The little bird represents the unconsidered trifles of beauty and innocence which our poor planet, worn out as it may be, will ever contain. The falcon represents the far larger proportion of egotism and gross appetites which make up the sum of humanity. The wise man purchases the free enjoyment of what is good and noble by making over his flesh to the greedy, who, while engrossed by this material feast, leave him and the free objects of his fancy in peace. The scales coming down from above represent fatality, which is not to be moved, and which will not accept a partial sacrifice; but from which, by a total abnegation of self, by casting it a prey, we can escape, as it then has no further hold upon us. The falcon, for its part is content when virtue, by the sacrifices which she makes, secures for it greater advantages than it could obtain by the force of its own claws. Desiring a profit from virtue, its interest is that virtue should exist; and so the wise man, by the surrender of his material privileges, attains his one aim, which is to secure free enjoyment of the ideal. THE PETTY SEMINARY OF SAINT NICHOLAS DU CHARDONNET. PART I. Many persons who allow that I have a perspicuous mind wonder how I came during my boyhood and youth to put faith in creeds, the impossibility of which has since been so clearly revealed to me. Nothing, however, can be more simple, and it is very probable that if an extraneous incident had not suddenly taken me from the honest but narrow-minded associations amid which my youth was passed, I should have preserved all my life long the faith which in the beginning appeared to me as the absolute expression of the truth. I have said how I was educated in a small school kept by some honest priests, who taught me Latin after the old fashion (which was the right one), that is to say to read out of trumpery primers, without method and almost without grammar, as Erasmus and the humanists of the fifteenth and sixteenth century, who are the best Latin scholars since the days of old, used to learn it. These worthy priests were patterns of all that is good. Devoid of anything like _pedagogy_, to use the modern phrase, they followed the first rule of education, which is not to make too easy the tasks which have for their aim the mastering of a difficulty. Their main object was to make their pupils into honourable men. Their lessons of goodness and morality, which impressed me as being the literal embodiments of virtue and high feeling, were part and parcel of the dogma which they taught. The historical education they had given me consisted solely in reading Rollin. Of criticism, the natural sciences, and philosophy I as yet knew nothing of course. Of all that concerned the nineteenth century, and the new ideas as to history and literature expounded by so many gifted thinkers, my teachers knew nothing. It was impossible to imagine a more complete isolation from the ambient air.