For the lone dreamings of her twilight made. Well might she love him every eye was turn'd

On that young knight, and bright cheeks brighter burned,

Save one, that grew the paler for his sake:
Alas! for her, whose heart but beat to break;
Who knew too well, not her's the lip or eye,
For which the youthful lover swears to die.
How deep, how merciless, the love represt,
That robs the silent midnight of its rest;
That sees in gather'd crowds but one alone;
That hears in mingled footsteps only one ;
That turns the poet's page, to only find
Some mournful image for itself design'd;
That seeks in music but the 'plaining tone
Which secret sorrow whispers is its own!
Alas! for the young heart, when love is there,
Its comrade and its confidant despair!"

Seeing her seated, a Native attendant approached, and asked defferentially if the Madam Saheb had any commands. At first, she seemed not to hear him; but he did not repeat the question well-bred servants never do: folding his arms over his chest, he waited respectfully until she thought proper to recognise him. At length she raised her eyes, and meeting his glance, quietly intimated that she would take a cup of iced coffee and a Hecla toast. The refreshment may seem singular; but in 1900, no lady could ever for a moment think of imbibing the juice of the berry of Mocha unless it had been cooled in Himalayan or Arctic snow`; and at the period of which we are writing, toasts prepared in the volcanoes of the Frigid Zones were considered infinitely superior to any that the craters of the Torrid Zone could produce. Having procured a couple of express äerial machines, Noor Mahomed, the majordomo of Glenmore's establishment, despatched two servants from the hotel, the one with a cup of coffee to Spitzbergen, and the other with a neatly-cut slice of bread to Hecla in Iceland-the rates of fare being, at the time of which we write, regulated by time, not by distance.

Meanwhile, Glenmore began to toss to and fro on his bed; the soporific had done its work, and vitality communicating itself to the arteries, stirred the sturdy limbs, and forced them into action. For the space of a quarter of an hour he lay tossing about, like a ship at sea, labouring during a calm, from the effects of the swell which follows the

tempest. At length he opened his eyes, and encountered the gaze of the lady who sat by his bed-side. A spasm crossed his countenance, and for a moment it seemed that his senses were deserting him; but by a powerful effort he overcame his emotion, and, as he sank back exhausted upon the pillows, he breathed, rather than articulated,"Anne Montgomery ! is it you?”*

CHAPTER VI.

FOR a few seconds Glenmore lay, apparently insensible; but the shock passed away like a spasm, and something like a gleam of tenderness shot from his eyes as they opened upon the stately figure that sat by his bed-side.

“And you have come to nurse me, Anne, after all that has passed! The poet never, approached nearer truth than when he said there was in woman all that we believe of Heaven—

'Eternal joy and everlasting love!' -what a heart I have thrown away!" The lady smiled: "No, no, Glenmore; let your soul be easy on the score of the heart. It might have been yours had you taken the pains to win it; but as you did not deign to do so, you need not now mourn over a sacrifice which you never had the power to make !"

The irony of her voice, rather than that of her words, touched the pride of Glenmore; and, when he replied to her, there was a flush upon his brow, and a mocking smile upon his lip:

"Age brings knowledge; although there are few more bitter draughts in life than that contained in the cup of experience. It was only natural that I should believe that when passion was on the lip, love was in the heart. But even the wisest men become fools when they surrender themselves as the slaves of a delusion. A sigh is as often the result of the satiety of passion, as the symbol of undying affection; and in your case, Anne," he added, with cruel sarcasm, "I might have known that, as another had possessed the casket, without enjoying the gem-one, moreover, whose proprietary right was undoubted, it was not likely I could succeed where he had failed."

She never for a moment winced under the insult; and Glenmore had

to be too absurd to be entertained for a moment. He knew that he had bribed the conductor of the Antarctic Express; and as he had received no report of the departure even of Lyndon, he not only felt security as regarded the lady he intended to wed, but he also cherished dreams of vengeance to be wreaked upon the man who had so signally humiliated him.

At this moment Noor Mahomed entered, bearing on a salver the Hecla toast and the Spitzbergen coffee. He placed them on the teapoy at the lady's side, and was about to withdraw, when his master, perceiving the luxuries, inquired if there were any news from the Arctic Circle.

"The messengers report but little khubbur," was the reply: "several sahebs have been frozen to death, in consequence of approaching the Pole without patent repeating chronometers. Their compasses were of no use to them they could not distinguish the East from the West, and, after trying about in all directions, only two of them managed to find their way out of the Circle, the one a mauve dyer of Kamschatka, and the other a fishmonger of Nova Zembla."

66

:

Queer story-but I suppose we shall receive full particulars in the Hourly Courier: send it up when it arrives." Noor Mahomed bowed, and had scarcely left the apartment an instant when he returned, and announced Dr. Lambert.

A shade of uneasiness for a moment ruffled the countenance of Anne Montgomery, but it almost momentarily vanished; and when the physician entered, she encountered his searching gaze with a look cold and inscrutable as his own.

THE HIGHER SCHOOL EDUCATION OF EUROPE.

BEING THE FIFTH LECTURE OF THE SESSION BEFORE THE BOMBAY MECHANICS' INSTITUTION.

By THE REV. J. E. CARLILE.* THE subject we are this evening to consider is the Higher School Educa

479

tion of Europe. This forms an important element in the culture of the most educated nations. 1 say, indeed, an element, for the education of the faculties of man includes a wider range-not only embracing the teaching of the preparatory School, where we learn what our American friends call the three Rs-reading, writing, and arithmetic, but extending to the University, and to all the highest culture of riper years. No man, indeed, ever attains to the full education of all his faculties without this later self-culture. And so, indeed, the great, and gifted, and pure of all ages have felt. Their life has been marked by its continued studies, and by its sustained efforts after higher knowledge, nobler forms of thought, and loftier purity of being; so that, in the beautiful language of the Roman orator-" Hæc studia adolescentiam alunt; senectutem oblectant; secundas res ornant, adversis solatium ac perfugium præbent; delectant domi, non impediunt foris; pernoctant nobiscum, peregrinantur, rusticantur."

The subject of Higher School is thus only one element in the larger question. of Education; but, as I have already said, it is a truly important one. You have heard of the man who built a commodious dwelling of two stories, but who unfortunately forgot to place a stair between: it were quite as great a blunder, in building up the educational system, to overlook the department we are considering, which alone conducts the student up to the higher departments of learning. You will find, indeed, instances of genius struggling with difficulty, and, by strenuous selfculture, succeeding in supplying earlier deficiencies. But it has been a hardwon battle, and, generally, associated with irremediable loss of time, or even of life. How often has the midnight lamp been thus fed at the expense of the flame of life! The number is insignificant, too, of those who have won against these odds, compared with those

for the first time in a complete and carefully revised form. The writer has also added some thoughts on the bearing of his subject on the Higher School Education of India, which his limits as to time prevented him from introducing in his Lecture before the Mecha

who, by the advantages of Higher School Education, have been enabled to gain the great prizes of Literature. How deeply is England indebted thus to her Public School Education for the long array of her most distinguished poets, orators, philosophers, statesmen, and, we may add, warriors! In point of fact, and I state this as having an important bearing on the educational future of India, nothing can supply to a country the want of well-equipped Higher Schools. In Scotland and in Ireland, much loss, for instance, is suffered by the deficiency. Attempts have been made, indeed, by college tutors, and by other appliances, to supply the want; but these appear to me rather as buttresses erected to prop up a tottering edifice, than as the natural supports of a thorough University system. In all the countries of Europe where the cultivation of learning is now carried to its greatest height, this department of education has been the subject of special study the Gymnasia have been reorganised, on principles adapted to the progress of learning and of knowledge, and the reforms effected in these have occupied even a more prominent place than in the University system. On the Continent, State aid has been needed in Prussia, France, and other countries, to effect these. In England, with its wealthy foundations, this has been the result rather of internal reforms. Who needs to be told in our day of the impulse given in England, not only to learning, but to the moral and religious discipline of youth, by the labours of Dr. Arnold, Dr. Tait, Dr. Vaughan, and other distinguished Masters of the great Public Schools.

There are two ways in which we may study this question of Higher School Education. One is to analyse the complex existing system into its elements, to consider the nature of these, and to appreciate the value of the appliances thus used in the development of mind. There is another method, of historical inquiry-which I prefer. Those of my hearers who have studied botany know that the Linnæan system is chiefly valuable in classification.

It is the natural system, which best affords insight into the phenomena and laws of the vegetable kingdom. So

it is, too, we can best study a life, or the history of a people, or the nature of a system which has been the slow growth of ages. University education, for instance, in our day, has led to important historical investigations, the results of which have furnished the safest methods of reform. The Higher Schools of Europe deserve similar research. They are an indigenous plant, rooted some thousand years ago in the rich old Saxon soil of England, at a period long anterior to the rise of the great Mediæval Universities. I need not say that I have no intention of going over in detail this lengthened period, or doing anything more than seizing, it may be, some leading points in the history of Higher School Education, illustrative of its progress from its first rude form-with little literature, wretched school-books, and meagre science, to its present high development in the German Gymnasia, or the Public Schools of England. There is another reason why this method of inquiry ap pears to me the more interesting. The more closely you investigate it, the more will you be struck with the connection betwixt the progress of knowledge and learning, and the formation of these schools. Transport yourself, for instance, into the earlier school, and you feel at once the change: you are groping, as it were, in the dim light of the dark ages. Place yourself, again, in the modern Gymnasium: you are walking in the effulgence of the nineteenth century. But upon this subject-the influence of knowledge on Education,-allow me to quote from Dr. Whewell :-"This influence has been so great,' he says, "that its results constitute at this day the whole of our intellectual education." "In virtue of this influence, intellectual education has been for those who avail themselves of the means which time has accumulated progressive; so that our intellectual education now, to be worthy of the time, ought to include in its compass elements contributed to it in every one of the great epochs of mental energy which the world has seen.' are, if we know how to use our advantages, inheritors of the wealth of all the richest times; strong in the power of the giants of all ages; placed on

66 We

I. I begin by introducing to you Alcuin, well known in the history of Saxon England-the first great pedagogue of whom we know much. The first great educational impulses of the Middle Ages unquestionably came from Britain, and were of Celtic or Saxon origin. A glimmer of light twinkles upon us from the Irish monasteries so early as the seventh century; but the efforts of Celtic piety were chiefly turned to Missionary labours. It is to England and to Alcuin, pre-eminently, that we owe the rise of grammatical learning. During the later Merovingian period, all Continental Europe north of the Alps was submerged in barbarism; and many a student, eager to win the "perle" of knowledge, crossed to peaceful Saxon England, to study in its schools. Alcuin began at this period his career as a schoolmaster within the lofty walls of York, on the fertile banks of the Ouse. From York we find him afterwards, at the pressing solicitation of Charlemagne, crossing to France. The The early education of that great man had been neglected, and he was not ashamed to receive, from Alcuin, instructions in the art of grammar. The royal Pepin was also placed under the care of Alcuin as his Scholasticus. It was under the direction of Alcuin that the famous Palatine School, instituted and endowed by Charlemagne, was placed, to serve as a model educational institution for the empire. It is to this school we can very distinctly trace the origin of that magnificent Medieval institution of learning, the University of Paris.

We have dipped into the voluminous writings of Alcuin, so far as to be able to form some general estimate of his character as a teacher. According to the classification which he and earlier writers give, all knowledge may be divided into two parts-the Trivium and the Quadrivium. We notice this here, because the distinction is one which runs through the Middle Ages,

*On the Influence of the History of

and has still its importance. The Trivium includes the exposition of the Laws of Language in the three arts of grammar, logic, and rhetoric. The Quadrivium, again, is supposed to embrace all the principles of Science, including arithmetic, geometry, astronomy, and music. The Trivium we may thus name "Logical Verbalism" the Quadrivium, "Scientific Realism"; the lattér a department of knowledge which has only flourished since the rise of the Baconian Philosophy.

Here thus suggests itself, at the outset, that question, so important still, of the relative place in our Higher School Instruction due to Science and to Literature-an investigation profoundly discussed in Germany during last century, and the beginning of this, -one which I may remind you, gentlemen, is not without its interest to you as Members of a Mechanics' Institution, and which is not yet, I believe, conclusively solved for the School of the Future.

I need scarcely say to you that Alcuin did not get far beyond the Trivium in his teaching. His Science was both meagre and defective; and yet there was one of the arts of the Quadrivium-Musica-which I have no doubt was carefully taught in the Palatine School. I may be permitted to notice here, once for all, that music formed throughout the Middle Ages a part of Higher Education. I find from the history of my own country, that Sang Scholes existed in all its principal towns ; and the same applies to England and Germany. Why should this pleasing department of liberal education have fallen into abeyance? It is still cultivated in the Gymnasia of Germany,-why not in England, and why not, I may add, in India? Why should not this venerable art be restored to all our Grammar Schools, to mitigate a little the severities of ferular rule, and to render these institutions worthy their ancient pleasing appellation, Ludi Literarii ?

We have another remark to make before we pass from Alcuin. We discover in his teaching the traces of that method of instruction which owed its