Along this bridge Lord Marmion rode,
Proudly his red roan charger trod,
His helm hung at the saddle bow;
Well, by his visage, you might know
He was a stalwart knight, and keen,
And had in many a battle been.

Well was he armed from head to heel,
In mail, and plate, of Milan steel;
But his strong helm of mighty cost,
Was all with burnished gold embossed:
Amid the plumage of the crest,

A falcon hovered on her nest,

With wings outspread, and forward breast;
E'en such a falcon, on his shield,
Soared sable in an azure field:
The golden legend bore aright,
"Who checks at me, to death is dight."
Blue was the charger's broidered rein;
Blue ribbons decked his arching mane:
The knightly housing's ample fold
Was velvet blue, and trapped with gold.

From Cyr's Fourth Reader.

Coronach.

"Lady of the Lake".

Hail to the chief who in triumph advances!
Honored and blest be the evergreen pine!
Long may the tree in his banner that glances,
Flourish, the shelter and grace of our line!
Heaven send it happy dew,
Earth lend it sap anew,

Gaily to bourgeon, and broadly to grow
While every highland glen
Sends back our shout again,
Roderigh Vich Alpine dhu, ho! ieroe!"

Row, vassals, row, for the pride of the Highlands,

Stretch to your oars, for the evergreen pine:
Oh! that the rose bud that graces your islands,
Were wreathed in a garland around him to twine.

Oh that some seed

ling gem, Worthy such noble

stem,

Honored and blest in their

shadow might grow:

Loud should Clan

Alpine then

Ring from her

deepest glen,

"Roderigh Vich Alpine

He is gone on the mountain,
He is lost to the forest,
Like a summer-dried fountain

When our need was the sorest.
The font, re-appearing,

From the rain-drops shall borrow:

dhu, ho! ieroe!

Love of Country.

Lay of the Last Minstrel" (Canto 6.)

Breathes there a man with

soul so dead,

Who never to himself hath

This is my own, my native

Whose heart hath ne'er

within him burned,

As home his foot-steps he

hath turned

From wandering on a foreign strand?

If such there breathe, go, mark him well! For him no minstrel raptures swell. High though his titles, proud his name, Boundless his wealth as wish can claim Despite those titles, power, and pelf, The wretch, concentered all in self, Living, shall forfeit fair renown, And doubly dying, shall go down To the vile dust, from whence he sprung, Unwept, unhonored, and unsung.

"Fortunes of Nigel" — (Chap. 5).

He was deeply learned, without possessing useful knowledge; sagacious in many individual cases without having real wisdom; fond of his power, and desirous to maintain and augment it, yet willing to resign the direction of that, and of himself, to the most unworthy favorites; a big and bold assertor of his rights in words, yet one who tamely saw them trampled on in deeds; a lover of negotiations, in which he was always outwitted; and one who feared war where conquest might have been easy. He was fond of his dignity, while he was perpetually degrading it by undue familiarity; capable of much public labor, yet often neglecting it for the meanest amusement; a wit, though a pedant; and a scholar, though fond of the conversation of the ignorant and uneducated.

But at this moment the door opened, and Meg Merrilies entered.

Her appearance made Mannering start. She was full six feet high, wore a man's greatcoat over the rest of her dress, had in her hand a goodly sloe-thorn cudgel, and in all points of equipment, except her petticoats, seemed rather masculine than feminine. Her dark elf-locks shot out like the snakes of the gorgon, between an old-fashioned bonnet called a bongrace, heightening the singular effect of her strong and weather beaten features, which they partly shadowed, while her eye had a wild roll that indicated something like real or affected insanity.

Jeanie Dean's Pleading before Queen Caroline. "Heart of Mid-Lothian."

O, madam, if ever ye kenned what it was to sorrow for and with a sinning and a suffering creature, whose mind is sae tossed that she can be

neither ca'd fit to live or die, have some compassion on our misery! Save an honest house from dishonor, and an unhappy girl, not eighteen years of age, from an early and dreadful death! Alas! it is not when we sleep soft and wake merrily ourselves that we think on other people's sufferings. Our hearts are waxed light within us then, and we are for righting our own wrongs, and fighting our own battles. But when the hour of trouble comes to the mind or to the body and seldom may it visit your leddyship and when the hour of death comes, that comes high and low-lang and late may it be yours! Oh, my leddy, then it isna what we hae dune for oursells, but what we hae dune for others, that we think on maist pleasantly.

* *

Attack on the Castle. "Ivanhoe."

to

(1) "And I must lie here like a bedridden monk," exclaimed Ivanhoe, "while the game that gives me freedom or death is played out by the hand of others! Look from the window, once again, kind maiden, but beware that you are not marked by the archers beneath - Look out once more and tell me if they yet advance to the storm." * "What dost thou see, Rebecca? again demanded the wounded knight. "Nothing but the cloud of arrows flying so thick as to dazzle mine eyes, and to hide the bardmen who shoot them." That cannot endure," said Ivanhoe; If they press not right on to carry the castle by pure force of arms, the archery may avail but little, against stone walls and bulwarks. Look for the Knight of the Fetterlock, fair Rebecca, and see how he bears himself; for as the leader is, so will his followers be." (2) "I see him not," said Rebecca. "Foul craven!" exclaimed Ivanhoe; "does he blench from the helm when the wind blows highest?" "He blenches not! he blenches not!" said Rebecca, "I see him now! he leads a body of men close under the outer barrier of the barbacan. They pull down the piles and palisades; they hew down the barriers with axes. His high black plume floats abroad over the throng. like a raven over the field of the slain. - They have made a breach in the barriers they rush in-they are thrust back!Front-de-Boeuf heads the defenders! I see his gigantic form above the press. They throng again to the breach, and the pass is disputed hand to hand, and man to man. God of Jacob! it is the meeting of two fierce tides — the conflict of two oceans moved by adverse winds." (For two pupils.)

Staying After School.

IT was nearer five o'clock than four, and as fine June weather as Lowell or Riley ever sung about. There wasn't any reason in the world why both teacher and pupils shouldn't be out, making the most of the "rare" day; instead, there they were, three girls and two boys, ugly as twelve year old children know how to be. and a tired, discouraged, exasperated teacher at the desk, looking secretly at her watch and wondering if she could keep them any longer, and how she should manage it, without letting

Tom looked foolish and guessed not; the rest laughed enough to show that they had forgotten to be ill-natured any longer; and, taking the reins in my own hands, I said: “ Now I'll tell you what you'd better do. First, get out into this fine weather just as soon as you can; and I'm going to ask Miss Howard to let you go, on condition that you'll have the lesson all ready to recite before school begins in the morning. How many will do it?" Up came every hand and away they

'Keeping the children after school; you don't do that often, I hope."

'Why, yes I do. I think it's the easiest punishment I can give, don't you?

"No, I don't. In the first place the real thing you do is to make the children mad; so you fail of your purpose in that. The next thing you do is to give them a chance to punish you; and so long as they see that they are doing that, they are perfectly willing to stay and let you see how good it is! I think, if I were you, I would make up my mind that I should never keep the children after school again for anything; and I'd put it on the ground that I didn't care to punish myself for the sake of helping a lazy boy or a careless girl to learn the lesson which could have been learned easily at the regular time.

"I have an idea that one of the things a teacher should work for, on her own account as well as the children's, is to have the children go home at night with the feeling that the schoolroom is a pleasant place after all, and that the teacher, if she is as cross as two sticks once in a while, is the best teacher in the world; and I'll leave it to you, Miss Howard, if an hour after school is the best means of bringing that about. "You needn't tell me that your head has been aching; you needn't tell me that those five children are wearing your patience all out; this keeping after school only increases the trouble, and

you'd better stop it. Such a day as this, I should rather use the sunshine in going to have a talk with Tom's mother, than in having a game of patience in the school-house. Tom and Louise call it tluckerin' on 'er out;' and with that feeling on their part, the longer you stay, the more they have to brag over the next morning."

Change your tactics, Miss Howard. Your brain is fertile enough to think of a better way. If you must punish, think of something which will hurt them and not you; or, better still, something that will send them home, glad that you, and not somebody else, are their teacher; and be sure to send them home promptly on time."

She did. She had the poor lessons the first thing after the opening exercises in the morning; and when one day she heard one of the children call those making-up lessons the "dunce class," she promptly adopted that name for those first lessons in the morning.

The result was that there was no longer any keeping after school, the numbers of the "dunce class rapidly diminished, and when one day Tom Graydon walked home with the teacher a few minutes, after four, and told her that things seemed a great deal better than they did when they had to stay after school every day, the little school mistress heartily agreed with him and is ready to say to every teacher: "Don't, above all things, get into the dreadful habit of keeping the pupils after school." - Col. School Journal.

"How the Observance of Memorial Day was Suggested."

THE credit of first suggesting "Memorial Day" belongs to Mrs. S. Kimball, of West Philadelphia, Penn. The suggestion was made by her in 1868 to General John A. Logan, then commander-in-chief of the Grand Army of the Republic. Mr. and Mrs. Kimball were old friends of General Logan. On their return home from a southern tour, Mrs. Kimball wrote to General Logan stating that she had particularly noticed the southern women decorating the graves of their dead fallen in battle, and suggested to him that, as the commander-in-chief of the Grand Army of the Republic, he should have our heroic soldiers, whose lonely graves were many, scattered and unmarked, remembered in the same beautiful way. The General was deeply inpressed with the idea. Soon afterward he wrote Mrs. Kimball, thanking her for the suggestion, and stating that he felt that such a touching tribute to his dead comrades would meet with general favor. The order formulated and sent out was well received, and practically adopted by the Grand Army of the Republic, greatly to General Logan's satisfaction, as evidenced in the following letter to Mrs. Kimball, dated Washington, July 9, 1868:

Thou, too, sail on, O Ship of State!
Sail on, O Union, strong and great!
Humanity with all its fears,
With all the hopes of future years,
Is hanging breathless on thy fate!
We know what master laid thy keel,
What workmen wrought thy ribs of steel,
Who made each mast, and sail, and rope,
What anvils rang, what hammers beat,
In what forge, and what a heat
Were shaped the anchors of thy hope!

Fear not each sudden sound and shock;
'Tis of the wave, and not the rock;
'Tis but the flapping of the sail,
And not rent made by the gale!
In spite of rock and tempest's roar

In spite of false lights on the shore,

Sail on, nor fear to breat the sea!

Our hearts, our hopes, are all with thee,
Our hearts, our hopes, our prayers, our tears,
Our faith triumphant o'er our fears,

Are all with thee- are all with thee!

- Longfellow.

Suggestions for Class-Teachers of Drawing.

BY HENRY G. SCHNEIDER, DRAWING MASTER, N. Y. CITY. I. PENCILS. (a) Do not sharpen freehand drawing pencils on the machine; just cut wood away from lead; (b) appoint two monitors to see that pencils are ready the afternoon previous to day of lesson.

2. Insist upon a broad, light gray line.

3. Every line to be drawn only after thought of its direction and location of its beginning and its ending, if straight; of one or more points, if curved.

4. Insist upon rapidity of execution when these points have been determined.

5. If necessary, practice moving arm over points without touching paper until a correct idea of its direction is obtained.

6. Never tell the proportions of the figure. Question until the scholar tells you what they

are.

7. Insist upon careful thought before accepting any answer or any stroke on the paper.

8. Keep in mind the object of lesson, which is not to secure a good drawing, but to train the mind, eye and hand.

9. When the lesson is over have scholars write carefully and with best arrangement: (a) Name, class, date, age; (b) time required for execution; (c) name of figure or of its parts. Keep these words on spelling list.

10. Every drawing to receive a mark. Arrange drawings in five heaps: 1. Excellent; 2. Good; 3. Fair; 4. Bad; 5. Very bad. Arrange drawings in each heap in order of excellence and begin with suitable mark for worst. All drawings receiving less than 6-10 to be redrawn before next lesson.

11. These second drawings to be preserved with the first.

12. Each drawing then to be returned to scholar's portfolio, to be made from old copybook cover or paper of any kind.

13. Teacher (1) to keep a record of lesson in note-book, (2) to preserve a diagram of each step of lesson, and (3) to have scholar make charts of, at least, three stages of every drawing for class-room.

14. Scholars to be practiced at home in memory drawings of class-room work.

15. Leaves and flowers to be those of plants in class-room, and, where practicable, to be in hands of scholars as pressed specimens.

16. Study grade requirements; also those of grade below and grade above.

17. Note any particulars as to difficulties encountered in drawing the figure, and the means taken to avoid and overcome the same, in the notebook kept.

18. Encourage the scholars to use their power to draw in other subjects, as diagrams in arithmetic, illustrations of compositions, illustrations of reading lessons, maps of geography and of history.

19. In all drawing position of paper to be such that arm resting on desk can move pencil freely in every direction over every part of the paper. 20. Try to make the drawing increase the child's power power to think, power to ob

serve, and power to do.

Finely finished maps, showing hundreds of details which are worse than worthless in the mind simply clogging the memory or crowding out the broader and more useful knowledge of general features — might look pretty if they did not serve to remind us of a great waste of time and energy. Pupils should be trained to draw carefully such parts of a map as are worth remembering.

The following account of actual lessons may suggest a simple plan for teaching map drawing. (Pupils may work at the blackboard. If there is not enough blackboard room for the entire class, part can draw on paper.)

First Lesson. Teacher. - "Turn to the map of North America. Draw a straight line showing the general direction of the northern coast."

Look closely at the map and then at your line. Can you do better? Try again." This work was repeated till the pupils could readily draw the line in the proper position.

Teacher." Draw a line showing the general direction of the east coast." This line was drawn again and again, till fixed in mind; then the pupils learned to draw a line for the west coast. No attempt was made to connect the three lines. Teacher. Which is the longest line? Pupil. "The west line is the longest." Teacher. How do the north and east coasts compare in length?"

Pupil." They are about equal."

Teacher. Now draw the three lines together, showing the general directions of the

coasts.

Compare with the map and try again." "Try once more." So the work went on till the pupils could readily indicate the general shape of the continent.

Second Lesson. — Teacher. "Study the map and then draw the general shape of North America, using three straight lines." (This was repeated three times in order to fix the shape in mind.)

"Now draw the northern coastline, as it appears on the map. Compare with the map and try to improve your drawing. Draw the north coast again."

Practice drawing the east coast till you can draw it from memory."

Draw the north and east coasts together." Third Lesson. - Teacher (after a review of lesson 2). —“Practice drawing the west coast. Study the map each time you draw."

Now draw the entire coastline of the continent. Compare carefully with the map and draw again. Repeat till you can draw it from memory."

In teaching map drawing, no construction lines are needed except such as pupils discover in the relative directions of coastlines. These directions may easily be judged. The effort to discover and draw tends to fix the lines in memory.

The above lessons on North America will serve to illustrate one plan of training pupils to draw the outlines of the continents. The general shapes of South America and Africa can be shown by three lines. Australia is so simple that pupils can sketch it off-hand, without first indicating the general directions by straight lines. Europe and Asia may each call for four lines. though three serve very well.