LITMIR.BIZ

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felt startled, when from the small swinging form perching on a branch, came out in childish tones the "Thrones, dominations, princedoms, virtues, powers", of Milton's stately and sonorous verse. I liked to personify Satan, and to declaim the grand speeches of the hero-rebel, and many a happy hour did I pass in Milton's heaven and hell, with for companions Satan and "the Son", Gabriel and Abdiel. Then there was a terrace running by the side of the churchyard, always dry in the wettest weather, and bordered by an old wooden fence, over which clambered roses of every shade; never was such a garden for roses as that of the Old Vicarage. At the end of the terrace was a little summer-house, and in this a trap-door in the fence, which swung open and displayed one of the fairest views in England. Sheer from your feet downwards went the hill, and then far below stretched the wooded country till your eye reached the towers of Windsor Castle, far away on the horizon. It was the view at which Byron was never tired of gazing, as he lay on the flat tombstone close by—Byron's tomb, as it is still called—of which he wrote:

      "Again I behold where for hours I have pondered,

       As reclining, at eve, on yon tombstone I lay,

       Or round the steep brow of the churchyard I wandered,

       To catch the last gleam of the sun's setting ray."

      Reader mine, if ever you go to Harrow, ask permission to enter the old garden, and try the effect of that sudden burst of beauty, as you swing back the small trap-door at the terrace end.

      Into this house we moved on my eighth birthday, and for eleven years it was "home" to me, left always with regret, returned to always with joy.

      Almost immediately afterwards I left my mother for the first time; for one day, visiting a family who lived close by, I found a stranger sitting in the drawing-room, a lame lady with, a strong face, which softened marvellously as she smiled at the child who came dancing in; she called me to her presently, and took me on her lap and talked to me, and on the following day our friend came to see my mother, to ask if she would let me go away and be educated with this lady's niece, coming home for the holidays regularly, but leaving my education in her hands. At first my mother would not hear of it, for she and I scarcely ever left each other; my love for her was an idolatry, hers for me a devotion. [A foolish little story, about which I was unmercifully teased for years, marked that absolute idolatry of her, which has not yet faded from my heart. In tenderest rallying one day of the child who trotted after her everywhere, content to sit, or stand, or wait, if only she might touch hand or dress of "mamma," she said: "Little one (the name by which she always called me), if you cling to mamma in this way, I must really get a string and tie you to my apron, and how will you like that?" "O mamma darling," came the fervent answer, "do let it be in a knot." And, indeed, the tie of love between us was so tightly knotted that nothing ever loosened it till the sword of Death cut that which pain and trouble never availed to slacken in the slightest degree.] But it was urged upon her that the advantages of education offered were such as no money could purchase for me; that it would be a disadvantage for me to grow up in a houseful of boys—and, in truth, I was as good a cricketer and climber as the best of them—that my mother would soon be obliged to send me to school, unless she accepted an offer which gave me every advantage of school without its disadvantages. At last she yielded, and it was decided that Miss Marryat, on returning home, should take me with her.

      Miss Marryat—the favorite sister of Captain Marryat, the famous novelist—was a maiden lady of large means. She had nursed her brother through the illness that ended in his death, and had been living with her mother at Wimbledon Park. On her mother's death she looked round for work which would make her useful in the world, and finding that one of her brothers had a large family of girls, she offered to take charge of one of them, and to educate her thoroughly. Chancing to come to Harrow, my good fortune threw me in her way, and she took a fancy to me and thought she would like to teach two little girls rather than one. Hence her offer to my mother.

      Miss Marryat had a perfect genius for teaching, and took in it the greatest delight. From time to time she added another child to our party, sometimes a boy, sometimes a girl. At first, with Amy Marryat and myself, there was a little boy, Walter Powys, son of a clergyman with a large family, and him she trained for some years, and then sent him on to school admirably prepared. She chose "her children"—as she loved to call us—in very definite fashion. Each must be gently born and gently trained, but in such position that the education freely given should be a relief and aid to a slender parental purse. It was her delight to seek out and aid those on whom poverty presses most heavily, when the need for education for the children weighs on the proud and the poor. "Auntie" we all called her, for she thought "Miss Marryat" seemed too cold and stiff. She taught us everything herself except music, and for this she had a master, practising us in composition, in recitation, in reading aloud English and French, and later, German, devoting herself to training us in the soundest, most thorough fashion. No words of mine can tell how much I owe her, not only of knowledge, bit of that love of knowledge which has remained with me ever since as a constant spur to study.

      Her method of teaching may be of interest to some, who desire to train children with the least pain, and the most enjoyment to the little ones themselves. First, we never used a spelling-book—that torment of the small child—nor an English grammar. But we wrote letters, telling of the things we had seen in our walks, or told again some story we had read; these childish compositions she would read over with us, correcting all faults of spelling, of grammar, of style, of cadence; a clumsy sentence would be read aloud, that we might hear how unmusical it sounded; an error in observation or expression pointed out. Then, as the letters recorded what we had seen the day before, the faculty of observation was drawn out and trained. "Oh, dear! I have nothing to say!" would come from a small child, hanging over a slate. "Did you not go out for a walk yesterday?" Auntie would question. "Yes", would be sighed out; "but there's nothing to say about it". "Nothing to say! And you walked in the lanes for an hour and saw nothing, little No-eyes? You must use your eyes better to-day." Then there was a very favorite "lesson", which proved an excellent way of teaching spelling. We used to write out lists of all the words we could think of, which sounded the same but were differently spelt. Thus: "key, quay," "knight, night," and so on; and great was the glory of the child who found the largest number. Our French lessons—as the German later—included reading from the very first. On the day on which we began German we began reading Schiller's "Wilhelm Tell," and the verbs given to us to copy out were those that had occurred in the reading. We learned much by heart, but always things that in themselves were worthy to be learned. We were never given the dry questions and answers which lazy teachers so much affect. We were taught history by one reading aloud while the others worked—the boys as well as the girls learning the use of the needle. "It's like a girl to sew," said a little fellow, indignantly, one day. "It is like a baby to have to run after a girl if you want a button sewn on," quoth Auntie. Geography was learned by painting skeleton maps—an exercise much delighted in by small fingers—and by putting together puzzle maps, in which countries in the map of a continent, or counties in the map of a country, were always cut out in their proper shapes. I liked big empires in those days; there was a solid satisfaction in putting down Russia, and seeing what a large part of the map was filled up thereby.

      The only grammar that we ever learned as grammar was the Latin, and that not until composition had made us familiar with the use of the rules therein given. Auntie had a great horror of children learning by rote things they did not understand, and then fancying they knew them. "What do you mean by that expression, Annie?" she would ask me. After feeble attempts to explain, I would answer: "Indeed, Auntie, I know in my own head, but I can't explain". "Then, indeed, Annie, you do not know in your own head, or you could explain, so that I might know in my own head." And so a healthy habit was fostered of clearness of thought and of expression. The Latin grammar was used because it was more perfect than the modern grammars, and served as a solid foundation for modern languages.

      Miss Marryat took a beautiful place, Fern Hill, near Charmouth, in Dorsetshire, on the borders of Devon, and there she lived for some five years, a centre of beneficence in the district. She started a Sunday-school, and a Bible-class after a while for the lads too old for the school, who clamored for admission to her class in it. She visited the poor, taking help wherever she went, and sending food from her own table to the sick. It was characteristic of her that she would never give

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