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The Student and schoolmate; an illustrated monthly for our boys and girls (Volume v.25-26(1870)) online

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machine. This man is an artist, the other only an operative," said we,
to our companion.

He smiled as he looked at his clay-stained fingers. " I think I should
get on better with the machine. But what you say is true enough, and
I fancy that some of the beauty and grace of a man's work is taken

90 The Student and Schoolmate.

away by machinery. A work that a man shapes with his hands, thinks
about day and night, and puts his heart and soul into, he must love
better, and it must have a stronger influence upon his character, than
the mere tending of a machine which requires nothing but care. I think
a painter who has watched every expression of his sitter's face, and
striven to reproduce his whole character while he paints his picture,
must love his art better than the photographer, who merely arranges
his conditions, and leaves the sun and his chemicals to do the rest.

E. C. J.


HEN that famous English merchant, Samuel Budgett, was at
the head of his large mercantile establishment, in which some
three hundred persons were employed, he had one boy whose
business it was to straighten old nails that were picked up in the build-
ing. " Not a very important or dignified business ! " some of the lads
will say. It was just as necessary, however, as any other work that
was done ; at least, it was so regarded by Mr. Budget, who managed
his business with the utmost economy. Perhaps many of his clerks
called him " penurious " and " niggardly " for saving the old nails which
many men would throw away. But Mr. B. knew what he was about.
Nor was he penurious or niggardly. On the other hand, he was very
benevolent. He had an object in saving the nails beyond the matter of
economy, which was important in itself. The labor of straightening the
nails would test the qualities of the boys. He could learn whether they
would make good business men from their manner of straightening

" A boy who will straighten nails well, will do other things well." he
used to say. And his practice showed that he believed what he
said ; for if a boy did this work poorly, he was not promoted, but
dismissed. " If you will not do that well, you will do nothing well," he
would say to the shiftless boy who thought that straightening nails was
too small business to be done thoroughly. There were men in his
establishment, having fine salaries, who won their places by exhibiting
their industry, perseverance and thoroughness in straightening nails.
By doing small things well, they proved themselves qualified to do large
things well.

When a boy in Mr. B.'s store had discharged his duty promptly on
the nails, he was promoted to the position of " bag-mender" which was

Doing Things Well. 91

not much more dignified. But almost always the boy who did the first
well, proved himself faithful in the second. And thus boys in his store
were trained iu this way to occupy important posts.

Here is a good lesson for the readers of this magazine. How many
boys would rather be excused from such nail business ! How many
would slight the work if compelled to do it ! And all because they do
not see the lesson which is taught them, viz., the principle of doing
things well. Starting in life with this determination, is a good be-
ginning, without which the end may be evil. Doing things so as to
"pass muster," and "just squeeze along," and not lose one's place, has
been true of many a man, who was not taught to do things well in his
boyhood. In the school-room it is precisely as it is in the shop, and
store, and on the farm. Many scholars are satisfied with lessons that
just escape the mark of failure. They have no desire to be the best
scholars, or if they have the desire, they are too lazy and indolent to try
for it.

One of Dr. Johnson's maxims was, " Whatever is worth doing at all,
is worth doing well," and it is always regarded honorable for boys or
men to adopt the principle.

There was once a member of the British House of Commons, who
rose to that eminence from the humblest origin, by dint of perseverance.
In a debate, one day, an aristocratic member taunted him with his
humble origin, saying, " I remember when you blacked my father's
boots." " Well, sir," was the noble reply, " did I not black them well?"
It was a principle with him to be thorough, and so he made just as
good a member of the House of Commons as he did boot-black. The
same was true of that successful Boston merchant, William Gray, who
became a millionare. In his boyhood he was a " drummer ; " and on
one occasion, a fellow merchant sneeringly referred to that fact, when
Mr. Gray replied, "And did I not drum well?" That response was so
grand that it has passed into history.

This class of toilers always find patronage when others do not. And
they are so few, too, in comparison with the opposite class, that their
services are more earnestly sought after. If a man wants to employ
a carpenter or painter, he secures the best he can find. The merchant
demands the best accountant or clerk, and he will accept no other if
he can help it. His errand boy, too, must be faithful and true, or make
room for another. A shiftless, indifferent laborer on the farm, or in the
shop, will scarcely be tolerated. Thus, in all places and at all times,
doing things "well becomes both a recommendation and passport to
a youth. Rev. William M. Thayer.

9 2 The Student and Schoolmate.


Only a boy with his noise and fun,

The veriest mischief under the sun ;

As brimfull of mischief, and wit, and glee,

As ever a human frame can be,

And as hard to manage as — what ? ah, me !

'Tis hard to tell,

Yet we love him well.

Only a boy with his fearful tread,
Who cannot be driven, but must be led;
Who troubles the neighbors' dogs and cats,
And tears more clothes, and spoils more hats,
Loses more kites, and tops and bats,

Than would stock a store

For a year or more.

Only a boy with his wild strange ways,
With his idle hours, or his busy days ;
With his queer remarks, and his odd replies,
Sometimes foolish, and sometimes wise,
Often brilliant for one of his size,

As a meteor hurled

From the planet world.

Only a boy who will be a man,
If Nature goes on with her first great plan —
If intemp'rance, or some fatal snare,
Conspire not to rob us of this our heir,
Our blessing, our trouble, our rest, our care,

Our torment, or joy !

" Only a boy."

Declamation. 93

[See Diagram in January No.]


HE true 1 glory 1 of a nation 3 is in an intelligent 1 , honest 1 , indus-
trious 1 Christian 1 people 1 .

The civilization 1 of a people depends on their individual 1

character 1 ; and a constitution 1 which is not the outgrowth of this char-
acter 3 is not worth the parchment 1 on which it is written 1 . You look in
vain in the past, for a single instance 1 where the people have preserved
their liberties 3 , after their individual character 1 was lost. It is not 3 in
the magnificence 7 of its palaces 7 , — not 3 in the beautiful 1 creations' of
art 1 lavished on its public 11 edifices 11 , — not in costly 11 libraries 11 and gal-
leries 11 of pictures 11 , — not in the number 1 or wealth 1 of its cities 3 , that
we find pledges of 3 a nation's 3 glory 5 . The ruler may gather 1 around 1
him the treasures 7 of the world', amid a brutalized 14 people 14 ; the senate-
chamber may retain its faultless 3 proportions 3 long after the voice of
patriotism 1 is hushed 14 within its walls 14 ; the monumental marble may
commemorate a glory 5 which has forever 13 departed 13 . Art 1 and letters 1
may bring no lesson 1 to a people 3 whose heart 1 is dead.

The true 7 glory 7 of A nation 7 is in the living 5 temple 5 of a loyal 5
industrious 5 and upright 5 people 5 . The busy 1 click 1 of machinery 1 , ^-
the merry 2 ring 2 of the anvil 2 , — the lowing 1 of peaceful 1 herds 1 , and
the song 3 of the harvest 3 home 3 , are sweeter musie than pagans 11 of de-
parted 13 glory 13 , or songs of triumph 10 in war 10 . The vine-elad cottage 18 of
the hill-side 18 , the cabin 18 of the woodsman 18 , and the rural 18 home- 8 of
the farmer 18 are the true 3 citadels 3 of any country 7 . There is a dig-
nity 5 in honest 1 toil 1 which belongs not 1 to, the display 1 of wealth 1 or the
luxury 1 of fashion 1 . The man who drives the plough 11 , or swings his
axe 1 in the forest 11 , or with cunning fingers plies 1 the tools 1 of his craft 1 ,
is as truly the servant of his country 3 , as the statesman in the senate 11 ,
or the soldier 1 in battle 1 . The safety of a nation depends not alone on
the wisdom of its statesmen or the bravery of its generals. The tongue
of eloquence 3 never saved a nation tottering 1 to its fall 1 , the sword of a
warrior never staved 13 its destruction 13 . There is a surer defence in


The Student and Schoolmate.

every Christian home. I say Christian* home, for I know of no glory"
to manhood 5 which comes not from the cross 5 . I know of no rights
wrung 1 from tyranny, no truth rescued 1 from darkness 1 and bigotry 1
which has not waited on a Christian 3 civilization*.

Would you see the image of true 5 glory 5 , I would show you villages 13
where the crown 5 and glory 5 of the people was in Christian 11
Schools 11 , where the voice of prayer 5 goes heaven 17 -ward, where the
people have that most priceless gift 5 — faith in God 1 ' 2 . With this as the
basis 6 , and leavened as it will be in with brotherly love 3 there will be no
danger in grappling with any evils 3 which exist in our midst ; we shall
feel that we may work 1 and bide our time, and die knowing that God 17
will bring victory 11 .

Bishop Whipple.

Note. The readers of the Schoolmate have doubtless noticed some very grave
errors in the marking of the Declamation in the January No. It was the result of
an entire re-arrangement of the " chart." We re-publish the piece, corrected.


$n ISasu, $umoi|Ou$ dialogue.

Characters. — Mr. Slim, teacher; Mr. Frogg, Mr. Crabb, Committee; Jack
Shephard, Timothy Robbins, " Bill " Fish, Richard Robinson, Master
Freddy, Sarah Flounder, Betsy Jane, Mary Spruce, and others.

Mr. Slim (rapping with a ruler on his desk.) School come to order.

( General disorder and confusion follows, each pupil having something
very important to do before he takes his seat.)

Mr. Slim (in a high tone.) School come to order.

(The pupils take their seats except two boys who continue playing tag
in the school-room.)

Mr. Slim. Jack Shephard and Tim Robbins come to order. D 'y e

Jack. Yes sir, in a minute ; just as soon as I get the last tag.

Mr. Slim. If you don't take your seat, I will give you a tag that you
will have cause to remember. Didn't I tell voa to come to ordsr five

Dialogue. 95

minutes ago ? How many times must I speak in Order to be minded ?
{Jack takes his seat.) The first class in reading. {Members of the class:
Bill Fish, Betsy Jane, and others.) What is the selection for reading
to-day ?

Betsy Jane. Address to the Mummy in Belzoni's Exhibition. Page

Mr. Slim. Belzoni, you should know, in order to understand the
piece, was a very distinguished traveller. He was born at —

Jack Shephard {in his seat.) Please sir, Tim Robbins is botherin,

Tim Bobbins. He 's got my books all out of kilter.

Mr. Slim. Jack Shephard, do you march yourself into one corner of
the room, and Tim Robbins into the other, and stand there until the
class is done reading.

He was born at Padua, about the year 1778. He visited Egypt, and
became very greatly interested in Egyptian antiquities. He was the
first who discovered the entrance to the great pyramid Ghizeh. He en-
tered the subterranean caverns of the mountain Gornoo, the burial-
place of Thebes, and — ( Three great apples drop from one of the girl's
desk, and roll upon the floor.)

Sarah Flounder, pick up those apples, quick ! What are you doing
with apples in school time, I would like to know. {Sarah picks up the
apples, and taking her seat, begins to study in a whisper, swaying to and
fro) — and there found innumerable mummies, many of which he very
carefully examined in search of ancient records, called papyri. He sent
many valuable relics to England, where he held an exhibition. Now
who was Belzoni ?

Betsy Jane. He was a mummy.

Bill Fish. He was the son of his mummy.

Mr. Slim. I never !

Betsy Jane. He hunted after mummies on the mountains of Thebes.

Mr. Slim. He was a great traveller and antiquarian.

Betsy. He was a great traveller and antiquarian.

Bill. He was a great traveller and antiquarian.

Mr. Slim {reading.)

" And thou hast walked about (how strange a story !)
In Thebes's streets three thousand years ago,

When the Memnonium was in all its glory,
And time had not begun to overthrow

Those temples, palaces, and piles stupendous,

Of which the very ruins are tremendous!

96 The Student and Schoolmate.

" Speak !*for thou long enough hast acted dumby ;

Thou hast a tongue ; come, let us hear its tune ;
Thou 'rt standing on thy legs above ground, mumrny !

Revisiting the glimpses of the moon.
Not like thin ghosts or disembodied creatures,
But with thy bones and flesh, and limbs and features.

"Tell us — for doubtless thou canst recollect —
To whom should we assign the Sphynx's fame ?

Was Cheops or Cephrenes architect

Of either pyramid that bears his name ?

Is Pompey's pillar really a misnomer ?

Had Thebes a hundred gates, as sung by Homer ?

" Perhaps thou wert a mason, and forbidden

By oath to tell the secrets of thy trade —
Then say, what secret melody was hidden

In Memnon's statue, which at sunrise play'd ? "

The Memnoniuui was a magnificent temple at Thebes.* Memnon's
statue " which at sunrise played," was a colossal work of art. It was
forty-seven feet high, and stood on a massive pedestal. At sunrise, for
centuries, it sent forth sweet strains of music. Hence it was called the
Vocal Memnon.

(An apple rolls from Sarah Flounder s desk. Sarah begins to study
again, saying in a loud whisper ;) An island is a tract of water almost
surrounded by land. ( Which she repeats, swaying to fro.)

Mr. Slim. Sarah, walk out on the floor. Stand on one foot. Now see
if you can be still a mimute. (Sarah begins to cry, and in consequence of
her position on one foot, makes a very ridiculous figure.) The statue of
Memnon is in a sitting posture — Mary Spruce, go and sit with Richard
Robinson. I am tired of seeing you stare at him across the room — It
holds in is lap a very wonderful stone, which, when struck, fills the air
with music like the ringing of a bell. There are certain stoues in Egypt
that are said to emit sweet sounds when the rays of the sun first fall
upon them.
■ Master Freddy. Please, sir, Mary Spruce is biting Richard.

Mary. 'Hain't neither.

Jack Shephard, (looking from the window.) Oh !

All of the scholars. Oh ! Ob ! Oh !

Mr. Slim. What is to pay now ?

Jack Shephard. The Committee is comin'.

Mr. Slim. The Committee coming ? I should think it was. Oh !
" Oh ! for a lodge in some vast wilderness."

Class in reading, take your seats. Jack and Jim, take your seats.

Dialogue. 97

Sarah Flounder, and Mary Spruce, too. Fred, pick up those whittlings
under your desk. ( General confusion follows, the scholars now and then
looking from, the window, and saying) Oh ! Oh !

Scholars, you see that. {Holding up a stick.) Well, if you make any
disturbance while the Committee are here, you shall not only see it, but
feel it, when they are goue. I shall call the first class in Grammar. The
lesson for parsing is, " The stripling smote the Hitite that he died."
The is an article ; stripling, a noun, masculine gender ; smote, a verb,
transitive ; Hitite, a noun, proper ; that, a conjunction ; died is intrans-
tive. Now, William Fish, don't make one of your great, awkward
blunders, and disgrace the whole class. Just see if you can read the
sentence correctly, you stand first in the class.

Bill Fish. " The — strip — stripling — smote — the Hi-ti-ti-te — that
— he — did."

Mr. Slim.. That does beat all.

(A rap is heard at the door. Enter Mr. Frogg and Mr. Crabb.

Mr. Slim. I was about calling my class in Grammar. Would you
like to hear it, gentlemen ?

Mr. Frogg. A very important study, Mr. Slim, — a very important
study. We would much like to hear your class, Mr. Slim.

Mr. Slim. The first class in Grammar. {Members of the class :
Bill Fish, Richard Robinson, Mary Spruce, Sarah Flounder.) William,
what is the parsing lesson, to-day.

Bill. The sapling smote him hity-tity, that he did.

Mr. Slim. No. " The stripling smote the Hitite that he died."

Bill. The is an article, definite, and describs stripling.

Mr. Slim. No, limits stripling.

Richard. Stripling is a noun, third person, singular number, mascu-
line gender, nominative case, agrees with died.

Mr. Slim. No. It is not the stripling died, but the stripling smote.
Subject to smote, according to the rule.

Richard. Subject of smote, according to the rule.

Mr. Frogg What is the rule ?

Richard. It has slipped my mind.

Mary. Smote is a varb.

Mr. Slim. A verb, you mean.

Mary. Smote is a verb, irregular, transitive, indicative mode, perfect
tense, and agees with its subject in number and person.

Mr. Frogg. Well done. But what is the subject ?

Mary. The Hi-ti-tite.

98 The Student and Schoolmate.

Mr. Slim. I am astonished. Indicative, perfect, third, singular, and
agrees with stripling. Rule : A verb must agree with its subject in
person and number. Sarah, parse Hitite.

Sarah. Hitite is a noun.

Mr. Slim. Common ?

Sarah. No, uncommon ; I can't parse it.

Mr. Frogg. Why ?

Sarah. 'Cause I don't know how.

Mr. Frogg. Our time, Mr. Slim, is limited. We have four other
schools to visit this afternoon. I like the appearance of your school.
This class is getting hold of things finely. They will make very ex-
cellent grammarians in the end.

Mr. Slim. Will you make some remarks ?

Mr. Frogg. If agreeable.

Mr. Slim. The grammar class is excused. School please come to
order. I have the pleasure, scholars, of introducing you to Mr. Frogg,
the able chairman of our committee, who will now favor us with some

Mr. Frogg. (Ahem.) I am much gratified, dear pupils, at what I
have seen and heard. The order in this school seems to be excellent.
The recitation in grammar quite surprised me. Them scholars are get-
ting hold of things finely. I hope you will improve in the future as you
have in the past. This school, friend Crabb, (laying his hand on friend
CraWs shoulder,) is all that we could wish.

Scholars, do not be satisfied with mere superficial attainments. Drink
deep from the fountain of knowledge. I wish to leave an impression on
each school that I visit. The idea I would leave here, is beautifully
expressed by the poet who says, (ahem !)

"A little learning is a dangerous thing,
Drink deep " —

(ahem ! ahem !) Now scholars, what did the poet say ?

Master Freddy. He said, " Ahem ! ahem ! " (The Committee leave.)

(Spoken.) In this, our dialogue, you see

A school as it ought not to be ;

The teacher lacking moral force,

The pupils wayward, heedless, coarse ;

There are such schools that I have seen,

Though they are few and far between.

And I am glad, dear friends, aren't you?

Such schools are far between and few.

Hezekiah Butterworth.

Our Desk.


'MASSING a new and costly building
,4a few days ago, our attention was
' f attracted by a beautiful display of
plants, which occupied one of its win-
dows. On closer inspection we noticed
other windows in the building presented
the same beautiful appearance. A storm
was raging without, but here was an in-
dication of comfort within, dispensing
beauty without for the enjoyment of the
wayfarer as he passed on his way to his
daily toil.

We were the more impressed by this
evidence of good taste, and industrious
care of what are familiarly termed house-
plants, by the fact that the building was
devoted to the purposes of a public
school, it having been but lately erected
at a large expense, and dedicated to the
education of such children, be they poor,
or be they rich, as choose to enter its
portals for instruction. And here the
thought struck us that whoever those
teachers might be, they had, certainly, a
right idea of the duties they had under-

Next to the home, comes the teacher
in the moral and intellectual instruction
of the young. Consequently the school-
room, as well as the home, should present
an attractive appearance. Good disci-
pline is enforced not so much through
fear as love. " I love my teacher."
Therein is the difference in schools and
in teachers, and it needs but a short ac
quaintance to distinguish a teacher as
belonging to the one or the other class.

Hence we hail every evidence of a cul-
tivated taste and affectionate disposition
in the school-room as a good omen.
Let the windows be filled with the
rarest flowers, let the walls be hung with
carefully selected pictures, let the rooms
be well and judiciously ventilated, the
seats be arranged with regard to comfort,
in a word, let cheerfulness and affection
prevail, and then will the school-room
have assumed its proper place as an
educator of the mind and heart. Then
will the teacher deem it no trial to impart
knowledge, neither will the pupil think
it a hardship to engage in those studies
which are so essential to his future well
being, as fitting him for the active and
sterner duties of life.

An unusual demand has been made
on us for the bound volumes of the
Schoolmate for 1869. We are highly
gratified at this degree of interest in our
work, and shall continue to meet any
calls upon us for this exceedingly low-
priced book. We continue to send the
volume by mail, postage prepaid, on re-
ceipt of two dollars, and have exchanged
many volumes with our renewing sub-
scribers on payment of fifty cents, where
their numbers have been carefully used.
In many instances, however, we have
been obliged to refuse to do so, subject-
ing the parties to a delay of several
weeks while their volume is in the
binder's hands, and then a soiled book
is of necessity the result. In a majority
of cases, this was caused by parties who
borrowed the magazine of the subscriber.
One little fellow was sadly disappointed,
and with emphasis exclaimed, " If mother
would only have minded me and ?iot lent
my magazine it would have been all
right, I told her so."

The lad was right Our magazine
costs but $1.50 a year, and for 50 cents
additional, at the close of the year, we
exchange for a volume neatly bound in
cloth, if the numbers are clean and in


The Student and Schoolmate.

good order. No other magazine pub-
lisher does THIS, and is it not worth
while to see that the numbers are well
kept ? Is there anything selfish in re-
fusing to lend under such circumstances ?
Our circular to subscribers in the Janu-
ary number points out a way to remedy
this, and we are already in receipt of
many additional subscribers through our
long-time patrons. Thirty days more
are allowed on the advantageous terms
then offered.

A few bills for the present year are
still unpaid, and we shall continue to
send Mr. Alger's photograph for all
payments made before the first day of
March, as well as to all new subscribers.

We congratulate our young friend,
Alert, on the beautiful appearance of
The Young Sportsman, the first num-
ber of which is before us, and gives evi-
dence of much tact in its editor. We
wish him all manner of success, for he
merits it.

Cheese Kurd is guilty of this, " Why
is a tool chest containing a poor axe like
the state of Wisconsin ? Because they
both have a Bad Axe." How can the
poor fellow sleep o' nights ?

Frank H. Hoffecker, Box 723, Wil-
mington, Del., wishes to correspond
with " Schoolmates " of either sex. He
must be a good fellow, for he ranks our
magazine very high, and appreciates
Mr. Alger as a writer. But bet,ter than
all, he promises us some enigmas, puz-
zles, &c. Don't forget us, Frank.

Send it along, Samuel, we shall be
glad to hear from you, even if you are 15
years old. Am glad you are so honest
as to state it, and to meet your case, we
will offer a similar prize (viz., 10) to any
subscriber to the 'Schoolmate from four-
teen to sixteen years of age Will you
take the prize ? Try for it.

Good Health has vindicated its right

to a place in every household as a journal
devoted to " the improvement in human
health, — the lengthening out of human

Online LibraryPanama Canal CompanyThe Student and schoolmate; an illustrated monthly for our boys and girls (Volume v.25-26(1870)) → online text (page 9 of 55)