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"Why, Georgy, my son, did you walk to the school?

I declare it was rash so to do.
But as you are here you must sit on this stool,
And hold up your leg like a parallel rule

To the maps which hang here in your view."

Then taking him gently with tenderest care,

In a loving and fatherly manner,
He called for a cushion, and then for a chair,
And seating poor Georgy, he placed his leg there,

And bandaged it with his bandana.

On further inquiry, the Dominie found

The name of the other young sinner Who struck the foul blow; and in justice was bound To call for his aid when the play-spell came round,

To bring Georgy Williams his dinner.

And he made him all day like a lacky to stand,

Or a priest doing penance for sins; To hold Georgy's slate, and to place in his hand Ev'ry book he required. While Georgy, right grand,

Sat in state, like a monarch on pins.

With his leg for a sceptre, stretched out on a chair,

He sat through the pe'er-ending day;
While Harry, the villain, did wait on him there,
And with rueful compunction his sorrow did share,

For neither could go out to play.

And when studies were o'er, lest the lame little lad

Should be to his sister a drag on,
The Dominie said, She must speak to her dad
To gear up his horse, as tho walking was bad,

And send down for George the light wagon.

Next morning the patient all rosy appeared,

Declaring his trouble was o'er. And when his preceptor's inquiry was heard, “How's your leg, Georgy Williams ?" he stoutly averred

“ It was better than ever before.”

And in the prescription such virtue was found

(If you use it I don't care a peg), That no child ever threatened, while playing around, To tell of a hurt got on Greenwich school ground,

But was mot by the cry, “How's your leg ?"

THE STRAIGHT MARK.

CHARACTERS:
MR. Rosse, a new teacher.
RICHARD, SAMUEL, WILLIAM, JAMES, L
HENRY, NOx, NED, and others, poored

School-boys. SCENE-A School. Teacher at his desk-Class before him. Mr. Russe. The class will now recite in arithmetic. Books aside. Those at the seat will work the examples on their slates. Richard will take the board. [RICHARD goes to the blackboard.] I shall give you, this morning, an original example suggested by the recitation.

James. I can't do these sums, Mr. Russe.
Mr. R. Can't! Was that your word ?
Henry. They're awful hard, Mr. Russe.
Mr. R. Very hard you mean; not awful.
Samuel. [Whispers.] Bill !
William. Halloa !
S. Play ball after school ?

Mr. R. Some say they can not do the examples. Let as try one of them. Attention. [Reads.] You have 18 bushels of corn at 48 cents a bushel [RICHARD writes on the board ; the other boys, on their slates.)

W. [to Sam.] I speak for first base.
Mr. R. [Reads.] 8 bushels of rye at 52 cents
S. [to WILLIAM.] I'm pitcher.
Mr. R. No whispering ! [Reads.] 4 bushels of wheat at 85 cents-
H. Say, Sam.—Look out, he's looking
Mr. R. Samuel, are you whispering ?
8. I am not, sir.
Mr. R. Were you? That, of course, is what I mean.
S. When ?
Mr. R. Just now, when I looked up.
S. No, sir.
Mr. R. Have you been ?—that is, since we began the recitation.
8. Yes, sir.

Mr. R. A boy who tells the truth is a good boy. It seems that a good boy may be inattentive. [Nick draws a variety of trifles from his pocket.] Samuel will attend.

S. Yes, sir. But I can't understand.

Mr. R. Richard will try to make it clear presently-[Reads]— And would mix the whole with grains worth, one kind, $126 per bushel. [CHARLES takes some of Nick's playthings, and Nick snatches for them.]

Nick. Here!-give me those !

Mr. R. Boys ! Nick, where's your slate? (Nick takes his siate. Mr. Russe reads.] The other at $2106 per bushel

del.

H. [whispers.] Say, Sam, didn't the Atlantics do the big thing? Twentyseven to seventeen ! [Sam shakes his head and looks at the board.]

J. [whispers.) Hoh, the Eurekas can beat 'em any day.

Mr. R. Whispering again! Come, come ! Attend to the example. [Reads.] How much of the grain at $12.6 per bushel, and of that at $216 per bushel

J. [whispers.] The Actives thought they were going to—[Mr. RUSSE looks that way.1--Mr. Russe, how do you begin that sum?

Mr. R. The explanation will be given in a minute. [Reads.] Must you mix with the other three

J. [whispers.] The Actives thought they would do the soft thing when they played with the Eurekas

Mr. R. (sharply.) Attention!
J. [aside.] Mr. Russe is getting up steam, ha! ha! ha!

Several Boys. Ha! ha! ha! [NED strikes at Nick with his slate, and the slate falls to the floor.]

N. Get out! [Ned looks innocent.]

Mr. R. (Rising from his chair and facing the class. All attend. He goes to the board and draws the following figure:

Turning to the boys.] Do you see that straight mark, AB?

All. Yes, sir !

Mr. R. That represents the study or recitation hour. Now, if you should begin at A-as some of my boys here domand attend to your work right through to B, you would, with rare exceptions, have your lessons from to day. But you do not so attend. Some of you begin at A and study on to C, when the thought of something else pops into your head-some kind of amusement, a base-ball match perhaps--and off you go from the straight line of attention to your study to D. Suddenly you remember that you have a recitation before you, and down you come to the straight line again, having lost time however, from C to E.

S. Mr. Russe, you've told us that a perfectly straight live can't be drawn. Mr. R. I'm glad you remember it, Samuel. But that is now a departure from the straight line of attention to what we are considering. It is like the departure noted by the line FGH, by which we lose the line FH. Nick, what are you doing ?

N. He keeps getting my things.

Mr. R. Ah, now you are going towards K! Nick, do you see-does the class see, that Nick and Ned are losing time by turning their attention to something else?

Boys. Yes, sir.

pops in these

he hiked about the

S. We are all losing time, too.

Mr. R. Certainly. Put those things into your pocket, Nick. Now, suppose we go back to H. You begin there to study again, and you attend to work till you get to I. There the thought of something else pops into your mind-a big apple you're going to eat, perhaps

All Ha! ha! ha!

Mr. R. You think about the apple, and all the while you are going away from AB towards K, and there you think of something elsea new bat, perhaps. Is it not so ?

Several. Yes, sir.

Mr. R. Well, you think about the new bat till you get to K, and then you get into a boyish reverie, in which you keep on thinking of apples, and bats, and balls, and other things, till you are suddenly started by the remembrance of your lesson ; so back you dart to the straight mark and try to be attentive; but thoughts of balls, and apples, and bats, and games, mingle confusedly with the matter of the lesson, and that is represented by the curved line from M to B. Do you see ?

Boys. Yes, sir.

Mr. R. Now sum up and see what you have lost. All that part of the study or recitation hour from C to E+F to H+I to M+fully 1 M to B! -about AB—that is, about two-thirds of the time. Is it a wonder you come here and say Can't? Away with the word ! Can't! Inattention rather. When you meet with difficulty, work at it. If in due time you don't succeed, then come to me. But never again say Can't. Now for the remainder of the example. So much as I have read, Richard has on the board. Those who have been inattentive may copy it on their slates. [Reads.] That the mixture may be worth a dollar a bushel ? [All the boys give close attention, copying the example on their slates.] I wish to leave the room a few minutes. I shall expect you to be attentive and to behave yourselves. [Exit. Boys maintain order and work at the example.]

J. [presently.] I've got it!
H. So have I. Mr. Russe rather got us on that line-
S. Hush! Don't whisper! (Silence again.]

[Enter Mr. Rosse.] Mr. R. Boys, your conduct pleases me. So let it ever be! How many have finished the example ? [Nearly all raise their hands.] Very well. Now can you tell me what other lesson you have had this morning ?

All. The Straight Mark !
Mr. R. True. And what have you learned by it?
All (together). To be attentive-never say can't keep to the mark !
Mr. R. Will you remember it ?
All. Yes, sir.

AMERICAN EDUCATIONAL MONTHLY.

DECEMBER, 1866.

SCHOLASTIC RIGHTS AND DUTIES OF PARENTS. RIGHTS and daties are inseparable ; they must be accepted or

rejected together. In the case under consideration they center on one common object, namely, the welfare of the children ; and since they have but one end, it is evident that they should operate together. Separate them, and in many cases they may and do nullify each other ; unite them, and almost any thing desired can be executed.

Education means simply "leading forth.” Physical education may be compared to the attention given to the proper construction of the human locomotive ; intellectual education forms and develops its motive-power, and moral education applies this power to its proper use—instructing it how to labor for the common good of society. It is yet very questionable whether these portions of one whole can wisely be separated and placed under different delegate authorities. It is certain, however, that they all center under the proper charge and special supervision of parents.

Notwithstanding this general admission, it is singular, and much to be regretted, that both here and in Europe, many if not most writers on the subject of education ignore or forget the use of parental power. Their strictures refer to children and teachers, whilst the rights and duties of parents are very rarely discussed. To make no use of these highest natural authorities, is to set them aside as worthless. Is this wise ? Consider how important a part for good or evil home education is constantly performing !

First, then, parents have supreme right over their children. Any other authority exercised by the State, city, or another individual, is only delegated. Penalties for neglect of duties by parents or their delegates are therefore naturally and rightly visited upon the former in after-life.

In order to make a proper choice of a delegate, parents have a right to erter a school during working-hours. The capacities of children are so various, that the abilities of a teacher cannot always be correctly estimated by an examination of his pupils. One hour's careful inspection of a school in action will give a better idea of the trustworthiness and capa

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