, shipped by the _Clarinda_
at the Cape de Verde Island, remembered the pirate vessel as often seen
in that port.

In what form the _Cumberland_ perished is not certainly known. Pirates
executed in England for other crimes, were supposed to be guilty of
this: more than a hundred and fifty persons perished by their violence.
Some they cut down, and others they cast overboard. They were driven to
the port of Cadiz by a storm, and attempting to negociate a bill they
were detected. A ship of war conveyed them to Gibraltar, where several
suffered; others were forwarded to England, and condemned there. The
story of the capture was long a standing topic in the unarmed
merchantmen that passed her track. As the emigrant, even now, approaches
the supposed latitude, he hears with bated breath the fate of the
_Cumberland_, whenever a strange sail darkens the horizon.

FOOTNOTES:

[Footnote 154: _Report of the Lords of the Council_, May, 1849.]

[Footnote 155: Despatch, 1828.]

SECTION VI.

Attempts were made in the county of Cornwall to form a collegiate
institution, for the education of youth and the advancement of science
(1826). It was proposed to erect buildings, to govern the college by a
directory of patrons, and to establish a public library and lecture
room. For these purposes a fund was contributed: twenty-four persons
subscribed L50 each on the spot. A commencement was made at Norfolk
Plains; but the project failed, and sunk into a private academy.

In 1828, the government determined to establish a school at New Norfolk,
called the "King's Grammar School." The members of the government were
the board of guardians: the master was in holy orders. This effort was
also frustrated. Such attempts were not, however, lost: they were in
reality, not only the pledges but the causes of final success.

But the establishment of the King's Orphan School (1828) was successful.
It was chiefly designed for the numerous children whose parents were
unable to support them, who had deserted, or who were dead. It was
placed under the guidance of a committee, and afforded protection to
many children who must have sunk under the influence of a vicious
example. In this island the fatherless have found mercy. In the absence
of natural ties, the settlers have often displayed a parental tenderness
in educating the children of the outcast and the stranger.

The public institutions which multiplied at this period, tended to
mitigate