And in it, most likely, a hard set of boys,
All ready for any high game;

And of girls, too, quite willing to share in such joys:
All ripe for a frolic and fond of a noise;

In youth you and I were the same.

But just at the time I am writing of now,
The building was cheerless and lone;
The windows were broken; and only a cow
Seen grazing beneath the old willow-tree bough,
Or a mangy dog gnawing a bone.

And the reason no Busby would take it in hand
Was because of the tales that were told:

How Jack's finger was cut, and Joe rolled in the sand
By the widow's son Dick, and the Hollingshead band
Were licked by Tom Raynor the bold.

Then duly next morn came the mothers to pray
That the teacher would cowhide them well;
Or if Dick and Tom Raynor were not sent away
They wouldn't send Johnny nor Joe ne'er a day,
And would take away Kitty and Bell.

Poor teacher! Each day he was bothered and pained To settle the wars of the eve,

Till, with patience exhausted, he fairly complained "No mortal could stand it!" and further proclaimed "That he had determined to leave."

'Twas long ere another was willing to try

The place thus vacated and lorn,

Till a grave, learned Doctor, who that way passed by And heard of the trouble, without if or why,

Declared he would work a reform.

Being duly installed in the schoolmaster's seat,
The day passed without any rub;

But a friend sent next morning a note short and sweet,
To hint that no stick was a weapon discreet,

As his boy had been struck with a club.

'Twas read; and the boy was called forth rather gruff, And asked to exhibit his wound.

So, snivelling and wiping his nose on his cuff, Georgy Williams his trowser pulled up with a snuff, And held out a leg which was sound.

"Is it here?" said the teacher; "why, this is a burn." "Oh no, sir; 'tis here on the shin."

"Tis a very grave case," said the Dominie stern; "It might have been fatal." Though, reader, you learn It scarcely discolored the skin.

"Why, Georgy, my son, did you walk to the school?
I declare it was rash so to do.

But as you are here, you must sit on this stool,
And hold up your leg like a parallel rule

To the maps which hang here in your view."

Then taking him gently, with tenderest care,
In a loving and fatherly manner,

He called for a cushion, and then for a chair,
And seating poor Georgy, he placed his leg there,
And bandaged it with his bandana.

On further inquiry, the Dominie found

The name of the other young sinner

Who struck the foul blow; and in justice was bound
To call for his aid when the play-spell came round,
To bring Georgy Williams his dinner.

And he made him all day like a lackey to stand,
Or a priest doing penance for sins;

To hold Georgy's slate, and to place in his hand
Ev'ry book he required. While Georgy, right grand,
Sat in state-like a monarch on pins.

With his leg for a sceptre, stretched out on a chair,
He sat through the ne'er-ending day;

While Harry, the villain, did wait on him there,
And with rueful compunction his sorrow did share—
For neither could go out to play.

And when studies were o'er, lest the lame little lad
Should be to his sister a drag on,

The Dominie said, she must speak to her dad
To gear up the horse, as the walking was bad,
And send down for George the light wagon.

Next morning the patient all rosy appeared,
Declaring his trouble was o'er.

And when his preceptor's inquiry was heard,
"How's your leg, Georgy Williams ?" he stoutly averred
"It is better than ever before."

And in the prescription such virtue was found-
(If you use it I don't care a peg.)

That no child ever threatened, while playing around,
To tell of a hurt got on Greenwich school ground,
But was met by the cry, "How's your leg?"

[Harpers' Weekly.]

College Education for Women-Liberal Sphere at the State University.

The higher educated dignitaries and the masses of lower grade ignorance have always agreed that men should be more thoroughly educated than women, and the middling or ruling classes have hitherto very generally acquiesced in such notion.

few

But the people of thought among the middle classes have within a

years become an active opposition to exclusive education for men; and the Wisconsin legislature of 1866, representing the middle or progressive classes, actually adopt a provision in the act reorganizing the State University for the thorough education of women, in all respects putting them on equality with men in the higher classical and scientifio colleges of the University.

In the European universities and colleges women are not admitted, and nearly all our institutions of high grade exclude them.

Within a quarter of a century thousands of tolerably high grade schools, for women exclusively, have sprung up all over the country, providing for thorough instruction in the classics and higher sciences. Such schools are usually in charge of elderly female teachers and men of narrow views who fear the effects of promiscuous association of the sexes in the school; and the patrons are usually heads of families holding similar narrow views and who never can be convinced that the exclusive practice must be always opposite in its results from what they and their old maidenish teachers affirm.

The public school teachers and middle classes firmly oppose any separation of boys and girls in the school room, further than to have them separately seated. And it is the general belief, founded upon experience in the school room, that both sexes exhibit a far better spirit in learning, and practice, much more decency in behavior, lan

guage and manners, than if kept separate.

And if such be true in the public school, why in the name of sense would not the same follow as a result of admitting boys and girls to the same room and class in the college? Grant that college students are usually full grown, whilst in the public school they range from infant years to adult ages. But can it be that young men and women more ripe in years and educated for college, have less discretion and common sense, less decency and self government, than public school scholars! Yet the educated old maids of masculine persuasion and some mothers, knowing themselves but too well as once evil inclined, pretend to doubt the morality of permitting men and women to meet on equality in the college class room!

But we are assured that the reverse is true of what is claimed by our old maidish fogies, and that exclusiveness, or limiting the college and seminary to a particular sex, is far more damaging to the morals of youths than a promiscuous intermingling of both sexes. Exclusiveness encourages dullness and stupidity; a presence of both sexes, eye to eye, insures ambition and that wide-awake anxiety for excellency in everything, which is well understood as an altitude of human nature. In the school for young women exclusively, a desire for showing off the best and most fancifully, intellectually as well as personally, cannot exist; in the school of bachelors, the same carelessness is felt, adding to even a less regard for personal neatness and cleanliness than is common among ladies. In promiscuous assemblages, no difference what the objects, the soul is constantly fired up, and all, even the aged, take a lively interest in the objects, whether such be of large or trivial importance. In the exclusive or unsocial school, the head and heart very soon become cold, lazy and ponderous. Such a school may be stimulated for the moment by one means or other, but very soon after each head feels as a ton weight and each soul as a spent volcano. In the school of life wherein are men and women as God ordained there should be, there is a running fire, a spirit unquenchable and emulation bounded by no zenith. In the church, promiscuous assemblage is indispensible to numbers and spirit presence. In the prayer circle the women are admitted; we can hardly think of any place except the doggery and college, where the practice prevails excluding them.

One of the pretenses denying to women the places of preferment is that they are mentally deficient, but in what particular has never

been shown. If for mathematics and the sciences therewith connected they rate below men, the academy disproves the allegation, for in the classes for beginners in algebra and geometry the girls rate equal to the boys for comprehension and solution, and superior in language for, explanations. They excel for mental activity, application and orderly habit.

We submit this subject to our readers, in hopes that a few young women may be induced to attend the State University from Grant County, and make a start at the first term under the reorganization. The expenses will be no greater there than at other schools, except the exclusive close boroughs, where the kitchen and school room are one and the same. The University is to be opened on the wide-gauge and none to be excluded therefrom on account of sex.

The rooms in the University, laboratory, library, apparatus for illustrating the sciences, &c., and every facility for college learning, are superior to any other in the North-west.-[Grant Co. Herald.]

DIDN'T BELIEVE IT.-A teacher in a western county in Canada, while making his first bow to his constituents, came into conversation with an ancient "Varmont" lady, who had taken up her residence in the "backwoods." Of course, the school and the former teachers came in for criticism, and the old lady, in speaking of his predecessor, asked: Wa'al, master, what do you think he larned the scholards ?"

"Wa'al, he told 'em that this 'ere airth was round, and went areound and all that sort of thing. Now, master, what do you think about such stuff? Don't you think he was an ignorant feller ?"

Unwilling to come under the category of the ignorant the teacher evasively remarked. It really did seem strange, but still there are many learned men who teach these things."

"Wa'al," said she, "if the airth is reound and goes round, what holds it up?"

"O, there's learned men say it goes round the sun, and that the sun holds it up by virtue of the law of attraction."

The old lady lowered her "specks," and by way of climax, responded: "Wa'al, if these high larnt men sez the sun holds the airth, I should like to know what holds the airth up when the sun goes down!"