GRECIAN EDUCATION. 169 



see their abortive efforts without being reminded of the kindred attempt 

 of Raphael in his picture of Pharaoh's Dreams ; and those who have 

 seen the engraving of it, will bear me out in saying that his Dreams 

 look for all the world like pancakes stamped with figures of lean kine — 

 withered ears ! Who ever saw or imagined a picture of Ariel, the sweet- 

 est of spirits ? Why the very thought that his form was gross enough 

 to detain color, or to be apprehended by the eye, mars half his won- 

 drous beauty. The chief charm of the Christobel, of Coleridge, is that 

 she leaves no distinct image. Brick and mortar critics have called it an 

 incomplete poem. Its beauty, like that of an ancient ruin, is, that it is 

 not entire. But some critics vvould think it an improvement to the Venus 

 of the Medicini if she were completed by a fashionable robe of Alpaca 

 lustre. By a neglect of this principle, Scott has fallen under censure 

 for the introduction of supernatural agency in his novel of the "Mon- 

 astery." The objection which has been made, is partly founded in 

 truth : but it does not lie against the White^Lady of Avenel, as a spirit- 

 ual being of a higher sphere — but arises from her offence against that 

 law which regulates the beautiful in the introduction of supernatural. 

 Her image is too distinct. We see her too closely. When the great 

 Magician has said to us, 



" The fringed curtains of thine eyes advance 



And say — what see'st yonder?" 



When we behold the lady bending her lofty powers to win a poor tailor, 

 whose soul she intends to pierce with a " bare bodkin," we are ready 

 to cry out — 



" She is no spirit; 

 She eats and sleeps, and hath such senses 

 As we have such." t 



GRECIAN EDUCATION, NO. II. 



The Grecian games exerted a powerful influence, not only on the 

 physical, but likewise on the intellectual training of the people. Liter- 

 ary exercises were a part of the contest. This topic will find a place 

 for more extensive examination hereafter. Although education was not 

 neglected by the different states, each one directing its attention to it, it 

 was far from being uniform. When the Athenians and Spartans are 

 compared, a very great difference is perceived. They were of the same 

 nation, but widely apart in their character. This will be easily expli- 

 cable, when it is seen how peculiar was the Lacedaemonian plan of ed- 

 ucation. In developing the subject of education, the attention will bn 

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