all; and masters, as well as boys, have escaped the chance of many bitter reflections, since a wiser and more generous intercourse has come up between them. I have some stories of Boyer, that will completely show his character, and at the same time relieve the reader's indignation by something ludicrous in their excess. We had a few boarders at the school; boys, whose parents were too rich to let them go on the foundation. Among them, in my time, was Carlton, a son of Lord Dorchester; Macdonald, one of the Lord Chief Baron's sons; and R----, the son of a rich merchant. Carlton, who was a fine fellow, manly, and fall of good sense, took his new master and his caresses very coolly, and did not want them. Little Macdonald also could dispense with them, and would put on his delicate gloves after lesson, with an air as if he resumed his patrician plumage. R---- was meeker, and willing to be encouraged; and there would the master sit, with his arm round his tall waist, helping him to his Greek verbs, as a nurse does bread and milk to an infant; and repeating them, when he missed, with a fond patience, that astonished us criminals in drugget. Very different was the treatment of a boy on the foundation, whose friends, by some means or other, had prevailed on the master to pay him an extra attention, and try to get him on. He had come into the school at an age later than usual, and could hardly read. There was a book used by the learners in reading, called "Dialogues between a Missionary and an Indian." It was a poor performance, full of inconclusive arguments and other commonplaces. The boy in question used to appear with this book in his hand in the middle of the school, the master standing behind him. The lesson was to begin. Poor ----, whose great fault lay in a deep-toned drawl of his syllables and the omission of his stops, stood half-looking at the book, and half-casting his eye toward the right of him, whence the blows were to proceed. The master looked over him; and his hand was ready. I am not exact in my quotation at this distance of time; but the _spirit_ of one of the passages that I recollect was to the following purport, and thus did the teacher and his pupil proceed: _Master._ "Now, young man, have a care; or I'll set you a _swinging_ task." (A common phrase of his.) _Pupil._ (Making a sort of heavy bolt at his calamity, and never remembering his stop at the word Missionary.) "_Missionary_ Can you see the wind?" (Master gives him a slap on the cheek.) _Pupil._ (Raising his voice to a cry, and still forgetting his stop.) "_Indian_ No!" _Master._ "God's-my-life, young man! have a care how you provoke me." _Pupil._ (Always forgetting the stop.) "_Missionary_ How then do you know that there is such a thing?" (Here a terrible thump.) _Pupil._ (With a shout of agony.) "_Indian_ Because I feel it."