Many days afterward, when it was certain that the little foreign image-vender had indeed departed, Eve stole over to the bench beneath the lofty arches of the elm-tree, all checkered with flickering sunlight, and endeavored to read the sentence carved thereon. It was at first undecipherable, and then, the text conquered, not easy for her to comprehend. But when she had made it hers, she rose, bathed with blushes, and stole away home again, feeling only as if Luigi had laid a chain upon her heart. Years have fled. The little legend yet remains cut deep into the wood, though he returns no more, and though, since then, her "Part in all the pomp that fills The circuit of the summer hills Is that her grave is green." Rain and snow have not effaced its _intaglio_, nor summer's dust, nor winter's wind; and if you ever pass it, you yet may read,-- AMOR QUE A NULLO AMATO AMAR PERDONA. * * * * * COMMUNICATION. _Whether virtue can be taught_ is a question over which Plato lingers long. And it is a curious illustration of the different eyes with which different men read, that some students of Plato are confident he answers the question in the affirmative, while others are equally sure that he gives it an unqualified negative. "Plato," says Schwegler, "holds fast to the opinion that virtue is science, and therefore to be imparted by instruction." "We are told," says Burgess, one of Bohn's translators, "that, as virtue is not a science, it cannot, like a science, be made a subject of teaching." Professor Blackie, again, an open-minded and eloquent scholar, cannot doubt that virtue may be verbally imparted, nor, therefore, that the great Athenian thinker so believed and affirmed. What is the voice of common sense and the teaching of history touching this matter? Can a liberal and lofty nature be included in words, and so passed over to another? Elevation of character, nobility of spirit, wealth of soul,--is any method known, or probably ever to be known, among men, whereby these can be got into a text-book, and then out of the text-book into a bosom wherein they had no dwelling before? Alas, is not the story of the world too full of cases in which the combined eloquence of verbal instruction, vital influence, and lustrous example, aided even by all the inspirations of the most majestic and moving presence, have failed utterly to shape the character of disciples? Did Alcibiades profit greatly by the conversation of Socrates? Was Judas extremely ennobled by the companionship of Jesus? Was it to any considerable purpose that the pure-minded, earnest, affluent Cicero strewed the seeds of Stoic culture upon the wayside nature of his son? Did Faustina learn much from Antoninus Pius, or Commodus from Marcus Aurelius?