some relatives in Yorkshire, he received the honorabl men of secretary to Sir Robert Morysine, ambassad Emperor, Charles V. On his return to London, he vis Jane Grey at her father's house in Leicestershire. The particulars of this memorable interview he has recor "Schoolmaster," a work of which more anon.

Ascham was absent from his native country thr during which he travelled over the most of Germany, the south of Europe. Whilst with Sir Robert he is only to have rendered him the ordinary services of but also to have acted towards him the part of privat classical studies. For four days in the week, he explai or four pages of Herodotus every morning, and more hundred lines of Sophocles or Euripides every aftern also read with him the orations of Demosthenes. three days, he copied letters and performed other dut office as secretary. His private letters, diary, &c., written at night.

In the year 1552, Ascham was appointed Latin Se the pious young monarch, Edward, who had just asce throne; but the death of the king occurring soon again retired to the classic shades of his loved univers was reappointed, however, under Mary, and though estant, received great consideration. On the death he in 1558, and the accession of his old friend Lady with whom his quarrel had long ago been made up, firmed in his office of Latin Secretary, and appointe tutor to her majesty.

In the year 1563, whilst at court, a dinner-table con with Sir William Cecill and others, respecting severity pline in colleges, &c., gave origin to a work on educ discipline, which, though completed by its author, given to the world until after his death. It was entitl SHOOLMASTER, or a plain and perfect Way of teaching to understand, write, and speak the Latin Tongue."

But the death of our accomplished teacher was at ha cessant study, with too little regard for refreshment to mind in sleep, had made him old before his time. disease seized upon him, and, as if to avenge hersel disregard of one of her most obvious and necessary laws now began to deny to him that sleep which he had treated with neglect. His strength became rapidly e and it was soon evident that the hand of death was The year was drawing to a close, and though he m known that he would not long survive its termination, not refrain from girding up his sinking powers for a las He accordingly commenced a Latin poem, wi

he intended to greet his loved pupil-sovereign, on the morning of the new year. With aching head and fevered pulse, he toiled by night as well as by day; and perhaps with all the greater earnestness, as his eye grew dim, and the once ready pen trembled in his unsteady hand,-but in vain. On the 23d of December his disease assumed a new and more decisive appearance; and after seven days more of pain and disappointment, on the 30th of December, 1568, at the age of 53 years, he died.

The death of Ascham was scarcely more deeply felt by his "widow and great sort of orphans," than by his Queen and the Court. Elizabeth, when she received the intelligence that her loved and revered tutor was no more, is said to have exclaimed, "I would rather have thrown ten thousand pounds into the sea, than to have lost my Ascham!" It was, to be sure, a somewhat singular exhibition of grief, and yet none familiar with the character of this truly great personage will, for a moment, doubt the genuineness and intensity of her sorrow.

So died one of the wisest, most learned, noblest men the world has ever seen. His greatness was abundantly acknowledged and admired by the most distinguished men of that remarkable period, and "England's greatest sovereign" felt honored to "sit at his feet." HE WAS A TEACHER, and it was mainly as such that he won for himself laurels which will brighten with perennial beauty to the end of time. It is good for us, TEACHERS, to sit down sometimes and contemplate a character and achievements like his. It is well to call to mind the illustrious ones who have trodden the same paths which we now tread, long ago; to suffer our ambition to be enkindled by reflecting upon their successful labors. It is useful to study their words and their deeds, and to discover the secret which gave them so high distinction. It will serve to create a more just appreciation of the excellence of our profession, and to ensure for it a more appropriate respect, when we dwell upon the memories of the long succession of great ones, from Socrates down, who have adorned our avocation. Then we shall not speak of our "humble work" nor envy the Law, Medicine or Divinity, their illustrious names. In Ascham's own words, "Yet some men, friendly enough of Nature, but of small judgment in learning, do think I take too much pains and spend too much time, in setting forth these children's affairs. But those good men were never brought up in Socrates' school, who saith plainly, 'That no man goeth about a more goodly Purpose, than he that is mindful of the good bringing up both of his own and other Men's Children.'

"Therefore, I trust, good and wise men will think well of this my doing, and of others that think otherwise, I will think myself, they are but men, to be pardoned for their Folly, and pitied for their Ignorance."

At some future opportunity, a more extended accour now exceedingly rare and invaluable work, "The S ter," may be given.

MY DEAR EDITOR:-"Hard pushed for copy" you n been, when you asked an "outsider" like myself, neith mittee-man, nor a schoolmaster, nor directly connecte way, except as its hearty friend and well-wisher, with the of education," to contribute to your pages. What h say worth reading? what experiences to detail, what give, what improvements to suggest? The best I can express a sincere sympathy with you and your fellowA word or two of respect and encouragement, therefor be the hasty fulfilment of a promise rashly made in a the request of old friendship. The title of your journal hint; and so I speak of the MASSACHUSETTS TEA

He has a grand and solemn vocation; let him ma and discharge it under a sense of the responsibleness b to his privileges. Dr. Channing did not exaggerate my all, when he said, "there is no office higher than th teacher of youth; "-and nowhere in the world can th be made so great and influential as in our ancient" wealth," the birthplace and homestead of popular ed School-houses are the spring-heads of influence, that broad and wide-spreading streams; and so he who work them, works at the sources of power, where every touc and no effort is wasted. The imagination must be exer reach this fact in all its fulness and comprehensivene superficial sight it may look like a small affair,-a ro with threescore, more or less, of boys and girls, and gogue drilling them, day after day, in the alphabet and tences of that book of knowledge which has no "Finis. the meditation that penetrates into the heart of a thi traces its relations, and sees in the acorn the future oak, soon discovers that this judgment according to appe is not righteous judgment. As well despise the bubbli tain-heads far away in secluded mountain regions, tric gether into the streamlets that combine into rivers, spr into lakes, afterwards to be narrowed into the irresistib and terrible beauty of Niagara-as well despise the thr beams or the tiny waves of light, that are woven toge undulate in unison to bathe the earth in sunshine,-as the humblest school-house where is unsealed and set in

the intelligence of generations. The teacher must think of this daily, hourly, if he would keep his purpose high, and feel the real elevation of his post, the animating pressure of his obligations. A profound respect for his noble calling, whose possible efficiency he cannot measure, should induce him to regard it, and win others to regard it, as a "profession," second to no other profession,-not a mere help to something above it, or a work he may be only half in earnest about, until he can find one better or more profitable. If he has the requisite tastes and talents and natural gifts, he already occupies no mean centre of power, -is in a sphere which is wide enough for the exercise of his whole soul.

Starting with, and keeping fresh and living, this conception of his office will enable the teacher to cause its dignity and importance to be esteemed in the community, according to its just deserts. I say, will enable the teacher, because he must mainly accomplish this end. He has done a good deal towards it already. Conventions, institutes, journals, are witnesses that the schoolmaster stands higher, enjoys more consideration, and exerts more influence, than he once did;-that among our free institutions, and where the entire people need knowledge, he is a more eminent person than formerly. With the increasing conviction of the importance of education, there has been a corresponding increasing conviction of the high social rank of the educator. Here, then, is a call which the Massachusetts Teacher should endeavor to meet. How?

The answer, in general terms, is, by the most thorough and comprehensive self-culture and development. His preparation for his special work is to make himself a man, an entire and genuine man. The day has gone by for mechanical instruction. Automata are no longer wanted in the school-room; but men, men of ability, men of acquirement, men of enlarged, philosophical, disciplined, and balanced minds, who teach according to principles, and not merely according to rules, who make their own system, or rather act out their own spirit, and do not move round as the blind mill-horse, in a beaten path. Tact, manner, invention, all the resources and faculties of an educated,-using the word in its true sense,-gentleman,-using that word, also, in its true sense, should characterize the Massachusetts Teacher. He should have, too, literary skill, be an easy speaker, apt at illustration, stored with the special learning he needs, and furnished, also, with general knowledge; and, of course, he should be well paid, and left to do his duty in his own way, because he proves himself able to devise and execute the right way.

I sympathize with the schoolmaster's sensitiveness at the dictation, petty supervision, perhaps meddlesomeness of theoret ical gentlemen on the "Committee" in the lecture room or

elsewhere. But the method of getting rid of this int supervision, or whatever you may please to call it, above it and put it down by superior attainments. teachers are the least troubled by it. But as a matter has been true,-possibly it may be true now,-that pe never, rod in hand, taught a single young idea how have really understood the philosophy of teaching mu than those who grew gray in the school-room. It said, with some irreverence and too much truth, that minister out of the pulpit and you catch a fool." Th chusetts teacher must be careful that no similar prover to him. He is in danger, every profession has its perils, he is in danger of living within a contracted being pedantic, narrow, literal and mechanical, of go business as a daily task merely, of letting a fine e cool down, and the ambition to be every way as scholar, thinker, vigorous-minded, and large-hearted m can die out. He is in danger of this: though the dan less and less every day, and he is honorably deser bravely taking the lofty position he must ultimately social economy. Let the encouraging word to him be fausto."

You perceive, my friend, that I have been indulg hasty sketch of the Massachusetts teacher, somewhat t into the ideal, with the stature he may have in the " coming," or the perfection of beauty that will be his in lennium: for I take it, the millennium will be no mille all, unless it has room for growth and opportunities f ness. Rememberest thou the saying about aiming at Well, find in that the kindly-meant and animating mor scribbling. Believe it is entirely from respect and lov Massachusetts teacher, that the desire to see him liftin up and "magnifying his office" comes.

One thing more. The exigences of style, and the a of clumsy periphrases, have necessitated the use masculine gender. But of course my remarks are include that element recently introduced into the syst struction, to which we are to look for a larger and love ence of grace, gentleness, delicacy of imagination, and other bright and winning virtues, which will relieve smile the severity, and by their poetry the prose, of th room. The hill of science may have granite for its basi attract climbers there must be flowers to line its ste verdure on its precipices, and sunshine illuminating ravines. Yours, &c.,

S