42 THE OLD nilCKET. 



The eflecls of tliis superficial mode of reading are also often curi- 

 ously exhibited, in the manner in which such readers speak of various 

 authors. You may readily conclude that they are but mere skimmers 

 of the page, from the flippant, and pointless criticisms which they pour 

 forth with so much confidence. For modesty is associated with true 

 knowledge; and this expresses its opinion with firmness indeed, but in 

 such a manner as to show that it speaks on sure ground and not at ran- 

 dom. Thus have we heard bold and magisterial criticisms on Burke 

 and Demosthenes, by one in his teens, whose acquaintance with the lat- 

 ter extended to a single oration, as set forth in a recitation room. "■! 

 can't see much in Shakspeare, nor become interested in Milton " — was 

 'said by one whose reading had been of the kind under censure. And 

 no wonder ; for iMilton and Shakspeare are not to be won by a hasty 

 look and cold bow. if you would have them disclose to you their 

 worth, you must sit often by their side, as a careful learner. It is not 

 indeed until the mind has acquired maturity, and taste has been cultiva- 

 ted, tliat you can enjoy their uiifalhomable streams of rich deligiit and 

 profit. 



THE OLD BUCKET. 



A WORD TO THE YOUNG — BY A TEACHER. 



For the encouragement of students of every class, let me remind 

 you, that there is no mind so defective or so peculiar, that it may not 

 iind ample work to do in the world. Some of you, are richly endowed 

 with natural abilities ; and education is for such an easy task. The mind 

 of genius comes to us already fashioned like a golden vase oi classic 

 urn, pictured all over with figures of beauty, and adorned with images 

 of the chastest fancy. The waters of the Pierian Spring seem to And 

 in such an urn a fit receptacle. And then we have too, vessels of the 

 homelier sort — some of brass, and some of iron — not so elegant indeed 

 as the others, but of ample power to collect and retain all knowledge 

 that may be reached by talent. These classes however do not yet in- 

 clude the whole. The educator of youth often meets with those whose 

 limited faculties almost cause him to despair. But is instruction then to 

 be conferred only upon the brilliant .^ Assuredly not! On Christian 

 principles, we are bound to make thf best use we can of our materials, 

 whatever they may be. With proper eilbrts, we should not despair of 

 success, even for the dullest. Although (to carry out our illustration) 

 his mind may be nothing better than "an old oaken bucket" — yet even 

 so homely a thing may be applied to valuable uses. 



