLLIN. ALMOST all the duty of scholars has been included in this one piece of advice, to love those who teach them, as they love the knowledge which they derive from them; and to look upon them as fathers, from whom they derive, not the life of the body, but that instruction, which is, in a manner, the life of the soul. Indeed, this sentiment of affection and respect suffices to make them apt to learn during the time of their studies, and full of gratitude all the rest of their lives. It seems to me to include a great part of what is to be expected from them.-Docility, which consists in submitting to directions, in readily receiving the instruction of their masters, and reducing them to practice, is properly the virtue of scholars, as that of masters is to teach well. The one can do nothing without the other; and as it is not sufficient for a laborer to sow the seed, unless the earth, after having opened its bosom to receive it, in a manner hatches, warms, and moistens it; so likewise the good fruit of instruction depends upon a good correspondence between the masters and the scholars. Gratitude to those who have labored in our education, is the character of an honest man, and the mark of a good heart. Who is there among us, says an ancient orator, that has been instructed with any care, who is not highly delighted with the sight, or even the bare remembrance of his teachers, and of the place where he was taught and brought up? An ancient philosopher exhorts young men to preserve always a great respect for their masters, to whose care they are indebted for the amendment of their faults, and for having imbibed sentiments of honor and probity. Their exactness and severity displeases sometimes at an age, when we are not in a condition to judge of the obligations we owe to them; but, when years have ripened our understanding and judgment, we then discern, that what made us dislike them, is expressly the very thing which should make us esteem and love them.-Another eminent writer of antiquity, after having noted the different characters of the mind in children, draws, in a few words, the image of what he judged to be a perfect scholar, and certainly it is a very amiable one. "For my part," says he, "I like a child who is encouraged by commendation, is 22* animated by a sense of glory, and weeps when he is outdone. A noble emulation will always keep him in exercise, a reprimand will touch him to the quick, and honor will serve instead of a spur. We need not fear that such a scholar will ever give himself up to sullenness." How great a value soever this writer puts upon the talents of the mind, he esteems those of the heart far beyond them, and looks upon the other as of no value without them. He declares, he should never have a good opinion of a child, who placed his study in occasional laughter, by mimicking the behavior, mein, and faults of others. "A child," says he, "cannot be truly ingenious, in my opinion, unless he be good and virtuous; I should rather choose to have him dull and heavy, than of a bad disposition." THESE Figures represent two boys making their bows preparatory to speaking a dialogue. They should enter, if convenient, at opposite sides of the platform; then, having placed themselves at a suitable distance from each other, and standing in a position directly front, one should bow to the right, and the other to the left portion of the audience. This arrangement will not only be pleasing to the eye, but indicate a sentiment of propriety and respect. The speaker on the left of the audience, should perform his bow precisely as directed on page 94; the one on the right will deviate in this particular, he will begin by sliding out the left foot instead of the right. In other respects his bow is entirely similar to that of his companion. Some dialogues do not admit of the bow; as, for instance, where the parties are supposed to meet in great haste, or with highly excited feelings. In all cases where it is proper, however, it is certainly very becoming, and the pupil will aim to do it well. Let him be in love with neatness and simplicity, and he can hardly fail to be correct and graceful LESSON I. CHOICE OF HOURS.-MRS. GILMAN. FIRST SPEAKER-SECOND SPEAKER. First Speaker. I LOVE to walk at twilight, Second Speaker. I love the hour of darkness Their watch around me keep; My dreams are light and happy For my mother's kiss is on my cheek LESSON II. CONSCIENCE-ANONYMOUS. YOUNGER BROTHER-ELDER BROTHER. Younger Brother. I HAVE a little voice within That always tells me when I sin; |