Men of Our Times; Or, Leading Patriots of the Day: Being narratives of the lives and deeds of statesmen, generals, and orators. Including biographical sketches and anecdotes of Lincoln, Grant, Garrison, Sumner, Chase, Wilson, Greeley, Farragut, Andrew, Colfax, Stanton, Douglass, Buckingham, Sherman, Sheridan, Howard, Phillips and Beecher.Stowe, Harriet Beecher
History
Men of Our Times; Or, Leading Patriots of the Day: Being narratives of the lives and deeds of statesmen, generals, and orators. Including biographical sketches and anecdotes of Lincoln, Grant, Garrison, Sumner, Chase, Wilson, Greeley, Farragut, Andrew, Colfax, Stanton, Douglass, Buckingham, Sherman, Sheridan, Howard, Phillips and Beecher.
Stowe, Harriet Beecher
United States -- Biography; United States -- History -- Civil War, 1861-1865 -- Biography
One boy of eleven in a school of thirty or forty girls has not much
chance of making a durable impression, but we question if any of
Henry's school mates easily forgot him. If the under stratum of his
nature was a dreamy yearning melancholy, its upper manifestation was in
constant bubbling, restless effervescence of fun and practical joking.
The school room was up a long flight of stairs, and one wet day Henry
spent a recess when he was supposed to be studying grammar, in opening
every umbrella brought to school, and so disposing them on the stairs
that the luckless person who opened the outside door would witness a
precipitate rush of the whole series into the street--which feat was
successfully accomplished to the dismay of the late comer, and the
tittering of the whole school, who had been somewhat prepared for the
catastrophe.
The school room was divided into two divisions in grammar, under
leaders on either side, and the grammatical reviews were contests for
superiority in which it was vitally important that every member should
be perfected. Henry was generally the latest choice, and fell on his
side as an unlucky accession--being held more amusing than profitable
on such occasions.
The fair leader on one of these divisions took the boy aside to a
private apartment, to put into him with female tact and insinuation
those definitions and distinctions on which the honor of the class
depended.
"Now Henry, A is the indefinite article, you see--and must be used only
with a singular noun. You can say _a man_--but you can't say _a men_,
can you?" "Yes, I can say _Amen_ too," was the ready rejoinder. "Father
says it always at the end of his prayers."
"Come Henry, now don't be joking; now decline He." "Nominative he,
possessive his, objective him." "You see, His is possessive. Now you
can say, His book--but you can't say 'Him book.'" "Yes I do say Hymn
book too," said the impracticable scholar with a quizzical twinkle.
Each one of these sallies made his young teacher laugh, which was the
victory he wanted.
"But now Henry, seriously, just attend to the active and passive
voice. Now 'I strike' is active, you see, because if you strike you do
something. But 'I am struck,' is passive, because if you are struck you
don't do any thing do you?"
"Yes I do--I strike back again!"
Sometimes his views of philosophical subjects were offered
gratuitously. Being held rather of a frisky nature, his sister
appointed his seat at her elbow, when she heard her classes. A class in
Natural Philosophy, not very well prepared, was stumbling through the
theory of the tides. "I can explain that," said Henry. "Well, you see,
the sun, he catches hold of the moon and pulls her, and she catches
hold of the sea and pulls that, and this makes the spring tides.
"But what makes the neap tides?"
"Oh, that's when the sun stops to spit on his hands," was the brisk
rejoinder.
Public-domain text, read in full here on John Shaqi.
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