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A band of martial nobles brave advance with leal accord,
Then swore the King a mighty oath, with arm uplifted high,
“My gracious liege,” Earl Pembroke said, “ thy baleful curse this day Shall doubtless be accomplished full, upon yon doom'd array ; For is not thine the mightiest host, and best appointed far That ever any English King yet marshall’d into war? Oh, that to-day thy sainted sire could stoop from heaven one hour To see this host and hear thy words heavy with godlike power!"
D'Argentine with scornful lip, thus bitingly replied, “Since Pembroke hath the lion kill'd, his share should be the hide! I do admire his confidence—he speaks as all were done The Scots with words are cut to shreds—the battle's fought and won! Catch ye the northern lion first—then kill him as ye mayBut first to kill, and then to hunt, is rather wondrous play.
I boast not of my deeds in arms, though I have seen some game,
“ Brave Argentine!” Earl Pembroke cried, “thy words do prick
Such bitter taunts, such stinging speech unmoved I may not hear.
D'Argentine, despite all blame, or praise, or hope, or fear,
Deep boil'd the King with stifled rage against d'Argentine, Whose sober truth and sense would not with his vain curses twine; Yet smooth from policy, he strove to calm the tempest proud That ruffled brave d'Argentine, but stormed in Pembroke loud. “ This mortal combat I forbid!”-loudly exclaim'd the King“In token of our royal will, I down my warder fling: Pembroke, my kinsman true and brave, on thine allegiance now I charge thee to resume thy gage, and calm thy wrathful brow! And thou, d'Argentine the stout, renown'd for prowess high, We must thy bold and cutting words let pass unheeded by, Deeming them spoken not in scorn, but all in honest zeal, For England's glory, our fair fame, and for the general weal: This is I do believe in sooth the fountain-source of all, Those gibes at me and Pembroke launch'd and which hath stirr'd his
gall; I as the Monarch of you both, beseech-nay, I command That ye, eschewing hate and rage, as brothers clasp the hand !"
“ Obedience prompt a soldier owes unto his lord's behest "Pembroke replied—"I yield my hand and hold the past a jest.' “I give thee mine"-quoth Argentine" and swear by this true heart, That hate, or rage, or malice vile had in my words no part.”
Thus blunt and generous Argentine with frank uniron'd hand,
“Brave Lordings! all our discord heal'd, let hatred now our rage Into a tiger-temper rouse, then vengeful slaughter wage!”
Now spake the Marshall Deputy of England's regal host-
“Well thought, d'Segrave," quoth the King, “let man and horse be fed;
Now swift these valiant peers disperseobey their lord's command, While to the barriers Edward rides to scan the Scottish band.
SKETCHES OF GREAT EDUCATORS-PESTALOZZI.
( Continued from page 73.) Pestalozzi had now found out the thorough principle of education, and it was not long before an opportunity presented itself whereby it was thoroughly tested. The inhabitants of the canton of Unterwalden had, by their conscientious resistance to the Helvetic Republic, brought down upon their heads the vengeance of the French, who had revolutionised the greater part of Switzerland, and overawed the rest. Stantz, the capital of Unterwalden was sacked and burned. The inhabitants were mercilessly massacred without distinction of age or sex. Those who escaped fled to the mountains till the spoilers had retreated. When they descended to their former homes, they beheld nothing but blood and ashes. The Helvetic government, deeply deploring the unnecessary severity, hastened to rebuild the ruined city, and provide for its bereaved citizens. The destitate children were collected, and Pestalozzi was invited to take charge of them. The Ursuline convent, not yet completed, was assigned as their asylum. The only room fit for occupation was one about twenty-four feet square, and that was unfurnished. This room had to serve as school-room, kitchen and dormitory. Being continually overcrowded, disorder, uncleanliness, and even disease could not well be avoided. Notwithstanding, Pestalozzi did not despair. He tried to achieve the greatest amount of good possible under the circumstances. Nor were these the most formidable obstacles he had to surmount. The guardians of the children were continually finding fault with what was beyond Pestalozzi's power to remedy, and frequently attributed to the teacher what was in reality the fault of the pupil. "Mothers, who supported themselves by open beggary from door to door, would, upon visiting the establishment, find some cause of discontent, and take their children away because they would be no worse off at home. Upon Sundays especially, the fathers, mothers, sisters, brothers, aunts, cousins, and other relations of various degrees, made their appearance, and taking the children apart in some corner of the house, or in the street, elicited complaints of every kind, and either took the children with them, or left them discontented and peevish. Many were brought to the asylum with no other intention than to have them clothed, which being done, they were removed at the first opportunity, and often without an ostensible reason. Others required to be paid for leaving their children, to compensate for the diminished produce of their beggary. Others, again, wanted to make a regular bargain for how many days in the week they should have a right to take them out on begging errands, and their proposal being rejected, they went away, indignantly declaring that unless their terms were acceded to they would fetch away the children in a couple of days, a threat which some of them actually made good.” This kind of opposition a teacher feels acutely. He calculates upon the perversity of circumstances, and of the natures he is developing, but the denial of moral sympathy from those whose natural duties he is discharging, cuts him to the quick, and seriously discourages him unless, like Pestalozzi, he finds sympathy sufficient in the consciousness of having performed duties acceptable to the great Master of life. Pestalozzi could look beyond the present for the reward of his labour. He was one of those enthusiasts whom honest singleness of purpose, based upon an almost intuitional perception of truth, frees from the damning scepticism concerning human power and human attainment. How much need has mankind of the sanguine, hopeful spirit of such men, especially in our own day, when that cold frost of scepticism has nipped and blighted so much of our sterling faith!
In the midst of this confusion and distraction, Pestalozzi set to work methodically, if not systematically. His method was that of nature, and required no apparatus save that which every mind carries about with it. He had his pupils and himself, if we may so express it, and these were all he required besides what lay around them and within them. He had only to make himself acquainted with their experiences, and they were ready for effective work. This method, however, was not exactly his own choice. Necessity compelled him to adopt it; but what was begun from necessity was continued afterwards from choice. The “rationale" of his method was this: “He directed his whole attention towards the natural elements which are deposited in the child's mind. He taught numbers instead of ciphers, living sounds instead of dead characters, deeds of faith and love instead of abstruse creeds, substances instead of shadows, realities instead of signs. He led the intellect of his children to the discovery of truths which in the nature of things they could never forget, instead of burdening their memory with the recollection of words which, likewise in the nature of things, they could never understand. Instead of building up a dead mind and a dead heart on the ground of the dead letter, he drew forth life to the mind, and life to the heart, froin the fountain of life within.” The routine of system may vary with different individuals, or even with the same individual, but the method never may, for providence in nature is fixed and determinate. Truly, too, hath the poet said, “ Heaven lies about us in our infancy;" for with the simple trusting faith of the child we ought to inquire “the way, the truth, the life,” from the ministers of good that form the unseen spirit of the universe. Pestalozzi could see into the spirit of things, and abstract the spiritual good. He had but to instil his enthusiasm into the minds of his pupils, by showing them the way, the truth, and the life, in a form suited to their capacities, and as soon as that was fairly kindled within them, his main purpose was gained; for all true education cometh from within.
The educator is but a guide well skilled in the method of nature. Each intelligent soul does and alone can do the main work by itself, so that self-education is only true and thorough.
Pestalozzi addressed himself to his work like a man inspired Indeed, the highest intuitional power possible for man to have was required for it. His genius was only equalled by his devotedness ;witness the following picture: “There, in the midst of his children, he forgot that there was any world besides his asylum; and as their circle was an universe to him, so was he to them all in all. From morn to night he was the centre of their existence. To him they owed every comfort and every enjoyment; and whatever hardships they had to endure he was their fellow-sufferer. He partook of their meals, and slept amongst them. In the evening he prayed with them before they went to bed, and from his conversation they dropped into the arms of slumber. At the first dawn of light it was his voice that called them to the light of the rising sun, and to the praise of their heavenly Father. All day he stood amongst them, teaching the ignorant and assisting the helpless, encouraging the weak and admonishing the transgressor. His hand was daily with them, joined in theirs; his eye, beaming with benevolence, rested on theirs. He wept when they wept, and rejoiced when they rejoiced. He was to them a father, and they were to him as children.' His method, which some might consider no method at all, is thus discriminatingly described by Biber, from whom we have quoted pretty freely already: “They (the children) had no tasks to get, but they had always something to investigate, or to think about. They gained little positive knowledge, but they increased daily in the love of knowledge, and in the power of acquiring it. They might have been at a loss if called upon to quote texts in support of any particular doctrine of Christianity, but in the practice of its virtues they were perpetually exercised. The whole tendency of Pestalozzi's instruction was not to initiate his children in the use of those phrases which form the currency of the scientific, literary, political, and religious world, nor to habituate them to any sort of routine for the future purposes of business, but to raise their state intellectually and morally by a treatment conformable to the law of God in human