The Nemesis: A Tale Of The Days Of Trajan.

her he loved every day so rudely broken in upon , he felt his brain madden . Often was he on the point of hastening to throw himself at the feet of his enslaver ; but then the fears of his reception made him tremble . He ventured twice or thrice ,

when pressed by Balbus to do so , but he was restrained in his manner , and gave his attention more to Murtius and Lais than to Phryne . The conspirators were somewhat at a loss to account for this change , and ere anything was done to clear

the horizon , Adrian returned to Rome , and for several days Caius was not seen by anyone , for after discharging his duties at the palace , he devoted the remainder of the day to his cousin . ( To he continued . )

Correspondence.

CORRESPONDENCE .

The Editor is not responsible for the opinions expressed by Correspondents . SUGGESTIONS AS TO OUR CHARITIES . 10 IHE EDITOU OS THIS Er . EE-IASOXs' IIAGAZIXE AXD 5 IAS 0 KIC J-IEItOE . DEAE SIR AND BEOTHEE , —Your insertion of my letter in your issue of the loth Dee . last , induces me once again to trouble you and your readers upon the

same subject . The only preliminary remark which I would make is , that my meaning iu the previous letter would , perhaps , he a little clearer , if in the second column , p . 470 , the two sentences , " the Eoyal Masonic Institution for Boys , " and "A Model Middle Class School" were separated only by a comma ; and

if a succeeding sentence were made to read , " Continental and Eastern languages ; scientific knowledge , " & c . But the great question , which has always appeared to me imperative , when I consider these children ' s charities has been this : —Ought they iu the common

acceptation of the word really and only to he charities ? I think not . There is something repulsive in the term to my mind when I apply it to my irotiter ' s child ; and other's have thought the same thing , for we speak of both as Institutions .

I take it for granted that every Mason , being a good citizen , is anxious to rear his children to become useful members of society ; ancl being moreover a true and loving father , sets his heart upon their respectable advancement in life—in most cases upon their moving in the social scale upwards as regards the position which he himself has occupied ; aud I

take it still further for grauted that he would consider education as the great instrument hy which he should effect his wishes . I speak from ( to myself ) good proof , my own expc . rie . cAce extending for some years now over every grafe of what is called the middle class , when I

say that it is marvellous what sacrifices are made to ensure the best possible education for their children hy parents of whom we should , perhaps , least expect them . I could tell histories which would relieve my remarks of triteness . Now , Sir and Brother , what the parent would try to do , did try to do whilst alive , we , so far as we can , sh . ) uld do when he has been removed by the will of

the Great Architect from his place of labour and love here . We take our equal ' s child under our care ; that child we should look upon as an equal of our own children , cast for a time upon our hands . And whilst we foster it . in its infancy , we should advance most

studiously its ultimate interests , and as we do not dole out to it the dry crust and the little cup of cold water , let us thank God ; so ought we not to be chary of the mental pabulum which we afford—so ought we not to imagine that we are very generousif an acquaintance with the " three R ' s" and a little

, Erench and Latin be instilled into our charge . Here I would wish to guard distinctly against a mistake ,, as if I were casting a slur of any kind upon the management of either the Boys' or Girls' School . Sofar from that , I cannot indulge myself when in London in a pleasure more completely to my taste

than hy visiting them . It is because things areworking so well that I would suggest our going on to perfection , at all events that amount of the perfection of our age which our means may enable us to . reach ; aud the more we give and do , the more shall we he able to give and do . I shall allude particularly to the Boys' School . What are our great spheres of " labour ? India presents in many ways , hut especially iu its Civil Service , promising fields for a

young-European ' s advancement . It will assuredly present very many more . Now not onl y is its language ( thecommon Hindoostanee I mean ) absolutely necessary for him who seeks fame or fortune there ; but thislanguage possesses an advantage , perhaps , superior tomost other modern languages , at all events , for I would speak cautiously as to those with which I am

acquainted , in a fitness to serve as a substitute for our usual substratum of education in the west—Latin . And for a smattering of Latin , of no earthly use , as boys generally at middle class schools learn it ( I had better say are taught it ) , of no earthly use , except to foster idleness and embitter their days of '

learning , I would have substituted what is a iiiroralanguage—which is an introduction to the politer - languages of the East , as well as to an intimacy with the customs , manners , and modes of thought of two hundred millions of our fellow subjects . I do not say that I would discard Latin entirely from

thecurriculum , let it be a substratum for a superstructure where that superstructure is to be raised with a . purpose ; but I repeat it , it is useless to waste time , as so often is done over that language , whilst it is just as useless—perhaps more so—not to study it closely and thoroughly , an undertaking demanding great , too great , absorption of time . Let the substrata be laid with a special regard to the superstructures to be raised .

Ihere appears to me no reason why our school should not acquire university distinction , as others of a similar class , hut for all our boys the universities would by no means offer fair fields of advancement . And considering the paucity of those who would pass into the arms of the older alma maters , CLASSICS . should SOT be made the substratum of the education

given ; and if not taught thoroughly , I would not teach them at all indifferently , i . e . to all the pupils . Again , what gentleman is educated—what middle class man is now able to cope successfully with his compeers , now that the Continent is thrown open to