Hor. While one with moderate haste might tell a hundred.

Ham. His beard was grizzled?—no ?

Hor. It was, as I have seen it in his life,

A sable silvered.

Ham. I'll watch to-night; perchance 'twill walk again.

Are these the pompous tidings ye proclaim,

Lights of the world, and demigods of fame?
Is this your triumph, this your proud applause,
Children of Truth, and champions of her cause?
For this hath Science searched, on weary wing,
By shore and sea, each mute and living thing?
Launched with Iberia's pilot from the steep,
To worlds unknown, and isles beyond the deep?
Or round the cope her living chariot driven,
And wheeled in triumph through the signs of heaven?
Oh, star-eyed Science! hast thou wandered there

To waft us home the message of despair?-
Then bind the palm, thy sage's brow to suit,
Of blasted leaf, and death-distilling fruit.
Ah, me! the laurelled wreath that murder rears,
Blood-nursed, and watered by the widow's tears,
Seems not so foul, so tainted, and so dread,
As waves the nightshade round the sceptic head.
What is the bigot's torch, the tyrant's chain?
I smile on death, if heavenward hope remain.
But if the warring winds of nature's strife
Be all the faithless charter of my life,
If chance awaked, inexorable power !
This pale and feverish being of an hour,

Doomed o'er the world's precarious scene to sweep,
Swift as the tempest travels o'er the deep,
To know delight but by her parting smile,
And toil, and wish, and weep a little while;
Then melt, ye elements, that formed in vain
This troubled pulse and visionary brain!
Fade, ye wild flowers, memorials of my doom!
And sink, ye stars that light me to the tomb!

APPENDIX I.

APPENDIX I.

BY BLANDINA CONANT.

A FEW selections, in the reading of which the class at the Boston School of Oratory was carefully drilled, are given in this Appendix with the comments and words of instruction by Professor Raymond, recorded in my note-book at the time they were spoken in the classroom. I reproduce them in the belief that they will be as valuable and interesting to others as they were to the members of the class.

The examples for practice are preceded by a few sentences from Professor Raymond's familiar talk in the class-room, taken from my note-book, made when I was one of his pupils. Would it were possible to reproduce the varied expressions of his face, the musical beauty, the sympathetic quality, the exquisite intonations of his voice! He was an ideal reader, and not less an ideal teacher. The pupils so fortunate as to have shared his instruction, will never cease to be grateful for the privilege. With the deepest gratitude we recall his constant kindness, and with delight we remember his quickness of illustration, his appreciation of our difficulties, his faithfulness, never overlooking a fault nor neglecting to praise the slightest improvement. If sometimes he could not repress irritation when a fine passage was hopelessly mangled, he made up for the reproof by increased kindness and patience.