her members of
the class could say nothing in behalf of the professor, awed by the
greatest of all fears to a collegian, the fear of being called a
"_fisher_" or a "_blueskin_" The professor paid no attention to the
petitions and complaints which were poured in upon him, and which,
though originated by the idle, all were compelled to vote for. He
coldly, and with uncompromising dignity, went on; the excitement in the
class increased, and what is called a college rebellion, with all its
disastrous consequences to the infatuated rebels, ensued.

Another professor had the dexterity to manage the case in a different
way. After hearing that there was dissatisfaction, he brought up the
subject as follows:

"I understand, gentlemen, that you consider your lessons too long.
Perhaps I have overrated the abilities of the class, but I have not
intended to assign you more than you can accomplish. I feel no other
interest in the subject than the pride and pleasure it would give me to
have my class stand high, in respect to the amount of ground it has gone
over, when you come to examination. I propose, therefore, that you
appoint a committee, in whose abilities and judgment you can confide,
and let them examine this subject and report. They might ascertain how
much other classes have done, and how much is expedient for this class
to attempt; and then, by estimating the number of recitations assigned
to this study, they can easily determine what should be the length of
the lessons."

The plan was adopted, and the report put an end to the difficulty.

6. ENGLISH COMPOSITION.--The great prevailing fault of writers in this
country is an affectation of eloquence. It is almost universally the
fashion to aim, not at striking thoughts, simply and clearly expressed,
but at splendid language, glowing imagery, and magnificent periods. It
arises, perhaps, from the fact that public speaking is the almost
universal object of ambition, and, consequently, both at school and at
college, nothing is thought of but oratory. Vain attempts at oratory
result, in nine cases out of ten, in grandiloquence and empty
verbiage--common thoughts expressed in pompous periods.

The teacher should guard against this, and assign to children such
subjects as are within the field of childish observation. A little skill
on his part will soon determine the question which kind of writing shall
prevail in his school. The following specimens, both written with some
ski