drop all allusion to their hatred to him as a strong partisan of the Blue faction, and to dwell merely upon that which was a subject of general offence to both factions.

This chief of the West was one of those unfortunate rulers who seem to be born at the wrong time; and whose virtues, no less than their errors and their vices, contribute to their misfortunes. In this dispute between the Red and Blue factions, though, as I have said above, he was an ardent partisan of the Blue faction, he had never favoured them in the distribution of offices; being too just a man for that. He was therefore neither valued as a friend, nor feared, however much disliked, as an enemy. He was very much the prey of the last speaker, and so his policy was never consistent; being alternately strict and lax, bold and timorous. A simpleminded, good, honest man, having every wish to govern rightly, he could scarcely be said to govern at all. It seems as if such men were sent into the world, and placed in power just at a time of crisis, in order that it might be rendered absolutely certain that the crisis should be developed into great disaster, or at least great change.

Realmah knew the character of this man well, and from that knowledge foreboded calamity.

It was peculiarly unfortunate that the poorer inhabitants of Abibah should have congregated in the Western quarter of the town. It was there that the weavers dwelt, who were always inclined to be a turbulent body; and who were the first to suffer from any scarcity of provisions, as men can dispense with weaving, and go on with their old garments, when threatened by want of food. From the Western quarter the disaffection spread; and great political discussions arose throughout the whole city as to their present form of government. Any person, or thing, much discussed, is sure to be much vilified; and this quadrilateral government, when once it had to endure discussion, offered many points for attack and depreciation. Moreover, there were not wanting amongst the

Sheviri ambitious men anxious for a more republican form of government, and who looked forward to a position of power and profit, if that mode of government should be established. Their scheme was to form a council of twelve, by election, who should have supreme power for five years, three members of this council being allotted to each division of the city.

Disaffection grew to a great height, and a dissolution of the present constitution was imminent.

It is not to be supposed that men like Realmah, belonging to the ruling families, were unobservant of this dangerous state of public opinion. In fact Realmah was perfectly certain that there would be a revolution, and he began to prepare for it. The main thing that he was afraid of was that, in some popular tumult, a capture of himself, or of any of the principal people on his side, would be effected by his opponents. He was determined to profit by the revolution, but to have no hand whatever in making it. He wished that whatever step he might take, should appear to have been forced upon him. The main terror of his life, as we know, was lest the tribes of the North, already possessing the knowledge of iron, should come down upon his nation, and enslave it before he had completed his manufacture of iron. He had long come to the conclusion that a despotism would be preferable to that. The preparations that he made to prevent his being suddenly captured, were these. In his principal room he secretly contrived that, near the entrance, a part of the flooring should descend into the water upon his cutting a cord. This was for his enemies. For his own escape, he made a trap-door at the further end of the room. Beneath this opening he had a boat suspended. There was room between the lower flooring of some of the better houses in Abibah (and Realmah's was one) and the water, to navigate a boat, pushing it along from one pile to another. these means he would be able to reach the water-stairs of the residence of his uncle, the chief of the East.

By

He knew from his spies the very day upon which a general outbreak was intended to be made. Early on that day he took care that the whole of the guard should be assembled in the guard-room attached to the house of the chief of the East. Realmah remained in his own house, resolved to take no active part until some step of violence had been taken by the other side. On some pretext he contrived to remove Talora to the house of his uncle, while he and the Varnah remained at home waiting the event.

The opposite side were well aware of the sagacity of Realmah, and had arranged that a party of their adherents should attack him in his house, and that two of their principal partisans should pay him a visit of courtesy an hour before the attack was to be made, in order that they might be sure of knowing where he was, and of being able to secure him. Accordingly, in the evening, these two noblemen, Tapu and Paradee, paid their ceremonial visit. The crafty Realmah contrived to place them immediately over that part of the floor which he could make descend into the water. The guests talked upon indifferent subjects, and then afterwards ventured to discuss the dangerous state of political affairs. Realmah went on discoursing platitudes and keeping up the conversation in an easy manner. Soon the noise of a great tumult was heard. The revolution had broken out before the appointed time. Indeed, revolutions are seldom conducted with the needful punctuality. Some of the rioters had made at once for Realmah's house, had broken through the outer doors, and now rushed into the apartment. The two guests then changed their tone, and demanded that Realmah should surrender to them. Having gained what he wanted, namely, this overt act of rebellion, he let the flooring drop beneath them; and, in the confusion that ensued, he and the Varnah escaped in the manner he had planned to the house of his uncle, the chief of the East.

Realmah then hastened to put into

operation the plan that he had long determined upon. There were certain officers in the state whose functions cannot be better described than by saying that they were like those of Spanish alguazils. Realmah's scheme was to arrest the principal conspirators by means of these alguazils (whose fidelity he had taken great pains to secure), giving to each one of them a guard of ten men. Those attendants he had furnished from the tribe of the fishermen and of the ironworkers, who were devoted to him.

The conduct of Realmah at this crisis was widely different from that of Athlah; and a philosophic student of history, a kind of person not known in Abibah, might have added to his store one more notable instance of the way in which revolutions are made, and of the kind of characters which guide them.

Athlah, as we know, was not merely a stalwart man of war, but also a very considerable person in council and debate. At any rate, he had always something to say, and people were always willing to hear what he said.

Those chiefs who were loyal to the present system of government, when the tumult had begun, rushed to the house of the chief of the East. An irregular sort of council was held. Realmah briefly explained his long matured plan. Athlah raised all manner of objections not that he wished to object, for he was sincerely anxious to find a remedy for the present state of things. But when the time for swift action came, this bold hardy man, an excellent lieutenant in war, could not see his way to a course of action; and his mind was filled with doubts, scruples, and difficulties. "They had no authority," he said, "to interfere with the other quarters of the town. The West was to govern the West, just as the East governed the East, without interference. The proceedings suggested by Realmah would be a perfect breach of the constitution. He, for one, could not take such responsibility upon himself." He did not use such a fine word as responsibility. The equivalent for it in

their language was "tying a knot," and Athlah said he could not tie such a knot. The truth is that Realmah could tie a knot, a feat which the daring Athlah could not accomplish.

Realmah replied, "The counsel that I gave, will not be the counsel that I should give when that water has ceased to pour. It must be taken at once, or rejected for ever. Great Lords, Dividers of Bread, I see that you agree with me; and I hasten to execute your commands." So saying, Realmah quitted the room. The great Lords, Dividers of Bread, were secretly glad that anybody would take upon himself the burden of tying a knot, and save them the agony of deciding what should be done at this dangerous crisis. There were not wanting some of the baser sort who said to themselves that they could hereafter declare that they had not assented to Realmah's counsel, and so they should be safe, whatever might happen.

Perhaps Realmah's well-devised plans might altogether have failed but for a piece of singular good fortune. A violent storm of wind and rain came

They measured time by the falling of water from a vessel with a small hole in it, resembling the klepsydra.

on that evening. Revolutions require, before all things, fine weather. The populace gradually dispersed. In that part of the town which was subject to the chief of the East, the alguazils and their body-guards succeeded in capturing, by domiciliary visits, the chief conspirators, of whom Realmah had long ago made a careful list.

The other quarters of the town were not so well managed. The chief of the West was slain at the first outbreak ; and the chiefs of the North and the South had, in a most dastardly manner, fled. The moment that the capture had been made of the principal conspirators in the eastern quarter, Realmah felt himself strong enough to pursue the same system in the north and in the south. Before day-break, three-quarters of the city owned the rule of the chief of the East, that is, practically speaking, of his wise and energetic nephew, Realmah. A sharp encounter took place between the insurgents in the western quarter and the troops who remained faithful in the other three quarters of the town, in which contest the insurgents were completely worsted.

To be continued.

THE following remarks, concerning the teaching of English, can lay no claim. whatever to attention except so far as they are the results of experience. It will, therefore, be best to entrust the care of theories to the more able hands of Professor Seeley, whose suggestions originated the practice described below; and, plunging at once into work, to imagine our class before us, the books open (say a play of Shakespeare, Richard II. for example), the boys expectant, and the master ready. It is quite certain, however, that the latter fiction-I mean the readiness of the master-will depend to some extent upon the distinctness of his conception of his object. Let us, therefore, apologize for keeping the class and our visitors a few moments waiting while, without theorizing whether the study of English be desirable, or necessary, or worthless, we ask ourselves what object we wish to attain by this study.

I answer, not the knowledge of words, or of the laws of words (except in a secondary degree), but, in the first place, the knowledge of thoughts and the power of thinking, and, in the second place, the attainment of the idea of "a book," as a work of art.

If English is to be regarded merely as an instrument for training boys as the classical languages train them, from that point of view English does very imperfectly what Latin and Greek do far more perfectly; and, should I ever be converted to that belief, I would at once give up English studies altogether.

There has been a great deal of exaggeration on this subject. The merit of the classical languages, as a method of training, when tolerably well taught, is precisely that which Mr. Lowe, in his remarkable speech at Liverpool, refused to recognise in them. They force boys to "weigh probabilities." Out of the No. 103.-VOL. XVIII.

""

ten or twenty meanings of the Latin word "ago found in a dictionary, a boy must select the right meaning by "weighing probabilities" and pondering the context. Inflections give additional scope for the hunting and digging faculties. A boy has to disentomb nominatives, hunt after accusatives, eliminate all manner of other possible constructions of a dative until he is forced to the "dativus commodi," and the like. Surely no one will maintain that in these respects the training afforded to English boys by their own uninflected language is equal to the training afforded by Latin or Greek.

Hence the study of English as a study of words will be, comparatively speaking at all events, a failure, and likely also to superinduce a petty word-criticizing spirit of reading which is to be avoided. For these reasons, both etymology and grammar ought, in the study of English, to be kept in strict subordination to the study of thought. The great question ought always to be, "What does the author mean?" and the continual requirement from the pupils ought to be, "Put the meaning exactly into your own words." Of course, directly the question is asked, "What does the author mean?" grammar and etymology will at once step in under their proper ancillary character, doubly valuable because used as servants. They will not merely afford their usual mental training, they will also disabuse boys of the notion that grammar and etymology are infernal machines destined for their torture.

Wherever grammar and etymology illustrate the laws of thought, there they have their place in English studies; but where they do not illustrate, or cannot be made to appear to boys to illustrate thought (as for instance where

D

etymology simply illustrates the laws of euphony), they ought to be carefully kept out of sight. Thus, if we take Richard II. act i. sc. 2,

"Thou art a traitor and a miscreant,"

I should think the derivation of "miscreant" far more important than that of "traitor," and the process of thought traceable in the former (or even in the latter) word far more important than the law which drops the d in both words. In the same passage, a few lines above,

"Each day still better other's happiness,"

if you were to ask young boys what is the meaning of the verse, and then, when some careless boys would show (as I think some would show, and know that some have shown) that they had misunderstood it, were to ask them to parse better," I think even the average boy, instead of feeling aggrieved by the question, would have a new light shed upon parsing and grammar, on finding their aid useful for the understanding even of his native language.

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But now I come to the great objection, which is, as I think, felt by many old experienced schoolmasters.

"There

is no work," they say, "no digging, in all this; the boys cannot get it up; there's nothing to get up-no lexicon to be turned over, no grammar to be thumbed; the masters must lecture the boys; the boys are merely the recipients, and, at best, repeaters of what they have received."

I don't think this is so. It is true there will be comparatively little turning over dictionaries and very little use of grammars in preparing an English lesson. But is it not a most valuable result that boys should be taught that the mere looking-out of words does not constitute mental work? Is it not work for boys that they should be forced to think, that they should be obliged to turn over, not lexicons, but thoughts, and perpetually be compelled to ask themselves, "Do I understand this?"

But it may be said, "You cannot get boys to do this." On the contrary, -and this is almost the only point on

which I speak with perfect confidence,

I am sure you can. Boys may not do it at first; but as soon as they perceive the kind of questions which they must be prepared to answer, they will work most thoroughly and satisfactorily in preparation. The great business of the master will be to prevent them from working too hard, and from accumulating a number of pieces of philological and grammatical information which, as not tending to illustrate the meaning of the author, must be stigmatized as cram. The derivations alone of the words in a single scene of a play of Shakespeare would take several hours of a boy's time. Therefore the master will not merely, with great self-denial, suppress his rising inclination to pour out his own superfluous knowledge, and to convert words into pegs whereon to hang his dissertations, he will also encourage his pupils to keep to the point, and nothing but the point, directing their labours (and this will be absolutely indispensable at first) by giving them at the conclusion of every lesson some indications of the difficulties which they must be prepared to solve in the next lesson. In a word, there must be this understanding between master and pupils that the former, though he may ask more, is to be contented if the latter shows that he understands exactly what his author means, and has formed an opinion about the truth or falsehood of it. Other questions may be asked, but warning should be given of them beforehand.

And now let us return to our pupils whom we left patiently perusing their Richard II. Last week they received notice of the questions that would be asked, with the exception of those that arise naturally from the passage, most of which they are expected to anticipate without warning. I turn to the bottom boy.

"The which he hath detain'd for lewd employments.'

"What was the original meaning of the word 'lewd'?" He answers, or ought to answer (for notice has been given of