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 skill, will illustrate the two kinds of writing alluded to.  Both were written by pupils of the same age, twelve; one a boy, the other a girl.  The subjects were assigned by the teacher.  I need not say that the following was the writer’s first attempt at composition, and that it is printed without alteration.

THE PAINS OF A SAILOR’S LIFE.

The joyful sailor embarks on board of his ship, the sails are spread to catch the playful gale, swift as an arrow he cuts the rolling wave.  A few days thus sporting on the briny wave, when suddenly the sky is overspread with clouds, the rain descends in torrents, the sails are lowered, the gale begins, the vessel is carried with great velocity, and the shrouds, unable to support the tottering mast, gives way to the furious tempest; the vessel is drove among the rocks, is sprung aleak; the sailor works at the pumps till, faint and weary, is heard from below, six feet of water in the hold; the boats are got ready, but, before they are into them, the vessel is dashed against a reef of rocks; some, in despair, throw themselves into the sea; others get on the rocks without any clothes or provisions, and linger a few days, perhaps weeks or months, living on shell fish, or perhaps taken up by some ship; others get on pieces of the wreck, and perhaps be cast on some foreign country, where perhaps he may be taken by the natives, and sold into slavery where he never more returns.