We have given a fair enough specimen of the twenty-four hours of a sailor's life at sea; but of course he sometimes has an easier, and sometimes a much harder life of it—depending on the kind of ship, the nature of the voyage, the state of the weather, and the character of the captain. Some sea-captains are excellent, kind-hearted men, and make the unavoidably hard duties of their crew as easy as it is possible; but others—and very many we fear—are terrible salt-water tyrants. A captain is the absolute master of all on board—his government, as we have said, is a despotism; and this ever-present sense of his will being law while afloat, too often hardens and brutalises an originally kind heart.
Landsmen! do you now envy and begrudge a living to the poor blue-jackets, who risk limb and life to carry on your commerce with the uttermost ends of the earth, and who man the wooden walls that alone render Britain the invincible mistress of the world? Ladies! dear, tender-hearted ladies! do you feel indifferent to the hard lot of the gallant fellows who sail the trackless ocean to supply you with silks and diamonds, with sugar and tea, and every conceivable luxury of dress and food? Be kind, we implore you, to Poor Jack, wherever you meet him, for he would shed the last drop of blood in his veins to defend you! Make every Christian allowance for his follies and his sins when ashore. Do all you can—and we think you might do much if you would—to ameliorate his physical condition, and you will improve his moral one at the same time. For ourselves, we can only say that we ever shall own Poor Jack as a messmate and a brother, and while we have a shot in the locker, he shall freely share it, God help him!
INFLUENCE OF EXAMPLE.
In a certain village in Switzerland, some years ago, there were heavy complaints among all who possessed trees, that no fruit was safe; that the children plundered it perpetually before it came to maturity; and not only that, but that the green saplings had no security against them. Another serious complaint was the barbarity of the children towards all living creatures in their power. The clergyman, teacher, and elders, often laid their heads together, to find some remedy for this inhuman spirit, by which every child in the place was more or less affected. They could not conceive why such a spirit should prevail so specially in this village; but they could find neither cause nor remedy: all exhortations, all punishments, were in vain. The clergyman of the village was changed; and the new minister was a great friend to schools. His first walk was to the school-house. The vice of the scholars had been made known to him, and the failure of all preventive measures hitherto applied. But, determining within himself to watch the whole course of proceedings in school, he soon perceived that the teacher had a habit, and had acquired a singular dexterity in it, of knocking down and killing flies with his cane, to the end of which he had fastened a piece of leather. The windows were all on one side, and being exposed to the morning sun of summer, they were continually full of flies. The teacher's path lay along them, in front of his scholars; and while talking to the latter, he struck down the flies as they shewed themselves at the window. This manœuvre amused the children infinitely more than his instruction did, and they followed his example. They were incessantly on the watch for flies that buzzed through the room, caught them in their hands, and shewed as great dexterity in this kind of chase as their teacher in his. But their amusement did not end here: they had learned to play with their captives, treat them with detestable cruelty, and seemed to find a wicked delight in observing the shivering of their victims.
On observing these curious and far from pleasing peculiarities of the school, the intelligent and humane clergyman easily accounted for the spirit of destructiveness among the children; and his first step was to induce the teacher to take his leather from the end of the cane; and next, to turn the desks so that the boys sat with their backs to the windows, and the teacher's path lay on the other side of the room. Then the minister went frequently into the school, and examined so severely, that both teacher and pupils had more to do than to give their attention to the flies. As this was not yet entirely satisfactory in its results, the minister took advantage of the hot summer weather, to have instruction given only in the afternoon, when the school was not so full of flies, and thus he gradually banished the insects from the thoughts of teacher and children. But he knew that it was of little avail solely to pull the weeds out of the young mind. He obtained an unoccupied piece of land fit for planting, and, not far from the school, laid out a school-garden. This pleased the teacher, and the children willingly took part in the task, for they had soon learned to like their new minister, who came and worked amongst them. The garden was surrounded by a hedge planted with trees and shrubs, and each child had a tree or shrub given him to take care of. A nursery was soon laid out, and provision made for plenty of larger gardens and orchards in the village. And, behold! the spirit of destructiveness among the children soon passed away; and every man's fruit and garden became safe, the youths even begging of their parents that trees might be planted in the fields for them to take care of. The new spirit was communicated from children to parents, till it spread throughout the entire village; every family had its pretty little garden; an emulation in cultivating flowers sprang into existence; idle and bad habits disappeared; and gradually the whole place was a scene of moral as well as of physical beauty.
This incident, the truth of which can be vouched for, has been communicated to us by a lady of rank, who happens to have lately become acquainted with the circumstances, and has thought that their publicity may be advantageous. We have no doubt of the fact, that the practice of amateur gardening is never associated with evil, but is always a token of advanced tastes and correct habits. Let every one, therefore, within his sphere, do what he can to promote this most desirable pursuit. We would further say, let every school, so far as it can conveniently be done, have its garden, not only for purposes of amusement, but as an important engine of education.