To right and left, now whirling past,
As on they rode, she wondered,

How quickly fled, wood, hedge, and field,
And how the bridges thundered-

"Dost fear, my love? the moon shines bright, Hurrah! the dead ride fast by night.

Dost fear the dead?" "Ah! never,
Yet let them rest for ever."

How on the right, how on the left,

Trees, mountains, hedges fly,
Now to the left, to right and left,

Towns, villages, pass by.

"Dost fear, my love? the moon shines bright,

Hurrah! the dead ride fast by night,

Fear'st thou the dead?" "6 Ah, never,

Yet let them rest for ever."

Look lock beneath the gallows tree,
The torturing wheel around,
Half visible in the pale moonlight,
An airy rabble bound.

"What ho! ye spectral troop, come here,
Ye rabble, come, and follow near,
The bridal dance attend ye

Ere to our bed descend we.

And that weird rabble rustling came
Behind them-hush hush! hush!
As whirlwinds through the autumn leaves
Of hazel trees oft rush--

And ever onward, crash, crash, crash,
With thundering gallop on they dash-
Rider and steed pant quickly,

And dust and sparks fly quickly.

Now all by silver moonlight seen,

Fled past them swift and far,
Now seemed to fly away on high,

The moon and each fair star;

"Dost fear my love? the moon shines bright.

Hurrah! the dead ride fast by night,

Dost fear the dead? Ah, woe, love!

Ah, let the dead ones go, love!

"Steed steed! methinks the cock doth crow,

Soon will the race be o'er.

Steed! steed! I scent the morning air,

Steed! hence for evermore.

Accomplished is our midnight ride,

The bridal-bed is open wide.

Hurrah! the dead ride fast, love,
We've reached our home at last, love.

Quick at an iron-grated door,
Now at full speed they thunder,
A feeble, wavering blow thereon,
Burst bolt and bar asunder;

The doors flew open creaking loud,
Raced o'er the graves that motley crowd,

The tombstones white are gleaming,

Pale in the moonlight streaming,

Look! look! in one short moment's space

Of horror and dismay,

The rider's doublet, piece by piece,

Like tinder drops away—

No flowing locks adorn his brow,

A naked skull his head, and now
A skeleton before her,

Hour-glass and scythe waves o'er her.

High pranced the steed, loud snorted he,
And scattered sparks around,

And suddenly beneath her, down
He sunk into the ground.
And howling rose into the sky,
From the deep grave a whining cry;
Lenore's heart, wildly beating,

From life to death is fleeting.

Now, in a circle, round and round,

Beneath the cold moon's glance,

Howling these words the mournful ghosts,

Move in a fetter-dance,

"Be patient, though the heart should break;

With God in Heav'n no quarrel make !

Body from soul is riven,

Peace to thy soul be given!"

THE

PLACE OF ZOOLOGY IN GENERAL EDUCATION, AND IN EVERY DAY LIFE.*

BY DR. ANDREW WILSON.

LET me, firstly, note, that those who object to study any subject which they themselves deem unconnected with their own special life and avocation, commit the illogical, and I must say illiberal mistake, of seeking to limit their intellectual progress from a very unreasonable motive and cause. Because they consider any particular study of no use, or what is still more absurd, because they think that it cannot be of any future service to them, the study is rejected. But one is naturally tempted to ask of such persons how they can attain to any knowledge of what will or what will not be of service to them in the future? Who can, in the first place and as a matter of common sense detail, reasonably assert that they will never be in any position, or placed in any circumstances in which a knowledge of the despised branch will not come handy, and even be of valuable nature to them? Human policy in this respect, and especially that which would take upon itself the office of educational censor, and of deciding according to its narrow lights what should or should not be studied in view of the unknown future, is of a very shortsighted kind. The study we prosecute from a liking for it, and in our leisure time, may in the days of the future become the prop and mainstay of ur physical and intellectual life, and may unfold sources of pleasure and gratification to us undreamt of until the occasion calls them forth.

But probably you will agree with me that this mode of arguing for the limitation of studies is not a feasible argument, or one worth while attacking. It carries with it its own condemnation, and in this light we can well afford to leave it. Zoology, however, has more positive and direct aspects in which to present herself for your mental acceptation. For if you ask me now to explain the benefits of its study, I reply, firstly, that its cultivation forms one of the most valued means of mental training that can be found, and that as such it should form an essential part of every liberal educational programme; secondly, that its study has important bearings on commerce and the health of nations; and thirdly, that it involves considerations connected with religion and morality which appeal to every man and woman who counts it a privilege to be able to think and reason as intelligent beings,

This paper forms the concluding portion of the Introductory Lecture to the Class of Zoology in the Edinburgh School of Art, 8th Nov., 1875.

with minds to cultivate, bodies to conserve, and hopes and beliefs to strengthen and defend. Such a category of aims and attributes cannot be accepted by you unreservedly or without questioning; nor would I wish you to simply take them for granted and without proof or illustration of any kind. Let me, therefore, exemplify to you the chief aspects in which zoological study fulfils the undoubtedly high ends I have just enumerated.

Its study-and indeed I may extend my remarks to include the cultivation of all other branches of natural science-acts, I have said, as an important aid in mental training; that is in bringing the mind into orderly habits of thought, and in inducing in the mental powers results analogous to those acquired by the powers of the body after a judicious course of physical training. It will not be disputed, I fancy, that the mind, like the body, requires to be trained to its due work-the work of thinking in a reasonable, judicious, and trustworthy manner. Nor will it be denied that, in proportion to the efficacy of this mental training, our minds will more or less effectively perform the work whereunto they are called. We may train the bodily powers judiciously and well, to enable us to undergo the fatigue of ordinary life with less languor and weariness than before. A system of gymnastics may be lawfully and reasonably undertaken by everyone without the slightest intention of qualifying for an acrobatic life. And so with the mind. We may as reasonably hold that the task of mental training is no less a part of everyone's duty and lawful labour than that of ensuring the health of the body, by due exercise or by daily ablution, or by attention to any of the plain common-sense rules which regulate our physical life.

all

This system of mind-gymnastics is one which is imperative on ages and conditions. In no age can its advantages be more thoroughly understood than in this controversial epoch, when the oldest and most respected of ideas are ruthlessly deposed from their niches, and iconoclasm in things social and religious is the order of the day. To have our young trained to "think," and our elders to judiciously weigh and consider all the matters of life; to teach men and women how to use their reason; to enable them successfully to grapple with the great difficulties of trade and labour, of science and art, of morality and religion-such are the objects. which this system of mind-training has in view. And the study of natural science accomplishes these great ends chiefly by inducing orderly habits of thought. The very essence of this study lies in the cultivation of the observant faculties, and in the true culture of the senses to appreciate, and, through appreciation, to understand and enjoy the objects which are set before the mind.

To observe rightly and truly, and as science teaches us to