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+The Project Gutenberg eBook of New National Fourth Reader, by Charles J. Barnes and J. Marshall Hawkes
+
+This eBook is for the use of anyone anywhere in the United States and
+most other parts of the world at no cost and with almost no restrictions
+whatsoever. You may copy it, give it away or re-use it under the terms
+of the Project Gutenberg License included with this eBook or online at
+www.gutenberg.org. If you are not located in the United States, you
+will have to check the laws of the country where you are located before
+using this eBook.
+
+Title: New National Fourth Reader
+
+Author: Charles J. Barnes and J. Marshall Hawkes
+
+Release Date: May 14, 2005 [eBook #15825]
+[Most recently updated: January 24, 2021]
+
+Language: English
+
+Character set encoding: UTF-8
+
+Produced by: Juliet Sutherland, David Gundry, and the Project Gutenberg Online Distributed Proofreading Team
+
+*** START OF THE PROJECT GUTENBERG EBOOK NEW NATIONAL FOURTH READER ***
+
+
+
+
+Transcriber's Notes
+
+      Where reference is made to page numbers, there is an annotation
+      showing a footnote number and the relative information is appended
+      at the end of each lesson or section.
+
+      Pronunciation marks have been ignored. However, accented syllables
+      precede the single apostrophe, which also serves as a break.
+      Otherwise breaks are shown by spaces.
+
+
+
+
+
+Barnes' New National Readers
+
+NEW NATIONAL FOURTH READER
+
+by
+
+CHARLES J. BARNES and J. MARSHALL HAWKES
+
+1884
+
+
+
+
+
+
+
+[Illustration: Destruction of Pompeii by Vesuvius.]
+
+
+
+
+
+PREFACE
+
+
+It is thought that the following special features of this book will
+commend themselves to Teachers and School Officers.
+
+_The reading matter of the book is more of a descriptive than
+conversational style_, as it is presumed that the pupil, after having
+finished the previous books of the series, will have formed the habit of
+easy intonation and distinct articulation.
+
+_The interesting character of the selections_, so unlike the reading
+books of former times.
+
+_The large amount of information_ which has been combined with incidents
+of an interesting nature, to insure the pupil's earnest and thoughtful
+attention.
+
+_The length of the selections for reading_,--the attention of pupils
+being held more readily by long selections than by short ones, though of
+equal interest.
+
+_The gradation of the lessons_, which has been systematically maintained
+by keeping a careful record of all new words as fast as they appeared,
+and using only such pieces as contained a limited number.
+
+_The simplicity of the lessons_, which becomes absolutely necessary in
+the schools of to-day, owing to the short school life of the pupil, his
+immature age, and inability to comprehend pieces of a metaphysical or
+highly poetical nature.
+
+_The ease with which pupils may pass from the Third Reader of this
+series to this book_, thereby avoiding the necessity of supplementary
+reading before commencing the Fourth Reader, or of using a book of
+another series much lower in grade.
+
+_Language Lessons_, of a nature to secure intelligent observation, and
+lead the pupil to habits of thought and reflection. Nothing being done
+for the learner that he could do for himself.
+
+_Directions for Reading_, which accompany the lessons--specific in their
+treatment and not of that general character which young teachers and
+pupils are unable to apply.
+
+_All new words of special difficulty, at the heads of the lessons_,
+having their syllabication, accent, and pronunciation indicated
+according to Webster. Other new words are placed in a vocabulary at the
+close of the book.
+
+_The type of this book, like that of the previous books of the series,
+is much larger than that generally used_, for a single reason. Parents,
+every-where, are complaining that the eye-sight of their children is
+being ruined by reading from small, condensed type. It is confidently
+expected that this large, clear style will obviate such unfortunate
+results.
+
+_The illustrations have been prepared regardless of expense_, and will
+commend themselves to every person of taste and refinement.
+
+
+
+
+CONTENTS
+
+
+LESSONS IN PROSE.
+
+
+ 1.--"I'M GOING TO" (Part I) _Charlotte Daly_.
+
+ 2.--"I'M GOING TO" (Part II) _Charlotte Daly_.
+
+ 3.--THE BEAN AND THE STONE
+
+ 5.--AN ADVENTURE WITH DUSKY WOLVES (I) _Mayne Reid_.
+
+ 6.--AN ADVENTURE WITH DUSKY WOLVES (II) _Mayne Reid_.
+
+ 7.--THE SAILOR CAT _David Ker_.
+
+ 9.--THE LION
+
+10.--ADVENTURE WITH A LION _Livingstone_.
+
+11.--THE NOBLEST DEED OF ALL
+
+13.--THE STORY OF INDIAN SPRING (I) _Aunt Mary_.
+
+14.--THE STORY OF INDIAN SPRING (II)
+
+15.--AN ADVENTURE WITH A SHARK
+
+17.--A FUNNY HORSESHOE "_Christian Union_."
+
+18.--THE GIRAFFE
+
+19.--THE TRADER'S TRICK
+
+21.--ALI, THE CAMEL DRIVER (I)
+
+22.--ALI, THE CAMEL DRIVER (II)
+
+23.--A QUEER PEOPLE
+
+25.--WATER
+
+26.--THE HIDDEN TREASURE (I)
+
+27.--THE HIDDEN TREASURE (II)
+
+28.--THE HIDDEN TREASURE (III)
+
+30.--AIR _J. Berners_ (Adapted).
+
+31.--A TIMELY RESCUE
+
+33.--TRUE COURTESY (I)
+
+34.--TRUE COURTESY (II)
+
+35.--WHY AN APPLE FALLS
+
+37.--THE JAGUAR
+
+38.--HOLLAND (I) _Mary Mapes Dodge_.
+
+39.--HOLLAND (II) _Mary Mapes Dodge_.
+
+41.--SOMETHING ABOUT PLANTS
+
+42.--FOREST ON FIRE (I) _Audubon_.
+
+43.--FOREST ON FIRE (II) _Audubon_.
+
+45.--A GHOST STORY (I) _Louisa M. Alcott_.
+
+46.--A GHOST STORY (II) _Louisa M. Alcott_.
+
+47.--A GHOST STORY (III) _Louisa M. Alcott_.
+
+49.--THE RHINOCEROS
+
+50.--PRESENCE OF MIND
+
+51.--HALBERT AND HIS DOG
+
+53.--THE CATERPILLAR AND BUTTERFLY
+
+54.--WILD HORSES OF SOUTH AMERICA
+
+55.--AN EMPEROR'S KINDNESS
+
+57.--STORY OF THE SIOUX WAR (I)
+
+58.--STORY OF THE SIOUX WAR (II)
+
+59.--VOLCANOES
+
+61.--ANECDOTE OF WASHINGTON (I)
+
+62.--ANECDOTE OF WASHINGTON (II)
+
+63.--THE OSTRICH
+
+65.--AN INCIDENT OF THE REVOLUTION
+
+66.--TROPICAL FRUITS
+
+67.--STORY OF DETROIT
+
+69.--MAKING MAPLE SUGAR (I) _Charles Dudley Warner_.
+
+70.--MAKING MAPLE SUGAR (II) _Charles Dudley Warner_.
+
+72.--NATURAL WONDERS OF AMERICA (I)
+
+73.--NATURAL WONDERS OF AMERICA (II)
+
+74.--AFRICAN ANTS _Du Chaillu_.
+
+76.--EGYPT AND ITS RUINS (I)
+
+77.--EGYPT AND ITS RUINS (II)
+
+
+
+
+LESSONS IN VERSE.
+
+
+ 4.--TO-MORROW _Mrs. M.R. Johnson_.
+
+ 8.--RESCUED _Celia Thaxter_.
+
+12.--MARJORIE'S ALMANAC _T.B. Aldrich_.
+
+16.--A LEGEND OF THE NORTHLAND _Phoebe Cary_.
+
+20.--A HAPPY PAIR _Florence Percy_.
+
+24.--ILL-NATURED BRIER _Mrs. Anna Bache_.
+
+29.--LOOKING FOR THE FAIRIES _Julia Bacon_.
+
+32.--BIRDS IN SUMMER _Mary Howitt_.
+
+36.--THE MILLER OF THE DEE _Charles Mackay_.
+
+40.--THE WIND IN A FROLIC _William Howitt_.
+
+44.--COMMON GIFTS
+
+48.--WHAT THE CHIMNEY SANG _Bret Harte_.
+
+52.--THE LIGHT-HOUSE
+
+56.--UNITED AT LAST
+
+60.--THE BROOK _Alfred Tennyson_.
+
+64.--TO-DAY AND TO-MORROW _Charles Mackay_.
+
+68.--THE FISHERMAN _John G. Whittier_.
+
+71.--OLD IRONSIDES _Oliver Wendell Holmes_.
+
+75.--THE LEAP OF ROUSHAN BEG _Henry W. Longfellow_.
+
+
+DEFINITIONS
+
+
+GEOGRAPHICAL AND PROPER NAMES
+
+
+
+
+
+
+
+ACKNOWLEDGMENTS.
+
+
+The publishers desire to thank Messrs. Houghton, Mifflin & Co., the
+Century Co., Roberts Brothers, and Charles Scribner's Sons, for
+permission to use and adapt some of their valuable copyright matter.
+
+
+
+
+
+
+
+SUGGESTIONS
+
+To Teachers
+
+
+The following suggestions are submitted for the benefit of young
+teachers.
+
+In order that pupils may learn how to define words at the heads of the
+lessons, let the teacher read the sentences containing such words and
+have pupils copy them upon slate or paper.
+
+Then indicate what words are to be defined, and insist upon the proper
+syllabication, accent, marking of letters, etc.
+
+In this way the pupil learns the meaning of the word as it is used, and
+not an abstract definition that may be meaningless.
+
+Have pupils study their reading lessons carefully before coming to
+recitation.
+
+The position of pupils while reading should be erect, easy, and
+graceful.
+
+Give special attention to the subject of articulation, and insist upon a
+clear and distinct enunciation.
+
+In order to develop a clear tone of voice, let pupils practice, in
+concert, upon some of the open vowel sounds, using such words as _arm,
+all, old_.
+
+In this exercise, the force of utterance should be gentle at first, and
+the words repeated a number of times; then the force should be increased
+by degrees, until "calling tones" are used.
+
+Encourage a natural use of the voice, with such modulations as may be
+proper for a correct rendering of the thoughts which are read.
+
+It should, be remembered that the development of a good tone of voice is
+the result of careful and constant practice.
+
+Concert reading is recommended as a useful exercise, inasmuch as any
+feeling of restraint or timidity disappears while reading with others.
+
+Question individual pupils upon the manner in which lessons should be
+read. In this way they will learn to think for themselves.
+
+Do not interrupt a pupil while reading until a thought or sentence is
+completed, since such a course tends to make reading mechanical and
+deprive it of expression.
+
+Errors in time, force of utterance, emphasis, and inflection should be
+carefully corrected, and then the passage read over again.
+
+The "Directions for Reading" throughout the book are intended to be
+suggestive rather than exhaustive, and can be added to as occasion
+requires.
+
+The "Language Lessons" in this book, should not be neglected. They
+contain only such matter as is necessary to meet the requirements of
+pupils.
+
+Words and expressions not readily understood, must be made intelligible
+to pupils. This has been done in part by definitions, and in part by
+interpreting some of the difficult phrases.
+
+After the habit of acquiring the usual meaning has been formed, the
+original meaning of those words which are made up of stems modified by
+prefixes or affixes should be shown.
+
+The real meaning of such words can be understood far better by a study
+of their formation, than by abstract definitions. It will be found,
+also, that pupils readily become interested in this kind of work.
+
+As the capabilities of classes of the same grade will differ, it may
+sometimes occur that a greater amount of language work can be done
+effectively than is laid down in this book. When this happens, more time
+can be devoted to such special kinds of work as the needs of the classes
+suggest.
+
+Constant drill upon the analysis of lessons, varied at times by the
+analysis of short stories taken from other sources and read to the
+class, will develop the reasoning faculties of pupils and render the
+writing of original compositions a comparatively easy exercise.
+
+Encourage the habit of self-reliance on the part of pupils. Original
+investigation, even if followed at first by somewhat crude results, is
+in the end more satisfactory than any other course.
+
+The Definitions (pages 373-382) and the List of Proper Names (pages
+383 and 384) may be used in the preparation of the lessons.[01]
+
+When exercises are written, particular care should be required in regard
+to penmanship, correct spelling, punctuation, and neatness.
+
+
+[01] "The Definitions" are found at the end of the text, however "the
+List of Proper Names" has not been included in this production.
+
+
+
+
+
+
+
+PHONIC CHART.
+
+
+
+VOWELS.
+
+
+a as in  lake
+a "  "   at
+a "  "   far
+a "  "   all
+a "  "   care
+a "  "   ask
+a as in  what
+e "  "   be
+e "  "   let
+i "  "   ice
+i "  "   in
+o "  "   so
+o as in  box
+u  "  "  use
+u  "  "  up
+u  "  "  fur
+oo "  "  too
+oo "  "  look
+
+
+
+
+
+
+
+DIPHTHONGS.
+
+
+oi, oy (unmarked), as in oil, boy
+ou, ow     "       "  "  out, now
+
+
+
+
+
+
+
+CONSONANTS
+
+
+ b  as in bad
+ d  "  "  do
+ f  "  "  fox
+ g  "  "  go
+ h  "  "  he
+ j  "  "  just
+ k  "  "  kite
+ l  "  "  let
+ m  as in me
+ n  "  "  no
+ p  "  "  put
+ r  "  "  rat
+ s  "  "  so
+ t  "  "  too
+ v  "  "  very
+ w  "  "  we
+ y  as in yes
+ z  "  "  froze
+ng  "  "  sing
+ch  "  "  chick
+sh  "  "  she
+th  "  "  think
+th  "  "  the
+wh(hw),"  what
+
+
+
+
+
+
+
+EQUIVALENTS.
+
+VOWELS.
+
+
+a    like o  as in what
+e     "   a  "  "  where
+e     "   a  "  "  they
+e     "   u  "  "  her
+i     "   u  "  "  girl
+i     "   e  "  "  police
+o, u like oo as in to, rule
+o     "   u  "  "  come
+o     "   a  "  "  for
+u, o  "   oo "  "  put, could
+y     "   i  "  "  by
+y     "   i  "  "  kit'ty
+
+
+CONSONANTS.
+
+
+c like  s    as in   race
+c  "    k    "  "    cat
+g  "    j    "  "    cage
+n like ng    as in   think
+s  "    z    "  "    has
+x  "   ks, or gz "   box, exist
+
+
+
+
+
+FOURTH READER
+
+
+
+
+
+LESSON I
+
+
+spokes'man, _one who speaks for others_.
+
+cho'rus, _a number of speakers or singers_.
+
+apt, _likely; ready_.
+
+folks, _people; family_.
+
+mis'er a ble, _very unhappy; very poor_.
+
+lone'some, _without friends; lonely_.
+
+score, _twenty_.
+
+wretch'ed, _unhappy; very sad_.
+
+
+       *       *       *       *       *
+
+
+
+
+"I'M GOING TO."
+
+PART I.
+
+
+Once upon a time, there was a little boy, whose name was Johnny.
+"Johnny," said his mamma, one day, "will you bring me an armful of
+wood?"
+
+"Yes," said Johnny, "I'm going to"; but just then he heard Carlo, the
+dog, barking at a chipmunk over in the meadow, so he ran off as fast as
+he could go.
+
+Now this was not the first time that Johnny had said to his mamma, "Yes,
+I'm going to." He never thought of that wood again until about
+dinner-time, when he began to feel hungry.
+
+When he got back, he found that dinner was over, and papa and mamma had
+gone to ride. He found a piece of bread and butter, and sat down on a
+Large rock, with his back against the stump of a tree, to eat it.
+
+When it was all gone, Johnny began to think what he should do next. He
+closed his eyes as people are apt to do when they think.
+
+Presently he heard a score of voices about him. One was saying, "Wait a
+bit"; another, "Pretty soon"; another, "In a minute"; another, "By and
+by"; and still another, louder than the rest, kept screaming as loud as
+it could, "Going to, going to, going to," till Johnny thought they were
+crazy.
+
+"Who in the world are you?" said he, in great surprise, "and what are
+you making such a noise about?"
+
+"We are telling our names," said they; "didn't you ask us to tell our
+names?"
+
+"No," said Johnny, "I didn't."
+
+"O what a story!" cried they all in a breath.
+
+[Illustration]
+
+"Let's shake him for it," said one.
+
+"No, let us carry him to the king," said another.
+
+So they began to spin about him like so many spiders; for each one of
+them carried a long web, and when that gets wound around a boy or a
+girl, it is a very difficult thing to get rid of.
+
+In a few minutes they had him all wound up--hands and feet, nose and
+eyes, all tied up tight. Then they took him among them, and flew away
+with him, miles and miles, over the hills, and up to a big cave in the
+mountain. There he heard ever so many more voices, and it was noisier
+than ever.
+
+"Where am I?" he said, as soon as he could speak.
+
+"O you're safe at home," answered Wait-a-bit, for he seemed to be the
+spokesman; "and they have been expecting you for some time."
+
+"This isn't my home," said Johnny, feeling very miserable and beginning
+to cry.
+
+"O yes, it is," said a chorus of voices. "This is just where such folks
+as you belong. There are many of your fellows here, and you won't be
+lonesome a bit."
+
+They had begun to unwind the web from his eyes now, so he opened them
+and looked about him. O what a wretched place it was!
+
+Against the sides of the cave, stood long rows of boys and girls, with
+very sorry faces, all of them saying over as fast as they could speak,
+"Going to, going to!" "Wait a bit, wait a bit!" "Pretty soon, pretty
+soon!" "In a minute, in a minute!" studying the names just as hard as if
+they were lessons.
+
+There were Delays, and Tardys, and Put-offs, with ever so many more; and
+in a corner by themselves, and looking more unhappy than all the rest,
+were the poor little fellows whose names were "Too late."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Pupils should read loud enough for all the
+class to hear them.
+
+The words forming a _quotation_ should usually be spoken in a louder
+tone than the other words in the lesson, as--
+
+_"Johnny,"_ said his mamma, one day, _"will you bring me an armful of
+wood?"_
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Divide into syllables, accent, and mark the sounds
+of the letters in the following words: _Carlo, armful, mountain,
+unwind_.
+
+What two words can be used for each of the following: _I'm, didn't,
+let's, you're, isn't, won't?_
+
+What other words could be used instead of _got_ (page 16, line 4)?[02]
+
+Proper names should begin with capital letters: as, _Johnny, Carlo_.
+
+Give three other words used as proper names in this lesson.
+
+
+[02] paragraph 4 of this lesson
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON II.
+
+
+de spair', _loss of hope_.
+
+pro cras' ti na tor, _one who puts off doing any thing_.
+
+res o lu'tions, _promises made to one's self; resolves_.
+
+yon'der, _there; in that place_.
+
+mon'strous, _of great size_.
+
+gi'ant, _an unreal person, supposed to be of great size_.
+
+hor'rid, _causing great fear or alarm_.
+
+ex pect'ed, _thought; looked for_.
+
+
+       *       *       *       *       *
+
+
+
+
+"I'M GOING TO."
+
+PART II.
+
+
+"O dear, dear! Where am I?" said Johnny in despair. "Please let me out!
+I want my mamma!"
+
+"No, you don't," said Wait-a-bit. "You don't care much about her, and
+this is really where you belong. This is the kingdom of Procrastination,
+and yonder comes the king."
+
+"The kingdom of what?" said Johnny, who had never heard such a long word
+in his life before.
+
+But just then he heard a heavy foot-fall, and a great voice that sounded
+like a roar, saying, "Has he come? Did you get him?"
+
+"Yes, here he is," said Wait-a-bit, "and he'd just been saying it a
+little while before we picked him up."
+
+Johnny looked up and saw a monstrous giant, with a bright green body and
+red legs, and a yellow head and two horrid coal-black eyes.
+
+"Let me have him," said the giant. So he took him up just as if he had
+been a rag-baby, and looked him all over, turning him from side to side,
+and from head to feet.
+
+O but Johnny was frightened, and expected every moment to be swallowed!
+
+"Let's see," said the giant; "he always says 'Pretty soon.' No, that
+isn't it. What is it, my fine fellow, that you always say to your mamma
+when she asks you to do any thing for her?
+
+"It isn't 'Pretty soon,' nor 'In a minute.' What is it? They all mean
+about the same thing, to be sure, and bring every body to me in the end;
+but I must know exactly, or I can't put you in the right place."
+
+Johnny hung his head, and did not want to tell; but an extra hard poke
+of the giant's big finger made him open his mouth and say with shame,
+that he always said, "I'm going to."
+
+"O that's it!" said the giant. "Well, then, you stand there."
+
+So he unwound a bit of the web from his fingers--just enough so that he
+could hold the Procrastinator's Primer--and stood him at the end of a
+long row of children, who were saying over and over again, just as fast
+as they could speak, "Going to, going to, going to, going to," just
+that, and nothing else in the world.
+
+Johnny was tired and hungry by this time, and longed to see his mamma,
+thinking that, if he could only get back: to her, he would always mind
+the very moment she told him to do any thing.
+
+He made a great many good resolutions while he stood there. At last the
+giant called him to come and say his lesson.
+
+"You shall have a short one to-day," said he, "and need say it only a
+thousand times, because it is your first day here. To-morrow, you must
+say it a million."
+
+Johnny tried to step forward, but the web was still about his feet, so
+he fell with, a bang to the floor.
+
+Just then he opened his eyes to find that he had rolled from the rock
+to the grass, and that mamma was calling him in a loud voice to come to
+supper, and this time he didn't say, "I'm going to."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The words in quotation marks should be read in
+the same manner as in Lesson I.
+
+Read words in dark type in the following sentences with more force than
+the other words:
+
+    "Has he _come?_ Did you _get_ him?"
+
+Words that are read more forcibly than other words in a sentence are
+called _emphatic words_.
+
+Which are the _emphatic words_ in the following sentences?
+
+    "You shall have a short one to-day."
+
+    "I must know exactly."
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Divide into syllables, accent, and mark the sounds
+of the letters in the following words: _extra, primer, moment,
+coal-black_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON III.
+
+
+remark'able, _worthy of notice; unusual_.
+
+moist'ure, _wetness; that which makes wet_.
+
+absorbed', _sucked up; drunk up_.
+
+with'er, _lose freshness_.
+
+starched, _stiffened, as starch_.
+
+germ, _that from which the plant grows; bud_.
+
+hand'some, _pleasing in appearance; very pretty_.
+
+clasped, _surrounded; inclosed_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE BEAN AND THE STONE.
+
+
+"I think I ought to be doing something in the world!" said a little
+voice out in the garden.
+
+"Pray, what can you do?" asked another and somewhat stronger voice.
+
+"I think I can grow," answered the little voice.
+
+If you had seen the owner of the little voice, perhaps you would not
+have thought him any thing remarkable.
+
+It is true he had on a clean white coat, so smooth and shining that it
+looked as if it had been newly starched and ironed, and inside of this,
+he hugged two stout packages.
+
+The coat had only one fastening; but that fastening extended down the
+back, and was a curious thing to see.
+
+It looked just as if the coat had been cut with a knife, and had
+afterward grown together again. It was like a scar on your hand; and a
+scar it is called.
+
+"Yes, I ought to be growing," said the little voice, "for I am a bean,
+and in the spring a bean ought to grow."
+
+Now you know how the coat came by its scar, for the scar was the spot
+which showed where the bean had been broken from the pod.
+
+"What do you mean by growing?" said the other voice, which came from a
+large red stone.
+
+"Why," said the bean, "don't you know what growing means? I thought
+every thing knew how to grow. You see, when I grow, my root goes down
+into the soil to get moisture, and my stem goes up into the light to
+find heat. Heat and moisture are my food and drink.
+
+"By and by, I shall be a full-grown plant, and that is wonderful! In the
+ground, my roots will travel far and wide.
+
+"In the air, how happy my stem will be! I shall learn a great deal, and
+see beautiful things every day. O how I long for that time to come!"
+
+"What you say is very strange," said the red stone. "Here I have been in
+this same place for many years, and I have not grown at all. I have no
+root; I have no stem; or, if I have, they never move upward nor
+downward, as you say. Are you sure you are not mistaken?"
+
+"Why, of course I'm not mistaken," cried the bean. "I feel within myself
+that I can grow; and I have absorbed so much moisture that I must soon
+begin."
+
+Just then the bean's coat split from end to end, and for one or two
+minutes neither the stone nor the bean spoke. The stone was astonished,
+and the bean was a little frightened. However, he soon recovered his
+courage.
+
+"There!" said he, showing the two packages he had been carrying; "these
+are my seed-leaves. In them is the food on which I intend to live when I
+begin growing.
+
+"When my stem is strong enough to do without them, they will wither away.
+My coat is all worn-out, too. I shall not need it any longer. Look
+inside the seed-leaves, and you will see the germ. Part of it is root,
+and part of it is stem. Do you see?"
+
+"I see two little white lumps," replied the stone; "but I can not
+understand how they will ever be a root and a stem."
+
+"I do believe you are a poor, dull mineral, after all," said the bean;
+"and if so, of course you can not understand what pleasure a vegetable
+has in growing.
+
+"I wouldn't be a mineral for the world! I would not lie still and do
+nothing, year after year. I would rather spread my branches in the
+sunshine, and drink in the sweet spring air through my leaves."
+
+"What you say must be all nonsense," said the stone. "I can't understand
+it."
+
+But the bean grew on without minding him. The roots pushed down into the
+soil and drank up the moisture from the ground. Then this moisture went
+into the stem, and the stem climbed bravely up into the light.
+
+"How happy I am!" cried the bean.
+
+It ran over the red stone, and clasped it with long green branches,
+covered with white bean flowers.
+
+"O indeed!" said the stone. "Is this what you call growing? I thought
+you were only in fun. How handsome you are!"
+
+"May I hang my pods on you, so that they can ripen in the sun?" said the
+bean.
+
+"Certainly, friend," said the stone.
+
+He was very polite, now that he saw the bean was a full-grown vine.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read in a conversational tone of voice, as in
+Lessons I and II.
+
+What word is emphatic in the third paragraph?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+words, _broken, packages, courage, polite_.
+
+Tell in your own words how the bean grew.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON IV.
+
+
+elf, _a very small person; an unreal being_.
+
+vex, _make angry; trouble_.
+
+pon'dered, _thought about with care_.
+
+streak, _line; long mark_.
+
+
+       *       *       *       *       *
+
+
+
+
+TO-MORROW.
+
+
+  A bright little boy with laughing face,
+  Whose every motion was full of grace,
+  Who knew no trouble and feared no care,
+  Was the light of our household--the youngest there.
+
+  He was too young--this little elf--
+  With troublesome questions to vex himself;
+  But for many days a thought would rise,
+  And bring a shade to the dancing eyes.
+
+  He went to one whom he thought more wise
+  Than any other beneath the skies:
+  "Mother,"--O word that makes the home!--
+  "Tell me, when will to-morrow come?"
+
+  "It is almost night," the mother said,
+  "And time for my boy to be in bed;
+  When you wake up and it's day again,
+  It will be to-morrow, my darling, then."
+
+  The little boy slept through all the night,
+  But woke with the first red streak of light;
+  He pressed a kiss on his mother's brow,
+  And whispered, "Is it to-morrow now?"
+
+  "No, little Eddie, this is to-day;
+  To-morrow is always one night away."
+  He pondered awhile, but joys came fast,
+  And this vexing question quickly passed.
+
+  But it came again with the shades of night:
+  "Will it be to-morrow when it is light?"
+  From years to come, he seemed care to borrow,
+  He tried so hard to catch to-morrow.
+
+  "You can not catch it, my little Ted;
+  Enjoy to-day," the mother said;
+  "Some wait for to-morrow through many a year--
+  It always is coming, but never is here."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In reading poetry, pupils should notice the
+emphatic words, and give them proper force.
+
+Example.
+
+    "_Mother_,"--O word that makes the home!--
+
+    "_Tell_ me, when will _to-morrow_ come?"
+
+The two dashes in the first line of the preceding example are used
+instead of a parenthesis, and have the same value.
+
+When there is no pause at the end of a line (see first line, third
+stanza), it should be closely joined in reading to the line which
+follows it, thus making the two lines read as one.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON V.
+
+
+ap'pe tite, _wish for food_.
+
+a muse'ment, _play; enjoyment_.
+
+gaunt, _lean; hungry looking_.
+
+spe'cies, _kind_.
+
+oc curred', _took place; happened_.
+
+en cour'age ment, _hope given by another's words or actions_.
+
+di rec'tion, _way; course_.
+
+dusk'y, _very dark; almost black_.
+
+sin'gu lar, _unusual; strange_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN ADVENTURE WITH DUSKY WOLVES.
+
+PART I.
+
+
+"During the summer and winter, we had several adventures in the
+trapping and killing of wild animals. One of them was of such a
+singular and dangerous kind, that you may feel interested in hearing
+it.
+
+"It occurred in the dead of winter, when there was snow upon the ground.
+The lake was frozen over, and the ice was as smooth as glass. We spent
+much of our time in skating about over its surface, as the exercise
+gave us health and a good appetite.
+
+"Even Cudjo, our colored servant, had taken a fancy for this amusement,
+and was a very good skater. Frank was fonder of it than the rest of us,
+and was, in fact, the best skater among us.
+
+"One day, however, neither Cudjo nor I had gone out, but only Frank and
+Harry. The rest of us were busy at some carpenter work within doors.
+
+"We could hear the merry laugh of the boys, and the ring of their skates
+as they glided over the smooth ice. All at once, a cry reached our
+ears, which we knew meant the presence of some danger.
+
+"'O Robert!' cried my wife, 'they have broken through the ice!'
+
+"We all dropped what we held in our hands, and rushed to the door. I
+seized a rope as I ran, while Cudjo took his long spear, thinking it
+might be of use to us. This was the work of a moment, and the next we
+were outside the house.
+
+"What was our astonishment to see both the boys, away at the farthest
+end of the lake, but skating toward us as fast as they could!
+
+"At the same time, our eyes rested upon a terrible sight. Close behind
+them upon the ice, and following at full gallop, was a pack of wolves!
+
+"They were not the small prairie wolves, which either of the boys might
+have chased with a stick, but of a species known as the 'Great Dusky
+Wolf' of the Rocky Mountains.
+
+"There were six of them in all. Each of them was twice the size of the
+prairie wolf, and their long, dark bodies, gaunt with hunger, and
+crested from head to tail with a high, bristling mane, gave them a most
+fearful appearance.
+
+"They ran with their ears set back and their jaws apart, so that we
+could see their red tongues and white teeth.
+
+"We did not stop a moment, but rushed toward the lake. I threw down the
+rope, and seized hold of a large rail as I ran, while Cudjo hurried
+forward armed with a spear. My wife, with presence of mind, turned back
+into the house for my rifle.
+
+"I saw that Harry was foremost, and that the fierce wolves were fast
+closing upon Frank. This was strange, for we knew that Frank was by far
+the better skater. We all called out to him, uttering loud shouts of
+encouragement. Both were bearing themselves manfully, but Frank was
+most in danger.
+
+"The wolves were upon his heels! 'O they will kill him!' I cried,
+expecting the next moment to see him thrown down upon the ice. What was
+my joy at seeing him suddenly wheel and dart off in a new direction."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read with spirit, and
+in a full, clear tone of voice.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--_Presence of mind_ is the power to act quickly when
+sudden danger threatens.
+
+_Upon his heels_ means very close to.
+
+_Dead of winter_ is the middle of winter, as that is supposed to be
+the quietest or most lifeless time.
+
+Syllabify, accent, and mark sounds of letters in the following words:
+_fancy, gallop, prairie, bristling, rifle_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON VI.
+
+
+e lud'ed, _got away from; avoided_.
+
+ex cit'ing, _causing deep interest_.
+
+marks'man, _one who shoots well_.
+
+re treat'ing, _going away from_.
+
+en a'bled, _helped; made able_.
+
+sim'i lar, _like; nearly the same_.
+
+pur suit', _following after_.
+
+nim'bly, _with a quick motion_.
+
+com menced', _began_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN ADVENTURE WITH DUSKY WOLVES.
+
+PART II.
+
+
+"The wolves, thus nimbly eluded, now kept on after Harry, who, in turn,
+became the object of our anxiety.
+
+"In a moment they were close upon him; but he, already warned by his
+brother, wheeled in a similar manner, while the fierce brutes, swept
+along by the force of their running, were carried a long distance upon
+the ice before they could turn themselves.
+
+"Their long, bushy tails, however, soon enabled them to turn about and
+follow in the new direction, and they galloped after Harry, who was now
+the nearest to them.
+
+"Frank, in the meantime, had again turned, and came sweeping past behind
+them, at the same time shouting loudly, as if to tempt them away from
+their pursuit of Harry.
+
+"They heeded him not, and again he changed his direction, and, as though
+he was about to skate into their midst, followed the wolves.
+
+"This time he skated up close behind them, just at the moment when Harry
+had turned again, and thus made his second escape.
+
+"At this moment, we heard Frank calling out to his brother to make for
+the shore, while, instead of retreating himself, he stopped until Harry
+had passed, and then dashed off, followed closely by the whole pack.
+
+"Another slight turn brought him nearly in our direction; but there was
+a large hole broken through the ice close by the shore, and we saw
+that, unless he turned again, he would skate into it.
+
+"We thought he was watching the wolves too intently to see it, and we
+shouted to warn him. Not so; he knew better than we what he was about.
+
+"When he had reached within a few feet of the hole, he wheeled sharply
+to the left, and came dashing up to the point where we stood to receive
+him.
+
+"The wolves, too intent upon their chase to see any thing else, went
+sweeping past the point where he had turned, and the next moment
+plunged through the broken ice into the water.
+
+"Then Cudjo and I ran forward, shouting loudly, and, with the heavy rail
+and the long spear, commenced dealing death among them.
+
+"It was but a short, though exciting scene. Five of them were speared
+and drowned, while the sixth crawled out upon the ice and was rapidly
+making off, frightened enough at his cold ducking.
+
+[Illustration]
+
+"At that moment I heard the crack of a rifle and saw the wolf tumble
+over.
+
+"On turning round I saw Harry with, my rifle, which my wife had brought
+down and handed to him, as a better marksman than herself.
+
+"The wolf, only wounded, was kicking furiously about on the ice; but
+Cudjo now ran out, and, after a short struggle, finished the business
+with his spear.
+
+"This was, indeed, a day of great excitement in our forest home. Frank,
+who was the hero of the day, although he said nothing, was no doubt not
+a little proud of his skating feat.
+
+"And well he might be, as, but for his skill, poor Harry would no doubt
+have fallen a prey to the fierce wolves."
+
+
+      *      *      *      *      *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+    Again he _changed his direction_.
+
+    He then _dashed off_.
+
+    He wheeled _sharply_ to the left.
+
+    Cudjo and I commenced _dealing death among them_.
+
+    Cudjo _finished the business_ with his spear.
+
+    Harry would have _fallen a prey to_ the fierce wolves.
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. Frank and Harry go to skate. 2. The alarm. 3. The
+wolves. 4. The pursuit. 5. The escape. 6. Death of the wolves.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON VII.
+
+
+craft, _ship; a boat of any kind_.
+
+mew'ing, _crying, like a cat_.
+
+a dopt'ed, _received as one's own_.
+
+ad mir'er, _one who likes another_.
+
+voy'age, _journey by water_.
+
+dain'ty, _nice in form or taste_.
+
+a loft', _on high; in the air_.
+
+wind'ward, _the point from which the wind blows_.
+
+star'board, _the right-hand side of a ship_.
+
+bruised, _injured, hurt_.
+
+
+       *       *       *       *       *
+
+
+
+
+OUR SAILOR CAT.
+
+
+She was a sailor cat, indeed, and it was a sailor who first brought her
+on board.
+
+Our steamer was lying at her pier in the North River, at New York,
+taking in cargo.
+
+One of our men, who had been ashore, came back with a little
+gray-and-white kitten in his arms. She was very poor and thin, and her
+little furry coat was sadly soiled with dirt and grease.
+
+But she had not lost all her fun, for she was making play with her tiny
+fore-paws at the ends of the sailor's red beard, to honest Jack's great
+delight.
+
+"Where did you pick that up, Jack?" asked the third officer.
+
+"Well, your honor," said Jack Harmon, touching his cap with a grin,
+"seems to me she must have left her ship and gone to look for another,
+for I found her tramping along the pier there, and mewing as if she was
+calling out for somebody to show her the road.
+
+"So I thought that, as we have many rats aboard the old craft, she would
+be able to pick up a good living there; and I called to her, and she
+came at once, and here she is."
+
+Here she was, sure enough; and as Jack ended his story, she chimed in
+with a plaintive little "Me-ow," which said, as plainly as ever any cat
+spoke yet, "I'm very cold and hungry, and I do wish somebody would take
+me below and give me some food!"
+
+She had not long to wait. Half an hour later she was the best-fed cat in
+that part of New York City, and that night she lay snugly curled up with
+a good warm blanket over her.
+
+Of course, the first thing to do with an adopted cat is to give it a
+name, and Jack Harmon, who was a bit of a wag in his way, and a great
+admirer of the monster elephant which was just then making such a stir
+in New York, called his new pet "Jumbo."
+
+Jumbo soon became the pet of the whole crew, and of the passengers, too,
+when they came on board, a few days later, for the voyage back to
+England.
+
+Before we were half-way across the ocean, the bits of meat or cake, and
+bits of white bread soaked in milk, which were being constantly given
+her by one and another, had made her look as round as an apple.
+
+The ladies were never tired of stroking her soft fur and admiring her
+dainty white paws, which were now as spotless as snow. The children
+romped all day with this new playmate, who seemed to enjoy the sport
+quite as much as themselves.
+
+But Jumbo was not content with mere play. She seemed to think herself
+bound to do something to "work her passage." Whenever any of the crew
+went aloft to take in sail, Jumbo would always climb up, too, as if to
+help them.
+
+Jack Harmon was still her favorite, and whenever it came his turn to
+stand at the bow and keep watch, there was Jumbo going backward and
+forward.
+
+On the eighth night of the voyage, the stars looked dim and
+watery, and a low bank of clouds began to rise to windward of us, just
+between sea and sky.
+
+The old sailors shook their heads and looked grave, as if they expected
+an unusual storm. Suddenly the wind began to blow strongly upon the
+starboard quarter, stirring up a cross-sea which tossed the great ship
+like a toy.
+
+Nearly all the passengers had gone below, and the few who remained on
+deck buttoned their water-proof coats, and held tightly on by any thing
+they could seize.
+
+Jack Harmon had shut up his cat below, but poor puss escaped somehow,
+for all at once a shrill cry was heard, and there was Jumbo clinging to
+a rail, with a great mountain of a wave coming right down upon her.
+
+Several men sprang toward the spot, but Jack was foremost, and he had
+just reached his little pet when down came the great wave upon them
+both.
+
+Instantly the whole after-deck was one roaring, foaming waterfall, the
+flying spray of which blinded one for a moment. But when it cleared,
+there stood our brave Jack--dripping, bruised, and bleeding from a cut
+on the head.
+
+But his little favorite was safe in his arms, and as he came back with
+her, such a cheer went up from all who were on deck, as the old ship had
+not heard for many a day.
+
+"Let's send round the hat for him," said one of the passengers.
+
+And the hat was sent around, so successfully that Jack got enough money
+to give his poor old mother a happy Christmas, and still have something
+left over for himself and Jumbo, who was his mother's pet ever after.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Should this lesson be read with the same tone
+of voice as Lessons V. and VI.?
+
+In the first paragraph, do not say _pier rin_ for _pier in; dir' tand_
+for _dirt and_.
+
+Point out two other places in the lesson where mistakes similar to those
+just given might occur.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark the sounds of letters in
+the following words: _cargo, officer, blanket, passengers, instantly,
+bleeding_.
+
+_Work her passage_ means to pay her fare by making herself useful.
+
+Make out an _analysis_ in six parts for this lesson, and use it in
+telling the story in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON VIII.
+
+
+loi'ter ing, _going slowly, lingering_.
+
+pro tect'or, _one who keeps another from harm_.
+
+throng'ing, _gathering in large numbers_.
+
+wrecked, _dashed to pieces_.
+
+thatched, _covered with straw or twigs_.
+
+bronzed, _brown, darked-colored_.
+
+bleach'ing, _whitening_.
+
+van'ished, _gone out of sight; departed suddenly_.
+
+rapt'ure, _great joy; delight_.
+
+
+       *       *       *       *       *
+
+
+
+
+RESCUED.
+
+
+  "Little lad, slow wandering across the sands so yellow,
+  Leading safe a lassie small--O tell me, little fellow,
+  Whither go you, loitering in the summer weather,
+  Chattering like sweet-voiced birds on a bough together?"
+
+  "I am Robert, if you please, and this is Rose, my sister,
+  Youngest of us all"--he bent his curly head and kissed her,
+  "Every day we come and wait here till the sun is setting,
+  Watching for our father's ship, for mother dear is fretting.
+
+  "Long ago he sailed away, out of sight and hearing,
+  Straight across the bay he went, into sunset steering.
+  Every day we look for him, and hope for his returning,
+  Every night my mother keeps the candle for him burning.
+
+  "Summer goes, and winter comes, and spring returns but never
+  Father's step comes to the gate. O, is he gone forever?
+  The great, grand ship that bore him off, think you some tempest wrecked her?"
+  Tears shone in little Rose's eyes, upturned to her protector.
+
+  Eagerly the bonny boy went on: "O, sir, look yonder!
+  In the offing see the sails that east and westward wander;
+  Every hour they come and go, the misty distance thronging.
+  While we watch and see them fade, with sorrow and with longing."
+
+  "Little Robert, little Rose!" The stranger's eyes were glistening
+  At his bronzed and bearded face, upgazed the children, listening;
+  He knelt upon the yellow sand, and clasped them to his bosom,
+  Robert brave, and little  Rose, as bright as any blossom.
+
+  "Father, father! Is it you?" The still air rings with rapture;
+  All the vanished joy of years the waiting ones recapture!
+  Finds he welcome wild and sweet, the low-thatched cottage reaching,
+  But the ship that into sunset steered, upon the rocks lies bleaching.
+
+[Illustration]
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the conversational parts of this poem
+like conversation in prose.
+
+Point out the _emphatic words_ in the first line of the last stanza.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--_Into sunset steering_, means sailing westward.
+
+_The misty distance thronging_, means gathering together in the
+distance.
+
+_The still air rings with rapture_, means that the air becomes full of
+joyful shouts.
+
+_All the vanished joy of years the waiting ones recapture_, means that
+the children regain the happiness lost during their father's absence.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON IX.
+
+
+impos'ing, _grand looking; of great size_.
+
+glar'ing, _fierce looking_.
+
+lim'its, _space_.
+
+e nor'mous, _very large; huge_.
+
+start'led, _suddenly alarmed; surprised_.
+
+au'dible, _that may be heard_.
+
+maj'esty, _greatness; nobility_.
+
+increas'ing, _growing larger_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE LION.
+
+
+There is, in the appearance of the lion, something both noble and
+imposing. Nature has given him wonderful strength and beauty.
+
+His body, when full grown, is only about seven feet long and less than
+four feet high; but his large and shapely head, with its powerful jaws,
+his glaring eye, and long, flowing mane, give him an air of majesty that
+shows him worthy of the name--"King of Beasts."
+
+Yet we are told that a lion will not willingly attack man, unless first
+attacked himself or driven by hunger to forget his habits.
+
+On meeting man suddenly, he will turn, retreat slowly for a short
+distance, and then run away.
+
+The lion belongs to the cat family, and his teeth and claws are similar
+in form and action to those of the house cat.
+
+His food is the flesh of animals; and so great is his appetite, that it
+must require several thousand other animals to supply one lion with food
+during his life-time.
+
+His strength is so enormous that he can crush the skull of an ox with a
+single blow of his powerful paw, and then grasp it in his jaws and bound
+away.
+
+Unless driven by hunger to bolder measures, he will hide in the bushes,
+or in the tall reeds along the banks of rivers, and spring suddenly upon
+the unlucky animal that chances to come near him.
+
+Many lions have been captured, and their habits and appearance carefully
+studied. Although there is a difference in color--some being of a
+yellowish brown, others of a deep red, and a few silvery gray--the
+general form and appearance of all lions is the same.
+
+The mane is of a dark brown, or of a dusky color, and the tail nearly
+three feet long, with a bunch of hair at the tip.
+
+The lioness, or female lion, is smaller in every way than the male and
+has no mane.
+
+It is in the night-time that the lion goes out from his den to seek for
+food, and his color is so dark and his movements so silent, that his
+presence is not known even at the distance of a few yards.
+
+These dangerous beasts are no longer found in Europe, although they
+lived there in numbers many hundred years ago. It is only in the deserts
+and rocky hills of Asia and Africa that they are met with.
+
+Those who have visited a menagerie, and have seen a lion within the
+limits of a narrow iron cage, can form no idea of the majesty of the
+brute when roaming about freely on his native soil.
+
+The voice of the lion is loud and strong. It is likely to strike terror
+to the bravest heart.
+
+"It consists," says a well-known writer, "at times of a low, deep
+moaning, repeated five or six times, and ending in scarcely audible
+sighs; at other times, the forest is startled with loud, deep-toned,
+solemn roars, increasing in loudness to the third or fourth, and then
+dying away in sounds like distant thunder."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read a little more
+slowly than conversation. When we wish to describe any thing, we must
+give time for those who listen to us to get the meaning of what we say.
+
+Do not run the words together when reading. (See Directions for Reading,
+page 42.)[03]
+
+Example.--"There is, in the appearance of the lion, something both
+noble and imposing."
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _meeting, require, Europe, idea, terror, measures,
+unlucky, narrow, bolder_.
+
+_Air of majesty_ means the noble appearance supposed to belong to
+kings.
+
+
+[03] See Lesson VII.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON X.
+
+
+ar ti fi' cial, _not real; made by human skill_.
+
+ex er'tion, _great effort; attempt_.
+
+destroyed', _killed; put an end to_.
+
+cleansed, _cleaned; freed from dirt_.
+
+sit u a'tion, _position_.
+
+fa'mous, _much talked of; well known_.
+
+fre'quent ly, _often_.
+
+in'ci dent, _adventure; event_.
+
+nar rat'ed, _told_.
+
+hurled, _thrown with force_.
+
+stu'por, _sleepy feeling_.
+
+
+       *       *       *       *       *
+
+
+
+
+ADVENTURE WITH A LION.
+
+
+The dangers of lion-hunting may be understood from the following
+incident, narrated by Livingstone, the famous African traveler:
+
+"The villagers among whom I was staying were much troubled by lions,
+which leaped into their cattle-pens and destroyed their cows.
+
+"As I knew well that, if one of a number of lions is killed, the others
+frequently take the hint and leave that part of the country, I gave the
+villagers advice to that end, and, to encourage them, offered to lead
+the hunt.
+
+"The lions were found hiding among the rocks on a hill covered with
+trees, and about a quarter of a mile in length. The men circled the
+hill, and slowly edged in closer and closer, so that the lions might be
+completely surrounded.
+
+"Presently one of the natives spied a lion sitting on a piece of rock,
+and fired at him, the ball missing the beast and striking the rock.
+
+"The lion turned, bit like a dog at the spot where the bullet had
+struck, and then bounded off to the shelter of the brushwood.
+
+"Soon I saw another lion in much the same situation as the former, and,
+being not more than thirty yards from it, let fly with both barrels.
+
+"As the lion was still on its legs, I hastened to reload my gun; but
+hearing a sudden and frightful cry from the natives, I looked up and
+saw the wounded lion springing upon me.
+
+"I was caught by the shoulder and hurled to the ground. Growling
+terribly in my ear, the lion shook me as a dog does a rat.
+
+"The shock produced a stupor, similar to that which seems to be felt by
+a mouse after the first shake of a cat.
+
+"The lion then leaped upon one of the natives who had tried to shoot at
+him, and then sprang at the neck of a second native who, armed with a
+spear, was rushing to the rescue.
+
+[Illustration]
+
+"The exertion was too much for the wounded beast, and so, with his claws
+bedded in the spearman's shoulder, he rolled over and died.
+
+"I had escaped, but with a shoulder so broken as to need an artificial
+joint, and with eleven teeth wounds in my arm.
+
+"These wounds were less severe than they would have been, had not a
+heavy jacket which I had on, cleansed the teeth of the lion in their
+passage. As it was, they were soon cured and gave me no trouble
+afterward."
+
+
+      *      *      *      *      *
+
+
+Directions for Reading.--Read this lesson in a full and clear
+conversational tone of voice.
+
+Those parts of the lesson to which we wish to call attention, should be
+read slowly.
+
+Example.--"The men edged in closer and closer, so that the lions might
+be completely surrounded."
+
+Should the slow and clear reading be kept up throughout pages 51 and 52,
+or should those pages be read more rapidly?[04]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Livingstone, bullet, growling, jacket, offered,
+advice, severe_.
+
+_Edged in closer and closer_ means went slowly nearer and nearer.
+
+_Let fly with both barrels_ means fired both barrels of his gun at the
+same time.
+
+_Still on its legs_ means not so badly wounded but that it was able to
+stand up.
+
+Tell the story in your own words.
+
+
+[04] See this lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XI.
+
+
+en riched', _made rich_.
+
+de tec'tion, _being found out_.
+
+dis mount'ed, _got down from_.
+
+sat' is fied, _supplied with all one wants_.
+
+sum'mit, _top; highest point_.
+
+en trust'ed, _gave the care of_.
+
+em ployed', _used; made use of_.
+
+im por'tant, _worthy of attention_.
+
+ad dressed', _spoke to_.
+
+di' a mond, _a very valuable stone_.
+
+in clud' ed, _put in as a part_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE NOBLEST DEED OF ALL.
+
+
+A rich Persian, feeling himself growing old, and finding that the cares
+of business were too great for him, resolved, to divide his goods among
+his three sons, keeping a very small part to protect him from want in
+his old age.
+
+The sons were all well satisfied, and each took his share with thanks,
+and promised that it should be well and properly employed. When this
+important business was thus finished, the father addressed the sons in
+the following words:
+
+"My sons, there is one thing which I have not included in the share of
+any one of you. It is this costly diamond which you see in my hand. I
+will give it to that one of you who shall earn it by the noblest deed.
+
+"Go, therefore, and travel for three months; at the end of that time,
+we will meet here again, and you shall tell me what you have done."
+
+The sons thereupon departed, and traveled for three months, each in a
+different direction. At the end of that time they returned; and all came
+together to their father to give an account of their journey. The eldest
+son spoke first.
+
+"Father, on my journey a stranger entrusted to me a great number of
+valuable jewels, without taking any account of them. Indeed, I was well
+aware that he did not know how many the package contained.
+
+"One or two of them would never have been missed, and I might easily
+have enriched myself without fear of detection. But I gave back the
+package exactly as I had received it. Was not this a noble deed?"
+
+"My son," replied the father, "simple honesty cannot be called noble.
+You did what was right, and nothing more. If you had acted otherwise,
+you would have been dishonest, and your deed would have shamed you. You
+have done well, but not nobly."
+
+The second son now spoke. He said: "As I was riding along on my
+journey, I one day saw a poor child playing by the shore of a lake; and
+just as I rode by, it fell into the water, and was in danger of being
+drowned.
+
+"I at once dismounted from my horse, and plunging into the water,
+brought it safe to land. All the people of the village where this
+happened will tell you that what I say is true. Was it not a noble
+action?"
+
+"My son," replied the old man, "you did only what was your duty. You
+could hardly have left the child to die without exerting yourself to
+save it. You, too, have acted well, but not nobly."
+
+Then the third son came forward to tell his tale. He said: "Father, I
+had an enemy, who for years had done me much harm and tried to take my
+life.
+
+"One evening during my journey, I was passing along a dangerous road
+which ran beside the summit of a cliff. As I rode along, my horse
+started at sight of something in the road.
+
+"I dismounted to see what it was, and found my enemy lying fast asleep
+on the very edge of the cliff. The least movement in his sleep and he
+must have rolled over and been dashed to pieces on the rocks below.
+
+"His life was in my hands. I drew him away from the edge and then woke
+him, and told him to go on his way in peace."
+
+Then the old Persian cried out with great joy, "Dear son, the diamond is
+yours, for it is a noble and godlike thing to help an enemy and return
+good for evil."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read this lesson in a conversational tone of
+voice, and somewhat more slowly than Lesson III.
+
+Read what is said by each one of the four different persons, as you
+think each one of them would speak.
+
+How would you read the third and fourth paragraphs?--the last paragraph?
+
+Point out the _emphatic words_ in the last paragraph.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Persian, therefore, valuable, account, jewels, aware,
+contained, dishonest, duty, enemy_.
+
+Let pupils use other words, to express the following:
+
+     To go on his way in peace.       Return good for evil.
+
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. The father divides his goods. 2. What he said to his
+sons. 3. What the eldest son did. 4. What the second son did. 5. What
+the third son did. 6. What the father said.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XII.
+
+
+a new', _over again_.
+
+al'ma nac, _a book giving days, weeks, and months of the year_.
+
+rus'tling, _shaking with a gentle sound_.
+
+scents, _smells_.
+
+drow'sy, _sleepy; making sleepy_.
+
+larch, _a kind of tree_.
+
+flue, _an opening for air or smoke to pass through_.
+
+haunt'ing, _staying in; returning often_.
+
+mur'mur, _a low sound_.
+
+fra' grant, _sweet smelling_.
+
+
+       *       *       *       *       *
+
+
+
+
+MARJORIE'S ALMANAC.
+
+
+  Robins in the tree-top,
+    Blossoms in the grass,
+  Green things a-growing
+    Every-where you pass;
+  Sudden fragrant breezes,
+    Showers of silver dew,
+  Black bough and bent twig
+    Budding out anew;
+  Pine-tree and willow-tree,
+    Fringed elm and larch,--
+  Don't you think that May-time's
+    Pleasanter than March?
+
+  Apples in the orchard
+    Mellowing one by one;
+  Strawberries upturning
+    Soft cheeks to the sun;
+  Roses faint with sweetness,
+    Lilies fair of face,
+  Drowsy scents and murmurs
+    Haunting every place;
+  Lengths of golden sunshine,
+    Moonlight bright as day,--
+  Don't you think that summer's
+    Pleasanter than May?
+
+  Roger in the corn-patch
+    Whistling negro songs;
+  Pussy by the hearth-side
+    Romping with the tongs;
+  Chestnuts in the ashes
+    Bursting through the rind;
+  Red leaf and gold leaf
+    Rustling down the wind;
+  Mother "doin' peaches"
+    All the afternoon,--
+  Don't you think that autumn's
+    Pleasanter than June?
+
+  Little fairy snow-flakes
+    Dancing in the flue;
+  Old Mr. Santa Claus,
+    What is keeping you?
+  Twilight and firelight,
+    Shadows come and go;
+  Merry chime of sleigh-bells
+    Tinkling through the snow;
+  Mother knitting stockings
+    (Pussy's got the ball!)--
+  Don't you think that winter's
+   Pleasanter than all?
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the lesson with spirit, and avoid
+anything like sing-song.
+
+Do not make the last word of each line _emphatic_, unless it is really
+an _emphatic word_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words; _Marjorie's, chestnuts, peaches, afternoon_.
+
+What part of the year is described in each stanza?
+
+What two words can be used for each of the following: _May-time's,
+summer's_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XIII.
+
+
+col'o ny, _a number of people living together in one place_.
+
+set'tlers, _those people who form a colony_.
+
+shy, _easily frightened; timid_.
+
+es tab'lished, _formed; settled_.
+
+war'rior,  _a soldier; one who fights in war_.
+
+fur'ni ture, _articles used in a house_.
+
+dread'ed, _feared very much_.
+
+pros' per ous, _successful; rich_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE STORY OF INDIAN SPRING.
+
+PART I.
+
+
+"You want to know why this is called Indian Spring, Robbie? I will tell
+you.
+
+"When Mary and I were little girls, father moved away from our pleasant
+home on the bank of the Delaware River, and came to this part of the
+country. There were five of us: father, mother, Mary, our dear nurse
+Lizzie, and I.
+
+"Lizzie was a colored woman, who had lived with us a long time. She was
+very handsome, and straight as an arrow. She was a few years older than
+mother.
+
+"Grandfather Thorpe, your great grandfather, boys, gave her to mother
+when she was married. Your grandfather was a miller. The old mill that
+I went to see to-day, was his. It was the first mill built in this part
+of Pennsylvania.
+
+"O, this was a beautiful country! my eyes never were tired of looking
+out over these mountains and valleys. But I saw that mother's face was
+getting thinner and whiter every day; they said she was homesick, and
+before we had been in the colony a year, a grave was made under an
+elm-tree close by, and that grave was mother's.
+
+"I thought my heart was broken then, but I soon forgot my sorrow: I
+still had father, sister Mary, and Lizzie.
+
+"In this part of Pennsylvania at that time there were very few white
+people, and besides our own, there was no other colony within ten
+miles. But our people being so near together, and well armed, felt
+quite safe.
+
+"Ten miles away on the Susquehanna, was a small village established by a
+colony from the north, which was used as a trading-post. There the
+friendly Indians often came to trade.
+
+"Father went twice a year to this village to get supplies that came up
+the river. He often spoke of Red Feather, an old Indian warrior. Father
+liked Red Feather, and he learned to trust him almost as he would have
+trusted a white man.
+
+"Time passed on until I was thirteen years old, a tall, strong girl, and
+very brave for a girl. I could shoot almost as well as father.
+
+"Little Mary was very quiet and shy, not like me at all. I loved
+fishing, and often went out hunting with father, but she staid at home
+with Lizzie, or sat down under the trees by the spring, watching the
+shadow of the trees moving in it.
+
+"Our colony had by this time become quite prosperous. A good many of the
+settlers had built houses for themselves more like those they had left
+behind on the Delaware.
+
+"The spring that I was fourteen, father built this house. The mill had
+already been grinding away for two years. We were very happy when we
+moved out of our little log cabin into this pleasant house.
+
+"We had but little furniture, but we had plenty of room. Up to this
+time, there had not been much trouble with the Indians, and though we
+had often dreaded it, and lived in fear many days at a time, only four
+of our men had been killed by them.
+
+"We had trusted many of the friendly Indians, and Red Feather had
+frequently spent days at our settlement. He seemed to like the mill.
+
+"I became quite attached to the old man; but Mary was always afraid of
+him, and Lizzie kept her sharp eyes on him whenever he came into the
+house. She hated him, and he knew it.
+
+"One beautiful clear morning in August of that year, father went down to
+the mill as usual. Lizzie was busy with her work, and little Mary was
+playing with some tame doves, when looking up, I saw Lizzie start
+suddenly.
+
+"She had seen something in the woods that frightened her. Without
+speaking, she went to the door, closed and fastened it, then turned and
+looked out of the window. She never told mo what she saw.
+
+"Father came home early that day; he looked anxious, and I knew that
+something troubled him. Without waiting to eat his supper, he went out,
+and very soon most of the men of the colony had gathered round him at
+the spring."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--With what tone of voice should this lesson be
+read?
+
+What other lessons before this, have been read with the same tone of
+voice?
+
+Name two _emphatic words_ in the following _exclamation_:
+
+    "O, this was a beautiful country!"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change the _exclamation_ given above to a
+_statement_. What word would be omitted? How would the punctuation be
+changed?
+
+Syllabify, accent, and mark sounds of letters in the following words:
+_Delaware, thinner, Susquehanna, grinding_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XIV.
+
+
+con fu'sion, _disorder_.
+
+sense'less, _without the power of thinking or acting; seemingly lifeless_.
+
+re vived', _came back to life; recovered_.
+
+cun'ning, _slyness; skill_.
+
+pro voke', _make angry_.
+
+stunned_, made senseless by a blow on the head_.
+
+meek'ly, _in a gentle manner_.
+
+his'to ry, _what is told of the past; a story_.
+
+tot'ter, _shake as if about to fall_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE STORY OF INDIAN SPRING.
+
+PART II.
+
+
+"It was as I had feared; we were in danger of an attack from the
+Indians.
+
+"Something had happened at the trading-post to provoke them, and rouse
+their thirst for blood. But a quiet night passed by and the sun shone
+again over the hills in wonderful beauty.
+
+"Suddenly, there sounded from the forest a scream. I had never heard it
+before, but I knew it. It was the terrible war-whoop. Then all was
+confusion and horror.
+
+"I saw Nanito, an Indian that I knew, who had eaten at our table. I saw
+him strike down our father, while Lizzie fought to save him.
+
+"But it was no use, there was no mercy in the heart of the Indian. They
+carried Lizzie away from us, and we never saw her again.
+
+"Poor little frightened Mary and I were tied together, our hands
+fastened behind us, and we were given, to--whom do you think,
+Robbie?--to Red Feather. Then I hated him, and resolved that I would
+kill him if I could.
+
+"After a while he took us out of the house, and then I saw that most of
+the houses in the little village were burning. The women and children
+were saved alive, but nearly all the men were killed.
+
+"I was very quiet, for I wanted my hands untied, and I thought perhaps
+Red Feather would pity me and unfasten them.
+
+"Little Mary was frightened nearly to death. She had not spoken since
+she saw the Indian strike father down,--when she screamed and fell
+senseless.
+
+"For a good while I thought she was dead. She had revived a great deal,
+but had not spoken.
+
+"About sundown Red Feather led us down past the spring, out into the
+woods, but not far away. We could still see the smoke rising from the
+burning houses. The Indians had gone some distance farther and camped
+with the white prisoners.
+
+"Red Feather could speak English, so I told him if he would untie my
+hands, I would make his fire, and bake his corn cake for him.
+
+"He was old and feeble, and had lost much of his natural cunning. He
+knew me, and trusted me; so without speaking, he took his hunting knife
+from his belt, cut the cords, and I was free.
+
+"I took the hatchet that he gave me to cut some branches for a fire, and
+went to work very meekly, with my head down.
+
+"I dared not speak to Mary, for fear he might see me, for his eyes were
+fixed on me every moment. I baked his corn cake in the ashes, and gave
+it to him. By this time it was dark, but the light from our fire shone
+far out into the woods.
+
+"I noticed Red Feather did not watch me so closely, and his eyes would
+now and then shut, for he was very tired.
+
+"He leaned forward to light his pipe in the ashes, when instantly,
+almost without thinking, I seized the hatchet, and struck him with all
+my might.
+
+"With a loud scream, I plunged into the woods toward home. Turning an
+instant, I saw Mary spring up, totter, and fall. With another sharp
+report came a twinge of pain in my side. Suddenly I fell, and in the
+darkness of the woods, they passed on, leaving me stunned and nearly
+dead.
+
+"I will not tell you now, my dear Robbie, how I was cared for, and who
+brought home little Mary and laid her to rest under the elm, beside
+mother--but the bullet that struck me then, I still carry in my side,
+and shall as long as I live.
+
+"Many years have passed since that terrible day, but I can never forget
+it. As long as the history of this country lasts, Indian Spring will be
+remembered, and other boys will listen, with eyes as wide open as
+yours, to the tale it has to tell."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Should the second or third paragraph of the
+lesson be read the faster?
+
+When do we speak more rapidly--in telling an exciting story, or in
+common conversation?
+
+Do our feelings guide us when we speak slowly or rapidly?--when, we
+speak quietly or forcibly?
+
+Point out three paragraphs in the lesson that you would read as slowly
+as Lesson XIII.; three that you would read more rapidly.
+
+In reading rapidly, be careful not to omit syllables, and not to run
+words together. (See Directions for Reading, page 42.)[05]
+
+
+[05] See Lesson VII.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XV.
+
+
+aft, _near the stern of a ship_.
+
+anch'or, _a large iron for holding a ship_.
+
+aimed, _directed or pointed at, as a gun_.
+
+car'tridge, _a small case containing powder and ball_.
+
+mood, _state of mind; temper_.
+
+sul'try, _very hot_.
+
+cleav'ing, _cutting through; dividing_.
+
+dis cov'ered, _found out; seen clearly_.
+
+buoys, _floats, made of wood, hollow iron, or copper_.
+
+re sults', _what follows an act_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN ADVENTURE WITH A SHARK.
+
+
+Our noble ship lay at anchor in the Bay of Tangiers, a town in the
+north-west part of Africa.
+
+The day had been very mild, with a gentle breeze sweeping to the
+northward and westward. Toward the close of the day the sea-breeze died
+away, and hot, sultry breathings came from the great, sunburnt desert of
+Sahara.
+
+Half an hour before sundown, the captain gave the cheering order to call
+the hands to "go in swimming"; and, in less than five minutes, the forms
+of our sailors were seen leaping from the arms of the lower yards into
+the water.
+
+One of the sails, with its corners fastened from the main yard-arm and
+the swinging boom, had been lowered into the water, and into this most
+of the swimmers made their way.
+
+Among those who seemed to be enjoying the sport most heartily were two
+boys, one of whom was the son of our old gunner; and, in a laughing
+mood, they started out from the sail on a race.
+
+There was a loud ringing shout of joy on their lips as they put off;
+they darted through the water like fishes. The surface of the sea was
+smooth as glass, though its bosom rose in long, heavy swells that set in
+from the ocean.
+
+One of the buoys which was attached to the anchor, to show where it lay,
+was far away on the starboard quarter, where it rose and fell with the
+lazy swell of the waves.
+
+Towards this buoy the two lads made their way, the old gunner's son
+taking the lead; but, when they were within about sixty yards of the
+buoy, the other boy shot ahead and promised to win the race.
+
+The old gunner had watched the progress of his son with great pride; and
+when he saw him drop behind, he leaped upon the quarter-deck, and was
+just upon the point of urging him on by a shout, when a cry was heard
+that struck him with instant horror.
+
+"A shark! a shark!" shouted the officer of the deck; and, at the sound
+of those terrible words, the men who were in the water, leaped and
+plunged toward the ship.
+
+Three or four hundred yards away, the back of a monster shark was seen
+cleaving the water. Its course was for the boys.
+
+For a moment the gunner stood like one who had lost his reason; then he
+shouted at the top of his voice for the boys to turn; but they heard him
+not.
+
+Stoutly the two swimmers strove, knowing nothing of the danger from the
+shark. Their merry laughter still rang over the waters, as they were
+both nearing the buoy.
+
+O, what anxiety filled the heart of the gunner! A boat had put off, but
+he knew it could not reach the boys in time to prevent the shark from
+overtaking them.
+
+Every moment he expected to see the monster sink from sight,--then he
+knew all hope would be gone. At this moment a cry was heard on board
+the ship, that reached every heart,--the boys had discovered their
+enemy.
+
+The cry startled the old gunner, and, quicker than thought, he sprung
+from the quarter-deck. The guns were all loaded and shotted, fore and
+aft, and none knew their temper better than he.
+
+With steady hand, made strong by sudden hope, the old gunner pricked the
+cartridge of one of the quarter guns; then he took from his pocket a
+percussion cap, fixed it on its place, and set back the hammer of the
+gun-lock.
+
+With great exertions, the old man turned the heavy gun to its bearing,
+and then seizing the string of the lock, he stood back and watched for
+the next swell that would bring the shark in range. He had aimed the
+piece some distance ahead of his mark; but yet a moment would settle his
+hopes and fears.
+
+Every breath was hushed, and every heart in that old ship beat
+painfully. The boat was yet some distance from the boys, while the
+horrid sea-monster was fearfully near.
+
+[Illustration]
+
+Suddenly the silence was broken by the roar of the gun; and, as the old
+man knew his shot was gone, he covered his face with his hands, as if
+afraid to see the result. If he had failed, he knew that his boy was
+lost.
+
+For a moment after the report of the gun had died away upon the air,
+there was an unbroken silence; but, as the thick smoke arose from the
+surface of the water, there was, at first, a low murmur breaking from
+the lips of the men,--that murmur grew louder and stronger, till it
+swelled to a joyous, deafening shout.
+
+The old gunner sprung to his feet, and gazed off on the water, and the
+first thing that met his sight was the huge body of the shark floating
+on its back, the shot aimed by him having instantly killed it.
+
+In a few moments the boat reached the daring swimmers, and, greatly
+frightened, they were brought on board. The old man clasped his boy in
+his arms, and then, overcome by the powerful excitement, he leaned upon
+a gun for support.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--What paragraphs should be read rapidly? Does
+the feeling require it?
+
+Use _calling tones_ for the words, "A shark! A shark!"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Tangiers, Sahara, percussion, excitement, support_.
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. Where the ship was. 2. The race. 3. The shark. 4. The
+gunner's trial. 5. The result.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XVI.
+
+
+scant'y, _not enough for use_.
+
+hu'man, _belonging to man or mankind_.
+
+cubs, _the young of wild animals_.
+
+le'gend, _a story; a tale_.
+
+soot'y, _blackened with smoke_.
+
+scar'let, _of a bright red color_.
+
+self'ish ly, _as if caring only for one's self_.
+
+knead'ed, _pressed and rolled with the hands_.
+
+dough, _unbaked bread or cake_.
+
+
+       *       *       *       *       *
+
+
+
+
+A LEGEND OF THE NORTHLAND.
+
+
+  Away, away in the Northland,
+    Where the hours of the day are few,
+  And the nights are so long in winter,
+    They can not sleep them through;
+
+  Where they harness the swift reindeer
+    To the sledges when it snows;
+  And the children look like bear's cubs,
+    In their funny, furry clothes:
+
+  They tell them a curious story--
+    I don't believe 'tis true;
+  And yet you may learn a lesson
+    If I tell the tale to you.
+
+  Once, when the good Saint Peter
+    Lived in the world below,
+  And walked about it, preaching,
+    Just as he did, you know;
+
+  He came to the door of a cottage,
+    In traveling round the earth,
+  Where a little woman was making cakes,
+    In the ashes on the hearth.
+
+  And being faint with fasting--
+    For the day was almost done--
+  He asked her, from her store of cakes,
+    To give him a single one.
+
+  So she made a very little cake,
+    But as it baking lay,
+  She looked at it and thought it seemed
+    Too large to give away.
+
+  Therefore she kneaded another,
+    And still a smaller one;
+  But it looked, when she turned it over,
+    As large as the first had done.
+
+  Then she took a tiny scrap of dough,
+    And rolled and rolled it flat;
+  And  baked it thin as a wafer--
+    But she couldn't part with that.
+
+  For she said, "My cakes that seem so small
+    When I eat of them myself,
+  Are yet too large to give away."
+    So she put them on a shelf.
+
+  Then good Saint Peter grew angry,
+    For he was hungry and faint;
+  And surely such, a woman
+    Was enough to provoke a saint.
+
+  And he said, "You are far too selfish
+    To dwell in a human form,
+  To have both food and shelter,
+    And fire to keep you warm.
+
+  "Now, you shall build as the birds do,
+    And shall get your scanty food
+  By boring, and  boring, and boring,
+    All day in the hard dry wood."
+
+  Then up she went through the chimney.
+    Never speaking a word;
+  And out of the top flew a woodpecker,
+    For she was changed to a bird.
+
+  She had a scarlet cap on her head,
+    And that was left the same,
+  But all the rest of her clothes were burned
+    Black as a coal in the flame.
+
+  And every country school-boy
+    Has seen her in the wood;
+  Where she lives in the trees till this very day
+    Boring and boring for food.
+
+  And this is the lesson she teaches:
+    Live not for yourselves alone,
+  Lest the needs you will not pity
+    Shall one day be your own.
+
+  Give plenty of what is given to you,
+    Listen to pity's call;
+  Don't think the little you give is great,
+    And the much you get is small.
+
+  Now, my little  boy, remember that,
+    And try to be kind and good,
+  When you see the woodpecker's sooty dress,
+    And see her scarlet hood.
+
+  You mayn't be changed to a bird, though you live
+    As selfishly as you can;
+  But you will be changed to a smaller thing--
+    A mean and selfish man.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In what manner should this lesson be read at
+the beginning--quietly, or with much spirit?
+
+On page 77, beginning with the second stanza, is what Saint Peter says
+quiet and slow, or emphatic and somewhat rapid?[06]
+
+Point out three places where two lines are to be joined and read as
+one.
+
+What two lines in each stanza end with similar sounds?
+
+
+[06] See stanza number 12 of the poem.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XVII.
+
+
+ex pres'sion, _a look showing feeling_.
+
+a maze'ment, _great surprise; astonishment_.
+
+mag'netisnm, _an unknown power of drawing or pulling_.
+
+con tin'ued, _went on; stayed_.
+
+test'ing, _trying_.
+
+con ven'ience, _ease; the saving of trouble_.
+
+ex per'i ments, _the trials made to find out facts_.
+
+
+       *       *       *       *       *
+
+
+
+
+A FUNNY HORSESHOE.
+
+
+"What a funny horseshoe!" said Charlie, "It has no holes for the nails!"
+
+I looked up and saw that he had taken up a small "horseshoe magnet."
+
+"Why that isn't a horseshoe," I said. "It's a magnet."
+
+"Magnet! What's that?"
+
+Charlie turned it over in his hands, and pulled the bar a little. The
+bar slipped so that it hung only by a corner.
+
+"Never mind," I said, as he looked up with a scared expression. "It
+isn't broken. Put the bar back."
+
+Charlie put it back, and it sprung into place with a sharp click.
+
+"That's funny!" he cried again. "What made it jump so? And what makes it
+stick? It doesn't feel sticky."
+
+"We call it magnetism," I said. "Now, take hold of the bar, and see if
+you can pull it straight off."
+
+"I can't. It sticks fast."
+
+"Pull harder."
+
+Charlie braced himself for a strong pull. Suddenly the bar came off, and
+he went tumbling backward.
+
+"What did you say makes it hold so hard?" said he, getting up.
+
+"Magnetism," said I again.
+
+"But what is magnetism?"
+
+"I couldn't tell you if I tried; but I think you could learn a great
+deal about it with that magnet. You will find a lot of things in that
+box that may help you."
+
+Saying this, I left him to pursue his studies as best he could. When I
+came back, I found him more puzzled than when I left him.
+
+"That's the queerest thing I ever saw," he said. "Some things just jump
+at it as though they were alive; some things it pulls; and some things
+it doesn't pull a bit."
+
+"That's a very long lesson you have learned," I said. "What does it
+pull?"
+
+"These," he said, pointing to a pile of things on one side of the box.
+"And these things it doesn't pull."
+
+"Let us see what you have in this pile," I said, looking at the first
+little heap; "keys?"
+
+"Trunk keys," said Charlie. "It doesn't pull door keys. I tried ever so
+many."
+
+"Try this key," said I, taking one from my pocket. "This is a trunk key.
+See if the magnet pulls it."
+
+"No-o," said Charlie, thoughtfully, "it doesn't; but it pulled all the
+rest of the trunk keys I could find."
+
+"Try this key to my office door."
+
+Charlie tried it, and to his great amazement the key stuck fast to the
+magnet.
+
+"Surely," said I, "it pulls some door keys, and fails to pull some trunk
+keys."
+
+Charlie was more puzzled than ever. He looked at the keys, thought a
+moment, then picked up my trunk key, and said: "This key is brass; the
+rest are iron."
+
+"That's so," I said.
+
+"And all these door keys that the magnet didn't pull," he continued,
+"are brass, too. Perhaps it can't pull brass things."
+
+"Suppose you try. But first see if there are any brass things that the
+magnet pulled."
+
+Charlie looked them over. Then we tried the casters of my chair, and all
+the other brass things we could find, none of which the magnet would
+pull.
+
+"There's no use in trying any longer," said Charlie. "It won't pull
+brass."
+
+"Then, there's another matter settled," I said. "The magnet does not
+pull brass. Is there any thing else it does not pull?"
+
+"Wood," said Charlie. "I tried lots of pieces."
+
+"Any thing else?"
+
+"Stones," said Charlie, eagerly.
+
+"What are these?" I asked, holding up a couple of heavy stones he had
+put among the things the magnet pulled.
+
+"I guess I put those there by mistake," said Charlie, testing with, the
+magnet a number of stones in the other pile.
+
+"Try them," I said.
+
+"O!" he said, as the magnet lifted them; "I forgot. It does lift some
+stones."
+
+"Well, what else have you in that pile of things the magnet did not
+pull?"
+
+"Glass, leather, lead, bone, cloth, tin, zinc, corn, and a lot of
+things."
+
+"Very well. Now let us see what the magnet does pull."
+
+"Iron keys," said Charlie, "and nails."
+
+"Here's a nail in this other pile."
+
+"That's a brass nail. The magnet pulls only iron nails."
+
+"What else have we in this pile?"
+
+"Needles, hair-pins, screws, wire--iron wire," he added quickly. "Brass
+wire doesn't stick, you know."
+
+"How about this?" I asked, taking a small coil of copper wire from my
+desk.
+
+"I guess that won't stick," said Charlie. "Because that's copper wire,
+and the magnet doesn't seem to pull any thing that isn't iron."
+
+Much to Charlie's satisfaction, the magnet did not pull the copper wire.
+Then I took up two stones, one rusty red, the other black, and said:
+"What about these?"
+
+"I guess they must have iron in them too," said Charlie. "Have they?"
+
+"They have," I replied. "They are iron ores from which iron is made. Why
+did you think there was iron in them?"
+
+"Because they wouldn't have stuck to the magnet if there wasn't."
+
+"Quite true. So you have learned another very important fact. Can you
+tell me what it is?"
+
+"The magnet pulls iron," said Charlie.
+
+"Good," said I; "and it is also true that the magnet does not pull--"
+
+"Things that are not iron," said Charlie.
+
+"True again," I said. "So far as our experiments go, the magnet pulls
+iron always, and never any thing else."
+
+"But what makes it pull iron?"
+
+"That I can not tell. We see it does pull, but just how the pulling is
+done, or what makes it, no one has yet found out.
+
+"For convenience we call the pulling power magnetism. You may keep the
+magnet, and at some other time, I will tell you more about it."
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Name six words in the lesson, each of which is made
+up of two words by leaving out letters.
+
+Write out the two words in each case.
+
+What is the name of the mark which shows the omission of letters?
+
+Point out the _statement, command, question_, and _exclamation_ in
+the sentences given below.
+
+    "O, isn't it a funny horseshoe!"
+
+    "Put the bar back."
+
+    "What made it jump so?"
+
+    "The magnet pulls iron."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XVIII.
+
+
+ex pos'es, _shows_.
+
+mi mo'sa, _a tree that grows in Africa_.
+
+mot'tled, _marked with spots of different color_.
+
+re sem'bling, _looking like_.
+
+ap proach', _coming near_.
+
+pub'lic, _open to all; free_.
+
+va'ri ous,  _different; unlike in kind_.
+
+de fend', _take care of; protect_.
+
+gait, _manner of stepping_.
+
+pre vents', _keeps from; stops_.
+
+ca' pa ble, _having power; able_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE GIRAFFE OR CAMELOPARD.
+
+
+There are few sights more pleasing than a herd of tall and graceful
+giraffes.
+
+With, their heads reaching a height of from twelve to eighteen feet,
+they move about in small herds on the open plains of Africa, eating the
+tender twigs and leaves of the mimosa and other trees.
+
+The legs of a large giraffe are about nine feet long, and its neck
+nearly six feet; while its body measures only seven feet in length and
+slopes rapidly from the neck to the tail.
+
+The graceful appearance of the giraffe is increased by the beauty of its
+skin, which is orange red in color and mottled with dark spots.
+
+Its long tail has at the end a tuft of thick hair which serves the
+purpose of keeping off the flies and stinging insects, so plentiful in
+the hot climate of Africa.
+
+[Illustration]
+
+Its tongue is very wonderful. It is from thirteen to seventeen inches in
+length, is slender and pointed, and is capable of being moved in various
+ways. It is almost as useful to the giraffe as the trunk is to the
+elephant.
+
+The horns of the giraffe are very short and covered with skin. At the
+ends there are tufts of short hair. The animal has divided hoofs
+somewhat resembling those of the ox.
+
+The head of the giraffe is small, and its eyes, large and mild looking.
+These eyes are set in such a way that the animal can see a great deal of
+what is behind it without turning its head.
+
+In addition to its wonderful power of sight, the giraffe can scent
+danger from a great distance; so there is no animal more difficult of
+approach.
+
+Strange to relate, the giraffe has no voice. In London, some years ago,
+two giraffes were burned to death in their stables, when the slightest
+sound would have given notice of their danger, and saved their lives.
+
+The giraffe is naturally both gentle and timid, and he will always try
+to avoid danger by flight. It is when running that he exposes his only
+ungraceful point.
+
+He runs swiftly, but as he moves the fore and hind legs on each side at
+the same time, it gives him a very displeasing and awkward gait.
+
+But though timid, he will, when overtaken, turn even upon the lion or
+panther, and defend himself successfully by powerful kicks with his
+strong legs.
+
+The natives of Africa capture the giraffe in pitfalls, which are deep
+holes covered over with branches of trees and dirt. When captured, he
+can be tamed, and gives scarcely any trouble during captivity.
+
+Fifty years ago, but little was known about giraffes in Europe or
+America. Now we can find them in menageries and the public gardens of
+our large cities.
+
+The giraffe thrives in captivity and seems to be well satisfied with a
+diet of corn and hay. It is a source of great satisfaction to those who
+admire this beautiful animal, that there is no reason which prevents him
+from living in a climate so different from that of his African home.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Write statements containing each of the following
+words, used in such a manner as to show their proper meaning: _feet,
+feat; red, read; fore, four; gait, gate_.
+
+    Model.--
+
+    We are coming to _see_ you to-morrow.
+
+    He stood watching the ships sailing on the _sea_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XIX.
+
+
+ex pert', _skillful_.
+
+ad vise', _offer advice; give notice of what has happened_.
+
+civ'il ized, _having laws, learning, and good manners_.
+
+quan'ti ty, _a large amount; part_.
+
+in duce', _lead one to think or act_.
+
+pre pared', _made ready for use_.
+
+de part'ed, _went away_.
+
+hence forth', _from this time forward_.
+
+part'ner, _one who shares with another, as a partner in business_.
+
+ar riv'ing, _coming to; reaching a point_.
+
+con vince', _make one believe_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE TRADER'S TRICK.
+
+
+Out in the West, where many Indians live, there are white men who go
+among them to trade for furs and skins of animals.
+
+These furs and skins are collected and prepared by the Indians, and
+serve the purpose of money when the traders visit them to dispose of
+various kinds of goods.
+
+In old times, before the white men came to this country, the Indians had
+only bows and arrows, and spears with which to hunt.
+
+But the white men soon taught them to use guns, and to-day, nearly all
+the tribes in America are well supplied with rifles or shotguns.
+
+They are very expert with these fire-arms, and as they use them a great
+deal, must have a large and constant supply of gunpowder.
+
+A story is told of how, at one time, a tribe of Indians tried to raise
+gunpowder by planting seed. This shows how little they knew of civilized
+life and habits.
+
+A trader went to a certain Indian nation to dispose of a stock of goods.
+Among other things he had a quantity of gunpowder.
+
+The Indians traded for his cloths, hats, axes, beads, and other things,
+but would not take the powder, saying: "We do not wish for the powder;
+we have plenty."
+
+The trader did not like to carry all the powder back to his camp; so
+thought he would play a trick on the Indians, and induce them to buy it.
+
+Going to an open piece of ground near the Indian camp, he dug some
+little holes in the soft, rich soil; then mixing a quantity of onion
+seed with his powder, he began to plant it.
+
+The Indians were curious to know what he was doing, and stood by greatly
+interested.
+
+"What are you doing?" said one. "Planting gunpowder," replied the
+trader.
+
+"Why do you plant it?" inquired another.
+
+"To raise a crop of powder. How could I raise it without planting?" said
+the trader. "Do you not plant corn in the ground?"
+
+"And will gunpowder grow like corn?" exclaimed half a dozen at once.
+
+"Certainly it will," said the trader. "Did you not know it? As you do
+not want my powder, I thought I would plant it, and raise a crop which I
+could gather and sell to the Crows."
+
+Now the Crows were another tribe of Indians, which was always at war
+with this tribe. The idea of their enemies having a large supply of
+powder increased the excitement, and one of the Indians said:
+
+"Well, well, if we can raise powder like corn, we will buy your stock
+and plant it."
+
+But some of the Indians thought best to wait, and see if the seed would
+grow. So the trader agreed to wait a few days.
+
+In about a week the tiny sprouts of the onion seed began to appear above
+the ground.
+
+The trader calling the Indians to the spot, said: "You see now for
+yourselves. The powder already begins to grow, just as I told you it
+would."
+
+The fact that some small plants appeared where the trader had put the
+gunpowder, was enough to convince the Indians.
+
+Every one of them became anxious to raise a crop of gunpowder.
+
+The trader sold them his stock, in which there was a large mixture of
+onion seeds, at a very high price, and then left.
+
+From this time, the Indians gave no attention to their corn crop. If
+they could raise gunpowder, they would be happy.
+
+They took great care of the little plants as they came up out of the
+ground, and watched every day for the appearance of the gunpowder
+blossoms.
+
+They planned a buffalo hunt which was to take place after the powder
+harvest.
+
+After a while the onions bore a plentiful crop of seeds, and the Indians
+began to gather and thresh it.
+
+They believed that threshing the onion seeds would produce the powder.
+But threshing failed to bring it. Then they discovered that they had
+been cheated.
+
+Of course the dishonest trader avoided these Indians, and did not make
+them a second visit.
+
+After some time, however, he sent his partner to them for the purpose of
+trading goods for furs and skins.
+
+By chance they found out that this man was the partner of the one who
+had cheated them.
+
+They said nothing to him about the matter; but when he had opened his
+goods and was ready to trade, they coolly helped themselves to all he
+had, and walked off.
+
+The trader did not understand this. He became furiously angry, and went
+to make his complaint to the chief of the nation.
+
+"I am an honest man," said he to the chief. "I came here to trade
+honestly. But your people are thieves; they have stolen all my goods."
+
+The old chief looked at him some time in silence, and then said: "My
+children are all honest. They have not stolen your goods. They will pay
+you as soon as they gather their gunpowder harvest."
+
+The man had heard of the trick played upon the Indians; but did not know
+before this, that his partner was the one who had cheated them. He could
+not say a word. He departed at once. Arriving at his home, he said to
+his partner:
+
+"We must separate. I have learned a lesson. I can not remain in business
+with a dishonest man. You cheated the Indians for a little gain. You
+have lost it, and I advise you, henceforth, to deal honestly with all
+men."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In the first paragraph of the lesson, notice
+the places marked below (__) where words are likely to be run together
+in reading, and avoid making such errors.
+
+    "Out__in the West, there__are men who trade for furs__and skins__of
+    animals."
+
+Point out similar places in the second paragraph.
+
+Name four _emphatic words_ occurring in the last sentence of the
+lesson.
+
+
+       *       *       *       *       *
+
+
+Language Lesson. Syllabify, accent, and mark sounds of letters in the
+following words: _dispose, gunpowder, complaint, henceforth_.
+
+Give reasons for the capital letters and marks of punctuation used in
+the last paragraph of the lesson.
+
+Tell the story in your own words, using the points given in the
+following
+
+Analysis.--1. Trading with the Indians. 2. The use of fire-arms among
+the Indians. 3. The trader's trick. 4. Visit of the trader's partner. 5.
+What the Indians did. 6. The return of the partner. 7. What he said to
+the trader.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XX.
+
+
+floss'y, _made of silk_.
+
+mag'ic, _unnatural power_.
+
+war'bling, _singing_.
+
+mope, _become stupid or dull_.
+
+boun'ty, _what is given freely_.
+
+lan'guish, _become weak; wither_.
+
+
+       *       *       *       *       *
+
+
+
+
+A HAPPY PAIR.
+
+
+  Over my shaded doorway
+    Two little brown-winged birds
+  Have chosen to fashion their dwelling,
+    And utter their loving words;
+  All day they are going and coming
+    On errands frequent and fleet,
+  And warbling over and over,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  Their necks are changeful and shining,
+    Their eyes like living gems;
+  And all day long they are busy
+    Gathering straws and stems,
+  Lint and feathers and grasses,
+    And half forgetting to eat,
+  Yet never failing to warble,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  I scatter crumbs on the doorstep,
+    And fling them some flossy threads;
+  They fearlessly gather my bounty,
+    And turn up their grateful heads.
+  And chatter and dance and flutter,
+    And scrape with their tiny feet,
+  Telling me over and over,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  What if the sky is clouded?
+    What if the rain comes down?
+  They are all dressed to meet it,
+    In water-proof suits of brown.
+  They never mope nor languish,
+    Nor murmur at storm  or heat;
+  But say, whatever the weather,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  Always merry and busy,
+    Dear little brown-winged birds!
+  Teach me the happy magic
+    Hidden in those soft words,
+  Which always, in shine or shadow,
+    So lovingly you repeat,
+  Over and over and over,
+    "Sweetest, sweet, sweet, O sweet!"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express, in their own language, the words
+given below in dark type.
+
+    Their eyes are like _living gems_.
+
+    Which you always repeat _in shine or shadow_.
+
+What kind of birds are described in the lesson?
+
+Why did they gather straws, stems, lint, feathers, and grasses?
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXI.
+
+
+mes'sage, _word; notice_.
+
+mer'chan dise, _things traded; goods_.
+
+guid'ance _leading; directing_.
+
+halt, _stop_.
+
+de cid'ed, _made up their minds_.
+
+re trac'ing, _going back over_.
+
+ho ri'zon, _line where the earth and sky seem to meet_.
+
+en camped', _set up tents_.
+
+sole, _only_.
+
+gushed, _flowed rapidly; poured_.
+
+
+       *       *       *       *       *
+
+
+
+
+ALI, THE BOY CAMEL-DRIVER
+
+PART I.
+
+
+Hassan was a camel-driver who dwelt at Gaza. It was his business to go
+with caravans, backwards and forwards, across the desert to Suez, to
+take care of the camels. He had a wife and one young son, called Ali.
+
+Hassan had been, absent for many weeks, when his wife received from him
+a message, brought by another camel-driver, who had returned with a
+caravan from Suez.
+
+It said: "Send the boy with the camel to Suez with the next caravan. I
+have some merchandise to bring home, and I will stop at Suez till he
+comes."
+
+Ali's mother was pained at the thought of sending her young son away to
+such a distance for the first time; but she said to herself that Ali
+was now quite old enough to be helping his father, and she at once set
+about doing what was required for his journey.
+
+Ali got out the trappings for the camel, and looked to the water-bottles
+to see that they did not leak. His mother did all that was needed to
+make him quite ready to join the next caravan that started.
+
+Ali was delighted to think that he was to go to his father, and that at
+last the day was come when, he too was to be a camel-driver, and to take
+a journey with the dear old camel which he was so fond of.
+
+He had long wanted to ride on its back across the desert, and to lie
+down by its side to rest at night. He had no fear.
+
+The camel, of which Ali was so fond, had been bought by his father with
+the savings of many a year's hard work, and formed the sole riches of
+the family.
+
+Hassan was looked upon as quite a rich man by the other camel-drivers,
+and Ali, besides having a great love for the animal, was proud of his
+father being a camel owner.
+
+Though it was a great creature by the side of the young boy, it would
+obey the voice of Ali, and come and go at his bidding, and lie down and
+rise up just as he wished. Hassan called his camel by an Arabian word,
+which meant "Meek-eye."
+
+At last, there was a caravan about to start for Suez which Ali could
+join. The party met near the gates of the city, where there were some
+wells, at which the water-bottles could be filled. Ali's mother
+attended, and bid her son a loving farewell.
+
+The caravan started. The camels which were to lead the way, had around
+their necks jingling bells, which the others hearing, followed without
+other guidance.
+
+Ali looked about and saw his mother standing near the city gate. He took
+his cap off and waved it above his head, and his mother took off the
+linen cloth which she wore over her head, and waved it.
+
+Tramp, tramp, tramp went the camels, their soft spongy feet making a
+noise as they trod the ground. The camel-drivers laughed, and talked to
+each other.
+
+Ali was the only boy in the caravan, and no one seemed to notice him. He
+had a stout heart, and tried not to care.
+
+He could talk to Meek-eye, and this he did, patting the creature's back,
+and telling him they would soon see his father.
+
+The sun rose higher and higher, and the day grew hotter and hotter. The
+morning breeze died away, and the noon was close and sultry.
+
+The sand glowed like fire. There was nothing to be seen but sand and
+sky. At mid-day a halt was made at one of the places well known to the
+drivers, where shade and water could be had.
+
+The water-bottles were not to be touched that day, for at this place a
+little stream, which gushed from a rock, supplied enough for the men,
+while the camels needed no water for many days.
+
+After resting a short time, the kneeling camels were made to rise, the
+riders first placing themselves on their backs, and the caravan then
+moved on.
+
+At night the party encamped for rest, the camels lying down, while fires
+were lighted and food was prepared.
+
+Several days were thus passed, and Ali found that he liked this kind of
+life as well as he thought he should.
+
+No Arabs were met with, nor even seen; but a danger of the desert, worse
+than a party of Arabs, came upon them.
+
+There arose one day at noon, one of those fearful burning winds which do
+such mischief to the traveler and his camel. The loose sand was raised
+like a cloud. It filled the nostrils and blinded the eyes.
+
+The only thing to be done, was for the men to get off the backs of the
+camels, and lie down with their faces to the earth.
+
+After the storm had passed, they arose to continue their journey. But
+the sand had been so blown as to cover the beaten track, and thus all
+trace of the road was lost.
+
+The camel-drivers who led the way stood still, and said that they did
+not know which way to turn.
+
+No distant rock or palm-tree was to be seen, and no one could say which
+was the south, towards which their faces ought to be turned.
+
+They wandered on, now turning to the right, and now to the left; and
+sometimes, when they had gone some distance in one direction, retracing
+their steps and trying another.
+
+The caravan made a halt, and it was now decided to journey towards the
+setting sun, in hopes of finding once more the right track.
+
+Night came on, however, and they had not found it, nor had they reached
+any place where they could fill their water-bottles, which were empty.
+
+Once or twice, some one of the party fancied that he saw in the distance
+the top of a palm-tree; but no, it turned out to be but a little cloud
+upon the horizon.
+
+They had not yet found the old track; neither had they supplied
+themselves with water to cool their parched lips.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Always take breath before beginning to read a
+sentence. If the sentence is a long one, choose such places for breathing
+as will not injure the sense.
+
+When we are out of breath, we are likely either to read too fast, or
+stop to breathe at such places as to injure the sense.
+
+In the first sentence of the second paragraph on page 101, we may make
+slight pauses to take breath after _noon_ and after _winds_.[07]
+
+Point out breathing-places in the last paragraph on page 100.[08]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _jingling, nostrils, farewell_.
+
+Let pupils use other words to express the following:
+
+    A stout heart.    Towards the setting sun.
+
+
+[07] See paragraph 22 beginning, "There arose one day at noon...."
+
+[08] See paragraph 21 beginning, "Several days were thus passed...."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXII.
+
+
+pro pose', _offer; advise_.
+
+group, _a number of persons or things together_.
+
+grief, _great sorrow; distress_.
+
+draughts (drafts), _quantities of water taken at one time_.
+
+quenched, _satisfied; put out_.
+
+re' cently, _newly; lately_.
+
+flick'er ing, _fluttering; keeping in motion_.
+
+greed'ily, _very eagerly_
+
+pre'cious, _of great price; costly_.
+
+wea'ry, _very tired_.
+
+refresh'ing, _cooling; reviving_.
+
+
+       *       *       *       *       *
+
+
+
+
+ALI, THE BOY CAMEL-DRIVER.
+
+PART II.
+
+
+Poor Ali suffered like the rest from terrible thirst. He drank the last
+drop of water from his water-bottle, and thought of the morrow with
+fear.
+
+He was so tired when night came, he was glad to lie down by the side of
+Meek-eye and go to sleep. Ali slept, but before morning, was awakened by
+the sound of voices.
+
+He listened, and heard the chief driver tell one of the merchants that,
+if they did not find water very soon, the next day a camel must be
+killed, in order to get the water contained in its stomach.
+
+This is often done in cases of great need in the desert, the stomach of
+the camel being so formed as to hold a great quantity of water.
+
+Ali was not surprised to hear such a thing spoken of; but what was his
+distress and alarm, when he heard the merchant propose that it should be
+"the boy's camel" that should be killed!
+
+The merchant said the other camels were of too good a kind, and of too
+much value; while, as to this young boy, what business had he to have a
+camel of his own?
+
+It would be better far, they said, for him to lose his camel than for
+him to die, like the rest, of thirst. And so it was decided that
+Meek-eye should be killed, unless water were found the next morning.
+
+Ali slept no more. His heart was full of grief; but his grief was mixed
+with courage and resolution. He said to himself that Meek-eye should not
+die.
+
+His father had trusted him to bring the camel, and what would he say if
+he should arrive at Suez without it? He would try to find his way alone,
+and leave the caravan as soon as possible.
+
+That night when all was quiet, and the merchant and camel-driver had
+gone to sleep, Ali arose, and gently patting the neck of Meek-eye, awoke
+him.
+
+He placed his empty bag and water-bottles on his back, and seating
+himself on him, made signs for the creature to rise, and then suddenly
+started off.
+
+Tramp, tramp, tramp, went Meek-eye over the soft sand. The night was
+cool and refreshing, and Ali felt stronger and braver with every tramp.
+The stars were shining brightly, and they were his only guides.
+
+He knew the star which was always in the north, and the one which was in
+the west after the sun had gone down. He must keep that star to the
+right, and he would be sure to be going towards the south.
+
+He journeyed on till day began to dawn. The sun came up on the edge of
+the desert, and rose higher and higher. Ali felt faint, weary, and
+thirsty, and could scarcely hold himself on to Meek-eye. When he thought
+of his father and mother, he took courage again, and bore up bravely.
+
+The sun was now at its height. Ali fancied he saw a palm-tree in the
+distance. It seemed as if Meek-eye saw it also, for he raised his head
+and quickened his step.
+
+It was not long before Ali found himself at one of those pleasant green
+islands which are found throughout the desert, and are called oases.
+
+He threw himself from the camel's back, and hunted out the pool of water
+that he knew he should find in the midst of the reeds and long grass
+which grew there.
+
+He dipped in his water-bottle and drank, while Meek-eye, lying down,
+stretched out his long neck, and greedily sucked up great draughts of
+the cool water.
+
+How sweet was the sleep which crept over them as they lay down in the
+shade of the great palm-tree, now that they had quenched their thirst!
+
+Refreshed and rested, Ali was able to satisfy his hunger on some ripe
+dates from the palm-tree, while Meek-eye began to feed upon the grass
+and leaves around.
+
+Ali noticed, while eating his dates, that other travelers had been there
+recently: as the grass at the side of the pool was trampled down. This
+greatly cheered him. He quickly followed in their track, still going in
+a southerly direction.
+
+He kept the setting sun to his right, and when it had gone down, he
+noticed the bright star that had guided him before.
+
+He traveled on, tired and faint with hunger for many a mile, till at
+last he saw, a long way off, the fires of a caravan which had halted for
+the night.
+
+Ali soon came up to them. He got down, from Meek-eye, and leading him by
+the bridle, came towards a group of camel-drivers, who were sitting in a
+circle.
+
+He told them his story, and asked permission to join the party, and
+begged a little rice, for which he was ready to pay with the piece of
+money that his mother had given him when he left home.
+
+Ali was kindly received by them, and allowed to partake of their supper.
+The men admired the courage with which he had saved his favorite camel.
+After supper Ali soon closed his weary eyes, and slept soundly by the
+side of Meek-eye.
+
+In the midst of a pleasant dream, Ali was suddenly aroused by the sound
+of tinkling bells, and on waking up he saw that another caravan had
+arrived, which had come from the south.
+
+The merchants sat down to wait until their supper was brought to them,
+and a party of camel-drivers drew round the fire near which Ali had
+been sleeping. They raked up its ashes, put on fresh fuel, and then
+prepared to boil their rice.
+
+What voice was that which roused Ali just as he was falling asleep
+again? He listened, he started to his feet, he looked about him, and
+waited for a flash of flame from the fire to fall on the faces of the
+camel-drivers who stood around it.
+
+It came flickering up at first, and then all at once blazing out,
+flashed upon the camel-driver who stood stooping over it, and lighted up
+the face of Ali's father!
+
+The father had waited at Suez many days, wondering why Ali did not come;
+and then, thinking there had been some mistake, determined to return
+home with the caravan, which was starting for Gaza.
+
+We need hardly describe the joy of both father and son at thus meeting,
+nor the pleasure with which the father listened to the history of Ali
+the fears and dangers to which his young son had been exposed. He was
+glad, too, that their precious Meek-eye had been saved.
+
+There was no one in the whole caravan so happy as Hassan, when, the next
+morning, he continued, his journey to Gaza in company with Meek-eye and
+his beloved son Ali.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _suffered, permission, partake, merchants, beloved_.
+
+Let pupils use other words to express the meaning of what is given below
+in dark type.
+
+    Ali _bore up bravely_.
+
+    Meek-eye _quickened his step_.
+
+    _The sun_ was now _at its height_.
+
+Write statements containing each of the following words, used in such a
+manner as to show their proper meaning: _herd, heard; need, knead; no,
+know; way, weigh; knew, new_.
+
+Make out an _analysis_ of the two lessons, and use it in telling the
+story in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXIII.
+
+
+ob served', _saw; noticed_.
+
+trans par'ent, _clear; easily seen through_.
+
+ma te'ri al, _that of which any thing is made or to be made_.
+
+ob tained', _taken from; received_.
+
+gar'ments, _articles of clothing_.
+
+verd'ure, _any green growth_.
+
+a dorn', _dress with taste; beautify_.
+
+par tic'ular, _of an unusual kind_.
+
+va ri'e ty, _a number of different kinds_.
+
+del'i cate, _gentle; tender_.
+
+ca ressed', _treated with fondness_.
+
+
+       *       *       *       *       *
+
+
+
+
+A QUEER PEOPLE.
+
+
+One evening, as Captain Perry was sitting by the fireside at his home in
+Liverpool, his children asked him to tell them a story.
+
+[Illustration]
+
+"What shall it be about?" said the captain.
+
+"O," said Harry, "tell us about other countries, and the curious people
+you have seen in them."
+
+"Yes, yes!" exclaimed Mary. "We were much interested, while you were
+away the last time, in reading 'Gulliver's Travels' and 'Sindbad the
+Sailor.'"
+
+"You have seen as wonderful things as they did, haven't you, father?"
+said Harry.
+
+"No, my dears," said the captain. "I never met such wonderful people as
+they tell about, I assure you; nor have I seen the 'Black Loadstone
+Mountain' or the 'Valley of Diamonds.'"
+
+"But," said Mary, "you have seen a great many people, and their
+different manners and ways of living."
+
+"Yes," said the captain, "and if it will interest you, I will tell you
+some of the curious things that I have observed."
+
+"Pray, do so!" cried Harry, as both the children drew close to him.
+
+"Well, then," began the captain, "I was once in a country where it was
+very cold, and the poor people could scarcely keep themselves from
+starving.
+
+"They were clothed partly in the skins of beasts, made smooth and soft
+by some particular art; but chiefly in garments made from the outer
+covering of an animal cruelly stripped off its back while alive.
+
+"They lived in houses partly sunk below the ground. These houses were
+mostly built of stones or of earth hardened by fire.
+
+"The walls of the houses had holes to let in light; but to prevent the
+cold air and rain from coming in, they were covered with a sort of
+transparent stone, made of melted sand.
+
+"As wood was rather scarce, they used for fuel a certain kind of stone
+which they dug out of the earth, and which, when put among burning
+wood, catches fire and makes a bright flame."
+
+"Dear me!" said Harry. "What a wonderful stone! Why didn't you
+bring a piece home with you, father?"
+
+"I have a piece, which I will show you some time," replied the captain.
+"But to go on with my story.
+
+"What these people eat is remarkable, too. Some of the poor people eat
+fish which had been hung up and smoked until quite dry and hard, and
+along with it they eat the roots of plants, or coarse, black cake made
+of powdered seeds.
+
+"The rich people have a whiter kind of cake upon which they spread a
+greasy matter that is obtained from a large animal. They eat also the
+flesh of many birds and beasts when they can get it, and the leaves and
+other parts of a variety of vegetables--some raw and others cooked.
+
+"For drink they use the water in which certain dry leaves have been
+steeped. These leaves, I was told, came from a country a great distance
+away.
+
+"I was glad to leave this country because it was so very cold; but about
+six months after, I was obliged to go there again. What was my surprise
+to find that great changes had taken place!
+
+"The climate was mild and warm, and the country was full of beauty and
+verdure. The trees and shrubs bore a great variety of fruits, which,
+with other vegetable products, were used largely as food.
+
+"The people were gentle and civilized. Their dress was varied. Many wore
+cloth woven from a sort of wool grown in pods on bushes.
+
+"Another singular material was a fine, glossy stuff used chiefly by the
+rich people. I was told that it was made out of the webs of
+caterpillars, which to me seemed quite wonderful, as it must have taken
+a great number of caterpillars to produce the large quantity of the
+stuff that I saw.
+
+"These people have queer ideas about their dress. The women wear
+strangely figured garments, and adorn their heads, like some Indian
+nations, with feathers and other fanciful head-dresses.
+
+"One thing surprised me very much. They bring up in their houses an
+animal of the tiger species, having the same kind of teeth and claws as
+the tiger.
+
+"In spite of the natural fierceness of this little beast, it is played
+with and caressed by the most timid and delicate of their women and
+children."
+
+"I am sure I would not play with it," said Harry.
+
+"You might get an ugly scratch, if you did," said the captain.
+
+"Aha!" cried Mary; "I've found you out: you have been telling us of our
+country and what is done at home all this while!"
+
+"But we don't burn stones, or eat grease and powdered seeds, or wear
+skins and caterpillars' webs, or play with tigers," said Harry.
+
+"No?" said the captain. "Pray, what is coal but a kind of stone; and is
+not butter, grease; and wheat, seeds; and leather, skins; and silk, the
+web of a kind of caterpillar; and may we not as well call a cat an
+animal of the tiger kind, as a tiger an animal of the cat kind?"
+
+"So, if you will remember what I have been describing, you will find
+that all the other wonderful things that I have told you of, are well
+known among ourselves."
+
+"I have told you the story to show that a foreigner might easily
+represent every thing among us as equally strange and wonderful, as we
+could with respect to his country."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out breathing-places in the last
+paragraph.
+
+Name the _emphatic words_ in the last paragraph.
+
+Pronounce carefully the following words: _vegetable, foreigner, beasts,
+products, across, again, also, apron_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express the meaning of what is given below
+in dark type, using a single word for each example.
+
+    Houses built of _earth hardened by fire_.
+
+    The walls have _holes to let in the light_.
+
+    They were covered with _a sort of transparent stone_.
+
+    They drink _water in which dry leaves have been steeped_.
+
+    Many wore cloth woven from _a sort of wool grown in pods_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXIV.
+
+
+lin'net, _a kind of bird_.
+
+com pare', _be equal; have similar appearance_.
+
+wor'ried, _troubled; anxious_.
+
+hum'ble, _meek; lowly_.
+
+mis'chiev ous, _full of mischief; troublesome_.
+
+grub, _dig up by the roots_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE ILL-NATURED BRIER
+
+
+  Little Miss Brier came out of the ground,
+  She put out her thorns, and scratched ev'ry thing 'round.
+              "I'll just try," said she,
+              "How bad I can be;
+  At pricking and scratching, there are few can match me."
+
+  Little Miss Brier was handsome and bright,
+  Her leaves were dark green, and  her flowers pure white;
+              But all who came nigh her
+              Were so worried by her,
+  They'd go out of their way to keep clear of the Brier.
+
+  Little Miss Brier was looking one day
+  At her neighbor, the Violet, over the way;
+              "I wonder," said she,
+              "That no one pets me,
+  While all seem so glad little Violet to see."
+
+  A sober old Linnet, who sat on a tree,
+  Heard the speech of the Brier, and thus answered he:
+              "'Tis not that she's fair,
+              For you may compare
+  In beauty with even Miss Violet there;
+
+  "But Violet is always so pleasant and kind,
+  So gentle in manner, so humble in mind,
+              E'en the worms at her feet
+              She would never ill-treat,
+  And to Bird, Bee, and Butterfly always is sweet."
+
+  Then the gardener's wife the pathway came down,
+  And the mischievous Brier caught hold of her gown;
+              "O dear, what a tear!
+              My gown's spoiled, I declare!
+  That troublesome Brier!--it has no business there;
+  Here, John, grub it up; throw it into the fire."
+  And that was the end of the ill-natured Brier.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read in a spirited
+manner.
+
+It is suggested to vary the reading exercise by having one pupil read
+each stanza, and the class repeat it in concert.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+    There are few can _match_ me.
+
+    They'd go out of their way to _keep clear of_ the Brier.
+
+Supply letters omitted from the following words: _they'd, gown's, e'en,
+'round_. Write the words in full.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXV.
+
+
+ply, _make regular journeys_.
+
+com'merce, _trade between places or peoples_.
+
+might'y, _of great power_.
+
+trav'erse, _pass over; cross_.
+
+re'al ize, _understand the truth of_.
+
+pro pel', _drive forward_.
+
+prop'erty, _any thing that belongs to a person_.
+
+or'chards, _numbers of fruit-trees_.
+
+im mense', _very large_.
+
+glit'ter ing, _sparkling with light_.
+
+
+       *       *       *       *       *
+
+
+
+
+WATER.
+
+
+It is difficult to realize that nearly three-fourths of the surface of
+the earth is water; yet it is a fact.
+
+Think of the immense space covered by oceans, seas, lakes, and rivers,
+and how useful all this water is to mankind.
+
+Sailing ships and steam-ships traverse the oceans and lakes. Steam-boats
+ply along the rivers, carrying people and merchandise to and fro, going
+sometimes as far as three thousand miles from their starting point.
+
+It is by water that men float their rafts of logs or lumber to distant
+places. Water turns the great wheels of many of our mills, and thus
+harnessed to mighty machines, does more work than thousands of men and
+horses.
+
+These machines produce paper, cloth, flour, lumber, and many other
+useful articles.
+
+When water is heated and turned into steam, it moves powerful engines.
+These engines propel our great steam-ships and steam-boats and drive
+machines of all kinds in mills and factories.
+
+Many of you have seen water, clear and cool, trickling from the rocks in
+the side of a hill. This water first forms a spring.
+
+From this spring, the water escapes in a tiny stream, called a rivulet
+or creek, and flows along until it enters a river. Many springs make
+many rivulets; many rivulets make large rivers.
+
+Rivers sometimes receive such great quantities of water that they
+overflow their banks, and destroy much valuable property. This is called
+a freshet or a flood.
+
+Many people who live near some of our rivers have lost their houses,
+furniture, and cattle, which were all swept away by these floods.
+
+In the winter of 1883, the Ohio River received so much water from the
+thousands of rivulets flowing into it, that it overflowed its banks.
+
+The result of this overflow was one of the greatest floods ever known,
+and many, no doubt, who read this, were there to see its terrible
+effects.
+
+But where does all this water come from? you may ask.
+
+Let me see if I can explain it to you. The water in all these rivers,
+lakes, and oceans is constantly rising into the air in what is called
+moisture or vapor. We can not see this moisture, neither can we see the
+air.
+
+If the air is cold, moisture does not rise rapidly; but, as the air
+becomes heated, it takes up more moisture, so that the more heat there
+is in the air, the more moisture rises.
+
+Heated air is light, and rises higher and higher from the ground, taking
+the moisture with it, until it reaches a point where it begins to cool.
+
+Then as the air cools, the moisture forms into clouds, and these clouds
+are, in a certain sense, floating water.
+
+Floating water! How can water float! do you ask?
+
+Well, I will tell you. Cold air is heavier than heated air, and until
+the clouds become so full of moisture as to return some of it to the
+earth, in the shape of rain, they float because they are lighter than
+the air underneath them.
+
+The winds, by the flapping of their mighty wings, drive the clouds over
+the land to the hills and the mountains and the thirsty fields; and
+there they pour their blessings on the farms, pastures, orchards, and
+the dusty roads and way-side grass, bringing greenness and gladness
+every-where.
+
+Without water nothing would grow; every thing would dry up and wither.
+
+All animals drink water, for it forms a part of their blood and thus
+helps to keep them alive. All trees and plants drink it by drawing it
+through their roots or leaves, for it helps to form their sap.
+
+Sometimes on a summer morning you will see drops of clear sparkling
+water on flowers and grass.
+
+To look at them you would think it had rained during the night; but,
+noticing that the ground is dry, you know that no rain has fallen.
+
+What then are these glittering drops of water? Where do they come from?
+
+I will tell you. These drops are called dew. As night comes on, the
+grass and the leaves of flowers and plants become cool.
+
+When the warm air touches them, it becomes chilled, and as the air can
+not then carry so much moisture as before, it leaves some of its
+moisture on the flowers and grass.
+
+A moisture like dew sometimes collects in the house. Did you ever
+observe it in drops on the outside of a pitcher of cold water? Some
+people suppose that the water comes through the pitcher, but it does
+not.
+
+The water being cold makes the pitcher cold, and as the warm air of the
+room strikes it, a moisture like dew is left on the pitcher, in the same
+manner as dew is left on grass, leaves, and flowers.
+
+In cold weather, when the dew gathers on plants and flowers, it
+sometimes freezes and forms frost, and when the clouds throw off their
+moisture in rain drops, the rain becomes sleet, hail, or snow.
+
+So you see that dew, rain, frost, sleet, snow, and hail are only
+different forms of water.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXVI.
+
+
+treas'ure, _a large quantity of money; valuable things_.
+
+for'mer ly, _in time past; heretofore_.
+
+mod'er ate, _not great; limited in quantity_.
+
+or'phan, _a child whose father and mother are dead_.
+
+at tract'ive, _inviting; having power to draw toward_.
+
+em'er y, _a kind of hard, sharp sand_.
+
+ex treme', _last point or limit_.
+
+rub'bish, _things of no value_.
+
+fit'tings, _things needed in making an article ready for use_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART I.
+
+
+On a pleasant street in the old town of Fairfield, stands a neat, little
+cottage. This was formerly the home of Mrs. Reed, an old lady respected
+by her neighbors and loved by all the young people of the place.
+
+There was about Mrs. Reed a kindly manner which pleased all who knew
+her. Although very poor, she took much interest in her young friends and
+tried to make them happy.
+
+Mrs. Reed had not always been poor. Her husband when alive was supposed
+to be rich; but after his death, it was found that nothing was left to
+his widow but two small cottages.
+
+In one of these cottages, Mrs. Reed lived; the other, she rented. But
+the rent received was no more than enough to enable her to live with
+moderate comfort. She had little or nothing left with which to do for
+others.
+
+One cold winter morning, two persons were talking together in the cozy
+sitting-room of the cottage. One was Mrs. Reed, and the other, Alice
+Brown, a poor orphan girl, who lived with some distant relatives in
+Fairfield.
+
+"You are very kind to come to see me so often, Alice," said Mrs. Reed.
+"I wonder why you do; because there is nothing attractive here."
+
+"Why, Mrs. Reed!" replied Alice; "how can you talk so? are you not here?
+do I not always receive a kind word and a welcome smile from you?"
+
+"Well, you know I love you, Alice, and am always delighted to have you
+come," said Mrs. Reed; "I am sure that were it in my power to do so, I
+would have you here all the time.
+
+"I would like to give you books, have you attend school, and do every
+thing to make you happy. But alas! Alice, you know I am too poor to do
+what I wish, and at times it makes me feel very sad."
+
+"O, indeed you are too good, Mrs. Reed! My greatest pleasure is to come
+and see you, and I hope you will always love me.
+
+"I wish I could stay here all day; but you know that the day after
+to-morrow will be Christmas, and I must hurry home now, as auntie wants
+me to help her prepare for it. So good-by."
+
+"But, Alice, you will come to see me Christmas morning, will you not?"
+asked Mrs. Reed.
+
+"Yes," replied Alice, "for a little while." And with a kiss and another
+good-by, she left Mrs. Reed alone.
+
+"What a dear good girl she is," said Mrs. Reed to herself, as she
+watched Alice tripping down the street toward her home.
+
+"She was so good to me last summer when I was ill! and here is Christmas
+and I have no money with which to buy her a present.
+
+"O dear, dear! why was I left so poor! I am sure my husband had some
+money; what could he have done with it!"
+
+Mrs. Reed sat down in her rocking-chair and for a full half hour looked
+thoughtfully into the fire. Starting up suddenly, she again exclaimed to
+herself:
+
+"I do really believe that if I go up into the garret, I can find,
+something for a Christmas present, that will please Alice.
+
+"I remember a curious old box that Mr. Reed had, that was sent to him
+from India. If I can find some bits of ribbon, and silk, I will line it
+and make it into a nice little work-box for Alice."
+
+Then Mrs. Reed climbed up the narrow stairway into the garret, and,
+after searching some time among the rubbish that lay around in all the
+nooks and corners, discovered the box.
+
+Taking it down-stairs and finding some pieces of silk, she spent the
+rest of the day in making it into a work-box.
+
+She made a pretty needle-book, a tiny pincushion, and an emery bag like
+a big strawberry. Then from her own scanty stock she added needles,
+pins, thread, and her only pair of small scissors, scoured to the last
+extreme of brightness.
+
+One thing only she had to buy--a thimble; and that she bought for a
+penny. The thimble was of brass and so bright that it was quite as
+handsome as gold.
+
+When full, the little box was very pretty. In the bottom lay a quilted
+lining, which had always been there, and upon which she had placed the
+fittings.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The conversational parts of this lesson may
+be read as a dialogue by two pupils.
+
+Which is the most _emphatic word_ in the following sentence?
+
+    "O dear, dear! Why was I left so poor!"
+
+Point out the _emphatic words_ in the third paragraph of the lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXVII.
+
+
+hand'y, _convenient; ready for use_.
+
+ad join'ing, _next to; neighboring_.
+
+sin cere'ly, _honestly; truly_.
+
+fort'u nate, _favored; lucky_.
+
+act'u al ly, _really; truly_.
+
+suf fi'cient, _enough; plenty_.
+
+carv'ings, _figures cut in wood or stone_.
+
+mys'ter y, _something entirely unknown_.
+
+thresh'old, _a piece of board which lies under a door_.
+
+tile, _a thin piece of baked clay_.
+
+ex am'ine, _look at with care_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART II.
+
+
+Christmas morning came, and soon Alice Brown entered Mrs. Reed's cottage
+and received a warm welcome.
+
+"Merry Christmas! Mrs. Reed," said Alice.
+
+"Thank you, my dear," replied Mrs. Reed; "it will indeed be a 'Merry
+Christmas' if you can remain with me this forenoon."
+
+"Well, I can stay till dinner-time," said Alice. "See what a pretty
+present cousin John sent me!" and Alice held up a new pocket-book.
+
+"That is very nice, Alice," said Mrs. Reed; "now if you had some one to
+fill it with money, it would be better still."
+
+"Yes, indeed," cried Alice, laughingly; "but as I was not so fortunate
+as to receive any money, and have none of my own to put in it, the
+pocket-book is not likely to be worn out for a long time."
+
+"Well, well, Alice," replied Mrs. Reed, "it is always handy to have
+things in the house; for some time they may be needed.
+
+"Excuse me a moment, Alice," continued Mrs. Reed; "sit down here by the
+fire and warm yourself."
+
+Alice took a seat by the fire and warmed her fingers; for, although it
+was a bright sunshiny day, it was very cold.
+
+Mrs. Reed stepped into the adjoining room, and with a light heart and
+an expression on her face that no one had seen for many a day, took up
+the little work-box she had prepared for Alice.
+
+Returning again to the sitting-room with the box in her hand, she
+approached Alice and said;
+
+"Here, my dear, is a little Christmas present I have for you. I
+sincerely wish it were something better. It will be useful, I know, and
+I hope it will please you."
+
+"O how beautiful!" exclaimed Alice, as she caught sight of the curious
+carvings on the outside of the box. "And a work-box, too!" she
+continued, as she took it in her hands and lifted the cover; "is it
+really for me?"
+
+"For no one else, I assure you," replied Mrs. Reed, as her face lighted
+up with joy, at seeing Alice so happy.
+
+"O how can I ever thank you enough!" exclaimed Alice, as she threw her
+arms around Mrs. Reed's neck and kissed her again and again.
+
+Then taking a seat by Mrs. Reed, Alice began to examine the contents of
+the new work-box, lifting out the articles one by one, and placing them
+in her lap.
+
+She then admired the beautiful lining which. Mrs. Reed had put in the
+box, asking her where she got such pretty pieces of silk.
+
+"That piece of silk at the top, Alice, is a bit of my wedding-dress; and
+that on the sides, is a part of my wedding-sash. Those remind me of
+happy days, Alice.
+
+"I had plenty then: a good husband, a happy home, and never thought that
+I should come to poverty."
+
+"What is this from?" asked Alice, touching the silk lining at the
+bottom of the box.
+
+"O that was always in the box, Alice. It was there when my husband
+received it, and must be a piece of India silk.
+
+"Is any thing the matter with it?" continued Mrs. Reed, as she noticed
+Alice picking at one corner of it.
+
+"O nothing is the matter," replied Alice; "it only seemed to me to be a
+little loose."
+
+"Let me look," said Mrs. Reed. "I don't think it can be loose, or I
+should have seen it when I was lining the box."
+
+"It is actually quite loose," said Alice, as she examined it further,
+and picked up one corner with, a pin; "and here is a little piece of
+paper underneath it."
+
+"That is remarkable," said Mrs. Reed, as she put on her spectacles and
+drew up her chair a little closer to Alice.
+
+"And there is some writing on it too," said Alice, as she drew it from
+its hiding-place and handed it to Mrs. Reed.
+
+"Why, it's my husband's writing!" exclaimed Mrs. Reed, as she closely
+examined the faded letters. "What can it mean? I never saw it before.
+Read it, Alice; your eyes are younger than mine."
+
+Alice read: "'Look and ye shall find,' and underneath this," continued
+Alice, "is a picture of a mantel-piece, and underneath that, it reads:
+'A word to the wise is sufficient.'"
+
+Mrs. Reed again took the paper. Her hand trembled and her face became a
+little pale.
+
+"Alice," said she, "this is a picture of the old tile mantel-piece in
+the other room. There is some mystery about this. What can it mean?"
+
+"Yes," said Alice, "the tiles in that mantel have quotations on them."
+
+In an instant, Alice was on her feet and sprung into the other room,
+leaving Mrs. Reed in a state of wonderment.
+
+Hastily examining the tiles in the mantel, Alice cried out: "O Mrs.
+Reed, do come! here is a tile with exactly the same words on it!"
+
+Mrs. Reed hurried into the room, and had scarcely passed the threshold,
+when the tile fell to the hearth and broke into a dozen pieces.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out breathing-places in the last
+paragraph.
+
+Pronounce carefully the following words: _fortunate, adjoining,
+clothes, hearth, sitting-room, wedding-dress_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+the following sentences.
+
+    _Alice received a warm welcome_.
+
+    _Mrs. Reed stepped into the adjoining room with a light heart_.
+
+    _Her face lighted up with joy_.
+
+    _Those things remind me of happy days_.
+
+    "_A word, to the wise is sufficient_."
+
+Change the _statements_ given above to _questions_.
+
+Change the following _exclamations_ to complete _statements_.
+
+    Do come!           Let me look!           Read it, Alice!
+
+Model.--See my pocket-book! = I wish you would look at my pocket-book.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXVIII.
+
+
+be fall'en, _happened to_.
+
+thrust, _move suddenly or with force_.
+
+mis hap', _something which has occurred to cause pain or sorrow_.
+
+ex cit'ed ly, _in a very earnest manner_.
+
+min'gled, _joined closely; united_.
+
+le'gal ly, _as the law requires_.
+
+a bun'dant, _beyond one's need; plentiful_.
+
+com'fort a ble, _having everything needed to keep one from pain or want_.
+
+re la'tions, _the feelings or acts of people toward each other_.
+
+charm'ing, _very pleasant_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART III.
+
+
+"O what have I done! what have I done!" cried Alice. "O Mrs. Reed, I'm
+so sorry--I have broken the tile!"
+
+"How did it happen, Alice? Was it loose?"
+
+"Why yes," replied Alice; "I put my hand on it, and thought it appeared
+to move a little. Having my scissors with, me, I, through curiosity, ran
+the points in between that tile and the next one."
+
+"Never mind, child," said Mrs. Reed kindly, seeing that Alice was
+feeling sad over the mishap; "perhaps the tile can be mended--let us
+see."
+
+As they both stooped down to pick up the pieces, Alice noticed that
+there was a hollow space back of where the tile had been, and that it
+contained something of a dingy white color.
+
+"O Mrs. Reed!" cried she; "there is something in there! See, it looks
+like a bag tied up! May I take it out?"
+
+Mrs. Reed turned deadly pale. "Yes," she replied, scarcely knowing what
+she expected or dared hope.
+
+Alice thrust her hand into the hole to pull the hag out, but as it was
+very old, it fell apart, and O wonder of wonders! as many as a hundred
+pieces of gold coin fell with a jingle on the hearth and rolled every
+way.
+
+"My husband's money!" exclaimed Mrs. Reed, as she leaned on Alice to
+keep from falling.
+
+Alice was nearly wild and talked like a crazy person.
+
+"O goody, goody!" she cried, clapping her hands and jumping up and down.
+"Now you can have everything you want! you won't be poor any longer!"
+
+But Mrs. Reed was too much overcome to hear what Alice said.
+
+[Illustration]
+
+She could scarcely realize the good fortune that had so suddenly
+befallen her.
+
+Presently, however, with the tenderness of a mother, she placed her arms
+around Alice and said: "O you precious child! but for you, I should
+never have known this!"
+
+"And if you had not given me the work-box," said Alice, "perhaps no one
+would ever have found it out.
+
+"But," continued she, excitedly, "let us see if there is any thing more
+in there."
+
+Again reaching into the hole in the mantel-piece, she sprung back with a
+look of amazement that frightened Mrs. Reed.
+
+"Why, Alice, what is the matter?" inquired the old lady.
+
+"Matter!" exclaimed Alice. "Why, dear me! Mrs. Reed, there are lots and
+lots of bags in there yet!"
+
+"Is it possible!" said Mrs. Reed hoarsely. Then reaching her hand into
+the hole, she drew out bag after bag, handling them very carefully, so
+that they would not fall to pieces as the first one had done.
+
+In the meantime Alice had pushed a table up near the fire-place. The
+bags were emptied upon it, until the glittering gold made a heap that
+struck Mrs. Reed and Alice with greater amazement than ever.
+
+"Alice," said Mrs. Reed, "this is a blessing from Heaven that I do not
+deserve. I can not tell you how thankful I am for it. My happiness now
+will be in doing for others."
+
+Alice said nothing; her heart was too full. A look of sadness came over
+her face.
+
+She was wondering whether Mrs. Reed would continue to love her, and
+thinking, with a mingled feeling of fear and dread, that now her friend
+was rich, perhaps she, the poor orphan girl, might not be so welcome at
+the cottage as before.
+
+Mrs. Reed seemed to understand somewhat the nature of Alice's thoughts.
+"Cheer up, Alice," said she; "this is not a time to be sad! Come, help
+me put away this gold.
+
+"By the way, Alice, now is the time to use your pocket-book; you know I
+told you it was handy to have things in the house, they might be
+needed," she continued, smilingly.
+
+"Why, certainly, Mrs. Reed; do you want to borrow my pocket-book? here
+it is."
+
+"Yes, my dear," replied Mrs. Reed, "I shall want a new one myself, and I
+want to see yours. I wonder how many pieces of gold it will hold."
+
+Then Mrs. Reed crammed the pocket-book full of gold pieces.
+
+"There!" said she, handing it to Alice; "that is the Christmas present I
+wanted to give you this morning, but did not have it."
+
+"What! this for me! O no, no! I do not deserve it!" cried Alice.
+
+"But you must take it, Alice, and listen; for I have something to tell
+you. I want you to be my daughter now. I will have abundant means to
+make both of us comfortable and happy."
+
+"O Mrs. Reed," said Alice, bursting into tears; "I would love to be your
+daughter, nothing could make me happier."
+
+In a very short time every thing was changed in the little cottage. Mrs.
+Reed had legally adopted Alice as her daughter and was sending her to
+school.
+
+Fresh paint, inside and out, and many new comforts, made the old house
+charming and bright. But nothing could change the happy relations
+between the two friends, and a more contented and cheerful household
+could not be found anywhere.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Tell the story in your own words, using the points
+given in the following
+
+Analysis.--1. Mrs. Reed's home. 2. Her talk with Alice. 3. Mrs. Reed
+prepares a present for Alice. 4. Alice receives the work-box. 5. What
+was found in it. 6. The broken tile and the discovery of the money. 7.
+What happened after that.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXIX.
+
+
+dells, _small valleys_.
+
+bow'ers, _covered places made of boughs_.
+
+troupe, _a number of living beings; a company_.
+
+daf'fo dils, _yellow flowers_.
+
+sheen, _brightness; splendor_.
+
+sprite, _an unreal person_.
+
+sus pend'ed, _stopped for a time; hung_.
+
+va'ries, _is different; changes_.
+
+blue'bell, _a kind of flower_.
+
+ram'bling, _wandering_.
+
+rev'el, _play in a noisy manner_.
+
+
+       *       *       *       *       *
+
+
+
+
+LOOKING FOR THE FAIRIES.
+
+
+  I've peeped in many a bluebell,
+    And crept among the flowers,
+  And hunted in the acorn cups,
+    And in the woodland bowers;
+  And shook the yellow daffodils,
+    And searched the gardens round,
+  A-looking for the little folk
+    I never, never found.
+
+  I've linger'd till the setting sun
+    Threw out a golden sheen,
+  In hope to see a fairy troupe
+    Come dancing on the green;
+  And marveled that they did not come
+    To revel in the air,
+  And wondered if they slept, and where
+    Their hiding-places were.
+
+  I've wandered with a timid step
+    Beneath the moon's pale light,
+  And every blazing dew-drop seemed
+    To be a tiny sprite;
+  And listened with suspended breath,
+    Among the grand, old trees,
+  For fairy music floating soft
+    Upon the evening breeze.
+
+  Ah me! those pleasant, sunny days,
+    In youthful fancies wild,--
+  Rambling through the wooded dells,
+    A careless, happy child!
+  And now I sit and sigh to think
+    Age from childhood varies,
+  And never more may we be found
+    Looking for the fairies.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Which one of the stanzas should be read more
+slowly than the others?
+
+Point out the _emphatic words_ in the last four lines of the lesson.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Which lines in each stanza end in similar sounds?
+
+Let pupils explain the meaning of what is given below in dark type.
+
+    I've hunted in the _acorn cups_.
+
+    I've wandered with a _timid step_.
+
+    _Age from childhood varies._
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXX.
+
+
+poi'son ous, _likely to do great harm or injury_.
+
+sep'a rate, _apart from other things_.
+
+con di'tion, _state; situation_.
+
+nec'es sa ry, _really needed_.
+
+dis a gree'a ble, _very unpleasant_.
+
+sen'si ble, _wise; knowing what is proper_.
+
+ac cus'tomed, _being used to_.
+
+es pe'cial ly, _more than usual_.
+
+
+       *       *       *       *       *
+
+
+
+
+AIR.
+
+
+We all know very well that we can not live without breathing.
+
+What we do not all know, or do not all think of, is that we want not
+only air, but good air. We are apt to take it for granted that any air
+will do for us; stale air, dirty air, even poisonous air.
+
+What makes the matter worse is, that we can not help spoiling air
+ourselves by the very act of breathing.
+
+If people are shut up in rooms where the bad air can not get out and the
+good air can not get in at all, they are sure to be made ill.
+
+Some people in Scotland thought they would have a merry Christmas party,
+and invited their friends to come to a dance.
+
+As it was very cold weather, they shut all the doors and windows tight,
+and then they began to dance.
+
+It was a small room with a low ceiling, and there were thirty-six people
+dancing in it all night. By the time morning came the air was so bad
+that it was really like poison; and very soon seven of the poor dancers
+were seized with a terrible fever, and two of them actually died.
+
+The air we breathe out is different from the air we take in. We send
+away some things with our breath which were not in the air when we took
+it in.
+
+One of these is water. Sometimes you can see this for yourself. On a
+cold, frosty day, you know we can see the clouds of steam coming out of
+our mouths. This steam is only very fine particles of water.
+
+In warm weather we do not see the steam, but the water is there all the
+same; if you will breathe on a looking-glass at any time, you will make
+it dim and damp directly with the water that is contained in your
+breath.
+
+We also breathe out animal matter, little particles of our own bodies
+just ready to decay. We can not see them, but they soon give the air a
+close, disagreeable smell. Good air has no smell at all.
+
+And now I have something to say to you about the use of noses.
+
+I dare say you can not see much use in the sense of smell. Seeing,
+hearing, touching, are very needful to us, we all know; but as to
+smelling, that does not seem to have any particular value.
+
+It is pleasant to smell a sweet rose or violet; and, I believe, smelling
+really forms a good part of what we call tasting.
+
+Of all our senses, smell is the one that soonest gets out of practice.
+If people would always accustom themselves to use their noses, they
+never would consent to live in the horrid air they do.
+
+If you go from the fresh air into a close room, you will notice the
+smell at once. Then, if you remain there, you will soon get accustomed
+to the smell and not notice it; but it will still be there, and will be
+doing you a great deal of harm.
+
+In good air there are, mainly, two sorts of gas.
+
+The first is a very lively sort of gas, called oxygen; it is very fond
+of joining itself with other things, and burning them, and things burn
+very fast indeed in oxygen.
+
+The second is a very slow, dull gas, called nitrogen; and nothing will
+burn in it at all. Pure oxygen would be too active for us to live in, so
+it is mixed with nitrogen.
+
+When we breathe, the air goes down into our lungs, which are something
+like sponges, inside our chests.
+
+These sponges have in them an immense quantity of little blood-vessels,
+and great numbers of little air-vessels; so that the blood almost
+touches the air; there is only a very, very thin skin between them.
+
+Through that skin, the blood sends away the waste and useless things it
+has collected from all parts of the body, and takes in the fresh oxygen
+which the body wants.
+
+You have often heard man's life compared to a candle. I will show you
+some ways in which they are much alike.
+
+When a candle or lamp burns, if we keep it from getting any new air, it
+soon uses all the lively gas, or oxygen, and then it goes out. This is
+easily shown by placing a glass jar over a lighted candle.
+
+If the candle gets only a little fresh air, it burns dim and weak. If we
+get only a little fresh air, we are sickly and weak.
+
+The candle makes another kind of gas. It is called carbonic acid gas,
+which, is unhealthy and not fit for breathing. The heat of our bodies
+also makes this gas, and we throw it off in our breath.
+
+Oxygen and carbon, in a separate condition, make up a good part of our
+flesh, blood, and bones; but when they are joined together, and make
+carbonic acid gas, they are of no further use to us.
+
+You might go to a store and buy sand and sugar; but if they became mixed
+together as you brought them home, you would not be able to use either
+one of them, unless some clever fairy could pick them apart for you.
+
+You see now one great way of spoiling the air. How are we to get rid of
+this bad air, and obtain fresh air, without being too cold?
+
+In summer time this is quite simple, but in winter it is more difficult;
+because it is a very bad thing to be cold, and a thin, cold draught of
+air is especially bad.
+
+The bad air loaded with carbonic acid gas, when we first breathe it out,
+is warm. Warm gases are much lighter than cold ones, therefore the bad
+air at first goes up to the ceiling.
+
+If there is an opening near the top of the room, the bad air goes out;
+but if there is no opening, it by and by grows cold and heavy, and comes
+down again. Then we have to breathe it.
+
+If you open the window at the top, it will let out the bad air, and you
+will not feel a draught. It is not often so very cold that you cannot
+bear the window open, even a little way from the top, and that is the
+best way of airing a room.
+
+This is just as necessary by night as by day. People who shut in the bad
+air, and shut out the good air, all night long, can never expect to
+awake refreshed, feeling better for their sleep.
+
+What becomes of the carbonic acid gas which the body throws off through
+our breath? Can any thing pick the carbon and oxygen in it apart, and
+make them fit for us to use again?
+
+Yes. Every plant, every green leaf, every blade of grass, does that for
+us. When the sun shines on them, they pick the carbon out and send back
+the oxygen for us to breathe. They keep the carbon and make that fit
+for us and animals to eat.
+
+The grass makes the carbon fit for sheep and cows, and then we eat their
+flesh or drink their milk; and the corn makes the carbon fit to eat; so
+do potatoes, and all the other vegetables and fruits which we eat. Is
+not this a wonderful arrangement?
+
+But perhaps you think, considering what an amazing number of people
+there are in the world, besides all the animals--for all creatures that
+breathe, spoil the air just as we do--there can hardly be trees and
+plants enough to set all the air right again.
+
+Round about cities and large towns there are certainly more people than
+there are trees, but in many other parts of the world there are a great
+many more trees than there are people.
+
+I have heard of forests in South America so thick and so large, that the
+monkeys might run along the tops of the trees for a hundred miles. So
+you see there are plenty of trees in the world to do the work.
+
+But then, how does all the bad air leave the towns and cities where men
+live, and get to the forests and meadows?
+
+The air is constantly moving about; rising and falling, sweeping this
+way or that way, and traveling from place to place.
+
+Not only the little particles out of our breath, but any thing that
+gives the air any smell, does it some harm. Even nice smells, like those
+of roses, are unhealthy, if shut up in a room for some time.
+
+Dirty walls, ceilings, and floors give the air a musty, close, smell; so
+do dirty clothes, muddy boots, cooking, and washing. Some of these ought
+not to be in the house at all; others remind us to open our windows
+wide.
+
+All the things I have been saying to you about pure air, apply still
+more to sick people than to healthy ones.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the following sentences carefully, and
+avoid running the words together.
+
+    The good__air can not get__in at__all.
+
+    We are__apt to take__it for granted.
+
+    It__is sure to make them__ill.
+
+Point out three other places in the lesson where similar errors are
+likely to occur.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Add _ment_ to each of the following words, and then
+give the meaning of the words so formed.
+
+    _arrange    move    settle    encourage_
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXI.
+
+
+dis tinct'ly, _clearly; plainly_.
+
+a roused', _wakened_.
+
+re ced'ing, _going backward or away from_
+
+vig'i lant, _watchful; careful_.
+
+ex haust'ed, _tired out with work_.
+
+pre ced'ing, _going before_.
+
+fort'night, _two weeks' time_.
+
+con vul'sive, _irregular in movement_.
+
+tar'ried, _delayed; remained_.
+
+grad'u al ly, _step by step; slowly_.
+
+
+       *       *       *       *       *
+
+
+
+
+A TIMELY RESCUE.
+
+
+It was in the month of February, 1831, a bright moonlight night, and
+extremely cold, that the little brig I commanded lay quietly at her
+anchors inside the bay.
+
+We had had a hard time of it, beating about for eleven days, with
+cutting north-easters blowing, and snow and sleet falling for the
+greater part of the time.
+
+When at length we made the port, all hands were almost exhausted, and we
+could not have held out two days longer without relief.
+
+"A bitter cold night, Mr. Larkin," I said to my mate, as I tarried for a
+moment on deck to finish my pipe. "The tide is running out swift and
+strong; it will be well to keep a sharp look-out for this floating ice,
+Mr. Larkin."
+
+"Ay, ay, sir," answered the mate, and I went below.
+
+Two hours afterwards I was aroused from a sound sleep by the vigilant
+officer. "Excuse me for disturbing you, captain," said he, as he
+detected an expression of vexation on my face; "but I wish you would
+turn out, and come on deck as soon as possible."
+
+"Why--what's the matter, Mr. Larkin?"
+
+"Why, sir, I have been watching a cake of ice that swept by at a little
+distance a moment ago; I saw something black upon it--something that I
+thought moved."
+
+We were on deck before either spoke another word. The mate pointed out,
+with no little difficulty, the cake of ice floating off to leeward, and
+its white, glittering surface was broken by a black spot.
+
+"Get me a spy-glass, Mr. Larkin--the moon will be out of that cloud in a
+moment, and then we can see distinctly." I kept my eye on the receding
+mass of ice, while the moon was slowly working its way through a heavy
+bank of clouds.
+
+The mate stood by with a spy-glass. When the full light fell at last
+upon the water, I put the glass to my eye. One glance was enough..
+
+"Forward, there!" I shouted at the top of my voice; and with, one bound
+I readied the main hatch, and began to clear away the ship's cutter. Mr.
+Larkin had received the glass from my hand to take a look for himself.
+
+"O, pitiful sight!" he said in a whisper, as he set to work to aid me in
+getting out the boat; "there are two children on that cake of ice!"
+
+In a very short space of time we launched the cutter, into which Mr.
+Larkin and myself jumped, followed by two men, who took the oars. I held
+the tiller, and the mate sat beside me.
+
+"Do you see that cake of ice with something black upon it, lads?" I
+cried; "put me alongside of that, and I will give you a month's extra
+wages when you are paid off."
+
+The men were worn out by the hard duty of the preceding fortnight; and,
+though they did their best, the boat made little more way than the tide.
+This was a long chase; and Mr. Larkin, who was suffering as he saw how
+little we gained, cried out--
+
+"Pull, lads--I'll double the captain's prize. Pull, lads, for the sake
+of mercy, pull!"
+
+A convulsive effort at the oars told how willing the men were to obey,
+but their strength was gone. One of the poor fellows splashed us twice
+in recovering his oar, and then gave out; the other was nearly as far
+gone. Mr. Larkin sprung forward and seized the deserted oar.
+
+"Lie down in the bottom of the boat," said he to the man; "and, captain,
+take the other oar; we must row for ourselves." I took the second man's
+place.
+
+Larkin had stripped to his Guernsey shirt; as he pulled the bow I waited
+the signal stroke. It came gently, but firmly; and the next moment we
+were pulling a long, steady stroke, gradually increasing in rapidity
+until the wood seemed to smoke in the oar-locks.
+
+We kept time with each other by our long, deep breathing. Such a pull!
+At every stroke the boat shot ahead like an arrow. Thus we worked at the
+oars for fifteen minutes--it seemed to me as many hours.
+
+"Have we almost come to it, Mr. Larkin?" I asked.
+
+"Almost, captain,--don't give up: for the love of our dear little ones
+at home, don't give up, captain," replied Larkin.
+
+The oars flashed as the blades turned up to the moonlight. The men who
+plied them were fathers, and had fathers' hearts; the strength which
+nerved them at that moment was more than human.
+
+Suddenly Mr. Larkin stopped pulling, and my heart for a moment almost
+ceased its beating; for the terrible thought that he had given out
+crossed my mind. But I was quickly reassured by his saying--
+
+"Gently, captain, gently--a stroke or two more--there, that will
+do"--and the next moment the boat's side came in contact with something.
+
+Larkin sprung from the boat upon the ice. I started up, and, calling
+upon the men to make fast the boat to the ice, followed.
+
+We ran to the dark spot in the centre of the mass, and found two little
+boys--the head of the smaller nestling in the bosom of the larger. Both
+were fast asleep!
+
+They were benumbed with cold, and would surely have frozen to death, but
+for our timely rescue.
+
+Mr. Larkin grasped one of the lads, cut off his shoes, tore off his
+jacket; and then, loosening his own garments to the skin, placed the
+chilled child in contact with his own warm body, carefully wrapping over
+him his great-coat.
+
+I did the same with the other child; and we then returned to the boat;
+and the men having partly recovered, pulled slowly back.
+
+The children, as we learned when we afterwards had the delight of
+returning them to their parents, were playing on the ice, and had
+ventured on the cake.
+
+A movement of the tide set the ice in motion, and the little fellows
+were borne away on that cold night, and would certainly have perished,
+had not Mr. Larkin seen them as the ice was sweeping out to sea.
+
+"How do you feel?" I said to the mate, the next morning after this
+adventure.
+
+"A little stiff in the arms, captain," the noble fellow replied, while
+the big tears of grateful happiness gushed from his eyes--"a little
+stiff in the arms, captain, but very easy here," and he laid his hand on
+his manly heart.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change the following _commands_ to _statements_.
+
+    Take the other oar.    Don't give up!
+
+Give the meaning of the word _lads_ in the third and fourth lines of
+page 152, and in the fourth line of page 154.[09]
+
+Make out an _analysis_ of the lesson, and use it in telling the story
+in your own words.
+
+
+[09] See Lesson XXXI.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXII.
+
+
+re'gion, _place; space_.
+
+furze, _a thorny shrub with yellow flowers_.
+
+list'eth, _wishes; pleases_.
+
+mirth, _joy; fun_.
+
+boon, _gay; merry_.
+
+shaft, _an arrow; the stem of an arrow_.
+
+up borne', _held or borne up_.
+
+crest'ing, _touching the tops of_.
+
+
+       *       *       *       *       *
+
+
+
+
+BIRDS IN SUMMER.
+
+
+  How pleasant the life of a bird must be,
+  Flitting about in each leafy tree;--
+  In the leafy trees so broad and tall,
+  Like a green and beautiful palace hall,
+  With its airy chambers, light and boon,
+  That open to sun, and stars, and moon;
+  That open unto the bright blue sky,
+  And the frolicsome winds, as they wander by!
+
+[Illustration]
+
+  They have left their nests in the forest bough;
+  Those homes of delight they need not now;
+  And the young and old they wander out,
+  And traverse their green world round about;
+  And hark! at the top of this leafy hall,
+  How, one to the other, they lovingly call:
+  "Come up, come up!" they seem to say,
+  "Where the topmost twigs in the breezes play!
+
+  "Come up, come up, for the world is fair,
+  Where the merry leaves dance in the summer air!"
+  And the birds below give back the cry,
+  "We come, we come to the branches high!"
+  How pleasant the life of the birds must be,
+  Living in love in a leafy tree;
+  And away through the air what joy to go,
+  And to look on the green, bright earth below!
+
+  How pleasant the life of a bird must be,
+  Skimming about on the breezy sea,
+  Cresting the billows like silvery foam,
+  And then wheeling away to its cliff-built home!
+  What joy it must be to sail, upborne
+  By a strong, free wing, through the rosy morn,
+  To meet the young sun, face to face,
+  And pierce, like a shaft, the boundless space!
+
+  How pleasant the life of a bird must be,
+  Wherever it listeth there to flee:
+  To go, when a joyful fancy calls,
+  Dashing down, 'mong the waterfalls;
+  Then wheeling about, with its mates at play,
+  Above and below, and among the spray,
+  Hither and thither, with screams as wild
+  As the laughing mirth of a rosy child!
+
+  What a joy it must be, like a living breeze,
+  To flutter among the flowering trees;
+  Lightly to soar, and to see beneath,
+  The wastes of the blossoming purple heath,
+  And the yellow furze, like fields of gold,
+  That gladden some fairy region old.
+  On mountain tops, on the billowy sea,
+  On the leafy stems of the forest tree,
+  How pleasant the life of a bird must be!
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The words of the first line of the poem, when
+repeated on pages 157 and 158, should be slightly emphasized.[10]
+
+Point out the lines on page 157 which would be joined in reading.
+
+Let the class read one or more stanzas of the poem in concert.
+
+
+[10] This lesson, Lesson XXXII.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXIII.
+
+
+stroll'ing, _wandering on foot_.
+
+quaint, _unusual; curious looking_.
+
+con sult'ed, _asked advice of_.
+
+roy'al, _belonging to a king or a queen_.
+
+en ter tain', _receive and care for_.
+
+court'esy, _politeness of manners_.
+
+bod'ice, _an article of clothing_.
+
+loy'al ty, _love of one's country or ruler_.
+
+a miss', _out of the way; wrong_.
+
+tri'fles, _articles small in size or value_.
+
+mut'tered, _said in a low voice_.
+
+ad mis'sion, _permission to enter_.
+
+
+       *       *       *       *       *
+
+
+
+
+TRUE COURTESY.
+
+PART I.
+
+
+Prince George, the husband of Queen Anne of England, one time visited
+the town of Bristol, having with him as a companion, an officer of his
+household.
+
+While strolling about the town, looking at the people and the quaint old
+buildings, they stepped into the Exchange, where all the great merchants
+of the town had come together doing business.
+
+Prince George walked about, talking quite freely, first to one and then
+to another. As the towns-people had not expected him, no preparation had
+been made to receive him with honor; and the merchants stood in little
+groups, and consulted together with, a look of anxiety upon their faces.
+
+"What is to be done?" asked one.
+
+"I do not know," replied another. "If his Royal Highness does not give
+us notice of his coming, how can we entertain him in a proper manner?"
+
+"Would it be well to ask him to come to one of our homes?" inquired a
+third.
+
+"No, no!" cried another. "We could not ask him to partake of our humble
+fare, or even come to our homes, after the splendor to which he has been
+accustomed. For my part, I shall go home to dinner."
+
+"And I also," said the first one. "I do not care to remain here, and
+stare at the Prince, when we have nothing to offer."
+
+Then one by one, the merchants slipped away, afraid or ashamed to ask
+the great Prince to their homes.
+
+Prince George and the officer wondered at seeing the merchants
+disappear. At last there was but one man left, and as he walked toward
+the Prince, he bowed low, and said--
+
+"Excuse me, sir; are you the husband of our Queen Anne, as folks here
+say you are?"
+
+"Yes, I am," was the answer; "and have come for a few hours to see the
+sights of the good town of Bristol."
+
+"Sir," said the man, "I have seen with much distress that none of our
+great merchants have invited you to their homes. Think not, sir, that it
+is because they are wanting in love and loyalty. They doubtless were all
+afraid to ask one so high as yourself to dine with them.
+
+"I am one John Duddlestone, sir, only a bodice-maker, and I pray you not
+to take it amiss if I ask you and the gentleman who is with, you, to
+come to my humble home, where you will be most welcome."
+
+"Indeed," answered the Prince, laughing, "I am only too delighted to
+accept your kind invitation, and I thank you for it very heartily. If
+you lead the way, we will follow at once."
+
+So Prince George, the officer, and Duddlestone, passed out of the
+Exchange together.
+
+"Ours is but humble fare," said Duddlestone; "for, sir, I can offer you
+only roast beef and plum-pudding."
+
+"Very good, very good indeed!" exclaimed the Prince; "it is food to
+which I bring a hearty appetite."
+
+They stopped before a small house. John pulled the latch, and, walking
+in, looked for his wife; but she was upstairs.
+
+"Here, wife, wife!" he called in a loud whisper, as he put his head up
+the narrow staircase; "put on a clean apron, and make haste and come
+down, for the Queen's husband and a soldier-gentleman have come to dine
+with, us."
+
+As you may think, Mrs. Duddlestone was strangely surprised at the news;
+but she did not become excited; she very seldom did, I believe.
+
+"Ay, ay!" she called. "I'm coming;" and then muttered, "The Queen's
+husband! the Queen's husband! Sure, that can never be--however, I'll go
+down and see."
+
+She ran to her closet, and pulled out a nice, clean apron and cap, and
+tied, the one round her waist, and the other round her comely face,
+saying all the time, "Dear me, dear me, to think of it!" and away she
+ran down stairs, where stood her husband and the two gentlemen.
+
+The good woman bowed low, first to one and then to the other.
+
+"Indeed, but I'm proud," she said, turning to Prince George, "to welcome
+you to our home. 'Tis but poor and humble, but we shall think more of it
+after this. I'll hurry and get dinner at once. I dare say you are
+hungry, gentlemen."
+
+Prince George laughed gayly, as he thanked her for her kind welcome, and
+sat down.
+
+The table was soon spread, and the Prince ate well, and appeared to
+enjoy himself so much, that Mrs. Duddlestone could scarcely believe he
+had always been accustomed to lords and ladies and footmen, and had
+never before sat down in such an humble way.
+
+Prince George inquired about their business and pleasures.
+
+"Do you never come up to London?" he asked; "I think you would find it
+worth your while to take a holiday some time, and see the great city."
+
+"Ah well," said Mrs. Duddlestone, "if that is not just the thing I long
+for. I've never been yet, nor am I likely to go, but John has been once
+or twice."
+
+"And why, John, have you never taken your wife as well, to see the great
+sights?"
+
+"Well, to say the truth," answered John, "I do not go to see the sights;
+for though I've been two or three times, I don't think I've seen any.
+
+"I must needs go sometimes to buy whalebone, and other trifles which I
+must have for my business here. So I just go and come back, and meddle
+with none."
+
+"Well, well," said the Prince, "the next time you come to London, you
+must bring your wife with you, and pay me a visit."
+
+Mrs. Duddlestone clasped her fat little hands with delight.
+
+"And shall I see the Queen?" she exclaimed.
+
+"And see both the Queen and myself," answered the Prince. "Come, John,
+say you will do so!"
+
+"Surely, sir," said John, "I should like to give the good woman a bit of
+pleasure in that way, but your grand servants would shut the doors
+before us, and never let us in, perhaps."
+
+"I can soon set that right!" and taking a card from his pocket, Prince
+George wrote a few words on it, and gave it to them.
+
+"That will gain you ready admission," he said, "and now I must leave
+you. Next time we meet, I shall entertain and care for you. For the
+present, I thank you for your kind welcome and good dinner, which I have
+heartily enjoyed."
+
+Then rising, he and the officer bade farewell to the good people and
+took their leave.
+
+
+       *       *       *       *       *
+
+
+Language Lesson--Let pupils use other words to express what is given
+below in dark type.
+
+    I _must needs go_.
+
+    Indeed, _but I'm proud_.
+
+    Ours is _but humble fare_.
+
+    He _pulled the latch_.
+
+    So I _meddle with none_.
+
+    To see _the great sights_.
+
+Notes.--Queen Anne ruled over England from 1702 to 1714. Royal
+Highness is a title belonging to all persons in a royal family.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXIV.
+
+
+de sired', _asked; expressed a wish_.
+
+as sem'bled, _come together_.
+
+in tro duce', _make known_.
+
+sum'moned, _called_.
+
+knight, _a man of noble position_.
+
+grat'i tude, _thankfulness_.
+
+el'e gant, _beautiful; handsome_.
+
+pos sess'ing, _having; holding_.
+
+dis play', _a grand show_.
+
+e vent', _anything that takes place_.
+
+
+       *       *       *       *       *
+
+
+
+
+TRUE COURTESY.
+
+PART II.
+
+
+It was some weeks later that John Duddlestone found his stock of
+whalebone was growing low.
+
+"Wife," said he, "the whalebone's nearly gone, and I must have some more
+at once."
+
+"Surely, John, I know well it's nearly gone!" she answered. "Haven't I
+watched every bit as you've used it? and haven't I pretty near cried to
+see it go so slowly?"
+
+"Pooh! you foolish woman!" he cried.
+
+"But, John, you'll take me, and go to see the King and Queen?" she
+inquired.
+
+"Why, you silly woman, do you think I should leave you behind, when I
+know you're nearly crazed to go?"
+
+"O John, John, you dear, good man! I've mended all my dresses, and made
+myself trim and neat. I've seen to your coats; and all's done; and I
+feel as if I could scarcely live till I see the Queen."
+
+"You'd best keep alive," said her husband; "and if all goes well we'll
+start by the coach on Monday."
+
+Monday was as lovely a day as heart could wish; and John and his wife
+walked down the Bristol streets to the public-house from which the coach
+was to start.
+
+It was a great event in Mrs. Duddlestone's life, for she had never been
+beyond her own town, except for a drive into the country in a neighbor's
+cart.
+
+They were quiet people; but it had got about the town, that they were
+going to London to visit the Queen, and numbers came out to see them go.
+
+Perhaps some of the great merchants wished they had been simple and
+humble enough to offer to entertain Prince George when he had visited
+their town.
+
+They journeyed straight to London, where John bought his whalebone, and
+then found their way to St. James' Palace, where, presenting the
+Prince's card, they gained ready admittance.
+
+They were shown into a room, more beautiful than any that they had ever
+seen. Very shortly the door opened, and the well-remembered face of
+their guest appeared. Almost before he had greeted them, a quiet-looking
+lady followed him, and came smilingly to greet them.
+
+"This is the Queen," said Prince George; and then, turning to her, he
+added, "These are the good people who showed me such kindness in
+Bristol."
+
+The Queen was so gentle and courteous that neither John nor his wife
+felt confused in her presence. She talked kindly to them, asking after
+their trade, and how they had fared in their journey.
+
+She then asked them to dine with her that evening, and said dresses
+would be provided for them, so that they should not feel strange by
+seeing that they were dressed differently from all her other guests.
+
+She then called an attendant, and desired that refreshment should be
+given them, and that they should be well cared for, and shown all that
+might interest them until dinner time.
+
+It was a long, wonderful day to them, as they walked about from place to
+place. Before dinner they were taken to the room that was prepared for
+them, and there they found elegant court dresses of purple velvet ready
+to put on.
+
+"Surely, John, they can not be for us!" cried Mrs. Duddlestone.
+
+"Yes, but they must be! Did not the Queen say she would give us dresses?
+and do not these dresses look as if they had been given by a queen?"
+
+"John, I shall feel very strange before all the grand ladies!"
+
+"Then you need not, wife, for the Queen and Prince will be there; and
+the others will not trouble you; but this is a queer dress. It's like
+being somebody else."
+
+And very queer they felt, as for the first time they walked down the
+grand stairs, in such, splendid dresses, to dine at the Queen's table,
+with the Queen's servants to wait on them.
+
+"You must go first, John," said his wife, for shyness came over her.
+
+"Be not so foolish, wife," whispered John; and, though feeling rather
+awkward in his new dress, he walked simply forward, as he might have
+done in a friend's house.
+
+The Queen met them at the door, and, turning to her other guests, who
+were assembled, she said, "Gentlemen, I have to introduce to you, with
+great pleasure, the most loyal people in the town of Bristol."
+
+At these words they all rose and bowed low, while John and his wife did
+the same, and then sat down, and ate a good dinner.
+
+After the dinner was over, the Prince summoned John Duddlestone to the
+Queen.
+
+At her command John knelt before her, and she laid a sword lightly on
+his shoulder, with the words, "Rise up, Sir John Duddlestone"; and the
+simple, kind-hearted bodice-maker of Bristol rose up a knight.
+
+His wife stood by, watching with eagerness, and could hardly believe
+that from plain Mistress Duddlestone she had become Lady Duddlestone.
+
+She would, have been very proud if the Queen had laid the sword upon her
+also; but she heard that was not needed. However, she was made very
+happy by being called to the Queen's side.
+
+"Lady Duddlestone," said Her Majesty, "allow me to present you with my
+gold watch, in remembrance of your visit to St. James' Palace, and of
+the Prince's visit to Bristol, which led to our knowing two such loyal
+and courteous subjects."
+
+Lady Duddlestone bowed lower and lower, almost unable to find any words
+in which to express her gratitude.
+
+A gold watch! Was it possible? Watches were not common in those times.
+She had heard of watches, and had even seen some; but had never dreamt
+of possessing one.
+
+Such a big beauty it was! She was glad to fall back behind the other
+guests, and get time to think quietly, and realize that all was true,
+and not a dream from which she would wake, and find herself in her
+little attic bed-room at Bristol.
+
+Queen Anne then spoke to Sir John, offering to give him a position under
+Government; but he begged to be excused.
+
+"It would be strange, your Majesty, very strange, up in London, and my
+work at Bristol suits me far the best. We want for nothing, and should
+never feel so well and home-like as in our little house at Bristol."
+
+The Queen understood him, and did not press him; and in another day or
+two the couple were again on their way home.
+
+"You're glad, wife, that we're going home?" John asked; "and you think I
+did well not to take some office in London?"
+
+"Well! You could have clone no better. It's been grand to see, and grand
+to hear; but it would be very strange and uncomfortable to live always
+like that, and I'll be right glad to be back once more.
+
+"I'm more than proud of it all. But I should never like our own room, in
+which Prince George sat so home-like with us, to belong to another."
+
+"No, no--we will keep our own snug home," replied John with earnestness.
+
+And so they did, living on quietly as of old; and the only display ever
+made by Lady Duddlestone was, that whenever she went to church or to
+market, she always wore the Queen's big gold watch.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+    You'd _best keep_ alive.
+
+    It's been _grand_ to see.
+
+    _Then you need not_.
+
+    You're _nearly crazed to go_.
+
+_Attendant_ is made up of two parts--the stem, _attend_, and the
+ending, _ant_ (meaning one who).
+
+The meaning of the word _attendant_ is _one who attends_.
+
+Make out an _analysis_ of the last two lessons, and use it in telling
+the story in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXV.
+
+
+pre sume', _suppose; think without being sure_.
+
+mus'cles, _those parts of the body which give us
+  motion, and by which we exert our strength_.
+
+ex tent', _space; distance_.
+
+or'di na ry, _common; usual_.
+
+knowl'edge, _that which is known through study_.
+
+de gree', _measure, as of space or time_.
+
+spent, _used up; exhausted_.
+
+snapped, _broken off_.
+
+de tached', _taken away from_.
+
+
+       *       *       *       *       *
+
+
+
+
+WHY AN APPLE FALLS.
+
+
+"Father," said Lucy, "I have been reading to-day that Sir Isaac Newton
+was led to make a great discovery, by seeing an apple fall from a tree.
+What was there wonderful about the apple falling?"
+
+"Nothing very wonderful in that," replied her father; "but it set him to
+thinking of what made it fall."
+
+"Why, I could have told him that," said Lucy; "because the stem snapped
+and there was nothing to support it."
+
+"And what then?" asked her father.
+
+"Why, then, of course it must fall."
+
+"Ah!" said her father, "that is the point: why must it fall?"
+
+"I am sure I don't know," said Lucy. "I presume it was because there was
+nothing to keep it up."
+
+"Well, Lucy, suppose there was not--does it follow that it must come to
+the ground?"
+
+"Yes, certainly," replied Lucy, wonderingly.
+
+"Let us see," said her father; "but first answer this question: What is
+an animate object?"
+
+"Any thing that has animal life, and power to move at will," replied
+Lucy.
+
+"Very good," said her father; "now, what is an inanimate object?"
+
+"Any thing that does not possess animal life, or can not move at will."
+
+"Very good again," said her father. "Now an apple is, of course, an
+inanimate object; and therefore it could not move itself, and Sir Isaac
+Newton thought that he would try to find out what power moved it."
+
+"Well, then," said Lucy; "did he find that the apple fell, because it
+was forced to fall?"
+
+"Yes," replied her father; "he found that there was some force outside
+of the apple itself that acted upon it, otherwise it would have remained
+forever where it was, no matter if it were detached from the tree."
+
+"Would it, indeed?" asked Lucy.
+
+"Yes, without doubt," replied her father, "for there are only two ways
+in which it could be moved--by its own power of motion, or the power of
+something else moving it. Now the first power, you know it does not
+have; so the cause of its motion must be the second."
+
+"But every thing falls to the ground as well as an apple, when there is
+nothing to keep it up," said Lucy.
+
+"True. There must therefore be some power or force which causes things
+to fall," said her father.
+
+"And what is it?" asked Lucy.
+
+"If things away from the earth can not move themselves to it," said her
+father, "there can be no other cause of their falling than that the
+earth pulls them."
+
+"But," said Lucy, "the earth is no more animate than they are; so how
+can it pull?"
+
+"That is not an ordinary question, but I will try an explanation," said
+her father. "Sir Isaac Newton discovered that there was a law in nature
+called attraction, and that all bodies exert this force upon each
+other. The greater the body, the greater is its power of attraction.
+
+"Now, the earth is an immense mass of matter, with which nothing near it
+can compare in size. It draws therefore with mighty force all things
+within its reach, which is the cause of their falling. Do you understand
+this?"
+
+"I think that I do," said Lucy; "the earth is like a great magnet."
+
+"Yes," said her father; "but the attraction of the magnet is of a
+particular kind and is only over iron, while the attraction of the earth
+acts upon every thing alike."
+
+"Then it is pulling you and me at this moment!" said Lucy.
+
+"Certainly it is," replied her father; "and as I am the larger, it is
+pulling me with more force than it is pulling you. This attraction is
+what gives every thing weight.
+
+"If I lift up any thing, I am acting against this force, for which
+reason the article seems heavy; and the more matter it contains, the
+greater is the force of attraction and the heavier it appears to me."
+
+"Then," said Lucy, "if this attraction is so powerful, why do we not
+stick to the ground?"
+
+"Because," replied her father, "we are animate beings, and have the
+power of motion, by which, to a limited degree, we overcome the
+attraction of the earth."
+
+"Well then, father," said Lucy, "if our power of motion can overcome the
+attraction, why can not we jump a mile high as well as a foot?"
+
+"Because," replied her father, "as I said before, we can only overcome
+the attraction to a certain extent. As soon as the force our muscles
+give to the jump is spent, the attraction of the earth pulls us back."
+
+"Did Sir Isaac Newton think of all these things, because he saw the
+apple fall?" inquired Lucy.
+
+"Yes; of all these and many more. He was a man of great knowledge. The
+name by which the force he discovered is generally known, is the
+Attraction of Gravitation, and some time you will learn how this force
+keeps the earth, and the sun, moon, and stars, all in their places."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXVI.
+
+
+en'vy, _wish one's self in another's place_.
+
+doffed, _took off, as an article of dress_.
+
+blithe, _very happy; gay_.
+
+fee, _what is received as pay for service done_.
+
+boast, _object of pride_.
+
+quoth, _spoke_.
+
+hale, _in good health; strong_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE MILLER OF THE DEE.
+
+
+  There dwelt a miller, hale and bold,
+    Beside the river Dee;
+  He worked and sang from morn till night--
+    No lark so blithe as he;
+  And this the burden of his song
+    Forever used to be:
+  "I envy nobody--no, not I,
+    And nobody envies me!"
+
+  "Thou'rt wrong, my friend," said good King Hal;
+    "As wrong as wrong can be;
+  For could my heart be light as thine,
+    I'd gladly change with thee.
+  And tell me now, what makes thee sing,
+    With voice so loud and free.
+  While I am sad, though I'm a king,
+    Beside the river Dee?"
+
+  The miller smiled and doffed his cap:
+    "I earn my bread," quoth he;
+  "I love my wife, I love my friend,
+    I love my children three;
+  I owe no penny I can not pay;
+    I thank the river Dee,
+  That turns the mill that grinds the corn
+    That feeds my babes and me."
+
+  "Good friend," said Hal, and sighed the while,
+    "Farewell! and happy be!
+  But say no more, if thou'dst be true,
+    That no one envies thee.
+  Thy mealy cap is worth my crown;
+    Thy mill, my kingdom's fee;
+  Such men as thou are England's boast,
+    O miller of the Dee!"
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In the second stanza of the lesson, _wrong_
+becomes very _emphatic_ on account of _repetition_ (being repeated a
+number of times). _My_ and _thine_, in the same stanza, are
+_emphatic_ on account of _contrast_ (contrary meaning of the words).
+
+Point out an example of _emphasis_ by _repetition_, and an example
+of _emphasis_ by _contrast_, in the third stanza.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Hal = Harry = Henry.
+
+Let pupils place _un_ before each of the following words, and give
+their meaning.
+
+    changed    burdened    envied
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXVII.
+
+
+fero'cious, _savage; fierce_.
+
+rosette', _an article made to resemble a rose_.
+
+aban'doned, _left forever; given up_.
+
+encoun'ter, _meet face to face_.
+
+in'fluence, _power over others_.
+
+keen, _sharp; piercing_.
+
+reputa'tion, _what is known of a person_.
+
+wit'ness, _see or know by personal presence_.
+
+trail, _track; footsteps_.
+
+alert', _on the watch; careful_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE JAGUAR.
+
+
+The jaguar, or as he is sometimes called, the American tiger, is the
+largest and most ferocious of the cat family found on this continent.
+
+Some jaguars have been seen equal in size to the Asiatic tiger; but in
+most cases the American, animal is smaller. He is strong enough,
+however, to drag a horse or an ox to his den--sometimes to a long
+distance; and this feat has been frequently observed.
+
+The jaguar is found in all the tropical parts of North and South
+America.
+
+While he bears a considerable likeness to the tiger, both in shape and
+habits, the markings of his skin are quite different. Instead of being
+striped like the tiger, the skin of the jaguar is beautifully spotted.
+
+Each spot resembles a rosette, and consists of a black ring with a
+single dark-colored spot in the middle.
+
+Jaguars are not always of the same color; some have skins of an orange
+color, and these are the most beautiful. Others are lighter colored; and
+some few have been seen that were very nearly white.
+
+There, is a "black jaguar," which is thought to be of a different
+species. It is larger and fiercer than the other kinds, and is found
+only in South America.
+
+This animal is more dreaded by the inhabitants than the other kinds and
+is said always to attack man wherever it may encounter him. All the
+other beasts fear it.
+
+Its roar produces terror and confusion among them and causes them to
+flee in every direction. It is never heard by the natives without a
+feeling of fear, and no wonder; for a year does not pass without a
+number of these people falling victims to its ferocity.
+
+It is difficult for one living in a country where such fierce animals
+are unknown, to believe that they have an influence over man, to such
+an extent as to prevent his settling in a particular place; yet such is
+the fact.
+
+In many parts of South America, not only plantations, but whole
+villages, have been abandoned solely from fear of the jaguars.
+
+There are men, however, who can deal single-handed with the jaguar; and
+who do not fear to attack the brute in its own haunts.
+
+They do not trust to fire-arms, but to a sharp spear. On their left arm
+they carry a strong shield.
+
+This shield is held forward and is usually seized by the jaguar. While
+it is busied with this, the hunter thrusts at the animal with his sharp
+spear, and generally with deadly effect.
+
+A traveler in South America relates the following incident as having
+come under his observation:
+
+"Desiring to witness a jaguar hunt, I employed two well-known Indian
+hunters, and set out for the forest. The names of these hunters were
+NiÃ’o and Guapo. Both of them had long been accustomed to hunt the
+jaguar, and I felt perfectly safe in their company.
+
+"Guapo, the larger of the two, was a man of wonderful muscular power,
+and had the reputation of having at one time killed a black jaguar with
+only a stout club.
+
+"When all the preparations had been made for our start, we looked as if
+we might capture all the jaguars that came in our way.
+
+"Some hours after we had entered the forest, the quick eye of Guapo
+discovered the trail of a large jaguar which he assured me was recently
+made.
+
+"Stopping for a moment, both Guapo and NiÃ’o looked carefully about in
+every direction, and listened attentively, in order that they might see
+or hear the animal if he were near.
+
+"Then motioning me to follow at a little distance behind them, they
+stepped off quietly in the direction of the trail, Guapo being about
+thirty feet in advance of NiÃ’o.
+
+"We went forward in this manner several hundred yards, not a word being
+spoken, and the keen eyes of both the hunters constantly on the alert.
+
+"Guapo, in the meantime, who seemed to have no fear and became more and
+more excited as he approached to where he thought the animal must be,
+had increased the distance between himself and NiÃ’o considerably.
+
+[Illustration]
+
+"Suddenly a terrific roar, and at the same time a cry of pain and a
+shout, warned us that Guapo had met the jaguar.
+
+"NiÃ’o bounded forward, and I followed as quickly as I could. A fearful
+sight met our eyes!
+
+"The jaguar, which had been hiding in the branches of a large tree, had
+sprung down upon Guapo and fastened its terrible teeth in his thigh.
+
+"With a shout filled with fury and determination, NiÃ’o at once sprung
+forward and savagely attacked the beast with his spear.
+
+"This caused the jaguar to let go its hold of Guapo, who, made furious
+from the pain of the wound the animal had given him, turned, and with
+his spear attacked it with a mad ferocity as savage as that of the
+beast itself.
+
+"In a moment all was over, and the jaguar lay dead at our feet. I
+dressed Guapo's wound the best I could, while NiÃ’o took the skin from
+the body of the animal, which proved to be nearly eight feet long.
+
+"We returned very slowly to the village with the wounded man and our
+prize. In a few weeks Guapo had entirely recovered from his wounds, and
+was ready for another hunt."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils pronounce in concert, and singly,
+the following words: _O, most, ferocious, only, whole, hold, slowly,
+over, both, roar_.
+
+What tone of voice should be used in reading this lesson?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Place _re_ before each of the following words, and
+then give the meaning of each.
+
+    turned    told    join    capture    call
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXVIII.
+
+
+dikes, _high banks of earth_.
+
+con'tra ry, _quite different from what is usual_.
+
+dis as'trous, _causing great loss or suffering_.
+
+keels, _strong timbers extending along the bottom of boats_.
+
+stork, _a kind of bird_.
+
+bus'tle, _quick and excited motion_.
+
+mire, _soft and wet earth_.
+
+scorn'ing, _turning from any thing as if of no value_.
+
+sat'u rat ed, _wet through and through_.
+
+moored, _tied fast, as a ship to land_.
+
+slouched, _hung down_.
+
+mim'ic, _copied in a smaller form_.
+
+
+       *       *       *       *       *
+
+
+
+
+HOLLAND.
+
+PART I.
+
+
+Holland is one of the queerest countries under the sun. It should be
+called Odd-land, or Contrary-land; for, in nearly every thing, it is
+different from other parts of the world.
+
+In the first place, a large portion of the country is lower than the
+level of the sea. Great dikes have been built at a heavy cost of money
+and labor, to keep the ocean where it belongs.
+
+On certain parts of the coast it sometimes leans with all its weight
+against the land, and it is as much as the poor country can do to stand
+the pressure.
+
+Sometimes the dikes give way, or spring a leak, and the most disastrous
+results follow. They are high and wide, and the tops of some of them are
+covered with buildings and trees. They have even fine public roads upon
+them, from which horses may look down upon wayside cottages.
+
+Often the keels of floating ships are higher than the roofs of the
+dwellings. The stork, on the house-peak, may feel that her nest is
+lifted far out of danger, but the croaking frog in the neighboring
+bulrushes is nearer the stars than she.
+
+Water-bugs dart backward and forward above the heads of the chimney
+swallows; and willow-trees seem drooping with shame, because they can
+not reach so high as the reeds near by.
+
+Ditches, canals, ponds, rivers, and lakes are every-where to be seen.
+High, but not dry, they shine in the sunlight, catching nearly all the
+bustle and the business, quite scorning the tame fields, stretching
+damply beside them. One is tempted to ask: "Which is Holland--the shores
+or the water?"
+
+The very verdure that should be confined to the land has made a mistake
+and settled upon the fish ponds. In fact the entire country is a kind of
+saturated sponge, or, as the English poet Butler called it--
+
+    "A land that rides at anchor, and is moored,
+    In which they do not live, but go aboard."
+
+Persons are born, live, and die, and even have their gardens on
+canal-boats. Farmhouses, with roofs like great slouched hats pulled over
+their eyes, stand on wooden legs, with a tucked up sort of air, as if to
+say, "We intend to keep dry if we can."
+
+Even the horses wear a wide stool on each hoof to lift them out of the
+mire.
+
+It is a glorious country in summer for bare-footed girls and boys. Such
+wadings! Such mimic ship sailing! Such rowing, fishing, and swimming!
+Only think of a chain of puddles where one can launch chip boats all
+day long, and never make a return trip!
+
+But enough. A full recital would set all Young America rushing in a body
+toward the Zuyder Zee.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In reading the first line of page 187, there
+will be a slight rising of the voice after each of the words,
+_ditches', canals', ponds', rivers'_, and a slight falling of the voice
+after _lakes'_.[11]
+
+This rising or falling of the voice is called _inflection_, and may be
+indicated as above.
+
+
+Language Lesson.--What is the meaning of "Young America"?
+
+
+[11] See paragraph 7.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXIX.
+
+
+freight, _cargo; that which forms a load_.
+
+convey'ance, _the act of carrying_.
+
+jum'ble, _a number of things crowded together without order_.
+
+bobbed, _cut off short_.
+
+bewil'dering, _confusing_.
+
+gild'ed, _covered with a thin, surface of gold_.
+
+yoked, _joined together with harness_.
+
+rare'ly, _not often_.
+
+impris'oned, _shut up or confined, as in a prison_.
+
+clat'tering, _making a loud noise_.
+
+
+       *       *       *       *       *
+
+
+
+
+HOLLAND.
+
+
+PART II.
+
+Dutch cities seem, at first sight, to be a bewildering jumble of
+houses, bridges, churches, and ships, sprouting into masts, steeples,
+and trees. In some cities boats are hitched, like horses, to their
+owners' door-posts, and receive their freight from the upper windows.
+
+[Illustration]
+
+Mothers scream to their children not to swing on the garden gate for
+fear they may be drowned. Water roads are more frequent there than
+common roads and railroads; water-fences, in the form of lazy green
+ditches, inclose pleasure-ground, farm, and garden.
+
+Sometimes fine green hedges are seen; but wooden fences, such as we
+have in America, are rarely met with in Holland. As for stone fences, a
+Hollander would lift his hands with astonishment at the very idea.
+
+There is no stone there excepting those great masses of rock that have
+been brought from other lands to strengthen and protect the coast.
+
+All the small stones or pebbles, if there ever were any, seem to be
+imprisoned in pavements, or quite melted away. Boys, with strong, quick
+arms, may grow from aprons to full beards without ever finding one to
+start the water-rings, or set the rabbits flying.
+
+The water roads are nothing less than canals crossing the country in
+every direction. These are of all sizes, from the great North Holland
+Ship Canal, which is the wonder of the world, to those which a boy can
+leap.
+
+Water-omnibuses constantly ply up and down these roads for the
+conveyance of passengers; and water-drays are used for carrying fuel and
+merchandise.
+
+Instead of green country lanes, green canals stretch from field to barn,
+and from barn to garden; and the farms are merely great lakes pumped
+dry. Some of the busiest streets are water, while many of the country
+roads are paved with brick.
+
+The city boats, with their rounded sterns, gilded bows, and gayly-painted
+sides, are unlike any others under the sun; a Dutch wagon with its
+funny little crooked pole is a perfect mystery of mysteries.
+
+One thing is clear, you may think that the inhabitants need never be
+thirsty. But no, Odd-land is true to itself still. With the sea pushing
+to get in, and the lakes struggling to get out, and the overflowing
+canals, rivers, and ditches, in many districts there is no water that is
+fit to swallow.
+
+Our poor Hollanders must go dry, or send far inland for that precious
+fluid, older than Adam, yet young as the morning dew.
+
+Sometimes, indeed, the inhabitants can swallow a shower, when they are
+provided with any means of catching it; but generally they are like the
+sailors told of in a famous poem, who saw
+
+    "Water, water, every-where,
+    Nor any drop to drink!"
+
+Great flapping windmills all over the country make it look as if flocks
+of huge sea birds were just settling upon it. Every-where one sees the
+funniest trees, bobbed into all sorts of odd shapes, with their trunks
+painted a dazzling' white, yellow, or red.
+
+Horses are often yoked three abreast. Men, women, and children, go
+clattering about in wooden shoes with loose heels.
+
+Husbands and wives lovingly harness themselves side by side on the bank
+of the canal and drag their produce to market.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils practice upon the inflections
+marked in the following
+
+Model.--Houses', bridges', churches', and ships', sprouting into
+masts', steeples', and trees'.
+
+Which words take the _falling inflection_?
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XL.
+
+
+whisk'ing, _pulling suddenly and with force_.
+
+lus'ti er, _stronger; louder_.
+
+of fend'ed, _made angry_.
+
+fa mil'iar, _friendly; as of a friend_.
+
+ma'tron ly, _elderly; motherly_.
+
+com mo'tion, _noise; confusion_.
+
+pant'ed, _breathed quickly_.
+
+sa lute', _greeting_.
+
+mute, _silent; unable to speak_.
+
+stur'dy, _strong; powerful_.
+
+ker'chiefs, _pieces of cloth worn about the head_.
+
+a do', _trouble; delay_.
+
+in'mates, _the persons in a house_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE WIND IN A FROLIC.
+
+
+  The wind one morning sprung up from sleep,
+  Saying, "Now for a frolic! Now for a leap!
+  Now for a madcap galloping chase!
+  I'll make a commotion in every place!"
+
+  So it swept with a bustle right through a great town,
+  Creaking the signs and scattering down
+  Shutters, and whisking with merciless squalls,
+  Old women's bonnets and gingerbread stalls.
+  There never was heard a much lustier shout,
+  As the apples and oranges tumbled about.
+
+  Then away to the fields it went blustering and humming,
+  And the cattle all wondered whatever was coming.
+  It pulled by their tails the grave, matronly cows,
+  And tossed the colts' manes all about their brows,
+  Till, offended at such a familiar salute,
+  They all turned their backs and stood silently mute.
+
+  So on it went, capering and playing its pranks;
+  Whistling with  reeds on  the broad  river banks;
+  Puffing the birds, as they sat on  the spray,
+  Or the traveler grave on the king's highway.
+  It was not too nice to hustle the bags
+  Of the beggar, and flutter his dirty rags.
+  'Twas so bold that it feared not to play its joke
+  With the doctor's wig, and the gentleman's cloak.
+
+  Through the forest it roared, and cried gayly, "Now
+  You sturdy old oaks, I'll make you bow!"
+  And it made them bow without more ado,
+  Or it cracked their great branches through and through.
+
+  Then it rushed like a monster o'er cottage and farm,
+  Striking their inmates with sudden alarm;
+  And they ran out like bees in a midsummer swarm.
+  There were dames with their kerchiefs tied over their caps,
+  To see if their poultry were free from mishaps;
+  The turkeys they gobbled, the geese screamed aloud,
+  And the hens crept to roost in a terrified crowd;
+  There was raising of ladders, and logs laying on,
+  Where the thatch from the roof threatened soon to be gone.
+
+  But the wind had passed on, and had met in a lane
+  With a school-boy, who panted and struggled in vain;
+  For it tossed him, and whirled him, then passed, and he stood
+  With his hat in a pool, and his shoe in the mud.
+
+  Then away went the wind in its holiday glee,
+  And now it was far on the billowy sea;
+  And the lordly ships felt its powerful blow,
+  And the little boats darted to and fro.
+
+  But, lo! it was night, and it sunk to rest
+  On the sea-birds' rock in the gleaming west,
+  Laughing to think, in its frolicsome fun,
+  How little of mischief it really had done.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let some pupil in the class state the manner
+in which the lesson should be read.
+
+Point out four lines that should be read more quietly than the rest of
+the lesson.
+
+Vary the reading by having parts of lesson read as a concert exercise.
+
+What effect has the repetition of the word _now_, in the second and
+third lines?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write six sentences, each containing one
+of the following words, used in such a manner as to show its proper
+meaning: _right, write; reed, read; tied, tide_.
+
+Let pupils make out an _analysis_ of the lesson, and use it in
+giving the story in their own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLI.
+
+
+veg e ta'tion, _every thing that grows out of the ground_.
+
+meth'od, _way; manner_.
+
+ta'per ing, _growing smaller toward the end_.
+
+men'tioned, _spoken of_.
+
+struct'ure, _arrangement of parts; a building of any kind_.
+
+marsh'y, _wet_.
+
+swamp, _low ground filled with water_.
+
+sprung, _started; begun_.
+
+
+       *       *       *       *       *
+
+
+
+
+SOMETHING ABOUT PLANTS.
+
+
+The name plant belongs in a general way to all vegetation, from the
+tiniest spear of grass or creeping flower one sees on the rocks by the
+brook-side, to the largest and tallest of forest trees.
+
+Plants are divided into numerous groups of families, and the study of
+the many species belonging to each family, is very interesting.
+
+There are thousands of kinds of grasses, shrubs, and trees, scattered
+over the different parts of the earth, and the larger portion of them
+are in some way useful to mankind.
+
+In speaking of grasses, we are apt to think only of the grass in the
+meadows, which is the food for our horses and cattle; but there are
+other kinds of grasses which are just as important to man as the grass
+of the meadow is to the beast. These are oats, rye, barley, wheat, corn,
+and others, all of which belong to the grass family.
+
+Perhaps it appears strange to you to hear wheat and corn called grass,
+and you ask how can that be.
+
+In the first place, all plants that have the same general form and
+method of growth, belong to the same family.
+
+Now, if you will pull up a stalk of grass and a stalk of wheat or rye
+and compare them, you will find that they are alike in all important
+respects.
+
+The roots of each look like a little bundle of strings or fibers, and
+are therefore called fibrous; the stalks you will find jointed and
+hollow; and the leaves are long and narrow, tapering to a point at their
+ends.
+
+Then, if you examine the seeds, you will see that they are placed near
+together and form what we call an ear or head, as in an ear of corn, or
+a head of wheat.
+
+This same general form or structure applies to every one of the plants
+belonging to the grass family; and in this family are included all the
+different kinds of canes and reeds that grow in swamps and marshy
+places, as well as the bamboo of the tropics.
+
+Shrubs are those plants which have woody stems and branches. They are
+generally of small size, rarely reaching over twenty feet in height.
+Small shrubs are usually called bushes.
+
+In this class of plants, the branches generally start close to the
+ground, and in some cases, a little below the surface of the ground,
+rising and spreading out in all directions.
+
+The common currant bushes, blackberry bushes, and rose bushes which we
+see in gardens, are shrubs.
+
+So also are grape-vines, honeysuckles, ivy, and all other creeping
+vines. These are called climbing plants, because little tendrils or
+claspers which grow out of their branches, wind around and fasten
+themselves to any thing in their way.
+
+Trees are the largest and strongest of all plants.
+
+They have woody stems or trunks, and branches. These branches do not, as
+in shrubs, start close to the ground, but at some distance above, from
+which height they extend in different directions.
+
+It is difficult to believe that some of the large trees we see, sprung
+from small seeds; yet it is true that all trees started in this manner.
+
+The seeds are scattered about by birds and tempests, and falling on the
+soft ground, where they become covered with, leaves and earth, they take
+root and grow.
+
+Thus the little acorn sprouts, and from it springs the sturdy oak, which
+is not only the noblest of trees, but lives hundreds of years.
+
+The trunks and branches of trees are protected by a covering called
+bark. This bark is thicker near the base or root of the tree than it is
+higher up among the branches.
+
+On some trees, the bark is very rough and shaggy looking, as on the oak,
+ash, walnut, and pine; on others, the bark is smooth, as on the beech,
+apple, and birch.
+
+Some trees live for only a few years, rapidly reaching their full
+growth, and rapidly decaying. The peach-tree is one of this kind.
+
+Other trees live to a great age. An elm-tree has been known to live for
+three hundred years; a chestnut-tree, six hundred years; and oaks, eight
+hundred years.
+
+The baobab-tree of Africa lives to be many hundred years old. There is a
+yew-tree in England that is known to be over two thousand years old.
+
+The "big trees" of California are the largest in the world, although not
+of so great an age as some that have been mentioned. The tallest of
+these trees that has yet been discovered, measures over three hundred
+and fifty feet in height, and the distance around it near the ground is
+almost one hundred feet. The age of this tree must be between one
+thousand five hundred and two thousand years.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let, pupils pronounce in concert and singly,
+the following words: _corn, stalks, important, form, tall, walnut,
+horses_.
+
+In the fifth paragraph on page 199, why are _some_ and _others_
+emphatic?[12]
+
+Mark _inflections_ of _oak, ash, walnut_, and _pine_; and of _beech,
+apple_, and _birch_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Place _dis_ before each of the following words,
+and then give the meaning of each of the words so formed.
+
+    appear    covered    able    like    believe
+
+[12] See fifth paragraph from the end of the lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLII.
+
+
+flush, _bright red color_.
+
+low'ing, _the bellowing or cry of cattle_.
+
+rang'ing, _wandering_.
+
+in tent', _determined_.
+
+striv'ing, _making great efforts_.
+
+pre serve', _keep in safety_.
+
+re flect'ed, _shining back; thrown back, as by a looking-glass_.
+
+pro ceed'ed, _went forward_.
+
+checked, _stopped_.
+
+blasts, _sounds made by blowing_.
+
+
+       *       *       *       *       *
+
+
+
+
+A FOREST ON FIRE.
+
+PART I.
+
+
+We were sound asleep one night, when, about two hours before day, the
+snorting of our horses and lowing of our cattle, which were ranging in
+the woods, suddenly awoke us.
+
+I took my rifle and went to the door to see what beast had caused the
+hubbub, when I was struck by the glare of light reflected on all the
+trees before me, as far as I could see through the woods.
+
+My horses were leaping about, snorting loudly, and the cattle ran among
+them in great confusion.
+
+On going to the back of the house I plainly heard the crackling made by
+the burning brushwood, and saw the flames coming toward us in a
+far-extended line.
+
+I ran to the house, told my wife to dress herself and the child as
+quickly as possible, and take the little money we had, while I managed
+to catch and saddle two of the best horses.
+
+All this was done in a very short time, for I felt that every moment was
+precious to us.
+
+We then mounted our horses, and made off from the fire. My wife, who is
+an excellent rider, kept close to me; and my daughter, who was then a
+small child, I took in one arm.
+
+When making off, I looked back and saw that the frightful blaze was
+close upon us, and had already laid hold of the house.
+
+By good luck there was a horn attached to my hunting-clothes, and I blew
+it, to bring after us, if possible, the remainder of my live-stock, as
+well as the dogs.
+
+The cattle followed for a while; but before an hour had passed they all
+ran, as if mad, through the woods, and that was the last we saw of them.
+
+My dogs, too, although at all other times easily managed, ran after the
+deer that in great numbers sprung before us as if fully aware of the
+death, that was so rapidly approaching.
+
+We heard blasts from the horns of our neighbors as we proceeded, and
+knew that they were in the same unfortunate condition that we were in
+ourselves.
+
+Intent on striving to the utmost to preserve our lives, I thought of a
+large lake, some miles off, where the flames might possibly be checked,
+and we might find a place of safety.
+
+Urging my wife to whip up her horse, we set off at full speed, making
+the best way we could over the fallen trees and the brush heaps, which
+lay like so many articles placed on purpose to keep up the terrific
+fires that advanced with a broad front upon us.
+
+By this time we were suffering greatly from the effects of the heat, and
+we were afraid that our horses would be overcome and drop down at any
+moment.
+
+A singular kind of breeze was passing over our heads, and the glare of
+the burning trees shone more brightly than the daylight. I was sensible
+of a slight faintness, and my wife looked pale.
+
+The heat had produced such a flush in the child's face that, when she
+turned toward either of us, our grief and anxiety were greatly
+increased.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--What tone of voice should be used in reading
+the lesson?
+
+Should the rate of reading be slow or rapid?
+
+Point out two paragraphs requiring a somewhat different rate.
+
+Should the feelings expressed in the lesson be rendered in a quiet or
+loud tone?
+
+Different inflections are sometimes used, simply to give variety to the
+reading and not for emphasis.
+
+In the first paragraph, mark _inflection_ of _night, day, horses,
+cattle, woods, us_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLIII.
+
+
+de voured', _eaten up greedily, as by wild animals_.
+
+por'cu pine, _a kind of animal_.
+
+smold'der ing,  _burning slowly; smoking_.
+
+in suf'fer a ble, _not to be borne_.
+
+shift'ed, _moved about; changed position_.
+
+sti'fling, _stopping the breath_.
+
+dismal, _gloomy; cheerless_.
+
+un grate'ful, _not thankful_.
+
+rem'e died, _relieved; cured_.
+
+
+       *       *       *       *       *
+
+
+
+
+A FOREST ON FIRE.
+
+PART II.
+
+
+Ten miles are soon gone over on swift horses; but yet, when we reached
+the borders of the lake we were quite exhausted, and our hearts failed
+us. The heat of the smoke was insufferable, and sheets of blazing fire
+flew over us in a manner beyond belief.
+
+[Illustration]
+
+We reached the shore, however, coasted the lake for a while, and got
+round to the sheltered side. There we gave up our horses, which we never
+saw again.
+
+We plunged down among the rushes, by the edge of the water, and laid
+ourselves down flat, to await the chance of escaping from being burned
+or devoured. The water greatly refreshed us, and we enjoyed the
+coolness.
+
+On went the fire, rushing and crashing through the woods. Such a morning
+may we never again see! The heavens themselves, I thought, were
+frightened.
+
+All above us was a bright, red glare, mingled with, dark, threatening
+clouds and black smoke, rolling and sweeping away in the distance.
+
+Our bodies were cool enough, but our heads were scorching; and the
+child, who now seemed to understand the matter, cried so as nearly to
+break our hearts.
+
+The day passed on, and we became hungry. Many wild beasts came plunging
+into the water beside us, and others swam across to our side, and stood
+still. Although faint and weary, I managed to shoot a porcupine, and we
+all tasted its flesh.
+
+The night passed, I cannot tell you how. Smoldering fires covered the
+ground, and the trees stood like pillars of fire, or fell across each
+other.
+
+The stifling and sickening smoke still rushed over us, and the burnt
+cinders and ashes fell thick around us.
+
+When morning came, every thing about us was calm; but a dismal smoke
+still filled the air, and the smell seemed worse than ever. What was to
+become of us I did not know.
+
+My wife hugged the child to her breast, and wept bitterly; but God had
+preserved us through the worst of the danger, and the flames had gone
+past, so I thought it would be both ungrateful to Him and unmanly to
+despair now.
+
+Hunger once more pressed upon us, but this was soon remedied. Several
+deer were standing in the water, up to the head, and I shot one of them.
+Some of its flesh was soon roasted, and after eating it we felt
+wonderfully strengthened.
+
+By this time the blaze of the burning forest was beyond our sight,
+although the remains of the fires of the night before were still burning
+in many places, and it was dangerous to go among the burnt trees.
+
+After resting for some time, we prepared to commence our march. Taking
+up the child in my arms, I led the way over the hot ground and rocks;
+and after two weary days and nights of suffering, during which we
+shifted in the best manner we could, we at last succeeded in reaching
+the hard woods, which had been free from the fire.
+
+Soon after we came to a house, where we were kindly treated. Since then
+I have worked hard and constantly as a lumber-man; and, thanks to God,
+we are safe, sound, and happy.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out, breathing-places in the last
+paragraph of page 207.[13]
+
+Name the _emphatic words_ in the last sentence of the lesson.
+
+Mark _inflection_ in the last line of the lesson.
+
+Pronounce carefully the following words: _dark, march, hard, calm,
+hearts_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils define the following words: _complete,
+attract, locate, intent, procrastinate, separate_; then add to each
+word as a stem, the ending _ion_, and define the words so formed.
+
+Point out the omissions of letters necessary in joining the stems and
+endings.
+
+Let pupils make out an _analysis_ in six parts for the last two
+lessons, and use it in writing or telling the story in their own words.
+
+
+[13] See third paragraph from the end of the lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLIV.
+
+
+peas'ants, _those who work on farms_.
+
+hedge'rows, _rows of shrubs or trees used to inclose a space_.
+
+tow'ers, _very high buildings_.
+
+an ces'tral, _belonging to a family for a great many years_.
+
+mon'arch, _king; ruler_.
+
+roy'al ty, _kings and queens_.
+
+gifts, _things given; presents_.
+
+
+       *       *       *       *       *
+
+
+
+
+COMMON GIFTS.
+
+
+  The sunshine is a glorious thing,
+    That comes alike to all,
+  Lighting the peasant's lowly cot,
+    The noble's painted hall.
+
+  The moonlight is a gentle thing,
+    Which through the window gleams
+  Upon the snowy pillow, where
+    The happy infant dreams.
+
+  It shines upon the fisher's boat
+    Out on the lonely sea,
+  As  well as on the flags which float
+    On towers of royalty.
+
+  The dewdrops of the summer morn
+    Display their silver sheen
+  Upon the smoothly shaven lawn,
+    And on the village green.
+
+  There are no gems in monarch's crown
+    More beautiful than they;
+  And yet you scarcely notice them,
+    But tread them off in play.
+
+  The music of the birds is heard,
+    Borne on the passing breeze,
+  As sweetly from the hedgerows as
+    From old ancestral trees.
+
+  There are as many lovely things,
+    As many pleasant tones,
+  For those who dwell by cottage hearths
+    As those who sit on thrones.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read with a full and
+clear tone of voice. The thoughts expressed are not of a conversational
+nature.
+
+In the first stanza, in the contrast between _peasant's lowly cot_ and
+_noble's painted hall_, the inflections are _rising circumflexes_
+and _falling circumflexes_.
+
+The _rising circumflex_ consists of a downward turn of the voice
+followed by an upward turn; the _falling circumflex_, of an upward
+turn followed by a downward turn.
+
+Let pupils mark the inflections in the last two lines of the poem.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express the meaning of what is given
+below in dark type, using a single word for each example.
+
+    For _those who dwell by cottage hearths_
+
+    As _those who sit on thrones_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLV.
+
+
+re quest', _a wish that is expressed; desire_.
+
+har'bor, _a sheltered place where ships can anchor_.
+
+lo'cate, _place; choose as a place to live_.
+
+both'er, _trouble_.
+
+beach, _the shore of the sea_.
+
+knack, _an easy way of doing any thing_.
+
+in dulged', _gave way to, as to appetite_.
+
+ban'quet, _a very good dinner or other meal_.
+
+rheu'ma tism, _a painful trouble in the muscles or joints_.
+
+
+       *       *       *       *       *
+
+
+
+
+A GHOST STORY.
+
+PART I.
+
+
+"I have not a room in the house; but if you don't mind going down to the
+cottage, and coming up here to your meals, I can take you, and would be
+glad to," said Mrs. Grant, in answer to my request for board.
+
+"Where is the cottage?" and I looked about me, feeling ready to accept
+any thing in the way of shelter, after the long, hot journey from Boston
+to breezy York Harbor.
+
+"Right down there--just a step, you see. It's all in order; and next
+week it will be full, for many folks prefer it because of the quiet."
+
+At the end of a very steep path, which offered every chance for
+accidents of all sorts, from a sprained ankle to a broken neck, stood
+the cottage--a little white building, with a pretty vine over the door,
+gay flowers in the garden, and the blue Atlantic rolling up at the foot
+of the cliff.
+
+"A regular 'Cottage by the Sea.' It will suit me exactly if I can have
+the upper front room. I don't mind being alone; so have my trunk taken
+down, please, and I'll get ready for tea," said I, feeling very happy on
+account of my good luck.
+
+Alas, how little I knew what a night of terror I was to pass in that
+pretty white cottage!
+
+An hour later, refreshed by my tea and the coolness of the place, I
+plunged into the pleasures of the season, and accepted two invitations
+for the evening--one to a, walk on Sunset Hill, the other to a clam-bake
+on the beach.
+
+The stroll came first, and on the hill-top we met an old gentleman with
+a spy-glass, who welcomed me with the remark--
+
+"Pretty likely place for a prospect."
+
+After replying to what he said, I asked the old gentleman if he knew any
+legend or stories about the old houses all around us.
+
+"Yes, many of them," he replied; "and it isn't always the old places
+that have the most stories about 'em.
+
+"Why, that cottage down yonder isn't more'n fifty years old, and they do
+say there's been a lot of ghosts seen there, owin' to a man's killin' of
+himself in the back bed-room."
+
+"What! that house at the end of the lane?" I asked, with sudden
+interest.
+
+"Just so; nice place, but lonesome and dampish. Ghosts and toadstools
+are apt to locate in houses of that sort," was his mild reply.
+
+The dampness scared me more than the ghosts, for I had never seen a
+ghost yet; but I had been haunted by rheumatism, and found it a hard
+thing to get rid of.
+
+"I've taken a room there, so I'm rather interested in knowing what
+company I'm to have."
+
+"Taken a room, have you? Well, I dare say you won't be troubled. Some
+folks have a knack of seeing spirits, and then again some haven't.
+
+"My wife is uncommon powerful that way, but I an't; my sight's dreadful
+poor for that sort."
+
+There was such a sly look in the starboard eye of the old fellow as he
+spoke, that I laughed outright, and asked, sociably--
+
+"Has she ever seen the ghosts of the cottage? I think I have rather a
+knack that way, and I'd like to know what to expect."
+
+"No, her sort is the rapping kind. Down yonder, the only ghost I take
+much stock in is old Bezee Tucker's. Some folks say they've heard him
+groaning there nights, and a dripping sound; he bled to death, you know.
+
+"It was kept quiet at the time, and is forgotten now by all but a few
+old fellows like me. Bezee was always polite to the ladies, so I guess
+he won't bother you, ma'am;" and the old fellow laughed.
+
+"If he does, I'll let you know;" and with that I left him, for I was
+called and told that the beach party was anxious for my company.
+
+In the delights of that happy hour, I forgot the warning of the old
+gentleman on the hill, for I was about to taste a clam for the first
+time in my life, and it was a most absorbing moment.
+
+Perched about on the rocks like hungry birds, we sat and watched the
+happy cooks with breathless interest, as they struggled with
+frying-pans, fish that refused to brown, steaming sea-weed, and hot
+ashes.
+
+Little Margie Grant waited upon me so prettily, that I should have been
+tempted to try a sea porcupine if she had offered it, so charming was
+her way of saying, "O here's a perfectly lovely one! Do take him by his
+little black head and eat him quick!"
+
+I indulged without thought, in clams, served hot between two shells,
+little dreaming what a price I was to pay for that banquet.
+
+
+       *       *       *       *       *
+
+
+Language Lesson--Let pupils use other words to express the meaning of
+the parts given below in dark type.
+
+    "Right down there--_just a step_, you see."
+
+    "_Pretty likely_ place for a prospect."
+
+    "The only one I _take much stock in_."
+
+Write out in full the words for which _'em_ and _an't_ are used.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLVI.
+
+
+quaked, _shook, as with fear_.
+
+cha'os, _a great number of things without order_.
+
+gi gan'tic, _of very great size_.
+
+stealth'y, _very quiet, so as to escape notice_.
+
+fa'tal, _causing great harm_.
+
+mis'sion, _what one is sent to do_.
+
+in'ter vals, _spaces of time_.
+
+thrill, _feeling, as of pain or pleasure_.
+
+af fect'ing, _making a show of_.
+
+a pol'o gize, _express sorrow for an act_.
+
+ret ri bu'tion, _paying back for one's acts; punishment_.
+
+
+       *       *       *       *       *
+
+
+
+
+A GHOST STORY.
+
+PART II.
+
+
+We staid up till late, and then I was left, at my own door by my
+friends, who informed me that York was a very quiet, safe place, where
+people slept with unlocked doors, and nothing ever went amiss o' nights.
+
+I said nothing of ghosts, being ashamed to own that I quaked, a little
+at the idea of the "back bed-room," as I shut out the friendly faces and
+fastened myself in.
+
+A lamp and matches stood in the hall, and lighting the lamp, I whisked
+up stairs with suspicious rapidity, locking my door, and went to bed,
+firmly refusing to own even to myself that I had ever heard the name of
+Bezee Tucker.
+
+Being very tired, I soon fell asleep; but fried potatoes and a dozen or
+two of hot clams are not kinds of food best fitted to bring quiet sleep,
+so a fit of nightmare brought me to a realizing sense of my foolishness.
+
+From a chaos of wild dreams was finally brought forth a gigantic clam,
+whose mission it was to devour me as I had devoured its relatives. The
+sharp shells were open before me, and a solemn voice said, "Take her by
+her little head and eat her quick."
+
+Retribution was at hand, and, with a despairing effort to escape by
+diving, I bumped my head smartly against the wall, and woke up feeling
+as if there was an earthquake under the bed.
+
+Collecting my scattered wits, I tried to go to sleep again; but alas!
+that fatal feast had destroyed sleep, and I vainly tried to quiet my
+wakeful senses with the rustle of leaves about the window and the
+breaking waves upon the beach.
+
+In one of the pauses between the sounds of the waves, I heard a curious
+noise in the house--a sort of moan, coming at regular intervals.
+
+And, as I sat up to make out where it was, another sound caught my
+attentive ear. Drip, drip, drip, went something out in the hall, and in
+an instant the tale told me on Sunset Hill came back with unpleasant
+reality.
+
+"Nonsense! It is raining, and the roof leaks," I said to myself, while
+an unpleasant thrill went through me, and fancy, aided by indigestion,
+began to people the house with ghostly inmates.
+
+No rain had fallen for weeks, and peeping through my curtain, I saw the
+big, bright stars shining in a cloudless sky; so that explanation
+failed, and still the drip, drip, drip went on.
+
+Likewise the moaning--so distinctly now that it was clear that the
+little back bed-room was next the chamber in which I was quaking at that
+very moment.
+
+"Some one is sleeping there," I said, and then remembered that all the
+rooms were locked, and all the keys but mine in Mrs. Grant's pocket, up
+at the house.
+
+"Well, let the ghosts enjoy themselves; I won't disturb them if they let
+me alone. Some of the ladies thought me brave to dare to sleep here,
+and it never will do to own I was scared by a foolish story and an odd
+sound."
+
+So down I lay, and said the multiplication table with great
+determination for several minutes, trying to turn a deaf ear to the
+outside world and check my unruly thoughts.
+
+But it was a failure; and when I found myself saying over and over "Four
+times twelve is twenty-four," I gave up affecting courage, and went in
+for a good, honest scare.
+
+As a cheerful subject for midnight consideration, I kept thinking of B.
+Tucker, in spite of every effort to give it up. In vain I remembered the
+fact that the departed gentleman was "always polite to ladies."
+
+I still was in great fear lest he might think it necessary to come and
+apologize in person for "bothering" me.
+
+Presently a clock struck three, and I gave a moan that beat the ghost's
+all hollow, so full of deep suffering was I at the thought of several
+hours of weary waiting.
+
+I was not sure at what time the daylight would appear, and I was
+bitterly sorry for not gathering useful information about sunrise,
+tides, and such things, instead of listening to the foolish gossip of
+Uncle Peter on the hill-top.
+
+Minute after minute dragged slowly on, and I was just thinking that I
+should be obliged to shout "Fire!" as the only means of relief in my
+power, when, a stealthy step under the window gave me a new feeling.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--To give greater effect to certain parts of
+the lesson, read them very slowly.
+
+The first line of the last paragraph is a good example of adding
+_emphasis_ by reading slowly.
+
+Point oat two other places in the lesson where slow reading would be
+best.
+
+What word in the last paragraph may be made very emphatic, even to the
+extent of using the _calling tone_ of voice?
+
+Let pupils pronounce in concert, and singly, the following words:
+_soon, do, two, foolish, roof, food, room_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write statements, each containing one of
+the following words, used in such a manner as to show its proper
+meaning: _beech, beach; sense, scents; fourth, forth; hear, here_.
+
+Give rules for the capital letters in the first three paragraphs of the
+lesson.
+
+Let pupils place _un_ before each of the following words, and then
+define them.
+
+    safe    lock    heard    pleasant    fit
+
+Define each of the following words formed from _please_, and state in
+each case what change of meaning occurs.
+
+    please    pleasant    pleasantly    unpleasantly
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLVII.
+
+
+dag'ger, _a short sword_.
+
+spell, _a feeling which prevents one from moving_.
+
+bran'dished, _raised, and moved in different directions_.
+
+in spir'ing, _making one feel_.
+
+awe, _deep fear_.
+
+de mand'ed, _asked as a right_.
+
+punct'u al, _always on time_.
+
+ro mance, _a story of surprising adventures_.
+
+bur'glar, _one who breaks into a house at night_.
+
+cus'tom, _a way or a manner of doing things_.
+
+reigned, _ruled; held power_.
+
+
+       *       *       *       *       *
+
+
+
+
+A GHOST STORY.
+
+PART III.
+
+
+This was a start, not a scare--for the new visitor was a human foe, and
+I had little fear of such, being possessed of good lungs, strong arms,
+and a Roman dagger nearly as big as a carving-knife.
+
+The step that I had just heard broke the spell, and creeping noiselessly
+to the window, I peeped out to see a dark figure coming up the stem of
+the tall tree close by, hand-over-hand, like a sailor or a monkey.
+
+"Two can play at that game, my friend; you scare me, and I'll scare
+you." And with an actual sense of relief in breaking the silence, I
+suddenly flung up the curtain, and leaned out.
+
+I brandished my dagger with what I intended to be an awe-inspiring
+screech; but, owing to the flutter of my breath, the effort ended in a
+curious mixture of howl and bray.
+
+A most effective sound, nevertheless; for the burglar dropped to the
+ground as if he had been shot, and, with one upward glance at the white
+figure dimly seen in the starlight, fled as if a thousand ghosts were at
+his heels.
+
+"What next?" thought I, wondering whether this eventful night would ever
+come to a close.
+
+I sat and waited, chilly but brave, while the strange sounds went on
+within the house and silence reigned without, till the cheerful crow of
+the punctual "cockadoo," as Margie called him, told me that it was
+sunrise and laid the ghosts.
+
+A red glow in the east drove away my last fear, and I soon lay down and
+slept quietly, quite worn out.
+
+The sun shining upon my face waked me, and a bell ringing warned me to
+hurry. A childish voice calling out, "Betfast is most weady, Miss Wee,"
+assured me that sweet little spirits haunted the cottage as well as
+ghostly ones.
+
+As I left my room to join Margie, who was waiting for me, I saw two
+things which caused me to feel that the horrors of the night were not
+all unreal.
+
+Just outside the back bed-room door was a damp place, as if that part of
+the floor had been newly washed; and when led by curiosity, I peeped
+through the keyhole of the haunted chamber, my eye distinctly saw an
+open razor lying on a dusty table.
+
+My seeing was limited to that one object, but it was quite enough. I
+went up the hill thinking over the terrible secret hidden in my breast.
+
+I longed to tell some one, but was ashamed; and, when asked why I was so
+pale and absent-minded, I answered with a gloomy smile--
+
+"It is the clams."
+
+All day I hid my sufferings pretty well, but as night approached and I
+thought of sleeping again in that haunted cottage, my heart began to
+fail. As we sat telling stories in the dusk, a bright idea came into my
+head.
+
+I would relate my ghost story, and rouse the curiosity of my hearers, so
+that some of them would offer to stay at the cottage in hopes of seeing
+the spirit of the restless Tucker.
+
+Cheered by this fancy, when my turn came I made a thrilling tale about
+Bezee Tucker and my night's adventure. After my hearers were worked up
+to a proper state of excitement, I paused for applause.
+
+It came in a most unexpected form, however, for Mrs. Grant burst out
+laughing, and the two boys--Johnny and Joe--rolled about in convulsions
+of merriment.
+
+Much displeased, I demanded the cause of their laughter, and then joined
+in the general shout when Mrs. Grant informed me that Bezee Tucker
+lived, died in, and haunted the tumble-down house at the other end of
+the lane, and not the cottage where I was staying.
+
+"Then who or what made those mysterious noises?" I asked, relieved but
+rather displeased at the downfall of my romance.
+
+"My brother Seth," replied Mrs. Grant, still laughing. "I thought you
+might be afraid to be there all alone, so he slipped into the bed-room,
+and I forgot to tell you. He's a powerful snorer, and that's one of the
+awful sounds.
+
+"The other was the dripping of salt water; for you wanted some, and the
+girl got it in a leaky pail. Seth swept out the water when he left the
+cottage early in the morning."
+
+I said nothing about having seen through the keyhole the harmless razor;
+but wishing to get some praise for my heroic encounter with the burglar,
+I mildly asked if it was the custom in York for men as well as turkeys
+to roost in trees.
+
+Another burst of laughter from the boys did away with my last hope of
+glory. As soon as he could speak, Joe answered--
+
+"Johnny planned to be up early to pick the last cherries off that tree.
+I wanted to get ahead of him, and as I was going a-fishing, I went off
+quietly before daylight."
+
+"Did you get the cherries?" I asked, bound to have some laugh on my
+side.
+
+"Guess I didn't," grumbled Joe, rubbing his knees, while Johnny added--
+
+"He got a horrid scare and a right good scraping, for he didn't know
+any one was down there. Couldn't go a-fishing, either--he was so
+lame--and I had the cherries after all. Served him right, didn't it?"
+
+No answer was necessary. Mrs. Grant went off to repeat the tale in the
+kitchen, and the sounds of hearty laughter that I heard, assured me that
+Seth was enjoying the joke as well as the rest of us.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils make out an _analysis_ for so much of the
+last three lessons as may be included under the subject--"A Night at
+the Cottage."
+
+Suggestion.--The _analysis_ of _simple subjects_, and their treatment
+orally or in writing, are valuable exercises, and should be assigned to
+pupils as frequently as possible during the whole of their school life.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLVIII.
+
+
+mel'o dy, _sounds pleasant to the ear_.
+
+chant'ed, _sung in a simple melody_.
+
+witch, _a person supposed to deal with evil spirits_.
+
+trump'et, _a hollow piece of metal used to make music_.
+
+har'mo ny, _the effect produced by uniting two or
+    more different parts in music_.
+
+
+       *       *       *       *       *
+
+
+
+
+WHAT THE CHIMNEY SANG.
+
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  And the Woman stopped, as her babe she tossed,
+  And thought of the one she had long since lost:
+  And said, as her tear-drop back she forced,
+  "I hate the wind in the chimney."
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  And the Children said, as they closer drew,
+  "'Tis some witch that is cleaving the black night through--
+  'Tis a fairy trumpet that just then blew,
+  And we fear the wind in the chimney."
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  And the Man, as he sat on his hearth below,
+  Said to himself, "It will surely snow,
+  And fuel is dear and wages low,
+  And I'll stop the leak in the chimney."
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  But the Poet listened and smiled, for he
+  Was Man, and Woman, and Child--all three,
+  And said, "It is God's own harmony,
+  This wind we hear in the chimney."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The first two lines of each stanza may be read
+more slowly and with a fuller tone of voice than the rest of the
+stanza.
+
+Notice that the words of special _emphasis_ throughout the poem begin
+with capital letters.
+
+Mark _inflections_ in the last four lines of the first and last
+stanzas.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLIX.
+
+
+sel'dom, _not often; rarely_.
+
+jun'gles, _places covered with trees and brushwood_.
+
+tough (tuf), _not easily separated_.
+
+ap par'ent ly, _seemingly; in appearance_.
+
+a cute', _quick in action; sharp_.
+
+charg'es, _rushes forward_.
+
+gram'p us, _a kind of fish_.
+
+re sumed', _started again; took up again_.
+
+hid'e ous, _horrid to look at_.
+
+de struc'tion, _death; entire loss_.
+
+re sist', _stand against_.
+
+des'per ate, _without hope or care_.
+
+ex cur'sions, _journeys; rambles_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE RHINOCEROS.
+
+
+Next to the mighty elephant, the rhinoceros is the largest and strongest
+of animals. There are several species of the rhinoceros, some of which
+are found in Asia, and others in different parts of Africa.
+
+In the latter country there are four varieties--the black rhinoceros,
+having a single horn; the black species having two horns; the
+long-horned white rhinoceros; and the common white species, which has a
+short, stubby horn.
+
+The largest of the African species is the long-horned, white, or
+square-nosed rhinoceros. When full-grown, it sometimes measures eighteen
+feet in length, and about the same around the body. Its horn frequently
+reaches a length of thirty inches.
+
+The black rhinoceros, although much, smaller than the white, and seldom
+having a horn over eighteen inches long, is far more ferocious than the
+white species, and possesses a wonderful degree of strength.
+
+The form of the rhinoceros is clumsy, and its appearance dull and heavy.
+The limbs are thick and powerful, and each, foot has three toes, which
+are covered with broad, hoof-like nails.
+
+The tail is small; the head very long and large. Taken altogether, there
+are few--if any--animals that compare with the rhinoceros in ugliness.
+
+The eyes are set in such a manner that the animal can not see any thing
+exactly in front of it; but the senses of hearing and smelling are so
+keen that sight is not required to detect an enemy, whether it be man or
+beast.
+
+The skin of the African rhinoceros is smooth, and has only a few
+scattering hairs here and there. It is, however, very thick and tough,
+and can resist the force of a rifle-ball unless it is fired from a very
+short distance.
+
+The largest known species of the rhinoceros is found in Asia. It lives
+chiefly in the marshy jungles, and on the banks of lakes and rivers in
+India. Some of this species are over live feet in height, and have horns
+three feet in length and eighteen inches around the base.
+
+Unlike the African rhinoceros, the skin of the Asiatic species is not
+smooth, but lies in thick folds upon the body, forming flaps which can
+be lifted with the hand.
+
+The food of the rhinoceros consists of roots, and the young branches and
+leaves of trees and shrubs.
+
+It plows up the roots with the aid of its horn, and gathers the branches
+and leaves with the upper lip which is long and pointed, and with which
+the food is rolled together before placing it in the mouth.
+
+The flesh of the rhinoceros is good to eat; and its strong, thick skin
+is made by the natives, into shields, whips, and other articles.
+
+Though clumsy and apparently very stupid, the rhinoceros is a very
+active animal when attacked or otherwise alarmed, dashing about with
+wonderful rapidity.
+
+It is very fierce and savage--so much so that the natives dread it more
+than they do the lion. In hunting the animal, it is dangerous for a man
+to fire at one unless he is mounted upon a swift horse, and can easily
+reach some place of safety.
+
+When attacking an enemy, the rhinoceros lowers its head and rushes
+forward like an angry goat. Though it may not see the object of its
+attack, the sense of smell is so acute that it knows about when the
+enemy is reached.
+
+Then begins a furious tossing of the head, and if the powerful horn
+strikes the foe, a terrible wound is the result.
+
+When wounded itself, the rhinoceros loses all sense of fear, and charges
+again and again with such desperate fury that the enemy is almost always
+overcome.
+
+A famous traveler in South Africa relates the following incident that
+happened during one of his hunting excursions:
+
+"Having proceeded about two miles, I came upon a black rhinoceros,
+feeding on some Wait-a-bit thorns within fifty yards of me.
+
+"I fired from the saddle, and sent a bullet in behind his shoulder, when
+he rushed forward, blowing like a grampus, and then stood looking about
+him.
+
+"Presently he started off, and I followed. I expected that he would come
+to bay, but it seems a rhinoceros never does that--a fact I did not
+know at that time.
+
+"Suddenly he fell flat upon the ground; but soon recovering his feet, he
+resumed his course as if nothing had happened.
+
+"I spurred on my horse, dashed ahead, and rode right in his path. Upon
+this, the hideous monster charged me in the most resolute manner,
+blowing loudly through his nostrils.
+
+"Although I quickly turned about, he followed me at such a furious pace
+for several hundred yards, with his horrid horny snout within a few
+yards of my horse's tail, that I thought my destruction was certain.
+
+"The animal, however, suddenly turned and ran in another direction. I
+had now become so excited with the incident, that I determined to give
+him one more shot any way.
+
+"Nerving my horse again, I made another dash, after the rhinoceros, and
+coming up pretty close to him, I again fired, though with little
+effect, the ball striking some thick portion of his skin and doing no
+harm.
+
+"Feeling that I did not care to run the chance of the huge brute again
+charging me, and believing that my rifle-ball was not powerful enough
+to kill him, I determined to give up the pursuit, and accordingly let
+him run off while I returned to the camp."
+
+[Illustration]
+
+
+      *      *      *      *      *
+
+
+Directions for Reading.--Let pupils mark _inflections_ in the first
+sentence of the lesson.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express in other words the meaning of
+what is given below in dark type.
+
+    "I expected that he would _come to bay_."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON L.
+
+
+per'il, _great danger that is near one_.
+
+pru'dent, _careful in regard to what may happen_.
+
+con'fi dence, _courage; freedom from doubt_.
+
+oc ca'sion, _a chance event; an incident_.
+
+tor'rents, _violent streams, as of water_.
+
+ford, _a place to cross a river_.
+
+per suad'ed, _influenced by advice_.
+
+op'po site, _on the other side; in front of_.
+
+fran'tic, _without power to act properly_.
+
+her'o ism, _great courage, which makes one willing to face
+    danger of any kind_.
+
+res'o lute, _decided; firm_.
+
+af fec'tion ate, _kind and loving_.
+
+
+       *       *       *       *       *
+
+
+
+
+PRESENCE OF MIND.
+
+
+Many years ago, there lived on the banks of the Naugatuck River, in
+Connecticut, a family by the name of Bishop.
+
+The father was not wealthy, but a good man, and respected by all who
+knew him. He had fought in the battles of his country during the
+Revolutionary War, and was familiar with scenes of danger and peril.
+
+He had learned that it is always more prudent to preserve an air of
+confidence in danger, than to show signs of fear, and especially so,
+since his conduct might have a great influence upon the minds of those
+about him.
+
+On one occasion he sent his son James, a boy twelve years old, across
+the river to the house of a relative, on an errand. As there was no
+bridge or ferry, all who crossed the river were obliged to ford it.
+
+James was familiar with every part of the fording-place, and when the
+water was low, which was the case at this time, there was no danger in
+crossing.
+
+Mounted on one of his father's best horses, James set out. He crossed
+the river, and soon reached the house of his relatives.
+
+He was ready to start on his return, when suddenly the heavens became
+black with clouds, the wind blew with great violence, and the rain fell
+in torrents.
+
+It was late in the afternoon, and as his relatives feared to have him
+attempt to reach home in such a storm, they persuaded him to remain over
+night and wait until daylight before starting for home.
+
+His father suspected the cause of James' delay, and was not over anxious
+on his account. He knew that the boy was prudent, and did not fear that
+any accident would happen to him during the night.
+
+But he knew that he had taught James to obey his commands in every
+particular, and as the boy possessed, a daring and fearless spirit, that
+he would attempt to ford the river as soon as it was light enough in the
+morning.
+
+He knew, also, that the immense quantity of water that appeared to be
+falling, would cause the river to rise to a considerable height by
+morning, and make it very dangerous even for a strong man to attempt to
+cross it.
+
+The thought of what might befall his child caused Mr. Bishop to pass a
+sleepless night; for although he was very strict with his children, he
+possessed an affectionate nature and loved them dearly.
+
+The day dawned; the storm had ceased; the wind was still, and nothing
+was to be heard but the roar of the river.
+
+The rise of the river was even greater than Mr. Bishop expected, and as
+soon as it was light enough, for him to see objects across it, he took
+up a position on the bank to watch for the approach of his son.
+
+James arrived on the opposite shore at the same time, and his horse was
+beginning to enter the stream.
+
+All his father's feelings were roused into action, for he knew that his
+son was in fearful danger. James had already proceeded too far to
+return--in fact, to go forward or back was equally dangerous.
+
+His horse had arrived at the deepest part of the river, and was
+struggling against the current. The animal was being hurried down the
+stream, and apparently making but little progress toward the shore.
+
+James became very much alarmed. Raising his eyes toward the
+landing-place, he discovered his father. Almost frantic with fear, he
+exclaimed, "O father, father! I shall drown! I shall drown!"
+
+"No," replied his father, in a stern and resolute tone of voice,
+dismissing for a moment his feelings of tenderness; "if you do, I will
+whip you severely. Cling to your horse! Cling to your horse!"
+
+The son, who feared his father more than he did the raging river, obeyed
+the command; and the noble animal on which he was mounted, struggling
+for some time, carried him safe to shore.
+
+"My son!" exclaimed the glad father, bursting into tears, "remember,
+hereafter, that in danger you must possess courage, and being determined
+to save your life, cling to the last hope!
+
+"If I had replied to you with the tenderness and fear which I felt, you
+might have lost your life; you would have lost your presence of mind,
+been carried away by the current, and I should have seen you no more."
+
+What a noble example is this! The heroism of this father and his
+presence of mind saved the life of his boy.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In _calling tones_, as on pages 237 and 238,
+notice that the falling inflections only can be used.[14]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils make out an _analysis_, and use it in
+telling the story in their own words.
+
+
+[14] See the last six paragraphs.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LI.
+
+
+rug'ged, _full of rough places_.
+
+con cealed', _covered over; hidden_.
+
+ra vines', _deep and narrow hollow places_.
+
+prec'i pice, _a very steep place_.
+
+dis'lo cate ed, _thrown out of joint_.
+
+mis'er y, _great unhappiness_.
+
+ev'i dence, _signs; that which is shown_.
+
+de scent', _going down_.
+
+haz'ards, _dangers; difficulties_.
+
+toil, _hard work_.
+
+pro ject'ing, _hanging over_.
+
+
+       *       *       *       *       *
+
+
+
+
+HALBERT AND HIS DOG.
+
+
+Far up in the Highlands of Scotland lived Malcolm, a shepherd, with his
+wife and his son Halbert.
+
+Their little cottage was far from any village, and could only be reached
+by a rugged path through the mountains.
+
+One evening Halbert's mother was taken very ill, and Malcolm made
+preparations to go to the village to obtain some medicine for her.
+
+"Father," said Halbert, "I know the path through the dark glen better
+than you. Shag will walk before me, and I will be quite safe. Let me go
+for the doctor, and you stay at home and comfort mother."
+
+Old Shag, the dog, stood by, wagging his tail and looking up into
+Malcolm's face as if to say, "Yes, master, I will take good care of
+Halbert. Let him go."
+
+Malcolm did not like to have his boy undertake a journey of so much
+peril, as the snow was falling in heavy flakes, and it was growing very
+dark. But the boy again repeated his request, and Malcolm gave his
+consent.
+
+Halbert had been accustomed to the mountains from his earliest boyhood,
+and Shag set out with his young master, not seeming to care for wind,
+snow, or storm.
+
+They reached the village safely. Halbert saw the doctor, received some
+medicine for his mother, and then started on his return home with a
+cheerful heart.
+
+Shag trotted along before him to see that all was right. Suddenly,
+however, in one of the most dangerous parts of the rocky path, he
+stopped and began snuffing and smelling about.
+
+"Go on, Shag," said Halbert.
+
+Shag would not stir.
+
+"Shag, go on, sir," repeated the boy. "We are nearly at the top of the
+glen. Look through the dark, and you can see the candle shining through
+our window."
+
+Shag disobeyed for the first time in his life, and Halbert advanced
+ahead of him, heedless of the warning growl of his companion.
+
+He had proceeded but a few steps when he fell over a precipice, the
+approach to which had been concealed by the snow.
+
+It was getting late in the night, and Malcolm began to be alarmed at the
+long absence of Halbert. He placed the candle so as to throw the light
+over his boy's path, piled wood on the great hearth fire, and often went
+to the door.
+
+But no footstep sounded on the crackling ice; no figure darkened the
+wide waste of snow.
+
+"Perhaps the doctor is not at home, and he is waiting for him," said
+Halbert's mother. She felt so uneasy at her boy's absence, that she
+almost forgot her own pain.
+
+It was midnight when Malcolm heard the well-known bark of the faithful
+Shag.
+
+"O there is Halbert!" cried both parents at the same moment. Malcolm
+sprang to the door and opened it, expecting to see his son.
+
+But alas! Halbert was not there. Shag was alone. The old dog entered
+the door, and began to whine in a piteous manner.
+
+"O Malcolm, Malcolm, my brave son has perished in the snow!" exclaimed
+the mother.
+
+Malcolm stood wondering. His heart beat rapidly. A fear that the worst
+had happened almost overcame him. At that moment he saw a small package
+around the dog's neck.
+
+Seizing it in his hands, he exclaimed, "No, wife; look! Our boy lives!
+Here is the medicine, tied with his handkerchief; he has fallen into one
+of the deep ravines, but he is safe.
+
+"I will go out, and Shag shall go with me. He will conduct me safely to
+the rescue of my child."
+
+In an instant Shag was again on his feet, and gave evidence of great joy
+as he left the cottage with his old master.
+
+You may imagine the misery and grief the poor mother suffered--alone in
+her mountain dwelling; the certainty of her son's danger, and the fear
+that her husband also might perish.
+
+Shag went on straight and steadily for some distance after he left the
+cottage. Suddenly he turned down a path which led to the foot of the
+precipice over which Halbert had fallen.
+
+The descent was steep and dangerous, and Malcolm was frequently obliged
+to support himself by clinging to the frozen branches of the trees.
+
+At last Malcolm stood on the lower and opposite edge of the pit into
+which his son had fallen. He called to him, "Halbert! Halbert!" He
+looked in every direction, but could not see or hear any thing.
+
+Shag was making his way down a very steep and dangerous ledge of rocks,
+and Malcolm resolved at all hazards to follow him.
+
+After getting to the bottom, Shag scrambled to a projecting rock, which
+was covered with snow, and commenced whining and scratching in a violent
+manner.
+
+Malcolm followed, and after some search found what appeared to be the
+dead body of his son. He hastily tore off the jacket, which was soaked
+with blood and snow, and wrapping Halbert in his great cloak, took him
+upon his shoulders, and with much toil and difficulty reached the path
+again, and soon had his boy at home.
+
+Halbert was placed in his mother's bed, and by using great exertion,
+they aroused him from his dangerous sleep.
+
+He was much bruised and had his ankle dislocated, but was not otherwise
+hurt. When he recovered his senses, he fixed his eyes on his mother, and
+his first words were, "Did you get the medicine, mother?"
+
+When he fell, Shag had descended after him. The affectionate son used
+what little strength he had left to tie the medicine that he had
+received from the doctor around the dog's neck, and then sent him home
+with it.
+
+You may be sure that Shag was well taken care of after this incident.
+Even after Halbert became a man Shag was his constant companion, and he
+lived to a good old age.
+
+
+       *       *       *       *       *
+
+
+Language Lesson--Let pupils add _ship_ to each of the following
+words, and then give their meaning.
+
+    friend    hard    relation    partner    fellow
+
+Make out an _analysis_ of the lesson, and use it in telling the story
+in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LII.
+
+
+ebb'ing, _flowing out; falling_.
+
+break'ers, _waves breaking into foam against_
+     the shore_.
+
+main, _the great sea; the ocean_.
+
+reef, _a row or chain of rocks_.
+
+dis mayed', _having lost courage_.
+
+strand, _beach; shore_.
+
+treach'er ous, _likely to do harm_.
+
+vic'tor, _a successful warrior_.
+
+shroud'ing, _covering over_.
+
+murk'y, _gloomy; dark_.
+
+bea'con, _a signal fire or light_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE LIGHT-HOUSE.
+
+
+  The tide comes up, and the tide goes down,
+  Over the rocks, so rugged and brown,
+  And the cruel sea,  with a hungry roar,
+  Dashes its breakers along the shore;
+  But steady and clear, with a constant ray,
+  The star of the light-house shines alway.
+
+  The ships come sailing across the main,
+  But the harbor mouth is hard to gain,
+  For the treacherous reef lies close beside,
+  And the rocks are bare at the ebbing tide,
+  And the blinding fog comes down at night,
+  Shrouding and hiding the harbor light.
+
+  The sailors, sailing their ships along,
+  Will tell you a tale of the light-house strong;
+  How once, when the keeper was far away,
+  A terrible storm swept down the bay,
+  And two little children were left to keep
+  Their awesome watch with the angry deep.
+
+  The fair little sister wept, dismayed,
+  But the brother said, "I am not afraid;
+  There's One who ruleth on sea and land,
+  And holds the sea in His mighty hand;
+  For mercy's sake I will watch to-night,
+  And feed, for the sailors, the beacon light."
+
+  So the sailors heard through the murky shroud
+  The fog-bell sounding its warning loud!
+  While the children, up in the lonely tower,
+  Tended the lamp in the midnight hour,
+  And prayed for any whose souls might be
+  In deadly peril by land or sea.
+
+  Ghostly and dim, when the storm was o'er,
+  The ships rode safely, far off the shore,
+  And a boat shot out from the town that lay
+  Dusk and purple, across the bay,
+  She touched her keel to the light-house strand,
+  And the eager keeper leaped to land.
+
+  And swiftly climbing the light-house stair,
+  He called to his children, young and fair;
+  But, worn with their toilsome watch, they slept,
+  While slowly o'er their foreheads crept,
+  The golden light of the morning sun,
+  Like a victor's crown, when his palm is won.
+
+  "God bless you, children!" the keeper cried;
+  "God bless thee, father!" the boy replied.
+  "I dreamed that there stood beside my bed
+  A beautiful angel, who smiled and said,
+  'Blessed are they whose love can make
+  Joy of labor, for mercy's sake!'"
+
+[Illustration]
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Mark the _inflection_ of the following lines.
+
+    The tide comes up, and the tide goes down.
+
+    The fair little sister wept, dismayed,
+    But the brother said, "I am not afraid."
+
+Name the _emphatic words_ in the lines just quoted. State whether the
+emphasis falls upon words that are inflected.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Why is the sea called _cruel_ and its roar _hungry?_
+Give two examples of a similar use of words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LIII.
+
+
+oc'cu pant, _one who is in possession of a thing_.
+
+ac quired', _gained_.
+
+mi'cro scope, _a glass so formed as to make small_
+    _objects appear large_.
+
+slug'gish, _slow; stupid_.
+
+in spect'ing, _looking at with attention_.
+
+com posed', _made up_.
+
+se'ries, _a number of things in order_.
+
+stub'bed, _short and thick_.
+
+dis turbed', _interfered with_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE CATERPILLAR AND BUTTERFLY.
+
+
+Last summer, when the trees were covered with green leaves, and when the
+little stream was sparkling and dancing in the sun, there appeared in
+the garden, a large caterpillar of many colors, and about as pretty as a
+caterpillar could be.
+
+All day long it was nibbling the green leaves, and leaf after leaf
+disappeared before it with wonderful rapidity. It seemed to live only
+for eating.
+
+As autumn came on, it quite lost its appetite; so much so, that even the
+tenderest and most juicy leaves could not tempt it to eat any more. It
+grew dull and stiff, and lost all interest in life.
+
+Feeling that some change was about to happen, it crawled into a little
+hole in the old garden wall. It wrapped itself up in a cobweb, and fell
+into a long sleep, during which it became changed from a caterpillar
+into a dried-up, dead-looking grub or chrysalis.
+
+It remained in this state through all the long winter, till the snow and
+frost had gone, and the cold March winds were over.
+
+In April the trees burst forth with their bright green leaves, and the
+grass looked fresh under the power of the warm rains.
+
+In May the many-tinted flowers appeared, filling the air with their
+sweetness, and brightening the fields and gardens with their gay colors.
+
+At this time another great change came over the old grub. It showed
+signs of life again; but it was now no longer a caterpillar--it was
+something else.
+
+It wriggled and turned in its narrow little home, and seemed anxious to
+get out and look at the sunshine and flowers. It bumped its head up and
+down until it succeeded in pushing off a little door.
+
+When the door was off, and the bright sunlight shone in, this little
+occupant of the chrysalis took a look at itself.
+
+It saw that during its long winter's nap, it had acquired a pair of
+beautiful wings, and its legs had grown longer and stronger than they
+were before.
+
+Crawling out of the chrysalis, and taking a position on a branch of the
+tree, it discovered that instead of a caterpillar, it was now a
+beautiful butterfly.
+
+It was a kind that is called the swallow-tail butterfly, because each of
+its wings tapered to a point, something like the tail of a swallow. We
+will call the butterfly, Miss Swallow-tail, and now let us see what her
+next move was.
+
+Her wings were damp and heavy, and she stood shivering and trembling;
+for although she had six legs, they were weak, having never before borne
+such a weight.
+
+But fresh air brings strength; so she soon felt like trying to walk. At
+first her movements were sluggish, but she finally reached a sunny spot
+where she dried and warmed herself, giving her wings a little shake now
+and then, until they opened grandly above her back.
+
+And how beautiful they were! Dark brown, bordered with two rows of
+yellow spots; and there were seven blue spots on each of the hind
+wings.
+
+As she stood there in the sun, a little wind came along and raised Miss
+Swallow-tail off her feet. She spread her wings to keep from falling,
+and found herself floating in the air.
+
+This proved to be such a delightful way of traveling, that she lifted
+her wings occasionally, and so kept herself floating; and in a short
+time she learned to turn in any direction she chose.
+
+As she flew along, growing stronger every minute, she was attracted by
+the bright colors of a flower, and stopped to admire it.
+
+The sweet perfume tempted her to taste, and unrolling her long tongue
+from under her chin, where she carried it, she put it down into the
+flower and drew up the honey hidden there.
+
+Miss Swallow-tail had wonderful eyes. All butterflies have wonderful
+eyes. If you will look at them through a microscope you will find that
+each eye is composed of a great many smaller ones, that can see in all
+directions.
+
+They have great need of such eyes, because there are so many birds and
+other hungry creatures, that want to eat them.
+
+One day a whiff of celery coming from a garden near by, reminded Miss
+Swallow-tail of the time when she was a baby and liked to eat celery.
+
+So she flew over into the garden, and fastened her eggs to a celery bush
+with some glue that she carried with her. Then she left them, and never
+thought of them again.
+
+In about ten days the babies that had been growing inside of the eggs,
+broke open the shells and crawled out. And what do you think they were?
+Butterflies? like their mamma, only very much smaller?
+
+No, indeed! for you know butterflies never grow any larger. They were
+the smallest green and black worms you ever saw!
+
+As soon as they were out of the shells, they began eating the celery,
+and grew so fast that in a week they were quite large worms.
+
+They were covered with green rings and black rings dotted with yellow.
+They each had sixteen short legs, and they had a flesh-colored, Y-shaped
+horn hidden away under a ring above the head, that they would show when
+they were disturbed.
+
+One morning the gardener discovered that something was eating his
+celery. Searching among the leaves he found all but one of the little
+worms, and put them where they could do no more mischief.
+
+Soon the little worm that had escaped his notice, had grown so fat that
+he was too stupid to eat any more; so he crawled away to a dark place on
+the fence and fastened himself there.
+
+But first he covered a small spot of the fence with a white, silken
+carpet, that he wove from a web which he drew from his under lip.
+
+He then glued the end of a web to the carpet, carried the rest of it up
+over his breast, and down on the other side and fastened it there.
+
+He then bent his head down under it, letting it pass over his head, and
+by bending forward and backward worked it down near the middle of his
+back. After inspecting his work, he bent his head upon his breast, and
+leaned against the fence.
+
+After resting two days, he began a series of twistings and turnings
+that burst open his skin from the corners of his mouth down a short way,
+and worked it all off himself.
+
+He drew his head in out of sight, and sent out a stubbed horn on each
+side of it, and lo! no worm was to be seen!--but a chrysalis, like the
+one his mother was sleeping in when we first found her.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils read the following lines, and then
+mark the _inflection_.
+
+
+    "And what do you think they were? Butterflies? like their mamma,
+    only very much smaller?"
+
+
+Does the first question expect the answer _yes_ or _no?_
+
+Do the last two questions expect the answer _yes_ or _no?_
+
+What would be the inflections used in the following questions?
+
+What kind of an answer is expected to each question?
+
+    "Where are you going?"
+
+    "Are you coming back again?"
+
+Fill blanks in the following statements.
+
+Questions which may be answered by _yes_ or _no_, regularly require
+the ---- inflection.
+
+Questions which can not be answered by _yes_ or _no_, regularly
+require the ---- inflection.
+
+
+       *       *       *       *       *
+
+
+Language Lesson. Let pupils copy the following words.
+
+    seize    chief    grief    fear    beach    receive
+
+    relief    believe    weary    beacon
+
+Write sentences, each containing one of the preceding words, used in
+such a way as to show its meaning.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LIV.
+
+
+ob'sti nate, _determined to have one's own way_.
+
+vi'cious, _not well tamed; given to bad tricks_.
+
+sub dued', _made gentle; overcome_.
+
+swerve, _turn from a direct line_.
+
+squad'ron, _a number of horses drawn up together_.
+
+pli'able, _capable of being turned or bent_.
+
+strove, _attempted; tried hard_.
+
+ex ceed'ed, _went beyond_.
+
+thong, _a long strip of leather_.
+
+
+       *       *       *       *       *
+
+
+
+
+WILD HORSES OF SOUTH AMERICA.
+
+
+At the time of the discovery of America there were no wild horses in any
+part of the continent.
+
+Soon, however, some of the horses brought over from Europe by the early
+settlers, wandered away, and now wild horses are to be met with in large
+numbers, in some cases as many as a thousand at a time.
+
+They appear to be under the command of a leader, the strongest and
+boldest of the herd, whom they obey.
+
+When threatened with danger, at some signal, understood by them all,
+they either close together and trample their enemy to death, or form
+themselves into a circle and welcome him with their heels.
+
+The leader first faces the danger, and when he finds it prudent to
+retreat, all follow his rapid flight.
+
+Byron thus describes a troop of wild horses:
+
+  "A trampling troop; I see them come!
+  In one vast squadron they advance!
+  I strove to cry--my lips were dumb.
+  The steeds rush on in plunging pride;
+  But where are they the reins to guide?
+  A thousand horse--and none to ride!
+  With flowing tail, and flying mane,
+  Wide nostrils--never stretch'd by pain,
+  Mouths bloodless to the bit or rein
+  And feet that iron never shod,
+  And flanks unscarr'd by spur or rod,
+  A thousand horse, the wild, the free,
+  Like waves that follow o'er the sea.
+  On came the troop....
+  They stop--they start--they snuff the air,
+  Gallop a moment here and there,
+  Approach, retire, wheel round and round,
+  Then plunging back with sudden bound,
+  They snort--they foam--neigh--swerve aside,
+  And backward to the forest fly."
+
+The capture and breaking in of wild horses in America are described by
+Miers as follows--
+
+"The lasso is used by the natives of South America. It is a very strong
+braided thong, half an inch thick, and forty feet long, made of many
+strips of rawhide, braided like a whip-thong, and made soft and pliable
+by rubbing with grease.
+
+"It has at one end an iron ring, about an inch and a half in diameter,
+through which the thong is passed, forming a running noose.
+
+"The herdsmen--gauchos, as they are called--are generally mounted on
+horseback when they use the lasso. One end of the thong is attached to
+the saddle; the remainder is coiled in the left hand, except about
+twelve feet belonging to the noose end, which is held in a coil in the
+right hand.
+
+"This long noose is then swung around the head, the weight of the iron
+ring at the end of the noose assisting in giving to it, by a continued
+circular motion, a sufficient force to project it the whole length of
+the line.
+
+"The gauchos drive the wild horses into a corral, which is a circular
+space surrounded by rough posts firmly driven into the ground. The
+corral," relates Miers, "was quite full of horses, most of which were
+young ones about two or three years old.
+
+"The chief gaucho, mounted on a strong, steady horse, rode into the
+corral, and threw his lasso over the neck of a young horse and dragged
+him to the gate.
+
+"For some time he was very unwilling to lose his companions; but the
+moment he was forced out of the corral his first idea was to gallop
+away; however, a timely jerk of the lasso checked him.
+
+"Some of the gauchos now ran after him on foot, and threw a lasso over
+his fore legs, and jerking it, they pulled his legs from under him so
+suddenly that I really thought the fall had killed him.
+
+"In an instant a gaucho was seated on his head. They then put a piece of
+hide in his mouth to serve for a bit, and a strong hide halter on his
+head, and allowed him to get on his feet.
+
+"While two men held the horse by his ears, the gaucho who was to mount
+him fastened on the saddle, and then quickly sprung into it.
+
+"The horse instantly began to jump in a manner which made it very
+difficult for the rider to keep his seat; however, the gaucho's spurs
+soon set him going, and off he galloped, doing every thing in his power
+to throw his rider.
+
+"Then another horse was brought from the corral; and so quickly was
+every thing done that twelve gauchos were mounted in less than an hour.
+
+"It was wonderful to see the different manner in which different horses
+behaved. Some would actually scream while the gauchos were fastening
+the saddle upon their backs, and some would instantly lie down and roll
+upon it.
+
+"Others would stand without being held, their legs stiff and in
+unnatural positions, their necks half bent towards their tails, and
+looking vicious and obstinate.
+
+"It was now curious to look around and see the gauchos trying to bring
+their horses back to the corral, which is the most difficult part of
+their work, for the poor creatures had been so scared there that they
+were unwilling to return to the place.
+
+"At last they brought the horses back, apparently subdued and broken in.
+The saddles and bridles were taken off, and the young horses trotted
+off towards the corral, neighing to one another.
+
+"When a gaucho wishes to take a wild horse, he mounts a horse that has
+been used to the sport, and gallops over the plain.
+
+"As soon as he comes near his victim, the lasso is thrown round the two
+hind-legs, and as the gaucho rides a little on one side, the jerk
+throws the wild horse without doing injury to his knees or his face.
+
+[Illustration]
+
+"Before the horse can recover from the shock, the rider dismounts, and
+snatching his cloak from his shoulders, wraps it round the fallen
+animal's head.
+
+"He then forces into his mouth one of the powerful bridles of the
+country, fastens a saddle on his back, and, mounting him, removes the
+cloak.
+
+"Upon this the astonished horse springs to his feet, and attempts to
+throw off his new master, who sits calmly on his back.
+
+"By a treatment which never fails, the gaucho brings the horse to such
+complete obedience that he is soon trained to give his whole speed and
+strength to the capture of his companions."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils pronounce in concert, and singly,
+the following words: _I, hide, side, rides, flight, wild, finds,
+retire, describe_.
+
+Mark the inflection of the last six lines of poetry on page 256.[15]
+
+What _inflection_ is used (1) to keep up the interest?--(2) to show
+hesitation?--(3) to express a decided opinion?--(4) to give the
+conclusion of a story?--(5) to ask a question that may be answered by
+_yes_ or _no_?--(6) to ask a question that can not be answered by
+_yes_ or _no_?
+
+Let pupils state the special uses of _inflection_ shown in the
+following examples.
+
+    I, I think perhaps you may go.
+
+    I know that you may go.
+
+    They silently went away.
+
+Yesterday, about three o'clock, just as we were preparing to go home,
+suddenly we heard a band of music.
+
+
+[15] This lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LV.
+
+
+career', _course of life_.
+
+gen'erous, _free in giving aid to others_.
+
+char'ity, _goodwill; desire to aid others_.
+
+in her'ited, _came into possession of_.
+
+in jus'tice, _wrong-doing_.
+
+ac cused', _charged with a fault_.
+
+hes i ta'tion, _delay_.
+
+pre scrip'tion, _an order for medicine_.
+
+flor'ins, _pieces of money, each valued at about fifty cents_.
+
+pen'sion, _money paid for service in war_.
+
+re stor'ing, _giving back_.
+
+phy si'cian, _doctor of medicine_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN EMPEROR'S KINDNESS.
+
+
+Joseph II., Emperor of Austria, was a generous, warm-hearted man, who
+took great delight in doing acts of kindness and charity.
+
+One time, as he was passing through the streets of Vienna, dressed as a
+private gentleman, his attention was attracted to a boy about twelve
+years old, who timidly approached, and seemed, anxious to speak to him.
+
+"What do you wish, my little friend?" said the gentleman. His voice was
+so tender, and he had such a kindly look in his eyes, that the boy had
+courage to say:
+
+"O sir, you are very good to speak to me so kindly. I believe you will
+not refuse to do something for me."
+
+"I should be sorry to refuse you," replied the gentleman; "but why are
+you begging? You appear to be something better than a beggar; your voice
+and your manner show it."
+
+"I am not a beggar, sir," replied the boy, as a tear trickled down his
+cheek. "My father was a brave officer in the army. Owing to illness, he
+was obliged to leave the service, and was granted a pension by the
+emperor.
+
+"With this pension he supported our family; but a few months ago he
+died, and we are left very poor indeed."
+
+"Poor child!" said the gentleman. "Is your mother living?"
+
+"Yes, sir, she is; and I have two brothers who are at home with her now.
+She has been unable to leave her bed for weeks, and one of us must watch
+beside her, while the others go out to beg."
+
+Saying this, the poor boy tried very hard to keep back the great tears,
+but they would come in spite of all he could do to stop them.
+
+"Well, well, my boy," said the gentleman, "do not feel so unhappy; I
+will see what can be done to help you. Is there a physician to be found
+near you?"
+
+"There are two, sir, only a little way from where we live."
+
+"That is well. Now you go at once and have one of them visit your
+mother. Here is money, not only for the physician, but for other things
+to feed you and make you comfortable."
+
+"O sir," said the boy, as he looked upon the gentleman in amazement,
+"how can I thank you enough? This money will save my mother's life, and
+keep my brothers from want."
+
+"Never mind, my child; go and get the physician."
+
+The boy obeyed, and the good emperor having learned the situation of the
+house where the boy's mother lived, bent his steps in that direction,
+and soon arrived there.
+
+The room in which he found the poor woman gave evidence of great misery.
+
+She was lying on a low bedstead, and though still young, her face was
+pale and thin from sickness and want. Very little furniture of any kind
+was to be seen, for the mother had disposed of nearly all she possessed
+to obtain bread for her children.
+
+When the emperor entered the room, the widow and her children looked at
+him in astonishment. They did not know he was their emperor.
+
+"I am a physician, madam," said he, bowing respectfully; "your neighbors
+have informed me of your illness, and I am come to offer what service
+may be in my power."
+
+"Alas! sir," she answered with some hesitation, "I have no means of
+paying you for your attention."
+
+"Do not distress yourself on that account; I shall be fully repaid if I
+have the happiness of restoring you to health."
+
+With these words, the emperor approached the bed and inquired all about
+her illness, after which he wrote a few lines and placed them on the
+chimney-piece.
+
+"I will leave you this prescription, madam; and on my next visit, I hope
+to find you much better." He then withdrew. Almost immediately after
+this, the eldest son of the widow came in with a medical man.
+
+"O mother!" cried the boy, "a kind, good gentleman has given me all
+this!" and he placed in his mother's hand, the money which the emperor
+had given him. "There now, don't cry, mother; this money will pay the
+doctor and buy every thing till you are well and strong again."
+
+"A physician has already been here, my child, and has left his
+prescription. See, there it is." and she pointed to the paper on the
+chimney-piece. The boy took the paper, and no sooner had he glanced at
+its contents, than he uttered an exclamation of joyful surprise.
+
+"O mother! It's the best prescription a physician ever wrote; it's an
+order for a pension, mother--a pension for you--signed by the emperor
+himself; listen, mother; hear what he says:--
+
+
+    "'_Madam:_--Your son was fortunate enough to meet me in the city,
+    and informed me of the fact that the widow of one of my bravest
+    officers was suffering from poverty and sickness, without any means
+    of assistance. I had no knowledge of this, therefore I can not be
+    accused of injustice.
+
+    "'It is difficult for me to know every thing that takes place in my
+    empire. Now that I do know of your distress, I should indeed be
+    ungrateful, did I not render you all the help in my power. I shall
+    immediately place your name on the pension list for the yearly sum
+    of two thousand florins, and trust that you may live many years to
+    enjoy it.
+
+                                                   "'_Joseph II_.'"
+
+
+The widow and her children were taken under the especial care of the
+emperor, and a brilliant career was opened up for the boys, who had
+inherited all their father's bravery as well as their mother's gentle
+nature.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Mark the _inflection_ of the following
+questions.
+
+    Where do you live?
+
+    Is your name Harry or John?
+
+    Why are you begging?
+
+    Do you wish to walk?
+
+In such a question as the last one, if _emphasis_ be given in turn to
+the words _you, wish, walk_, the answer might still be _yes_ or
+_no_; and yet the meaning of the answer would be different in each
+case.
+
+Do _you_ wish to walk? Yes, I do.
+
+Do you _wish_ to walk? No, I do not _wish_ to walk; but suppose I
+must.
+
+Do you wish to _walk?_ No, I would rather _ride_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write a letter to some friend, using the
+last paragraph of the lesson as a subject.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LVI.
+
+
+persist'ed, _continued_.
+
+crip'ples, _those who have lost the use of a limb_.
+
+merged, _united; joined_.
+
+stal'wart, _strong; powerful_.
+
+in'nocent, _harmless_.
+
+pass'port, _what enables one to go in safety_.
+
+gal'lant, _brave; noble_.
+
+riv'en, _taken away; deprived_.
+
+
+       *       *       *       *       *
+
+
+
+
+UNITED AT LAST.
+
+
+  "O mother! What do they mean by blue?
+    And what do they mean by gray?"
+  Was heard from the lips of a little child
+    As she bounded in from play.
+  The mother's eyes filled up with tears;
+    She turned to her darling fair,
+  And smoothed away from the sunny brow
+    Its treasure of golden hair.
+
+  "Why, mother's eyes are blue, my sweet,
+    And grandpa's hair is gray,
+  And the love we bear our darling child
+    Grows stronger every day."
+  "But what did they mean?" persisted the child;
+    "For I saw two cripples to-day,
+  And one of them said he fought for the blue,
+    The other, he fought for the gray.
+
+  "Now he of the blue had lost a leg,
+    And the other had  but one arm,
+  And both seemed worn and weary and sad,
+    Yet their greeting was kind and warm.
+  They told of the battles in days gone by,
+    Till it made my young blood thrill;
+  The leg was lost in the Wilderness fight,
+    And the arm on Malvern Hill.
+
+  "They sat on the stone by the farm-yard gate,
+    And talked for an hour or more,
+  Till their eyes grew bright and their hearts seemed warm
+    With fighting their battles o'er;
+  And they parted at last with a friendly grasp,
+    In a kindly, brotherly way,
+  Each calling on God to speed the time
+    Uniting the blue and the gray."
+
+  Then the mother thought of other days--
+    Two stalwart boys from her riven;
+  How they knelt at her side and lispingly prayed,
+    "Our Father which art in heaven;"
+  How one wore the gray and the other the blue;
+    How they passed away from sight,
+  And had gone to the land where gray and blue
+    Are merged in colors of light.
+
+  And she answered her darling with golden hair,
+    While her heart was sadly wrung
+  With the thoughts awakened in that sad hour
+    By her innocent, prattling tongue:
+  "The blue and the gray are the colors of God,
+    They are seen in the sky at even,
+  And many a noble, gallant soul
+    Has found them a passport to heaven."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LVII.
+
+
+declin'ing, _failing_.
+
+expe'rience, _that which happens to any one_.
+
+regard', _look at; consider_.
+
+robust', _sound in health_.
+
+ben'efit ed, _made better; helped_.
+
+intense', _extreme_.
+
+moc'ca sin, _a kind of shoe made of deer-skin_.
+
+tem'po ra ry, _for a time_.
+
+pe cul'iar, _strange; unusual_.
+
+in tel'li gent, _showing good sense_.
+
+
+       *       *       *       *       *
+
+
+
+
+A STORY OF THE SIOUX WAR.
+
+PART I.
+
+
+In the summer of 1862, while we were living in the State of Minnesota, I
+had an experience which I regard as one of the most remarkable that I
+ever met with.
+
+We lived at Lac Qui Parle, or rather quite close to it, for we were
+about a mile from the place.
+
+There were only three of us--father, mother, and myself. We had moved to
+Minnesota three years before, the main object of my parents being to
+restore their health; for they were feeble and needed a change of
+climate.
+
+The first year, both father and mother were much benefited; but not long
+after, father began to fail.
+
+I remember that he used to take his chair out in front of the house in
+pleasant weather and sit there, with his eyes turned toward the blue
+horizon, or into the depths of the vast wilderness which was not more
+than a stone's throw from our door.
+
+Mother would sometimes go out and sit beside father, and they would talk
+long and earnestly in low tones. I was too young to understand all this
+at the time, but it was not long afterward that I learned the truth.
+
+Father was steadily and surely declining in health; but mother had
+become strong and robust, and her disease seemed to have left her
+altogether. She tried to encourage father, and really believed his
+weakness was only temporary.
+
+Scarcely a day passed that I did not see some of the Sioux Indians who
+were scattered through that portion of the State. In going to, and
+coming from the agency, they would sometimes stop at our house.
+
+Father was very quick in picking up languages, and he was able to
+converse quite easily with the red men.
+
+How I used to laugh to hear them talk in their odd language, which
+sounded to me just as if they were grunting at each other.
+
+But the visits used to please father and mother, and I was always glad
+to see some of the rather ragged and not over-clean warriors stop at the
+house.
+
+I remember one hot day in June, when father was sitting under a tree in
+front of the house, and I was inside helping mother, we heard the
+peculiar noises which told us that father had an Indian visitor. We both
+went to the door, and I passed outside to laugh at their queer talk.
+
+Sure enough, an Indian was seated in the other chair, and he and father
+were talking with great animation.
+
+The Indian was of a stout build, and wore a straw hat with a broad, red
+band around it; he had on a fine, black broad-cloth coat, but his
+trousers were shabby and his shoes were pretty well worn.
+
+His face was bright and intelligent, and I watched it very closely as he
+talked in his earnest way with father, who was equally animated in
+answering him.
+
+The Indian carried a rifle and a revolver--the latter being in plain
+sight at his waist--but I never connected the thought of danger with
+him as he sat there talking with father.
+
+I describe this Indian rather closely, as he was no other than the
+well-known chief, Little Crow, who was at the head of the frightful
+Sioux war, which broke out within sixty days from that time.
+
+The famous chieftain staid until the sun went down. Then he started up
+and walked away rapidly in the direction of Lac Qui Parle. Father called
+good-by to him, but he did not reply and soon disappeared in the woods.
+
+The sky was cloudy, and it looked as if a storm was coming; so, as it
+was dark and blustering, we remained within doors the rest of the
+evening. A fine drizzling rain began to fall, and the darkness was
+intense.
+
+The evening was well advanced, and father was reading to us, when there
+came a rap upon the door.
+
+It was so gentle and timid that it sounded like the pecking of a bird,
+and we all looked in the direction of the door, uncertain what it
+meant.
+
+"It is a bird, scared by the storm," said father, "and we may as well
+admit it."
+
+I sat much nearer the door than either of my parents, and instantly
+started up and opened it. As I did so, I looked out into the gloom, but
+sprung back the next moment with a low cry of alarm.
+
+"What's the matter?" asked father, hastily laying down his book and
+walking rapidly toward me.
+
+"It isn't a bird; it's a person." As I spoke, a little Indian girl,
+about my own age, walked into the room, and looking in each of our
+faces, asked in the Sioux language whether she could stay all night.
+
+I closed the door and we gathered around her. She had the prettiest,
+daintiest moccasins, but her limbs were bare from the knee downward. She
+wore a large shawl about her shoulders, while her coarse, black hair
+hung loosely below her waist.
+
+Her face was very pretty, and her eyes were as black as coal and seemed
+to flash fire whenever she looked upon any one.
+
+Of course, her clothing was dripping with moisture, and her call filled
+us all with wonder. She could speak only a few words of English, so her
+face lighted up with pleasure when father addressed her in the Sioux
+language.
+
+As near as we could find out, her name was Chitto, and she lived with
+her parents at Lac Qui Parle. She told us that there were several
+families in a spot by themselves, and that day they had secured a
+quantity of strong drink, of which they were partaking very freely.
+
+At such times Indians are dangerous, and Little Chitto was terrified
+almost out of her senses. She fled through the storm and the darkness,
+not caring where she went, but only anxious to get away from the
+dreadful scene.
+
+Entering, without any intention on her part, the path in the woods, she
+followed it until she saw in the distance the glimmer of the light in
+our window, when she hastened to the house and asked for admission.
+
+I need scarcely say it was gladly granted. My mother removed the damp
+clothes from the little Sioux girl, and replaced them with some warm,
+dry ones belonging to me. At the same time she gave her hot, refreshing
+tea, and did every thing to make her comfortable.
+
+I removed the little moccasins from the wondering Chitto's feet, kissed
+her dark cheeks, and, as I uttered expressions of pity, though in an
+unknown tongue, I am quite sure that they were understood by Chitto, who
+looked the gratitude she could not express.
+
+She soon began to show signs of drowsiness and was put to bed with me,
+falling asleep as soon as her head touched the pillow.
+
+I lay awake a little longer and noticed that the storm had ceased. The
+patter of the rain was heard no more upon the roof, and the wind blew
+just as it sometimes does late in the fall. At last I sunk into a sound
+sleep.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write a short letter to some friend,
+taking as a subject, "A Visit from Little Crow," as given on pages 272
+and 273.[16]
+
+Let pupils add _y_ to each of the following words, make such other
+changes as may be necessary, and then define them.
+
+    earth    air    fire    water    sleep
+
+    rain    rust    fun    fur    stick
+
+What two words double their final letter before adding _y_? _Fiery_,
+from _fire_, is irregular in spelling.
+
+
+[16] This lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LVIII.
+
+
+de'mons, _spirits; evil spirits_.
+
+groped, _found one's way by feeling with the hands_.
+
+pre'vi ous, _going before in time; preceding_.
+
+in clined', _leaning towards; disposed_.
+
+dis tract'ed, _confused by grief_.
+
+ex pired', _died_.
+
+stat'ue, _a figure carved to represent a living being_.
+
+stag'gered, _walked with trembling steps_.
+
+as cer tained', _found out by inquiring_.
+
+re tain', _keep possession of_.
+
+
+       *       *       *       *       *
+
+
+
+
+A STORY OF THE SIOUX WAR.
+
+PART II.
+
+
+I awoke in the morning and saw the rays of the sun entering the window.
+Recalling the incidents of the previous evening, I turned to speak to my
+young friend.
+
+To my surprise she was gone, and supposing she had risen a short time
+before, I hurriedly dressed myself and went down stairs to help keep her
+company.
+
+But she was not there, and father and mother had seen nothing of her.
+She had no doubt risen in the night and gone quietly away.
+
+There was something curious and touching in the fact that she had groped
+about in the darkness, until she found her own clothing, which she put
+on and departed without taking so much as a pin that belonged to us.
+
+We all felt a strong interest in Chitto, and father took me with him a
+few days later when he visited Lac Qui Parle. He made many inquiries for
+the little girl, but could learn nothing about her.
+
+I felt very much disappointed, for I had built up strong hopes of taking
+her out home with me to spend several days.
+
+Father and I went a number of times afterward, and always made an effort
+to discover Chitto; but we did not gain any knowledge of her.
+
+On the afternoon of August 19, father was sitting in his accustomed seat
+in front of the house, and mother was engaged, as usual about her
+household duties. I was playing and amusing myself as a girl of my age
+is inclined to do at all times.
+
+The day was sultry and close, and I remember that father was unusually
+pale and weak. He coughed a great deal, and sat for a long time so still
+that I thought he must be asleep.
+
+"Mother," said I, "what is that smoke yonder?"
+
+I pointed in the direction of Lac Qui Parle. She saw a dark column of
+smoke floating off in the horizon, its location being such, that there
+could be no doubt that it was at the Agency.
+
+"There is a fire of some kind there," she said, while she shaded her
+eyes with her hand and gazed long and earnestly in that direction.
+
+"The Indians are coming, Edward," she called to father; "they will be
+here in a few minutes!"
+
+Suddenly, a splendid black horse came galloping from the woods, and with
+two or three powerful bounds, halted directly in front of me. As it did
+so, I saw that the bareback rider was a small girl, and she was our
+little Sioux friend, Chitto.
+
+She made a striking picture, with her long, black hair streaming over
+her shoulders, and her dress fluttering in the wind.
+
+"Why, Chitto," said I, in amazement, "where did you come from?"
+
+"Must go--must go--must go!" she exclaimed, in great excitement. "Indian
+soon be here!"
+
+So it seemed that, in the few weeks since she had been at our house,
+she had picked up enough of the English language to make herself
+understood.
+
+"What do you mean?" asked mother, as she and I advanced to the side of
+the black steed upon which the little Sioux sat; "what are the Indians
+doing?"
+
+"They burn buildings--have killed people--coming this way!"
+
+Chitto spoke the truth, for the Sioux were raging like demons at that
+very hour at Lac Qui Parle.
+
+"What shall we do, Chitto?" asked my mother.
+
+"Get on horse--he carry you."
+
+"But my husband; the horse can not carry all three of us."
+
+My poor distracted mother scarcely knew what to do. All this time father
+sat like a statue in his chair. A terrible suspicion suddenly entered
+her mind, and she ran to him.
+
+Placing her hand upon his shoulder, she addressed him in a low tone, and
+then uttered a fearful shriek, as she staggered backward, saying: "He is
+dead! he is dead!"
+
+Such was the fact. The shock of the news brought by the little Indian
+girl was too much, and he had expired in his chair without a struggle.
+The wild cry which escaped my mother was answered by several whoops from
+the woods, and Chitto became frantic with terror.
+
+"Indian be here in minute!" said she.
+
+Mother instantly helped me upon the back of the horse and then followed
+herself. She was a skillful rider, but she allowed Chitto to retain the
+bridle, and we started off.
+
+Looking back I saw a half-dozen Sioux horsemen come out of the woods and
+start on a trot toward us.
+
+Just then Chitto spoke to the horse, and he bounded off at a terrible
+rate, never halting until he had gone two or three miles.
+
+Then, when we looked back, we saw nothing of the Indians, and the horse
+was brought down to a walk; and finally, when the sun went down, we
+entered a dense wood, where we staid all night.
+
+I shall not attempt to describe those fearful hours. Not one of us slept
+a wink. Mother sat weeping over the loss of father, while I was
+heart-broken, too.
+
+Chitto, like the Indian she was, kept on the move continually. Here and
+there she stole as noiselessly through the wood as a shadow, while
+playing the part of sentinel.
+
+At daylight we all fell into a feverish slumber, which lasted several
+hours. When we awoke, we were hungry and miserable.
+
+Seeing a settler's house in the distance, Chitto offered to go to it for
+food. We were afraid she would get into trouble, but she was sure there
+was no danger and went.
+
+In less than an hour she was back again with an abundance of bread. She
+said there was no one in the house, and we supposed the people had
+become alarmed and escaped.
+
+We staid where we were for three days, during which time we saw a party
+of Sioux warriors burn the house where Chitto had obtained the food for
+us.
+
+It seemed to mother that the Indians would not remain at Lac Qui Parle
+long, and that we would be likely to find safety there. Accordingly, she
+induced Chitto to start on the return.
+
+When we reached our house nothing was to be seen of father's body; but
+we soon, discovered a newly-made grave, where we had reason to believe
+he was buried.
+
+As was afterward ascertained, he had been given a decent burial by
+orders of Little Crow himself, who, doubtless, would have protected us,
+had we awaited his coming.
+
+We rode carefully through the woods, and when we came out on the other
+side, our hearts were made glad by the sight of the white tents of
+United States soldiers. Colonel Sibley was encamped at Lac Qui Parle,
+and we were safe at last.
+
+Chitto disappeared from this post in the same sudden manner as before;
+but I am happy to say that I have seen her several times since. Mother
+and I were afraid her people would punish her for the part she took in
+helping us, but they did not.
+
+Probably the friendship which Little Crow showed toward our family, may
+have had something to do with the gentle treatment which the Indians
+showed her.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Supply the words omitted from the following
+sentences.
+
+    "Must go! Indian soon be here!"
+
+    "Indian be here in minute!"
+
+Let pupils make out an _analysis_ for the subject--
+
+    "Our Second Visit from Chitto,"
+
+and use it in giving that part of the story in their own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LIX.
+
+
+e mit', _send forth_.
+
+con'trast, _difference in form or appearance_.
+
+molt'en, _melted_.
+
+con'ic al, _having the shape of a cone_.
+
+vol'umes, _quantities; masses_.
+
+char'ac ter, _kind; formation_.
+
+del'uge, _flood; drown_.
+
+com pre hen'sion, _the power of the mind to understand_.
+
+ap pall'ing, _terrifying_.
+
+grand'eur, _majesty; vastness of size_.
+
+lu'rid, _gloomy; dismal_.
+
+tre men'dous, _terrific; awful_.
+
+
+       *       *       *       *       *
+
+
+
+
+VOLCANOES.
+
+
+In various parts of the earth, there are mountains that send out from
+their highest peaks, smoke, ashes, and fire.
+
+Mountains of this class are called volcanoes, and they present a
+striking contrast to other mountains, on account of their conical form
+and the character of the rocks of which they are composed.
+
+All volcanoes have at their summits what are called craters. These are
+large, hollow, circular openings, from which the smoke and fire escape.
+
+Nearly all volcanoes emit smoke constantly. This smoke proceeds from
+fires that are burning far down in the depths of the earth.
+
+Sometimes these fires burst forth from the crater of the volcano with
+tremendous force. The smoke becomes thick and black, and lurid flames
+shoot up to a height of hundreds of feet, making a scene of amazing
+grandeur.
+
+[Illustration]
+
+With the flames there are thrown out stones, ashes, and streams of
+melted rock, called lava. This lava flows down the sides of the
+mountain, and, being red-hot, destroys every thing with which it comes
+in contact. At such times, a volcano is said to be in eruption.
+
+A volcanic eruption is generally preceded by low, rumbling sounds, and
+trembling of the earth's surface. Then follows greater activity of the
+volcano, from which dense volumes of smoke and steam issue, and fire and
+molten lava make their appearance.
+
+Such is the force of some of these eruptions, that large rocks have been
+hurled to great distances from the crater, and towns and cities have
+been buried under a vast covering of ashes and lava.
+
+The quantity of lava and ashes which sometimes escapes from volcanoes
+during an eruption, is almost beyond comprehension.
+
+In 1772, a volcano in the island of Java, threw out ashes and cinders
+that covered the ground fifty feet deep, for a distance of seven miles
+all around the mountain. This eruption destroyed nearly forty towns and
+villages.
+
+In 1783, a volcano in Iceland sent out two streams of lava; one forty
+miles long and seven miles wide, and the other fifty miles long and
+fifteen miles wide. These streams were from one hundred to six hundred
+feet deep.
+
+Near the city of Naples, Italy, is situated the volcano Mt. Vesuvius.
+This fiery monster has probably caused more destruction than any other
+volcano known.
+
+In the year 79 A.D., it suddenly burst forth in a violent eruption, that
+resulted in one of the most appalling disasters that ever happened.
+
+Such immense quantities of ashes, stones, and lava were poured forth
+from its crater, that within the short space of twenty hours, two large
+cities were completely destroyed. These cities were Herculaneum and
+Pompeii.
+
+At this eruption of Vesuvius, the stream of lava flowed directly through
+and over the city of Herculaneum into the sea. The quantity was so great
+that, as it cooled and became hardened, it gradually filled up all the
+streets and ran over the tops of the houses.
+
+While the lava was thus turning the city into a mass of solid stone,
+the inhabitants were fleeing from it along the shore toward Naples, and
+in boats on the sea.
+
+At the same time, too, the wind carried the ashes and cinders in such a
+direction as to deluge the city of Pompeii.
+
+Slowly and steadily the immense volume of ashes and small stones,
+blocked up the streets and settled on the roofs of houses.
+
+The light of the flames that burst out from the awful crater, aided the
+people in their escape; but many who for some reason could not get away,
+perished.
+
+Pompeii was so completely covered that, nothing could be seen of it.
+Thus it remained buried under the ground until the year 1748, when it
+was discovered by accident.
+
+Since that time much of the city has been uncovered, and now one can
+walk along the streets, look into the houses, and form some idea how the
+people lived there eighteen hundred years ago.
+
+
+       *       *       *       *       *
+
+
+_Language Lesson_.--Let pupils write an account of a supposed journey
+from their homes to Naples, telling about the route they would take, and
+the particulars as to time and distance. Be very particular about
+handwriting, spelling, punctuation, and capital letters.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LX.
+
+
+coot, _a water-bird_.
+
+hern (her'on), _a wading bird_.
+
+ed'dying, _moving in small circles_.
+
+mal'low, _a kind of plant_.
+
+bick'er, _move quickly; quarrel_.
+
+fal'low, _plowed land_.
+
+gray'ling, _a kind of fish_.
+
+cress'es, _a kind of water-plant_.
+
+sal'ly, _a rushing or bursting forth_.
+
+thorps, _villages_.
+
+bram'bly, _full of rough shrubs_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE BROOK.
+
+
+  I come from haunts of coot and hern,
+    I make a sudden sally,
+  And sparkle out among the fern,
+    To bicker down a valley.
+
+  By thirty hills I hurry down,
+    Or slip between the ridges,
+  By twenty thorps, a little town,
+    And half a hundred  bridges.
+
+  Till last by Philip's farm I flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+  I chatter over stony ways,
+    In little sharps and trebles,
+  I bubble into eddying bays,
+    I babble on the pebbles.
+
+  With many a curve my bank I fret
+    By many a field and fallow,
+  And many a fairy foreland set
+    With willow-wood and mallow.
+
+  I chatter, chatter, as I flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+  I wind about, and in and out,
+    With here a blossom sailing,
+  And here and there a lusty trout,
+    And here and there a grayling.
+
+  And here and there a foamy flake
+    Upon me, as I travel
+  With many a silvery waterbreak
+    Above the golden gravel.
+
+  And draw them all along, and flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+  I steal by lawns and grassy plots,
+    I slide by hazel covers;
+  I move the sweet forget-me-nots
+    That grow for happy lovers.
+
+  I slip, I slide, I gloom, I glance,
+    Among my skimming swallows;
+  I make the netted sunbeam dance
+    Against my sandy shallows.
+
+  I murmur under moon and stars
+    In brambly wildernesses;
+  I linger by my shingly bars;
+    I loiter round my cresses.
+
+  And out again I curve and flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out the places in the poem where two
+lines should be joined in reading.
+
+Mark the _inflection_ of the following lines.
+
+  "I slip, I slide, I gloom, I glance,
+    Among my skimming swallows."
+
+  "For men may come, and men may go,
+    But I go on forever."
+
+Read the last two lines, and state whether the _inflected words_ are
+also _emphatic words_.
+
+Find a similar example of _inflection_ and _emphasis_ upon the same
+words in the last stanza of Lesson XXXVI.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils explain the meaning of the following
+expressions.
+
+    _Join the brimming river_.
+
+    _Netted sunbeam_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXI.
+
+
+de terred', _kept from_.
+
+en'ter prise, _an undertaking_.
+
+im'ple ments, _articles used in a trade_.
+
+sur vey'ing, _measuring land_.
+
+in'di cated, _showed; pointed out_.
+
+re clin'ing, _partly lying down_.
+
+re lease', _let go_.
+
+con clu'sion, _final decision_.
+
+suc ces'sion, _following one after another_.
+
+hur'ri cane, _a high wind_.
+
+an'ec dote, _incident; story_.
+
+com pact', _closely put together_.
+
+
+       *       *       *       *       *
+
+
+
+
+ANECDOTE OF WASHINGTON.
+
+PART I
+
+
+It was a calm, sunny day in the year 1750; the scene, a piece of forest
+land in the north of Virginia, near a noble stream of water.
+
+Implements of surveying were lying about, and several men reclining
+under the trees, indicated by their dress and appearance, that they were
+engaged in laying out the wild lands of the country.
+
+These persons had just finished their dinner. Apart from the group
+walked a young man of a tall and compact frame, who moved with the firm
+and steady tread of one accustomed to constant exercise in the open air.
+
+His face wore a look of decision and manliness not usually found in one
+so young, for he was but little over eighteen years of age.
+
+Suddenly there was a shriek, then another, and then several more in
+rapid succession. The voice was that of a woman, and seemed to proceed
+from the other side of a small piece of wooded land.
+
+At the first scream, the youth turned his head in the direction of the
+sound; but when it was repeated, he pushed aside the undergrowth and
+soon dashed into an open space on the banks of the stream, where stood a
+small log-cabin.
+
+As the young man broke from the undergrowth, he saw his companions
+crowded together on the banks of the river, while in their midst stood a
+woman, from whom proceeded the shrieks he had heard. She was held by two
+of the men, but was struggling to free herself.
+
+The instant the woman saw the young man, she exclaimed, "O sir, you will
+do something for me! Make them release me. My boy--my poor boy is
+drowning, and they will not let me go!"
+
+"It would be madness; she will jump into the river," said one of the
+men, "and the rapids would dash her to pieces in a moment!"
+
+The youth had scarcely waited for these words; for he remembered the
+child, a bold little boy four years of age, whose beautiful blue eyes
+and flaxen ringlets made him a favorite with every one.
+
+He had been accustomed to play in the little inclosure before the cabin;
+but the gate having been left open, he had stolen out, reached the edge
+of the bank, and was in the act of looking over, when his mother saw
+him.
+
+The shriek she uttered only hastened the accident she feared; for the
+child, frightened at the cry of his mother, lost his balance and fell
+into the stream, which here went foaming and roaring along among rocks
+and dangerous rapids.
+
+Several of the men approached the edge of the river, and were on the
+point of springing in after the boy. But the sight of the sharp rocks
+crowding the channel, the rush and whirl of the waters, and the want of
+any knowledge where to look for the child, deterred them, and they gave
+up the enterprise.
+
+Not so with the noble youth. His first act was to throw off his coat;
+next to spring to the edge of the bank. Here he stood for a moment,
+running his eyes rapidly over the scene below, taking in with a glance
+the different currents and the most dangerous of the rocks, in order to
+shape his course when in the stream.
+
+He had scarcely formed his conclusion, when he saw in the water a white
+object, which he knew was the boy's dress; and then he plunged into the
+wild and roaring rapids.
+
+"Thank God, he will save my child!" cried the mother; "there he is!--O
+my boy, my darling boy! How could I leave you!"
+
+Every one had rushed to the brink of the precipice and were now
+following with eager eyes the progress of the youth, as the current bore
+him onward, like a feather in the power of a hurricane.
+
+Now it seemed as if he would be dashed against a projecting rock, over
+which the water flew in foam, and a whirlpool would drag him in, from
+whose grasp escape would appear impossible.
+
+At times, the current bore him under, and he would be lost to sight;
+then in a few seconds he would come to the surface again, though his
+position would be far from where he had disappeared.
+
+Thus struggling amid the rocks and angry waters, was the noble youth
+borne onward, eager to succeed in his perilous undertaking. Those on
+shore looked on with breathless interest.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out the _emphatic words_ and mark
+_inflection_ in the third paragraph on page 295.[17]
+
+What effect has very strong _emphasis_ upon _inflection_? (See
+_Directions for Reading_, page 238.)[18]
+
+Should this lesson be read more slowly, or somewhat faster than
+conversation?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils fill blanks in the sentences given below,
+using in turn, each of the following sets of words:
+
+    (1) _saw, knew, was, plunged;_
+
+    (2) _sees, knows, is, plunges;_
+
+    (3) _perceived, thought, was, jumped;_
+
+    (4) _perceives, thinks, is, jumps;_
+
+    (5) _noticed, concluded, was, dived;_
+
+    (6) _notices, concludes, is, dives_.
+
+He ---- in the water a white object, which he ---- -- the boy's dress.
+Then he ---- into the roaring rapids.
+
+When the first, third, and fifth sets of words are used, the action is
+represented as something that is past; but when the second, fourth, and
+sixth sets are used, the action is represented as going on at the
+present time.
+
+The forms of _verbs_ (_action-words_) which are given in the first,
+third, and fifth sets are used to indicate past time, and are called
+_past tenses_; and the forms given in the second, fourth, and sixth
+sets are used to indicate present time, and are called _present
+tenses_.
+
+
+[17] See fifth paragraph from the end of the passage.
+
+[18] See Lesson L.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXII.
+
+
+e merge', _come out_.
+
+vor'tex, _water in whirling motion; a whirlpool_.
+
+con fid'ed, _given into the care of_.
+
+vis'i ble, _in sight_.
+
+spec ta'tors, _those who look on_.
+
+vent'ured, _dared_.
+
+re ward', _that which is received in return for one's acts_.
+
+des'ti nies, _lives and fortunes_.
+
+sup pressed', _kept back_.
+
+re doub'led, _made twice as great_.
+
+
+       *       *       *       *       *
+
+
+
+
+ANECDOTE OF WASHINGTON.
+
+PART II.
+
+
+O, how that mother's straining eyes followed the struggling youth! How
+her heart sunk when he went under, and with what joy she saw him emerge
+again from the waters, and, flinging the waves aside with his strong
+arms, struggle on in pursuit of her boy!
+
+But it seemed as if his generous efforts were not to succeed; for,
+though the current was bearing off the boy before his eyes, scarcely ten
+feet distant, he could not overtake the drowning child.
+
+Twice the boy went out of sight; and a suppressed shriek escaped the
+mother's lips; but twice he reappeared, and then, with hands wrung
+wildly together, and breathless anxiety, she followed his progress, as
+his form was hurried onward.
+
+The youth now appeared to redouble his exertions, for they were
+approaching the most dangerous part of the river.
+
+The rush of waters at this spot was tremendous, and no one ventured to
+approach it, even in a canoe, lest he should be dashed to pieces.
+
+What, then, would be the youth's fate, unless he soon overtook the
+child? He seemed fully sensible of the increasing peril, and now urged
+his way through the foaming current with a desperate strength. Three
+times he was on the point of grasping the child, when the water's
+whirled the prize from him.
+
+The third effort was made just as they were entering within the
+influence of the current above the falls; and when it failed, the
+mother's heart sunk within her, and she groaned, fully expecting the
+youth to give up his task.
+
+But no; he only pressed forward the more eagerly; and, as they
+breathlessly watched, amid the boiling waters, they saw the form of the
+youth following close after that of the boy.
+
+And now both pursuer and pursued shot to the brink of the falls. An
+instant they hung there, distinctly visible amid the foaming waters.
+Every brain grew dizzy at the sight.
+
+But a shout burst from the spectators, when they saw the child held
+aloft by the right arm of the youth--a shout that was suddenly changed
+to a cry of horror, when they both vanished into the raging waters
+below!
+
+The mother ran forward, and then stood gazing with fixed eyes at the
+foot of the falls. Suddenly she gave the glad cry, "There they are! See!
+they are safe! Great God, I thank Thee!"
+
+And, sure enough, there was the youth still unharmed. He had just
+emerged from the boiling vortex below the falls. With, one hand he held
+aloft the child, and with the other he was making for the shore.
+
+They ran, they shouted, they scarcely knew what they did, until they
+reached his side, just as he was struggling to the bank. They drew him
+out almost exhausted.
+
+The boy was senseless; but his mother declared that he still lived, as
+she pressed him to her bosom. The youth could scarcely stand, so faint
+was he from his exertions.
+
+Who can describe the scene that followed--the mother's calmness while
+striving to bring her boy to life, and her wild gratitude to his
+preserver, when the child was out of danger, and sweetly sleeping in her
+arms?
+
+"God will give you a reward," said she. "He will do great things for you
+in return for this day's work, and the blessings of thousands besides
+mine will attend you."
+
+And so it was: for, to the hero of that hour were afterward confided the
+destinies of a mighty nation. Throughout his long career, what tended to
+make him honored and respected beyond all men, was the spirit of
+self-sacrifice which, in the rescue of that mother's child, as in the
+more important events of his life, characterized George Washington.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the first two pages of the lesson
+quietly, but not slowly. About the middle of page 299, the manner of
+reading should be changed, when the feeling of anxiety is turned to
+that of joy.[19]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils rewrite the first paragraph of the lesson,
+changing _past tenses_ to _present tenses_ throughout.
+
+What effect will this change have upon the meaning?
+
+
+[19] This lesson, seventh paragraph from the end.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXIII
+
+
+ex ist'ing, _living_.
+
+mas'sive _large and solid_.
+
+hy e'na, _a beast of prey_.
+
+cau'tion, _great care_.
+
+strat'a gem, _a secret way; trick_.
+
+de pends', _trusts to_.
+
+mar'vel ous, _wonderful_.
+
+jack'al, _a beast of prey_.
+
+pro cure', _obtain_.
+
+a dorn', _make beautiful_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE OSTRICH.
+
+
+The ostrich is the largest of all birds now existing, and is found
+chiefly in the sandy deserts of Africa and Arabia.
+
+A full-grown African ostrich stands from seven to nine feet in height,
+to the top of its head, and will weigh from two to three hundred pounds.
+
+The body of the ostrich is large and massive; the legs are long,
+measuring four feet or more, and the neck is of about the same length as
+the legs.
+
+The head is small for so large a bird; but its feet with their two great
+toes are of good size, and possess astonishing strength.
+
+An ostrich's beak is short and blunt; its neck slender and covered with
+gray down. Its eyes are large and bright, and the sense of sight so keen
+that it can readily see a distance of from four to six miles. It hears
+and sees equally well, and can only be approached by stratagem.
+
+The feathers of the male ostrich are of a glossy black, with the
+exception of the large plumes of the wing-feathers, which in both the
+male and female are snowy white.
+
+To procure these beautiful white plumes is the chief object in hunting
+the ostrich. Those plumes when plucked are sent to foreign countries,
+and used to adorn ladies' hats, and for various other purposes.
+
+The ostrich feeds on vegetable substances; but as an aid to digestion,
+it sometimes swallows stones, glass, paper, nails, and pieces of wood.
+
+An incident is related of an ostrich on exhibition in Paris, swallowing
+a gold watch and chain. A gentleman approached within reach of the beak
+of the bird, and, in the twinkling of an eye, the watch and chain were
+snatched from his pocket and swallowed.
+
+Although the ostrich has wings, it can not fly--it depends upon its
+strong legs and feet for speed, and can run much faster than a horse.
+
+The strength of the ostrich is marvelous. Its only weapon of defence is
+its long and muscular leg.
+
+[Illustration.]
+
+It is accustomed to kick directly forward, and it is said by those who
+have observed this habit, that a single blow from its gigantic two-toed
+foot is sufficient to kill a panther, a jackal, or a hyena.
+
+No better idea of its strength can be given than the fact of its being
+employed for riding. A traveler, writing about two ostriches he saw in a
+village in Africa, says:
+
+"These gigantic birds were so tame that two boys mounted together the
+larger one. The ostrich no sooner felt their weight, than it started
+off at full speed and carried them several times around the village.
+
+"This trial pleased me so much that I wished to have it repeated; and in
+order to test their strength, I had a full-grown man mount the smaller
+bird, and two men the larger bird.
+
+"At first, they started with caution; but presently they spread their
+wings and went off at such a speed that they seemed scarcely to touch
+the ground."
+
+The voice of the ostrich is deep and hollow, and is said to resemble at
+times the roar of the lion. The bird frequently makes a kind of cackling
+noise, and when enraged at an enemy, it hisses very loudly.
+
+Ostriches make their nests in the sand. One female will, in a single
+season, lay from twenty to thirty eggs, weighing about three pounds
+each.
+
+Most of these she places in the nest, standing them on one end; but some
+of them are left outside of the nest as food for her young when they are
+hatched.
+
+The natives of Africa are very fond of ostrich eggs, using them for
+food. In taking the eggs, they exercise great caution; for should the
+birds discover them, they would break all the eggs and leave the nest.
+
+Young ostriches are readily tamed. Some families in Africa keep them as
+we do chickens. They play with children, sleep in the houses, and when a
+family moves, the ostriches follow the camels, frequently carrying the
+children on their backs.
+
+Within the past few years, ostriches have been brought to this country;
+and places called ostrich farms have been established in California and
+other States, for the purpose of raising them for their feathers.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils point out any points that are omitted from
+the following
+
+Analysis.--1. Where the ostrich lives. 2. Its size and appearance--body,
+head, neck, eyes, feathers, and plumes. 3. Its food. 4. An incident. 5.
+Its speed. 6. Its strength,--leg and foot. 7. Riding ostriches. 8.
+Voice of ostrich. 9. Nests and habits of the birds. 10. Ostriches in
+this country.
+
+Change such points as may be found necessary, and use the _analysis_ in
+describing some well-known bird.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXIV.
+
+
+plead, _urge as a reason_.
+
+breach, _a breaking, as of a promise_.
+
+re buke', _call attention to wrong-doing_.
+
+strew, _spread; scatter_.
+
+chide, _find fault with_.
+
+re sent'nent, _anger on account of an injury_.
+
+un a vail'ing, _useless; not helping in any way_.
+
+jus'tice, _honesty; what is right_.
+
+
+       *       *       *       *       *
+
+
+
+
+TO-DAY AND TO-MORROW.
+
+
+  If Fortune, with a smiling face,
+    Strew roses on our way,
+  When shall we stoop to pick them up?--
+    To-day, my friend, to-day.
+  But should she frown with face of care,
+    And talk of coming sorrow,
+  When shall we grieve, if grieve we must?--
+    To-morrow, friend, to-morrow.
+
+  If those who have wronged us own their fault,
+    And kindly pity pray,
+  When shall we listen and forgive?--
+    To-day, my friend, to-day.
+  But if stern justice urge rebuke,
+   And warmth from memory borrow,
+  When shall we chide, if chide we dare?--
+    To-morrow, friend, to-morrow.
+
+  If those to whom we owe a debt
+    Are harmed unless we pay,
+  When shall we struggle to be just?--
+    To-day, my friend, to-day.
+  But if our debtor fail our hope,
+    And plead his ruin thorough,
+  When shall we weigh his breach of faith?--
+    To-morrow, friend, to-morrow.
+
+  For virtuous acts and harmless joys
+    The minutes will not stay;--
+  We have always time to welcome them
+    To-day, my friend, to-day.
+  But care, resentment, angry words,
+    And unavailing sorrow,
+  Come far too soon, if they appear
+    To-morrow, friend, to-morrow.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let some pupil in the class state the manner
+in which the lesson should be read.
+
+What is the effect of repeating the words _to-day_ and _to-morrow_, in
+the fourth and eighth lines of each stanza?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils give the meaning of each stanza in their
+own words.
+
+_Warmth from memory borrow_ means become more angry when we remember
+our own acts of kindness toward the person now doing us injury.
+
+Explain the meaning of the following expressions.
+
+    _Strew roses on our way._
+
+    _Breach of faith._
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXV.
+
+
+ref'uge, _a place of safety_.
+
+fo'li age, _leaves and branches of trees or shrubs_.
+
+op pressed', _heavily burdened_.
+
+be tray', _give information to an enemy_.
+
+con trived', _managed; arranged_.
+
+rec'og nized, _knew by seeing_.
+
+ren'der, _give; make_.
+
+im'mi nent, _close by; threatening_.
+
+com pel', _make one do any thing_.
+
+cav'al ry, _soldiers mounted on horses_.
+
+false, _not true; unreal_.
+
+re spond'ed, _answered; replied_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN INCIDENT OF THE REVOLUTION.
+
+
+During the Revolutionary War, when the American people were fighting
+for independence, a governor of one of the colonies found himself in
+great danger of being captured by British soldiers.
+
+The governor, whose name was Griswold, contrived to reach the house of
+a relative, and while there, was informed that the soldiers had
+discovered his place of refuge and were then on their way to seize him.
+
+Griswold at once realizing that his peril was imminent, determined, if
+possible, to reach a small stream, where he had left a boat so hidden,
+by the foliage that it could not be seen from the road.
+
+In great haste and excitement, he left the house and proceeded in the
+direction of the river. Passing through an orchard, he encountered a
+young girl about twelve years old. She was watching some pieces of
+linen cloth which were stretched out on the grass for the purpose of
+bleaching.
+
+Hetty--that was the girl's name--was seated under a tree with her
+knitting, and had near her a pail of water, from which she occasionally
+sprinkled the cloths to keep them damp.
+
+She started up and was somewhat frightened when she saw a man leaping
+over the fence; but soon recognized him to be her cousin.
+
+"O, is it you, cousin!" exclaimed Hetty; "you frightened me--where are
+you going?"
+
+"Hetty," he replied, "the soldiers are seeking for me, and I shall lose
+my life, unless I can reach the boat before they come. I want you to
+run down toward the shore and meet them."
+
+"They will surely ask for me; and then you must tell them that I have
+gone up the road to catch the mail-cart, and they will turn off the
+other way."
+
+"But, cousin, how can I say so?--it would not be true. O, why did you
+tell me which way you were going?"
+
+"Would you betray me, Hetty, and see me put to death? Hark! they are
+coming. I hear the clink of their horses' feet. Tell them I have gone
+up the road and Heaven will bless you."
+
+"Those who speak false words will never be happy," said Hetty. "But
+they shall not compel me to tell which way you go, even if they kill
+me--so run as fast as you can."
+
+"I am afraid it is too late to run, Hetty; where can I hide myself?"
+
+"Be quick, cousin. Get down and lie under this cloth; I will throw it
+over you and go on sprinkling the linen."
+
+"I will do it, for it is my last chance."
+
+He was soon concealed under the heavy folds of the long cloth. A few
+minutes afterward, a party of cavalry dashed along the road. An officer
+saw the girl and called out to her in a loud voice--
+
+"Have you seen a man run this way?"
+
+"Yes, sir," replied Hetty.
+
+"Which way did he go?"
+
+"I promised not to tell, sir."
+
+"But you must tell me this instant; or it will be worse for you."
+
+"I will not tell, for I must keep my word."
+
+"Let me question her, for I think I know the child," said a man who was
+guide to the party. "Is your name Hetty Marvin?"
+
+"Yes, sir."
+
+"Perhaps the man who ran past you was your cousin?"
+
+"Yes, sir, he was."
+
+"Well, we wish to speak with him. What did he say to you when, he came
+by?"
+
+"He told me that he had to run to save his life."
+
+"Just so--that was quite true. I hope he will not have far to run. Where
+was he going to hide himself?"
+
+"My cousin said that he would go to the river to find a boat, and he
+wanted me to tell the men in search of him that he had gone the other
+way to meet the mail-cart."
+
+"You are a good girl, Hetty, and we know you speak the truth. What did
+your cousin say when he heard that you could not tell a lie to save his
+life?"
+
+"He asked, would I betray him and see him put to death?"
+
+"And you said you would not tell, if you were killed for it."
+
+Poor Hetty's tears fell fast as she responded, "Yes, sir."
+
+"Those were brave words, and I suppose he thanked you and ran down the
+road as fast as he could?"
+
+"I promised not to tell which way he went, sir."
+
+"O yes, I forgot; but tell me his last words, and I will not trouble you
+any more."
+
+"He said, 'I will do it, for it is my last chance.'"
+
+Hetty was now oppressed with great fear; she sobbed aloud, and hid her
+face in her apron. The soldiers thought they had obtained all the
+information they could, and rode off toward the river-side.
+
+While Griswold lay hidden at the farm, he had agreed upon a signal with
+his boatmen, that if in trouble he would put a white cloth by day, or a
+light at night, in the attic window of his place of concealment. When
+either signal was seen, the men were to be on the watch, ready to render
+him assistance in case of need.
+
+No sooner had the soldiers ridden away, than Griswold's friends in the
+house hung out a white cloth from the window, to warn the boatmen, who
+then pulled out to sea.
+
+The boat, with two men in it, was nearly out of sight by the time the
+soldiers reached the shore, and this caused them to conclude that
+Griswold had effected his escape.
+
+Meantime he lay safe and quiet until the time came for Hetty to go home
+to supper. Then he requested her to go and ask her mother to put the
+signal-lamp in the window as it grew dark, and send him clothes and
+food. The signal was seen, the boat returned, and Griswold made his way
+to it in safety.
+
+In better days, when the war was over, and peace declared, he named one
+of his daughters Hetty Marvin, that he might daily think of the brave
+young cousin whose sense and truth-speaking had saved his life.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXVI.
+
+
+con sume', _use entirely; exhaust_.
+
+cul ti va'tion, _attending to the growth of plants_.
+
+ex'ports, _the products of a country which are sold to other countries_
+
+trans por ta'tion, _carrying_.
+
+o'val, _shaped like an egg_.
+
+prin'ci pal, _chief; that which is most important_.
+
+es'ti mat ed, _stated in regard to quantity_.
+
+se lect'ed, _chosen; picked out_.
+
+ter'mi nates, _comes to an end_.
+
+
+       *       *       *       *       *
+
+
+
+
+TROPICAL FRUITS.
+
+
+Those who have not visited tropical countries, can scarcely imagine the
+wonders of their vegetation. There is nothing in the northern half of
+the United States, with which to compare the richness of the vegetable
+growth of the tropics.
+
+In the Southern States of our Union, as well as in Mexico and Central
+America, there are found many of the same plants and trees that grow in
+countries lying still nearer the equator.
+
+The various kinds of fruits which grow in these countries, form a very
+large portion of the exports. Among those that are most commonly sent to
+us, are bananas, oranges, lemons, dates, cocoa-nuts, and figs.
+
+In countries where the banana grows most abundantly, no article of food
+which the natives can obtain, requires so little trouble in its
+cultivation.
+
+One has only to set out a few banana sprouts, and await the result. In a
+short time, a juicy stem shoots up to the height of fifteen or twenty
+feet.
+
+It is formed of nothing more than a number of leaf stalks rolled one
+over the other, and grows sometimes to a thickness of two feet.
+
+Two gigantic leaves grow out from the top, ten feet long and two feet
+broad. They are so very thin and tender that a light wind splits them
+into ribbons.
+
+From the center of the leaves a very strong stalk rises up, which
+supports the cluster of bananas. There are sometimes over one hundred
+bananas to a single stalk.
+
+A cluster of ripe bananas will weigh from sixty to seventy pounds, and
+represents a large amount of food. When a stalk has produced and ripened
+its fruit, it begins to wither and soon dies.
+
+In a very short time, however, new sprouts spring up from the old root,
+and ere long the native has another cluster. So rapidly do they follow
+each other, that one cluster is scarcely consumed before another one is
+ready to ripen.
+
+Bananas ripened on the stalk will not bear transportation to any great
+distance; therefore, when selected for export, the clusters are cut off
+while the bananas are very green.
+
+Another valuable fruit of the tropics is the date. This fruit grows on a
+tree called the date-palm, that is found in both Asia and Africa.
+
+The date-palm is a majestic tree, rising to the height of sixty feet or
+more, without branches, and with a trunk of uniform thickness throughout
+its entire length.
+
+It begins to bear fruit about eight years after it has been planted, and
+continues to be productive from seventy to one hundred years.
+
+Dates are oval in shape, and have a long solid stone. They form the
+principal food of the inhabitants of some of the eastern countries, and
+are an important article of commerce.
+
+When they are perfectly ripe, they possess a delightful perfume, and are
+very agreeable to the taste.
+
+In preparing dates to be sent to distant countries, they are gathered a
+short time before they are quite ripe, dried in the sun on mats, and
+finally packed in boxes or straw sacks.
+
+Travelers in the deserts of Africa, often carry dried dates with them
+for their chief food, during a journey of hundreds of miles.
+
+The Arabs grind dried dates into a powder which they call date flour. If
+this is packed away in a dry place, it will keep for years, and only has
+to be moistened with a little water to prepare it for eating.
+
+One of the most valuable and productive of tropical trees is the
+cocoa-nut palm. It grows largely in both the East and West Indies, and
+elsewhere throughout the torrid zone.
+
+It rises to a height of from sixty to one hundred feet, and terminates
+in a crown, of graceful, waving leaves. Some of these leaves reach a
+length of twenty feet, and have the appearance of gigantic feathers.
+
+The fruit consists of a thick outward husk of a fibrous structure, and
+within this, is the ordinary cocoa-nut of commerce.
+
+The shell of the nut is hard and woody, and a little over a quarter of
+an inch in thickness. Next to this shell is the kernel, which is also a
+shell about half an inch thick, and composed of a white substance very
+pleasant to the taste. Within this white eatable shell, is a milky
+liquid, called cocoa-nut milk.
+
+[Illustration]
+
+The cocoa-nut is very useful to the natives of the regions in which it
+grows. The nuts supply a large portion of their food, and the milky
+fluid inclosed within, forms a pleasant and refreshing drink.
+
+The shell of the nut is made into cups, and from the kernel, cocoa-nut
+oil is pressed out and largely used in making soap and for other
+purposes.
+
+In Ceylon, the tree is cultivated extensively. It is estimated that
+there are twenty million trees in that island, and that each tree
+produces about sixty nuts yearly. The wealth of a native is based upon
+the number of cocoa-nut palms he owns.
+
+Another well-known tropical fruit is the fig, which grows on a bush or
+small tree about eighteen or twenty feet high.
+
+The fig-tree is now cultivated in all the Mediterranean countries, but
+the larger portion of the American supply comes from western Asia and
+the south of France.
+
+The varieties are extremely numerous, and the fruit is of various
+colors, from deep purple to yellow, or nearly white.
+
+The trees usually bear two crops--one in the early summer, the other in
+the autumn.
+
+When ripe, the figs are picked and spread out to dry in the sun. Thus
+prepared, the fruit is packed closely in barrels, baskets, or wooden
+boxes, for commerce.
+
+Oranges and lemons are cultivated in nearly all warm countries. They
+grow on trees somewhat smaller than apple trees, and must be picked for
+export while they are hard and green.
+
+They ripen during transportation, so that green oranges put up and sent
+to us from Sicily or other distant points, change to a golden yellow
+color by the time they reach us.
+
+Oranges are grown largely in Florida and Louisiana, extensive orange
+orchards being frequently met with in traveling through those States.
+The oranges grown there are considered very choice, and are generally
+sweeter than those brought from Italy.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Define the following words, giving the meaning of
+each part as indicated by hyphens: _ex-port-ing, un-common-ly,
+dis-trust-ful, pro-vid-ing, un-bear-able, un-hope-ful_.
+
+The syllables _placed before_ a stem are called _prefixes_; those
+_placed after_ a stem, _suffixes_.
+
+The words _shall_ and _will_ are used to indicate _future time_; as, I
+shall go; you will go; he will go.
+
+The three tenses of an action may in a general way be represented by the
+words _yesterday, to-day_, and _to-morrow_.
+
+Let pupils fill blanks in the following statements, and state the tense
+of each action.
+
+    We ---- go to see them next week.
+
+    John ---- last night.
+
+    You and I ---- in school at the present time.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXVII.
+
+
+found'ed, _established; placed_.
+
+gar'ri son, _soldiers stationed in a fort or town_.
+
+strode, _walked with long steps_.
+
+coun'cil, _a number of men called together for advice_.
+
+in cit'ing, _moving to action_.
+
+de vot'ed, _very much attached_.
+
+de feat'ed, _overcome_.
+
+cul'ture, _a high state of knowledge_.
+
+or'na ment ed, _adorned_.
+
+wam'pum, _shells used by the Indians as money or for ornament_.
+
+fan tas'tic, _wild; irregular_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE STORY OF DETROIT.
+
+
+The early history of Detroit is highly romantic. It was founded in 1701
+as a military colony.
+
+It soon became one of the most important of the western outposts of
+Canada, and as the French and Indians were usually on the most friendly
+terms, the colony for a long time existed in a state of happiness and
+contentment.
+
+At the close of the French War, Detroit contained over two thousand
+inhabitants. Canadian dwellings with their lovely gardens lined the
+banks of the river for miles.
+
+Within the limits of the settlement were several Indian villages. Here
+the light-hearted French-Canadian smoked his pipe and told his story,
+and the friendly Indian supplied him with game and joined in his
+merry-making.
+
+In the year 1760, Detroit was taken possession of by the English. The
+Indians hated the English, as much as they had loved the French.
+
+Pontiac, the ruling spirit of the forests at this time, was a most
+powerful and statesmanlike chief. When he found that his friends, the
+French, had lost their power, he sought to unite the Indian tribes
+against the English colonies, and to destroy the English garrison at
+Detroit by strategy.
+
+He was chief of the Ottawas, but possessed great influence over several
+other tribes. Pontiac believed, and that truly, that the establishment
+of English colonies would be fatal to the interests of the Indian race.
+
+He strode through the forests like a giant, inciting the tribes to war.
+He urged a union of all the Indian nations from the lakes to the
+Mississippi for the common defense of the race.
+
+There lived near Detroit a beautiful Indian girl, called Catharine. The
+English commander, Gladwyn, was pleased with her, and showed her many
+favors, and she formed a warm friendship for him.
+
+One lovely day in May, this girl came to the fort and brought Gladwyn a
+pair of elk-skin moccasins. She appeared very sad.
+
+"Catharine," said Gladwyn, "what troubles you to-day?"
+
+She did not answer at once. There was a silent struggle going on in her
+heart. She had formed a strong attachment for the white people, and she
+was also devoted to her own race.
+
+"To-morrow," she said at length, "Pontiac will come to the fort with
+sixty of his chiefs. Each will be armed with a gun, which will be cut
+short and hidden under his blanket. The chief will ask to hold a
+council. He will then make a speech, and offer a belt of wampum as a
+peace-offering.
+
+"As soon as he holds up the belt, the chiefs will spring up and shoot
+the officers, and the Indians outside will attack the English. Every
+Englishman will be killed. The French inhabitants will be spared."
+
+Gladwyn made immediate preparations to avoid the danger which threatened
+them. The soldiers were put under arms. Orders were given to have them
+drawn up in line on the arrival of the Indians the following day.
+
+The next morning Indian canoes approached the fort from the eastern
+shores. They contained Pontiac and his sixty chiefs. At ten o'clock the
+chiefs marched to the fort, in fantastic procession. Each wore a colored
+blanket, and was painted, plumed, or in some way gaily ornamented.
+
+As Pontiac entered the fort, a glance showed him that his plot was
+discovered. He passed in amazement through glittering rows of steel, he
+made a speech, expressing friendship; but he did not dare to lift the
+wampum belt which was to have been the signal for attack. He was allowed
+to depart peaceably.
+
+When he found that his plot had been discovered, his anger knew no
+bounds. He gathered his warriors from every hand and laid siege to
+Detroit. He was defeated, and with his defeat ended the power of the
+Indian tribes in the region of the Upper Lakes.
+
+Detroit became an English town, and afterward an American city. She has
+gathered to herself the wealth of the fertile regions which lie around
+her, as well as the commerce of the broad inland seas on either hand.
+To-day she has more than one hundred and twenty thousand inhabitants,
+and is famous for her wealth and culture.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils review, as a written exercise, the
+spelling of the following words.
+
+
+    treasure   rheumatism    group         desperate
+    release    mischievous   courtesy      separate
+    weary      approach      redoubled     vegetable
+    stealthy   caution       mighty        stratagem
+    peasants   exhausted     fortnight     spectator
+    concealed  draughts      knowledge     necessary
+    freight    guidance      flickering    particular
+
+
+In the sentences given below, change the verbs so as to represent the
+action as completed.
+
+"The chiefs march to the fort in fantastic procession. They find that
+their plot is discovered. Pontiac immediately gathers his warriors from
+every hand, and lays siege to Detroit. He is defeated, and with his
+defeat, the power of the Indian tribes is at an end."
+
+In the last two sentences, change the verbs so as to represent future
+time.
+
+Let pupils make out an _analysis_ and use it in treating the subject--
+
+    _The town (or city) that I live in._
+
+_Suggestion_.--Include the location and early history of the town. Its
+present population. Its different manufactures. How to get to it. Its
+chief points of interest to a stranger. Anecdotes.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXVIII.
+
+
+heave, _raise; lift_.
+
+mack'er el, _a fish spotted with blue, and largely used for food_.
+
+con geals', _freezes; grows hard from cold_.
+
+ant'lers, _branching horns_.
+
+a main', _suddenly; at once_.
+
+lurks, _lies hidden_.
+
+reels, _frames for winding fishing lines_.
+
+teem'ing, _containing in  abundance_.
+
+car'i bou, _a kind of reindeer_.
+
+Mick'mack, _a tribe of Indians_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE FISHERMEN.
+
+
+  Hurra! the seaward breezes
+    Sweep down the bay amain;
+  Heave up, my lads, the anchor!
+    Run up the sail again!
+  Leave to the lubber landsmen
+    The rail-car and the steed;
+  The stars of heaven shall guide us
+    The breath of heaven shall speed.
+
+  From the hill-top looks the steeple,
+    And the light-house from the sand;
+  And the scattered pines are waving
+    Their farewell from the land.
+  One glance, my lads, behind us,
+    For the homes we leave, one sigh,
+  Ere we take the change and chances
+    Of the ocean and the sky.
+
+  Where in mist the rock is hiding,
+    And the sharp reef lurks below,
+  And the white squall smites in summer,
+    And the autumn tempests blow;
+  Where, through gray and rolling vapor,
+    From evening unto morn,
+  A thousand boats are hailing,
+    Horn answering unto horn.
+
+  Hurra! for the Red Island,
+    With the white cross on its crown!
+  Hurra! for Meccatina,
+    And its mountains bare and brown!
+  Where the caribou's tall antlers
+    O'er the dwarf-wood freely toss,
+  And the footsteps of the Mickmack
+    Have no sound upon the moss.
+
+  There we'll drop our lines, and gather
+    Old ocean's treasures in,
+  Where'er the mottled mackerel
+    Turns up a steel-dark fin.
+  The sea's our field of harvest,
+    Its scaly tribes our grain;
+  We'll reap the teeming waters
+    As at home they reap the plain.
+
+  Though the mist upon our jackets
+    In the bitter air congeals,
+  And our lines wind stiff and slowly
+    From off the frozen reels;
+  Though the fog be dark around us,
+    And the storm blow high and loud,
+  We will whistle down the wild wind,
+    And laugh beneath the cloud!
+
+  Hurra!--Hurra!--the west wind
+    Comes freshening down the bay,
+  The rising sails are filling--
+    Give way, my lads, give way!
+  Leave the coward landsman clinging
+    To the dull earth like a weed--
+  The stars of heaven shall guide us,
+    The breath of heaven shall speed!
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let some pupil in the class state in what
+manner the lesson should be read.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change the verbs throughout the sixth stanza so as
+to represent past action.
+
+Give the time indicated in the following sentences.
+
+    I _am thinking_ about it.    I _am going_ to-morrow.
+
+As _verb-forms_ do not always determine the _time of an action_, we
+must call an action _past, present_, or _future_, in accordance with
+the meaning indicated by the verb.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXIX.
+
+
+op er a'tions, _ways of working; deeds_.
+
+e vap'o rat ed, _has the moisture taken from it_.
+
+au'ger, _a tool used in boring holes_.
+
+shan'ty, _a hut; a poor dwelling_.
+
+e nor'mous, _of very large size_.
+
+su per in tend'ing, _directing; taking care of_.
+
+an nounce', _give first notice of; make known_.
+
+de li'cious, _affording great pleasure, especially to the taste_.
+
+de'tails, _small parts of any thing_.
+
+clar'i fied, _made clear or pure_.
+
+
+       *       *       *       *       *
+
+
+
+
+MAKING MAPLE SUGAR.
+
+PART I.
+
+
+There is no part of farming that a boy enjoys more than the making of
+maple sugar; it is better than "blackberrying," and nearly as good as
+fishing.
+
+And one reason he likes this work is that somebody else does the most of
+it. It is a sort of work in which he can appear to be very active, and
+yet not do much.
+
+In my day maple-sugar-making used to be something between picnicking and
+being shipwrecked on a fertile island, where one should save from the
+wreck, tubs and augers, and great kettles and pork, and hen's-eggs and
+rye-and-indian bread, and begin at once to lead the sweetest life in the
+world.
+
+I am told that it is something different nowadays, and that there is
+more desire to save the sap, and make good, pure sugar, and sell it for
+a large price.
+
+I am told that it is the custom to carefully collect the sap and bring
+it to the house, where there are built brick arches, over which it is
+evaporated in shallow pans, and that pains are taken to keep the leaves,
+sticks, ashes and coals out of it, and that the sugar is clarified.
+
+In short, that it is a money-making business, in which there is very
+little fun, and that the boy is not allowed to dip his paddle into the
+kettle of boiling sugar and lick off the delicious syrup.
+
+As I remember, the country boy used to be on the lookout in the spring
+for the sap to begin running. I think he discovered it as soon as
+anybody.
+
+Perhaps he knew it by a feeling of something starting in his own
+veins--a sort of spring stir in his legs and arms, which tempted him to
+stand on his head, or throw a handspring, if he could find a spot of
+ground from which the snow had melted.
+
+The sap stirs early in the legs of a country boy, and shows itself in
+uneasiness in the toes, which, get tired of boots, and want to come out
+and touch the soil just as soon as the sun has warmed it a little.
+
+The country boy goes barefoot just as naturally as the trees burst their
+buds, which were packed and varnished over in the fall to keep the water
+and the frost out.
+
+Perhaps the boy has been out digging into the maple-trees with his
+jack-knife; at any rate, he is pretty sure to announce the discovery as
+he comes running into the house in a state of great excitement, with
+"Sap's runnin'!"
+
+And then, indeed, the stir and excitement begin. The sap-buckets, which
+have been stored in the wood-house, are brought down and set out on the
+south side of the house and scalded.
+
+The snow is still a foot or more deep in the woods, and the ox-sled is
+got out to make a road to the sugar camp. The boy is every-where
+present, superintending every thing, asking questions, and filled with a
+desire to help the excitement.
+
+It is a great day when the cart is loaded with the buckets, and the
+procession starts into the woods. The sun shines brightly; the snow is
+soft and beginning to sink down; the snow-birds are twittering about,
+and the noise of shouting and of the blows of the axe echoes far and
+wide.
+
+In the first place the men go about and tap the trees, drive in the
+spouts, and hang the buckets under. The boy watches all these operations
+with the greatest interest.
+
+He wishes that some time when a hole is bored into a tree that the sap
+would spout out in a stream, as it does when a cider-barrel is tapped.
+
+But it never does, it only drops, sometimes almost in a stream, but on
+the whole slowly, and the boy learns that the sweet things of the world
+have to be patiently waited for, and do not usually come otherwise than
+drop by drop.
+
+Then the camp is to be cleared of snow. The shanty is re-covered with
+boughs. In front of it two enormous logs are rolled nearly together, and
+a fire is built between them.
+
+Forked sticks are set at each end, and a long pole is laid on them, and
+on this are hung the great iron kettles. The huge hogsheads are turned
+right side up, and cleaned out to receive the sap that is gathered.
+
+The great fire that is kindled is never allowed to go out, night or day,
+so long as the season lasts. Somebody is always cutting wood to feed it;
+somebody is busy most of the time gathering in the sap.
+
+Somebody is required to watch the kettles that they do not boil over,
+and to fill them. It is not the boy, however; he is too busy with things
+in general to be of any use in details.
+
+He has his own little sap-yoke and small pails, with which he gathers
+the sweet liquid. He has a little boiling-place of his own, with small
+logs and a tiny kettle.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In the second line of the lesson, after the
+word _more_, a pause should be made for the purpose of giving special
+effect to the words which follow. This is called a _rhetorical pause_.
+
+In the third and fourth lines, point out the _rhetorical pauses_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let some pupil explain the meaning of the third
+paragraph of the lesson.
+
+Change the verbs in the last paragraph so as to indicate _future
+time_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXX.
+
+
+grim'y, _dirty_.
+
+re al i za'tion, _the act of coming true_.
+
+in vent'ed, _found out; contrived_.
+
+per mit'ted, _allowed_.
+
+dis solved', _melted; broken up_.
+
+a vid'i ty, _eagerness_.
+
+re duced', _made smaller in quantity_.
+
+sen sa'tion, _feeling_.
+
+crys'tal lize, _change into hard particles of a regular shape_.
+
+
+       *       *       *       *       *
+
+
+
+
+MAKING MAPLE SUGAR.
+
+PART II.
+
+
+In the great kettles the boiling of the sap goes on slowly, and the
+liquid, as it thickens, is dipped from one to another, until in the end
+kettle it is reduced to syrup, and is taken out to cool and settle,
+until enough is made to "sugar off."
+
+To "sugar off" is to boil the syrup until it is thick enough to
+crystallize into sugar. This is the grand event, and is only done once
+in two or three days.
+
+But the boy's desire is to "sugar off" all the time. He boils his kettle
+down as rapidly as possible; he is not particular about chips, scum, or
+ashes.
+
+He is apt to burn his sugar; but if he can get enough to make a little
+wax on the snow, or to scrape from the bottom of the kettle with his
+wooden paddle, he is happy.
+
+A great deal is wasted on his hands, and the outside of his face, and on
+his clothes, but he does not care; he is not stingy.
+
+To watch the operations of the big fire gives him constant pleasure.
+Sometimes he is left to watch the boiling kettles, with a piece of pork
+tied on the end of a stick, which he dips into the boiling mass when it
+threatens to go over.
+
+He is constantly tasting of it, however, to see if it is not almost
+syrup. He has a long, round stick, whittled smooth at one end, which he
+uses for this purpose, at the constant risk of burning his tongue.
+
+The smoke blows in his face; he is grimy with ashes; he is altogether
+such a mass of dirt, stickiness, and sweetness, that his own mother
+wouldn't know him.
+
+He likes to boil eggs with the hired man in the hot sap; he likes to
+roast potatoes in the ashes, and he would live in the camp day and night
+if he were permitted.
+
+To sleep there with the men, and awake in the night and hear the wind in
+the trees, and see the sparks fly up to the sky, is a perfect
+realization of all the stories of adventures he has ever read.
+
+He tells the other boys afterward that he heard something in the night
+that sounded very much like a bear. The hired man says that he was very
+much scared by the hooting of an owl.
+
+The great occasions for the boy, though, are the times of "sugaring
+off." Sometimes this used to be done in the evening, and it was made the
+excuse for a frolic in the camp.
+
+The neighbors were invited; sometimes even the pretty girls from the
+village, who filled all the woods with their sweet voices and merry
+laughter, were there, too.
+
+The tree branches all show distinctly in the light of the fire, which
+lights up the bough shanty, the hogsheads, the buckets on the trees, and
+the group about the boiling kettles, until the scene is like something
+taken out of a fairy play.
+
+At these sugar parties every one was expected to eat as much sugar as
+possible; and those who are practiced in it can eat a great deal.
+
+It is a peculiar fact about eating warm maple sugar, that though you
+may eat so much of it one day as to be sick, you will want it the next
+day more than ever.
+
+At the "sugaring off" they used to pour the hot sugar upon the snow,
+where it congealed into a sort of wax, which I suppose is the most
+delicious substance that was ever invented. And it takes a great while
+to eat it.
+
+If you should close your teeth firmly on a lump of it, you would be
+unable to open your mouth until it dissolved. The sensation while it is
+melting is very pleasant, but it will not do to try to talk, for you can
+not.
+
+The boy used to make a big lump of it and give it to the dog, who seized
+it with great avidity, and closed his jaws on it, as dogs will on any
+thing.
+
+It was funny the next moment to see the expression of perfect surprise
+on the dog's face when he found that he could not open his jaws.
+
+He shook his head; he sat down in despair; he ran round in a circle; he
+dashed into the woods and back again.
+
+He did every thing except climb a tree, and howl. It would have been
+such a relief to him if he could have howled. But that was the one thing
+he could not do.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils change the verbs in the following lines,
+so that they will indicate _present time_.
+
+"He shook his head; he sat down in despair; he ran around in a circle;
+he dashed into the woods and back again."
+
+Suggestion.--Let the teacher, from time to time, select stories, and
+have them read before the class. After the reading, let pupils make
+oral _analyses_. The stories should be short, and the exercise
+conducted without the use of pencils or paper.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXI.
+
+
+en'sign, _flag_.
+
+dis man'tled, _stripped of masts, sails, and guns_.
+
+pa tri ot'ic, _full of love for one's country_.
+
+hulk, _a dismantled ship_.
+
+frig'ate, _a ship of war_.
+
+tat'tered, _torn_.
+
+me'te or, _a fiery body in the heavens_.
+
+van'quished, _conquered; overcome_.
+
+har'pies, _destroyers_.
+
+manned, _supplied with men_.
+
+
+       *       *       *       *       *
+
+
+
+
+OLD IRONSIDES.
+
+
+During our second war with Great Britain, which began in the year 1812,
+many battles were fought both on land and sea.
+
+Among the ships of war belonging to the United States Government, was a
+frigate named the Constitution. She was built about the beginning of
+the present century, and owing to her good fortune in many engagements,
+her seamen gave her the name of "Old Ironsides."
+
+She was in active service throughout the entire war, and captured five
+ships of war from the British, two of which were frigates.
+
+In all her service, her success was remarkable. She never lost her
+masts, never went ashore, and though so often in battle, no very serious
+loss of life ever occurred on her decks. Her entire career was that of
+what is called in the navy "a lucky ship."
+
+Perhaps this may be explained by the fact that she always had excellent
+commanders, and that she probably possessed as fine a ship's company as
+ever manned a frigate.
+
+In 1829, the Government ordered the Constitution to be dismantled and
+taken to pieces, because she had become unfit for service.
+
+At that time, Oliver Wendell Holmes, who has since become famous as a
+writer, was a young man twenty years of age, about completing his
+studies at Harvard College.
+
+When he heard of the intended destruction of "Old Ironsides," he went
+directly to his room, and, inspired by patriotic feelings, wrote the
+following poem.
+
+
+OLD IRONSIDES.
+
+  Ay, tear her tattered ensign down!
+    Long has it waved on high,
+  And many an eye has danced to see
+    That banner in the sky;
+  Beneath it rung the battle shout
+    And burst the cannons' roar:
+  The meteor of the ocean air
+    Shall sweep the clouds no more.
+
+  Her deck, once red with heroes' blood,
+    Where knelt the vanquished foe,
+  When winds were hurrying o'er the flood
+    And waves were white below,
+  No more shall feel the victors' tread,
+    Or know the conquered knee:
+  The harpies of the shore shall pluck
+    The eagle of the sea!
+
+  O, better that her shattered hulk
+    Should sink beneath the wave!--
+  Her thunders shook the mighty deep,
+    And there should be her grave.
+  Nail to the mast her holy flag,
+    Set every threadbare sail,
+  And give her to the god of storms,
+    The lightning, and the gale!
+
+
+The effect of this poem upon the people was so great that a general
+outcry arose against the destruction of the gallant old ship.
+
+The Government was induced to reconsider its determination. The old ship
+was saved, repaired, and for many years has delighted the eyes of
+thousands of people who have visited her.
+
+At present, she is used as a receiving-ship at the United States Navy
+Yard, Portsmouth, New Hampshire.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--With what tone of voice should the prose part
+of the lesson be read?
+
+Read the poetry--first, slowly and quietly; then, in a loud tone of
+voice, expressing the feeling of anger.
+
+Which method of reading the poem do the pupils prefer?
+
+Which do they think represents the poet's feelings?
+
+Let pupils pronounce in concert, and singly, the following words: _hero,
+year, people, deep, eagle, knee, serious, meteor, complete, pieces_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils point out and explain the unusual
+expressions found in the first two stanzas, writing out a list of the
+changes made.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXII.
+
+
+ver'tic al, _upright_.
+
+cat'a ract, _a great fall of water over a precipice_.
+
+pro vis'ions, _stock of food_.
+
+con struct'ed, _made; formed_.
+
+in cred'i ble, _not easily believed_.
+
+sta'tion a ry, _not moving; fixed_.
+
+ex tinct', _inactive; dead_.
+
+de pos'it, _that which is laid or thrown down_.
+
+ap'er ture, _an opening_.
+
+di am'e ter, _distance across or through_.
+
+com pris'es, _includes; contains_.
+
+
+       *       *       *       *       *
+
+
+
+
+NATURAL WONDERS OF AMERICA.
+
+PART I.
+
+
+Within the vast extent of territory belonging to the United States,
+there are many wonderful natural curiosities which attract visitors from
+all parts of the world.
+
+A short description of some of the principal attractions is here given,
+with the hope that many who read this lesson, may at some time visit a
+part or all that are noticed.
+
+
+GEYSERS OF THE YELLOWSTONE PARK.
+
+
+The Yellowstone Park is a tract of country fifty-five by sixty-five
+miles in extent, lying mainly in the northwest corner of the Territory
+of Wyoming, but including a narrow belt in southern Montana. It
+contains nearly thirty-six hundred square miles, and is nearly three
+times as large as the State of Rhode Island. No equal extent of country
+on the globe comprises such a union of grand and wonderful scenery.
+
+Numerous hot springs, steam jets, and extinct geyser cones exist in the
+Yellowstone basin. Just beyond the western rim of the basin, lies the
+grand geyser region of Fire-Hole River.
+
+Scattered along both banks of this stream are boiling springs from two
+to twelve feet across, all in active operation.
+
+One of the most noted geysers of this district is "Old Faithful." It
+stands on a mound thirty feet high, the crater rising some six feet
+higher still.
+
+The eruptions take place about once an hour, and continue fifteen or
+twenty minutes, the column of water shooting upward with terrific force,
+from one hundred to one hundred and fifty feet.
+
+The great mass of water falls directly back into the basin, flowing over
+the edges and down the sides in large streams. When the action ceases,
+the water recedes from sight, and nothing is heard but an occasional
+escape of steam until another eruption occurs.
+
+[Illustration]
+
+Just across the river and close to the margin, a small conical mound is
+observed, about three feet high, and five feet in diameter at the base.
+
+No one would suspect it to be an active geyser. But in 1871, a column of
+water entirely filling the crater shot from it, which by actual
+measurement was found to be two hundred and nineteen feet high.
+
+Not more than a hundred yards from the river, there is a large oval
+aperture eighteen feet wide and twenty-five feet long. The sides are
+covered with a grayish-white deposit which is distinctly visible at a
+depth of a hundred feet below the surface.
+
+This geyser is known as the "Giantess," and a visitor in describing it
+states that "no water could be discovered on the first approach, but it
+could be distinctly heard gurgling and boiling at a great distance
+below. Suddenly it began to rise, spluttering and sending out huge
+volumes of steam, causing a general scattering of our company.
+
+"When within about forty feet of the surface, it became stationary, and
+we returned to look upon it. All at once it rose with incredible
+rapidity, the hot water bursting from the opening with terrific force,
+rising in a column the full size of this immense aperture to the height
+of sixty feet.
+
+"Through, and out of the top of this mass, five or six lesser jets or
+round columns of water, varying in size from six to fifteen inches in
+diameter, were projected to the marvelous height of two hundred and
+fifty feet."
+
+[Illustration: View in the Grand CaÃ’on]
+
+
+THE CA—ONS OF THE COLORADO RIVER.
+
+
+The length of the Colorado River, from the sources of the Green River,
+is about two thousand miles.
+
+For five hundred miles of this distance, the river has worn deep cuts or
+gorges through the soft rock, called caÃ’ons.
+
+The rocky sides of these caÃ’ons form lofty vertical walls, which, in
+some places, rise to a height of more than a mile above the surface of
+the water.
+
+The largest and most noted of these vast gorges is the Grand CaÃ’on,
+which extends a distance of more than two hundred miles. The height of
+the walls of this caÃ’on varies from four thousand to seven thousand
+feet.
+
+The river, as it runs through it, is from fifty to three hundred feet
+wide. So swift is the current, that it is almost impossible to float a
+boat down the stream without having it dashed to pieces against the
+rocky walls on either side.
+
+The first descent through these caÃ’ons was made in 1867, from a point on
+Grand River, about thirty miles above its junction with Green River.
+
+Three men were prospecting for gold, and being attacked by Indians and
+one of their number killed, the other two decided to attempt the descent
+of the river, rather than retrace their steps through a country where
+Indians were numerous.
+
+They constructed a raft of a few pieces of drift-wood, and having
+secured their arms and provisions, commenced their journey down the
+stream.
+
+A few days afterward, while the raft was descending a cataract, one of
+the men was drowned and all the provisions were washed overboard.
+
+The third man, hemmed in by the walls of the caÃ’on, continued the
+journey alone amid great perils from cataracts, rocks, and whirlpools.
+
+For ten days he pursued, his lonely way, tasting food but twice during
+the whole time. Once he obtained a few green pods and leaves from bushes
+growing along the stream, and the second time from some friendly
+Indians.
+
+At last he succeeded in reaching Callville in safety, after having
+floated several hundred miles.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXIII.
+
+
+pro por'tions, _relations of parts to each other_.
+
+in te'ri or, _the inside_.
+
+al a bas'ter, _a kind of whitish stone_.
+
+chasm, _a deep opening_.
+
+a're a, _any surface, as the floor of a room_.
+
+an'cient, _belonging to past ages_.
+
+un ex am'pled, _without a similar case_.
+
+co los'sal, _of great size_.
+
+feat'ure, _any thing worthy of notice_.
+
+dra'per y, _hangings of any kind_.
+
+o ver awed', _held in a state of fear_.
+
+sur pass'ing, _exceeding others_.
+
+
+       *       *       *       *       *
+
+
+
+
+NATURAL WONDERS OF AMERICA.
+
+PART II.
+
+
+THE MAMMOTH CAVE.
+
+
+In the year 1809, a hunter named Hutchins, while pursuing a bear in
+Edmondson County, Kentucky, was surprised to see the animal disappear
+into a small opening in the side of a hill.
+
+Upon examining the spot, Hutchins found that the opening led into a
+cave. Following up the examination soon after, it was discovered that
+the cave was immense in its proportions.
+
+On account of its great size, it was named Mammoth Cave. It has an area
+of several hundred square miles, and two hundred and twenty-three known
+and numbered avenues, with a united length of from one hundred and
+fifty to two hundred miles.
+
+The interior of this cave is divided by huge columns and walls of stone
+into chambers of various shapes and sizes. Some of these are large
+enough to afford standing room for thousands of people.
+
+One of the largest of these chambers is called Mammoth Dome. This room
+is four hundred feet long, one hundred and fifty feet wide, and two
+hundred and fifty feet in height.
+
+The walls of this grand room are curtained by alabaster drapery in
+vertical folds and present to the eye a scene of unexampled beauty and
+grandeur.
+
+A large gateway at one end of this room opens into another room, in
+which the position of the huge stone pillars, reminds one of the ruins
+of some ancient temple.
+
+Six colossal columns, or pillars, eighty feet high and twenty-five feet
+in diameter, standing in a half circle, are among the imposing
+attractions of this wonderful room.
+
+Another striking feature of Mammoth Cave is what is called the Dead Sea.
+This body of water is four hundred feet long, forty feet wide, and very
+deep.
+
+A curious fish is found in this dark lake. It is without eyes, and, in
+form and color, is different from any fish found outside the cave.
+
+There are found also a blind grasshopper, without wings, and a blind
+crayfish of a whitish color, both of which are very curious and
+interesting.
+
+The fact that these living creatures are blind would seem to indicate
+that nature had produced them for the distinct purpose of inhabiting
+this dark cave.
+
+
+NIAGARA FALLS.
+
+
+Of all the sights to be seen on this continent, there is none that
+equals the great Falls of Niagara River, situated about twelve miles
+north of Buffalo, in the State of New York.
+
+On first beholding this most wonderful of all known cataracts, one is
+overawed by its surpassing grandeur, "and stunned by the sound of the
+falling waters as by a roar of thunder."
+
+For quite a distance above the falls, the Niagara River is about one
+mile wide, and flows with great swiftness.
+
+Just at the edge of the cataract stands Goat Island, which divides the
+waters of the river, and makes two distinct cataracts; one on the
+Canadian side, and one on the American side of the river.
+
+The one on the Canadian side, called from its shape the Horse-shoe Fall,
+is eighteen hundred feet wide, and one hundred, and fifty-eight feet
+high. The other, called the American Fall, is six hundred feet wide, and
+one hundred and sixty-four feet high.
+
+As the immense body of water leaps over this vast precipice, it breaks
+into a soft spray, which waves like a plume in the wind. At times, when
+the rays of the sun strike this spray, a rainbow is formed which
+stretches itself across the deep chasm, and produces a beautiful effect.
+
+During the winter, much of the water and spray freezes, and as each
+moment adds to the frozen mass, some curious and wonderful ice
+formations are produced.
+
+Sometimes, during a very cold winter, the ice at the foot of the falls
+forms a complete bridge from one shore to the other.
+
+An interesting feature of a visit to these falls is a descent to the
+level of the foot of the cataract behind the great sheet of water.
+
+A long flight of steps leads down to a secure footing between the rocky
+precipice and the falling torrent. By a narrow footpath, it is possible
+for the visitor to pass between this column of water and the wall of
+rock.
+
+Once behind the sheet of water, the roar is deafening. One can only
+cling to the narrow railing or his guide, as he picks his way for more
+than a hundred feet behind the roaring torrent.
+
+A single misstep, a slip, or a fall, and nothing remains but a horrible
+death by being dashed to pieces upon the jagged rocks below.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out four places in the lesson where
+words would likely be run together by a careless reader.
+
+The word _caÃ’on_ is pronounced _can'yon_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Give rules for marks of punctuation and capital
+letters used in the first paragraph of the account of Niagara Falls.
+
+Let pupils make out an _analysis_ in five or six parts, treating some
+well-known scene.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXIV.
+
+
+vo ra'cious, _greedy; very hungry_.
+
+o ver whelmed', _overcome by force of numbers_.
+
+a bound'ing, _existing in large numbers_.
+
+as cend'ing, _going up_.
+
+her'ald ed, _gave notice of_.
+
+im pet'u ous, _furious; without care for what happens_.
+
+crim'i nals, _those who have broken the law_.
+
+con'cen trate, _gather in a large mass_.
+
+in tol'er a ble, _not to be borne_.
+
+ir re sist'i ble, _can not be opposed_.
+
+
+       *       *       *       *       *
+
+
+
+
+AFRICAN ANTS.
+
+
+A strange kind of ant is very abundant in the whole region I have
+traveled over in Africa, and is the most voracious creature I ever met.
+It is the dread of all living animals, from the leopard to the smallest
+insect.
+
+I do not think that these ants build nests or homes of any kind. At any
+rate they carry nothing away, but eat all their prey on the spot. It is
+their habit to march through the forests in a long, regular line--a line
+about two inches broad and often several miles in length. All along this
+line are larger ants, who act as officers, stand outside the ranks, and
+keep this singular army in order.
+
+If they come to a place where there are no trees to shelter them from
+the sun, whose heat they can not bear, they immediately build
+underground tunnels, through which the whole army passes in columns to
+the forest beyond. These tunnels are four or five feet underground, and
+are used only in the heat of the day, or during a storm.
+
+When, they grow hungry the long file spreads itself through the forest
+in a front line, and attacks and devours all it overtakes with a fury
+which is quite irresistible. The elephant and gorilla fly before this
+attack. The black men run for their lives. Every animal that lives in
+their line of march is chased.
+
+They seem to understand and act upon the tactics of Napoleon, and
+concentrate with great speed their heaviest forces upon the point of
+attack. In an incredibly short space of time the mouse, or dog, or
+leopard, or deer, is overwhelmed, killed, eaten, and the bare skeleton
+only remains.
+
+They seem to travel night and day. Many a time have I been awakened out
+of a sleep, and obliged to rush from the hut and into the water to save
+my life, and after all suffered intolerable agony from the bites of the
+advance-guard, that had got into my clothes.
+
+When they enter a house they clear it of all living things. Cockroaches
+are devoured in an instant. Rats and mice spring round the room in vain.
+An overwhelming force of ants kill a strong rat in less than a minute,
+in spite of the most frantic struggles, and in less than another minute
+its bones are stripped. Every living thing in the house is devoured.
+
+They will not touch vegetable matter. Thus they are in reality very
+useful, as well as dangerous, to the natives, who have their huts
+cleaned of all the abounding vermin, such as immense cockroaches and
+centipedes, at least several times a year.
+
+When on their march the insect world flies before them, and I have often
+had the approach of an ant-army heralded to me by this means. Wherever
+they go they make a clean sweep, even ascending to the tops of the
+highest trees in pursuit of their prey.
+
+Their manner of attack is an impetuous leap. Instantly the strong
+pincers are fastened, and they let go only when the piece gives way.
+
+At such times this little animal seems animated by a kind of fury which
+causes it to disregard entirely its own safety, and to seek only the
+conquest of its prey. The bite of these ants is very painful.
+
+The natives relate that in former times it was the custom to expose
+criminals in the path of these ants, as the most cruel way that was
+known of putting them to death.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Name the _emphatic words_ in the last
+paragraph of the lesson, and mark the _inflections_.
+
+In determining upon the _emphasis_ to be given to the words of a
+sentence, the only guide we have to follow is the _meaning_. We must
+ask ourselves, "Which, words are of special importance to the meaning?"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change each of the sentences given below to
+_statements_, expressing as nearly as possible the same meaning.
+
+    "What troubles you to-day?"
+
+    "Tell me at once what the matter is!"
+
+    "Let us shout for Meccatina, and its mountains bare and brown!"
+
+Model.--"What is your name?" changed to the form of a _statement_,
+becomes--"I wish you to tell me your name."
+
+Let pupils write four _questions_, and then change them to
+_statements_, expressing as nearly as possible the same meaning.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXV.
+
+
+plun'dered, _stripped  of their goods by force_.
+
+surge, _a rolling swell of water; billows_.
+
+verge, _extreme side or edge_.
+
+sheer, _straight up and down_.
+
+frag'ments, _pieces; small portions_.
+
+vis'ion _scene; imaginary picture_.
+
+a byss', _chasm; deep space_.
+
+phan'tom, _ghost; airy spirit_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE LEAP OF ROUSHAN BEG.
+
+
+  Mounted  on Kyrat strong and fleet,
+  His chestnut steed with four white feet,
+    Roushan Beg, called Kurroglou,
+  Son of the road and bandit chief,
+  Seeking refuge and relief,
+    Up the mountain pathway flew.
+
+  Such was Kyrat's wondrous speed,
+  Never yet could any steed
+    Reach the dust-cloud in his course.
+  More than maiden, more than wife,
+  More than gold, and next to life,
+    Roushan the  Robber loved his horse.
+
+  In the land that lies beyond
+  Erzeroum and Trebizond,
+    Garden-girt his fortress stood.
+  Plundered khan, or caravan
+  Journeying north from Koordistan,
+    Gave him wealth and wine and food.
+
+  Seven hundred and fourscore
+  Men at arms his livery wore,
+    Did his bidding night and day.
+  Now, through regions all unknown,
+  He was wandering, lost, alone,
+    Seeking without guide his way.
+
+  Suddenly the pathway ends,
+  Sheer the precipice descends,
+    Loud the torrent roars unseen;
+  Thirty feet from side to side
+  Yawns the chasm; on air must ride
+    He who crosses this ravine.
+
+  Following close in his pursuit,
+  At the precipice's foot,
+    Reyhan the Arab of Orfah
+  Halted with his hundred men,
+  Shouting upward from the glen,
+    "La Illah'illa Allah'!"
+
+  Gently Roushan Beg caressed
+  Kyrat's forehead, neck, and breast;
+    Kissed him upon both his eyes;
+  Sang to him in his wild way,
+  As upon the topmost spray
+    Sings a bird before it flies.
+
+  "O my Kyrat, O my steed,
+  Round and slender as a reed,
+    Carry me this peril through!
+  Satin housings shall be thine,
+  Shoes of gold, O Kyrat mine,
+    O thou soul of Kurroglou!
+
+  "Soft thy skin as silken skein,
+  Soft as woman's hair thy mane,
+    Tender are thine eyes and true;
+  All thy hoofs like ivory shine,
+  Polished bright; O, life of mine,
+    Leap and rescue Kurroglou!"
+
+  Kyrat, then, the strong and fleet,
+  Drew together his four white feet,
+    Paused a moment on the verge,
+  Measured with his eye the space,
+  And into the air's embrace
+    Leaped as leaps the ocean surge.
+
+  As the ocean surge o'er sand
+  Bears a swimmer safe to land,
+    Kyrat safe his rider bore;
+  Rattling down the deep abyss,
+  Fragments of the precipice
+    Rolled like pebbles on a shore.
+
+  Roushan's tassled cap of red
+  Trembled not upon his head,
+    Careless sat he and upright;
+  Neither hand nor bridle shook,
+  Nor his head he turned to look,
+    As he galloped out of sight.
+
+  Flash of harness in the air,
+  Seen a moment, like the glare
+    Of a sword drawn from its sheath;
+  Thus the phantom horseman passed,
+  And the shadow that he cast
+    Leaped the cataract underneath.
+
+  Reyhan the Arab held his breath
+  While this vision of life and death
+    Passed above him. "Allahu!"
+  Cried he. "In all Koordistan
+  Lives there not so brave a man
+    As this Robber Kurroglou!"
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils point out where changes in tone of
+voice occur in reading this lesson.
+
+What lines in the last two stanzas are to be joined in reading?
+
+Keep the lungs sufficiently full of air to avoid stopping to breathe at
+such places as would injure the sense.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils select a subject, and then make out an
+_analysis_ to use in treating it.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXVI
+
+
+mu se'um, _a place where curiosities are exhibited_.
+
+ban'daged, _bound with strips of cloth_.
+
+dy'nas ties, _governments; families of kings_.
+
+ex plored', _searched; examined_.
+
+pop'u lat ed, _peopled; filled with people_.
+
+gen era' tions, _succession of families or peoples_.
+
+e rect'ed, _raised; built_.
+
+cal'cu lat ed, _estimated_.
+
+flour'ished, _prospered; thrived_.
+
+
+       *       *       *       *       *
+
+
+
+
+EGYPT AND ITS RUINS.
+
+PART I.
+
+
+Egypt embraces that part of Africa occupied by the valley of the River
+Nile. For many centuries, it was a thickly populated country, and at one
+time possessed great influence and wealth, and had reached an advanced
+state of civilization.
+
+The history of Egypt extends through a period of about six thousand
+years. During this time great cities were built which flourished for
+hundreds of years.
+
+Owing to wars and changes of government many of these cities were
+destroyed, and nothing of them now remains but massive and extensive
+ruins.
+
+Pyramids were built, obelisks erected, canals projected, and many other
+vast enterprises were carried out.
+
+Remains of these are to be seen to-day, some in ruins, some fairly
+preserved, and, altogether, they give present generations an idea of the
+wealth and power of the different dynasties under which they were built.
+
+[Illustration]
+
+Not far from Cairo, which is now the principal city of Egypt, are the
+famous pyramids. These are of such immense proportions, that from a
+distance their tops seem to reach the clouds.
+
+They are constructed of blocks of stone. Some of these blocks are of
+great size, and how the builders ever put them into their places, is a
+question we can not answer.
+
+It is supposed that the construction of one of these pyramids required
+more than twenty years' labor from thousands of men.
+
+The largest pyramid is four hundred and sixty-one feet high, seven
+hundred and forty-six feet long at the base, and covers more than twelve
+acres of ground. In all, sixty-seven of these pyramids have been
+discovered and explored.
+
+They are the tombs in which the ancient kings and their families were
+buried. In the interior of these pyramids, many chambers were
+constructed to contain their stone coffins.
+
+It has been calculated that one of the principal pyramids could contain
+three thousand seven hundred rooms of large size.
+
+The bodies of those who were buried in the pyramids were preserved from
+decay by a secret process, known only to the priests.
+
+[Illustration]
+
+After the bodies were prepared, they were wrapped in bands of fine
+linen, and on the inside of these was spread a peculiar kind of gum.
+There were sometimes a thousand yards of these bands on a single body.
+
+After they were thus prepared, a soft substance was placed around the
+bandaged body. This covering, when it hardened, kept the body in a
+complete state of preservation.
+
+[Illustration]
+
+These coverings are now called mummy-cases, and the bodies they inclose,
+mummies.
+
+These bodies were finally placed, in huge stone coffins, many of which
+were covered with curious carvings.
+
+Some of these mummies have been found, that are said to be over three
+thousand years old. However, when the wrappings are removed from them,
+many of the bodies have been so well preserved, as to exhibit the
+appearance of the features as in life.
+
+Large numbers of these mummies have been carried to other countries and
+placed on exhibition in museums.
+
+Among the mummies brought to this country, are some of the best
+specimens which have yet been discovered.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils mark the _inflection_ and point out
+_emphatic words_ in the first two paragraphs of the lesson.
+
+Show positions of the _rhetorical pauses_ in the first paragraph on
+page 363.[20]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils review, as a written exercise, the
+spelling of the following words.
+
+
+    receding     principal     rubbish      punctual
+    precipice    council       orphan       microscope
+    justice      civilized     threshold    muscles
+    precious     merchandise   especially   traveler
+    physician    recognize     anecdote     marvelous
+    sufficient   apologize     character    benefited
+    vicious      poisonous     tremendous   intelligent
+
+
+Let pupils select a subject and make out an _analysis_ for its
+treatment.
+
+Each point in the _analysis_ will require a separate paragraph
+for its treatment.
+
+Be careful to use capital letters and marks of punctuation correctly.
+
+
+[20] Paragraph beginning, "Remains of these are to be seen to-day...."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXVII.
+
+
+de vic'es, _curious marks or shapes_.
+
+in scrip'tion, _any thing cut or written on a solid substance_.
+
+trans lat'ing, _expressing in another language_.
+
+mem'o ra ble, _worthy of being remembered_.
+
+spec'i mens, _small portions of things_.
+
+in ge nu'i ty, _skill in inventing_.
+
+tour'ists, _travelers; sight-seers_.
+
+ded'i cat ed, _set apart for a special purpose_.
+
+cer'e mo nies, _forms; special customs_.
+
+site, _the place where any thing is fixed_.
+
+mon'o lith, _a column consisting of a single stone_.
+
+o rig'i nal ly, _in the first place_.
+
+
+       *       *       *       *       *
+
+
+
+
+EGYPT AND ITS RUINS.
+
+PART II.
+
+
+The ancient Egyptians erected many obelisks in various parts of their
+country. These were monuments made from single pieces of hard stone, and
+in some cases reached a height of more than a hundred feet.
+
+They were placed before gateways leading to the principal temples and
+palaces, and were covered with curious carvings in the stone, which
+represented the language of the people at that time.
+
+It thus appears that their written language was not composed of letters
+and words alone, like our own; but that they used pictures of animals,
+including birds, human figures, and other devices of a singular nature,
+to express their thoughts and ideas.
+
+Until the year 1799, it was impossible for the scholars of modern
+nations to read this strange language. In that year, however, a stone
+tablet was discovered by a French engineer, containing an inscription
+written in three languages.
+
+One of these was in the characters of the ancient Egyptian and another
+in those of the Greek. Upon translating the Greek writing, it was
+discovered to be a copy of the inscription in the Egyptian language.
+
+By comparing the words of these inscriptions with many others, the
+formation of this peculiar language was ascertained. It was then learned
+that the inscriptions on these obelisks were the records of memorable
+events, and the heroic deeds of their kings and heroes.
+
+Many of these obelisks have been taken from their positions in Egypt and
+transported with great labor to other countries. Nearly two thousand
+years ago the Roman emperors began to carry them to the city of Rome.
+Altogether, nearly fifty of these remarkable monuments were taken away
+and set up in that city. They were then, as now, regarded as curious
+examples of the ingenuity of the ancients who first made them.
+
+[Illustration: The Obelisk in Central Park, New York, and as it appeared
+in Egypt.]
+
+In later years, specimens were taken to Paris and London, and more
+recently one was brought to America, and set up in the Central Park, New
+York City.
+
+This one belongs to the largest class, being nearly seventy feet high
+and about eight feet square at the base.
+
+The accompanying cut shows the position of this obelisk as it appeared
+when standing near the city of Alexandria, Egypt.
+
+The difficulty of transporting one of these huge stone columns is so
+great, that for a long time it was thought impossible to remove it from
+Egypt to this country.
+
+In their large cities, the Egyptians built massive temples which were
+dedicated to religious ceremonies. Some of them, although now in ruins,
+are considered to be among the most remarkable productions of the
+ancients.
+
+Tourists who nowadays sail up the River Nile and visit the site of the
+city of Thebes, the ancient capital of Egypt, are struck with amazement
+at the vast ruins surrounding them.
+
+On the eastern side of the Nile lies what is left of the temple of
+Karnak.
+
+Imagine a long line of courts, gateways, and halls; here and there an
+obelisk rising above the ruins, and shutting off the view of the forest
+of columns!
+
+This mass of ruins, some lying in huge heaps of stone, others perfect
+and pointed as when they were first built, is approached on every side
+by avenues and gateways of colossal grandeur.
+
+The temple originally covered an area of two hundred and seventy acres,
+inclosed within a wall of brick. Parts of this wall are still visible,
+while the rest lies crumbled and broken.
+
+It is difficult to realize the grand appearance of the thirty rows of
+stone columns standing within the wall. Some of them that are still
+perfect, are capped with enormous monolith capitals, and it is said that
+one hundred men could stand on one of them without crowding.
+
+The hall itself is four hundred and twenty-two feet long by one hundred
+and sixty-five feet broad. The stones of the ceiling are supported by
+one hundred and thirty-four columns, which are still standing, and of
+which the largest measures ten feet in diameter, and more than
+seventy-two feet in height. They are covered with carvings and
+paintings whose colors are still bright, even after a lapse of forty
+centuries.
+
+Gazing on what he sees around, the traveler becomes lost in an effort to
+form some idea of the grandeur and vastness of the original.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils read one or more of the paragraphs
+in a whisper, so as to improve _articulation_.
+
+Mark _rhetorical pauses_ in the last paragraph of the lesson.
+
+Name _emphatic words_ in the same paragraph, and state whether the
+_rhetorical pauses _occur before or after these words.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write _statements_, each containing one
+of the following words, used in such a manner as to show its proper
+meaning: _haul, hall; site, sight; piece, peace; our, hour; sum,
+some_.
+
+Rules for the Analysis of a Subject.--Select such points as are
+necessary to make the treatment of the subject complete.
+
+Add such points as will increase the interest felt in the subject.
+
+Arrange the points in a natural and easy order.
+
+Note.--In treating an historical subject, it is necessary to arrange
+the points in the order in which they occurred. In description, it is
+best to adopt some plan of treatment, and arrange the points according
+to the plan decided upon.
+
+
+       *       *       *       *       *
+
+
+
+
+DEFINITIONS
+
+OF NEW WORDS USED IN THIS BOOK, THAT DO NOT APPEAR
+AT THE HEADS OF THE LESSONS.
+
+
+_A_
+
+a board', _on board of_.
+ac cept', _take; receive_.
+ac'ci dents, _effects; unusual results_.
+ac cord'ing ly, _agreeably to a plan_.
+ac count', _statement of facts; bill_.
+ad mit'tance, _permission to enter; entrance_.
+ad vice', _opinion worthy to be followed; counsel_.
+af ford', _give; produce_.
+a'gen cy, _office of an agent; action_.
+aid, _help; assistance_.
+al to geth'er, _with united action;
+  completely_.
+a mid', _in the midst of; surrounded by_.
+anxi' e ty (ang zi'e ty), _concern respecting some future event_.
+ap plause', _praise_.
+ap ply', _suit; agree_.
+arch'es, _places made of stone, brick, etc_.
+art, _skill_.
+a shamed', _affected by a feeling of shame_.
+as sist'ing, _helping; aiding_.
+as sure', _tell truly; make sure or certain_.
+at tempt', _try; make an effort_.
+at ten'tion, _care; notice_.
+av'e nues, _broad streets; openings_.
+a wait'ed, _waited for_.
+a ware', _informed_.
+awk'ward, _clumsy; ungraceful_.
+ay, _yes_.
+
+
+_B_
+
+bade, _said_.
+ban'dit, _robber_.
+ban'ner, _flag_.
+base, _lower part_.
+bid'ding, _command; order_.
+bil'lows, _large waves_.
+bon'ny, _handsome; beautiful_.
+bor'row, _to receive from another with the intention of returning_.
+bore, _carried_.
+bor'ders, _edges; outer parts_.
+braced, _took a firm stand_.
+braid'ed, _woven or twined together_
+brick, _a body made of clay and water and hardened by fire_.
+bri'er, _a prickly plant or shrub_.
+brig, _a vessel with two masts, square-rigged_.
+brill'iant, _splendid; shining_.
+brim'ming, _full; nearly overflowing_.
+bris'tling, _standing erect_.
+bul'let, _small ball of lead_.
+bur'den, _that which is carried_.
+but'ter fly, _a winged insect of many colors_.
+
+
+_C_
+
+cack'ling, _sharp and broken in sounds_.
+ca nals', _water-courses made by man_.
+ca'per ing, _playing; dancing_.
+capped, _covered over at the top_.
+cap tiv'ity, _state of being a prisoner_.
+car'go, _burden; load_.
+cas'ters, _rollers or small wheels_.
+ceil'ing, _the upper surface of a room_.
+cen'ter, _the middle point of any thing_.
+cen'ti pedes, _a kind of insect having a great number of feet_.
+cent'u ry, _one hundred years_.
+chan'nel, _the regular course of a river_.
+cheat'ed, _taken unfair advantage of; robbed_.
+chose, _wished; desired_.
+cin'ders, _small pieces of coal or wood partly burned_.
+cir'cu lar, _round; shaped like a circle_.
+cli'mate, _state or condition of the air as regards heat, cold,
+   and moisture_.
+clink, _sharp ringing sound_.
+clum'sy, _awkward; ungraceful_.
+clus'ter, _number of things of the same kind growing together_.
+cock'roach es, _insects with long, flattish bodies_.
+cof'fins, _cases in which dead bodies are placed_.
+coin, _piece of stamped metal used for money_.
+col'umn, _a dark cloud of regular shape; a shaft of stone_.
+com mand'ed, _had charge of; ordered_.
+com plaint', _expression of anger_.
+com plete', _entire; perfect_.
+con clude', _make up one's mind_.
+con'duct, _manner of action_.
+con fined', _kept within limits_.
+con nect'ed, _joined_.
+con'quered, _subdued; overcome_.
+con'quest, _act of taking by force_.
+con sid'er a bly, _in a manner worthy of notice_.
+con sid'er ing, _thinking; regarding_.
+con'stant ly, _all the time_.
+con'tact, _touching; meeting_.
+con tained', _held_.
+con'ti nent, _a great extent of land unbroken by water_.
+con tin'u ally, _all the time_.
+con verse', _talk_.
+cour' age, _boldness_.
+cow'ard, _one who lacks courage_.
+crack'ling, _sharp noises_.
+creek, _a small river or brook; a bay_.
+crew (kru), _the sailors who man a ship_.
+croak'ing, _making a hoarse noise_.
+crook'ed, _not straight_.
+crop, _what grows in a season_.
+cured, _made well_.
+cu ri os'i ty, _eager desire to find out something_.
+cur'rent, _motion of a river_.
+cus'tom, _way of acting; habit_.
+cut'ter, _small boat used by ships of war_.
+
+
+_D_
+
+dames, _women_.
+debt, _that which is owed_.
+de'cent, _fit; suitable_.
+de clare', _say with firmness_.
+deed, _act; that which is done_.
+de fence', _protection_.
+dense, _thick; close_.
+de scrip'tion, _an account_.
+de sert'ed, _left; given up_.
+de struc'tion, _ruin_.
+de ter'mine, _decided; resolved_.
+di'et, _what is eaten or drunk_.
+di rect'ly, _instantly; immediately_.
+dis ap point'ed, _grieved; filled with regret_.
+dis as'ters, _unfortunate events_.
+dis ease', _illness; sickness_.
+dis hon'est, _not honest; faithless_.
+dis miss' ing, _putting or sending away_.
+dis o beyed', _went contrary to orders_.
+dis pose', _sell; part with_.
+dis re gard', _lose sight of_.
+dis'trict, _part of a country; region_.
+di vide', _separate into equal shares or parts_.
+dome, _very high and broad roof_.
+drag, _pull; draw_.
+drays, _kinds of carts_.
+dread'ful, _full of terror_.
+drift, _borne along by the current of a river_.
+driz'zling, _falling in very small drops_.
+drowned, _deprived of life by water_.
+duck'ing, _plunging into water_.
+
+
+_E_
+
+earth'quake, _a shaking or trembling of the earth_.
+ech'oes, _is heard_.
+ef fects', _results_.
+ef'fort (furt), _struggle; attempt_.
+em brace', _clasp; grasp_.
+em'pire, _the country of an emperor_.
+en'e my, _one who hates another_.
+en gaged', _occupied; taken_.
+en'gines, _machines used for applying force_.
+en raged', _made very angry_.
+en tire', _whole_.
+ere, _before_.
+er'rand, _short journeys on business_.
+ex am'ple, _a pattern; a copy_.
+ex'cel lent (ek), _very good_.
+ex cep'tion, _that which is left out or omitted_.
+ex cite'ment, _intense feeling_.
+ex cla ma'tion, _a cry; that which is cried out_.
+ex'er cise, _bodily exertion_.
+ex hi bi'tion, _show; display_.
+ex pla na'tion, _that which makes clear_.
+ex ten'sive ly, _widely; largely_.
+ex'tra, _more than usual_.
+
+
+_F_
+
+fac'to ries, _places where things are made_.
+fare well', _good-by_.
+fa'vors, _kind acts_.
+fear'less ly, _without fear_.
+feast, _a joyous meal_.
+feat, _a difficult act_.
+fee'ble, _weak; sickly_.
+fer'ry, _a place to cross a river_.
+fig'ured, _ornamented with marks_.
+file, _a row of soldiers ranged behind one another_.
+flanks, _the fleshy parts of the sides of animals_.
+flee, _to run away_.
+flood, _great flow of water_.
+flour, _ground wheat_.
+flu'id, _water, or any liquid_.
+foot'men, _male servants_.
+for ma'tions, _things of certain shape or form_.
+for'tress, _a fort; a castle_.
+fort'une, _chance; luck_.
+frol'ic some, _merry; playful_.
+fu'el, _material for fire_.
+
+
+_G_
+
+gal'lop, _a rapid movement, as of horses_.
+gar'ret, _the upper room of a house_.
+gems, _precious stones_.
+gen'eral ly, _usually; commonly_.
+gleam'ing, _shining brightly_.
+glee, _joy; happiness_.
+glim'mer, _a faint light_.
+glis'ten ing, _sparkling; shining_.
+globe, _the earth; a round body_.
+glo'ri ous, _grand; splendid_.
+glos'sy, _smooth; shining_.
+gor'ges, _narrow passages_.
+gos'sip, _foolish talk_.
+gov'ern ment, _the power that controls a people_.
+grand, _large; imposing_.
+grum'bled, _complained; found fault with_.
+guard, _that which protects_.
+guests, _visitors_.
+gur'gling, _flowing in a noisy current_.
+
+
+_H_
+
+hatch, _the cover for an opening in a vessel's deck_.
+heath, _a meadow; cheerless tract of country_.
+hedg'es, _thickets of bushes_.
+hemmed, _shut in; surrounded_.
+hence forth', _hereafter_.
+he'ro, _a brave man_.
+high'way, _a public road_.
+hint, _something intended to give notice_.
+hitched, _tied; fastened_.
+hith'er, _in this direction_.
+hogs'head, _a large cask_.
+hoot'ing, _crying; shouting_.
+hor'ri ble, _dreadful; terrible_.
+howl'ing, _crying like a dog or wolf_.
+hub'bub, _a great noise; uproar_.
+husk, _the outside covering of certain fruits_.
+hust'le, _shake; push roughly_.
+
+
+_I_
+
+i de'a, _thought_.
+ill'-nat ured, _cross; bad-tempered_.
+im ag'ine, _think; consider_.
+im me'di ate ly, _without delay_.
+im pos'si ble, _not possible_.
+in de pend'ence, _the state of being free_.
+in for ma'tion, _news; knowledge_.
+in formed', _told; gave notice of_.
+in hab'i tants, _persons living in a place_.
+in'jured, _hurt; harmed_.
+in'stant ly, _at once; without loss of time_.
+in tent', _eager; anxious_.
+in vi ta'tions, _requests for one's company_.
+is'sue, _come forth; flow out_.
+
+
+_J_
+
+jag'ged, _having sharp points_.
+jew'els (ju'els), _precious stones_.
+jin'gling, _giving forth fine, sharp sounds_.
+
+
+_K_
+
+kern'el, _the eatable part of a nut; a little grain or corn_.
+
+
+_L_
+
+la'bor, _work; toil_.
+lapse, _passing away_.
+las'sie, _a young girl; a lass_.
+lat'ter, _last-named; nearer_.
+launched, _put into the water_
+laws, _rules of action_.
+leath'er, _the skins of animals prepared for use_.
+ledge, _shelf of rocks_.
+lee'ward, _that part toward which the wind blows_.
+leop'ard, _a large animal of the cat kind_.
+lest, _for fear that_.
+lev'el, _smooth and flat; of equal height_.
+lin'ing, _inside covering_.
+lint, _linen scraped into a soft substance_.
+liq'uid, _any fluid, like water_.
+lisp'ing ly, _with a lisp_.
+liv'er y, _a peculiar dress_.
+load'stone, _a kind of magnetic ore_.
+loft'y, _very high_.
+low'ered, _let down_.
+lub'ber, _a heavy, clumsy fellow_.
+luck'y, _fortunate; meeting with good success_.
+lum'ber, _timber sawed or split for use; boards_.
+
+
+_M_
+
+main'ly, _mostly; chiefly_.
+mam'moth, _of great size_.
+man'aged, _controlled; brought to do one's wishes_.
+mane, _the long hair on a horse's neck_.
+man'tel, _a narrow shelf over a fire-place, with its support_.
+mar'gin, _edge; border_.
+mark'et, _a place where things are sold_.
+mark'ings, _marks; stamped places_.
+mean'time, _during the interval; meanwhile_.
+mel'low ing, _ripening; growing soft_.
+melt'ed, _changed to a liquid form by the action of heat_.
+mem'o ry, _the power of recalling past events_.
+mer'chants, _those who buy goods to sell again_.
+mil'i ta ry, _belonging to soldiers, to arms, or to war_.
+mis'er y, _great unhappiness; extreme pain_.
+mod'ern, _of recent date; belonging to the present time_.
+mon'ster, _something of unusual size, shape, or quality_.
+mon'u ments, _those things which stand to remind us of the past_.
+mound, _a small hill, natural or artificial_.
+mo'tion, _movement; change of position_.
+must'y, _spoiled by age; of a sour smell_.
+
+
+_N_
+
+neigh'bor, _a person who lives near one_.
+nerved, _strengthened; supplied with force_.
+night'-mare, _an unpleasant sensation during sleep_.
+nim'bly, _actively; in a nimble manner_.
+
+
+_O_
+
+o be'di ence, _willingness to submit to commands_.
+o bliged', _forced; compelled_.
+oc'cu pied, _taken possession of; employed_.
+of'fi cer, _one who holds an office_.
+off'ing, _a part of the sea at a distance from the shore_.
+om'ni bus es, _large, four-wheeled carriages_.
+on'ion (un'yun), _a root much used for food_.
+out'posts, _advanced stations, as of an army_.
+o ver come', _affected; overpowered by force_.
+
+
+_P_
+
+pace, _rate of movement_.
+pal'ace, _a splendid dwelling, as of a king_.
+par take', _share; take part in_.
+patch, _small piece of any thing, as of ground_.
+paus'es, _short stops; rests_.
+pave'ments, _coverings for streets, of stone or solid materials_.
+peb'bles, _small, roundish stones, worn by the action of water_.
+per cus'sion, _requiring to be struck; the act of striking_.
+per'fume, _scent or odor of sweet-smelling substances_.
+pe'ri od, _portion of time; an interval_.
+per'ished, _died; were destroyed_.
+per mis'sion, _the act of allowing; consent_.
+pic'nick ing, _having an outdoor party_.
+pier, _a landing-place for vessels_.
+pierce, _force a way into or through an object_.
+pil'lars, _columns; huge masses_.
+pin'cers, _jaws; pinchers_.
+pit'e ous, _fitted to excite pity; sorrowful_.
+pit'falls, _pits slightly covered for concealment_.
+plan ta'tions, _farms of great extent_.
+plots, _small pieces of ground, as garden plots_.
+plucked, _pulled out or off_.
+plunged, _dove; fell_.
+po'et, _a maker of verses_.
+pol'ished, _made bright and smooth by rubbing_.
+po lite', _obliging; pleasant in manner_.
+por'tion, _a part; that which is divided off_.
+prat'tling, _childish; talking like a child_.
+preach'ing, _speaking in public upon a religious subject_.
+pres'ent ly, _soon; in a short time_.
+prey, _any thing taken by force from an enemy_.
+pri'vate, _not publicly known; peculiar to one's self_.
+pro ces'sion, _regular movement, as of soldiers_.
+prod'ucts, _fruits; that which is brought forth_.
+proved, _turned out; showed the truth of_.
+pro vid'ed, _furnished; supplied with necessary articles_.
+puff'ing, _swelling with air; blowing in short, sudden whiffs_.
+pure, _clear; free from other matter_.
+
+
+_Q_
+
+quilt'ed, _stitched together with some soft substance between_.
+quo ta'tions, _portions of writings_.
+
+
+_R_
+
+range, _reach, as of a gun_.
+ranks, _regular rows or lines, as of soldiers_.
+ray, _light; a line of light or heat proceeding from a certain point_.
+read'i ly, _without trouble or difficulty; easily_.
+reap, _gather by cutting, as a harvest_.
+re call'ing, _thinking of; bringing back to mind_.
+re con sid'er, _think of again; change one's mind_.
+rec'ords, _stories; descriptions of events_.
+re gard'ed, _considered; looked at earnestly_.
+re late', _tell_.
+re lig'ious, _relating to religion_.
+re main'der, _the rest; what is left_.
+re mind', _call attention to for a second time_.
+re moved', _moved away; took off_.
+rent'ed, _gave possession of for pay_.
+re paired', _mended_.
+re placed', _put in place of another_.
+rep re sent', _picture; tell about in an effective manner_.
+re quire', _need; demand_.
+re sist', _stand against; oppose with force_.
+re spect', _regard_.
+re tire', _withdraw; turn back_.
+re volv'er, _a fire-arm with several chambers or barrels_.
+rid, _free_.
+ridg'es, _a long range of hills; steep places_.
+ri'fle, _a gun having the inside of the barrel grooved_.
+rind, _the outside coat, as of fruit_.
+risk, _danger; peril_.
+riv'u let, _a small river or brook_.
+rob'ber, _one who commits a robbery_.
+ro man'tic, _strange and interesting, as a romantic story_.
+rouse, _awake; excite_.
+ru'in, _that change of any thing which destroys it_.
+rust'y, _covered with rust on account of long disuse_.
+
+
+_S_
+
+sake, _purpose; reason_.
+sap, _the juice of plants_.
+sat'in, _a glossy cloth made of silk_.
+scene, _picture; view_.
+schol'ars, _men of learning; those who attend school_.
+scorch'ing, _burning slightly; affecting by heat_.
+scoured, _made clean and bright_.
+scram'bled, _moved with difficulty_.
+scum, _that which rises to the surface; worthless matter_.
+se'ri ous, _severe; sad in appearance_.
+serv'ice, _duty, as of a soldier_.
+se vere', _violent; hard_.
+shab'by, _worn to rags; poor in appearance_.
+shag'gy, _rough_.
+shal'lows, _places where the water is not deep_.
+shat'tered, _broken; broken at once into many pieces_.
+sheath, _a covering for a sword_.
+shep'herd, _one who has the care of sheep_.
+shield, _a broad piece of armor carried on the arm_.
+shock, _a sudden striking against_.
+shriek, _a sharp, shrill cry on account of surprise or pain_.
+siege, _a closing in on all sides of a fortified place_.
+sighs, _stifled groans; long breaths_.
+skein, _a number of threads of silk or yarn_.
+skel'e ton, _bony frame-work of the body_.
+skull, _the bony case which encloses the brain_.
+sleet, _frozen mist_.
+slopes, _declines by degrees_.
+slum'ber, _sleep_.
+sly'ness, _cunning; artfulness_.
+smites, _strikes, as with a weapon_.
+snort'ing, _forcing the air through the nose with a loud noise_.
+soaked, _moistened throughout_.
+soar, _fly high_.
+sought (sawt), _tried; went in search of_.
+spared, _saved from death or punishment_.
+splut'ter ing, _boiling noisily; speaking hastily_.
+spout, _run out with force_.
+sprained, _injured by straining_.
+spurred, _urged; encouraged_.
+stale, _not new; not fresh_.
+stee'ples, _high towers ending in a point_.
+stern, _hind part of a boat_.
+stock, _supply on hand_.
+stout, _large; broad_.
+strain'ing, _exerting to the utmost_.
+strict, _severe; exact_.
+stub'by, _short and thick_.
+sub'stan ces, _bodies; matters_.
+suc ceed'ed, _obtained the object desired_.
+suf'fered, _felt pain_.
+sul'try, _very hot; burning_.
+sup port', _prop; pillar_.
+sus pect'ed, _thought; considered quite probable_.
+sus pi'cious, _indicating fear; inclined to suspect_.
+
+
+_T_
+
+tab'let, _a flat piece of stone_.
+tac'tics, _disciplined movements_.
+tem'per, _way of acting_.
+tem'ple, _a place for worship_.
+ten'drils, _tender branches of plants_.
+ter'ri fied, _filled with fear_.
+ter'ri to ry, _a large tract of land_.
+ter'ror, _fear; dread_.
+thieves _persons who steal_.
+thirst, _strong desire for drink_.
+thith'er, _to that place_.
+thorns, _woody points on some trees and shrubs_.
+thor'ough, _complete; perfect_.
+thread'bare, _worn out_.
+thrives, _prospers; flourishes_.
+till'er, _the bar used to turn the rudder of a boat_.
+ti'tle, _a name_.
+tor'rid, _violently hot_.
+trace, _mark; appearance_.
+tract, _a region_.
+treb'les, _the higher parts in music_.
+trick'led, _flowed in drops_.
+trop'ic al, _belonging to the tropics_.
+tuft, _a cluster or bunch_.
+tun'nels, _passages; openings_.
+twinge, _a sudden, sharp pain_.
+twink'ling, _a quick movement_.
+twit'ter ing, _a trembling noise_.
+
+
+_U_
+
+uncom'forta ble, _causing uneasiness; not pleasant_.
+un der neath', _below; beneath_.
+un der take', _attempt_.
+un ea'si ness, _want of ease_.
+un grate'ful, _not thankful_.
+u nit'ed, _joined; combined_.
+un man'ly, _not worthy of a man_.
+un ru'ly, _not submissive_.
+un scarred', _not marked_.
+urg'ing, _encouraging_.
+ut'most, _to the furthest point_.
+
+
+_V_
+
+val'u a ble, _of great value_.
+vel'vet, _a soft material woven from silk_.
+ver'min, _little animals or insects_.
+vic'tims, _persons destroyed in pursuit of an object_.
+vic'tor, _one who conquers_.
+vi'o lence, _force; power_.
+virt'u ous, _inclined to do right_.
+
+
+_W_
+
+wa'ges, _what is paid for services_.
+wa'ter break (breakwater), _that which breaks the force of water_.
+weap'on, _any thing to be used against an enemy_.
+whence, _from which or what place_.
+whiff, _a quick puff of air_.
+whith'er, _to what place_.
+wig, _a covering for the head, made of hair_.
+wine, _a liquor made from grapes_.
+wits, _powers of the mind_.
+wrig'gled, _moved or twisted_.
+wrung, _distressed; twisted about_.
+
+
+_Y_
+
+yawns, _opens wide_.
+youth'ful, _young; belonging to early life_.
+
+
+
+
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+<div style='text-align:center; font-size:1.2em; font-weight:bold;'>The Project Gutenberg eBook of New National Fourth Reader, by Charles J. Barnes and J. Marshall Hawkes</div>
+<div style='display:block; margin:1em 0'>
+This eBook is for the use of anyone anywhere in the United States and
+most other parts of the world at no cost and with almost no restrictions
+whatsoever. You may copy it, give it away or re-use it under the terms
+of the Project Gutenberg License included with this eBook or online
+at <a href="https://www.gutenberg.org">www.gutenberg.org</a>. If you
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+country where you are located before using this eBook.
+</div>
+<div style='display:block; margin-top:1em; margin-bottom:1em; margin-left:2em; text-indent:-2em'>Title: New National Fourth Reader</div>
+<div style='display:block; margin-top:1em; margin-bottom:1em; margin-left:2em; text-indent:-2em'>Author: Charles J. Barnes and J. Marshall Hawkes</div>
+<div style='display:block;margin:1em 0'>Release Date: May 14, 2005 [eBook #15825]<br />
+[Most recently updated: January 24, 2021]</div>
+<div style='display:block;margin:1em 0'>Language: English</div>
+<div style='display:block;margin:1em 0'>Character set encoding: UTF-8</div>
+<div style='display:block; margin-left:2em; text-indent:-2em'>Produced by: Juliet Sutherland, David Gundry, and the Project Gutenberg Online Distributed Proofreading Team</div>
+<div style='margin-top:2em;margin-bottom:4em'>*** START OF THE PROJECT GUTENBERG EBOOK NEW NATIONAL FOURTH READER ***</div>
+
+    <div class="trans-note">
+      <p class="center">
+        <big><b>TRANSCRIBER'S NOTE</b></big>
+      </p>
+      <p>
+        Where reference is made to page numbers, there is an annotation showing
+        a footnote number and the relative information is appended at the end of
+        each lesson or section.
+      </p>
+      <p>
+        Pronunciation marks have been ignored. However, accented syllables
+        precede the single apostrophe, which also serves as a break. Otherwise
+        breaks are shown by spaces.
+      </p>
+    </div>
+    <p>
+      &nbsp;
+    </p>
+    <hr class="full" />
+    <h1>
+      BARNES'<br />
+    <br />
+      NEW<br />
+    <br />
+      NATIONAL FOURTH READER.
+    </h1>
+    <hr />
+    <div class="figcenter">
+      <img alt="Destruction of Pompeii by Vesuvius." src="images/002.jpg"
+      height="500" width="333" /><br />
+      <p class="center">
+        Destruction of Pompeii by Vesuvius.
+      </p>
+    </div>
+    <hr />
+    <h3>
+      BARNES' NEW NATIONAL READERS
+    </h3>
+    <hr />
+    <h2>
+      NEW<br />
+    <br />
+      NATIONAL<br />
+    <br />
+      FOURTH READER
+    </h2>
+    <h3>
+      BY
+    </h3>
+    <h2>
+      CHARLES J. BARNES<br /> <br /> AND<br /> <br /> J. MARSHALL HAWKES
+    </h2>
+    <hr />
+    <div class="figcenter">
+      <img alt="preface" src="images/003.jpg" height="123" width="188" />
+    </div>
+    <hr />
+    <h3>
+      Copyright, 1884. by A. S. BARNES &amp; CO.
+    </h3>
+    <hr />
+    <div class="figcenter">
+      <img alt="insect" src="images/005.jpg" height="193" width="600" />
+    </div>
+    <p>
+      <br />
+    </p>
+    <p>
+      It is thought that the following special features of this book will
+      commend themselves to Teachers and School Officers.
+    </p>
+    <p>
+      <b><i>The reading matter of the book is more of a descriptive than
+      conversational style,</i></b> as it is presumed that the pupil, after
+      having finished the previous books of the series, will have formed the
+      habit of easy intonation and distinct articulation.
+    </p>
+    <p>
+      <b><i>The interesting character of the selections</i>,</b> so unlike the
+      reading books of former times.
+    </p>
+    <p>
+      <b><i>The large amount of information</i></b> which has been combined with
+      incidents of an interesting nature, to insure the pupil's earnest and
+      thoughtful attention.
+    </p>
+    <p>
+      <b><i>The length of the selections for reading</i>,</b>-the attention of
+      pupils being held more readily by long selections than by short ones,
+      though of equal interest.
+    </p>
+    <p>
+      <b><i>The gradation of the lessons</i>,</b> which has been systematically
+      maintained by keeping a careful record of all new words as fast as they
+      appeared, and using only such pieces as contained a limited number.
+    </p>
+    <p>
+      <b><i>The simplicity of the lessons</i>,</b> which becomes absolutely
+      necessary in the schools of to-day, owing to the short school life of the
+      pupil, his immature age, and inability to comprehend pieces of a
+      metaphysical or highly poetical nature.
+    </p>
+    <p>
+      <b><i>The ease with which pupils may pass from the Third Reader of this
+      series to this book</i>,</b> thereby avoiding the necessity of
+      supplementary reading before commencing the Fourth Reader, or of using a
+      book of another series much lower in grade.
+    </p>
+    <p>
+      <b><i>Language Lessons</i></b>, of a nature to secure intelligent
+      observation, and lead the pupil to habits of thought and reflection.
+      Nothing being done for the learner that he could do for himself.
+    </p>
+    <p>
+      <b><i>Directions for Reading</i></b>, which accompany the lessons-specific
+      in their treatment and not of that general character which young teachers
+      and pupils are unable to apply.
+    </p>
+    <p>
+      <b><i>All new words of special difficulty, at the heads of the lessons</i>,</b>
+      having their syllabication, accent, and pronunciation indicated according
+      to Webster. Other new words are placed in a vocabulary at the close of the
+      book.
+    </p>
+    <p>
+      <b><i>The type of this book, like that of the previous books of the
+      series, is much larger than that generally used</i>,</b> for a single
+      reason. Parents, every-where, are complaining that the eye-sight of their
+      children is being ruined by reading from small, condensed type. It is
+      confidently expected that this large, clear style will obviate such
+      unfortunate results.
+    </p>
+    <p>
+      <b><i>The illustrations have been prepared regardless of expense</i>,</b>
+      and will commend themselves to every person of taste and refinement.
+    </p>
+    <p>
+      <br />
+    </p>
+    <hr />
+    <div class="figcenter">
+      <img alt="contents" src="images/007.jpg" height="198" width="600" />
+    </div>
+    <p>
+      <br /> <br />
+    </p>
+    <h3>
+      LESSONS IN PROSE.
+    </h3>
+    <div class="toc">
+      <p>
+        <a href="#LESSON_I"><big> 1</big></a>.&mdash;"I'M GOING TO" (Part I) <i>Charlotte
+        Daly</i>.
+      </p>
+      <p>
+        <a href="#LESSON_II"><big> 2</big></a>.&mdash;"I'M GOING TO" (Part II)
+        <i>Charlotte Daly</i>.
+      </p>
+      <p>
+        <a href="#LESSON_III"><big> 3</big></a>.&mdash;THE BEAN AND THE STONE
+      </p>
+      <p>
+        <a href="#LESSON_V"><big> 5</big></a>.&mdash;AN ADVENTURE WITH DUSKY
+        WOLVES (I) <i>Mayne Reid</i>.
+      </p>
+      <p>
+        <a href="#LESSON_VI"><big> 6</big></a>.&mdash;AN ADVENTURE WITH DUSKY
+        WOLVES (II) <i>Mayne Reid</i>.
+      </p>
+      <p>
+        <a href="#LESSON_VII"><big> 7</big></a>.&mdash;THE SAILOR CAT <i>David
+        Ker</i>.
+      </p>
+      <p>
+        <a href="#LESSON_IX"><big> 9</big></a>.&mdash;THE LION
+      </p>
+      <p>
+        <a href="#LESSON_X"><big>10</big></a>.&mdash;ADVENTURE WITH A LION <i>Livingstone</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XI"><big>11</big></a>.&mdash;THE NOBLEST DEED OF ALL
+      </p>
+      <p>
+        <a href="#LESSON_XIII"><big>13</big></a>.&mdash;THE STORY OF INDIAN
+        SPRING (I) <i>Aunt Mary</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XIV"><big>14</big></a>.&mdash;THE STORY OF INDIAN
+        SPRING (II)
+      </p>
+      <p>
+        <a href="#LESSON_XV"><big>15</big></a>.&mdash;AN ADVENTURE WITH A SHARK
+      </p>
+      <p>
+        <a href="#LESSON_XVII"><big>17</big></a>.&mdash;A FUNNY HORSESHOE "<i>Christian
+        Union</i>."
+      </p>
+      <p>
+        <a href="#LESSON_XVIII"><big>18</big></a>.&mdash;THE GIRAFFE
+      </p>
+      <p>
+        <a href="#LESSON_XIX"><big>19</big></a>.&mdash;THE TRADER'S TRICK
+      </p>
+      <p>
+        <a href="#LESSON_XXI"><big>21</big></a>.&mdash;ALI, THE CAMEL DRIVER (I)
+      </p>
+      <p>
+        <a href="#LESSON_XXII"><big>22</big></a>.&mdash;ALI, THE CAMEL DRIVER
+        (II)
+      </p>
+      <p>
+        <a href="#LESSON_XXIII"><big>23</big></a>.&mdash;A QUEER PEOPLE
+      </p>
+      <p>
+        <a href="#LESSON_XXV"><big>25</big></a>.&mdash;WATER
+      </p>
+      <p>
+        <a href="#LESSON_XXVI"><big>26</big></a>.&mdash;THE HIDDEN TREASURE (I)
+      </p>
+      <p>
+        <a href="#LESSON_XXVII"><big>27</big></a>.&mdash;THE HIDDEN TREASURE
+        (II)
+      </p>
+      <p>
+        <a href="#LESSON_XXVIII"><big>28</big></a>.&mdash;THE HIDDEN TREASURE
+        (III)
+      </p>
+      <p>
+        <a href="#LESSON_XXX"><big>30</big></a>.&mdash;AIR <i>J. Berners</i>
+        (Adapted).
+      </p>
+      <p>
+        <a href="#LESSON_XXXI"><big>31</big></a>.&mdash;A TIMELY RESCUE
+      </p>
+      <p>
+        <a href="#LESSON_XXXIII"><big>33</big></a>.&mdash;TRUE COURTESY (I)
+      </p>
+      <p>
+        <a href="#LESSON_XXXIV"><big>34</big></a>.&mdash;TRUE COURTESY (II)
+      </p>
+      <p>
+        <a href="#LESSON_XXXV"><big>35</big></a>.&mdash;WHY AN APPLE FALLS
+      </p>
+      <p>
+        <a href="#LESSON_XXXVII"><big>37</big></a>.&mdash;THE JAGUAR
+      </p>
+      <p>
+        <a href="#LESSON_XXXVIII"><big>38</big></a>.&mdash;HOLLAND (I) <i>Mary
+        Mapes Dodge</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XXXIX"><big>39</big></a>.&mdash;HOLLAND (II) <i>Mary
+        Mapes Dodge</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XLI"><big>41</big></a>.&mdash;SOMETHING ABOUT PLANTS
+      </p>
+      <p>
+        <a href="#LESSON_XLII"><big>42</big></a>.&mdash;FOREST ON FIRE (I) <i>Audubon</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XLIII"><big>43</big></a>.&mdash;FOREST ON FIRE (II) <i>Audubon</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XLV"><big>45</big></a>.&mdash;A GHOST STORY (I) <i>Louisa
+        M. Alcott</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XLVI"><big>46</big></a>.&mdash;A GHOST STORY (II) <i>Louisa
+        M. Alcott</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XLVII"><big>47</big></a>.&mdash;A GHOST STORY (III) <i>Louisa
+        M. Alcott</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XLIX"><big>49</big></a>.&mdash;THE RHINOCEROS
+      </p>
+      <p>
+        <a href="#LESSON_L"><big>50</big></a>.&mdash;PRESENCE OF MIND
+      </p>
+      <p>
+        <a href="#LESSON_LI"><big>51</big></a>.&mdash;HALBERT AND HIS DOG
+      </p>
+      <p>
+        <a href="#LESSON_LIII"><big>53</big></a>.&mdash;THE CATERPILLAR AND
+        BUTTERFLY
+      </p>
+      <p>
+        <a href="#LESSON_LIV"><big>54</big></a>.&mdash;WILD HORSES OF SOUTH
+        AMERICA
+      </p>
+      <p>
+        <a href="#LESSON_LV"><big>55</big></a>.&mdash;AN EMPEROR'S KINDNESS
+      </p>
+      <p>
+        <a href="#LESSON_LVII"><big>57</big></a>.&mdash;STORY OF THE SIOUX WAR
+        (I)
+      </p>
+      <p>
+        <a href="#LESSON_LVIII"><big>58</big></a>.&mdash;STORY OF THE SIOUX WAR
+        (II)
+      </p>
+      <p>
+        <a href="#LESSON_LIX"><big>59</big></a>.&mdash;VOLCANOES
+      </p>
+      <p>
+        <a href="#LESSON_LXI"><big>61</big></a>.&mdash;ANECDOTE OF WASHINGTON
+        (I)
+      </p>
+      <p>
+        <a href="#LESSON_LXII"><big>62</big></a>.&mdash;ANECDOTE OF WASHINGTON
+        (II)
+      </p>
+      <p>
+        <a href="#LESSON_LXIII"><big>63</big></a>.&mdash;THE OSTRICH
+      </p>
+      <p>
+        <a href="#LESSON_LXV"><big>65</big></a>.&mdash;AN INCIDENT OF THE
+        REVOLUTION
+      </p>
+      <p>
+        <a href="#LESSON_LXVI"><big>66</big></a>.&mdash;TROPICAL FRUITS
+      </p>
+      <p>
+        <a href="#LESSON_LXVII"><big>67</big></a>.&mdash;STORY OF DETROIT
+      </p>
+      <p>
+        <a href="#LESSON_LXIX"><big>69</big></a>.&mdash;MAKING MAPLE SUGAR (I)
+        <i>Charles Dudley Warner</i>.
+      </p>
+      <p>
+        <a href="#LESSON_LXX"><big>70</big></a>.&mdash;MAKING MAPLE SUGAR (II)
+        <i>Charles Dudley Warner</i>.
+      </p>
+      <p>
+        <a href="#LESSON_LXXII"><big>72</big></a>.&mdash;NATURAL WONDERS OF
+        AMERICA (I)
+      </p>
+      <p>
+        <a href="#LESSON_LXXIII"><big>73</big></a>.&mdash;NATURAL WONDERS OF
+        AMERICA (II)
+      </p>
+      <p>
+        <a href="#LESSON_LXXIV"><big>74</big></a>.&mdash; AFRICAN ANTS <i>Du
+        Chaillu</i>.
+      </p>
+      <p>
+        <a href="#LESSON_LXXVI"><big>76</big></a>.&mdash;EGYPT AND ITS RUINS (I)
+      </p>
+      <p>
+        <a href="#LESSON_LXXVII"><big>77</big></a>.&mdash;EGYPT AND ITS RUINS
+        (II)
+      </p>
+    </div>
+    <hr />
+    <h3>
+      LESSONS IN VERSE.
+    </h3>
+    <div class="toc">
+      <p>
+        <a href="#LESSON_IV"><big> 4</big></a>.&mdash;TO-MORROW <i>Mrs. M. R.
+        Johnson</i>.
+      </p>
+      <p>
+        <a href="#LESSON_VIII"><big> 8</big></a>.&mdash;RESCUED <i>Celia Thaxter</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XII"><big>12</big></a>.&mdash;MARJORIE'S ALMANAC <i>T.
+        B. Aldrich</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XVI"><big>16</big></a>.&mdash;A LEGEND OF THE NORTHLAND
+        <i>Phoebe Cary</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XX"><big>20</big></a>.&mdash;A HAPPY PAIR <i>Florence
+        Percy</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XXIV"><big>24</big></a>.&mdash;ILL-NATURED BRIER <i>Mrs.
+        Anna Bache</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XXIX"><big>29</big></a>.&mdash;LOOKING FOR THE FAIRIES
+        <i>Julia Bacon</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XXXII"><big>32</big></a>.&mdash;BIRDS IN SUMMER <i>Mary
+        Howitt</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XXXVI"><big>36</big></a>.&mdash;THE MILLER OF THE DEE
+        <i>Charles Mackay</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XL"><big>40</big></a>.&mdash;THE WIND IN A FROLIC <i>William
+        Howitt</i>.
+      </p>
+      <p>
+        <a href="#LESSON_XLIV"><big>44</big></a>.&mdash;COMMON GIFTS
+      </p>
+      <p>
+        <a href="#LESSON_XLVIII"><big>48</big></a>.&mdash;WHAT THE CHIMNEY SANG
+        <i>Bret Harte</i>.
+      </p>
+      <p>
+        <a href="#LESSON_LII"><big>52</big></a>.&mdash;THE LIGHT-HOUSE
+      </p>
+      <p>
+        <a href="#LESSON_LVI"><big>56</big></a>.&mdash;UNITED AT LAST
+      </p>
+      <p>
+        <a href="#LESSON_LX"><big>60</big></a>.&mdash;THE BROOK <i>Alfred
+        Tennyson</i>.
+      </p>
+      <p>
+        <a href="#LESSON_LXIV"><big>64</big></a>.&mdash;TO-DAY AND TO-MORROW <i>Charles
+        Mackay</i>.
+      </p>
+      <p>
+        <a href="#LESSON_LXVIII"><big>68</big></a>.&mdash;THE FISHERMAN <i>John
+        G. Whittier</i>.
+      </p>
+      <p>
+        <a href="#LESSON_LXXI"><big>71</big></a>.&mdash;OLD IRONSIDES <i>Oliver
+        Wendell Holmes</i>.
+      </p>
+      <p>
+        <a href="#LESSON_LXXV"><big>75</big></a>.&mdash;THE LEAP OF ROUSHAN BEG
+        <i>Henry W. Longfellow</i>.
+      </p>
+      <p>
+        <a href="#DEFINITIONS"><big>DEFINITIONS</big></a>
+      </p>
+      <p>
+        GEOGRAPHICAL AND PROPER NAMES
+      </p>
+    </div>
+    <hr />
+    <h3>
+      ACKNOWLEDGMENTS.
+    </h3>
+    <p>
+      The publishers desire to thank Messrs. Houghton, Mifflin &amp; Co., the
+      Century Co., Roberts Brothers, and Charles Scribner's Sons, for permission
+      to use and adapt some of their valuable copyright matter.
+    </p>
+    <hr />
+    <div class="figcenter">
+      <img alt="suggestions to teachers" src="images/011.jpg" height="303"
+      width="600" />
+    </div>
+    <p>
+      <br /> <br />
+    </p>
+    <p>
+      The following suggestions are submitted for the benefit of young teachers.
+    </p>
+    <p>
+      In order that pupils may learn how to define words at the heads of the
+      lessons, let the teacher read the sentences containing such words and have
+      pupils copy them upon slate or paper.
+    </p>
+    <p>
+      Then indicate what words are to be defined, and insist upon the proper
+      syllabication, accent, marking of letters, etc.
+    </p>
+    <p>
+      In this way the pupil learns the meaning of the word as it is used, and
+      not an abstract definition that may be meaningless.
+    </p>
+    <p>
+      Have pupils study their reading lessons carefully before coming to
+      recitation.
+    </p>
+    <p>
+      The position of pupils while reading should be erect, easy, and graceful.
+    </p>
+    <p>
+      Give special attention to the subject of articulation, and insist upon a
+      clear and distinct enunciation.
+    </p>
+    <p>
+      In order to develop a clear tone of voice, let pupils practice, in
+      concert, upon some of the open vowel sounds, using such words as <b><i>arm,
+      all, old</i></b>.
+    </p>
+    <p>
+      In this exercise, the force of utterance should be gentle at first, and
+      the words repeated a number of times; then the force should be increased
+      by degrees, until "calling tones" are used.
+    </p>
+    <p>
+      Encourage a natural use of the voice, with such modulations as may be
+      proper for a correct rendering of the thoughts which are read.
+    </p>
+    <p>
+      It should, be remembered that the development of a good tone of voice is
+      the result of careful and constant practice.
+    </p>
+    <p>
+      Concert reading is recommended as a useful exercise, inasmuch as any
+      feeling of restraint or timidity disappears while reading with others.
+    </p>
+    <p>
+      Question individual pupils upon the manner in which lessons should be
+      read. In this way they will learn to think for themselves.
+    </p>
+    <p>
+      Do not interrupt a pupil while reading until a thought or sentence is
+      completed, since such a course tends to make reading mechanical and
+      deprive it of expression.
+    </p>
+    <p>
+      Errors in time, force of utterance, emphasis, and inflection should be
+      carefully corrected, and then the passage read over again.
+    </p>
+    <p>
+      The "Directions for Reading" throughout the book are intended to be
+      suggestive rather than exhaustive, and can be added to as occasion
+      requires.
+    </p>
+    <p>
+      The "Language Lessons" in this book, should not be neglected. They contain
+      only such matter as is necessary to meet the requirements of pupils.
+    </p>
+    <p>
+      Words and expressions not readily understood, must be made intelligible to
+      pupils. This has been done in part by definitions, and in part by
+      interpreting some of the difficult phrases.
+    </p>
+    <p>
+      After the habit of acquiring the usual meaning has been formed, the
+      original meaning of those words which are made up of stems modified by
+      prefixes or affixes should be shown.
+    </p>
+    <p>
+      The real meaning of such words can be understood far better by a study of
+      their formation, than by abstract definitions. It will be found, also,
+      that pupils readily become interested in this kind of work.
+    </p>
+    <p>
+      As the capabilities of classes of the same grade will differ, it may
+      sometimes occur that a greater amount of language work can be done
+      effectively than is laid down in this book. When this happens, more time
+      can be devoted to such special kinds of work as the needs of the classes
+      suggest.
+    </p>
+    <p>
+      Constant drill upon the analysis of lessons, varied at times by the
+      analysis of short stories taken from other sources and read to the class,
+      will develop the reasoning faculties of pupils and render the writing of
+      original compositions a comparatively easy exercise.
+    </p>
+    <p>
+      Encourage the habit of self-reliance on the part of pupils. Original
+      investigation, even if followed at first by somewhat crude results, is in
+      the end more satisfactory than any other course.
+    </p>
+    <p>
+      The Definitions (pages 373-382) and the List of Proper Names (pages 383
+      and 384) may be used in the preparation of the lessons.<a
+      name="FNanchor_01_1" id="FNanchor_01_1"></a><a href="#Footnote_01_1">[1]</a>
+    </p>
+    <p>
+      When exercises are written, particular care should be required in regard
+      to penmanship, correct spelling, punctuation, and neatness.
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_01_1" id="Footnote_01_1"></a><span class="label"><a
+        href="#FNanchor_01_1">[1]</a></span> "The Definitions" are found at the
+        end of the text, however "the List of Proper Names" has not been
+        included in this production.
+      </p>
+    </div>
+    <hr />
+    <h3>
+      PHONIC CHART.
+    </h3>
+    <h3>
+      VOWELS.
+    </h3>
+    <div class="glossary">
+      <table width="50%" border="0" summary="vowels_list">
+        <tr>
+          <td>
+            a
+          </td>
+          <td>
+            as
+          </td>
+          <td>
+            in
+          </td>
+          <td>
+            lake
+          </td>
+        </tr>
+        <tr>
+          <td>
+            a
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            at
+          </td>
+        </tr>
+        <tr>
+          <td>
+            a
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            far
+          </td>
+        </tr>
+        <tr>
+          <td>
+            a
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            all
+          </td>
+        </tr>
+        <tr>
+          <td>
+            a
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            care
+          </td>
+        </tr>
+        <tr>
+          <td>
+            a
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            ask
+          </td>
+        </tr>
+        <tr>
+          <td>
+            a
+          </td>
+          <td>
+            as
+          </td>
+          <td>
+            in
+          </td>
+          <td>
+            what
+          </td>
+        </tr>
+        <tr>
+          <td>
+            e
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            be
+          </td>
+        </tr>
+        <tr>
+          <td>
+            e
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            let
+          </td>
+        </tr>
+        <tr>
+          <td>
+            i
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            ice
+          </td>
+        </tr>
+        <tr>
+          <td>
+            i
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            in
+          </td>
+        </tr>
+        <tr>
+          <td>
+            o
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            so
+          </td>
+        </tr>
+        <tr>
+          <td>
+            o
+          </td>
+          <td>
+            as
+          </td>
+          <td>
+            in
+          </td>
+          <td>
+            box
+          </td>
+        </tr>
+        <tr>
+          <td>
+            u
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            use
+          </td>
+        </tr>
+        <tr>
+          <td>
+            u
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            up
+          </td>
+        </tr>
+        <tr>
+          <td>
+            u
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            fur
+          </td>
+        </tr>
+        <tr>
+          <td>
+            oo
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            too
+          </td>
+        </tr>
+        <tr>
+          <td>
+            oo
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            look
+          </td>
+        </tr>
+      </table>
+    </div>
+    <hr />
+    <h3>
+      DIPHTHONGS.
+    </h3>
+    <div class="glossary">
+      <table width="80%" border="0" summary="diphthongs">
+        <tr>
+          <td>
+            oi,
+          </td>
+          <td>
+            oy
+          </td>
+          <td>
+            (unmarked),
+          </td>
+          <td>
+            as
+          </td>
+          <td>
+            in
+          </td>
+          <td>
+            oil,
+          </td>
+          <td>
+            boy
+          </td>
+        </tr>
+        <tr>
+          <td>
+            ou,
+          </td>
+          <td>
+            ow
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            out,
+          </td>
+          <td>
+            now
+          </td>
+        </tr>
+      </table>
+    </div>
+    <hr />
+    <h3>
+      CONSONANTS
+    </h3>
+    <div class="glossary">
+      <table width="50%" border="0" summary="consonants">
+        <tr>
+          <td>
+            b
+          </td>
+          <td>
+            as
+          </td>
+          <td>
+            in
+          </td>
+          <td>
+            bad
+          </td>
+        </tr>
+        <tr>
+          <td>
+            d
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            do
+          </td>
+        </tr>
+        <tr>
+          <td>
+            f
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            fox
+          </td>
+        </tr>
+        <tr>
+          <td>
+            g
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            go
+          </td>
+        </tr>
+        <tr>
+          <td>
+            h
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            he
+          </td>
+        </tr>
+        <tr>
+          <td>
+            j
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            just
+          </td>
+        </tr>
+        <tr>
+          <td>
+            k
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            kite
+          </td>
+        </tr>
+        <tr>
+          <td>
+            l
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            let
+          </td>
+        </tr>
+        <tr>
+          <td>
+            m
+          </td>
+          <td>
+            as
+          </td>
+          <td>
+            in
+          </td>
+          <td>
+            me
+          </td>
+        </tr>
+        <tr>
+          <td>
+            n
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            no
+          </td>
+        </tr>
+        <tr>
+          <td>
+            p
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            put
+          </td>
+        </tr>
+        <tr>
+          <td>
+            r
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            rat
+          </td>
+        </tr>
+        <tr>
+          <td>
+            s
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            so
+          </td>
+        </tr>
+        <tr>
+          <td>
+            t
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            too
+          </td>
+        </tr>
+        <tr>
+          <td>
+            v
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            very
+          </td>
+        </tr>
+        <tr>
+          <td>
+            w
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            we
+          </td>
+        </tr>
+        <tr>
+          <td>
+            y
+          </td>
+          <td>
+            as
+          </td>
+          <td>
+            in
+          </td>
+          <td>
+            yes
+          </td>
+        </tr>
+        <tr>
+          <td>
+            z
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            froze
+          </td>
+        </tr>
+        <tr>
+          <td>
+            ng
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            sing
+          </td>
+        </tr>
+        <tr>
+          <td>
+            ch
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            chick
+          </td>
+        </tr>
+        <tr>
+          <td>
+            sh
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            she
+          </td>
+        </tr>
+        <tr>
+          <td>
+            th
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            think
+          </td>
+        </tr>
+        <tr>
+          <td>
+            th
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            the
+          </td>
+        </tr>
+        <tr>
+          <td>
+            wh (hw),
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            what
+          </td>
+        </tr>
+      </table>
+    </div>
+    <hr />
+    <h3>
+      EQUIVALENTS.
+    </h3>
+    <h3>
+      VOWELS.
+    </h3>
+    <div class="glossary">
+      <table width="80%" border="0" summary="equivalent_vowels">
+        <tr>
+          <td>
+            a
+          </td>
+          <td>
+            like
+          </td>
+          <td>
+            o
+          </td>
+          <td>
+            as
+          </td>
+          <td>
+            in
+          </td>
+          <td>
+            what
+          </td>
+        </tr>
+        <tr>
+          <td>
+            e
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            a
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            where
+          </td>
+        </tr>
+        <tr>
+          <td>
+            e
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            a
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            they
+          </td>
+        </tr>
+        <tr>
+          <td>
+            e
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            u
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            her
+          </td>
+        </tr>
+        <tr>
+          <td>
+            i
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            u
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            girl
+          </td>
+        </tr>
+        <tr>
+          <td>
+            i
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            e
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            police
+          </td>
+        </tr>
+        <tr>
+          <td>
+            o, u
+          </td>
+          <td>
+            like
+          </td>
+          <td>
+            oo
+          </td>
+          <td>
+            as
+          </td>
+          <td>
+            in
+          </td>
+          <td>
+            to, rule
+          </td>
+        </tr>
+        <tr>
+          <td>
+            o
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            u
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            come
+          </td>
+        </tr>
+        <tr>
+          <td>
+            o
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            a
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            for
+          </td>
+        </tr>
+        <tr>
+          <td>
+            u, o
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            oo
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            put, could
+          </td>
+        </tr>
+        <tr>
+          <td>
+            y
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            i
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            by
+          </td>
+        </tr>
+        <tr>
+          <td>
+            y
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            i
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            kit'ty
+          </td>
+        </tr>
+      </table>
+    </div>
+    <p>
+      <br />
+    </p>
+    <h3>
+      CONSONANTS.
+    </h3>
+    <div class="glossary">
+      <table width="80%" border="0" summary="equivalent_consonants">
+        <tr>
+          <td>
+            c
+          </td>
+          <td>
+            like
+          </td>
+          <td>
+            s
+          </td>
+          <td>
+            as
+          </td>
+          <td>
+            in
+          </td>
+          <td>
+            race
+          </td>
+        </tr>
+        <tr>
+          <td>
+            c
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            k
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            cat
+          </td>
+        </tr>
+        <tr>
+          <td>
+            g
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            j
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            cage
+          </td>
+        </tr>
+        <tr>
+          <td>
+            n
+          </td>
+          <td>
+            like
+          </td>
+          <td>
+            ng
+          </td>
+          <td>
+            as
+          </td>
+          <td>
+            in
+          </td>
+          <td>
+            think
+          </td>
+        </tr>
+        <tr>
+          <td>
+            s
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            z
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            has
+          </td>
+        </tr>
+        <tr>
+          <td>
+            x
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            ks, or gz
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            "
+          </td>
+          <td>
+            box, exist
+          </td>
+        </tr>
+      </table>
+    </div>
+    <hr />
+    <div class="figcenter">
+      <img alt="Fourth Reader (41K)" src="images/015.jpg" height="170"
+      width="600" />
+    </div>
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_I" id="LESSON_I"></a>LESSON I
+    </h2>
+    <div class="glossary">
+      <p>
+        spokes'man, <i>one who speaks for others</i>.<br /> <br /> cho'rus, <i>a
+        number of speakers or singers</i>.<br /> <br /> apt, <i>likely; ready</i>.<br />
+        <br /> folks, <i>people; family</i>.<br /> <br /> mis'er a ble, <i>very
+        unhappy; very poor</i>.<br /> <br /> lone'some, <i>without friends; lonely</i>.<br />
+        <br /> score, <i>twenty</i>.<br /> <br /> wretch'ed, <i>unhappy; very sad</i>.<br />
+      </p>
+    </div>
+    <h3>
+      "I'M GOING TO."&mdash; PART I.
+    </h3>
+    <p>
+      Once upon a time, there was a little boy, whose name was Johnny. "Johnny,"
+      said his mamma, one day, "will you bring me an armful of wood?"
+    </p>
+    <p>
+      "Yes," said Johnny, "I'm going to"; but just then he heard Carlo, the dog,
+      barking at a chipmunk over in the meadow, so he ran off as fast as he
+      could go.
+    </p>
+    <p>
+      Now this was not the first time that Johnny had said to his mamma, "Yes,
+      I'm going to." He never thought of that wood again until about
+      dinner-time, when he began to feel hungry.
+    </p>
+    <p>
+      When he got back, he found that dinner was over, and papa and mamma had
+      gone to ride. He found a piece of bread and butter, and sat down on a
+      Large rock, with his back against the stump of a tree, to eat it.
+    </p>
+    <p>
+      When it was all gone, Johnny began to think what he should do next. He
+      closed his eyes as people are apt to do when they think.
+    </p>
+    <p>
+      Presently he heard a score of voices about him. One was saying, "Wait a
+      bit"; another, "Pretty soon"; another, "In a minute"; another, "By and
+      by"; and still another, louder than the rest, kept screaming as loud as it
+      could, "Going to, going to, going to," till Johnny thought they were
+      crazy.
+    </p>
+    <p>
+      "Who in the world are you?" said he, in great surprise, "and what are you
+      making such a noise about?"
+    </p>
+    <p>
+      "We are telling our names," said they; "didn't you ask us to tell our
+      names?"
+    </p>
+    <p>
+      "No," said Johnny, "I didn't."
+    </p>
+    <p>
+      "O what a story!" cried they all in a breath.
+    </p>
+    <div class="figright">
+      <img alt="017 (64K)" src="images/017.jpg" height="500" width="384" />
+    </div>
+    <p>
+      "Let's shake him for it," said one.
+    </p>
+    <p>
+      "No, let us carry him to the king," said another.
+    </p>
+    <p>
+      So they began to spin about him like so many spiders; for each one of them
+      carried a long web, and when that gets wound around a boy or a girl, it is
+      a very difficult thing to get rid of.
+    </p>
+    <p>
+      In a few minutes they had him all wound up&mdash;hands and feet, nose and
+      eyes, all tied up tight. Then they took him among them, and flew away with
+      him, miles and miles, over the hills, and up to a big cave in the
+      mountain. There he heard ever so many more voices, and it was noisier than
+      ever.
+    </p>
+    <p>
+      "Where am I?" he said, as soon as he could speak.
+    </p>
+    <p>
+      "O you're safe at home," answered Wait-a-bit, for he seemed to be the
+      spokesman; "and they have been expecting you for some time."
+    </p>
+    <p>
+      "This isn't my home," said Johnny, feeling very miserable and beginning to
+      cry.
+    </p>
+    <p>
+      "O yes, it is," said a chorus of voices. "This is just where such folks as
+      you belong. There are many of your fellows here, and you won't be lonesome
+      a bit."
+    </p>
+    <p>
+      They had begun to unwind the web from his eyes now, so he opened them and
+      looked about him. O what a wretched place it was!
+    </p>
+    <p>
+      Against the sides of the cave, stood long rows of boys and girls, with
+      very sorry faces, all of them saying over as fast as they could speak,
+      "Going to, going to!" "Wait a bit, wait a bit!" "Pretty soon, pretty
+      soon!" "In a minute, in a minute!" studying the names just as hard as if
+      they were lessons.
+    </p>
+    <p>
+      There were Delays, and Tardys, and Put-offs, with ever so many more; and
+      in a corner by themselves, and looking more unhappy than all the rest,
+      were the poor little fellows whose names were "Too late."
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading</b>.&mdash;Pupils should read loud enough for
+      all the class to hear them.
+    </p>
+    <p>
+      The words forming a <b><i>quotation</i></b> should usually be spoken in a
+      louder tone than the other words in the lesson, as&mdash;
+    </p>
+    <div class="blockquot">
+      <p>
+        <b><i>"Johnny,"</i></b> said his mamma, one day, <b><i>"will you bring
+        me an armful of wood?"</i></b>
+      </p>
+    </div>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Divide into syllables, accent, and mark the
+      sounds of the letters in the following words: <b><i>Carlo, armful,
+      mountain, unwind</i>.</b>
+    </p>
+    <p>
+      What two words can be used for each of the following: <b><i>I'm, didn't,
+      let's, you're, isn't, won't?</i></b>
+    </p>
+    <p>
+      What other words could be used instead of <b><i>got</i></b> (page 16, line
+      4)?<a name="FNanchor_02_2" id="FNanchor_02_2"></a><a href="#Footnote_02_2">[2]</a>
+    </p>
+    <p>
+      Proper names should begin with capital letters: as, <b><i>Johnny, Carlo</i>.</b>
+    </p>
+    <p>
+      Give three other words used as proper names in this lesson.
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_02_2" id="Footnote_02_2"></a> <span class="label"><a
+        href="#FNanchor_02_2">[2]</a></span> paragraph 4 of this lesson.
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_II" id="LESSON_II"></a>LESSON II.
+    </h2>
+    <div class="glossary">
+      <p>
+        de spair', <i>loss of hope</i>.<br /> <br /> pro cras' ti na tor, <i>one
+        who puts off doing any thing</i>.<br /> <br /> res o lu'tions, <i>promises
+        made to one's self; resolves</i>.<br /> <br /> yon'der, <i>there; in that
+        place</i>.<br /> <br /> mon'strous, <i>of great size</i>.<br /> <br />
+        gi'ant, <i>an unreal person, supposed to be of great size</i>.<br />
+        <br /> hor'rid, <i>causing great fear or alarm</i>.<br /> <br /> ex
+        pect'ed, <i>thought; looked for</i>.<br /> <br />
+      </p>
+    </div>
+    <h3>
+      "I'M GOING TO."&mdash; PART II.
+    </h3>
+    <p>
+      "O dear, dear! Where am I?" said Johnny in despair. "Please let me out! I
+      want my mamma!"
+    </p>
+    <p>
+      "No, you don't," said Wait-a-bit. "You don't care much about her, and this
+      is really where you belong. This is the kingdom of Procrastination, and
+      yonder comes the king."
+    </p>
+    <p>
+      "The kingdom of what?" said Johnny, who had never heard such a long word
+      in his life before.
+    </p>
+    <p>
+      But just then he heard a heavy foot-fall, and a great voice that sounded
+      like a roar, saying, "Has he come? Did you get him?"
+    </p>
+    <p>
+      "Yes, here he is," said Wait-a-bit, "and he'd just been saying it a little
+      while before we picked him up."
+    </p>
+    <p>
+      Johnny looked up and saw a monstrous giant, with a bright green body and
+      red legs, and a yellow head and two horrid coal-black eyes.
+    </p>
+    <p>
+      "Let me have him," said the giant. So he took him up just as if he had
+      been a rag-baby, and looked him all over, turning him from side to side,
+      and from head to feet.
+    </p>
+    <p>
+      O but Johnny was frightened, and expected every moment to be swallowed!
+    </p>
+    <p>
+      "Let's see," said the giant; "he always says 'Pretty soon.' No, that isn't
+      it. What is it, my fine fellow, that you always say to your mamma when she
+      asks you to do any thing for her?
+    </p>
+    <p>
+      "It isn't 'Pretty soon,' nor 'In a minute.' What is it? They all mean
+      about the same thing, to be sure, and bring every body to me in the end;
+      but I must know exactly, or I can't put you in the right place."
+    </p>
+    <p>
+      Johnny hung his head, and did not want to tell; but an extra hard poke of
+      the giant's big finger made him open his mouth and say with shame, that he
+      always said, "I'm going to."
+    </p>
+    <p>
+      "O that's it!" said the giant. "Well, then, you stand there."
+    </p>
+    <p>
+      So he unwound a bit of the web from his fingers&mdash;just enough so that
+      he could hold the Procrastinator's Primer&mdash;and stood him at the end
+      of a long row of children, who were saying over and over again, just as
+      fast as they could speak, "Going to, going to, going to, going to," just
+      that, and nothing else in the world.
+    </p>
+    <p>
+      Johnny was tired and hungry by this time, and longed to see his mamma,
+      thinking that, if he could only get back: to her, he would always mind the
+      very moment she told him to do any thing.
+    </p>
+    <p>
+      He made a great many good resolutions while he stood there. At last the
+      giant called him to come and say his lesson.
+    </p>
+    <p>
+      "You shall have a short one to-day," said he, "and need say it only a
+      thousand times, because it is your first day here. To-morrow, you must say
+      it a million."
+    </p>
+    <p>
+      Johnny tried to step forward, but the web was still about his feet, so he
+      fell with, a bang to the floor.
+    </p>
+    <p>
+      Just then he opened his eyes to find that he had rolled from the rock to
+      the grass, and that mamma was calling him in a loud voice to come to
+      supper, and this time he didn't say, "I'm going to."
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;The words in quotation marks should
+      be read in the same manner as in Lesson I.
+    </p>
+    <p>
+      Read words in dark type in the following sentences with more force than
+      the other words:
+    </p>
+    <div class="blockquot">
+      <p>
+        "Has he <b><i>come?</i></b> Did you <b><i>get</i></b> him?"
+      </p>
+    </div>
+    <p>
+      Words that are read more forcibly than other words in a sentence are
+      called <b><i>emphatic words</i>.</b>
+    </p>
+    <p>
+      Which are the <b><i>emphatic words</i></b> in the following sentences?
+    </p>
+    <div class="blockquot">
+      <p>
+        "You shall have a short one to-day."
+      </p>
+      <p>
+        "I must know exactly."
+      </p>
+    </div>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Divide into syllables, accent, and mark the
+      sounds of the letters in the following words: <b><i>extra, primer, moment,
+      coal-black</i>.</b>
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_III" id="LESSON_III"></a>LESSON III.
+    </h2>
+    <div class="glossary">
+      <p>
+        remark'able, <i>worthy of notice; unusual</i>.<br /> <br /> moist'ure, <i>wetness;
+        that which makes wet</i>.<br /> <br /> absorbed', <i>sucked up; drunk up</i>.<br />
+        <br /> with'er, <i>lose freshness</i>.<br /> <br /> starched, <i>stiffened,
+        as starch</i>.<br /> <br /> germ, <i>that from which the plant grows; bud</i>.<br />
+        <br /> hand'some, <i>pleasing in appearance; very pretty</i>.<br /> <br />
+        clasped, <i>surrounded; inclosed</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE BEAN AND THE STONE.
+    </h3>
+    <p>
+      "I think I ought to be doing something in the world!" said a little voice
+      out in the garden.
+    </p>
+    <p>
+      "Pray, what can you do?" asked another and somewhat stronger voice.
+    </p>
+    <p>
+      "I think I can grow," answered the little voice.
+    </p>
+    <p>
+      If you had seen the owner of the little voice, perhaps you would not have
+      thought him any thing remarkable.
+    </p>
+    <p>
+      It is true he had on a clean white coat, so smooth and shining that it
+      looked as if it had been newly starched and ironed, and inside of this, he
+      hugged two stout packages.
+    </p>
+    <p>
+      The coat had only one fastening; but that fastening extended down the
+      back, and was a curious thing to see.
+    </p>
+    <p>
+      It looked just as if the coat had been cut with a knife, and had afterward
+      grown together again. It was like a scar on your hand; and a scar it is
+      called.
+    </p>
+    <p>
+      "Yes, I ought to be growing," said the little voice, "for I am a bean, and
+      in the spring a bean ought to grow."
+    </p>
+    <p>
+      Now you know how the coat came by its scar, for the scar was the spot
+      which showed where the bean had been broken from the pod.
+    </p>
+    <p>
+      "What do you mean by growing?" said the other voice, which came from a
+      large red stone.
+    </p>
+    <p>
+      "Why," said the bean, "don't you know what growing means? I thought every
+      thing knew how to grow. You see, when I grow, my root goes down into the
+      soil to get moisture, and my stem goes up into the light to find heat.
+      Heat and moisture are my food and drink.
+    </p>
+    <p>
+      "By and by, I shall be a full-grown plant, and that is wonderful! In the
+      ground, my roots will travel far and wide.
+    </p>
+    <p>
+      "In the air, how happy my stem will be! I shall learn a great deal, and
+      see beautiful things every day. O how I long for that time to come!"
+    </p>
+    <p>
+      "What you say is very strange," said the red stone. "Here I have been in
+      this same place for many years, and I have not grown at all. I have no
+      root; I have no stem; or, if I have, they never move upward nor downward,
+      as you say. Are you sure you are not mistaken?"
+    </p>
+    <p>
+      "Why, of course I'm not mistaken," cried the bean. "I feel within myself
+      that I can grow; and I have absorbed so much moisture that I must soon
+      begin."
+    </p>
+    <p>
+      Just then the bean's coat split from end to end, and for one or two
+      minutes neither the stone nor the bean spoke. The stone was astonished,
+      and the bean was a little frightened. However, he soon recovered his
+      courage.
+    </p>
+    <p>
+      "There!" said he, showing the two packages he had been carrying; "these
+      are my seed-leaves. In them is the food on which I intend to live when I
+      begin growing.
+    </p>
+    <p>
+      "When my stem is strong enough to do without them, they will wither away.
+      My coat is all worn-out, too. I shall not need it any longer. Look inside
+      the seed-leaves, and you will see the germ. Part of it is root, and part
+      of it is stem. Do you see?"
+    </p>
+    <p>
+      "I see two little white lumps," replied the stone; "but I can not
+      understand how they will ever be a root and a stem."
+    </p>
+    <p>
+      "I do believe you are a poor, dull mineral, after all," said the bean;
+      "and if so, of course you can not understand what pleasure a vegetable has
+      in growing.
+    </p>
+    <p>
+      "I wouldn't be a mineral for the world! I would not lie still and do
+      nothing, year after year. I would rather spread my branches in the
+      sunshine, and drink in the sweet spring air through my leaves."
+    </p>
+    <p>
+      "What you say must be all nonsense," said the stone. "I can't understand
+      it."
+    </p>
+    <p>
+      But the bean grew on without minding him. The roots pushed down into the
+      soil and drank up the moisture from the ground. Then this moisture went
+      into the stem, and the stem climbed bravely up into the light.
+    </p>
+    <p>
+      "How happy I am!" cried the bean.
+    </p>
+    <p>
+      It ran over the red stone, and clasped it with long green branches,
+      covered with white bean flowers.
+    </p>
+    <p>
+      "O indeed!" said the stone. "Is this what you call growing? I thought you
+      were only in fun. How handsome you are!"
+    </p>
+    <p>
+      "May I hang my pods on you, so that they can ripen in the sun?" said the
+      bean.
+    </p>
+    <p>
+      "Certainly, friend," said the stone.
+    </p>
+    <p>
+      He was very polite, now that he saw the bean was a full-grown
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Read in a conversational tone of
+      voice, as in Lessons I and II.
+    </p>
+    <p>
+      What word is emphatic in the third paragraph?
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Syllabify, accent, and mark sounds of
+      letters in the words, <b><i>broken, packages, courage, polite</i></b>.
+    </p>
+    <p>
+      Tell in your own words how the bean grew.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_IV" id="LESSON_IV"></a>LESSON IV.
+    </h2>
+    <div class="glossary">
+      <p>
+        elf, <i>a very small person; an unreal being</i>.
+      </p>
+      <p>
+        vex, <i>make angry; trouble</i>.
+      </p>
+      <p>
+        pon'dered, <i>thought about with care</i>.
+      </p>
+      <p>
+        streak, <i>line; long mark</i>.
+      </p>
+    </div>
+    <h3>
+      TO-MORROW.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          A bright little boy with laughing face,
+        </p>
+        <p>
+          Whose every motion was full of grace,
+        </p>
+        <p>
+          Who knew no trouble and feared no care,
+        </p>
+        <p>
+          Was the light of our household&mdash;the youngest there.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          He was too young&mdash;this little elf&mdash;
+        </p>
+        <p>
+          With troublesome questions to vex himself;
+        </p>
+        <p>
+          But for many days a thought would rise,
+        </p>
+        <p>
+          And bring a shade to the dancing eyes.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          He went to one whom he thought more wise
+        </p>
+        <p>
+          Than any other beneath the skies:
+        </p>
+        <p>
+          "Mother,"&mdash;O word that makes the home!&mdash;
+        </p>
+        <p>
+          "Tell me, when will to-morrow come?"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "It is almost night," the mother said,
+        </p>
+        <p>
+          "And time for my boy to be in bed;
+        </p>
+        <p>
+          When you wake up and it's day again,
+        </p>
+        <p>
+          It will be to-morrow, my darling, then."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          The little boy slept through all the night,
+        </p>
+        <p>
+          But woke with the first red streak of light;
+        </p>
+        <p>
+          He pressed a kiss on his mother's brow,
+        </p>
+        <p>
+          And whispered, "Is it to-morrow now?"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "No, little Eddie, this is to-day;
+        </p>
+        <p>
+          To-morrow is always one night away."
+        </p>
+        <p>
+          He pondered awhile, but joys came fast,
+        </p>
+        <p>
+          And this vexing question quickly passed.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          But it came again with the shades of night:
+        </p>
+        <p>
+          "Will it be to-morrow when it is light?"
+        </p>
+        <p>
+          From years to come, he seemed care to borrow,
+        </p>
+        <p>
+          He tried so hard to catch to-morrow.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "You can not catch it, my little Ted;
+        </p>
+        <p>
+          Enjoy to-day," the mother said;
+        </p>
+        <p>
+          "Some wait for to-morrow through many a year&mdash;
+        </p>
+        <p>
+          It always is coming, but never is here."
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;In reading poetry, pupils should
+      notice the emphatic words, and give them proper force.
+    </p>
+    <p>
+      <b>Example.</b>
+    </p>
+    <div class="blockquot">
+      <p>
+        "<b><i>Mother</i></b>,"&mdash;O word that makes the home!&mdash;<br /> "<b><i>Tell</i></b>
+        me, when will <b><i>to-morrow</i></b> come?"
+      </p>
+    </div>
+    <p>
+      The two dashes in the first line of the preceding example are used instead
+      of a parenthesis, and have the same value.
+    </p>
+    <p>
+      When there is no pause at the end of a line (see first line, third
+      stanza), it should be closely joined in reading to the line which follows
+      it, thus making the two lines read as one.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_V" id="LESSON_V"></a>LESSON V.
+    </h2>
+    <div class="glossary">
+      <p>
+        ap'pe tite, <i>wish for food</i>.<br /> <br /> a muse'ment, <i>play;
+        enjoyment</i>.<br /> <br /> gaunt, <i>lean; hungry looking</i>.<br /> <br />
+        spe'cies, <i>kind</i>.<br /> <br /> oc curred', <i>took place; happened</i>.<br />
+        <br /> en cour'age ment, <i>hope given by another's words or actions</i>.<br />
+        <br /> di rec'tion, <i>way; course</i>.<br /> <br /> dusk'y, <i>very dark;
+        almost black</i>.<br /> <br /> sin'gu lar, <i>unusual; strange</i>.<br />
+      </p>
+    </div>
+    <h3>
+      AN ADVENTURE WITH DUSKY WOLVES.&mdash;PART I.
+    </h3>
+    <p>
+      "During the summer and winter, we had several adventures in the trapping
+      and killing of wild animals. One of them was of such a singular and
+      dangerous kind, that you may feel interested in hearing it.
+    </p>
+    <p>
+      "It occurred in the dead of winter, when there was snow upon the ground.
+      The lake was frozen over, and the ice was as smooth as glass. We spent
+      much of our time in skating about over its surface, as the exercise gave
+      us health and a good appetite.
+    </p>
+    <p>
+      "Even Cudjo, our colored servant, had taken a fancy for this amusement,
+      and was a very good skater. Frank was fonder of it than the rest of us,
+      and was, in fact, the best skater among us.
+    </p>
+    <p>
+      "One day, however, neither Cudjo nor I had gone out, but only Frank and
+      Harry. The rest of us were busy at some carpenter work within doors.
+    </p>
+    <p>
+      "We could hear the merry laugh of the boys, and the ring of their skates
+      as they glided over the smooth ice. All at once, a cry reached our ears,
+      which we knew meant the presence of some danger.
+    </p>
+    <p>
+      "'O Robert!' cried my wife, 'they have broken through the ice!'
+    </p>
+    <p>
+      "We all dropped what we held in our hands, and rushed to the door. I
+      seized a rope as I ran, while Cudjo took his long spear, thinking it might
+      be of use to us. This was the work of a moment, and the next we were
+      outside the house.
+    </p>
+    <p>
+      "What was our astonishment to see both the boys, away at the farthest end
+      of the lake, but skating toward us as fast as they could!
+    </p>
+    <p>
+      "At the same time, our eyes rested upon a terrible sight. Close behind
+      them upon the ice, and following at full gallop, was a pack of wolves!
+    </p>
+    <p>
+      "They were not the small prairie wolves, which either of the boys might
+      have chased with a stick, but of a species known as the 'Great Dusky Wolf'
+      of the Rocky Mountains.
+    </p>
+    <p>
+      "There were six of them in all. Each of them was twice the size of the
+      prairie wolf, and their long, dark bodies, gaunt with hunger, and crested
+      from head to tail with a high, bristling mane, gave them a most fearful
+      appearance.
+    </p>
+    <p>
+      "They ran with their ears set back and their jaws apart, so that we could
+      see their red tongues and white teeth.
+    </p>
+    <p>
+      "We did not stop a moment, but rushed toward the lake. I threw down the
+      rope, and seized hold of a large rail as I ran, while Cudjo hurried
+      forward armed with a spear. My wife, with presence of mind, turned back
+      into the house for my rifle.
+    </p>
+    <p>
+      "I saw that Harry was foremost, and that the fierce wolves were fast
+      closing upon Frank. This was strange, for we knew that Frank was by far
+      the better skater. We all called out to him, uttering loud shouts of
+      encouragement. Both were bearing themselves manfully, but Frank was most
+      in danger.
+    </p>
+    <p>
+      "The wolves were upon his heels! 'O they will kill him!' I cried,
+      expecting the next moment to see him thrown down upon the ice. What was my
+      joy at seeing him suddenly wheel and dart off in a new direction.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;This lesson should be read with
+      spirit, and in a full, clear tone of voice.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.&mdash;<i>Presence of mind</i></b> is the power to act
+      quickly when sudden danger threatens.
+    </p>
+    <p>
+      <b><i>Upon his heels</i></b> means very close to.
+    </p>
+    <p>
+      <b><i>Dead of winter</i></b> is the middle of winter, as that is supposed
+      to be the quietest or most lifeless time.
+    </p>
+    <p>
+      Syllabify, accent, and mark sounds of letters in the following words: <b><i>fancy,
+      gallop, prairie, bristling, rifle</i></b>.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_VI" id="LESSON_VI"></a>LESSON VI.
+    </h2>
+    <div class="glossary">
+      <p>
+        e lud'ed, <i>got away from; avoided</i>.<br /> <br /> ex cit'ing, <i>causing
+        deep interest</i>.<br /> <br /> marks'man, <i>one who shoots well</i>.<br />
+        <br /> re treat'ing, <i>going away from</i>.<br /> <br /> en a'bled, <i>helped;
+        made able</i>.<br /> <br /> sim'i lar, <i>like; nearly the same</i>.<br />
+        <br /> pur suit', <i>following after</i>.<br /> <br /> nim'bly, <i>with a
+        quick motion</i>.<br /> <br /> com menced', <i>began</i>.<br />
+      </p>
+    </div>
+    <h3>
+      AN ADVENTURE WITH DUSKY WOLVES.&mdash;PART II.
+    </h3>
+    <p>
+      "The wolves, thus nimbly eluded, now kept on after Harry, who, in turn,
+      became the object of our anxiety.
+    </p>
+    <p>
+      "In a moment they were close upon him; but he, already warned by his
+      brother, wheeled in a similar manner, while the fierce brutes, swept along
+      by the force of their running, were carried a long distance upon the ice
+      before they could turn themselves.
+    </p>
+    <p>
+      "Their long, bushy tails, however, soon enabled them to turn about and
+      follow in the new direction, and they galloped after Harry, who was now
+      the nearest to them.
+    </p>
+    <p>
+      "Frank, in the meantime, had again turned, and came sweeping past behind
+      them, at the same time shouting loudly, as if to tempt them away from
+      their pursuit of Harry.
+    </p>
+    <p>
+      "They heeded him not, and again he changed his direction, and, as though
+      he was about to skate into their midst, followed the wolves.
+    </p>
+    <p>
+      "This time he skated up close behind them, just at the moment when Harry
+      had turned again, and thus made his second escape.
+    </p>
+    <p>
+      "At this moment, we heard Frank calling out to his brother to make for the
+      shore, while, instead of retreating himself, he stopped until Harry had
+      passed, and then dashed off, followed closely by the whole pack.
+    </p>
+    <p>
+      "Another slight turn brought him nearly in our direction; but there was a
+      large hole broken through the ice close by the shore, and we saw that,
+      unless he turned again, he would skate into it.
+    </p>
+    <p>
+      "We thought he was watching the wolves too intently to see it, and we
+      shouted to warn him. Not so; he knew better than we what he was about.
+    </p>
+    <p>
+      "When he had reached within a few feet of the hole, he wheeled sharply to
+      the left, and came dashing up to the point where we stood to receive him.
+    </p>
+    <div class="figright">
+      <img alt="wolves(66K)" src="images/036.jpg" height="500" width="375" />
+    </div>
+    <p>
+      "The wolves, too intent upon their chase to see any thing else, went
+      sweeping past the point where he had turned, and the next moment plunged
+      through the broken ice into the water.
+    </p>
+    <p>
+      "Then Cudjo and I ran forward, shouting loudly, and, with the heavy rail
+      and the long spear, commenced dealing death among them.
+    </p>
+    <p>
+      "It was but a short, though exciting scene. Five of them were speared and
+      drowned, while the sixth crawled out upon the ice and was rapidly making
+      off, frightened enough at his cold ducking.
+    </p>
+    <p>
+      "At that moment I heard the crack of a rifle and saw the wolf tumble over.
+    </p>
+    <p>
+      "On turning round I saw Harry with, my rifle, which my wife had brought
+      down and handed to him, as a better marksman than herself.
+    </p>
+    <p>
+      "The wolf, only wounded, was kicking furiously about on the ice; but Cudjo
+      now ran out, and, after a short struggle, finished the business with his
+      spear.
+    </p>
+    <p>
+      "This was, indeed, a day of great excitement in our forest home. Frank,
+      who was the hero of the day, although he said nothing, was no doubt not a
+      little proud of his skating feat.
+    </p>
+    <p>
+      "And well he might be, as, but for his skill, poor Harry would no doubt
+      have fallen a prey to the fierce wolves."
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils use other words to express the
+      meaning of what is given below in dark type.
+    </p>
+    <div class="blockquot">
+      <p>
+        Again he <b><i>changed his direction</i>.</b>
+      </p>
+      <p>
+        He then <b><i>dashed off</i>.</b>
+      </p>
+      <p>
+        He wheeled <b><i>sharply</i></b> to the left.
+      </p>
+      <p>
+        Cudjo and I commenced <b><i>dealing death among them</i></b>.
+      </p>
+      <p>
+        Cudjo <b><i>finished the business</i></b> with his spear.
+      </p>
+      <p>
+        Harry would have <b><i>fallen a prey to</i></b> the fierce wolves.
+      </p>
+    </div>
+    <p>
+      Tell the story in your own words, using the points in the following
+    </p>
+    <p>
+      <b>Analysis</b>.&mdash;1. Frank and Harry go to skate. 2. The alarm. 3.
+      The wolves. 4. The pursuit. 5. The escape. 6. Death of the wolves.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_VII" id="LESSON_VII"></a>LESSON VII.
+    </h2>
+    <div class="glossary">
+      <p>
+        craft, <i>ship; a boat of any kind</i>.<br /> <br /> mew'ing, <i>crying,
+        like a cat</i>.<br /> <br /> a dopt'ed, <i>received as one's own</i>.<br />
+        <br /> ad mir'er, <i>one who likes another</i>.<br /> <br /> voy'age, <i>journey
+        by water</i>.<br /> <br /> dain'ty, <i>nice in form or taste</i>.<br />
+        <br /> a loft', <i>on high; in the air</i>.<br /> <br /> wind'ward, <i>the
+        point from which the wind blows</i>.<br /> <br /> star'board, <i>the
+        right-hand side of a ship</i>.<br /> <br /> bruised, <i>injured, hurt</i>.<br />
+      </p>
+    </div>
+    <h3>
+      OUR SAILOR CAT.
+    </h3>
+    <p>
+      She was a sailor cat, indeed, and it was a sailor who first brought her on
+      board.
+    </p>
+    <p>
+      Our steamer was lying at her pier in the North River, at New York, taking
+      in cargo.
+    </p>
+    <p>
+      One of our men, who had been ashore, came back with a little
+      gray-and-white kitten in his arms. She was very poor and thin, and her
+      little furry coat was sadly soiled with dirt and grease.
+    </p>
+    <p>
+      But she had not lost all her fun, for she was making play with her tiny
+      fore-paws at the ends of the sailor's red beard, to honest Jack's great
+      delight.
+    </p>
+    <p>
+      "Where did you pick that up, Jack?" asked the third officer.
+    </p>
+    <p>
+      "Well, your honor," said Jack Harmon, touching his cap with a grin, "seems
+      to me she must have left her ship and gone to look for another, for I
+      found her tramping along the pier there, and mewing as if she was calling
+      out for somebody to show her the road.
+    </p>
+    <p>
+      "So I thought that, as we have many rats aboard the old craft, she would
+      be able to pick up a good living there; and I called to her, and she came
+      at once, and here she is."
+    </p>
+    <p>
+      Here she was, sure enough; and as Jack ended his story, she chimed in with
+      a plaintive little "Me-ow," which said, as plainly as ever any cat spoke
+      yet, "I'm very cold and hungry, and I do wish somebody would take me below
+      and give me some food!"
+    </p>
+    <p>
+      She had not long to wait. Half an hour later she was the best-fed cat in
+      that part of New York City, and that night she lay snugly curled up with a
+      good warm blanket over her.
+    </p>
+    <p>
+      Of course, the first thing to do with an adopted cat is to give it a name,
+      and Jack Harmon, who was a bit of a wag in his way, and a great admirer of
+      the monster elephant which was just then making such a stir in New York,
+      called his new pet "Jumbo."
+    </p>
+    <p>
+      Jumbo soon became the pet of the whole crew, and of the passengers, too,
+      when they came on board, a few days later, for the voyage back to England.
+    </p>
+    <p>
+      Before we were half-way across the ocean, the bits of meat or cake, and
+      bits of white bread soaked in milk, which were being constantly given her
+      by one and another, had made her look as round as an apple.
+    </p>
+    <p>
+      The ladies were never tired of stroking her soft fur and admiring her
+      dainty white paws, which were now as spotless as snow. The children romped
+      all day with this new playmate, who seemed to enjoy the sport quite as
+      much as themselves.
+    </p>
+    <p>
+      But Jumbo was not content with mere play. She seemed to think herself
+      bound to do something to "work her passage." Whenever any of the crew went
+      aloft to take in sail, Jumbo would always climb up, too, as if to help
+      them.
+    </p>
+    <p>
+      Jack Harmon was still her favorite, and whenever it came his turn to stand
+      at the bow and keep watch, there was Jumbo going backward and forward.
+    </p>
+    <p>
+      On the eighth night of the voyage, the stars looked dim and watery, and a
+      low bank of clouds began to rise to windward of us, just between sea and
+      sky.
+    </p>
+    <p>
+      The old sailors shook their heads and looked grave, as if they expected an
+      unusual storm. Suddenly the wind began to blow strongly upon the starboard
+      quarter, stirring up a cross-sea which tossed the great ship like a toy.
+    </p>
+    <p>
+      Nearly all the passengers had gone below, and the few who remained on deck
+      buttoned their water-proof coats, and held tightly on by any thing they
+      could seize.
+    </p>
+    <p>
+      Jack Harmon had shut up his cat below, but poor puss escaped somehow, for
+      all at once a shrill cry was heard, and there was Jumbo clinging to a
+      rail, with a great mountain of a wave coming right down upon her.
+    </p>
+    <p>
+      Several men sprang toward the spot, but Jack was foremost, and he had just
+      reached his little pet when down came the great wave upon them both.
+    </p>
+    <p>
+      Instantly the whole after-deck was one roaring, foaming waterfall, the
+      flying spray of which blinded one for a moment. But when it cleared, there
+      stood our brave Jack&mdash;dripping, bruised, and bleeding from a cut on
+      the head.
+    </p>
+    <p>
+      But his little favorite was safe in his arms, and as he came back with
+      her, such a cheer went up from all who were on deck, as the old ship had
+      not heard for many a day.
+    </p>
+    <p>
+      "Let's send round the hat for him," said one of the passengers.
+    </p>
+    <p>
+      And the hat was sent around, so successfully that Jack got enough money to
+      give his poor old mother a happy Christmas, and still have something left
+      over for himself and Jumbo, who was his mother's pet ever after.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Should this lesson be read with the
+      same tone of voice as Lessons V. and VI.?
+    </p>
+    <p>
+      In the first paragraph, do not say <b><i>pier rin</i></b> for <b><i>pier
+      in; dir' tand</i></b> for <b><i>dirt and</i></b>.
+    </p>
+    <p>
+      Point out two other places in the lesson where mistakes similar to those
+      just given might occur.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Syllabify, accent, and mark the sounds of
+      letters in the following words: <b><i>cargo, officer, blanket, passengers,
+      instantly, bleeding</i>.</b>
+    </p>
+    <p>
+      <b><i>Work her passage</i></b> means to pay her fare by making herself
+      useful.
+    </p>
+    <p>
+      Make out an <b><i>analysis</i></b> in six parts for this lesson, and use
+      it in telling the story in your own words.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_VIII" id="LESSON_VIII"></a>LESSON VIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        loi'ter ing, <i>going slowly, lingering</i>.<br /> <br /> pro tect'or, <i>one
+        who keeps another from harm</i>.<br /> <br /> throng'ing, <i>gathering in
+        large numbers</i>.<br /> <br /> wrecked, <i>dashed to pieces</i>.<br />
+        <br /> thatched, <i>covered with straw or twigs</i>.<br /> <br /> bronzed,
+        <i>brown, darked-colored</i>.<br /> <br /> bleach'ing, <i>whitening</i>.<br />
+        <br /> van'ished, <i>gone out of sight; departed suddenly</i>.<br /> <br />
+        rapt'ure, <i>great joy; delight</i>.<br />
+      </p>
+    </div>
+    <h3>
+      RESCUED.
+    </h3>
+    <div class="poem" style="margin-left:10%">
+      <div class="stanza">
+        <p>
+          "Little lad, slow wandering across the sands so yellow,
+        </p>
+        <p>
+          Leading safe a lassie small&mdash;O tell me, little fellow,
+        </p>
+        <p>
+          Whither go you, loitering in the summer weather,
+        </p>
+        <p>
+          Chattering like sweet-voiced birds on a bough together?"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "I am Robert, if you please, and this is Rose, my sister,
+        </p>
+        <p>
+          Youngest of us all"&mdash;he bent his curly head and kissed her,
+        </p>
+        <p>
+          "Every day we come and wait here till the sun is setting,
+        </p>
+        <p>
+          Watching for our father's ship, for mother dear is fretting.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "Long ago he sailed away, out of sight and hearing,
+        </p>
+        <p>
+          Straight across the bay he went, into sunset steering.
+        </p>
+        <p>
+          Every day we look for him, and hope for his returning,
+        </p>
+        <p>
+          Every night my mother keeps the candle for him burning.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "Summer goes, and winter comes, and spring returns but never
+        </p>
+        <p>
+          Father's step comes to the gate. O, is he gone forever?
+        </p>
+        <p>
+          The great, grand ship that bore him off, think you some tempest
+          wrecked her?"
+        </p>
+        <p>
+          Tears shone in little Rose's eyes, upturned to her protector.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Eagerly the bonny boy went on: "O, sir, look yonder!
+        </p>
+        <p>
+          In the offing see the sails that east and westward wander;
+        </p>
+        <p>
+          Every hour they come and go, the misty distance thronging.
+        </p>
+        <p>
+          While we watch and see them fade, with sorrow and with longing."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "Little Robert, little Rose!" The stranger's eyes were glistening
+        </p>
+        <p>
+          At his bronzed and bearded face, upgazed the children, listening;
+        </p>
+        <p>
+          He knelt upon the yellow sand, and clasped them to his bosom,
+        </p>
+        <p>
+          Robert brave, and little Rose, as bright as any blossom.
+        </p>
+      </div>
+      <div class="figcenter">
+        <img src="images/045.jpg" alt="the return" width="565" height="500" />
+      </div>
+      <div class="stanza">
+        <p>
+          "Father, father! Is it you?" The still air rings with rapture;
+        </p>
+        <p>
+          All the vanished joy of years the waiting ones recapture!
+        </p>
+        <p>
+          Finds he welcome wild and sweet, the low-thatched cottage reaching,
+        </p>
+        <p>
+          But the ship that into sunset steered, upon the rocks lies bleaching.
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Read the conversational parts of this
+      poem like conversation in prose.
+    </p>
+    <p>
+      Point out the <b><i>emphatic words</i></b> in the first line of the last
+      stanza.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.&mdash;<i>Into sunset steering</i></b>, means sailing
+      westward.
+    </p>
+    <p>
+      <b><i>The misty distance thronging</i></b>, means gathering together in
+      the distance.
+    </p>
+    <p>
+      <b><i>The still air rings with rapture</i></b>, means that the air becomes
+      full of joyful shouts.
+    </p>
+    <p>
+      <b><i>All the vanished joy of years the waiting ones recapture</i></b>,
+      means that the children regain the happiness lost during their father's
+      absence.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_IX" id="LESSON_IX"></a>LESSON IX.
+    </h2>
+    <div class="glossary">
+      <p>
+        impos'ing, <i>grand looking; of great size</i>.<br /> <br /> glar'ing, <i>fierce
+        looking</i>.<br /> <br /> lim'its, <i>space</i>.<br /> <br /> e nor'mous, <i>very
+        large; huge</i>.<br /> <br /> start'led, <i>suddenly alarmed; surprised</i>.<br />
+        <br /> au'dible, <i>that may be heard</i>.<br /> <br /> maj'esty, <i>greatness;
+        nobility</i>.<br /> <br /> increas'ing, <i>growing larger</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE LION.
+    </h3>
+    <p>
+      There is, in the appearance of the lion, something both noble and
+      imposing. Nature has given him wonderful strength and beauty.
+    </p>
+    <p>
+      His body, when full grown, is only about seven feet long and less than
+      four feet high; but his large and shapely head, with its powerful jaws,
+      his glaring eye, and long, flowing mane, give him an air of majesty that
+      shows him worthy of the name&mdash;"King of Beasts."
+    </p>
+    <p>
+      Yet we are told that a lion will not willingly attack man, unless first
+      attacked himself or driven by hunger to forget his habits.
+    </p>
+    <p>
+      On meeting man suddenly, he will turn, retreat slowly for a short
+      distance, and then run away.
+    </p>
+    <p>
+      The lion belongs to the cat family, and his teeth and claws are similar in
+      form and action to those of the house cat.
+    </p>
+    <p>
+      His food is the flesh of animals; and so great is his appetite, that it
+      must require several thousand other animals to supply one lion with food
+      during his life-time.
+    </p>
+    <p>
+      His strength is so enormous that he can crush the skull of an ox with a
+      single blow of his powerful paw, and then grasp it in his jaws and bound
+      away.
+    </p>
+    <p>
+      Unless driven by hunger to bolder measures, he will hide in the bushes, or
+      in the tall reeds along the banks of rivers, and spring suddenly upon the
+      unlucky animal that chances to come near him.
+    </p>
+    <p>
+      Many lions have been captured, and their habits and appearance carefully
+      studied. Although there is a difference in color&mdash;some being of a
+      yellowish brown, others of a deep red, and a few silvery gray&mdash;the
+      general form and appearance of all lions is the same.
+    </p>
+    <p>
+      The mane is of a dark brown, or of a dusky color, and the tail nearly
+      three feet long, with a bunch of hair at the tip.
+    </p>
+    <p>
+      The lioness, or female lion, is smaller in every way than the male and has
+      no mane.
+    </p>
+    <p>
+      It is in the night-time that the lion goes out from his den to seek for
+      food, and his color is so dark and his movements so silent, that his
+      presence is not known even at the distance of a few yards.
+    </p>
+    <p>
+      These dangerous beasts are no longer found in Europe, although they lived
+      there in numbers many hundred years ago. It is only in the deserts and
+      rocky hills of Asia and Africa that they are met with.
+    </p>
+    <p>
+      Those who have visited a menagerie, and have seen a lion within the limits
+      of a narrow iron cage, can form no idea of the majesty of the brute when
+      roaming about freely on his native soil.
+    </p>
+    <p>
+      The voice of the lion is loud and strong. It is likely to strike terror to
+      the bravest heart.
+    </p>
+    <p>
+      "It consists," says a well-known writer, "at times of a low, deep moaning,
+      repeated five or six times, and ending in scarcely audible sighs; at other
+      times, the forest is startled with loud, deep-toned, solemn roars,
+      increasing in loudness to the third or fourth, and then dying away in
+      sounds like distant thunder."
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading</b>.&mdash;This lesson should be read a little
+      more slowly than conversation. When we wish to describe any thing, we must
+      give time for those who listen to us to get the meaning of what we say.
+    </p>
+    <p>
+      Do not run the words together when reading. (See Directions for Reading,
+      page 42.)<a name="FNanchor_03_3" id="FNanchor_03_3"></a><a href="#Footnote_03_3">[3]</a>
+    </p>
+    <p>
+      <b>Example</b>.&mdash;"There is, in the appearance of the lion, something
+      both noble and imposing."
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Syllabify, accent, and mark sounds of
+      letters in the following words: <b><i>meeting, require, Europe, idea,
+      terror, measures, unlucky, narrow, bolder</i>.</b>
+    </p>
+    <p>
+      <b><i>Air of majesty</i></b> means the noble appearance supposed to belong
+      to kings.
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_03_3" id="Footnote_03_3"></a><span class="label"><a
+        href="#FNanchor_03_3">[3]</a></span>
+      </p>
+      See Lesson VII.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_X" id="LESSON_X"></a>LESSON X.
+    </h2>
+    <div class="glossary">
+      <p>
+        ar ti fi' cial, <i>not real; made by human skill</i>.<br /> <br /> ex
+        er'tion, <i>great effort; attempt</i>.<br /> <br /> destroyed', <i>killed;
+        put an end to</i>.<br /> <br /> cleansed, <i>cleaned; freed from dirt</i>.<br />
+        <br /> sit u a'tion, <i>position</i>.<br /> <br /> fa'mous, <i>much talked
+        of; well known</i>.<br /> <br /> fre'quent ly, <i>often</i>.<br /> <br />
+        in'ci dent, <i>adventure; event</i>.<br /> <br /> nar rat'ed, <i>told</i>.<br />
+        <br /> hurled, <i>thrown with force</i>.<br /> <br /> stu'por, <i>sleepy
+        feeling</i>.<br />
+      </p>
+    </div>
+    <h3>
+      ADVENTURE WITH A LION.
+    </h3>
+    <p>
+      The dangers of lion-hunting may be understood from the following incident,
+      narrated by Livingstone, the famous African traveler:
+    </p>
+    <p>
+      ""The villagers among whom I was staying were much troubled by lions,
+      which leaped into their cattle-pens and destroyed their cows.
+    </p>
+    <p>
+      "As I knew well that, if one of a number of lions is killed, the others
+      frequently take the hint and leave that part of the country, I gave the
+      villagers advice to that end, and, to encourage them, offered to lead the
+      hunt.
+    </p>
+    <p>
+      "The lions were found hiding among the rocks on a hill covered with trees,
+      and about a quarter of a mile in length. The men circled the hill, and
+      slowly edged in closer and closer, so that the lions might be completely
+      surrounded.
+    </p>
+    <p>
+      "Presently one of the natives spied a lion sitting on a piece of rock, and
+      fired at him, the ball missing the beast and striking the rock.
+    </p>
+    <p>
+      "The lion turned, bit like a dog at the spot where the bullet had struck,
+      and then bounded off to the shelter of the brushwood.
+    </p>
+    <p>
+      "Soon I saw another lion in much the same situation as the former, and,
+      being not more than thirty yards from it, let fly with both barrels.
+    </p>
+    <div class="figright">
+      <img alt="lion attack (68K)" src="images/052.jpg" height="500" width="397" />
+    </div>
+    <p>
+      "As the lion was still on its legs, I hastened to reload my gun; but
+      hearing a sudden and frightful cry from the natives, I looked up and saw
+      the wounded lion springing upon me.
+    </p>
+    <p>
+      "I was caught by the shoulder and hurled to the ground. Growling terribly
+      in my ear, the lion shook me as a dog does a rat.
+    </p>
+    <p>
+      "The shock produced a stupor, similar to that which seems to be felt by a
+      mouse after the first shake of a cat.
+    </p>
+    <p>
+      "The lion then leaped upon one of the natives who had tried to shoot at
+      him, and then sprang at the neck of a second native who, armed with a
+      spear, was rushing to the rescue.
+    </p>
+    <p>
+      "The exertion was too much for the wounded beast, and so, with his claws
+      bedded in the spearman's shoulder, he rolled over and died.
+    </p>
+    <p>
+      "I had escaped, but with a shoulder so broken as to need an artificial
+      joint, and with eleven teeth wounds in my arm.
+    </p>
+    <p>
+      "These wounds were less severe than they would have been, had not a heavy
+      jacket which I had on, cleansed the teeth of the lion in their passage. As
+      it was, they were soon cured and gave me no trouble afterward."
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading</b>.&mdash;Read this lesson in a full and clear
+      conversational tone of voice.
+    </p>
+    <p>
+      Those parts of the lesson to which we wish to call attention, should be
+      read slowly.
+    </p>
+    <p>
+      <b>Example</b>.&mdash;"The men edged in closer and closer, so that the
+      lions might be completely surrounded."
+    </p>
+    <p>
+      Should the slow and clear reading be kept up throughout pages 51 and 52,
+      or should those pages be read more rapidly?<a name="FNanchor_04_4" id="FNanchor_04_4"></a><a href="#Footnote_04_4">[4]</a>
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Syllabify, accent, and mark sounds of
+      letters in the following words: <b><i>Livingstone, bullet, growling,
+      jacket, offered, advice, severe</i>.</b>
+    </p>
+    <p>
+      <b><i>Edged in closer and closer</i></b> means went slowly nearer and
+      nearer.
+    </p>
+    <p>
+      <b><i>Let fly with both barrels</i></b> means fired both barrels of his
+      gun at the same time.
+    </p>
+    <p>
+      <b><i>Still on its legs</i></b> means not so badly wounded but that it was
+      able to stand up.
+    </p>
+    <p>
+      Tell the story in your own words.
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_04_4" id="Footnote_04_4"></a><span class="label"><a href="#FNanchor_04_4">[4]</a></span>
+      </p>
+      See this lesson.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XI" id="LESSON_XI"></a>LESSON XI.
+    </h2>
+    <div class="glossary">
+      <p>
+        en riched', <i>made rich</i>.<br /> <br /> de tec'tion, <i>being found out</i>.<br />
+        <br /> dis mount'ed, <i>got down from</i>.<br /> <br /> sat' is fied, <i>supplied
+        with all one wants</i>.<br /> <br /> sum'mit, <i>top; highest point</i>.<br />
+        <br /> en trust'ed, <i>gave the care of</i>.<br /> <br /> em ployed', <i>used;
+        made use of</i>.<br /> <br /> im por'tant, <i>worthy of attention</i>.<br />
+        <br /> ad dressed', <i>spoke to</i>.<br /> <br /> di' a mond, <i>a very
+        valuable stone</i>.<br /> <br /> in clud' ed, <i>put in as a part</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE NOBLEST DEED OF ALL.
+    </h3>
+    <p>
+      A rich Persian, feeling himself growing old, and finding that the cares of
+      business were too great for him, resolved, to divide his goods among his
+      three sons, keeping a very small part to protect him from want in his old
+      age.
+    </p>
+    <p>
+      The sons were all well satisfied, and each took his share with thanks, and
+      promised that it should be well and properly employed. When this important
+      business was thus finished, the father addressed the sons in the following
+      words:
+    </p>
+    <p>
+      "My sons, there is one thing which I have not included in the share of any
+      one of you. It is this costly diamond which you see in my hand. I will
+      give it to that one of you who shall earn it by the noblest deed.
+    </p>
+    <p>
+      "Go, therefore, and travel for three months; at the end of that time, we
+      will meet here again, and you shall tell me what you have done."
+    </p>
+    <p>
+      The sons thereupon departed, and traveled for three months, each in a
+      different direction. At the end of that time they returned; and all came
+      together to their father to give an account of their journey. The eldest
+      son spoke first.
+    </p>
+    <p>
+      "Father, on my journey a stranger entrusted to me a great number of
+      valuable jewels, without taking any account of them. Indeed, I was well
+      aware that he did not know how many the package contained.
+    </p>
+    <p>
+      "One or two of them would never have been missed, and I might easily have
+      enriched myself without fear of detection. But I gave back the package
+      exactly as I had received it. Was not this a noble deed?"
+    </p>
+    <p>
+      "My son," replied the father, "simple honesty cannot be called noble. You
+      did what was right, and nothing more. If you had acted otherwise, you
+      would have been dishonest, and your deed would have shamed you. You have
+      done well, but not nobly."
+    </p>
+    <p>
+      The second son now spoke. He said: "As I was riding along on my journey, I
+      one day saw a poor child playing by the shore of a lake; and just as I
+      rode by, it fell into the water, and was in danger of being drowned.
+    </p>
+    <p>
+      "I at once dismounted from my horse, and plunging into the water, brought
+      it safe to land. All the people of the village where this happened will
+      tell you that what I say is true. Was it not a noble action?"
+    </p>
+    <p>
+      "My son," replied the old man, "you did only what was your duty. You could
+      hardly have left the child to die without exerting yourself to save it.
+      You, too, have acted well, but not nobly."
+    </p>
+    <p>
+      Then the third son came forward to tell his tale. He said: "Father, I had
+      an enemy, who for years had done me much harm and tried to take my life.
+    </p>
+    <p>
+      "One evening during my journey, I was passing along a dangerous road which
+      ran beside the summit of a cliff. As I rode along, my horse started at
+      sight of something in the road.
+    </p>
+    <p>
+      "I dismounted to see what it was, and found my enemy lying fast asleep on
+      the very edge of the cliff. The least movement in his sleep and he must
+      have rolled over and been dashed to pieces on the rocks below.
+    </p>
+    <p>
+      "His life was in my hands. I drew him away from the edge and then woke
+      him, and told him to go on his way in peace."
+    </p>
+    <p>
+      Then the old Persian cried out with great joy, "Dear son, the diamond is
+      yours, for it is a noble and godlike thing to help an enemy and return
+      good for evil."
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Read this lesson in a conversational
+      tone of voice, and somewhat more slowly than Lesson III.
+    </p>
+    <p>
+      Read what is said by each one of the four different persons, as you think
+      each one of them would speak.
+    </p>
+    <p>
+      How would you read the third and fourth paragraphs?&mdash;the last
+      paragraph?
+    </p>
+    <p>
+      Point out the <b><i>emphatic words</i></b> in the last paragraph.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Syllabify, accent, and mark sounds of
+      letters in the following words: <b><i>Persian, therefore, valuable,
+      account, jewels, aware, contained, dishonest, duty, enemy</i>.</b>
+    </p>
+    <p>
+      Let pupils use other words, to express the following:
+    </p>
+    <div class="blockquot">
+      <p>
+        <b>To go on his way in peace.</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<b>Return
+        good for evil.</b><br />
+      </p>
+    </div>
+    <p>
+      Tell the story in your own words, using the points in the following
+    </p>
+    <p>
+      <b>Analysis.</b>&mdash;1. The father divides his goods. 2. What he said to
+      his sons. 3. What the eldest son did. 4. What the second son did. 5. What
+      the third son did. 6. What the father said.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XII" id="LESSON_XII"></a>LESSON XII.
+    </h2>
+    <div class="glossary">
+      <p>
+        a new', <i>over again</i>.<br /> <br /> al'ma nac, <i>a book giving days,
+        weeks, and months of the year</i>.<br /> <br /> rus'tling, <i>shaking with
+        a gentle sound</i>.<br /> <br /> scents, <i>smells</i>.<br /> <br />
+        drow'sy, <i>sleepy; making sleepy</i>.<br /> <br /> larch, <i>a kind of
+        tree</i>.<br /> <br /> flue, <i>an opening for air or smoke to pass
+        through</i>.<br /> <br /> haunt'ing, <i>staying in; returning often</i>.<br />
+        <br /> mur'mur, <i>a low sound</i>.<br /> <br /> fra' grant, <i>sweet
+        smelling</i>.<br />
+      </p>
+    </div>
+    <h3>
+      MARJORIE'S ALMANAC.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          Robins in the tree-top,
+        </p>
+        <p class="i2">
+          Blossoms in the grass,
+        </p>
+        <p>
+          Green things a-growing
+        </p>
+        <p class="i2">
+          Every-where you pass;
+        </p>
+        <p>
+          Sudden fragrant breezes,
+        </p>
+        <p class="i2">
+          Showers of silver dew,
+        </p>
+        <p>
+          Black bough and bent twig
+        </p>
+        <p class="i2">
+          Budding out anew;
+        </p>
+        <p>
+          Pine-tree and willow-tree,
+        </p>
+        <p class="i2">
+          Fringed elm and larch,&mdash;
+        </p>
+        <p>
+          Don't you think that May-time's
+        </p>
+        <p class="i2">
+          Pleasanter than March?
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Apples in the orchard
+        </p>
+        <p class="i2">
+          Mellowing one by one;
+        </p>
+        <p>
+          Strawberries upturning
+        </p>
+        <p class="i2">
+          Soft cheeks to the sun;
+        </p>
+        <p>
+          Roses faint with sweetness,
+        </p>
+        <p class="i2">
+          Lilies fair of face,
+        </p>
+        <p>
+          Drowsy scents and murmurs
+        </p>
+        <p class="i2">
+          Haunting every place;
+        </p>
+        <p>
+          Lengths of golden sunshine,
+        </p>
+        <p class="i2">
+          Moonlight bright as day,&mdash;
+        </p>
+        <p>
+          Don't you think that summer's
+        </p>
+        <p class="i2">
+          Pleasanter than May?
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Roger in the corn-patch
+        </p>
+        <p class="i2">
+          Whistling negro songs;
+        </p>
+        <p>
+          Pussy by the hearth-side
+        </p>
+        <p class="i2">
+          Romping with the tongs;
+        </p>
+        <p>
+          Chestnuts in the ashes
+        </p>
+        <p class="i2">
+          Bursting through the rind;
+        </p>
+        <p>
+          Red leaf and gold leaf
+        </p>
+        <p class="i2">
+          Rustling down the wind;
+        </p>
+        <p>
+          Mother "doin' peaches"
+        </p>
+        <p class="i2">
+          All the afternoon,&mdash;
+        </p>
+        <p>
+          Don't you think that autumn's
+        </p>
+        <p class="i2">
+          Pleasanter than June?
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Little fairy snow-flakes
+        </p>
+        <p class="i2">
+          Dancing in the flue;
+        </p>
+        <p>
+          Old Mr. Santa Claus,
+        </p>
+        <p class="i2">
+          What is keeping you?
+        </p>
+        <p>
+          Twilight and firelight,
+        </p>
+        <p class="i2">
+          Shadows come and go;
+        </p>
+        <p>
+          Merry chime of sleigh-bells
+        </p>
+        <p class="i2">
+          Tinkling through the snow;
+        </p>
+        <p>
+          Mother knitting stockings
+        </p>
+        <p class="i2">
+          (Pussy's got the ball!)&mdash;
+        </p>
+        <p>
+          Don't you think that winter's
+        </p>
+        <p class="i2">
+          Pleasanter than all?
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Read the lesson with spirit, and
+      avoid anything like sing-song.
+    </p>
+    <p>
+      Do not make the last word of each line <b><i>emphatic</i>,</b> unless it
+      is really an <b><i>emphatic word</i></b>.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Syllabify, accent, and mark sounds of
+      letters in the following words; <b><i>Marjorie's, chestnuts, peaches,
+      afternoon</i>.</b>
+    </p>
+    <p>
+      What part of the year is described in each stanza?
+    </p>
+    <p>
+      What two words can be used for each of the following: <b><i>May-time's,
+      summer's</i>.</b>
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XIII" id="LESSON_XIII"></a>LESSON XIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        col'o ny, <i>a number of people living together in one place</i>.<br />
+        <br /> set'tlers, <i>those people who form a colony</i>.<br /> <br /> shy,
+        <i>easily frightened; timid</i>.<br /> <br /> es tab'lished, <i>formed;
+        settled</i>.<br /> <br /> war'rior, <i>a soldier; one who fights in war</i>.<br />
+        <br /> fur'ni ture, <i>articles used in a house</i>.<br /> <br /> dread'ed,
+        <i>feared very much</i>.<br /> <br /> pros' per ous, <i>successful; rich</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE STORY OF INDIAN SPRING.&mdash;PART I.
+    </h3>
+    <p>
+      "You want to know why this is called Indian Spring, Robbie? I will tell
+      you.
+    </p>
+    <p>
+      "When Mary and I were little girls, father moved away from our pleasant
+      home on the bank of the Delaware River, and came to this part of the
+      country. There were five of us: father, mother, Mary, our dear nurse
+      Lizzie, and I.
+    </p>
+    <p>
+      "Lizzie was a colored woman, who had lived with us a long time. She was
+      very handsome, and straight as an arrow. She was a few years older than
+      mother.
+    </p>
+    <p>
+      "Grandfather Thorpe, your great grandfather, boys, gave her to mother when
+      she was married. Your grandfather was a miller. The old mill that I went
+      to see to-day, was his. It was the first mill built in this part of
+      Pennsylvania.
+    </p>
+    <p>
+      "O, this was a beautiful country! my eyes never were tired of looking out
+      over these mountains and valleys. But I saw that mother's face was getting
+      thinner and whiter every day; they said she was homesick, and before we
+      had been in the colony a year, a grave was made under an elm-tree close
+      by, and that grave was mother's.
+    </p>
+    <p>
+      "I thought my heart was broken then, but I soon forgot my sorrow: I still
+      had father, sister Mary, and Lizzie.
+    </p>
+    <p>
+      "In this part of Pennsylvania at that time there were very few white
+      people, and besides our own, there was no other colony within ten miles.
+      But our people being so near together, and well armed, felt quite safe.
+    </p>
+    <p>
+      "Ten miles away on the Susquehanna, was a small village established by a
+      colony from the north, which was used as a trading-post. There the
+      friendly Indians often came to trade.
+    </p>
+    <p>
+      "Father went twice a year to this village to get supplies that came up the
+      river. He often spoke of Red Feather, an old Indian warrior. Father liked
+      Red Feather, and he learned to trust him almost as he would have trusted a
+      white man.
+    </p>
+    <p>
+      "Time passed on until I was thirteen years old, a tall, strong girl, and
+      very brave for a girl. I could shoot almost as well as father.
+    </p>
+    <p>
+      "Little Mary was very quiet and shy, not like me at all. I loved fishing,
+      and often went out hunting with father, but she staid at home with Lizzie,
+      or sat down under the trees by the spring, watching the shadow of the
+      trees moving in it.
+    </p>
+    <p>
+      "Our colony had by this time become quite prosperous. A good many of the
+      settlers had built houses for themselves more like those they had left
+      behind on the Delaware.
+    </p>
+    <p>
+      "The spring that I was fourteen, father built this house. The mill had
+      already been grinding away for two years. We were very happy when we moved
+      out of our little log cabin into this pleasant house.
+    </p>
+    <p>
+      "We had but little furniture, but we had plenty of room. Up to this time,
+      there had not been much trouble with the Indians, and though we had often
+      dreaded it, and lived in fear many days at a time, only four of our men
+      had been killed by them.
+    </p>
+    <p>
+      "We had trusted many of the friendly Indians, and Red Feather had
+      frequently spent days at our settlement. He seemed to like the mill.
+    </p>
+    <p>
+      "I became quite attached to the old man; but Mary was always afraid of
+      him, and Lizzie kept her sharp eyes on him whenever he came into the
+      house. She hated him, and he knew it.
+    </p>
+    <p>
+      "One beautiful clear morning in August of that year, father went down to
+      the mill as usual. Lizzie was busy with her work, and little Mary was
+      playing with some tame doves, when looking up, I saw Lizzie start
+      suddenly.
+    </p>
+    <p>
+      "She had seen something in the woods that frightened her. Without
+      speaking, she went to the door, closed and fastened it, then turned and
+      looked out of the window. She never told mo what she saw.
+    </p>
+    <p>
+      "Father came home early that day; he looked anxious, and I knew that
+      something troubled him. Without waiting to eat his supper, he went out,
+      and very soon most of the men of the colony had gathered round him at the
+      spring."
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;With what tone of voice should this
+      lesson be read?
+    </p>
+    <p>
+      What other lessons before this, have been read with the same tone of
+      voice?
+    </p>
+    <p>
+      Name two <b><i>emphatic words</i></b> in the following <b><i>exclamation</i></b>:
+    </p>
+    <div class="blockquot">
+      <p>
+        "O, this was a beautiful country!"<br />
+      </p>
+    </div>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Change the <b><i>exclamation</i></b> given
+      above to a <b><i>statement</i></b>. What word would be omitted? How would
+      the punctuation be changed?
+    </p>
+    <p>
+      Syllabify, accent, and mark sounds of letters in the following words: <b><i>Delaware,
+      thinner, Susquehanna, grinding</i></b>.
+    </p>
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XIV" id="LESSON_XIV"></a>LESSON XIV.
+    </h2>
+    <div class="glossary">
+      <p>
+        con fu'sion, <i>disorder</i>.<br /> <br /> sense'less, <i>without the
+        power of thinking or acting; seemingly lifeless</i>.<br /> <br /> re
+        vived', <i>came back to life; recovered</i>.<br /> <br /> cun'ning, <i>slyness;
+        skill</i>.<br /> <br /> pro voke', <i>make angry</i>.<br /> <br /> stunned,
+        <i>made senseless by a blow on the head</i>.<br /> <br /> meek'ly, <i>in a
+        gentle manner</i>.<br /> <br /> his'to ry, <i>what is told of the past; a
+        story</i>.<br /> <br /> tot'ter, <i>shake as if about to fall</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE STORY OF INDIAN SPRING.&mdash;PART II.
+    </h3>
+    <p>
+      ""It was as I had feared; we were in danger of an attack from the Indians.
+    </p>
+    <p>
+      "Something had happened at the trading-post to provoke them, and rouse
+      their thirst for blood. But a quiet night passed by and the sun shone
+      again over the hills in wonderful beauty.
+    </p>
+    <p>
+      "Suddenly, there sounded from the forest a scream. I had never heard it
+      before, but I knew it. It was the terrible war-whoop. Then all was
+      confusion and horror.
+    </p>
+    <p>
+      "I saw Nanito, an Indian that I knew, who had eaten at our table. I saw
+      him strike down our father, while Lizzie fought to save him.
+    </p>
+    <p>
+      "But it was no use, there was no mercy in the heart of the Indian. They
+      carried Lizzie away from us, and we never saw her again.
+    </p>
+    <p>
+      "Poor little frightened Mary and I were tied together, our hands fastened
+      behind us, and we were given, to&mdash;whom do you think, Robbie?&mdash;to
+      Red Feather. Then I hated him, and resolved that I would kill him if I
+      could.
+    </p>
+    <p>
+      "After a while he took us out of the house, and then I saw that most of
+      the houses in the little village were burning. The women and children were
+      saved alive, but nearly all the men were killed.
+    </p>
+    <p>
+      "I was very quiet, for I wanted my hands untied, and I thought perhaps Red
+      Feather would pity me and unfasten them.
+    </p>
+    <p>
+      "Little Mary was frightened nearly to death. She had not spoken since she
+      saw the Indian strike father down,&mdash;when she screamed and fell
+      senseless.
+    </p>
+    <p>
+      "For a good while I thought she was dead. She had revived a great deal,
+      but had not spoken.
+    </p>
+    <p>
+      "About sundown Red Feather led us down past the spring, out into the
+      woods, but not far away. We could still see the smoke rising from the
+      burning houses. The Indians had gone some distance farther and camped with
+      the white prisoners.
+    </p>
+    <p>
+      "Red Feather could speak English, so I told him if he would untie my
+      hands, I would make his fire, and bake his corn cake for him.
+    </p>
+    <p>
+      "He was old and feeble, and had lost much of his natural cunning. He knew
+      me, and trusted me; so without speaking, he took his hunting knife from
+      his belt, cut the cords, and I was free.
+    </p>
+    <p>
+      "I took the hatchet that he gave me to cut some branches for a fire, and
+      went to work very meekly, with my head down.
+    </p>
+    <p>
+      "I dared not speak to Mary, for fear he might see me, for his eyes were
+      fixed on me every moment. I baked his corn cake in the ashes, and gave it
+      to him. By this time it was dark, but the light from our fire shone far
+      out into the woods.
+    </p>
+    <p>
+      "I noticed Red Feather did not watch me so closely, and his eyes would now
+      and then shut, for he was very tired.
+    </p>
+    <p>
+      "He leaned forward to light his pipe in the ashes, when instantly, almost
+      without thinking, I seized the hatchet, and struck him with all my might.
+    </p>
+    <p>
+      "With a loud scream, I plunged into the woods toward home. Turning an
+      instant, I saw Mary spring up, totter, and fall. With another sharp report
+      came a twinge of pain in my side. Suddenly I fell, and in the darkness of
+      the woods, they passed on, leaving me stunned and nearly dead.
+    </p>
+    <p>
+      "I will not tell you now, my dear Robbie, how I was cared for, and who
+      brought home little Mary and laid her to rest under the elm, beside mother&mdash;but
+      the bullet that struck me then, I still carry in my side, and shall as
+      long as I live.
+    </p>
+    <p>
+      "Many years have passed since that terrible day, but I can never forget
+      it. As long as the history of this country lasts, Indian Spring will be
+      remembered, and other boys will listen, with eyes as wide open as yours,
+      to the tale it has to tell."
+    </p>
+    <hr />
+    <p>
+      "<b>Directions for Reading.</b>&mdash;Should the second or third paragraph
+      of the lesson be read the faster?
+    </p>
+    <p>
+      "When do we speak more rapidly&mdash;in telling an exciting story, or in
+      common conversation?
+    </p>
+    <p>
+      "Do our feelings guide us when we speak slowly or rapidly?&mdash;when, we
+      speak quietly or forcibly?
+    </p>
+    <p>
+      "Point out three paragraphs in the lesson that you would read as slowly as
+      Lesson XIII.; three that you would read more rapidly.
+    </p>
+    <p>
+      "In reading rapidly, be careful not to omit syllables, and not to run
+      words together. (See Directions for Reading, page 42.)<a
+      name="FNanchor_05_5" id="FNanchor_05_5"></a><a href="#Footnote_05_5">[5]</a>
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_05_5" id="Footnote_05_5"></a><span class="label"><a
+        href="#FNanchor_05_5">[5]</a></span>
+      </p>
+      See Lesson VII.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XV" id="LESSON_XV"></a>LESSON XV.
+    </h2>
+    <div class="glossary">
+      <p>
+        aft, <i>near the stern of a ship</i>.<br /> <br /> anch'or, <i>a large
+        iron for holding a ship</i>.<br /> <br /> aimed, <i>directed or pointed
+        at, as a gun</i>.<br /> <br /> car'tridge, <i>a small case containing
+        powder and ball</i>.<br /> <br /> mood, <i>state of mind; temper</i>.<br />
+        <br /> sul'try, <i>very hot</i>.<br /> <br /> cleav'ing, <i>cutting
+        through; dividing</i>.<br /> <br /> dis cov'ered, <i>found out; seen
+        clearly</i>.<br /> <br /> buoys, <i>floats, made of wood, hollow iron, or
+        copper</i>.<br /> <br /> re sults', <i>what follows an act</i>.<br />
+      </p>
+    </div>
+    <h3>
+      AN ADVENTURE WITH A SHARK.
+    </h3>
+    <p>
+      Our noble ship lay at anchor in the Bay of Tangiers, a town in the
+      north-west part of Africa.
+    </p>
+    <p>
+      The day had been very mild, with a gentle breeze sweeping to the northward
+      and westward. Toward the close of the day the sea-breeze died away, and
+      hot, sultry breathings came from the great, sunburnt desert of Sahara.
+    </p>
+    <p>
+      Half an hour before sundown, the captain gave the cheering order to call
+      the hands to "go in swimming"; and, in less than five minutes, the forms
+      of our sailors were seen leaping from the arms of the lower yards into the
+      water.
+    </p>
+    <p>
+      One of the sails, with its corners fastened from the main yard-arm and the
+      swinging boom, had been lowered into the water, and into this most of the
+      swimmers made their way.
+    </p>
+    <p>
+      Among those who seemed to be enjoying the sport most heartily were two
+      boys, one of whom was the son of our old gunner; and, in a laughing mood,
+      they started out from the sail on a race.
+    </p>
+    <p>
+      There was a loud ringing shout of joy on their lips as they put off; they
+      darted through the water like fishes. The surface of the sea was smooth as
+      glass, though its bosom rose in long, heavy swells that set in from the
+      ocean.
+    </p>
+    <p>
+      One of the buoys which was attached to the anchor, to show where it lay,
+      was far away on the starboard quarter, where it rose and fell with the
+      lazy swell of the waves.
+    </p>
+    <p>
+      Towards this buoy the two lads made their way, the old gunner's son taking
+      the lead; but, when they were within about sixty yards of the buoy, the
+      other boy shot ahead and promised to win the race.
+    </p>
+    <p>
+      The old gunner had watched the progress of his son with great pride; and
+      when he saw him drop behind, he leaped upon the quarter-deck, and was just
+      upon the point of urging him on by a shout, when a cry was heard that
+      struck him with instant horror.
+    </p>
+    <p>
+      "A shark! a shark!" shouted the officer of the deck; and, at the sound of
+      those terrible words, the men who were in the water, leaped and plunged
+      toward the ship.
+    </p>
+    <p>
+      Three or four hundred yards away, the back of a monster shark was seen
+      cleaving the water. Its course was for the boys.
+    </p>
+    <p>
+      For a moment the gunner stood like one who had lost his reason; then he
+      shouted at the top of his voice for the boys to turn; but they heard him
+      not.
+    </p>
+    <p>
+      Stoutly the two swimmers strove, knowing nothing of the danger from the
+      shark. Their merry laughter still rang over the waters, as they were both
+      nearing the buoy.
+    </p>
+    <p>
+      O, what anxiety filled the heart of the gunner! A boat had put off, but he
+      knew it could not reach the boys in time to prevent the shark from
+      overtaking them.
+    </p>
+    <p>
+      Every moment he expected to see the monster sink from sight,&mdash;then he
+      knew all hope would be gone. At this moment a cry was heard on board the
+      ship, that reached every heart,&mdash;the boys had discovered their enemy.
+    </p>
+    <p>
+      The cry startled the old gunner, and, quicker than thought, he sprung from
+      the quarter-deck. The guns were all loaded and shotted, fore and aft, and
+      none knew their temper better than he.
+    </p>
+    <p>
+      With steady hand, made strong by sudden hope, the old gunner pricked the
+      cartridge of one of the quarter guns; then he took from his pocket a
+      percussion cap, fixed it on its place, and set back the hammer of the
+      gun-lock.
+    </p>
+    <p>
+      With great exertions, the old man turned the heavy gun to its bearing, and
+      then seizing the string of the lock, he stood back and watched for the
+      next swell that would bring the shark in range. He had aimed the piece
+      some distance ahead of his mark; but yet a moment would settle his hopes
+      and fears.
+    </p>
+    <p>
+      Every breath was hushed, and every heart in that old ship beat painfully.
+      The boat was yet some distance from the boys, while the horrid sea-monster
+      was fearfully near.
+    </p>
+    <div class="figright">
+      <img alt="old-gunner (54K)" src="images/073.jpg" height="500" width="357" />
+    </div>
+    <p>
+      Suddenly the silence was broken by the roar of the gun; and, as the old
+      man knew his shot was gone, he covered his face with his hands, as if
+      afraid to see the result. If he had failed, he knew that his boy was lost.
+    </p>
+    <p>
+      For a moment after the report of the gun had died away upon the air, there
+      was an unbroken silence; but, as the thick smoke arose from the surface of
+      the water, there was, at first, a low murmur breaking from the lips of the
+      men,&mdash;that murmur grew louder and stronger, till it swelled to a
+      joyous, deafening shout.
+    </p>
+    <p>
+      The old gunner sprung to his feet, and gazed off on the water, and the
+      first thing that met his sight was the huge body of the shark floating on
+      its back, the shot aimed by him having instantly killed it.
+    </p>
+    <p>
+      In a few moments the boat reached the daring swimmers, and, greatly
+      frightened, they were brought on board. The old man clasped his boy in his
+      arms, and then, overcome by the powerful excitement, he leaned upon a gun
+      for support.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading</b>.&mdash;What paragraphs should be read
+      rapidly? Does the feeling require it?
+    </p>
+    <p>
+      Use <b><i>calling tones</i></b> for the words, "A shark! A shark!"
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Syllabify, accent, and mark sounds of
+      letters in the following words: <b><i>Tangiers, Sahara, percussion,
+      excitement, support</i>.</b>
+    </p>
+    <p>
+      Tell the story in your own words, using the points in the following
+    </p>
+    <p>
+      <b>Analysis</b>.&mdash;1. Where the ship was. 2. The race. 3. The shark.
+      4. The gunner's trial. 5. The result.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XVI" id="LESSON_XVI"></a>LESSON XVI.
+    </h2>
+    <div class="glossary">
+      <p>
+        scant'y, <i>not enough for use</i>.<br /> <br /> hu'man, <i>belonging to
+        man or mankind</i>.<br /> <br /> cubs, <i>the young of wild animals</i>.<br />
+        <br /> le'gend, <i>a story; a tale</i>.<br /> <br /> soot'y, <i>blackened
+        with smoke</i>.<br /> <br /> scar'let, <i>of a bright red color</i>.<br />
+        <br /> self'ish ly, <i>as if caring only for one's self</i>.<br /> <br />
+        knead'ed, <i>pressed and rolled with the hands</i>.<br /> <br /> dough, <i>unbaked
+        bread or cake</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A LEGEND OF THE NORTHLAND.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          Away, away in the Northland,
+        </p>
+        <p class="i2">
+          Where the hours of the day are few,
+        </p>
+        <p>
+          And the nights are so long in winter,
+        </p>
+        <p class="i2">
+          They can not sleep them through;
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Where they harness the swift reindeer
+        </p>
+        <p class="i2">
+          To the sledges when it snows;
+        </p>
+        <p>
+          And the children look like bear's cubs,
+        </p>
+        <p class="i2">
+          In their funny, furry clothes:
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          They tell them a curious story&mdash;
+        </p>
+        <p class="i2">
+          I don't believe 'tis true;
+        </p>
+        <p>
+          And yet you may learn a lesson
+        </p>
+        <p class="i2">
+          If I tell the tale to you.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Once, when the good Saint Peter
+        </p>
+        <p class="i2">
+          Lived in the world below,
+        </p>
+        <p>
+          And walked about it, preaching,
+        </p>
+        <p class="i2">
+          Just as he did, you know;
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          He came to the door of a cottage,
+        </p>
+        <p class="i2">
+          In traveling round the earth,
+        </p>
+        <p>
+          Where a little woman was making cakes,
+        </p>
+        <p class="i2">
+          In the ashes on the hearth.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          And being faint with fasting&mdash;
+        </p>
+        <p class="i2">
+          For the day was almost done&mdash;
+        </p>
+        <p>
+          He asked her, from her store of cakes,
+        </p>
+        <p class="i2">
+          To give him a single one.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          So she made a very little cake,
+        </p>
+        <p class="i2">
+          But as it baking lay,
+        </p>
+        <p>
+          She looked at it and thought it seemed
+        </p>
+        <p class="i2">
+          Too large to give away.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Therefore she kneaded another,
+        </p>
+        <p class="i2">
+          And still a smaller one;
+        </p>
+        <p>
+          But it looked, when she turned it over,
+        </p>
+        <p class="i2">
+          As large as the first had done.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Then she took a tiny scrap of dough,
+        </p>
+        <p class="i2">
+          And rolled and rolled it flat;
+        </p>
+        <p>
+          And baked it thin as a wafer&mdash;
+        </p>
+        <p class="i2">
+          But she couldn't part with that.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          For she said, "My cakes that seem so small
+        </p>
+        <p class="i2">
+          When I eat of them myself,
+        </p>
+        <p>
+          Are yet too large to give away."
+        </p>
+        <p class="i2">
+          So she put them on a shelf.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Then good Saint Peter grew angry,
+        </p>
+        <p class="i2">
+          For he was hungry and faint;
+        </p>
+        <p>
+          And surely such, a woman
+        </p>
+        <p class="i2">
+          Was enough to provoke a saint.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          And he said, "You are far too selfish
+        </p>
+        <p class="i2">
+          To dwell in a human form,
+        </p>
+        <p>
+          To have both food and shelter,
+        </p>
+        <p class="i2">
+          And fire to keep you warm.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "Now, you shall build as the birds do,
+        </p>
+        <p class="i2">
+          And shall get your scanty food
+        </p>
+        <p>
+          By boring, and boring, and boring,
+        </p>
+        <p class="i2">
+          All day in the hard dry wood."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Then up she went through the chimney.
+        </p>
+        <p class="i2">
+          Never speaking a word;
+        </p>
+        <p>
+          And out of the top flew a woodpecker,
+        </p>
+        <p class="i2">
+          For she was changed to a bird.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          She had a scarlet cap on her head,
+        </p>
+        <p class="i2">
+          And that was left the same,
+        </p>
+        <p>
+          But all the rest of her clothes were burned
+        </p>
+        <p class="i2">
+          Black as a coal in the flame.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          And every country school-boy
+        </p>
+        <p class="i2">
+          Has seen her in the wood;
+        </p>
+        <p>
+          Where she lives in the trees till this very day
+        </p>
+        <p class="i2">
+          Boring and boring for food.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          And this is the lesson she teaches:
+        </p>
+        <p class="i2">
+          Live not for yourselves alone,
+        </p>
+        <p>
+          Lest the needs you will not pity
+        </p>
+        <p class="i2">
+          Shall one day be your own.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Give plenty of what is given to you,
+        </p>
+        <p class="i2">
+          Listen to pity's call;
+        </p>
+        <p>
+          Don't think the little you give is great,
+        </p>
+        <p class="i2">
+          And the much you get is small.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Now, my little boy, remember that,
+        </p>
+        <p class="i2">
+          And try to be kind and good,
+        </p>
+        <p>
+          When you see the woodpecker's sooty dress,
+        </p>
+        <p class="i2">
+          And see her scarlet hood.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          You mayn't be changed to a bird, though you live
+        </p>
+        <p class="i2">
+          As selfishly as you can;
+        </p>
+        <p>
+          But you will be changed to a smaller thing&mdash;
+        </p>
+        <p class="i2">
+          A mean and selfish man.
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;In what manner should this lesson be
+      read at the beginning&mdash;quietly, or with much spirit?
+    </p>
+    <p>
+      On page 77, beginning with the second stanza, is what Saint Peter says
+      quiet and slow, or emphatic and somewhat rapid?<a name="FNanchor_06_6" id="FNanchor_06_6"></a><a href="#Footnote_06_6">[6]</a>
+    </p>
+    <p>
+      Point out three places where two lines are to be joined and read as one.
+    </p>
+    <p>
+      What two lines in each stanza end with similar sounds?
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_06_6" id="Footnote_06_6"></a><span class="label"><a href="#FNanchor_06_6">[6]</a></span>
+      </p>
+      See stanza number 12 of the poem.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XVII" id="LESSON_XVII"></a>LESSON XVII.
+    </h2>
+    <div class="glossary">
+      <p>
+        ex pres'sion, <i>a look showing feeling</i>.<br /> <br /> a maze'ment, <i>great
+        surprise; astonishment</i>.<br /> <br /> mag'netisnm, <i>an unknown power
+        of drawing or pulling</i>.<br /> <br /> con tin'ued, <i>went on; stayed</i>.<br />
+        <br /> test'ing, <i>trying</i>.<br /> <br /> con ven'ience, <i>ease; the
+        saving of trouble</i>.<br /> <br /> ex per'i ments, <i>the trials made to
+        find out facts</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A FUNNY HORSESHOE.
+    </h3>
+    <p>
+      "What a funny horseshoe!" said Charlie, "It has no holes for the nails!"
+    </p>
+    <p>
+      I looked up and saw that he had taken up a small "horseshoe magnet."
+    </p>
+    <p>
+      "Why that isn't a horseshoe," I said. "It's a magnet."
+    </p>
+    <p>
+      "Magnet! What's that?"
+    </p>
+    <p>
+      Charlie turned it over in his hands, and pulled the bar a little. The bar
+      slipped so that it hung only by a corner.
+    </p>
+    <p>
+      "Never mind," I said, as he looked up with a scared expression. "It isn't
+      broken. Put the bar back."
+    </p>
+    <p>
+      Charlie put it back, and it sprung into place with a sharp click.
+    </p>
+    <p>
+      "That's funny!" he cried again. "What made it jump so? And what makes it
+      stick? It doesn't feel sticky."
+    </p>
+    <p>
+      "We call it magnetism," I said. "Now, take hold of the bar, and see if you
+      can pull it straight off."
+    </p>
+    <p>
+      "I can't. It sticks fast."
+    </p>
+    <p>
+      "Pull harder."
+    </p>
+    <p>
+      Charlie braced himself for a strong pull. Suddenly the bar came off, and
+      he went tumbling backward.
+    </p>
+    <p>
+      "What did you say makes it hold so hard?" said he, getting up.
+    </p>
+    <p>
+      "Magnetism," said I again.
+    </p>
+    <p>
+      "But what is magnetism?"
+    </p>
+    <p>
+      "I couldn't tell you if I tried; but I think you could learn a great deal
+      about it with that magnet. You will find a lot of things in that box that
+      may help you."
+    </p>
+    <p>
+      Saying this, I left him to pursue his studies as best he could. When I
+      came back, I found him more puzzled than when I left him.
+    </p>
+    <p>
+      "That's the queerest thing I ever saw," he said. "Some things just jump at
+      it as though they were alive; some things it pulls; and some things it
+      doesn't pull a bit."
+    </p>
+    <p>
+      "That's a very long lesson you have learned," I said. "What does it pull?"
+    </p>
+    <p>
+      "These," he said, pointing to a pile of things on one side of the box.
+      "And these things it doesn't pull."
+    </p>
+    <p>
+      "Let us see what you have in this pile," I said, looking at the first
+      little heap; "keys?"
+    </p>
+    <p>
+      "Trunk keys," said Charlie. "It doesn't pull door keys. I tried ever so
+      many."
+    </p>
+    <p>
+      "Try this key," said I, taking one from my pocket. "This is a trunk key.
+      See if the magnet pulls it."
+    </p>
+    <p>
+      "No-o," said Charlie, thoughtfully, "it doesn't; but it pulled all the
+      rest of the trunk keys I could find."
+    </p>
+    <p>
+      "Try this key to my office door."
+    </p>
+    <p>
+      Charlie tried it, and to his great amazement the key stuck fast to the
+      magnet.
+    </p>
+    <p>
+      "Surely," said I, "it pulls some door keys, and fails to pull some trunk
+      keys."
+    </p>
+    <p>
+      Charlie was more puzzled than ever. He looked at the keys, thought a
+      moment, then picked up my trunk key, and said: "This key is brass; the
+      rest are iron."
+    </p>
+    <p>
+      "That's so," I said.
+    </p>
+    <p>
+      "And all these door keys that the magnet didn't pull," he continued, "are
+      brass, too. Perhaps it can't pull brass things."
+    </p>
+    <p>
+      "Suppose you try. But first see if there are any brass things that the
+      magnet pulled."
+    </p>
+    <p>
+      Charlie looked them over. Then we tried the casters of my chair, and all
+      the other brass things we could find, none of which the magnet would pull.
+    </p>
+    <p>
+      "There's no use in trying any longer," said Charlie. "It won't pull
+      brass."
+    </p>
+    <p>
+      "Then, there's another matter settled," I said. "The magnet does not pull
+      brass. Is there any thing else it does not pull?"
+    </p>
+    <p>
+      "Wood," said Charlie. "I tried lots of pieces."
+    </p>
+    <p>
+      "Any thing else?"
+    </p>
+    <p>
+      "Stones," said Charlie, eagerly.
+    </p>
+    <p>
+      "What are these?" I asked, holding up a couple of heavy stones he had put
+      among the things the magnet pulled.
+    </p>
+    <p>
+      "I guess I put those there by mistake," said Charlie, testing with, the
+      magnet a number of stones in the other pile.
+    </p>
+    <p>
+      "Try them," I said.
+    </p>
+    <p>
+      "O!" he said, as the magnet lifted them; "I forgot. It does lift some
+      stones."
+    </p>
+    <p>
+      "Well, what else have you in that pile of things the magnet did not pull?"
+    </p>
+    <p>
+      "Glass, leather, lead, bone, cloth, tin, zinc, corn, and a lot of things."
+    </p>
+    <p>
+      "Very well. Now let us see what the magnet does pull."
+    </p>
+    <p>
+      "Iron keys," said Charlie, "and nails."
+    </p>
+    <p>
+      "Here's a nail in this other pile."
+    </p>
+    <p>
+      "That's a brass nail. The magnet pulls only iron nails."
+    </p>
+    <p>
+      "What else have we in this pile?"
+    </p>
+    <p>
+      "Needles, hair-pins, screws, wire&mdash;iron wire," he added quickly.
+      "Brass wire doesn't stick, you know."
+    </p>
+    <p>
+      "How about this?" I asked, taking a small coil of copper wire from my
+      desk.
+    </p>
+    <p>
+      "I guess that won't stick," said Charlie. "Because that's copper wire, and
+      the magnet doesn't seem to pull any thing that isn't iron."
+    </p>
+    <p>
+      Much to Charlie's satisfaction, the magnet did not pull the copper wire.
+      Then I took up two stones, one rusty red, the other black, and said: "What
+      about these?"
+    </p>
+    <p>
+      "I guess they must have iron in them too," said Charlie. "Have they?"
+    </p>
+    <p>
+      "They have," I replied. "They are iron ores from which iron is made. Why
+      did you think there was iron in them?"
+    </p>
+    <p>
+      "Because they wouldn't have stuck to the magnet if there wasn't."
+    </p>
+    <p>
+      "Quite true. So you have learned another very important fact. Can you tell
+      me what it is?"
+    </p>
+    <p>
+      "The magnet pulls iron," said Charlie.
+    </p>
+    <p>
+      "Good," said I; "and it is also true that the magnet does not pull&mdash;"
+    </p>
+    <p>
+      "Things that are not iron," said Charlie.
+    </p>
+    <p>
+      "True again," I said. "So far as our experiments go, the magnet pulls iron
+      always, and never any thing else."
+    </p>
+    <p>
+      "But what makes it pull iron?"
+    </p>
+    <p>
+      "That I can not tell. We see it does pull, but just how the pulling is
+      done, or what makes it, no one has yet found out.
+    </p>
+    <p>
+      "For convenience we call the pulling power magnetism. You may keep the
+      magnet, and at some other time, I will tell you more about it."
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Name six words in the lesson, each of which
+      is made up of two words by leaving out letters.
+    </p>
+    <p>
+      Write out the two words in each case.
+    </p>
+    <p>
+      What is the name of the mark which shows the omission of letters?
+    </p>
+    <p>
+      Point out the <b><i>statement, command, question</i>,</b> and <b><i>exclamation</i></b>
+      in the sentences given below.
+    </p>
+    <div class="blockquot">
+      <p>
+        "O, isn't it a funny horseshoe!"
+      </p>
+      <p>
+        "Put the bar back."
+      </p>
+      <p>
+        "What made it jump so?"
+      </p>
+      <p>
+        "The magnet pulls iron."
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XVIII" id="LESSON_XVIII"></a>LESSON XVIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        ex pos'es, <i>shows</i>.<br /> <br /> mi mo'sa, <i>a tree that grows in
+        Africa</i>.<br /> <br /> mot'tled, <i>marked with spots of different color</i>.<br />
+        <br /> re sem'bling, <i>looking like</i>.<br /> <br /> ap proach', <i>coming
+        near</i>.<br /> <br /> pub'lic, <i>open to all; free</i>.<br /> <br /> va'ri
+        ous, <i>different; unlike in kind</i>.<br /> <br /> de fend', <i>take care
+        of; protect</i>.<br /> <br /> gait, <i>manner of stepping</i>.<br /> <br />
+        pre vents', <i>keeps from; stops</i>.<br /> <br /> ca' pa ble, <i>having
+        power; able</i>.<br /> <br />
+      </p>
+    </div>
+    <h3>
+      THE GIRAFFE OR CAMELOPARD.
+    </h3>
+    <p>
+      There are few sights more pleasing than a herd of tall and graceful
+      giraffes.
+    </p>
+    <p>
+      With, their heads reaching a height of from twelve to eighteen feet, they
+      move about in small herds on the open plains of Africa, eating the tender
+      twigs and leaves of the mimosa and other trees.
+    </p>
+    <p>
+      The legs of a large giraffe are about nine feet long, and its neck nearly
+      six feet; while its body measures only seven feet in length and slopes
+      rapidly from the neck to the tail.
+    </p>
+    <p>
+      The graceful appearance of the giraffe is increased by the beauty of its
+      skin, which is orange red in color and mottled with dark spots.
+    </p>
+    <p>
+      Its long tail has at the end a tuft of thick hair which serves the purpose
+      of keeping off the flies and stinging insects, so plentiful in the hot
+      climate of Africa.
+    </p>
+    <div class="figright">
+      <img alt="giraffe (75K)" src="images/086.jpg" height="500" width="419" />
+    </div>
+    <p>
+      Its tongue is very wonderful. It is from thirteen to seventeen inches in
+      length, is slender and pointed, and is capable of being moved in various
+      ways. It is almost as useful to the giraffe as the trunk is to the
+      elephant.
+    </p>
+    <p>
+      The horns of the giraffe are very short and covered with skin. At the ends
+      there are tufts of short hair. The animal has divided hoofs somewhat
+      resembling those of the ox.
+    </p>
+    <p>
+      The head of the giraffe is small, and its eyes, large and mild looking.
+      These eyes are set in such a way that the animal can see a great deal of
+      what is behind it without turning its head.
+    </p>
+    <p>
+      In addition to its wonderful power of sight, the giraffe can scent danger
+      from a great distance; so there is no animal more difficult of approach.
+    </p>
+    <p>
+      Strange to relate, the giraffe has no voice. In London, some years ago,
+      two giraffes were burned to death in their stables, when the slightest
+      sound would have given notice of their danger, and saved their lives.
+    </p>
+    <p>
+      The giraffe is naturally both gentle and timid, and he will always try to
+      avoid danger by flight. It is when running that he exposes his only
+      ungraceful point.
+    </p>
+    <p>
+      He runs swiftly, but as he moves the fore and hind legs on each side at
+      the same time, it gives him a very displeasing and awkward gait.
+    </p>
+    <p>
+      But though timid, he will, when overtaken, turn even upon the lion or
+      panther, and defend himself successfully by powerful kicks with his strong
+      legs.
+    </p>
+    <p>
+      The natives of Africa capture the giraffe in pitfalls, which are deep
+      holes covered over with branches of trees and dirt. When captured, he can
+      be tamed, and gives scarcely any trouble during captivity.
+    </p>
+    <p>
+      Fifty years ago, but little was known about giraffes in Europe or America.
+      Now we can find them in menageries and the public gardens of our large
+      cities.
+    </p>
+    <p>
+      The giraffe thrives in captivity and seems to be well satisfied with a
+      diet of corn and hay. It is a source of great satisfaction to those who
+      admire this beautiful animal, that there is no reason which prevents him
+      from living in a climate so different from that of his African home.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Write statements containing each of the
+      following words, used in such a manner as to show their proper meaning: <b><i>feet,
+      feat; red, read; fore, four; gait, gate</i>.</b>
+    </p>
+    <p>
+      <b>Model</b>.&mdash;
+    </p>
+    <div class="blockquot">
+      <p>
+        We are coming to <b><i>see</i></b> you to-morrow.
+      </p>
+      <p>
+        He stood watching the ships sailing on the <b><i>sea</i></b>.
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XIX" id="LESSON_XIX"></a>LESSON XIX.
+    </h2>
+    <div class="glossary">
+      <p>
+        ex pert', <i>skillful</i>.<br /> <br /> ad vise', <i>offer advice; give
+        notice of what has happened</i>.<br /> <br /> civ'il ized, <i>having laws,
+        learning, and good manners</i>.<br /> <br /> quan'ti ty, <i>a large
+        amount; part</i>.<br /> <br /> in duce', <i>lead one to think or act</i>.<br />
+        <br /> pre pared', <i>made ready for use</i>.<br /> <br /> de part'ed, <i>went
+        away</i>.<br /> <br /> hence forth', <i>from this time forward</i>.<br />
+        <br /> part'ner, <i>one who shares with another, as a partner in business</i>.<br />
+        <br /> ar riv'ing, <i>coming to; reaching a point</i>.<br /> <br /> con
+        vince', <i>make one believe</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE TRADER'S TRICK.
+    </h3>
+    <p>
+      Out in the West, where many Indians live, there are white men who go among
+      them to trade for furs and skins of animals.
+    </p>
+    <p>
+      These furs and skins are collected and prepared by the Indians, and serve
+      the purpose of money when the traders visit them to dispose of various
+      kinds of goods.
+    </p>
+    <p>
+      In old times, before the white men came to this country, the Indians had
+      only bows and arrows, and spears with which to hunt.
+    </p>
+    <p>
+      But the white men soon taught them to use guns, and to-day, nearly all the
+      tribes in America are well supplied with rifles or shotguns.
+    </p>
+    <p>
+      They are very expert with these fire-arms, and as they use them a great
+      deal, must have a large and constant supply of gunpowder.
+    </p>
+    <p>
+      A story is told of how, at one time, a tribe of Indians tried to raise
+      gunpowder by planting seed. This shows how little they knew of civilized
+      life and habits.
+    </p>
+    <p>
+      A trader went to a certain Indian nation to dispose of a stock of goods.
+      Among other things he had a quantity of gunpowder.
+    </p>
+    <p>
+      The Indians traded for his cloths, hats, axes, beads, and other things,
+      but would not take the powder, saying: "We do not wish for the powder; we
+      have plenty."
+    </p>
+    <p>
+      The trader did not like to carry all the powder back to his camp; so
+      thought he would play a trick on the Indians, and induce them to buy it.
+    </p>
+    <p>
+      Going to an open piece of ground near the Indian camp, he dug some little
+      holes in the soft, rich soil; then mixing a quantity of onion seed with
+      his powder, he began to plant it.
+    </p>
+    <p>
+      The Indians were curious to know what he was doing, and stood by greatly
+      interested.
+    </p>
+    <p>
+      "What are you doing?" said one. "Planting gunpowder," replied the trader.
+    </p>
+    <p>
+      "Why do you plant it?" inquired another.
+    </p>
+    <p>
+      "To raise a crop of powder. How could I raise it without planting?" said
+      the trader. "Do you not plant corn in the ground?"
+    </p>
+    <p>
+      "And will gunpowder grow like corn?" exclaimed half a dozen at once.
+    </p>
+    <p>
+      "Certainly it will," said the trader. "Did you not know it? As you do not
+      want my powder, I thought I would plant it, and raise a crop which I could
+      gather and sell to the Crows."
+    </p>
+    <p>
+      Now the Crows were another tribe of Indians, which was always at war with
+      this tribe. The idea of their enemies having a large supply of powder
+      increased the excitement, and one of the Indians said:
+    </p>
+    <p>
+      "Well, well, if we can raise powder like corn, we will buy your stock and
+      plant it."
+    </p>
+    <p>
+      But some of the Indians thought best to wait, and see if the seed would
+      grow. So the trader agreed to wait a few days.
+    </p>
+    <p>
+      In about a week the tiny sprouts of the onion seed began to appear above
+      the ground.
+    </p>
+    <p>
+      The trader calling the Indians to the spot, said: "You see now for
+      yourselves. The powder already begins to grow, just as I told you it
+      would."
+    </p>
+    <p>
+      The fact that some small plants appeared where the trader had put the
+      gunpowder, was enough to convince the Indians.
+    </p>
+    <p>
+      Every one of them became anxious to raise a crop of gunpowder.
+    </p>
+    <p>
+      The trader sold them his stock, in which there was a large mixture of
+      onion seeds, at a very high price, and then left.
+    </p>
+    <p>
+      From this time, the Indians gave no attention to their corn crop. If they
+      could raise gunpowder, they would be happy.
+    </p>
+    <p>
+      They took great care of the little plants as they came up out of the
+      ground, and watched every day for the appearance of the gunpowder
+      blossoms.
+    </p>
+    <p>
+      They planned a buffalo hunt which was to take place after the powder
+      harvest.
+    </p>
+    <p>
+      After a while the onions bore a plentiful crop of seeds, and the Indians
+      began to gather and thresh it.
+    </p>
+    <p>
+      They believed that threshing the onion seeds would produce the powder. But
+      threshing failed to bring it. Then they discovered that they had been
+      cheated.
+    </p>
+    <p>
+      Of course the dishonest trader avoided these Indians, and did not make
+      them a second visit.
+    </p>
+    <p>
+      After some time, however, he sent his partner to them for the purpose of
+      trading goods for furs and skins.
+    </p>
+    <p>
+      By chance they found out that this man was the partner of the one who had
+      cheated them.
+    </p>
+    <p>
+      They said nothing to him about the matter; but when he had opened his
+      goods and was ready to trade, they coolly helped themselves to all he had,
+      and walked off.
+    </p>
+    <p>
+      The trader did not understand this. He became furiously angry, and went to
+      make his complaint to the chief of the nation.
+    </p>
+    <p>
+      "I am an honest man," said he to the chief. "I came here to trade
+      honestly. But your people are thieves; they have stolen all my goods."
+    </p>
+    <p>
+      The old chief looked at him some time in silence, and then said: "My
+      children are all honest. They have not stolen your goods. They will pay
+      you as soon as they gather their gunpowder harvest."
+    </p>
+    <p>
+      The man had heard of the trick played upon the Indians; but did not know
+      before this, that his partner was the one who had cheated them. He could
+      not say a word. He departed at once. Arriving at his home, he said to his
+      partner:
+    </p>
+    <p>
+      "We must separate. I have learned a lesson. I can not remain in business
+      with a dishonest man. You cheated the Indians for a little gain. You have
+      lost it, and I advise you, henceforth, to deal honestly with all men."
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;In the first paragraph of the lesson,
+      notice the places marked below (__) where words are likely to be run
+      together in reading, and avoid making such errors.
+    </p>
+    <div class="blockquot">
+      <p>
+        "Out__in the West, there__are men who trade for furs__and skins__of
+        animals."
+      </p>
+      <p>
+        Point out similar places in the second paragraph.
+      </p>
+      <p>
+        Name four <b><i>emphatic words</i></b> occurring in the last sentence of
+        the lesson.
+      </p>
+    </div>
+    <hr />
+    <p>
+      <b>Language Lesson.</b> Syllabify, accent, and mark sounds of letters in
+      the following words: <b><i>dispose, gunpowder, complaint, henceforth</i>.</b>
+    </p>
+    <p>
+      Give reasons for the capital letters and marks of punctuation used in the
+      last paragraph of the lesson.
+    </p>
+    <p>
+      Tell the story in your own words, using the points given in the following
+    </p>
+    <p>
+      <b>Analysis.</b>&mdash;1. Trading with the Indians. 2. The use of
+      fire-arms among the Indians. 3. The trader's trick. 4. Visit of the
+      trader's partner. 5. What the Indians did. 6. The return of the partner.
+      7. What he said to the trader.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XX" id="LESSON_XX"></a>LESSON XX.
+    </h2>
+    <div class="glossary">
+      <p>
+        floss'y, <i>made of silk</i>.<br /> <br /> mag'ic, <i>unnatural power</i>.<br />
+        <br /> war'bling, <i>singing</i>.<br /> <br /> mope, <i>become stupid or
+        dull</i>.<br /> <br /> boun'ty, <i>what is given freely</i>.<br /> <br />
+        lan'guish, <i>become weak; wither</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A HAPPY PAIR.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          Over my shaded doorway
+        </p>
+        <p class="i2">
+          Two little brown-winged birds
+        </p>
+        <p>
+          Have chosen to fashion their dwelling,
+        </p>
+        <p class="i2">
+          And utter their loving words;
+        </p>
+        <p>
+          All day they are going and coming
+        </p>
+        <p class="i2">
+          On errands frequent and fleet,
+        </p>
+        <p>
+          And warbling over and over,
+        </p>
+        <p class="i2">
+          "Sweetest, sweet, sweet, O sweet!"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Their necks are changeful and shining,
+        </p>
+        <p class="i2">
+          Their eyes like living gems;
+        </p>
+        <p>
+          And all day long they are busy
+        </p>
+        <p class="i2">
+          Gathering straws and stems,
+        </p>
+        <p>
+          Lint and feathers and grasses,
+        </p>
+        <p class="i2">
+          And half forgetting to eat,
+        </p>
+        <p>
+          Yet never failing to warble,
+        </p>
+        <p class="i2">
+          "Sweetest, sweet, sweet, O sweet!"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          I scatter crumbs on the doorstep,
+        </p>
+        <p class="i2">
+          And fling them some flossy threads;
+        </p>
+        <p>
+          They fearlessly gather my bounty,
+        </p>
+        <p class="i2">
+          And turn up their grateful heads.
+        </p>
+        <p>
+          And chatter and dance and flutter,
+        </p>
+        <p class="i2">
+          And scrape with their tiny feet,
+        </p>
+        <p>
+          Telling me over and over,
+        </p>
+        <p class="i2">
+          "Sweetest, sweet, sweet, O sweet!"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          What if the sky is clouded?
+        </p>
+        <p class="i2">
+          What if the rain comes down?
+        </p>
+        <p>
+          They are all dressed to meet it,
+        </p>
+        <p class="i2">
+          In water-proof suits of brown.
+        </p>
+        <p>
+          They never mope nor languish,
+        </p>
+        <p class="i2">
+          Nor murmur at storm  or heat;
+        </p>
+        <p>
+          But say, whatever the weather,
+        </p>
+        <p class="i2">
+          "Sweetest, sweet, sweet, O sweet!"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Always merry and busy,
+        </p>
+        <p class="i2">
+          Dear little brown-winged birds!
+        </p>
+        <p>
+          Teach me the happy magic
+        </p>
+        <p class="i2">
+          Hidden in those soft words,
+        </p>
+        <p>
+          Which always, in shine or shadow,
+        </p>
+        <p class="i2">
+          So lovingly you repeat,
+        </p>
+        <p>
+          Over and over and over,
+        </p>
+        <p class="i2">
+          "Sweetest, sweet, sweet, O sweet!"
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils express, in their own language,
+      the words given below in dark type.
+    </p>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          Their eyes are like <b><i>living gems</i></b>.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Which you always repeat <b><i>in shine or shadow</i></b>.
+        </p>
+      </div>
+    </div>
+    <p>
+      What kind of birds are described in the lesson?
+    </p>
+    <p>
+      Why did they gather straws, stems, lint, feathers, and grasses?
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXI" id="LESSON_XXI"></a>LESSON XXI.
+    </h2>
+    <div class="glossary">
+      <p>
+        mes'sage, <i>word; notice</i>.<br /> <br /> mer'chan dise, <i>things
+        traded; goods</i>.<br /> <br /> guid'ance <i>leading; directing</i>.<br />
+        <br /> halt, <i>stop</i>.<br /> <br /> de cid'ed, <i>made up their minds</i>.<br />
+        <br /> re trac'ing, <i>going back over</i>.<br /> <br /> ho ri'zon, <i>line
+        where the earth and sky seem to meet</i>.<br /> <br /> en camped', <i>set
+        up tents</i>.<br /> <br /> sole, <i>only</i>.<br /> <br /> gushed, <i>flowed
+        rapidly; poured</i>.<br />
+      </p>
+    </div>
+    <h3>
+      ALI, THE BOY CAMEL-DRIVER&mdash;PART I.
+    </h3>
+    <p>
+      Hassan was a camel-driver who dwelt at Gaza. It was his business to go
+      with caravans, backwards and forwards, across the desert to Suez, to take
+      care of the camels. He had a wife and one young son, called Ali.
+    </p>
+    <p>
+      Hassan had been, absent for many weeks, when his wife received from him a
+      message, brought by another camel-driver, who had returned with a caravan
+      from Suez.
+    </p>
+    <p>
+      It said: "Send the boy with the camel to Suez with the next caravan. I
+      have some merchandise to bring home, and I will stop at Suez till he
+      comes."
+    </p>
+    <p>
+      Ali's mother was pained at the thought of sending her young son away to
+      such a distance for the first time; but she said to herself that Ali was
+      now quite old enough to be helping his father, and she at once set about
+      doing what was required for his journey.
+    </p>
+    <p>
+      Ali got out the trappings for the camel, and looked to the water-bottles
+      to see that they did not leak. His mother did all that was needed to make
+      him quite ready to join the next caravan that started.
+    </p>
+    <p>
+      Ali was delighted to think that he was to go to his father, and that at
+      last the day was come when, he too was to be a camel-driver, and to take a
+      journey with the dear old camel which he was so fond of.
+    </p>
+    <p>
+      He had long wanted to ride on its back across the desert, and to lie down
+      by its side to rest at night. He had no fear.
+    </p>
+    <p>
+      The camel, of which Ali was so fond, had been bought by his father with
+      the savings of many a year's hard work, and formed the sole riches of the
+      family.
+    </p>
+    <p>
+      Hassan was looked upon as quite a rich man by the other camel-drivers, and
+      Ali, besides having a great love for the animal, was proud of his father
+      being a camel owner.
+    </p>
+    <p>
+      Though it was a great creature by the side of the young boy, it would obey
+      the voice of Ali, and come and go at his bidding, and lie down and rise up
+      just as he wished. Hassan called his camel by an Arabian word, which meant
+      "Meek-eye."
+    </p>
+    <p>
+      At last, there was a caravan about to start for Suez which Ali could join.
+      The party met near the gates of the city, where there were some wells, at
+      which the water-bottles could be filled. Ali's mother attended, and bid
+      her son a loving farewell.
+    </p>
+    <p>
+      The caravan started. The camels which were to lead the way, had around
+      their necks jingling bells, which the others hearing, followed without
+      other guidance.
+    </p>
+    <p>
+      Ali looked about and saw his mother standing near the city gate. He took
+      his cap off and waved it above his head, and his mother took off the linen
+      cloth which she wore over her head, and waved it.
+    </p>
+    <p>
+      Tramp, tramp, tramp went the camels, their soft spongy feet making a noise
+      as they trod the ground. The camel-drivers laughed, and talked to each
+      other.
+    </p>
+    <p>
+      Ali was the only boy in the caravan, and no one seemed to notice him. He
+      had a stout heart, and tried not to care.
+    </p>
+    <p>
+      He could talk to Meek-eye, and this he did, patting the creature's back,
+      and telling him they would soon see his father.
+    </p>
+    <p>
+      The sun rose higher and higher, and the day grew hotter and hotter. The
+      morning breeze died away, and the noon was close and sultry.
+    </p>
+    <p>
+      The sand glowed like fire. There was nothing to be seen but sand and sky.
+      At mid-day a halt was made at one of the places well known to the drivers,
+      where shade and water could be had.
+    </p>
+    <p>
+      The water-bottles were not to be touched that day, for at this place a
+      little stream, which gushed from a rock, supplied enough for the men,
+      while the camels needed no water for many days.
+    </p>
+    <p>
+      After resting a short time, the kneeling camels were made to rise, the
+      riders first placing themselves on their backs, and the caravan then moved
+      on.
+    </p>
+    <p>
+      At night the party encamped for rest, the camels lying down, while fires
+      were lighted and food was prepared.
+    </p>
+    <p>
+      Several days were thus passed, and Ali found that he liked this kind of
+      life as well as he thought he should.
+    </p>
+    <p>
+      No Arabs were met with, nor even seen; but a danger of the desert, worse
+      than a party of Arabs, came upon them.
+    </p>
+    <p>
+      There arose one day at noon, one of those fearful burning winds which do
+      such mischief to the traveler and his camel. The loose sand was raised
+      like a cloud. It filled the nostrils and blinded the eyes.
+    </p>
+    <p>
+      The only thing to be done, was for the men to get off the backs of the
+      camels, and lie down with their faces to the earth.
+    </p>
+    <p>
+      After the storm had passed, they arose to continue their journey. But the
+      sand had been so blown as to cover the beaten track, and thus all trace of
+      the road was lost.
+    </p>
+    <p>
+      The camel-drivers who led the way stood still, and said that they did not
+      know which way to turn.
+    </p>
+    <p>
+      No distant rock or palm-tree was to be seen, and no one could say which
+      was the south, towards which their faces ought to be turned.
+    </p>
+    <p>
+      They wandered on, now turning to the right, and now to the left; and
+      sometimes, when they had gone some distance in one direction, retracing
+      their steps and trying another.
+    </p>
+    <p>
+      The caravan made a halt, and it was now decided to journey towards the
+      setting sun, in hopes of finding once more the right track.
+    </p>
+    <p>
+      Night came on, however, and they had not found it, nor had they reached
+      any place where they could fill their water-bottles, which were empty.
+    </p>
+    <p>
+      Once or twice, some one of the party fancied that he saw in the distance
+      the top of a palm-tree; but no, it turned out to be but a little cloud
+      upon the horizon.
+    </p>
+    <p>
+      They had not yet found the old track; neither had they supplied themselves
+      with water to cool their parched lips.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Always take breath before beginning
+      to read a sentence. If the sentence is a long one, choose such places for
+      breathing as will not injure the sense.
+    </p>
+    <p>
+      When we are out of breath, we are likely either to read too fast, or stop
+      to breathe at such places as to injure the sense.
+    </p>
+    <p>
+      In the first sentence of the second paragraph on page 101, we may make
+      slight pauses to take breath after <b><i>noon</i></b> and after <b><i>winds</i></b>.<a
+      name="FNanchor_07_7" id="FNanchor_07_7"></a><a href="#Footnote_07_7">[7]</a>
+    </p>
+    <p>
+      Point out breathing-places in the last paragraph on page 100.<a
+      name="FNanchor_08_8" id="FNanchor_08_8"></a><a href="#Footnote_08_8">[8]</a>
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Syllabify, accent, and mark sounds of
+      letters in the following words: <b><i>jingling, nostrils, farewell</i></b>.
+    </p>
+    <p>
+      Let pupils use other words to express the following:
+    </p>
+    <div class="blockquot">
+      <p>
+        <b>A stout heart.</b>
+      </p>
+      <p>
+        <b>Towards the setting sun.</b>
+      </p>
+    </div>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_07_7" id="Footnote_07_7"></a><span class="label"><a
+        href="#FNanchor_07_7">[7]</a></span>
+      </p>
+      See paragraph 22 beginning, "There arose one day at noon...."
+    </div>
+    <div class="footnote">
+      <p>
+        <a name="Footnote_08_8" id="Footnote_08_8"></a><span class="label"><a
+        href="#FNanchor_08_8">[8]</a></span>
+      </p>
+      See paragraph 21 beginning, "Several days were thus passed...."
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXII" id="LESSON_XXII"></a>LESSON XXII.
+    </h2>
+    <div class="glossary">
+      <p>
+        pro pose', <i>offer; advise</i>.<br /> <br /> group, <i>a number of
+        persons or things together</i>.<br /> <br /> grief, <i>great sorrow;
+        distress</i>.<br /> <br /> draughts (drafts), <i>quantities of water taken
+        at one time</i>.<br /> <br /> quenched, <i>satisfied; put out</i>.<br />
+        <br /> re' cently, <i>newly; lately</i>.<br /> <br /> flick'er ing, <i>fluttering;
+        keeping in motion</i>.<br /> <br /> greed'ily, <i>very eagerly</i><br />
+        <br /> pre'cious, <i>of great price; costly</i>.<br /> <br /> wea'ry, <i>very
+        tired</i>.<br /> <br /> refresh'ing, <i>cooling; reviving</i>.<br /> <br />
+      </p>
+    </div>
+    <h3>
+      ALI, THE BOY CAMEL-DRIVER.&mdash;PART II.
+    </h3>
+    <p>
+      Poor Ali suffered like the rest from terrible thirst. He drank the last
+      drop of water from his water-bottle, and thought of the morrow with fear.
+    </p>
+    <p>
+      He was so tired when night came, he was glad to lie down by the side of
+      Meek-eye and go to sleep. Ali slept, but before morning, was awakened by
+      the sound of voices.
+    </p>
+    <p>
+      He listened, and heard the chief driver tell one of the merchants that, if
+      they did not find water very soon, the next day a camel must be killed, in
+      order to get the water contained in its stomach.
+    </p>
+    <p>
+      This is often done in cases of great need in the desert, the stomach of
+      the camel being so formed as to hold a great quantity of water.
+    </p>
+    <p>
+      Ali was not surprised to hear such a thing spoken of; but what was his
+      distress and alarm, when he heard the merchant propose that it should be
+      "the boy's camel" that should be killed!
+    </p>
+    <p>
+      The merchant said the other camels were of too good a kind, and of too
+      much value; while, as to this young boy, what business had he to have a
+      camel of his own?
+    </p>
+    <p>
+      It would be better far, they said, for him to lose his camel than for him
+      to die, like the rest, of thirst. And so it was decided that Meek-eye
+      should be killed, unless water were found the next morning.
+    </p>
+    <p>
+      Ali slept no more. His heart was full of grief; but his grief was mixed
+      with courage and resolution. He said to himself that Meek-eye should not
+      die.
+    </p>
+    <p>
+      His father had trusted him to bring the camel, and what would he say if he
+      should arrive at Suez without it? He would try to find his way alone, and
+      leave the caravan as soon as possible.
+    </p>
+    <p>
+      That night when all was quiet, and the merchant and camel-driver had gone
+      to sleep, Ali arose, and gently patting the neck of Meek-eye, awoke him.
+    </p>
+    <p>
+      He placed his empty bag and water-bottles on his back, and seating himself
+      on him, made signs for the creature to rise, and then suddenly started
+      off.
+    </p>
+    <p>
+      Tramp, tramp, tramp, went Meek-eye over the soft sand. The night was cool
+      and refreshing, and Ali felt stronger and braver with every tramp. The
+      stars were shining brightly, and they were his only guides.
+    </p>
+    <p>
+      He knew the star which was always in the north, and the one which was in
+      the west after the sun had gone down. He must keep that star to the right,
+      and he would be sure to be going towards the south.
+    </p>
+    <p>
+      He journeyed on till day began to dawn. The sun came up on the edge of the
+      desert, and rose higher and higher. Ali felt faint, weary, and thirsty,
+      and could scarcely hold himself on to Meek-eye. When he thought of his
+      father and mother, he took courage again, and bore up bravely.
+    </p>
+    <p>
+      The sun was now at its height. Ali fancied he saw a palm-tree in the
+      distance. It seemed as if Meek-eye saw it also, for he raised his head and
+      quickened his step.
+    </p>
+    <p>
+      It was not long before Ali found himself at one of those pleasant green
+      islands which are found throughout the desert, and are called oases.
+    </p>
+    <p>
+      He threw himself from the camel's back, and hunted out the pool of water
+      that he knew he should find in the midst of the reeds and long grass which
+      grew there.
+    </p>
+    <p>
+      He dipped in his water-bottle and drank, while Meek-eye, lying down,
+      stretched out his long neck, and greedily sucked up great draughts of the
+      cool water.
+    </p>
+    <p>
+      How sweet was the sleep which crept over them as they lay down in the
+      shade of the great palm-tree, now that they had quenched their thirst!
+    </p>
+    <p>
+      Refreshed and rested, Ali was able to satisfy his hunger on some ripe
+      dates from the palm-tree, while Meek-eye began to feed upon the grass and
+      leaves around.
+    </p>
+    <p>
+      Ali noticed, while eating his dates, that other travelers had been there
+      recently: as the grass at the side of the pool was trampled down. This
+      greatly cheered him. He quickly followed in their track, still going in a
+      southerly direction.
+    </p>
+    <p>
+      He kept the setting sun to his right, and when it had gone down, he
+      noticed the bright star that had guided him before.
+    </p>
+    <p>
+      He traveled on, tired and faint with hunger for many a mile, till at last
+      he saw, a long way off, the fires of a caravan which had halted for the
+      night.
+    </p>
+    <p>
+      Ali soon came up to them. He got down, from Meek-eye, and leading him by
+      the bridle, came towards a group of camel-drivers, who were sitting in a
+      circle.
+    </p>
+    <p>
+      He told them his story, and asked permission to join the party, and begged
+      a little rice, for which he was ready to pay with the piece of money that
+      his mother had given him when he left home.
+    </p>
+    <p>
+      Ali was kindly received by them, and allowed to partake of their supper.
+      The men admired the courage with which he had saved his favorite camel.
+      After supper Ali soon closed his weary eyes, and slept soundly by the side
+      of Meek-eye.
+    </p>
+    <p>
+      In the midst of a pleasant dream, Ali was suddenly aroused by the sound of
+      tinkling bells, and on waking up he saw that another caravan had arrived,
+      which had come from the south.
+    </p>
+    <p>
+      The merchants sat down to wait until their supper was brought to them, and
+      a party of camel-drivers drew round the fire near which Ali had been
+      sleeping. They raked up its ashes, put on fresh fuel, and then prepared to
+      boil their rice.
+    </p>
+    <p>
+      What voice was that which roused Ali just as he was falling asleep again?
+      He listened, he started to his feet, he looked about him, and waited for a
+      flash of flame from the fire to fall on the faces of the camel-drivers who
+      stood around it.
+    </p>
+    <p>
+      It came flickering up at first, and then all at once blazing out, flashed
+      upon the camel-driver who stood stooping over it, and lighted up the face
+      of Ali's father!
+    </p>
+    <p>
+      The father had waited at Suez many days, wondering why Ali did not come;
+      and then, thinking there had been some mistake, determined to return home
+      with the caravan, which was starting for Gaza.
+    </p>
+    <p>
+      We need hardly describe the joy of both father and son at thus meeting,
+      nor the pleasure with which the father listened to the history of Ali the
+      fears and dangers to which his young son had been exposed. He was glad,
+      too, that their precious Meek-eye had been saved.
+    </p>
+    <p>
+      There was no one in the whole caravan so happy as Hassan, when, the next
+      morning, he continued, his journey to Gaza in company with Meek-eye and
+      his beloved son Ali.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Syllabify, accent, and mark sounds of
+      letters in the following words: <b><i>suffered, permission, partake,
+      merchants, beloved</i></b>.
+    </p>
+    <p>
+      Let pupils use other words to express the meaning of what is given below
+      in dark type.
+    </p>
+    <div class="blockquot">
+      <p>
+        Ali <b><i>bore up bravely</i></b>.
+      </p>
+      <p>
+        Meek-eye <b><i>quickened his step</i></b>.
+      </p>
+      <p>
+        <b><i>The sun</i></b> was now <b><i>at its height</i></b>.
+      </p>
+    </div>
+    <p>
+      Write statements containing each of the following words, used in such a
+      manner as to show their proper meaning: <b><i>herd, heard; need, knead;
+      no, know; way, weigh; knew, new</i></b>.
+    </p>
+    <p>
+      Make out an <b><i>analysis</i></b> of the two lessons, and use it in
+      telling the story in your own words.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXIII" id="LESSON_XXIII"></a>LESSON XXIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        ob served', <i>saw; noticed</i>.<br /> <br /> trans par'ent, <i>clear;
+        easily seen through</i>.<br /> <br /> ma te'ri al, <i>that of which any
+        thing is made or to be made</i>.<br /> <br /> ob tained', <i>taken from;
+        received</i>.<br /> <br /> gar'ments, <i>articles of clothing</i>.<br />
+        <br /> verd'ure, <i>any green growth</i>.<br /> <br /> a dorn', <i>dress
+        with taste; beautify</i>.<br /> <br /> par tic'ular, <i>of an unusual kind</i>.<br />
+        <br /> va ri'e ty, <i>a number of different kinds</i>.<br /> <br /> del'i
+        cate, <i>gentle; tender</i>.<br /> <br /> ca ressed', <i>treated with
+        fondness</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A QUEER PEOPLE.
+    </h3>
+    <p>
+      One evening, as Captain Perry was sitting by the fireside at his home in
+      Liverpool, his children asked him to tell them a story.
+    </p>
+    <div class="figright">
+      <img alt="fireside story (33K)" src="images/110.jpg" height="500"
+      width="421" />
+    </div>
+    <p>
+      "What shall it be about?" said the captain.
+    </p>
+    <p>
+      "O," said Harry, "tell us about other countries, and the curious people
+      you have seen in them."
+    </p>
+    <p>
+      "Yes, yes!" exclaimed Mary. "We were much interested, while you were away
+      the last time, in reading 'Gulliver's Travels' and 'Sindbad the Sailor.'"
+    </p>
+    <p>
+      "You have seen as wonderful things as they did, haven't you, father?" said
+      Harry.
+    </p>
+    <p>
+      "No, my dears," said the captain. "I never met such wonderful people as
+      they tell about, I assure you; nor have I seen the 'Black Loadstone
+      Mountain' or the 'Valley of Diamonds.'"
+    </p>
+    <p>
+      "But," said Mary, "you have seen a great many people, and their different
+      manners and ways of living."
+    </p>
+    <p>
+      "Yes," said the captain, "and if it will interest you, I will tell you
+      some of the curious things that I have observed."
+    </p>
+    <p>
+      "Pray, do so!" cried Harry, as both the children drew close to him.
+    </p>
+    <p>
+      "Well, then," began the captain, "I was once in a country where it was
+      very cold, and the poor people could scarcely keep themselves from
+      starving.
+    </p>
+    <p>
+      "They were clothed partly in the skins of beasts, made smooth and soft by
+      some particular art; but chiefly in garments made from the outer covering
+      of an animal cruelly stripped off its back while alive.
+    </p>
+    <p>
+      "They lived in houses partly sunk below the ground. These houses were
+      mostly built of stones or of earth hardened by fire.
+    </p>
+    <p>
+      "The walls of the houses had holes to let in light; but to prevent the
+      cold air and rain from coming in, they were covered with a sort of
+      transparent stone, made of melted sand.
+    </p>
+    <p>
+      "As wood was rather scarce, they used for fuel a certain kind of stone
+      which they dug out of the earth, and which, when put among burning wood,
+      catches fire and makes a bright flame."
+    </p>
+    <p>
+      "Dear me!" said Harry. "What a wonderful stone! Why didn't you bring a
+      piece home with you, father?"
+    </p>
+    <p>
+      "I have a piece, which I will show you some time," replied the captain.
+      "But to go on with my story.
+    </p>
+    <p>
+      "What these people eat is remarkable, too. Some of the poor people eat
+      fish which had been hung up and smoked until quite dry and hard, and along
+      with it they eat the roots of plants, or coarse, black cake made of
+      powdered seeds.
+    </p>
+    <p>
+      "The rich people have a whiter kind of cake upon which they spread a
+      greasy matter that is obtained from a large animal. They eat also the
+      flesh of many birds and beasts when they can get it, and the leaves and
+      other parts of a variety of vegetables&mdash;some raw and others cooked.
+    </p>
+    <p>
+      "For drink they use the water in which certain dry leaves have been
+      steeped. These leaves, I was told, came from a country a great distance
+      away.
+    </p>
+    <p>
+      "I was glad to leave this country because it was so very cold; but about
+      six months after, I was obliged to go there again. What was my surprise to
+      find that great changes had taken place!
+    </p>
+    <p>
+      "The climate was mild and warm, and the country was full of beauty and
+      verdure. The trees and shrubs bore a great variety of fruits, which, with
+      other vegetable products, were used largely as food.
+    </p>
+    <p>
+      "The people were gentle and civilized. Their dress was varied. Many wore
+      cloth woven from a sort of wool grown in pods on bushes.
+    </p>
+    <p>
+      "Another singular material was a fine, glossy stuff used chiefly by the
+      rich people. I was told that it was made out of the webs of caterpillars,
+      which to me seemed quite wonderful, as it must have taken a great number
+      of caterpillars to produce the large quantity of the stuff that I saw.
+    </p>
+    <p>
+      "These people have queer ideas about their dress. The women wear strangely
+      figured garments, and adorn their heads, like some Indian nations, with
+      feathers and other fanciful head-dresses.
+    </p>
+    <p>
+      "One thing surprised me very much. They bring up in their houses an animal
+      of the tiger species, having the same kind of teeth and claws as the
+      tiger.
+    </p>
+    <p>
+      "In spite of the natural fierceness of this little beast, it is played
+      with and caressed by the most timid and delicate of their women and
+      children."
+    </p>
+    <p>
+      "I am sure I would not play with it," said Harry.
+    </p>
+    <p>
+      "You might get an ugly scratch, if you did," said the captain.
+    </p>
+    <p>
+      "Aha!" cried Mary; "I've found you out: you have been telling us of our
+      country and what is done at home all this while!"
+    </p>
+    <p>
+      "But we don't burn stones, or eat grease and powdered seeds, or wear skins
+      and caterpillars' webs, or play with tigers," said Harry.
+    </p>
+    <p>
+      "No?" said the captain. "Pray, what is coal but a kind of stone; and is
+      not butter, grease; and wheat, seeds; and leather, skins; and silk, the
+      web of a kind of caterpillar; and may we not as well call a cat an animal
+      of the tiger kind, as a tiger an animal of the cat kind?
+    </p>
+    <p>
+      "So, if you will remember what I have been describing, you will find that
+      all the other wonderful things that I have told you of, are well known
+      among ourselves.
+    </p>
+    <p>
+      "I have told you the story to show that a foreigner might easily represent
+      every thing among us as equally strange and wonderful, as we could with
+      respect to his country."
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Point out breathing-places in the
+      last paragraph.
+    </p>
+    <p>
+      Name the <b><i>emphatic words</i></b> in the last paragraph.
+    </p>
+    <p>
+      Pronounce carefully the following words: <b><i>vegetable, foreigner,
+      beasts, products, across, again, also, apron</i></b>.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils express the meaning of what is
+      given below in dark type, using a single word for each example.
+    </p>
+    <div class="blockquot">
+      <p>
+        Houses built of <b><i>earth hardened by fire</i></b>.
+      </p>
+      <p>
+        The walls have <b><i>holes to let in the light</i></b>.
+      </p>
+      <p>
+        They were covered with <b><i>a sort of transparent stone</i></b>.
+      </p>
+      <p>
+        They drink <b><i>water in which dry leaves have been steeped</i></b>.
+      </p>
+      <p>
+        Many wore cloth woven from <b><i>a sort of wool grown in pods</i></b>.
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXIV" id="LESSON_XXIV"></a>LESSON XXIV.
+    </h2>
+    <div class="glossary">
+      <p>
+        lin'net, <i>a kind of bird</i>.<br /> <br /> com pare', <i>be equal; have
+        similar appearance</i>.<br /> <br /> wor' ried, <i>troubled; anxious</i>.<br />
+        <br /> hum'ble, <i>meek; lowly</i>.<br /> <br /> mis'chiev ous, <i>full of
+        mischief; troublesome</i>.<br /> <br /> grub, <i>dig up by the roots</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE ILL-NATURED BRIER
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          Little Miss Brier came out of the ground,
+        </p>
+        <p>
+          She put out her thorns, and scratched ev'ry thing 'round.
+        </p>
+        <p class="i10">
+          "I'll just try," said she,
+        </p>
+        <p class="i10">
+          "How bad I can be;
+        </p>
+        <p>
+          At pricking and scratching, there are few can match me."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Little Miss Brier was handsome and bright,
+        </p>
+        <p>
+          Her leaves were dark green, and her flowers pure white;
+        </p>
+        <p class="i10">
+          But all who came nigh her
+        </p>
+        <p class="i10">
+          Were so worried by her,
+        </p>
+        <p>
+          They'd go out of their way to keep clear of the Brier.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Little Miss Brier was looking one day
+        </p>
+        <p>
+          At her neighbor, the Violet, over the way;
+        </p>
+        <p class="i10">
+          "I wonder," said she,
+        </p>
+        <p class="i10">
+          "That no one pets me,
+        </p>
+        <p>
+          While all seem so glad little Violet to see."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          A sober old Linnet, who sat on a tree,
+        </p>
+        <p>
+          Heard the speech of the Brier, and thus answered he:
+        </p>
+        <p class="i10">
+          "'Tis not that she's fair,
+        </p>
+        <p class="i10">
+          For you may compare
+        </p>
+        <p>
+          In beauty with even Miss Violet there;
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "But Violet is always so pleasant and kind,
+        </p>
+        <p>
+          So gentle in manner, so humble in mind,
+        </p>
+        <p class="i10">
+          E'en the worms at her feet
+        </p>
+        <p class="i10">
+          She would never ill-treat,
+        </p>
+        <p>
+          And to Bird, Bee, and Butterfly always is sweet."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Then the gardener's wife the pathway came down,
+        </p>
+        <p>
+          And the mischievous Brier caught hold of her gown;
+        </p>
+        <p class="i10">
+          "O dear, what a tear!
+        </p>
+        <p class="i10">
+          My gown's spoiled, I declare!
+        </p>
+        <p>
+          That troublesome Brier!&mdash;it has no business there;
+        </p>
+        <p>
+          Here, John, grub it up; throw it into the fire."
+        </p>
+        <p>
+          And that was the end of the ill-natured Brier.
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <br />
+    </p>
+    <p>
+      <b>Directions for Reading.</b>&mdash;This lesson should be read in a
+      spirited manner.
+    </p>
+    <p>
+      It is suggested to vary the reading exercise by having one pupil read each
+      stanza, and the class repeat it in concert.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils use other words to express the
+      meaning of what is given below in dark type.
+    </p>
+    <div class="blockquot">
+      <p>
+        There are few can <b><i>match</i></b> me.
+      </p>
+      <p>
+        They'd go out of their way to <b><i>keep clear of</i></b> the Brier.
+      </p>
+    </div>
+    <p>
+      Supply letters omitted from the following words: <b><i>they'd, gown's,
+      e'en, 'round</i></b>. Write the words in full.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXV" id="LESSON_XXV"></a>LESSON XXV.
+    </h2>
+    <div class="glossary">
+      <p>
+        ply, <i>make regular journeys</i>.<br /> <br /> com'merce, <i>trade
+        between places or peoples</i>.<br /> <br /> might'y, <i>of great power</i>.<br />
+        <br /> trav'erse, <i>pass over; cross</i>.<br /> <br /> re'al ize, <i>understand
+        the truth of</i>.<br /> <br /> pro pel', <i>drive forward</i>.<br /> <br />
+        prop'erty, <i>any thing that belongs to a person</i>.<br /> <br />
+        or'chards, <i>numbers of fruit-trees</i>.<br /> <br /> im mense', <i>very
+        large</i>.<br /> <br /> glit'ter ing, <i>sparkling with light</i>.<br />
+      </p>
+    </div>
+    <h3>
+      WATER.
+    </h3>
+    <p>
+      It is difficult to realize that nearly three-fourths of the surface of the
+      earth is water; yet it is a fact.
+    </p>
+    <p>
+      Think of the immense space covered by oceans, seas, lakes, and rivers, and
+      how useful all this water is to mankind.
+    </p>
+    <p>
+      Sailing ships and steam-ships traverse the oceans and lakes. Steam-boats
+      ply along the rivers, carrying people and merchandise to and fro, going
+      sometimes as far as three thousand miles from their starting point.
+    </p>
+    <p>
+      It is by water that men float their rafts of logs or lumber to distant
+      places. Water turns the great wheels of many of our mills, and thus
+      harnessed to mighty machines, does more work than thousands of men and
+      horses.
+    </p>
+    <p>
+      These machines produce paper, cloth, flour, lumber, and many other useful
+      articles.
+    </p>
+    <p>
+      When water is heated and turned into steam, it moves powerful engines.
+      These engines propel our great steam-ships and steam-boats and drive
+      machines of all kinds in mills and factories.
+    </p>
+    <p>
+      Many of you have seen water, clear and cool, trickling from the rocks in
+      the side of a hill. This water first forms a spring.
+    </p>
+    <p>
+      From this spring, the water escapes in a tiny stream, called a rivulet or
+      creek, and flows along until it enters a river. Many springs make many
+      rivulets; many rivulets make large rivers.
+    </p>
+    <p>
+      Rivers sometimes receive such great quantities of water that they overflow
+      their banks, and destroy much valuable property. This is called a freshet
+      or a flood.
+    </p>
+    <p>
+      Many people who live near some of our rivers have lost their houses,
+      furniture, and cattle, which were all swept away by these floods.
+    </p>
+    <p>
+      In the winter of 1883, the Ohio River received so much water from the
+      thousands of rivulets flowing into it, that it overflowed its banks.
+    </p>
+    <p>
+      The result of this overflow was one of the greatest floods ever known, and
+      many, no doubt, who read this, were there to see its terrible effects.
+    </p>
+    <p>
+      But where does all this water come from? you may ask.
+    </p>
+    <p>
+      Let me see if I can explain it to you. The water in all these rivers,
+      lakes, and oceans is constantly rising into the air in what is called
+      moisture or vapor. We can not see this moisture, neither can we see the
+      air.
+    </p>
+    <p>
+      If the air is cold, moisture does not rise rapidly; but, as the air
+      becomes heated, it takes up more moisture, so that the more heat there is
+      in the air, the more moisture rises.
+    </p>
+    <p>
+      Heated air is light, and rises higher and higher from the ground, taking
+      the moisture with it, until it reaches a point where it begins to cool.
+    </p>
+    <p>
+      Then as the air cools, the moisture forms into clouds, and these clouds
+      are, in a certain sense, floating water.
+    </p>
+    <p>
+      Floating water! How can water float! do you ask?
+    </p>
+    <p>
+      Well, I will tell you. Cold air is heavier than heated air, and until the
+      clouds become so full of moisture as to return some of it to the earth, in
+      the shape of rain, they float because they are lighter than the air
+      underneath them.
+    </p>
+    <p>
+      The winds, by the flapping of their mighty wings, drive the clouds over
+      the land to the hills and the mountains and the thirsty fields; and there
+      they pour their blessings on the farms, pastures, orchards, and the dusty
+      roads and way-side grass, bringing greenness and gladness every-where.
+    </p>
+    <p>
+      Without water nothing would grow; every thing would dry up and wither.
+    </p>
+    <p>
+      All animals drink water, for it forms a part of their blood and thus helps
+      to keep them alive. All trees and plants drink it by drawing it through
+      their roots or leaves, for it helps to form their sap.
+    </p>
+    <p>
+      Sometimes on a summer morning you will see drops of clear sparkling water
+      on flowers and grass.
+    </p>
+    <p>
+      To look at them you would think it had rained during the night; but,
+      noticing that the ground is dry, you know that no rain has fallen.
+    </p>
+    <p>
+      What then are these glittering drops of water? Where do they come from?
+    </p>
+    <p>
+      I will tell you.These drops are called dew. As night comes on, the grass
+      and the leaves of flowers and plants become cool.
+    </p>
+    <p>
+      When the warm air touches them, it becomes chilled, and as the air can not
+      then carry so much moisture as before, it leaves some of its moisture on
+      the flowers and grass.
+    </p>
+    <p>
+      A moisture like dew sometimes collects in the house. Did you ever observe
+      it in drops on the outside of a pitcher of cold water? Some people suppose
+      that the water comes through the pitcher, but it does not.
+    </p>
+    <p>
+      The water being cold makes the pitcher cold, and as the warm air of the
+      room strikes it, a moisture like dew is left on the pitcher, in the same
+      manner as dew is left on grass, leaves, and flowers.
+    </p>
+    <p>
+      In cold weather, when the dew gathers on plants and flowers, it sometimes
+      freezes and forms frost, and when the clouds throw off their moisture in
+      rain drops, the rain becomes sleet, hail, or snow.
+    </p>
+    <p>
+      So you see that dew, rain, frost, sleet, snow, and hail are only different
+      forms of water.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXVI" id="LESSON_XXVI"></a>LESSON XXVI.
+    </h2>
+    <div class="glossary">
+      <p>
+        treas'ure, <i>a large quantity of money; valuable things</i>.<br /> <br />
+        for'mer ly, <i>in time past; heretofore</i>.<br /> <br /> mod'er ate, <i>not
+        great; limited in quantity</i>.<br /> <br /> or'phan, <i>a child whose
+        father and mother are dead</i>.<br /> <br /> at tract'ive, <i>inviting;
+        having power to draw toward</i>.<br /> <br /> em'er y, <i>a kind of hard,
+        sharp sand</i>.<br /> <br /> ex treme', <i>last point or limit</i>.<br />
+        <br /> rub'bish, <i>things of no value</i>.<br /> <br /> fit'tings, <i>things
+        needed in making an article ready for use</i>.
+      </p>
+    </div>
+    <h3>
+      THE HIDDEN TREASURE.&mdash;PART I.
+    </h3>
+    <p>
+      On a pleasant street in the old town of Fairfield, stands a neat, little
+      cottage. This was formerly the home of Mrs. Reed, an old lady respected by
+      her neighbors and loved by all the young people of the place.
+    </p>
+    <p>
+      There was about Mrs. Reed a kindly manner which pleased all who knew her.
+      Although very poor, she took much interest in her young friends and tried
+      to make them happy.
+    </p>
+    <p>
+      Mrs. Reed had not always been poor. Her husband when alive was supposed to
+      be rich; but after his death, it was found that nothing was left to his
+      widow but two small cottages.
+    </p>
+    <p>
+      In one of these cottages, Mrs. Reed lived; the other, she rented. But the
+      rent received was no more than enough to enable her to live with moderate
+      comfort. She had little or nothing left with which to do for others.
+    </p>
+    <p>
+      One cold winter morning, two persons were talking together in the cozy
+      sitting-room of the cottage. One was Mrs. Reed, and the other, Alice
+      Brown, a poor orphan girl, who lived with some distant relatives in
+      Fairfield.
+    </p>
+    <p>
+      "You are very kind to come to see me so often, Alice," said Mrs. Reed. "I
+      wonder why you do; because there is nothing attractive here."
+    </p>
+    <p>
+      "Why, Mrs. Reed!" replied Alice; "how can you talk so? are you not here?
+      do I not always receive a kind word and a welcome smile from you?"
+    </p>
+    <p>
+      "Well, you know I love you, Alice, and am always delighted to have you
+      come," said Mrs. Reed; "I am sure that were it in my power to do so, I
+      would have you here all the time.
+    </p>
+    <p>
+      "I would like to give you books, have you attend school, and do every
+      thing to make you happy. But alas! Alice, you know I am too poor to do
+      what I wish, and at times it makes me feel very sad."
+    </p>
+    <p>
+      "O, indeed you are too good, Mrs. Reed! My greatest pleasure is to come
+      and see you, and I hope you will always love me.
+    </p>
+    <p>
+      "I wish I could stay here all day; but you know that the day after
+      to-morrow will be Christmas, and I must hurry home now, as auntie wants me
+      to help her prepare for it. So good-by."
+    </p>
+    <p>
+      "But, Alice, you will come to see me Christmas morning, will you not?"
+      asked Mrs. Reed.
+    </p>
+    <p>
+      "Yes," replied Alice, "for a little while." And with a kiss and another
+      good-by, she left Mrs. Reed alone.
+    </p>
+    <p>
+      "What a dear good girl she is," said Mrs. Reed to herself, as she watched
+      Alice tripping down the street toward her home.
+    </p>
+    <p>
+      "She was so good to me last summer when I was ill! and here is Christmas
+      and I have no money with which to buy her a present.
+    </p>
+    <p>
+      "O dear, dear! why was I left so poor! I am sure my husband had some
+      money; what could he have done with it!"
+    </p>
+    <p>
+      Mrs. Reed sat down in her rocking-chair and for a full half hour looked
+      thoughtfully into the fire. Starting up suddenly, she again exclaimed to
+      herself:
+    </p>
+    <p>
+      "I do really believe that if I go up into the garret, I can find,
+      something for a Christmas present, that will please Alice.
+    </p>
+    <p>
+      "I remember a curious old box that Mr. Reed had, that was sent to him from
+      India. If I can find some bits of ribbon, and silk, I will line it and
+      make it into a nice little work-box for Alice."
+    </p>
+    <p>
+      Then Mrs. Reed climbed up the narrow stairway into the garret, and, after
+      searching some time among the rubbish that lay around in all the nooks and
+      corners, discovered the box.
+    </p>
+    <p>
+      Taking it down-stairs and finding some pieces of silk, she spent the rest
+      of the day in making it into a work-box.
+    </p>
+    <p>
+      She made a pretty needle-book, a tiny pincushion, and an emery bag like a
+      big strawberry. Then from her own scanty stock she added needles, pins,
+      thread, and her only pair of small scissors, scoured to the last extreme
+      of brightness.
+    </p>
+    <p>
+      One thing only she had to buy&mdash;a thimble; and that she bought for a
+      penny. The thimble was of brass and so bright that it was quite as
+      handsome as gold.
+    </p>
+    <p>
+      When full, the little box was very pretty. In the bottom lay a quilted
+      lining, which had always been there, and upon which she had placed the
+      fittings.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;The conversational parts of this
+      lesson may be read as a dialogue by two pupils.
+    </p>
+    <p>
+      Which is the most <b><i>emphatic word</i></b> in the following sentence?
+    </p>
+    <div class="blockquot">
+      <p>
+        "O dear, dear! Why was I left so poor!"
+      </p>
+    </div>
+    <p>
+      Point out the <b><i>emphatic words</i></b> in the third paragraph of the
+      lesson.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXVII" id="LESSON_XXVII"></a>LESSON XXVII.
+    </h2>
+    <div class="glossary">
+      <p>
+        hand'y, <i>convenient; ready for use</i>.<br /> <br /> ad join'ing, <i>next
+        to; neighboring</i>.<br /> <br /> sin cere'ly, <i>honestly; truly</i>.<br />
+        <br /> fort'u nate, <i>favored; lucky</i>.<br /> <br /> act'u al ly, <i>really;
+        truly</i>.<br /> <br /> suf fi'cient, <i>enough; plenty</i>.<br /> <br />
+        carv'ings, <i>figures cut in wood or stone</i>.<br /> <br /> mys'ter y, <i>something
+        entirely unknown</i>.<br /> <br /> thresh'old, <i>a piece of board which
+        lies under a door</i>.<br /> <br /> tile, <i>a thin piece of baked clay</i>.<br />
+        <br /> ex am'ine, <i>look at with care</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE HIDDEN TREASURE.&mdash;PART II.
+    </h3>
+    <p>
+      Christmas morning came, and soon Alice Brown entered Mrs. Reed's cottage
+      and received a warm welcome.
+    </p>
+    <p>
+      "Merry Christmas! Mrs. Reed," said Alice.
+    </p>
+    <p>
+      "Thank you, my dear," replied Mrs. Reed; "it will indeed be a 'Merry
+      Christmas' if you can remain with me this forenoon."
+    </p>
+    <p>
+      "Well, I can stay till dinner-time," said Alice. "See what a pretty
+      present cousin John sent me!" and Alice held up a new pocket-book.
+    </p>
+    <p>
+      "That is very nice, Alice," said Mrs. Reed; "now if you had some one to
+      fill it with money, it would be better still."
+    </p>
+    <p>
+      "Yes, indeed," cried Alice, laughingly; "but as I was not so fortunate as
+      to receive any money, and have none of my own to put in it, the
+      pocket-book is not likely to be worn out for a long time."
+    </p>
+    <p>
+      "Well, well, Alice," replied Mrs. Reed, "it is always handy to have things
+      in the house; for some time they may be needed.
+    </p>
+    <p>
+      "Excuse me a moment, Alice," continued Mrs. Reed; "sit down here by the
+      fire and warm yourself."
+    </p>
+    <p>
+      Alice took a seat by the fire and warmed her fingers; for, although it was
+      a bright sunshiny day, it was very cold.
+    </p>
+    <p>
+      Mrs. Reed stepped into the adjoining room, and with a light heart and an
+      expression on her face that no one had seen for many a day, took up the
+      little work-box she had prepared for Alice.
+    </p>
+    <p>
+      Returning again to the sitting-room with the box in her hand, she
+      approached Alice and said;
+    </p>
+    <p>
+      "Here, my dear, is a little Christmas present I have for you. I sincerely
+      wish it were something better. It will be useful, I know, and I hope it
+      will please you."
+    </p>
+    <p>
+      "O how beautiful!" exclaimed Alice, as she caught sight of the curious
+      carvings on the outside of the box. "And a work-box, too!" she continued,
+      as she took it in her hands and lifted the cover; "is it really for me?"
+    </p>
+    <p>
+      "For no one else, I assure you," replied Mrs. Reed, as her face lighted up
+      with joy, at seeing Alice so happy.
+    </p>
+    <p>
+      "O how can I ever thank you enough!" exclaimed Alice, as she threw her
+      arms around Mrs. Reed's neck and kissed her again and again.
+    </p>
+    <p>
+      Then taking a seat by Mrs. Reed, Alice began to examine the contents of
+      the new work-box, lifting out the articles one by one, and placing them in
+      her lap.
+    </p>
+    <p>
+      She then admired the beautiful lining which. Mrs. Reed had put in the box,
+      asking her where she got such pretty pieces of silk.
+    </p>
+    <p>
+      "That piece of silk at the top, Alice, is a bit of my wedding-dress; and
+      that on the sides, is a part of my wedding-sash. Those remind me of happy
+      days, Alice.
+    </p>
+    <p>
+      "I had plenty then: a good husband, a happy home, and never thought that I
+      should come to poverty."
+    </p>
+    <p>
+      "What is this from?" asked Alice, touching the silk lining at the bottom
+      of the box.
+    </p>
+    <p>
+      "O that was always in the box, Alice. It was there when my husband
+      received it, and must be a piece of India silk.
+    </p>
+    <p>
+      "Is any thing the matter with it?" continued Mrs. Reed, as she noticed
+      Alice picking at one corner of it.
+    </p>
+    <p>
+      "O nothing is the matter," replied Alice; "it only seemed to me to be a
+      little loose."
+    </p>
+    <p>
+      "Let me look," said Mrs. Reed. "I don't think it can be loose, or I should
+      have seen it when I was lining the box."
+    </p>
+    <p>
+      "It is actually quite loose," said Alice, as she examined it further, and
+      picked up one corner with, a pin; "and here is a little piece of paper
+      underneath it."
+    </p>
+    <p>
+      "That is remarkable," said Mrs. Reed, as she put on her spectacles and
+      drew up her chair a little closer to Alice.
+    </p>
+    <p>
+      "And there is some writing on it too," said Alice, as she drew it from its
+      hiding-place and handed it to Mrs. Reed.
+    </p>
+    <p>
+      "Why, it's my husband's writing!" exclaimed Mrs. Reed, as she closely
+      examined the faded letters. "What can it mean? I never saw it before. Read
+      it, Alice; your eyes are younger than mine."
+    </p>
+    <p>
+      Alice read: "'Look and ye shall find,' and underneath this," continued
+      Alice, "is a picture of a mantel-piece, and underneath that, it reads: 'A
+      word to the wise is sufficient.'"
+    </p>
+    <p>
+      Mrs. Reed again took the paper. Her hand trembled and her face became a
+      little pale.
+    </p>
+    <p>
+      "Alice," said she, "this is a picture of the old tile mantel-piece in the
+      other room. There is some mystery about this. What can it mean?"
+    </p>
+    <p>
+      "Yes," said Alice, "the tiles in that mantel have quotations on them."
+    </p>
+    <p>
+      In an instant, Alice was on her feet and sprung into the other room,
+      leaving Mrs. Reed in a state of wonderment.
+    </p>
+    <p>
+      Hastily examining the tiles in the mantel, Alice cried out: "O Mrs. Reed,
+      do come! here is a tile with exactly the same words on it!"
+    </p>
+    <p>
+      Mrs. Reed hurried into the room, and had scarcely passed the threshold,
+      when the tile fell to the hearth and broke into a dozen pieces.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading</b>.&mdash;Point out breathing-places in the
+      last paragraph.
+    </p>
+    <p>
+      Pronounce carefully the following words: <b><i>fortunate, adjoining,
+      clothes, hearth, sitting-room, wedding-dress</i>.</b>
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Let pupils use other words to express the
+      meaning of the following sentences.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b><i>Alice received a warm welcome</i>.</b>
+      </p>
+      <p>
+        <b><i>Mrs. Reed stepped into the adjoining room with a light heart</i>.</b>
+      </p>
+      <p>
+        <b><i>Her face lighted up with joy</i>.</b>
+      </p>
+      <p>
+        <b><i>Those things remind me of happy days</i>.</b>
+      </p>
+      <p>
+        "<b><i>A word, to the wise is sufficient</i></b>."
+      </p>
+    </div>
+    <p>
+      Change the <b><i>statements</i></b> given above to <b><i>questions</i></b>.
+    </p>
+    <p>
+      Change the following <b><i>exclamations</i></b> to complete <b><i>statements</i></b>.
+    </p>
+    <div class="blockquot">
+      <p>
+        Do come!<br /> <br /> Let me look!<br /> <br /> Read it, Alice!<br />
+      </p>
+    </div>
+    <p>
+      <b>Model</b>.&mdash;See my pocket-book! = I wish you would look at my
+      pocket-book.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXVIII" id="LESSON_XXVIII"></a>LESSON XXVIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        be fall'en, <i>happened to</i>.<br /> <br /> thrust, <i>move suddenly or
+        with force</i>.<br /> <br /> mis hap', <i>something which has occurred to
+        cause pain or sorrow</i>.<br /> <br /> ex cit'ed ly, <i>in a very earnest
+        manner</i>.<br /> <br /> min'gled, <i>joined closely; united</i>.<br />
+        <br /> le'gal ly, <i>as the law requires</i>.<br /> <br /> a bun'dant, <i>beyond
+        one's need; plentiful</i>.<br /> <br /> com'fort a ble, <i>having
+        everything needed to keep one from pain or want</i>.<br /> <br /> re
+        la'tions, <i>the feelings or acts of people toward each other</i>.<br />
+        <br /> charm'ing, <i>very pleasant</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE HIDDEN TREASURE.&mdash;PART III.
+    </h3>
+    <p>
+      "O what have I done! what have I done!" cried Alice. "O Mrs. Reed, I'm so
+      sorry&mdash;I have broken the tile!"
+    </p>
+    <p>
+      "How did it happen, Alice? Was it loose?"
+    </p>
+    <p>
+      "Why yes," replied Alice; "I put my hand on it, and thought it appeared to
+      move a little. Having my scissors with, me, I, through curiosity, ran the
+      points in between that tile and the next one."
+    </p>
+    <p>
+      "Never mind, child," said Mrs. Reed kindly, seeing that Alice was feeling
+      sad over the mishap; "perhaps the tile can be mended&mdash;let us see."
+    </p>
+    <p>
+      As they both stooped down to pick up the pieces, Alice noticed that there
+      was a hollow space back of where the tile had been, and that it contained
+      something of a dingy white color.
+    </p>
+    <p>
+      "O Mrs. Reed!" cried she; "there is something in there! See, it looks like
+      a bag tied up! May I take it out?"
+    </p>
+    <p>
+      Mrs. Reed turned deadly pale. "Yes," she replied, scarcely knowing what
+      she expected or dared hope.
+    </p>
+    <div class="figright">
+      <img alt="Alice and Mrs. Reed. (69K)" src="images/135.jpg" height="500"
+      width="430" />
+    </div>
+    <p>
+      Alice thrust her hand into the hole to pull the hag out, but as it was
+      very old, it fell apart, and O wonder of wonders! as many as a hundred
+      pieces of gold coin fell with a jingle on the hearth and rolled every way.
+    </p>
+    <p>
+      "My husband's money!" exclaimed Mrs. Reed, as she leaned on Alice to keep
+      from falling.
+    </p>
+    <p>
+      Alice was nearly wild and talked like a crazy person.
+    </p>
+    <p>
+      "O goody, goody!" she cried, clapping her hands and jumping up and down.
+      "Now you can have everything you want! you won't be poor any longer!"
+    </p>
+    <p>
+      But Mrs. Reed was too much overcome to hear what Alice said.
+    </p>
+    <p>
+      She could scarcely realize the good fortune that had so suddenly befallen
+      her.
+    </p>
+    <p>
+      Presently, however, with the tenderness of a mother, she placed her arms
+      around Alice and said: "O you precious child! but for you, I should never
+      have known this!"
+    </p>
+    <p>
+      "And if you had not given me the work-box," said Alice, "perhaps no one
+      would ever have found it out.
+    </p>
+    <p>
+      "But," continued she, excitedly, "let us see if there is any thing more in
+      there."
+    </p>
+    <p>
+      Again reaching into the hole in the mantel-piece, she sprung back with a
+      look of amazement that frightened Mrs. Reed.
+    </p>
+    <p>
+      "Why, Alice, what is the matter?" inquired the old lady.
+    </p>
+    <p>
+      "Matter!" exclaimed Alice. "Why, dear me! Mrs. Reed, there are lots and
+      lots of bags in there yet!"
+    </p>
+    <p>
+      "Is it possible!" said Mrs. Reed hoarsely. Then reaching her hand into the
+      hole, she drew out bag after bag, handling them very carefully, so that
+      they would not fall to pieces as the first one had done.
+    </p>
+    <p>
+      In the meantime Alice had pushed a table up near the fire-place. The bags
+      were emptied upon it, until the glittering gold made a heap that struck
+      Mrs. Reed and Alice with greater amazement than ever.
+    </p>
+    <p>
+      "Alice," said Mrs. Reed, "this is a blessing from Heaven that I do not
+      deserve. I can not tell you how thankful I am for it. My happiness now
+      will be in doing for others."
+    </p>
+    <p>
+      Alice said nothing; her heart was too full. A look of sadness came over
+      her face.
+    </p>
+    <p>
+      She was wondering whether Mrs. Reed would continue to love her, and
+      thinking, with a mingled feeling of fear and dread, that now her friend
+      was rich, perhaps she, the poor orphan girl, might not be so welcome at
+      the cottage as before.
+    </p>
+    <p>
+      Mrs. Reed seemed to understand somewhat the nature of Alice's thoughts.
+      "Cheer up, Alice," said she; "this is not a time to be sad! Come, help me
+      put away this gold.
+    </p>
+    <p>
+      "By the way, Alice, now is the time to use your pocket-book; you know I
+      told you it was handy to have things in the house, they might be needed,"
+      she continued, smilingly.
+    </p>
+    <p>
+      "Why, certainly, Mrs. Reed; do you want to borrow my pocket-book? here it
+      is."
+    </p>
+    <p>
+      "Yes, my dear," replied Mrs. Reed, "I shall want a new one myself, and I
+      want to see yours. I wonder how many pieces of gold it will hold."
+    </p>
+    <p>
+      Then Mrs. Reed crammed the pocket-book full of gold pieces.
+    </p>
+    <p>
+      "There!" said she, handing it to Alice; "that is the Christmas present I
+      wanted to give you this morning, but did not have it."
+    </p>
+    <p>
+      "What! this for me! O no, no! I do not deserve it!" cried Alice.
+    </p>
+    <p>
+      "But you must take it, Alice, and listen; for I have something to tell
+      you. I want you to be my daughter now. I will have abundant means to make
+      both of us comfortable and happy."
+    </p>
+    <p>
+      "O Mrs. Reed," said Alice, bursting into tears; "I would love to be your
+      daughter, nothing could make me happier."
+    </p>
+    <p>
+      In a very short time every thing was changed in the little cottage. Mrs.
+      Reed had legally adopted Alice as her daughter and was sending her to
+      school.
+    </p>
+    <p>
+      Fresh paint, inside and out, and many new comforts, made the old house
+      charming and bright. But nothing could change the happy relations between
+      the two friends, and a more contented and cheerful household could not be
+      found anywhere.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Tell the story in your own words, using the
+      points given in the following
+    </p>
+    <p>
+      <b>Analysis.</b>&mdash;1. Mrs. Reed's home. 2. Her talk with Alice. 3.
+      Mrs. Reed prepares a present for Alice. 4. Alice receives the work-box. 5.
+      What was found in it. 6. The broken tile and the discovery of the money.
+      7. What happened after that.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXIX" id="LESSON_XXIX"></a>LESSON XXIX.
+    </h2>
+    <div class="glossary">
+      <p>
+        dells, <i>small valleys</i>.<br /> <br /> bow'ers, <i>covered places made
+        of boughs</i>.<br /> <br /> troupe, <i>a number of living beings; a
+        company</i>.<br /> <br /> daf'fo dils, <i>yellow flowers</i>.<br /> <br />
+        sheen, <i>brightness; splendor</i>.<br /> <br /> sprite, <i>an unreal
+        person</i>.<br /> <br /> sus pend'ed, <i>stopped for a time; hung</i>.<br />
+        <br /> va'ries, <i>is different; changes</i>.<br /> <br /> blue'bell, <i>a
+        kind of flower</i>.<br /> <br /> ram'bling, <i>wandering</i>.<br /> <br />
+        rev'el, <i>play in a noisy manner</i>.<br />
+      </p>
+    </div>
+    <h3>
+      LOOKING FOR THE FAIRIES.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          I've peeped in many a bluebell,
+        </p>
+        <p class="i2">
+          And crept among the flowers,
+        </p>
+        <p>
+          And hunted in the acorn cups,
+        </p>
+        <p class="i2">
+          And in the woodland bowers;
+        </p>
+        <p>
+          And shook the yellow daffodils,
+        </p>
+        <p class="i2">
+          And searched the gardens round,
+        </p>
+        <p>
+          A-looking for the little folk
+        </p>
+        <p class="i2">
+          I never, never found.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          I've linger'd till the setting sun
+        </p>
+        <p class="i2">
+          Threw out a golden sheen,
+        </p>
+        <p>
+          In hope to see a fairy troupe
+        </p>
+        <p class="i2">
+          Come dancing on the green;
+        </p>
+        <p>
+          And marveled that they did not come
+        </p>
+        <p class="i2">
+          To revel in the air,
+        </p>
+        <p>
+          And wondered if they slept, and where
+        </p>
+        <p class="i2">
+          Their hiding-places were.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          I've wandered with a timid step
+        </p>
+        <p class="i2">
+          Beneath the moon's pale light,
+        </p>
+        <p>
+          And every blazing dew-drop seemed
+        </p>
+        <p class="i2">
+          To be a tiny sprite;
+        </p>
+        <p>
+          And listened with suspended breath,
+        </p>
+        <p class="i2">
+          Among the grand, old trees,
+        </p>
+        <p>
+          For fairy music floating soft
+        </p>
+        <p class="i2">
+          Upon the evening breeze.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Ah me! those pleasant, sunny days,
+        </p>
+        <p class="i2">
+          In youthful fancies wild,&mdash;
+        </p>
+        <p>
+          Rambling through the wooded dells,
+        </p>
+        <p class="i2">
+          A careless, happy child!
+        </p>
+        <p>
+          And now I sit and sigh to think
+        </p>
+        <p class="i2">
+          Age from childhood varies,
+        </p>
+        <p>
+          And never more may we be found
+        </p>
+        <p class="i2">
+          Looking for the fairies.
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Which one of the stanzas should be
+      read more slowly than the others?
+    </p>
+    <p>
+      Point out the <b><i>emphatic words</i></b> in the last four lines of the
+      lesson.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Which lines in each stanza end in similar
+      sounds?
+    </p>
+    <p>
+      Let pupils explain the meaning of what is given below in dark type.
+    </p>
+    <div class="blockquot">
+      <p>
+        I've hunted in the <b><i>acorn cups</i>.</b>
+      </p>
+      <p>
+        I've wandered with a <b><i>timid step</i>.</b>
+      </p>
+      <p>
+        <b><i>Age from childhood varies.</i></b>
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXX" id="LESSON_XXX"></a>LESSON XXX.
+    </h2>
+    <div class="glossary">
+      <p>
+        poi'son ous, <i>likely to do great harm or injury</i>.<br /> <br /> sep'a
+        rate, <i>apart from other things</i>.<br /> <br /> con di'tion, <i>state;
+        situation</i>.<br /> <br /> nec'es sa ry, <i>really needed</i>.<br /> <br />
+        dis a gree'a ble, <i>very unpleasant</i>.<br /> <br /> sen'si ble, <i>wise;
+        knowing what is proper</i>.<br /> <br /> ac cus'tomed, <i>being used to</i>.<br />
+        <br /> es pe'cial ly, <i>more than usual</i>.<br /> <br />
+      </p>
+    </div>
+    <h3>
+      AIR.
+    </h3>
+    <p>
+      We all know very well that we can not live without breathing.
+    </p>
+    <p>
+      What we do not all know, or do not all think of, is that we want not only
+      air, but good air. We are apt to take it for granted that any air will do
+      for us; stale air, dirty air, even poisonous air.
+    </p>
+    <p>
+      What makes the matter worse is, that we can not help spoiling air
+      ourselves by the very act of breathing.
+    </p>
+    <p>
+      If people are shut up in rooms where the bad air can not get out and the
+      good air can not get in at all, they are sure to be made ill.
+    </p>
+    <p>
+      Some people in Scotland thought they would have a merry Christmas party,
+      and invited their friends to come to a dance.
+    </p>
+    <p>
+      As it was very cold weather, they shut all the doors and windows tight,
+      and then they began to dance.
+    </p>
+    <p>
+      It was a small room with a low ceiling, and there were thirty-six people
+      dancing in it all night. By the time morning came the air was so bad that
+      it was really like poison; and very soon seven of the poor dancers were
+      seized with a terrible fever, and two of them actually died.
+    </p>
+    <p>
+      The air we breathe out is different from the air we take in. We send away
+      some things with our breath which were not in the air when we took it in.
+    </p>
+    <p>
+      One of these is water. Sometimes you can see this for yourself. On a cold,
+      frosty day, you know we can see the clouds of steam coming out of our
+      mouths. This steam is only very fine particles of water.
+    </p>
+    <p>
+      In warm weather we do not see the steam, but the water is there all the
+      same; if you will breathe on a looking-glass at any time, you will make it
+      dim and damp directly with the water that is contained in your breath.
+    </p>
+    <p>
+      We also breathe out animal matter, little particles of our own bodies just
+      ready to decay. We can not see them, but they soon give the air a close,
+      disagreeable smell. Good air has no smell at all.
+    </p>
+    <p>
+      And now I have something to say to you about the use of noses.
+    </p>
+    <p>
+      I dare say you can not see much use in the sense of smell. Seeing,
+      hearing, touching, are very needful to us, we all know; but as to
+      smelling, that does not seem to have any particular value.
+    </p>
+    <p>
+      It is pleasant to smell a sweet rose or violet; and, I believe, smelling
+      really forms a good part of what we call tasting.
+    </p>
+    <p>
+      Of all our senses, smell is the one that soonest gets out of practice. If
+      people would always accustom themselves to use their noses, they never
+      would consent to live in the horrid air they do.
+    </p>
+    <p>
+      If you go from the fresh air into a close room, you will notice the smell
+      at once. Then, if you remain there, you will soon get accustomed to the
+      smell and not notice it; but it will still be there, and will be doing you
+      a great deal of harm.
+    </p>
+    <p>
+      In good air there are, mainly, two sorts of gas.
+    </p>
+    <p>
+      The first is a very lively sort of gas, called oxygen; it is very fond of
+      joining itself with other things, and burning them, and things burn very
+      fast indeed in oxygen.
+    </p>
+    <p>
+      The second is a very slow, dull gas, called nitrogen; and nothing will
+      burn in it at all. Pure oxygen would be too active for us to live in, so
+      it is mixed with nitrogen.
+    </p>
+    <p>
+      When we breathe, the air goes down into our lungs, which are something
+      like sponges, inside our chests.
+    </p>
+    <p>
+      These sponges have in them an immense quantity of little blood-vessels,
+      and great numbers of little air-vessels; so that the blood almost touches
+      the air; there is only a very, very thin skin between them.
+    </p>
+    <p>
+      Through that skin, the blood sends away the waste and useless things it
+      has collected from all parts of the body, and takes in the fresh oxygen
+      which the body wants.
+    </p>
+    <p>
+      You have often heard man's life compared to a candle. I will show you some
+      ways in which they are much alike.
+    </p>
+    <p>
+      When a candle or lamp burns, if we keep it from getting any new air, it
+      soon uses all the lively gas, or oxygen, and then it goes out. This is
+      easily shown by placing a glass jar over a lighted candle.
+    </p>
+    <p>
+      If the candle gets only a little fresh air, it burns dim and weak. If we
+      get only a little fresh air, we are sickly and weak.
+    </p>
+    <p>
+      The candle makes another kind of gas. It is called carbonic acid gas,
+      which, is unhealthy and not fit for breathing. The heat of our bodies also
+      makes this gas, and we throw it off in our breath.
+    </p>
+    <p>
+      Oxygen and carbon, in a separate condition, make up a good part of our
+      flesh, blood, and bones; but when they are joined together, and make
+      carbonic acid gas, they are of no further use to us.
+    </p>
+    <p>
+      You might go to a store and buy sand and sugar; but if they became mixed
+      together as you brought them home, you would not be able to use either one
+      of them, unless some clever fairy could pick them apart for you.
+    </p>
+    <p>
+      You see now one great way of spoiling the air. How are we to get rid of
+      this bad air, and obtain fresh air, without being too cold?
+    </p>
+    <p>
+      In summer time this is quite simple, but in winter it is more difficult;
+      because it is a very bad thing to be cold, and a thin, cold draught of air
+      is especially bad.
+    </p>
+    <p>
+      The bad air loaded with carbonic acid gas, when we first breathe it out,
+      is warm. Warm gases are much lighter than cold ones, therefore the bad air
+      at first goes up to the ceiling.
+    </p>
+    <p>
+      If there is an opening near the top of the room, the bad air goes out; but
+      if there is no opening, it by and by grows cold and heavy, and comes down
+      again. Then we have to breathe it.
+    </p>
+    <p>
+      If you open the window at the top, it will let out the bad air, and you
+      will not feel a draught. It is not often so very cold that you cannot bear
+      the window open, even a little way from the top, and that is the best way
+      of airing a room.
+    </p>
+    <p>
+      This is just as necessary by night as by day. People who shut in the bad
+      air, and shut out the good air, all night long, can never expect to awake
+      refreshed, feeling better for their sleep.
+    </p>
+    <p>
+      What becomes of the carbonic acid gas which the body throws off through
+      our breath? Can any thing pick the carbon and oxygen in it apart, and make
+      them fit for us to use again?
+    </p>
+    <p>
+      Yes. Every plant, every green leaf, every blade of grass, does that for
+      us. When the sun shines on them, they pick the carbon out and send back
+      the oxygen for us to breathe. They keep the carbon and make that fit for
+      us and animals to eat.
+    </p>
+    <p>
+      The grass makes the carbon fit for sheep and cows, and then we eat their
+      flesh or drink their milk; and the corn makes the carbon fit to eat; so do
+      potatoes, and all the other vegetables and fruits which we eat. Is not
+      this a wonderful arrangement?
+    </p>
+    <p>
+      But perhaps you think, considering what an amazing number of people there
+      are in the world, besides all the animals&mdash;for all creatures that
+      breathe, spoil the air just as we do&mdash;there can hardly be trees and
+      plants enough to set all the air right again.
+    </p>
+    <p>
+      Round about cities and large towns there are certainly more people than
+      there are trees, but in many other parts of the world there are a great
+      many more trees than there are people.
+    </p>
+    <p>
+      I have heard of forests in South America so thick and so large, that the
+      monkeys might run along the tops of the trees for a hundred miles. So you
+      see there are plenty of trees in the world to do the work.
+    </p>
+    <p>
+      But then, how does all the bad air leave the towns and cities where men
+      live, and get to the forests and meadows?
+    </p>
+    <p>
+      The air is constantly moving about; rising and falling, sweeping this way
+      or that way, and traveling from place to place.
+    </p>
+    <p>
+      Not only the little particles out of our breath, but any thing that gives
+      the air any smell, does it some harm. Even nice smells, like those of
+      roses, are unhealthy, if shut up in a room for some time.
+    </p>
+    <p>
+      Dirty walls, ceilings, and floors give the air a musty, close, smell; so
+      do dirty clothes, muddy boots, cooking, and washing. Some of these ought
+      not to be in the house at all; others remind us to open our windows wide.
+    </p>
+    <p>
+      All the things I have been saying to you about pure air, apply still more
+      to sick people than to healthy ones.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Read the following sentences
+      carefully, and avoid running the words together.
+    </p>
+    <div class="blockquot">
+      <p>
+        The good__air can not get__in at__all.
+      </p>
+      <p>
+        We are__apt to take__it for granted.
+      </p>
+      <p>
+        It__is sure to make them__ill.
+      </p>
+    </div>
+    <p>
+      Point out three other places in the lesson where similar errors are likely
+      to occur.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Add <i>ment</i> to each of the following
+      words, and then give the meaning of the words so formed.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b>arrange&nbsp;&nbsp;&nbsp;&nbsp; move&nbsp;&nbsp;&nbsp;&nbsp; settle&nbsp;&nbsp;&nbsp;&nbsp;
+        encourage</b>
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXXI" id="LESSON_XXXI"></a>LESSON XXXI.
+    </h2>
+    <div class="glossary">
+      <p>
+        dis tinct'ly, <i>clearly; plainly</i>.<br /> <br /> a roused', <i>wakened</i>.<br />
+        <br /> re ced'ing, <i>going backward or away from</i><br /> <br /> vig'i
+        lant, <i>watchful; careful</i>.<br /> <br /> ex haust'ed, <i>tired out
+        with work</i>.<br /> <br /> pre ced'ing, <i>going before</i>.<br /> <br />
+        fort'night, <i>two weeks' time</i>.<br /> <br /> con vul'sive, <i>irregular
+        in movement</i>.<br /> <br /> tar'ried, <i>delayed; remained</i>.<br />
+        <br /> grad'u al ly, <i>step by step; slowly</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A TIMELY RESCUE.
+    </h3>
+    <p>
+      <br />
+    </p>
+    <p>
+      It was in the month of February, 1831, a bright moonlight night, and
+      extremely cold, that the little brig I commanded lay quietly at her
+      anchors inside the bay.
+    </p>
+    <p>
+      We had had a hard time of it, beating about for eleven days, with cutting
+      north-easters blowing, and snow and sleet falling for the greater part of
+      the time.
+    </p>
+    <p>
+      When at length we made the port, all hands were almost exhausted, and we
+      could not have held out two days longer without relief.
+    </p>
+    <p>
+      "A bitter cold night, Mr. Larkin," I said to my mate, as I tarried for a
+      moment on deck to finish my pipe. "The tide is running out swift and
+      strong; it will be well to keep a sharp look-out for this floating ice,
+      Mr. Larkin."
+    </p>
+    <p>
+      "Ay, ay, sir," answered the mate, and I went below.
+    </p>
+    <p>
+      Two hours afterwards I was aroused from a sound sleep by the vigilant
+      officer. "Excuse me for disturbing you, captain," said he, as he detected
+      an expression of vexation on my face; "but I wish you would turn out, and
+      come on deck as soon as possible."
+    </p>
+    <p>
+      "Why&mdash;what's the matter, Mr. Larkin?"
+    </p>
+    <p>
+      "Why, sir, I have been watching a cake of ice that swept by at a little
+      distance a moment ago; I saw something black upon it&mdash;something that
+      I thought moved."
+    </p>
+    <p>
+      We were on deck before either spoke another word. The mate pointed out,
+      with no little difficulty, the cake of ice floating off to leeward, and
+      its white, glittering surface was broken by a black spot.
+    </p>
+    <p>
+      "Get me a spy-glass, Mr. Larkin&mdash;the moon will be out of that cloud
+      in a moment, and then we can see distinctly." I kept my eye on the
+      receding mass of ice, while the moon was slowly working its way through a
+      heavy bank of clouds.
+    </p>
+    <p>
+      The mate stood by with a spy-glass. When the full light fell at last upon
+      the water, I put the glass to my eye. One glance was enough..
+    </p>
+    <p>
+      "Forward, there!" I shouted at the top of my voice; and with, one bound I
+      readied the main hatch, and began to clear away the ship's cutter. Mr.
+      Larkin had received the glass from my hand to take a look for himself.
+    </p>
+    <p>
+      "O, pitiful sight!" he said in a whisper, as he set to work to aid me in
+      getting out the boat; "there are two children on that cake of ice!"
+    </p>
+    <p>
+      In a very short space of time we launched the cutter, into which Mr.
+      Larkin and myself jumped, followed by two men, who took the oars. I held
+      the tiller, and the mate sat beside me.
+    </p>
+    <p>
+      "Do you see that cake of ice with something black upon it, lads?" I cried;
+      "put me alongside of that, and I will give you a month's extra wages when
+      you are paid off."
+    </p>
+    <p>
+      The men were worn out by the hard duty of the preceding fortnight; and,
+      though they did their best, the boat made little more way than the tide.
+      This was a long chase; and Mr. Larkin, who was suffering as he saw how
+      little we gained, cried out&mdash;
+    </p>
+    <p>
+      "Pull, lads&mdash;I'll double the captain's prize. Pull, lads, for the
+      sake of mercy, pull!"
+    </p>
+    <p>
+      A convulsive effort at the oars told how willing the men were to obey, but
+      their strength was gone. One of the poor fellows splashed us twice in
+      recovering his oar, and then gave out; the other was nearly as far gone.
+      Mr. Larkin sprung forward and seized the deserted oar.
+    </p>
+    <p>
+      "Lie down in the bottom of the boat," said he to the man; "and, captain,
+      take the other oar; we must row for ourselves." I took the second man's
+      place.
+    </p>
+    <p>
+      Larkin had stripped to his Guernsey shirt; as he pulled the bow I waited
+      the signal stroke. It came gently, but firmly; and the next moment we were
+      pulling a long, steady stroke, gradually increasing in rapidity until the
+      wood seemed to smoke in the oar-locks.
+    </p>
+    <p>
+      We kept time with each other by our long, deep breathing. Such a pull! At
+      every stroke the boat shot ahead like an arrow. Thus we worked at the oars
+      for fifteen minutes&mdash;it seemed to me as many hours.
+    </p>
+    <p>
+      "Have we almost come to it, Mr. Larkin?" I asked.
+    </p>
+    <p>
+      "Almost, captain,&mdash;don't give up: for the love of our dear little
+      ones at home, don't give up, captain," replied Larkin.
+    </p>
+    <p>
+      The oars flashed as the blades turned up to the moonlight. The men who
+      plied them were fathers, and had fathers' hearts; the strength which
+      nerved them at that moment was more than human.
+    </p>
+    <p>
+      Suddenly Mr. Larkin stopped pulling, and my heart for a moment almost
+      ceased its beating; for the terrible thought that he had given out crossed
+      my mind. But I was quickly reassured by his saying&mdash;
+    </p>
+    <p>
+      "Gently, captain, gently&mdash;a stroke or two more&mdash;there, that will
+      do"&mdash;and the next moment the boat's side came in contact with
+      something.
+    </p>
+    <p>
+      Larkin sprung from the boat upon the ice. I started up, and, calling upon
+      the men to make fast the boat to the ice, followed.
+    </p>
+    <p>
+      We ran to the dark spot in the centre of the mass, and found two little
+      boys&mdash;the head of the smaller nestling in the bosom of the larger.
+      Both were fast asleep!
+    </p>
+    <p>
+      They were benumbed with cold, and would surely have frozen to death, but
+      for our timely rescue.
+    </p>
+    <p>
+      Mr. Larkin grasped one of the lads, cut off his shoes, tore off his
+      jacket; and then, loosening his own garments to the skin, placed the
+      chilled child in contact with his own warm body, carefully wrapping over
+      him his great-coat.
+    </p>
+    <p>
+      I did the same with the other child; and we then returned to the boat; and
+      the men having partly recovered, pulled slowly back.
+    </p>
+    <p>
+      The children, as we learned when we afterwards had the delight of
+      returning them to their parents, were playing on the ice, and had ventured
+      on the cake.
+    </p>
+    <p>
+      A movement of the tide set the ice in motion, and the little fellows were
+      borne away on that cold night, and would certainly have perished, had not
+      Mr. Larkin seen them as the ice was sweeping out to sea.
+    </p>
+    <p>
+      "How do you feel?" I said to the mate, the next morning after this
+      adventure.
+    </p>
+    <p>
+      "A little stiff in the arms, captain," the noble fellow replied, while the
+      big tears of grateful happiness gushed from his eyes&mdash;"a little stiff
+      in the arms, captain, but very easy here," and he laid his hand on his
+      manly heart.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Change the following <b><i>commands</i></b>
+      to <b><i>statements</i></b>.
+    </p>
+    <div class="blockquot">
+      <p>
+        Take the other oar.&nbsp;&nbsp;&nbsp;&nbsp; Don't give up!
+      </p>
+    </div>
+    <p>
+      Give the meaning of the word <b><i>lads</i></b> in the third and fourth
+      lines of page 152, and in the fourth line of page 154.<a
+      name="FNanchor_09_9" id="FNanchor_09_9"></a><a href="#Footnote_09_9">[9]</a>
+    </p>
+    <p>
+      Make out an <b><i>analysis</i></b> of the lesson, and use it in telling
+      the story in your own words.
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_09_9" id="Footnote_09_9"></a><span class="label"><a
+        href="#FNanchor_09_9">[9]</a></span>
+      </p>
+      See Lesson XXXI.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXXII" id="LESSON_XXXII"></a>LESSON XXXII.
+    </h2>
+    <div class="glossary">
+      <p>
+        re'gion, <i>place; space</i>.<br /> <br /> furze, <i>a thorny shrub with
+        yellow flowers</i>.<br /> <br /> list'eth, <i>wishes; pleases</i>.<br />
+        <br /> mirth, <i>joy; fun</i>.<br /> <br /> boon, <i>gay; merry</i>.<br />
+        <br /> shaft, <i>an arrow; the stem of an arrow</i>.<br /> <br /> up
+        borne', <i>held or borne up</i>.<br /> <br /> crest'ing, <i>touching the
+        tops of</i>.<br />
+      </p>
+    </div>
+    <h3>
+      BIRDS IN SUMMER.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          How pleasant the life of a bird must be,
+        </p>
+        <p>
+          Flitting about in each leafy tree;&mdash;
+        </p>
+        <p>
+          In the leafy trees so broad and tall,
+        </p>
+        <p>
+          Like a green and beautiful palace hall,
+        </p>
+        <p>
+          With its airy chambers, light and boon,
+        </p>
+        <p>
+          That open to sun, and stars, and moon;
+        </p>
+        <p>
+          That open unto the bright blue sky,
+        </p>
+        <p>
+          And the frolicsome winds, as they wander by!
+        </p>
+      </div>
+    </div>
+    <div class="figcenter">
+      <img alt="birds (70K)" src="images/156.jpg" height="500" width="454" />
+    </div>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          They have left their nests in the forest bough;
+        </p>
+        <p>
+          Those homes of delight they need not now;
+        </p>
+        <p>
+          And the young and old they wander out,
+        </p>
+        <p>
+          And traverse their green world round about;
+        </p>
+        <p>
+          And hark! at the top of this leafy hall,
+        </p>
+        <p>
+          How, one to the other, they lovingly call:
+        </p>
+        <p>
+          "Come up, come up!" they seem to say,
+        </p>
+        <p>
+          "Where the topmost twigs in the breezes play!
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "Come up, come up, for the world is fair,
+        </p>
+        <p>
+          Where the merry leaves dance in the summer air!"
+        </p>
+        <p>
+          And the birds below give back the cry,
+        </p>
+        <p>
+          "We come, we come to the branches high!"
+        </p>
+        <p>
+          How pleasant the life of the birds must be,
+        </p>
+        <p>
+          Living in love in a leafy tree;
+        </p>
+        <p>
+          And away through the air what joy to go,
+        </p>
+        <p>
+          And to look on the green, bright earth below!
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          How pleasant the life of a bird must be,
+        </p>
+        <p>
+          Skimming about on the breezy sea,
+        </p>
+        <p>
+          Cresting the billows like silvery foam,
+        </p>
+        <p>
+          And then wheeling away to its cliff-built home!
+        </p>
+        <p>
+          What joy it must be to sail, upborne
+        </p>
+        <p>
+          By a strong, free wing, through the rosy morn,
+        </p>
+        <p>
+          To meet the young sun, face to face,
+        </p>
+        <p>
+          And pierce, like a shaft, the boundless space!
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          How pleasant the life of a bird must be,
+        </p>
+        <p>
+          Wherever it listeth there to flee:
+        </p>
+        <p>
+          To go, when a joyful fancy calls,
+        </p>
+        <p>
+          Dashing down, 'mong the waterfalls;
+        </p>
+        <p>
+          Then wheeling about, with its mates at play,
+        </p>
+        <p>
+          Above and below, and among the spray,
+        </p>
+        <p>
+          Hither and thither, with screams as wild
+        </p>
+        <p>
+          As the laughing mirth of a rosy child!
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          What a joy it must be, like a living breeze,
+        </p>
+        <p>
+          To flutter among the flowering trees;
+        </p>
+        <p>
+          Lightly to soar, and to see beneath,
+        </p>
+        <p>
+          The wastes of the blossoming purple heath,
+        </p>
+        <p>
+          And the yellow furze, like fields of gold,
+        </p>
+        <p>
+          That gladden some fairy region old.
+        </p>
+        <p>
+          On mountain tops, on the billowy sea,
+        </p>
+        <p>
+          On the leafy stems of the forest tree,
+        </p>
+        <p>
+          How pleasant the life of a bird must be!
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;The words of the first line of the
+      poem, when repeated on pages 157 and 158, should be slightly emphasized.<a
+      name="FNanchor_10_10" id="FNanchor_10_10"></a><a href="#Footnote_10_10">[10]</a>
+    </p>
+    <p>
+      Point out the lines on page 157 which would be joined in reading.
+    </p>
+    <p>
+      Let the class read one or more stanzas of the poem in concert.
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_10_10" id="Footnote_10_10"></a><span class="label"><a
+        href="#FNanchor_10_10">[10]</a></span>
+      </p>
+      This lesson, Lesson XXXII.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXXIII" id="LESSON_XXXIII"></a>LESSON XXXIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        stroll'ing, <i>wandering on foot</i>.<br /> <br /> quaint, <i>unusual;
+        curious looking</i>.<br /> <br /> con sult'ed, <i>asked advice of</i>.<br />
+        <br /> roy'al, <i>belonging to a king or a queen</i>.<br /> <br /> en ter
+        tain', <i>receive and care for</i>.<br /> <br /> court'esy, <i>politeness
+        of manners</i>.<br /> <br /> bod'ice, <i>an article of clothing</i>.<br />
+        <br /> loy'al ty, <i>love of one's country or ruler</i>.<br /> <br /> a
+        miss', <i>out of the way; wrong</i>.<br /> <br /> tri'fles, <i>articles
+        small in size or value</i>.<br /> <br /> mut'tered, <i>said in a low voice</i>.<br />
+        <br /> ad mis'sion, <i>permission to enter</i>.<br />
+      </p>
+    </div>
+    <h3>
+      TRUE COURTESY.&mdash;PART I.
+    </h3>
+    <p>
+      Prince George, the husband of Queen Anne of England, one time visited the
+      town of Bristol, having with him as a companion, an officer of his
+      household.
+    </p>
+    <p>
+      While strolling about the town, looking at the people and the quaint old
+      buildings, they stepped into the Exchange, where all the great merchants
+      of the town had come together doing business.
+    </p>
+    <p>
+      Prince George walked about, talking quite freely, first to one and then to
+      another. As the towns-people had not expected him, no preparation had been
+      made to receive him with honor; and the merchants stood in little groups,
+      and consulted together with, a look of anxiety upon their faces.
+    </p>
+    <p>
+      "What is to be done?" asked one.
+    </p>
+    <p>
+      "I do not know," replied another. "If his Royal Highness does not give us
+      notice of his coming, how can we entertain him in a proper manner?"
+    </p>
+    <p>
+      "Would it be well to ask him to come to one of our homes?" inquired a
+      third.
+    </p>
+    <p>
+      "No, no!" cried another. "We could not ask him to partake of our humble
+      fare, or even come to our homes, after the splendor to which he has been
+      accustomed. For my part, I shall go home to dinner."
+    </p>
+    <p>
+      "And I also," said the first one. "I do not care to remain here, and stare
+      at the Prince, when we have nothing to offer."
+    </p>
+    <p>
+      Then one by one, the merchants slipped away, afraid or ashamed to ask the
+      great Prince to their homes.
+    </p>
+    <p>
+      Prince George and the officer wondered at seeing the merchants disappear.
+      At last there was but one man left, and as he walked toward the Prince, he
+      bowed low, and said&mdash;
+    </p>
+    <p>
+      "Excuse me, sir; are you the husband of our Queen Anne, as folks here say
+      you are?"
+    </p>
+    <p>
+      "Yes, I am," was the answer; "and have come for a few hours to see the
+      sights of the good town of Bristol."
+    </p>
+    <p>
+      "Sir," said the man, "I have seen with much distress that none of our
+      great merchants have invited you to their homes. Think not, sir, that it
+      is because they are wanting in love and loyalty. They doubtless were all
+      afraid to ask one so high as yourself to dine with them.
+    </p>
+    <p>
+      "I am one John Duddlestone, sir, only a bodice-maker, and I pray you not
+      to take it amiss if I ask you and the gentleman who is with, you, to come
+      to my humble home, where you will be most welcome."
+    </p>
+    <p>
+      "Indeed," answered the Prince, laughing, "I am only too delighted to
+      accept your kind invitation, and I thank you for it very heartily. If you
+      lead the way, we will follow at once."
+    </p>
+    <p>
+      So Prince George, the officer, and Duddlestone, passed out of the Exchange
+      together.
+    </p>
+    <p>
+      "Ours is but humble fare," said Duddlestone; "for, sir, I can offer you
+      only roast beef and plum-pudding."
+    </p>
+    <p>
+      "Very good, very good indeed!" exclaimed the Prince; "it is food to which
+      I bring a hearty appetite."
+    </p>
+    <p>
+      They stopped before a small house. John pulled the latch, and, walking in,
+      looked for his wife; but she was upstairs.
+    </p>
+    <p>
+      "Here, wife, wife!" he called in a loud whisper, as he put his head up the
+      narrow staircase; "put on a clean apron, and make haste and come down, for
+      the Queen's husband and a soldier-gentleman have come to dine with, us."
+    </p>
+    <p>
+      As you may think, Mrs. Duddlestone was strangely surprised at the news;
+      but she did not become excited; she very seldom did, I believe.
+    </p>
+    <p>
+      "Ay, ay!" she called. "I'm coming;" and then muttered, "The Queen's
+      husband! the Queen's husband! Sure, that can never be&mdash;however, I'll
+      go down and see."
+    </p>
+    <p>
+      She ran to her closet, and pulled out a nice, clean apron and cap, and
+      tied, the one round her waist, and the other round her comely face, saying
+      all the time, "Dear me, dear me, to think of it!" and away she ran down
+      stairs, where stood her husband and the two gentlemen.
+    </p>
+    <p>
+      The good woman bowed low, first to one and then to the other.
+    </p>
+    <p>
+      "Indeed, but I'm proud," she said, turning to Prince George, "to welcome
+      you to our home. 'Tis but poor and humble, but we shall think more of it
+      after this. I'll hurry and get dinner at once. I dare say you are hungry,
+      gentlemen."
+    </p>
+    <p>
+      Prince George laughed gayly, as he thanked her for her kind welcome, and
+      sat down.
+    </p>
+    <p>
+      The table was soon spread, and the Prince ate well, and appeared to enjoy
+      himself so much, that Mrs. Duddlestone could scarcely believe he had
+      always been accustomed to lords and ladies and footmen, and had never
+      before sat down in such an humble way.
+    </p>
+    <p>
+      Prince George inquired about their business and pleasures.
+    </p>
+    <p>
+      "Do you never come up to London?" he asked; "I think you would find it
+      worth your while to take a holiday some time, and see the great city."
+    </p>
+    <p>
+      "Ah well," said Mrs. Duddlestone, "if that is not just the thing I long
+      for. I've never been yet, nor am I likely to go, but John has been once or
+      twice."
+    </p>
+    <p>
+      "And why, John, have you never taken your wife as well, to see the great
+      sights?"
+    </p>
+    <p>
+      "Well, to say the truth," answered John, "I do not go to see the sights;
+      for though I've been two or three times, I don't think I've seen any.
+    </p>
+    <p>
+      "I must needs go sometimes to buy whalebone, and other trifles which I
+      must have for my business here. So I just go and come back, and meddle
+      with none."
+    </p>
+    <p>
+      "Well, well," said the Prince, "the next time you come to London, you must
+      bring your wife with you, and pay me a visit."
+    </p>
+    <p>
+      Mrs. Duddlestone clasped her fat little hands with delight.
+    </p>
+    <p>
+      "And shall I see the Queen?" she exclaimed.
+    </p>
+    <p>
+      "And see both the Queen and myself," answered the Prince. "Come, John, say
+      you will do so!"
+    </p>
+    <p>
+      "Surely, sir," said John, "I should like to give the good woman a bit of
+      pleasure in that way, but your grand servants would shut the doors before
+      us, and never let us in, perhaps."
+    </p>
+    <p>
+      "I can soon set that right!" and taking a card from his pocket, Prince
+      George wrote a few words on it, and gave it to them.
+    </p>
+    <p>
+      "That will gain you ready admission," he said, "and now I must leave you.
+      Next time we meet, I shall entertain and care for you. For the present, I
+      thank you for your kind welcome and good dinner, which I have heartily
+      enjoyed."
+    </p>
+    <p>
+      Then rising, he and the officer bade farewell to the good people and took
+      their leave.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>&mdash;Let pupils use other words to express what is
+      given below in dark type.
+    </p>
+    <div class="blockquot">
+      <p>
+        I <b><i>must needs go</i>.</b>
+      </p>
+      <p>
+        Indeed, <b><i>but I'm proud</i>.</b>
+      </p>
+      <p>
+        Ours is <b><i>but humble fare</i>.</b>
+      </p>
+      <p>
+        He <b><i>pulled the latch</i>.</b>
+      </p>
+      <p>
+        So I <b><i>meddle with none</i>.</b>
+      </p>
+      <p>
+        To see <b><i>the great sights</i>.</b>
+      </p>
+    </div>
+    <p>
+      <b>Notes.</b>&mdash;Queen Anne ruled over England from 1702 to 1714. Royal
+      Highness is a title belonging to all persons in a royal family.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXXIV" id="LESSON_XXXIV"></a>LESSON XXXIV.
+    </h2>
+    <div class="glossary">
+      <p>
+        de sired', <i>asked; expressed a wish</i>.<br /> <br /> as sem'bled, <i>come
+        together</i>.<br /> <br /> in tro duce', <i>make known</i>.<br /> <br />
+        sum'moned, <i>called</i>.<br /> <br /> knight, <i>a man of noble position</i>.<br />
+        <br /> grat'i tude, <i>thankfulness</i>.<br /> <br /> el'e gant, <i>beautiful;
+        handsome</i>.<br /> <br /> pos sess'ing, <i>having; holding</i>.<br />
+        <br /> dis play', <i>a grand show</i>.<br /> <br /> e vent', <i>anything
+        that takes place</i>.<br />
+      </p>
+    </div>
+    <h3>
+      TRUE COURTESY.&mdash;PART II.
+    </h3>
+    <p>
+      It was some weeks later that John Duddlestone found his stock of whalebone
+      was growing low.
+    </p>
+    <p>
+      "Wife," said he, "the whalebone's nearly gone, and I must have some more
+      at once."
+    </p>
+    <p>
+      "Surely, John, I know well it's nearly gone!" she answered. "Haven't I
+      watched every bit as you've used it? and haven't I pretty near cried to
+      see it go so slowly?"
+    </p>
+    <p>
+      "Pooh! you foolish woman!" he cried.
+    </p>
+    <p>
+      "But, John, you'll take me, and go to see the King and Queen?" she
+      inquired.
+    </p>
+    <p>
+      "Why, you silly woman, do you think I should leave you behind, when I know
+      you're nearly crazed to go?"
+    </p>
+    <p>
+      "O John, John, you dear, good man! I've mended all my dresses, and made
+      myself trim and neat. I've seen to your coats; and all's done; and I feel
+      as if I could scarcely live till I see the Queen."
+    </p>
+    <p>
+      "You'd best keep alive," said her husband; "and if all goes well we'll
+      start by the coach on Monday."
+    </p>
+    <p>
+      Monday was as lovely a day as heart could wish; and John and his wife
+      walked down the Bristol streets to the public-house from which the coach
+      was to start.
+    </p>
+    <p>
+      It was a great event in Mrs. Duddlestone's life, for she had never been
+      beyond her own town, except for a drive into the country in a neighbor's
+      cart.
+    </p>
+    <p>
+      They were quiet people; but it had got about the town, that they were
+      going to London to visit the Queen, and numbers came out to see them go.
+    </p>
+    <p>
+      Perhaps some of the great merchants wished they had been simple and humble
+      enough to offer to entertain Prince George when he had visited their town.
+    </p>
+    <p>
+      They journeyed straight to London, where John bought his whalebone, and
+      then found their way to St. James' Palace, where, presenting the Prince's
+      card, they gained ready admittance.
+    </p>
+    <p>
+      They were shown into a room, more beautiful than any that they had ever
+      seen. Very shortly the door opened, and the well-remembered face of their
+      guest appeared. Almost before he had greeted them, a quiet-looking lady
+      followed him, and came smilingly to greet them.
+    </p>
+    <p>
+      "This is the Queen," said Prince George; and then, turning to her, he
+      added, "These are the good people who showed me such kindness in Bristol."
+    </p>
+    <p>
+      The Queen was so gentle and courteous that neither John nor his wife felt
+      confused in her presence. She talked kindly to them, asking after their
+      trade, and how they had fared in their journey.
+    </p>
+    <p>
+      She then asked them to dine with her that evening, and said dresses would
+      be provided for them, so that they should not feel strange by seeing that
+      they were dressed differently from all her other guests.
+    </p>
+    <p>
+      She then called an attendant, and desired that refreshment should be given
+      them, and that they should be well cared for, and shown all that might
+      interest them until dinner time.
+    </p>
+    <p>
+      It was a long, wonderful day to them, as they walked about from place to
+      place. Before dinner they were taken to the room that was prepared for
+      them, and there they found elegant court dresses of purple velvet ready to
+      put on.
+    </p>
+    <p>
+      "Surely, John, they can not be for us!" cried Mrs. Duddlestone.
+    </p>
+    <p>
+      "Yes, but they must be! Did not the Queen say she would give us dresses?
+      and do not these dresses look as if they had been given by a queen?"
+    </p>
+    <p>
+      "John, I shall feel very strange before all the grand ladies!"
+    </p>
+    <p>
+      "Then you need not, wife, for the Queen and Prince will be there; and the
+      others will not trouble you; but this is a queer dress. It's like being
+      somebody else."
+    </p>
+    <p>
+      And very queer they felt, as for the first time they walked down the grand
+      stairs, in such, splendid dresses, to dine at the Queen's table, with the
+      Queen's servants to wait on them.
+    </p>
+    <p>
+      "You must go first, John," said his wife, for shyness came over her.
+    </p>
+    <p>
+      "Be not so foolish, wife," whispered John; and, though feeling rather
+      awkward in his new dress, he walked simply forward, as he might have done
+      in a friend's house.
+    </p>
+    <p>
+      The Queen met them at the door, and, turning to her other guests, who were
+      assembled, she said, "Gentlemen, I have to introduce to you, with great
+      pleasure, the most loyal people in the town of Bristol."
+    </p>
+    <p>
+      At these words they all rose and bowed low, while John and his wife did
+      the same, and then sat down, and ate a good dinner.
+    </p>
+    <p>
+      After the dinner was over, the Prince summoned John Duddlestone to the
+      Queen.
+    </p>
+    <p>
+      At her command John knelt before her, and she laid a sword lightly on his
+      shoulder, with the words, "Rise up, Sir John Duddlestone"; and the simple,
+      kind-hearted bodice-maker of Bristol rose up a knight.
+    </p>
+    <p>
+      His wife stood by, watching with eagerness, and could hardly believe that
+      from plain Mistress Duddlestone she had become Lady Duddlestone.
+    </p>
+    <p>
+      She would, have been very proud if the Queen had laid the sword upon her
+      also; but she heard that was not needed. However, she was made very happy
+      by being called to the Queen's side.
+    </p>
+    <p>
+      "Lady Duddlestone," said Her Majesty, "allow me to present you with my
+      gold watch, in remembrance of your visit to St. James' Palace, and of the
+      Prince's visit to Bristol, which led to our knowing two such loyal and
+      courteous subjects."
+    </p>
+    <p>
+      Lady Duddlestone bowed lower and lower, almost unable to find any words in
+      which to express her gratitude.
+    </p>
+    <p>
+      A gold watch! Was it possible? Watches were not common in those times. She
+      had heard of watches, and had even seen some; but had never dreamt of
+      possessing one.
+    </p>
+    <p>
+      Such a big beauty it was! She was glad to fall back behind the other
+      guests, and get time to think quietly, and realize that all was true, and
+      not a dream from which she would wake, and find herself in her little
+      attic bed-room at Bristol.
+    </p>
+    <p>
+      Queen Anne then spoke to Sir John, offering to give him a position under
+      Government; but he begged to be excused.
+    </p>
+    <p>
+      "It would be strange, your Majesty, very strange, up in London, and my
+      work at Bristol suits me far the best. We want for nothing, and should
+      never feel so well and home-like as in our little house at Bristol."
+    </p>
+    <p>
+      The Queen understood him, and did not press him; and in another day or two
+      the couple were again on their way home.
+    </p>
+    <p>
+      "You're glad, wife, that we're going home?" John asked; "and you think I
+      did well not to take some office in London?"
+    </p>
+    <p>
+      "Well! You could have clone no better. It's been grand to see, and grand
+      to hear; but it would be very strange and uncomfortable to live always
+      like that, and I'll be right glad to be back once more.
+    </p>
+    <p>
+      "I'm more than proud of it all. But I should never like our own room, in
+      which Prince George sat so home-like with us, to belong to another."
+    </p>
+    <p>
+      "No, no&mdash;we will keep our own snug home," replied John with
+      earnestness.
+    </p>
+    <p>
+      And so they did, living on quietly as of old; and the only display ever
+      made by Lady Duddlestone was, that whenever she went to church or to
+      market, she always wore the Queen's big gold watch.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils use other words to express the
+      meaning of what is given below in dark type.
+    </p>
+    <div class="blockquot">
+      <p>
+        You'd <b><i>best keep</i></b> alive.
+      </p>
+      <p>
+        It's been <b><i>grand</i></b> to see.
+      </p>
+      <p>
+        <b><i>Then you need not</i>.</b>
+      </p>
+      <p>
+        You're <b><i>nearly crazed to go</i>.</b>
+      </p>
+    </div>
+    <p>
+      <b><i>Attendant</i></b> is made up of two parts&mdash;the stem, <b><i>attend</i>,</b>
+      and the ending, <b><i>ant</i></b> (meaning one who).
+    </p>
+    <p>
+      The meaning of the word <b><i>attendant</i></b> is <b><i>one who attends</i>.</b>
+    </p>
+    <p>
+      Make out an <b><i>analysis</i></b> of the last two lessons, and use it in
+      telling the story in your own words.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXXV" id="LESSON_XXXV"></a>LESSON XXXV.
+    </h2>
+    <div class="glossary">
+      <p>
+        pre sume', <i>suppose; think without being sure</i>.<br /> <br />
+        mus'cles, <i>those parts of the body which give us motion, and by which
+        we exert our strength</i>.<br /> <br /> ex tent', <i>space; distance</i>.<br />
+        <br /> or'di na ry, <i>common; usual</i>.<br /> <br /> knowl'edge, <i>that
+        which is known through study</i>.<br /> <br /> de gree', <i>measure, as of
+        space or time</i>.<br /> <br /> spent, <i>used up; exhausted</i>.<br />
+        <br /> snapped, <i>broken off</i>.<br /> <br /> de tached', <i>taken away
+        from</i>.
+      </p>
+    </div>
+    <h3>
+      WHY AN APPLE FALLS.
+    </h3>
+    <p>
+      "Father," said Lucy, "I have been reading to-day that Sir Isaac Newton was
+      led to make a great discovery, by seeing an apple fall from a tree. What
+      was there wonderful about the apple falling?"
+    </p>
+    <p>
+      "Nothing very wonderful in that," replied her father; "but it set him to
+      thinking of what made it fall."
+    </p>
+    <p>
+      "Why, I could have told him that," said Lucy; "because the stem snapped
+      and there was nothing to support it."
+    </p>
+    <p>
+      "And what then?" asked her father.
+    </p>
+    <p>
+      "Why, then, of course it must fall."
+    </p>
+    <p>
+      "Ah!" said her father, "that is the point: why must it fall?"
+    </p>
+    <p>
+      "I am sure I don't know," said Lucy. "I presume it was because there was
+      nothing to keep it up."
+    </p>
+    <p>
+      "Well, Lucy, suppose there was not&mdash;does it follow that it must come
+      to the ground?"
+    </p>
+    <p>
+      "Yes, certainly," replied Lucy, wonderingly.
+    </p>
+    <p>
+      "Let us see," said her father; "but first answer this question: What is an
+      animate object?"
+    </p>
+    <p>
+      "Any thing that has animal life, and power to move at will," replied Lucy.
+    </p>
+    <p>
+      "Very good," said her father; "now, what is an inanimate object?"
+    </p>
+    <p>
+      "Any thing that does not possess animal life, or can not move at will."
+    </p>
+    <p>
+      "Very good again," said her father. "Now an apple is, of course, an
+      inanimate object; and therefore it could not move itself, and Sir Isaac
+      Newton thought that he would try to find out what power moved it."
+    </p>
+    <p>
+      "Well, then," said Lucy; "did he find that the apple fell, because it was
+      forced to fall?"
+    </p>
+    <p>
+      "Yes," replied her father; "he found that there was some force outside of
+      the apple itself that acted upon it, otherwise it would have remained
+      forever where it was, no matter if it were detached from the tree."
+    </p>
+    <p>
+      "Would it, indeed?" asked Lucy.
+    </p>
+    <p>
+      "Yes, without doubt," replied her father, "for there are only two ways in
+      which it could be moved&mdash;by its own power of motion, or the power of
+      something else moving it. Now the first power, you know it does not have;
+      so the cause of its motion must be the second."
+    </p>
+    <p>
+      "But every thing falls to the ground as well as an apple, when there is
+      nothing to keep it up," said Lucy.
+    </p>
+    <p>
+      "True. There must therefore be some power or force which causes things to
+      fall," said her father.
+    </p>
+    <p>
+      "And what is it?" asked Lucy.
+    </p>
+    <p>
+      "If things away from the earth can not move themselves to it," said her
+      father, "there can be no other cause of their falling than that the earth
+      pulls them."
+    </p>
+    <p>
+      "But," said Lucy, "the earth is no more animate than they are; so how can
+      it pull?"
+    </p>
+    <p>
+      "That is not an ordinary question, but I will try an explanation," said
+      her father. "Sir Isaac Newton discovered that there was a law in nature
+      called attraction, and that all bodies exert this force upon each other.
+      The greater the body, the greater is its power of attraction.
+    </p>
+    <p>
+      "Now, the earth is an immense mass of matter, with which nothing near it
+      can compare in size. It draws therefore with mighty force all things
+      within its reach, which is the cause of their falling. Do you understand
+      this?"
+    </p>
+    <p>
+      "I think that I do," said Lucy; "the earth is like a great magnet."
+    </p>
+    <p>
+      "Yes," said her father; "but the attraction of the magnet is of a
+      particular kind and is only over iron, while the attraction of the earth
+      acts upon every thing alike."
+    </p>
+    <p>
+      "Then it is pulling you and me at this moment!" said Lucy.
+    </p>
+    <p>
+      "Certainly it is," replied her father; "and as I am the larger, it is
+      pulling me with more force than it is pulling you. This attraction is what
+      gives every thing weight.
+    </p>
+    <p>
+      "If I lift up any thing, I am acting against this force, for which reason
+      the article seems heavy; and the more matter it contains, the greater is
+      the force of attraction and the heavier it appears to me."
+    </p>
+    <p>
+      "Then," said Lucy, "if this attraction is so powerful, why do we not stick
+      to the ground?"
+    </p>
+    <p>
+      "Because," replied her father, "we are animate beings, and have the power
+      of motion, by which, to a limited degree, we overcome the attraction of
+      the earth."
+    </p>
+    <p>
+      "Well then, father," said Lucy, "if our power of motion can overcome the
+      attraction, why can not we jump a mile high as well as a foot?"
+    </p>
+    <p>
+      "Because," replied her father, "as I said before, we can only overcome the
+      attraction to a certain extent. As soon as the force our muscles give to
+      the jump is spent, the attraction of the earth pulls us back."
+    </p>
+    <p>
+      "Did Sir Isaac Newton think of all these things, because he saw the apple
+      fall?" inquired Lucy.
+    </p>
+    <p>
+      "Yes; of all these and many more. He was a man of great knowledge. The
+      name by which the force he discovered is generally known, is the
+      Attraction of Gravitation, and some time you will learn how this force
+      keeps the earth, and the sun, moon, and stars, all in their places."
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXXVI" id="LESSON_XXXVI"></a>LESSON XXXVI.
+    </h2>
+    <div class="glossary">
+      <p>
+        en'vy, <i>wish one's self in another's place</i>.<br /> <br /> doffed, <i>took
+        off, as an article of dress</i>.<br /> <br /> blithe, <i>very happy; gay</i>.<br />
+        <br /> fee, <i>what is received as pay for service done</i>.<br /> <br />
+        boast, <i>object of pride</i>.<br /> <br /> quoth, <i>spoke</i>.<br />
+        <br /> hale, <i>in good health; strong</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE MILLER OF THE DEE.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          There dwelt a miller, hale and bold,
+        </p>
+        <p class="i2">
+          Beside the river Dee;
+        </p>
+        <p>
+          He worked and sang from morn till night&mdash;
+        </p>
+        <p class="i2">
+          No lark so blithe as he;
+        </p>
+        <p>
+          And this the burden of his song
+        </p>
+        <p class="i2">
+          Forever used to be:
+        </p>
+        <p>
+          "I envy nobody&mdash;no, not I,
+        </p>
+        <p class="i2">
+          And nobody envies me!"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "Thou'rt wrong, my friend," said good King Hal;
+        </p>
+        <p class="i2">
+          "As wrong as wrong can be;
+        </p>
+        <p>
+          For could my heart be light as thine,
+        </p>
+        <p class="i2">
+          I'd gladly change with thee.
+        </p>
+        <p>
+          And tell me now, what makes thee sing,
+        </p>
+        <p class="i2">
+          With voice so loud and free.
+        </p>
+        <p>
+          While I am sad, though I'm a king,
+        </p>
+        <p class="i2">
+          Beside the river Dee?"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          The miller smiled and doffed his cap:
+        </p>
+        <p class="i2">
+          "I earn my bread," quoth he;
+        </p>
+        <p>
+          "I love my wife, I love my friend,
+        </p>
+        <p class="i2">
+          I love my children three;
+        </p>
+        <p>
+          I owe no penny I can not pay;
+        </p>
+        <p class="i2">
+          I thank the river Dee,
+        </p>
+        <p>
+          That turns the mill that grinds the corn
+        </p>
+        <p class="i2">
+          That feeds my babes and me."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "Good friend," said Hal, and sighed the while,
+        </p>
+        <p class="i2">
+          "Farewell! and happy be!
+        </p>
+        <p>
+          But say no more, if thou'dst be true,
+        </p>
+        <p class="i2">
+          That no one envies thee.
+        </p>
+        <p>
+          Thy mealy cap is worth my crown;
+        </p>
+        <p class="i2">
+          Thy mill, my kingdom's fee;
+        </p>
+        <p>
+          Such men as thou are England's boast,
+        </p>
+        <p class="i2">
+          O miller of the Dee!"
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;In the second stanza of the lesson,
+      <b><i>wrong</i></b> becomes very <b><i>emphatic</i></b> on account of <b><i>repetition</i></b>
+      (being repeated a number of times). <b><i>My</i></b> and <b><i>thine</i>,</b>
+      in the same stanza, are <b><i>emphatic</i></b> on account of <b><i>contrast</i></b>
+      (contrary meaning of the words).
+    </p>
+    <p>
+      Point out an example of <b><i>emphasis</i></b> by <b><i>repetition</i>,</b>
+      and an example of <b><i>emphasis</i></b> by <b><i>contrast</i>,</b> in the
+      third stanza.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Hal = Harry = Henry.
+    </p>
+    <p>
+      Let pupils place <b><i>un</i></b> before each of the following words, and
+      give their meaning.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b>changed</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <b>burdened</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>envied</b>
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXXVII" id="LESSON_XXXVII"></a>LESSON XXXVII.
+    </h2>
+    <div class="glossary">
+      <p>
+        fero'cious, <i>savage; fierce</i>.<br /> <br /> rosette', <i>an article
+        made to resemble a rose</i>.<br /> <br /> aban'doned, <i>left forever;
+        given up</i>.<br /> <br /> encoun'ter, <i>meet face to face</i>.<br />
+        <br /> in'fluence, <i>power over others</i>.<br /> <br /> keen, <i>sharp;
+        piercing</i>.<br /> <br /> reputa'tion, <i>what is known of a person</i>.<br />
+        <br /> wit'ness, <i>see or know by personal presence</i>.<br /> <br />
+        trail, <i>track; footsteps</i>.<br /> <br /> alert', <i>on the watch;
+        careful</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE JAGUAR.
+    </h3>
+    <p>
+      The jaguar, or as he is sometimes called, the American tiger, is the
+      largest and most ferocious of the cat family found on this continent.
+    </p>
+    <p>
+      Some jaguars have been seen equal in size to the Asiatic tiger; but in
+      most cases the American, animal is smaller. He is strong enough, however,
+      to drag a horse or an ox to his den&mdash;sometimes to a long distance;
+      and this feat has been frequently observed.
+    </p>
+    <p>
+      The jaguar is found in all the tropical parts of North and South America.
+    </p>
+    <p>
+      While he bears a considerable likeness to the tiger, both in shape and
+      habits, the markings of his skin are quite different. Instead of being
+      striped like the tiger, the skin of the jaguar is beautifully spotted.
+    </p>
+    <p>
+      Each spot resembles a rosette, and consists of a black ring with a single
+      dark-colored spot in the middle.
+    </p>
+    <p>
+      Jaguars are not always of the same color; some have skins of an orange
+      color, and these are the most beautiful. Others are lighter colored; and
+      some few have been seen that were very nearly white.
+    </p>
+    <p>
+      There, is a "black jaguar," which is thought to be of a different species.
+      It is larger and fiercer than the other kinds, and is found only in South
+      America.
+    </p>
+    <p>
+      This animal is more dreaded by the inhabitants than the other kinds and is
+      said always to attack man wherever it may encounter him. All the other
+      beasts fear it.
+    </p>
+    <p>
+      Its roar produces terror and confusion among them and causes them to flee
+      in every direction. It is never heard by the natives without a feeling of
+      fear, and no wonder; for a year does not pass without a number of these
+      people falling victims to its ferocity.
+    </p>
+    <p>
+      It is difficult for one living in a country where such fierce animals are
+      unknown, to believe that they have an influence over man, to such an
+      extent as to prevent his settling in a particular place; yet such is the
+      fact.
+    </p>
+    <p>
+      In many parts of South America, not only plantations, but whole villages,
+      have been abandoned solely from fear of the jaguars.
+    </p>
+    <p>
+      There are men, however, who can deal single-handed with the jaguar; and
+      who do not fear to attack the brute in its own haunts.
+    </p>
+    <p>
+      They do not trust to fire-arms, but to a sharp spear. On their left arm
+      they carry a strong shield.
+    </p>
+    <p>
+      This shield is held forward and is usually seized by the jaguar. While it
+      is busied with this, the hunter thrusts at the animal with his sharp
+      spear, and generally with deadly effect.
+    </p>
+    <p>
+      A traveler in South America relates the following incident as having come
+      under his observation:
+    </p>
+    <p>
+      "Desiring to witness a jaguar hunt, I employed two well-known Indian
+      hunters, and set out for the forest. The names of these hunters were Ni&ntilde;o
+      and Guapo. Both of them had long been accustomed to hunt the jaguar, and I
+      felt perfectly safe in their company.
+    </p>
+    <p>
+      "Guapo, the larger of the two, was a man of wonderful muscular power, and
+      had the reputation of having at one time killed a black jaguar with only a
+      stout club.
+    </p>
+    <p>
+      "When all the preparations had been made for our start, we looked as if we
+      might capture all the jaguars that came in our way.
+    </p>
+    <p>
+      "Some hours after we had entered the forest, the quick eye of Guapo
+      discovered the trail of a large jaguar which he assured me was recently
+      made.
+    </p>
+    <p>
+      "Stopping for a moment, both Guapo and Ni&ntilde;o looked carefully about
+      in every direction, and listened attentively, in order that they might see
+      or hear the animal if he were near.
+    </p>
+    <p>
+      "Then motioning me to follow at a little distance behind them, they
+      stepped off quietly in the direction of the trail, Guapo being about
+      thirty feet in advance of Ni&ntilde;o.
+    </p>
+    <p>
+      "We went forward in this manner several hundred yards, not a word being
+      spoken, and the keen eyes of both the hunters constantly on the alert.
+    </p>
+    <p>
+      "Guapo, in the meantime, who seemed to have no fear and became more and
+      more excited as he approached to where he thought the animal must be, had
+      increased the distance between himself and Ni&ntilde;o considerably.
+    </p>
+    <p>
+      "Suddenly a terrific roar, and at the same time a cry of pain and a shout,
+      warned us that Guapo had met the jaguar.
+    </p>
+    <div class="figright">
+      <img alt="jaguar hunt (65K)" src="images/183.jpg" height="500" width="413" />
+    </div>
+    <p>
+      "Ni&ntilde;o bounded forward, and I followed as quickly as I could. A
+      fearful sight met our eyes!
+    </p>
+    <p>
+      "The jaguar, which had been hiding in the branches of a large tree, had
+      sprung down upon Guapo and fastened its terrible teeth in his thigh.
+    </p>
+    <p>
+      "With a shout filled with fury and determination, Ni&ntilde;o at once
+      sprung forward and savagely attacked the beast with his spear.
+    </p>
+    <p>
+      "This caused the jaguar to let go its hold of Guapo, who, made furious
+      from the pain of the wound the animal had given him, turned, and with his
+      spear attacked it with a mad ferocity as savage as that of the beast
+      itself.
+    </p>
+    <p>
+      "In a moment all was over, and the jaguar lay dead at our feet. I dressed
+      Guapo's wound the best I could, while Ni&ntilde;o took the skin from the
+      body of the animal, which proved to be nearly eight feet long.
+    </p>
+    <p>
+      "We returned very slowly to the village with the wounded man and our
+      prize. In a few weeks Guapo had entirely recovered from his wounds, and
+      was ready for another hunt."
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Let pupils pronounce in concert, and
+      singly, the following words: <b><i>O, most, ferocious, only, whole, hold,
+      slowly, over, both, roar</i>.</b>
+    </p>
+    <p>
+      What tone of voice should be used in reading this lesson?
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Place <b><i>re</i></b> before each of the
+      following words, and then give the meaning of each.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b>turned</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>told</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>join</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>capture</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>call</b>
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXXVIII" id="LESSON_XXXVIII"></a>LESSON XXXVIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        dikes, <i>high banks of earth</i>.<br /> <br /> con'tra ry, <i>quite
+        different from what is usual</i>.<br /> <br /> dis as'trous, <i>causing
+        great loss or suffering</i>.<br /> <br /> keels, <i>strong timbers
+        extending along the bottom of boats</i>.<br /> <br /> stork, <i>a kind of
+        bird</i>.<br /> <br /> bus'tle, <i>quick and excited motion</i>.<br />
+        <br /> mire, <i>soft and wet earth</i>.<br /> <br /> scorn'ing, <i>turning
+        from any thing as if of no value</i>.<br /> <br /> sat'u rat ed, <i>wet
+        through and through</i>.<br /> <br /> moored, <i>tied fast, as a ship to
+        land</i>.<br /> <br /> slouched, <i>hung down</i>.<br /> <br /> mim'ic, <i>copied
+        in a smaller form</i>.<br />
+      </p>
+    </div>
+    <h3>
+      HOLLAND.&mdash;PART I.
+    </h3>
+    <p>
+      Holland is one of the queerest countries under the sun. It should be
+      called Odd-land, or Contrary-land; for, in nearly every thing, it is
+      different from other parts of the world.
+    </p>
+    <p>
+      In the first place, a large portion of the country is lower than the level
+      of the sea. Great dikes have been built at a heavy cost of money and
+      labor, to keep the ocean where it belongs.
+    </p>
+    <p>
+      On certain parts of the coast it sometimes leans with all its weight
+      against the land, and it is as much as the poor country can do to stand
+      the pressure.
+    </p>
+    <p>
+      Sometimes the dikes give way, or spring a leak, and the most disastrous
+      results follow. They are high and wide, and the tops of some of them are
+      covered with buildings and trees. They have even fine public roads upon
+      them, from which horses may look down upon wayside cottages.
+    </p>
+    <p>
+      Often the keels of floating ships are higher than the roofs of the
+      dwellings. The stork, on the house-peak, may feel that her nest is lifted
+      far out of danger, but the croaking frog in the neighboring bulrushes is
+      nearer the stars than she.
+    </p>
+    <p>
+      Water-bugs dart backward and forward above the heads of the chimney
+      swallows; and willow-trees seem drooping with shame, because they can not
+      reach so high as the reeds near by.
+    </p>
+    <p>
+      Ditches, canals, ponds, rivers, and lakes are every-where to be seen.
+      High, but not dry, they shine in the sunlight, catching nearly all the
+      bustle and the business, quite scorning the tame fields, stretching damply
+      beside them. One is tempted to ask: "Which is Holland&mdash;the shores or
+      the water?"
+    </p>
+    <p>
+      The very verdure that should be confined to the land has made a mistake
+      and settled upon the fish ponds. In fact the entire country is a kind of
+      saturated sponge, or, as the English poet Butler called it&mdash;
+    </p>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          "A land that rides at anchor, and is moored,
+        </p>
+        <p>
+          In which they do not live, but go aboard."
+        </p>
+      </div>
+    </div>
+    <p>
+      Persons are born, live, and die, and even have their gardens on
+      canal-boats. Farmhouses, with roofs like great slouched hats pulled over
+      their eyes, stand on wooden legs, with a tucked up sort of air, as if to
+      say, "We intend to keep dry if we can."
+    </p>
+    <p>
+      Even the horses wear a wide stool on each hoof to lift them out of the
+      mire.
+    </p>
+    <p>
+      It is a glorious country in summer for bare-footed girls and boys. Such
+      wadings! Such mimic ship sailing! Such rowing, fishing, and swimming! Only
+      think of a chain of puddles where one can launch chip boats all day long,
+      and never make a return trip!
+    </p>
+    <p>
+      But enough. A full recital would set all Young America rushing in a body
+      toward the Zuyder Zee.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;In reading the first line of page
+      187, there will be a slight rising of the voice after each of the words,
+      <i><b>ditches', canals', ponds', rivers'</b></i>, and a slight falling of
+      the voice after <i><b>lakes'</b></i>.<a name="FNanchor_11_11" id="FNanchor_11_11"></a><a href="#Footnote_11_11">[11]</a>
+    </p>
+    <p>
+      This rising or falling of the voice is called <i><b>inflection</b></i>,
+      and may be indicated as above.
+    </p>
+    <p>
+      <b>Language Lesson.</b>&mdash;What is the meaning of "Young America"?
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_11_11" id="Footnote_11_11"></a><span class="label"><a href="#FNanchor_11_11">[11]</a></span>
+      </p>
+      See paragraph 7.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XXXIX" id="LESSON_XXXIX"></a>LESSON XXXIX.
+    </h2>
+    <div class="glossary">
+      <p>
+        freight, <i>cargo; that which forms a load</i>.<br /> <br /> convey'ance,
+        <i>the act of carrying</i>.<br /> <br /> jum'ble, <i>a number of things
+        crowded together without order</i>.<br /> <br /> bobbed, <i>cut off short</i>.<br />
+        <br /> bewil'dering, <i>confusing</i>.<br /> <br /> gild'ed, <i>covered
+        with a thin, surface of gold</i>.<br /> <br /> yoked, <i>joined together
+        with harness</i>.<br /> <br /> rare'ly, <i>not often</i>.<br /> <br />
+        impris'oned, <i>shut up or confined, as in a prison</i>.<br /> <br />
+        clat'tering, <i>making a loud noise</i>.<br />
+      </p>
+    </div>
+    <h3>
+      HOLLAND.&mdash;PART II.
+    </h3>
+    <p>
+      Dutch cities seem, at first sight, to be a bewildering jumble of houses,
+      bridges, churches, and ships, sprouting into masts, steeples, and trees.
+      In some cities boats are hitched, like horses, to their owners'
+      door-posts, and receive their freight from the upper windows.
+    </p>
+    <div class="figright">
+      <img alt="dutch_scene (80K)" src="images/189.jpg" height="500" width="382" />
+    </div>
+    <p>
+      Mothers scream to their children not to swing on the garden gate for fear
+      they may be drowned. Water roads are more frequent there than common roads
+      and railroads; water-fences, in the form of lazy green ditches, inclose
+      pleasure-ground, farm, and garden.
+    </p>
+    <p>
+      Sometimes fine green hedges are seen; but wooden fences, such as we have
+      in America, are rarely met with in Holland. As for stone fences, a
+      Hollander would lift his hands with astonishment at the very idea.
+    </p>
+    <p>
+      There is no stone there excepting those great masses of rock that have
+      been brought from other lands to strengthen and protect the coast.
+    </p>
+    <p>
+      All the small stones or pebbles, if there ever were any, seem to be
+      imprisoned in pavements, or quite melted away. Boys, with strong, quick
+      arms, may grow from aprons to full beards without ever finding one to
+      start the water-rings, or set the rabbits flying.
+    </p>
+    <p>
+      The water roads are nothing less than canals crossing the country in every
+      direction. These are of all sizes, from the great North Holland Ship
+      Canal, which is the wonder of the world, to those which a boy can leap.
+    </p>
+    <p>
+      Water-omnibuses constantly ply up and down these roads for the conveyance
+      of passengers; and water-drays are used for carrying fuel and merchandise.
+    </p>
+    <p>
+      Instead of green country lanes, green canals stretch from field to barn,
+      and from barn to garden; and the farms are merely great lakes pumped dry.
+      Some of the busiest streets are water, while many of the country roads are
+      paved with brick.
+    </p>
+    <p>
+      The city boats, with their rounded sterns, gilded bows, and gayly-painted
+      sides, are unlike any others under the sun; a Dutch wagon with its funny
+      little crooked pole is a perfect mystery of mysteries.
+    </p>
+    <p>
+      One thing is clear, you may think that the inhabitants need never be
+      thirsty. But no, Odd-land is true to itself still. With the sea pushing to
+      get in, and the lakes struggling to get out, and the overflowing canals,
+      rivers, and ditches, in many districts there is no water that is fit to
+      swallow.
+    </p>
+    <p>
+      Our poor Hollanders must go dry, or send far inland for that precious
+      fluid, older than Adam, yet young as the morning dew.
+    </p>
+    <p>
+      Sometimes, indeed, the inhabitants can swallow a shower, when they are
+      provided with any means of catching it; but generally they are like the
+      sailors told of in a famous poem, who saw
+    </p>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          "Water, water, every-where,
+        </p>
+        <p>
+          Nor any drop to drink!"
+        </p>
+      </div>
+    </div>
+    <p>
+      Great flapping windmills all over the country make it look as if flocks of
+      huge sea birds were just settling upon it. Every-where one sees the
+      funniest trees, bobbed into all sorts of odd shapes, with their trunks
+      painted a dazzling' white, yellow, or red.
+    </p>
+    <p>
+      Horses are often yoked three abreast. Men, women, and children, go
+      clattering about in wooden shoes with loose heels.
+    </p>
+    <p>
+      Husbands and wives lovingly harness themselves side by side on the bank of
+      the canal and drag their produce to market.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Let pupils practice upon the
+      inflections marked in the following
+    </p>
+    <p>
+      <b>Model.</b>&mdash;Houses', bridges', churches', and ships', sprouting
+      into masts', steeples', and trees'.
+    </p>
+    <p>
+      Which words take the <b><i>falling inflection</i>?</b>
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XL" id="LESSON_XL"></a>LESSON XL.
+    </h2>
+    <div class="glossary">
+      <p>
+        whisk'ing, <i>pulling suddenly and with force</i>.<br /> <br /> lus'ti er,
+        <i>stronger; louder</i>.<br /> <br /> of fend'ed, <i>made angry</i>.<br />
+        <br /> fa mil'iar, <i>friendly; as of a friend</i>.<br /> <br /> ma'tron
+        ly, <i>elderly; motherly</i>.<br /> <br /> com mo'tion, <i>noise;
+        confusion</i>.<br /> <br /> pant'ed, <i>breathed quickly</i>.<br /> <br />
+        sa lute', <i>greeting</i>.<br /> <br /> mute, <i>silent; unable to speak</i>.<br />
+        <br /> stur'dy, <i>strong; powerful</i>.<br /> <br /> ker'chiefs, <i>pieces
+        of cloth worn about the head</i>.<br /> <br /> a do', <i>trouble; delay</i>.<br />
+        <br /> in'mates, <i>the persons in a house</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE WIND IN A FROLIC.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          The wind one morning sprung up from sleep,
+        </p>
+        <p>
+          Saying, "Now for a frolic! Now for a leap!
+        </p>
+        <p>
+          Now for a madcap galloping chase!
+        </p>
+        <p>
+          I'll make a commotion in every place!"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          So it swept with a bustle right through a great town,
+        </p>
+        <p>
+          Creaking the signs and scattering down
+        </p>
+        <p>
+          Shutters, and whisking with merciless squalls,
+        </p>
+        <p>
+          Old women's bonnets and gingerbread stalls.
+        </p>
+        <p>
+          There never was heard a much lustier shout,
+        </p>
+        <p>
+          As the apples and oranges tumbled about.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Then away to the fields it went blustering and humming,
+        </p>
+        <p>
+          And the cattle all wondered whatever was coming.
+        </p>
+        <p>
+          It pulled by their tails the grave, matronly cows,
+        </p>
+        <p>
+          And tossed the colts' manes all about their brows,
+        </p>
+        <p>
+          Till, offended at such a familiar salute,
+        </p>
+        <p>
+          They all turned their backs and stood silently mute.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          So on it went, capering and playing its pranks;
+        </p>
+        <p>
+          Whistling with reeds on the broad river banks;
+        </p>
+        <p>
+          Puffing the birds, as they sat on the spray,
+        </p>
+        <p>
+          Or the traveler grave on the king's highway.
+        </p>
+        <p>
+          It was not too nice to hustle the bags
+        </p>
+        <p>
+          Of the beggar, and flutter his dirty rags.
+        </p>
+        <p>
+          'Twas so bold that it feared not to play its joke
+        </p>
+        <p>
+          With the doctor's wig, and the gentleman's cloak.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Through the forest it roared, and cried gayly, "Now
+        </p>
+        <p>
+          You sturdy old oaks, I'll make you bow!"
+        </p>
+        <p>
+          And it made them bow without more ado,
+        </p>
+        <p>
+          Or it cracked their great branches through and through.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Then it rushed like a monster o'er cottage and farm,
+        </p>
+        <p>
+          Striking their inmates with sudden alarm;
+        </p>
+        <p>
+          And they ran out like bees in a midsummer swarm.
+        </p>
+        <p>
+          There were dames with their kerchiefs tied over their caps,
+        </p>
+        <p>
+          To see if their poultry were free from mishaps;
+        </p>
+        <p>
+          The turkeys they gobbled, the geese screamed aloud,
+        </p>
+        <p>
+          And the hens crept to roost in a terrified crowd;
+        </p>
+        <p>
+          There was raising of ladders, and logs laying on,
+        </p>
+        <p>
+          Where the thatch from the roof threatened soon to be gone.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          But the wind had passed on, and had met in a lane
+        </p>
+        <p>
+          With a school-boy, who panted and struggled in vain;
+        </p>
+        <p>
+          For it tossed him, and whirled him, then passed, and he stood
+        </p>
+        <p>
+          With his hat in a pool, and his shoe in the mud.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Then away went the wind in its holiday glee,
+        </p>
+        <p>
+          And now it was far on the billowy sea;
+        </p>
+        <p>
+          And the lordly ships felt its powerful blow,
+        </p>
+        <p>
+          And the little boats darted to and fro.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          But, lo! it was night, and it sunk to rest
+        </p>
+        <p>
+          On the sea-birds' rock in the gleaming west,
+        </p>
+        <p>
+          Laughing to think, in its frolicsome fun,
+        </p>
+        <p>
+          How little of mischief it really had done.
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Let some pupil in the class state the
+      manner in which the lesson should be read.
+    </p>
+    <p>
+      Point out four lines that should be read more quietly than the rest of the
+      lesson.
+    </p>
+    <p>
+      Vary the reading by having parts of lesson read as a concert exercise.
+    </p>
+    <p>
+      What effect has the repetition of the word <b><i>now</i></b>, in the
+      second and third lines?
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils write six sentences, each
+      containing one of the following words, used in such a manner as to show
+      its proper meaning: <b><i>right, write; reed, read; tied, tide</i>.</b>
+    </p>
+    <p>
+      Let pupils make out an <b><i>analysis</i></b> of the lesson, and use it in
+      giving the story in their own words.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XLI" id="LESSON_XLI"></a>LESSON XLI.
+    </h2>
+    <div class="glossary">
+      <p>
+        veg e ta'tion, <i>every thing that grows out of the ground</i>.<br />
+        <br /> meth'od, <i>way; manner</i>.<br /> <br /> ta'per ing, <i>growing
+        smaller toward the end</i>.<br /> <br /> men'tioned, <i>spoken of</i>.<br />
+        <br /> struct'ure, <i>arrangement of parts; a building of any kind</i>.<br />
+        <br /> marsh'y, <i>wet</i>.<br /> <br /> swamp, <i>low ground filled with
+        water</i>.<br /> <br /> sprung, <i>started; begun</i>.<br />
+      </p>
+    </div>
+    <h3>
+      SOMETHING ABOUT PLANTS.
+    </h3>
+    <p>
+      The name plant belongs in a general way to all vegetation, from the
+      tiniest spear of grass or creeping flower one sees on the rocks by the
+      brook-side, to the largest and tallest of forest trees.
+    </p>
+    <p>
+      Plants are divided into numerous groups of families, and the study of the
+      many species belonging to each family, is very interesting.
+    </p>
+    <p>
+      There are thousands of kinds of grasses, shrubs, and trees, scattered over
+      the different parts of the earth, and the larger portion of them are in
+      some way useful to mankind.
+    </p>
+    <p>
+      In speaking of grasses, we are apt to think only of the grass in the
+      meadows, which is the food for our horses and cattle; but there are other
+      kinds of grasses which are just as important to man as the grass of the
+      meadow is to the beast. These are oats, rye, barley, wheat, corn, and
+      others, all of which belong to the grass family.
+    </p>
+    <p>
+      Perhaps it appears strange to you to hear wheat and corn called grass, and
+      you ask how can that be.
+    </p>
+    <p>
+      In the first place, all plants that have the same general form and method
+      of growth, belong to the same family.
+    </p>
+    <p>
+      Now, if you will pull up a stalk of grass and a stalk of wheat or rye and
+      compare them, you will find that they are alike in all important respects.
+    </p>
+    <p>
+      The roots of each look like a little bundle of strings or fibers, and are
+      therefore called fibrous; the stalks you will find jointed and hollow; and
+      the leaves are long and narrow, tapering to a point at their ends.
+    </p>
+    <p>
+      Then, if you examine the seeds, you will see that they are placed near
+      together and form what we call an ear or head, as in an ear of corn, or a
+      head of wheat.
+    </p>
+    <p>
+      This same general form or structure applies to every one of the plants
+      belonging to the grass family; and in this family are included all the
+      different kinds of canes and reeds that grow in swamps and marshy places,
+      as well as the bamboo of the tropics.
+    </p>
+    <p>
+      Shrubs are those plants which have woody stems and branches. They are
+      generally of small size, rarely reaching over twenty feet in height. Small
+      shrubs are usually called bushes.
+    </p>
+    <p>
+      In this class of plants, the branches generally start close to the ground,
+      and in some cases, a little below the surface of the ground, rising and
+      spreading out in all directions.
+    </p>
+    <p>
+      The common currant bushes, blackberry bushes, and rose bushes which we see
+      in gardens, are shrubs.
+    </p>
+    <p>
+      So also are grape-vines, honeysuckles, ivy, and all other creeping vines.
+      These are called climbing plants, because little tendrils or claspers
+      which grow out of their branches, wind around and fasten themselves to any
+      thing in their way.
+    </p>
+    <p>
+      Trees are the largest and strongest of all plants.
+    </p>
+    <p>
+      They have woody stems or trunks, and branches. These branches do not, as
+      in shrubs, start close to the ground, but at some distance above, from
+      which height they extend in different directions.
+    </p>
+    <p>
+      It is difficult to believe that some of the large trees we see, sprung
+      from small seeds; yet it is true that all trees started in this manner.
+    </p>
+    <p>
+      The seeds are scattered about by birds and tempests, and falling on the
+      soft ground, where they become covered with, leaves and earth, they take
+      root and grow.
+    </p>
+    <p>
+      Thus the little acorn sprouts, and from it springs the sturdy oak, which
+      is not only the noblest of trees, but lives hundreds of years.
+    </p>
+    <p>
+      The trunks and branches of trees are protected by a covering called bark.
+      This bark is thicker near the base or root of the tree than it is higher
+      up among the branches.
+    </p>
+    <p>
+      On some trees, the bark is very rough and shaggy looking, as on the oak,
+      ash, walnut, and pine; on others, the bark is smooth, as on the beech,
+      apple, and birch.
+    </p>
+    <p>
+      Some trees live for only a few years, rapidly reaching their full growth,
+      and rapidly decaying. The peach-tree is one of this kind.
+    </p>
+    <p>
+      Other trees live to a great age. An elm-tree has been known to live for
+      three hundred years; a chestnut-tree, six hundred years; and oaks, eight
+      hundred years.
+    </p>
+    <p>
+      The baobab-tree of Africa lives to be many hundred years old. There is a
+      yew-tree in England that is known to be over two thousand years old.
+    </p>
+    <p>
+      The "big trees" of California are the largest in the world, although not
+      of so great an age as some that have been mentioned. The tallest of these
+      trees that has yet been discovered, measures over three hundred and fifty
+      feet in height, and the distance around it near the ground is almost one
+      hundred feet. The age of this tree must be between one thousand five
+      hundred and two thousand years.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Let, pupils pronounce in concert and
+      singly, the following words: <b><i>corn, stalks, important, form, tall,
+      walnut, horses</i>.</b>
+    </p>
+    <p>
+      In the fifth paragraph on page 199, why are <b><i>some</i></b> and <b><i>others</i></b>
+      emphatic?<a name="FNanchor_12_12" id="FNanchor_12_12"></a><a
+      href="#Footnote_12_12">[12]</a>
+    </p>
+    <p>
+      Mark <b><i>inflections</i></b> of <b><i>oak, ash, walnut</i>,</b> and <b><i>pine</i></b>;
+      and of <b><i>beech, apple</i>,</b> and <b><i>birch</i>.</b>
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Place <b><i>dis</i></b> before each of the
+      following words, and then give the meaning of each of the words so formed.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b>appear</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>covered</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>able</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>like</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>believe</b>
+      </p>
+    </div>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_12_12" id="Footnote_12_12"></a><span class="label"><a
+        href="#FNanchor_12_12">[12]</a></span>
+      </p>
+      See fifth paragraph from the end of the lesson.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XLII" id="LESSON_XLII"></a>LESSON XLII.
+    </h2>
+    <div class="glossary">
+      <p>
+        flush, <i>bright red color</i>.<br /> <br /> low'ing, <i>the bellowing or
+        cry of cattle</i>.<br /> <br /> rang'ing, <i>wandering</i>.<br /> <br /> in
+        tent', <i>determined</i>.<br /> <br /> striv'ing, <i>making great efforts</i>.<br />
+        <br /> pre serve', <i>keep in safety</i>.<br /> <br /> re flect'ed, <i>shining
+        back; thrown back, as by a looking-glass</i>.<br /> <br /> pro ceed'ed, <i>went
+        forward</i>.<br /> <br /> checked, <i>stopped</i>.<br /> <br /> blasts, <i>sounds
+        made by blowing</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A FOREST ON FIRE.&mdash;PART I.
+    </h3>
+    <p>
+      We were sound asleep one night, when, about two hours before day, the
+      snorting of our horses and lowing of our cattle, which were ranging in the
+      woods, suddenly awoke us.
+    </p>
+    <p>
+      I took my rifle and went to the door to see what beast had caused the
+      hubbub, when I was struck by the glare of light reflected on all the trees
+      before me, as far as I could see through the woods.
+    </p>
+    <p>
+      My horses were leaping about, snorting loudly, and the cattle ran among
+      them in great confusion.
+    </p>
+    <p>
+      On going to the back of the house I plainly heard the crackling made by
+      the burning brushwood, and saw the flames coming toward us in a
+      far-extended line.
+    </p>
+    <p>
+      I ran to the house, told my wife to dress herself and the child as quickly
+      as possible, and take the little money we had, while I managed to catch
+      and saddle two of the best horses.
+    </p>
+    <p>
+      All this was done in a very short time, for I felt that every moment was
+      precious to us.
+    </p>
+    <p>
+      We then mounted our horses, and made off from the fire. My wife, who is an
+      excellent rider, kept close to me; and my daughter, who was then a small
+      child, I took in one arm.
+    </p>
+    <p>
+      When making off, I looked back and saw that the frightful blaze was close
+      upon us, and had already laid hold of the house.
+    </p>
+    <p>
+      By good luck there was a horn attached to my hunting-clothes, and I blew
+      it, to bring after us, if possible, the remainder of my live-stock, as
+      well as the dogs.
+    </p>
+    <p>
+      The cattle followed for a while; but before an hour had passed they all
+      ran, as if mad, through the woods, and that was the last we saw of them.
+    </p>
+    <p>
+      My dogs, too, although at all other times easily managed, ran after the
+      deer that in great numbers sprung before us as if fully aware of the
+      death, that was so rapidly approaching.
+    </p>
+    <p>
+      We heard blasts from the horns of our neighbors as we proceeded, and knew
+      that they were in the same unfortunate condition that we were in
+      ourselves.
+    </p>
+    <p>
+      Intent on striving to the utmost to preserve our lives, I thought of a
+      large lake, some miles off, where the flames might possibly be checked,
+      and we might find a place of safety.
+    </p>
+    <p>
+      Urging my wife to whip up her horse, we set off at full speed, making the
+      best way we could over the fallen trees and the brush heaps, which lay
+      like so many articles placed on purpose to keep up the terrific fires that
+      advanced with a broad front upon us.
+    </p>
+    <p>
+      By this time we were suffering greatly from the effects of the heat, and
+      we were afraid that our horses would be overcome and drop down at any
+      moment.
+    </p>
+    <p>
+      A singular kind of breeze was passing over our heads, and the glare of the
+      burning trees shone more brightly than the daylight. I was sensible of a
+      slight faintness, and my wife looked pale.
+    </p>
+    <p>
+      The heat had produced such a flush in the child's face that, when she
+      turned toward either of us, our grief and anxiety were greatly increased.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;What tone of voice should be used in
+      reading the lesson?
+    </p>
+    <p>
+      Should the rate of reading be slow or rapid?
+    </p>
+    <p>
+      Point out two paragraphs requiring a somewhat different rate.
+    </p>
+    <p>
+      Should the feelings expressed in the lesson be rendered in a quiet or loud
+      tone?
+    </p>
+    <p>
+      Different inflections are sometimes used, simply to give variety to the
+      reading and not for emphasis.
+    </p>
+    <p>
+      In the first paragraph, mark <b><i>inflection</i></b> of <b><i>night, day,
+      horses, cattle, woods, us</i>.</b>
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XLIII" id="LESSON_XLIII"></a>LESSON XLIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        de voured', <i>eaten up greedily, as by wild animals</i>.<br /> <br />
+        por'cu pine, <i>a kind of animal</i>.<br /> <br /> smold'der ing, <i>burning
+        slowly; smoking</i>.<br /> <br /> in suf'fer a ble, <i>not to be borne</i>.<br />
+        <br /> shift'ed, <i>moved about; changed position</i>.<br /> <br />
+        sti'fling, <i>stopping the breath</i>.<br /> <br /> dismal, <i>gloomy;
+        cheerless</i>,<br /> <br /> un grate'ful, <i>not thankful</i>.<br /> <br />
+        rem'e died, <i>relieved; cured</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A FOREST ON FIRE.&mdash;PART II.
+    </h3>
+    <p>
+      Ten miles are soon gone over on swift horses; but yet, when we reached the
+      borders of the lake we were quite exhausted, and our hearts failed us. The
+      heat of the smoke was insufferable, and sheets of blazing fire
+      <!--  Page 205 --> flew over us in a manner beyond belief.
+    </p>
+    <div class="figright">
+      <img alt="fire (72K)" width="439" height="500" src="images/205.jpg" />
+    </div>
+    <p>
+      We reached the shore, however, coasted the lake for a while, and got round
+      to the sheltered side. There we gave up our horses, which we never saw
+      again.
+      <!--  Page 206 -->
+    </p>
+    <p>
+      We plunged down among the rushes, by the edge of the water, and laid
+      ourselves down flat, to await the chance of escaping from being burned or
+      devoured. The water greatly refreshed us, and we enjoyed the coolness.
+    </p>
+    <p>
+      On went the fire, rushing and crashing through the woods. Such a morning
+      may we never again see! The heavens themselves, I thought, were
+      frightened.
+    </p>
+    <p>
+      All above us was a bright, red glare, mingled with, dark, threatening
+      clouds and black smoke, rolling and sweeping away in the distance.
+    </p>
+    <p>
+      Our bodies were cool enough, but our heads were scorching; and the child,
+      who now seemed to understand the matter, cried so as nearly to break our
+      hearts.
+    </p>
+    <p>
+      The day passed on, and we became hungry. Many wild beasts came plunging
+      into the water beside us, and others swam across to our side, and stood
+      still. Although faint and weary, I managed to shoot a porcupine, and we
+      all tasted its flesh.
+    </p>
+    <p>
+      The night passed, I cannot tell you how. Smoldering fires covered the
+      ground, and the trees stood like pillars of fire, or fell across each
+      <!--  Page 207 --> other.
+    </p>
+    <p>
+      The stifling and sickening smoke still rushed over us, and the burnt
+      cinders and ashes fell thick around us.
+    </p>
+    <p>
+      When morning came, every thing about us was calm; but a dismal smoke still
+      filled the air, and the smell seemed worse than ever. What was to become
+      of us I did not know.
+    </p>
+    <p>
+      My wife hugged the child to her breast, and wept bitterly; but God had
+      preserved us through the worst of the danger, and the flames had gone
+      past, so I thought it would be both ungrateful to Him and unmanly to
+      despair now.
+    </p>
+    <p>
+      Hunger once more pressed upon us, but this was soon remedied. Several deer
+      were standing in the water, up to the head, and I shot one of them. Some
+      of its flesh was soon roasted, and after eating it we felt wonderfully
+      strengthened.
+    </p>
+    <p>
+      By this time the blaze of the burning forest was beyond our sight,
+      although the remains of the fires of the night before were still burning
+      in many places, and it was dangerous to go among the burnt trees.
+      <!--  Page 208 -->
+    </p>
+    <p>
+      After resting for some time, we prepared to commence our march. Taking up
+      the child in my arms, I led the way over the hot ground and rocks; and
+      after two weary days and nights of suffering, during which we shifted in
+      the best manner we could, we at last succeeded in reaching the hard woods,
+      which had been free from the fire.
+    </p>
+    <p>
+      Soon after we came to a house, where we were kindly treated. Since then I
+      have worked hard and constantly as a lumber-man; and, thanks to God, we
+      are safe, sound, and happy.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Point out, breathing-places in the
+      last paragraph of page 207.<a name="FNanchor_13_13" id="FNanchor_13_13"></a><a
+      href="#Footnote_13_13">[13]</a>
+    </p>
+    <p>
+      Name the <b><i>emphatic words</i></b> in the last sentence of the lesson.
+    </p>
+    <p>
+      Mark <b><i>inflection</i></b> in the last line of the lesson.
+    </p>
+    <p>
+      Pronounce carefully the following words: <b><i>dark, march, hard, calm,
+      hearts</i>.</b>
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils define the following words: <b><i>complete,
+      attract, locate, intent, procrastinate, separate</i></b>; then add to each
+      word as a stem, the ending <b><i>ion</i></b>, and define the words so
+      formed.
+    </p>
+    <p>
+      Point out the omissions of letters necessary in joining the stems and
+      endings.
+    </p>
+    <p>
+      Let pupils make out an <b><i>analysis</i></b> in six parts for the last
+      two lessons, and use it in writing or telling the story in their own
+      words.
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_13_13" id="Footnote_13_13"></a><span class="label"><a
+        href="#FNanchor_13_13">[13]</a></span>
+      </p>
+      See third paragraph from the end of the lesson.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XLIV" id="LESSON_XLIV"></a>LESSON XLIV.
+    </h2>
+    <div class="glossary">
+      <p>
+        peas'ants, <i>those who work on farms</i>.<br /> <br /> hedge'rows, <i>rows
+        of shrubs or trees used to inclose a space</i>.<br /> <br /> tow'ers, <i>very
+        high buildings</i>.<br /> <br /> an ces'tral, <i>belonging to a family for
+        a great many years</i>.<br /> <br /> mon'arch, <i>king; ruler</i>.<br />
+        <br /> roy'al ty, <i>kings and queens</i>.<br /> <br /> gifts, <i>things
+        given; presents</i>.<br />
+      </p>
+    </div>
+    <h3>
+      COMMON GIFTS.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          The sunshine is a glorious thing,
+        </p>
+        <p class="i2">
+          That comes alike to all,
+        </p>
+        <p>
+          Lighting the peasant's lowly cot,
+        </p>
+        <p class="i2">
+          The noble's painted hall.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          The moonlight is a gentle thing,
+        </p>
+        <p class="i2">
+          Which through the window gleams
+        </p>
+        <p>
+          Upon the snowy pillow, where
+        </p>
+        <p class="i2">
+          The happy infant dreams.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          It shines upon the fisher's boat
+        </p>
+        <p class="i2">
+          Out on the lonely sea,
+        </p>
+        <p>
+          As well as on the flags which float
+        </p>
+        <p class="i2">
+          On towers of royalty.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          The dewdrops of the summer morn
+        </p>
+        <p class="i2">
+          Display their silver sheen
+        </p>
+        <p>
+          Upon the smoothly shaven lawn,
+        </p>
+        <p class="i2">
+          And on the village green.
+        </p>
+      </div>
+      <!--  Page 210 -->
+      <div class="stanza">
+        <p>
+          There are no gems in monarch's crown
+        </p>
+        <p class="i2">
+          More beautiful than they;
+        </p>
+        <p>
+          And yet you scarcely notice them,
+        </p>
+        <p class="i2">
+          But tread them off in play.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          The music of the birds is heard,
+        </p>
+        <p class="i2">
+          Borne on the passing breeze,
+        </p>
+        <p>
+          As sweetly from the hedgerows as
+        </p>
+        <p class="i2">
+          From old ancestral trees.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          There are as many lovely things,
+        </p>
+        <p class="i2">
+          As many pleasant tones,
+        </p>
+        <p>
+          For those who dwell by cottage hearths
+        </p>
+        <p class="i2">
+          As those who sit on thrones.
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;This lesson should be read with a
+      full and clear tone of voice. The thoughts expressed are not of a
+      conversational nature.
+    </p>
+    <p>
+      In the first stanza, in the contrast between <i><b>peasant's lowly cot</b></i>
+      and <i><b>noble's painted hall</b></i>, the inflections are <i><b>rising
+      circumflexes</b></i> and <i><b>falling circumflexes.</b></i>
+    </p>
+    <p>
+      The <i><b>rising circumflex</b></i> consists of a downward turn of the
+      voice followed by an upward turn; the <i><b>falling circumflex,</b></i> of
+      an upward turn followed by a downward turn.
+    </p>
+    <p>
+      Let pupils mark the inflections in the last two lines of the poem.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils express the meaning of what is
+      given below in dark type, using a single word for each example.
+    </p>
+    <div class="blockquot">
+      <p>
+        For <b><i>those who dwell by cottage hearths</i>,</b>
+      </p>
+      <p>
+        As <b><i>those who sit on thrones</i>.</b>
+      </p>
+    </div>
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XLV" id="LESSON_XLV"></a>LESSON XLV.
+    </h2>
+    <div class="glossary">
+      <p>
+        re quest', <i>a wish that is expressed; desire</i>.<br /> <br /> har'bor,
+        <i>a sheltered place where ships can anchor</i>.<br /> <br /> lo'cate, <i>place;
+        choose as a place to live</i>.<br /> <br /> both'er, <i>trouble</i>.<br />
+        <br /> beach, <i>the shore of the sea</i>.<br /> <br /> knack, <i>an easy
+        way of doing any thing</i>.<br /> <br /> in dulged', <i>gave way to, as to
+        appetite</i>.<br /> <br /> ban'quet, <i>a very good dinner or other meal</i>.<br />
+        <br /> rheu'ma tism, <i>a painful trouble in the muscles or joints</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A GHOST STORY.&mdash;PART I.
+    </h3>
+    <p>
+      "I have not a room in the house; but if you don't mind going down to the
+      cottage, and coming up here to your meals, I can take you, and would be
+      glad to," said Mrs. Grant, in answer to my request for board.
+    </p>
+    <p>
+      "Where is the cottage?" and I looked about me, feeling ready to accept any
+      thing in the way of shelter, after the long, hot journey from Boston to
+      breezy York Harbor.
+    </p>
+    <p>
+      "Right down there&mdash;just a step, you see. It's all in order; and next
+      week it will be full, for many folks prefer it because of the quiet."
+    </p>
+    <p>
+      At the end of a very steep path, which offered every chance for
+      <!--  Page 212 --> accidents of all sorts, from a sprained ankle to a
+      broken neck, stood the cottage&mdash;a little white building, with a
+      pretty vine over the door, gay flowers in the garden, and the blue
+      Atlantic rolling up at the foot of the cliff.
+    </p>
+    <p>
+      "A regular 'Cottage by the Sea.' It will suit me exactly if I can have the
+      upper front room. I don't mind being alone; so have my trunk taken down,
+      please, and I'll get ready for tea," said I, feeling very happy on account
+      of my good luck.
+    </p>
+    <p>
+      Alas, how little I knew what a night of terror I was to pass in that
+      pretty white cottage!
+    </p>
+    <p>
+      An hour later, refreshed by my tea and the coolness of the place, I
+      plunged into the pleasures of the season, and accepted two invitations for
+      the evening&mdash;one to a, walk on Sunset Hill, the other to a clam-bake
+      on the beach.
+    </p>
+    <p>
+      The stroll came first, and on the hill-top we met an old gentleman with a
+      spy-glass, who welcomed me with the remark&mdash;
+    </p>
+    <p>
+      "Pretty likely place for a prospect."
+    </p>
+    <p>
+      After replying to what he said, I asked the old gentleman if he knew any
+      legend or stories about the old houses all around us.
+       <!--  Page 213 -->
+    </p>
+    <p>
+      "Yes, many of them," he replied; "and it isn't always the old places that
+      have the most stories about 'em.
+    </p>
+    <p>
+      "Why, that cottage down yonder isn't more'n fifty years old, and they do
+      say there's been a lot of ghosts seen there, owin' to a man's killin' of
+      himself in the back bed-room."
+    </p>
+    <p>
+      "What! that house at the end of the lane?" I asked, with sudden interest.
+    </p>
+    <p>
+      "Just so; nice place, but lonesome and dampish. Ghosts and toadstools are
+      apt to locate in houses of that sort," was his mild reply.
+    </p>
+    <p>
+      The dampness scared me more than the ghosts, for I had never seen a ghost
+      yet; but I had been haunted by rheumatism, and found it a hard thing to
+      get rid of.
+    </p>
+    <p>
+      "I've taken a room there, so I'm rather interested in knowing what company
+      I'm to have."
+    </p>
+    <p>
+      "Taken a room, have you? Well, I dare say you won't be troubled. Some
+      folks have a knack of seeing spirits, and then again some haven't.
+      <!--  Page 214 -->
+    </p>
+    <p>
+      "My wife is uncommon powerful that way, but I an't; my sight's dreadful
+      poor for that sort."
+    </p>
+    <p>
+      There was such a sly look in the starboard eye of the old fellow as he
+      spoke, that I laughed outright, and asked, sociably&mdash;
+    </p>
+    <p>
+      "Has she ever seen the ghosts of the cottage? I think I have rather a
+      knack that way, and I'd like to know what to expect."
+    </p>
+    <p>
+      "No, her sort is the rapping kind. Down yonder, the only ghost I take much
+      stock in is old Bezee Tucker's. Some folks say they've heard him groaning
+      there nights, and a dripping sound; he bled to death, you know.
+    </p>
+    <p>
+      "It was kept quiet at the time, and is forgotten now by all but a few old
+      fellows like me. Bezee was always polite to the ladies, so I guess he
+      won't bother you, ma'am;" and the old fellow laughed.
+    </p>
+    <p>
+      "If he does, I'll let you know;" and with that I left him, for I was
+      called and told that the beach party was anxious for my company.
+    </p>
+    <p>
+      In the delights of that happy hour, I
+      <!--  Page 215 --> forgot the warning of the old gentleman on the hill,
+      for I was about to taste a clam for the first time in my life, and it was
+      a most absorbing moment.
+    </p>
+    <p>
+      Perched about on the rocks like hungry birds, we sat and watched the happy
+      cooks with breathless interest, as they struggled with frying-pans, fish
+      that refused to brown, steaming sea-weed, and hot ashes.
+    </p>
+    <p>
+      Little Margie Grant waited upon me so prettily, that I should have been
+      tempted to try a sea porcupine if she had offered it, so charming was her
+      way of saying, "O here's a perfectly lovely one! Do take him by his little
+      black head and eat him quick!"
+    </p>
+    <p>
+      I indulged without thought, in clams, served hot between two shells,
+      little dreaming what a price I was to pay for that banquet.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>&mdash;Let pupils use other words to express the
+      meaning of the parts given below in dark type.
+    </p>
+    <div class="blockquot">
+      <p>
+        "Right down there&mdash;<b><i>just a step</i></b>, you see."
+      </p>
+      <p>
+        "<b><i>Pretty likely</i></b> place for a prospect."
+      </p>
+      <p>
+        "The only one I <b><i>take much stock in</i></b>."
+      </p>
+    </div>
+    <p>
+      Write out in full the words for which <b><i>'em</i></b> and <b><i>an't</i></b>
+      are used.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XLVI" id="LESSON_XLVI"></a>LESSON XLVI.
+    </h2>
+    <div class="glossary">
+      <p>
+        quaked, <i>shook, as with fear</i>.<br /> <br /> cha'os, <i>a great number
+        of things without order</i>.<br /> <br /> gi gan'tic, <i>of very great
+        size</i>.<br /> <br /> stealth'y, <i>very quiet, so as to escape notice</i>.<br />
+        <br /> fa'tal, <i>causing great harm</i>.<br /> <br /> mis'sion, <i>what
+        one is sent to do</i>.<br /> <br /> in'ter vals, <i>spaces of time</i>.<br />
+        <br /> thrill, <i>feeling, as of pain or pleasure</i>.<br /> <br /> af
+        fect'ing, <i>making a show of</i>.<br /> <br /> a pol'o gize, <i>express
+        sorrow for an act</i>.<br /> <br /> ret ri bu'tion, <i>paying back for
+        one's acts; punishment</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A GHOST STORY.&mdash;PART II.
+    </h3>
+    <p>
+      We staid up till late, and then I was left, at my own door by my friends,
+      who informed me that York was a very quiet, safe place, where people slept
+      with unlocked doors, and nothing ever went amiss o' nights.
+    </p>
+    <p>
+      I said nothing of ghosts, being ashamed to own that I quaked, a little at
+      the idea of the "back bed-room," as I shut out the friendly faces and
+      fastened myself in.
+    </p>
+    <p>
+      A lamp and matches stood in the hall, and lighting the lamp, I whisked up
+      stairs with suspicious rapidity, locking my door, and went to bed, firmly
+      refusing to own even to myself that I had ever heard the name of Bezee
+      Tucker.
+      <!--  Page 217 -->
+    </p>
+    <p>
+      Being very tired, I soon fell asleep; but fried potatoes and a dozen or
+      two of hot clams are not kinds of food best fitted to bring quiet sleep,
+      so a fit of nightmare brought me to a realizing sense of my foolishness.
+    </p>
+    <p>
+      From a chaos of wild dreams was finally brought forth a gigantic clam,
+      whose mission it was to devour me as I had devoured its relatives. The
+      sharp shells were open before me, and a solemn voice said, "Take her by
+      her little head and eat her quick."
+    </p>
+    <p>
+      Retribution was at hand, and, with a despairing effort to escape by
+      diving, I bumped my head smartly against the wall, and woke up feeling as
+      if there was an earthquake under the bed.
+    </p>
+    <p>
+      Collecting my scattered wits, I tried to go to sleep again; but alas! that
+      fatal feast had destroyed sleep, and I vainly tried to quiet my wakeful
+      senses with the rustle of leaves about the window and the breaking waves
+      upon the beach.
+    </p>
+    <p>
+      In one of the pauses between the sounds of the waves, I heard a curious
+      noise in the house&mdash;a sort of moan, coming at regular intervals.
+      <!--  Page 218 -->
+    </p>
+    <p>
+      And, as I sat up to make out where it was, another sound caught my
+      attentive ear. Drip, drip, drip, went something out in the hall, and in an
+      instant the tale told me on Sunset Hill came back with unpleasant reality.
+    </p>
+    <p>
+      "Nonsense! It is raining, and the roof leaks," I said to myself, while an
+      unpleasant thrill went through me, and fancy, aided by indigestion, began
+      to people the house with ghostly inmates.
+    </p>
+    <p>
+      No rain had fallen for weeks, and peeping through my curtain, I saw the
+      big, bright stars shining in a cloudless sky; so that explanation failed,
+      and still the drip, drip, drip went on.
+    </p>
+    <p>
+      Likewise the moaning&mdash;so distinctly now that it was clear that the
+      little back bed-room was next the chamber in which I was quaking at that
+      very moment.
+    </p>
+    <p>
+      "Some one is sleeping there," I said, and then remembered that all the
+      rooms were locked, and all the keys but mine in Mrs. Grant's pocket, up at
+      the house.
+    </p>
+    <p>
+      "Well, let the ghosts enjoy themselves; I won't disturb them if they let
+      me alone. Some of the ladies thought me brave to dare to sleep here,
+      <!--  Page 219 --> and it never will do to own I was scared by a foolish
+      story and an odd sound."
+    </p>
+    <p>
+      So down I lay, and said the multiplication table with great determination
+      for several minutes, trying to turn a deaf ear to the outside world and
+      check my unruly thoughts.
+    </p>
+    <p>
+      But it was a failure; and when I found myself saying over and over "Four
+      times twelve is twenty-four," I gave up affecting courage, and went in for
+      a good, honest scare.
+    </p>
+    <p>
+      As a cheerful subject for midnight consideration, I kept thinking of B.
+      Tucker, in spite of every effort to give it up. In vain I remembered the
+      fact that the departed gentleman was "always polite to ladies."
+    </p>
+    <p>
+      I still was in great fear lest he might think it necessary to come and
+      apologize in person for "bothering" me.
+    </p>
+    <p>
+      Presently a clock struck three, and I gave a moan that beat the ghost's
+      all hollow, so full of deep suffering was I at the thought of several
+      hours of weary waiting.
+    </p>
+    <p>
+      I was not sure at what time the daylight would appear, and I was bitterly
+      sorry for
+      <!--  Page 220 --> not gathering useful information about sunrise, tides,
+      and such things, instead of listening to the foolish gossip of Uncle Peter
+      on the hill-top.
+    </p>
+    <p>
+      Minute after minute dragged slowly on, and I was just thinking that I
+      should be obliged to shout "Fire!" as the only means of relief in my
+      power, when, a stealthy step under the window gave me a new feeling.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;To give greater effect to certain
+      parts of the lesson, read them very slowly.
+    </p>
+    <p>
+      The first line of the last paragraph is a good example of adding <b><i>emphasis</i></b>
+      by reading slowly.
+    </p>
+    <p>
+      Point oat two other places in the lesson where slow reading would be best.
+    </p>
+    <p>
+      What word in the last paragraph may be made very emphatic, even to the
+      extent of using the <b><i>calling tone</i></b>of voice?
+    </p>
+    <p>
+      Let pupils pronounce in concert, and singly, the following words: <b><i>soon,
+      do, two, foolish, roof, food, room</i></b>.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils write statements, each containing
+      one of the following words, used in such a manner as to show its proper
+      meaning: <b><i>beech, beach; sense, scents; fourth, forth; hear, here</i></b>.
+    </p>
+    <p>
+      Give rules for the capital letters in the first three paragraphs of the
+      lesson.
+    </p>
+    <p>
+      Let pupils place <b><i>un</i></b> before each of the following words, and
+      then define them.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b>safe</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>lock</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>heard</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>pleasant</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>fit</b>
+      </p>
+    </div>
+    <p>
+      Define each of the following words formed from <b><i>please</i></b>, and
+      state in each case what change of meaning occurs.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b>please</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>pleasant</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>pleasantly</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>unpleasantly</b>
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XLVII" id="LESSON_XLVII"></a>LESSON XLVII.
+    </h2>
+    <div class="glossary">
+      <p>
+        dag'ger, <i>a short sword</i>.<br /> <br /> spell, <i>a feeling which
+        prevents one from moving</i>.<br /> <br /> bran'dished, <i>raised, and
+        moved in different directions</i>.<br /> <br /> in spir'ing, <i>making one
+        feel</i>.<br /> <br /> awe, <i>deep fear</i>.<br /> <br /> de mand'ed, <i>asked
+        as a right</i>.<br /> <br /> punct'u al, <i>always on time</i>.<br /> <br />
+        ro mance, <i>a story of surprising adventures</i>.<br /> <br /> bur'glar,
+        <i>one who breaks into a house at night</i>.<br /> <br /> cus'tom, <i>a
+        way or a manner of doing things</i>.<br /> <br /> reigned, <i>ruled; held
+        power</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A GHOST STORY.&mdash;PART III.
+    </h3>
+    <p>
+      This was a start, not a scare&mdash;for the new visitor was a human foe,
+      and I had little fear of such, being possessed of good lungs, strong arms,
+      and a Roman dagger nearly as big as a carving-knife.
+    </p>
+    <p>
+      The step that I had just heard broke the spell, and creeping noiselessly
+      to the window, I peeped out to see a dark figure coming up the stem of the
+      tall tree close by, hand-over-hand, like a sailor or a monkey.
+    </p>
+    <p>
+      "Two can play at that game, my friend; you scare me, and I'll scare you."
+      And with an actual sense of relief in breaking the silence, I suddenly
+      flung up the curtain, and leaned out.
+    </p>
+    <p>
+      I brandished my dagger with what I intended to be an awe-inspiring
+      screech; but, owing to the flutter of my breath, the effort ended in a
+      curious mixture of howl and bray.
+    </p>
+    <p>
+      A most effective sound, nevertheless; for the burglar dropped to the
+      ground as if he had been shot, and, with one upward glance at the white
+      figure dimly seen in the starlight, fled as if a thousand ghosts were at
+      his heels.
+    </p>
+    <p>
+      "What next?" thought I, wondering whether this eventful night would ever
+      come to a close.
+    </p>
+    <p>
+      I sat and waited, chilly but brave, while the strange sounds went on
+      within the house and silence reigned without, till the cheerful crow of
+      the punctual "cockadoo," as Margie called him, told me that it was sunrise
+      and laid the ghosts.
+    </p>
+    <p>
+      A red glow in the east drove away my last fear, and I soon lay down and
+      slept quietly, quite worn out.
+    </p>
+    <p>
+      The sun shining upon my face waked me, and a bell ringing warned me to
+      hurry. A childish voice calling out, "Betfast is most weady, Miss Wee,"
+      assured me that sweet little spirits haunted the cottage as well as
+      ghostly ones.
+    </p>
+    <p>
+      As I left my room to join Margie, who was waiting for me, I saw two things
+      which caused me to feel that the horrors of the night were not all unreal.
+    </p>
+    <p>
+      Just outside the back bed-room door was a damp place, as if that part of
+      the floor had been newly washed; and when led by curiosity, I peeped
+      through the keyhole of the haunted chamber, my eye distinctly saw an open
+      razor lying on a dusty table.
+    </p>
+    <p>
+      My seeing was limited to that one object, but it was quite enough. I went
+      up the hill thinking over the terrible secret hidden in my breast.
+    </p>
+    <p>
+      I longed to tell some one, but was ashamed; and, when asked why I was so
+      pale and absent-minded, I answered with a gloomy smile&mdash;
+    </p>
+    <p>
+      "It is the clams."
+    </p>
+    <p>
+      All day I hid my sufferings pretty well, but as night approached and I
+      thought of sleeping again in that haunted cottage, my heart began to fail.
+      As we sat telling stories in the dusk, a bright idea came into my head.
+    </p>
+    <p>
+      I would relate my ghost story, and rouse the curiosity of my hearers, so
+      that some of them would offer to stay at the cottage in hopes of seeing
+      the spirit of the restless Tucker.
+    </p>
+    <p>
+      Cheered by this fancy, when my turn came I made a thrilling tale about
+      Bezee Tucker and my night's adventure. After my hearers were worked up to
+      a proper state of excitement, I paused for applause.
+    </p>
+    <p>
+      It came in a most unexpected form, however, for Mrs. Grant burst out
+      laughing, and the two boys&mdash;Johnny and Joe&mdash;rolled about in
+      convulsions of merriment.
+    </p>
+    <p>
+      Much displeased, I demanded the cause of their laughter, and then joined
+      in the general shout when Mrs. Grant informed me that Bezee Tucker lived,
+      died in, and haunted the tumble-down house at the other end of the lane,
+      and not the cottage where I was staying.
+    </p>
+    <p>
+      "Then who or what made those mysterious noises?" I asked, relieved but
+      rather displeased at the downfall of my romance.
+    </p>
+    <p>
+      "My brother Seth," replied Mrs. Grant, still laughing. "I thought you
+      might be afraid to be there all alone, so he slipped into the bed-room,
+      and I forgot to tell you. He's a powerful snorer, and that's one of the
+      awful sounds.
+    </p>
+    <p>
+      "The other was the dripping of salt water; for you wanted some, and the
+      girl got it in a leaky pail. Seth swept out the water when he left the
+      cottage early in the morning."
+    </p>
+    <p>
+      I said nothing about having seen through the keyhole the harmless razor;
+      but wishing to get some praise for my heroic encounter with the burglar, I
+      mildly asked if it was the custom in York for men as well as turkeys to
+      roost in trees.
+    </p>
+    <p>
+      Another burst of laughter from the boys did away with my last hope of
+      glory. As soon as he could speak, Joe answered&mdash;
+    </p>
+    <p>
+      "Johnny planned to be up early to pick the last cherries off that tree. I
+      wanted to get ahead of him, and as I was going a-fishing, I went off
+      quietly before daylight."
+    </p>
+    <p>
+      "Did you get the cherries?" I asked, bound to have some laugh on my side.
+    </p>
+    <p>
+      "Guess I didn't," grumbled Joe, rubbing his knees, while Johnny added&mdash;
+    </p>
+    <p>
+      "He got a horrid scare and a right good scraping, for he didn't know any
+      one was down there. Couldn't go a-fishing, either&mdash;he was so lame&mdash;and
+      I had the cherries after all. Served him right, didn't it?"
+    </p>
+    <p>
+      No answer was necessary. Mrs. Grant went off to repeat the tale in the
+      kitchen, and the sounds of hearty laughter that I heard, assured me that
+      Seth was enjoying the joke as well as the rest of us.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Let pupils make out an <b><i>analysis</i></b>
+      for so much of the last three lessons as may be included under the subject&mdash;"A
+      Night at the Cottage."
+    </p>
+    <p>
+      <b>Suggestion.</b>&mdash;The <b><i>analysis</i></b> of <b><i>simple
+      subjects</i></b>, and their treatment orally or in writing, are valuable
+      exercises, and should be assigned to pupils as frequently as possible
+      during the whole of their school life.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XLVIII" id="LESSON_XLVIII"></a>LESSON XLVIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        mel'o dy, <i>sounds pleasant to the ear</i>.<br /> <br /> chant'ed, <i>sung
+        in a simple melody</i>.<br /> <br /> witch, <i>a person supposed to deal
+        with evil spirits</i>.<br /> <br /> trump'et, <i>a hollow piece of metal
+        used to make music</i>.<br /> <br /> har'mo ny, <i>the effect produced by
+        uniting two or more different parts in music</i>.
+      </p>
+    </div>
+    <h3>
+      WHAT THE CHIMNEY SANG.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          Over the chimney the night-wind sang
+        </p>
+        <p>
+          And chanted a melody no one knew;
+        </p>
+        <p>
+          And the Woman stopped, as her babe she tossed,
+        </p>
+        <p>
+          And thought of the one she had long since lost:
+        </p>
+        <!--  Page 227 -->
+        <p>
+          And said, as her tear-drop back she forced,
+        </p>
+        <p>
+          "I hate the wind in the chimney."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Over the chimney the night-wind sang
+        </p>
+        <p>
+          And chanted a melody no one knew;
+        </p>
+        <p>
+          And the Children said, as they closer drew,
+        </p>
+        <p>
+          "'Tis some witch that is cleaving the black night through&mdash;
+        </p>
+        <p>
+          'Tis a fairy trumpet that just then blew,
+        </p>
+        <p>
+          And we fear the wind in the chimney."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Over the chimney the night-wind sang
+        </p>
+        <p>
+          And chanted a melody no one knew;
+        </p>
+        <p>
+          And the Man, as he sat on his hearth below,
+        </p>
+        <p>
+          Said to himself, "It will surely snow,
+        </p>
+        <p>
+          And fuel is dear and wages low,
+        </p>
+        <p>
+          And I'll stop the leak in the chimney."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Over the chimney the night-wind sang
+        </p>
+        <p>
+          And chanted a melody no one knew;
+        </p>
+        <p>
+          But the Poet listened and smiled, for he
+        </p>
+        <p>
+          Was Man, and Woman, and Child&mdash;all three,
+        </p>
+        <p>
+          And said, "It is God's own harmony,
+        </p>
+        <p>
+          This wind we hear in the chimney."
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;The first two lines of each stanza
+      may be read more slowly and with a fuller tone of voice than the rest of
+      the stanza.
+    </p>
+    <p>
+      Notice that the words of special <b><i>emphasis</i></b> throughout the
+      poem begin with capital letters.
+    </p>
+    <p>
+      Mark <b><i>inflections</i></b> in the last four lines of the first and
+      last stanzas.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_XLIX" id="LESSON_XLIX"></a>LESSON XLIX.
+    </h2>
+    <div class="glossary">
+      <p>
+        sel'dom, <i>not often; rarely</i>.<br /> <br /> jun'gles, <i>places
+        covered with trees and brushwood</i>.<br /> <br /> tough (tuf), <i>not
+        easily separated</i>.<br /> <br /> ap par'ent ly, <i>seemingly; in
+        appearance</i>.<br /> <br /> a cute', <i>quick in action; sharp</i>.<br />
+        <br /> charg'es, <i>rushes forward</i>.<br /> <br /> gram'p us, <i>a kind
+        of fish</i>.<br /> <br /> re sumed', <i>started again; took up again</i>.<br />
+        <br /> hid'e ous, <i>horrid to look at</i>.<br /> <br /> de struc'tion, <i>death;
+        entire loss</i>.<br /> <br /> re sist', <i>stand against</i>.<br /> <br />
+        des'per ate, <i>without hope or care</i>.<br /> <br /> ex cur'sions, <i>journeys;
+        rambles</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE RHINOCEROS.
+    </h3>
+    <p>
+      Next to the mighty elephant, the rhinoceros is the largest and strongest
+      of animals. There are several species of the rhinoceros, some of which are
+      found in Asia, and others in different parts of Africa.
+    </p>
+    <p>
+      In the latter country there are four varieties&mdash;the black rhinoceros,
+      having a single horn; the black species having two horns; the long-horned
+      white rhinoceros; and the common white species, which has a short, stubby
+      horn.
+    </p>
+    <p>
+      The largest of the African species is the long-horned, white, or
+      square-nosed rhinoceros. When full-grown, it sometimes measures eighteen
+      feet in length, and about the same around the body. Its horn frequently
+      reaches a length of thirty inches.
+       <!--  Page 229 -->
+    </p>
+    <p>
+      The black rhinoceros, although much, smaller than the white, and seldom
+      having a horn over eighteen inches long, is far more ferocious than the
+      white species, and possesses a wonderful degree of strength.
+    </p>
+    <p>
+      The form of the rhinoceros is clumsy, and its appearance dull and heavy.
+      The limbs are thick and powerful, and each, foot has three toes, which are
+      covered with broad, hoof-like nails.
+    </p>
+    <p>
+      The tail is small; the head very long and large. Taken altogether, there
+      are few&mdash;if any&mdash;animals that compare with the rhinoceros in
+      ugliness.
+    </p>
+    <p>
+      The eyes are set in such a manner that the animal can not see any thing
+      exactly in front of it; but the senses of hearing and smelling are so keen
+      that sight is not required to detect an enemy, whether it be man or beast.
+    </p>
+    <p>
+      The skin of the African rhinoceros is smooth, and has only a few
+      scattering hairs here and there. It is, however, very thick and tough, and
+      can resist the force of a rifle-ball unless it is fired from a very short
+      distance.
+    </p>
+    <p>
+      The largest known species of the rhinoceros is found in Asia. It lives
+      <!--  Page 230 --> chiefly in the marshy jungles, and on the banks of
+      lakes and rivers in India. Some of this species are over live feet in
+      height, and have horns three feet in length and eighteen inches around the
+      base.
+    </p>
+    <p>
+      Unlike the African rhinoceros, the skin of the Asiatic species is not
+      smooth, but lies in thick folds upon the body, forming flaps which can be
+      lifted with the hand.
+    </p>
+    <p>
+      The food of the rhinoceros consists of roots, and the young branches and
+      leaves of trees and shrubs.
+    </p>
+    <p>
+      It plows up the roots with the aid of its horn, and gathers the branches
+      and leaves with the upper lip which is long and pointed, and with which
+      the food is rolled together before placing it in the mouth.
+    </p>
+    <p>
+      The flesh of the rhinoceros is good to eat; and its strong, thick skin is
+      made by the natives, into shields, whips, and other articles.
+    </p>
+    <p>
+      Though clumsy and apparently very stupid, the rhinoceros is a very active
+      animal when attacked or otherwise alarmed, dashing about with wonderful
+      rapidity.
+    </p>
+    <!--  Page 231 -->
+    <p>
+      It is very fierce and savage&mdash;so much so that the natives dread it
+      more than they do the lion. In hunting the animal, it is dangerous for a
+      man to fire at one unless he is mounted upon a swift horse, and can easily
+      reach some place of safety.
+    </p>
+    <p>
+      When attacking an enemy, the rhinoceros lowers its head and rushes forward
+      like an angry goat. Though it may not see the object of its attack, the
+      sense of smell is so acute that it knows about when the enemy is reached.
+    </p>
+    <p>
+      Then begins a furious tossing of the head, and if the powerful horn
+      strikes the foe, a terrible wound is the result.
+    </p>
+    <p>
+      When wounded itself, the rhinoceros loses all sense of fear, and charges
+      again and again with such desperate fury that the enemy is almost always
+      overcome.
+    </p>
+    <p>
+      A famous traveler in South Africa relates the following incident that
+      happened during one of his hunting excursions:
+    </p>
+    <p>
+      "Having proceeded about two miles, I came upon a black rhinoceros, feeding
+      on some Wait-a-bit thorns within fifty yards of me.
+    </p>
+    <p>
+      "I fired from the saddle, and sent a bullet
+      <!--  Page 232 --> in behind his shoulder, when he rushed forward, blowing
+      like a grampus, and then stood looking about him.
+    </p>
+    <p>
+      "Presently he started off, and I followed. I expected that he would come
+      to bay, but it seems a rhinoceros never does that&mdash;a fact I did not
+      know at that time.
+    </p>
+    <p>
+      "Suddenly he fell flat upon the ground; but soon recovering his feet, he
+      resumed his course as if nothing had happened.
+    </p>
+    <div class="figright">
+      <img alt="rhinoceros (70K)" src="images/233.jpg" height="500" width="431" />
+    </div>
+    <p>
+      "I spurred on my horse, dashed ahead, and rode right in his path. Upon
+      this, the hideous monster charged me in the most resolute manner, blowing
+      loudly through his nostrils.
+    </p>
+    <p>
+      "Although I quickly turned about, he followed me at such a furious pace
+      for several hundred yards, with his horrid horny snout within a few yards
+      of my horse's tail, that I thought my destruction was certain.
+    </p>
+    <p>
+      "The animal, however, suddenly turned and ran in another direction. I had
+      now become so excited with the incident, that I determined to give him one
+      more shot any way.
+    </p>
+    <p>
+      "Nerving my horse again, I made another
+      <!--  Page 233 --> dash, after the rhinoceros, and coming up pretty close
+      to him, I again fired, though with little effect, the ball striking some
+      thick portion of his skin and doing no harm.
+    </p>
+    <p>
+      "Feeling that I did not care to run the chance of the huge brute again
+      charging
+      <!--  Page 234 --> me, and believing that my rifle-ball was not powerful
+      enough to kill him, I determined to give up the pursuit, and accordingly
+      let him run off while I returned to the camp."
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Let pupils mark <b><i>inflections</i></b>
+      in the first sentence of the lesson.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils express in other words the
+      meaning of what is given below in dark type.
+    </p>
+    <div class="blockquot">
+      <p>
+        "I expected that he would <b><i>come to bay</i></b>."
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_L" id="LESSON_L"></a>LESSON L.
+    </h2>
+    <div class="glossary">
+      <p>
+        per'il, <i>great danger that is near one</i>.<br /> <br /> pru'dent, <i>careful
+        in regard to what may happen</i>.<br /> <br /> con'fi dence, <i>courage;
+        freedom from doubt</i>.<br /> <br /> oc ca'sion, <i>a chance event; an
+        incident</i>.<br /> <br /> tor'rents, <i>violent streams, as of water</i>.<br />
+        <br /> ford, <i>a place to cross a river</i>.<br /> <br /> per suad'ed, <i>influenced
+        by advice</i>.<br /> <br /> op'po site, <i>on the other side; in front of</i>.<br />
+        <br /> fran'tic, <i>without power to act properly</i>.<br /> <br /> her'o
+        ism, <i>great courage, which makes one willing to face danger of any
+        kind</i>.<br /> <br /> res'o lute, <i>decided; firm</i>.<br /> <br /> af
+        fec'tion ate, <i>kind and loving</i>.
+      </p>
+    </div>
+    <h3>
+      PRESENCE OF MIND.
+    </h3>
+    <p>
+      Many years ago, there lived on the banks of the Naugatuck River, in
+      Connecticut, a family by the name of Bishop.
+       <!--  Page 235 -->
+    </p>
+    <p>
+      The father was not wealthy, but a good man, and respected by all who knew
+      him. He had fought in the battles of his country during the Revolutionary
+      War, and was familiar with scenes of danger and peril.
+    </p>
+    <p>
+      He had learned that it is always more prudent to preserve an air of
+      confidence in danger, than to show signs of fear, and especially so, since
+      his conduct might have a great influence upon the minds of those about
+      him.
+    </p>
+    <p>
+      On one occasion he sent his son James, a boy twelve years old, across the
+      river to the house of a relative, on an errand. As there was no bridge or
+      ferry, all who crossed the river were obliged to ford it.
+    </p>
+    <p>
+      James was familiar with every part of the fording-place, and when the
+      water was low, which was the case at this time, there was no danger in
+      crossing.
+    </p>
+    <p>
+      Mounted on one of his father's best horses, James set out. He crossed the
+      river, and soon reached the house of his relatives.
+    </p>
+    <p>
+      He was ready to start on his return, when suddenly the heavens became
+      black with clouds, the wind blew with great violence, and the rain fell in
+      torrents.
+    </p>
+    <p>
+      It was late in the afternoon, and as his relatives feared
+       <!--  Page 236 --> to have him attempt to reach home in such a storm,
+      they persuaded him to remain over night and wait until daylight before
+      starting for home.
+    </p>
+    <p>
+      His father suspected the cause of James' delay, and was not over anxious
+      on his account. He knew that the boy was prudent, and did not fear that
+      any accident would happen to him during the night.
+    </p>
+    <p>
+      But he knew that he had taught James to obey his commands in every
+      particular, and as the boy possessed, a daring and fearless spirit, that
+      he would attempt to ford the river as soon as it was light enough in the
+      morning.
+    </p>
+    <p>
+      He knew, also, that the immense quantity of water that appeared to be
+      falling, would cause the river to rise to a considerable height by
+      morning, and make it very dangerous even for a strong man to attempt to
+      cross it.
+    </p>
+    <p>
+      The thought of what might befall his child caused Mr. Bishop to pass a
+      sleepless night; for although he was very strict with his children, he
+      possessed an affectionate nature and loved them dearly.
+    </p>
+    <p>
+      The day dawned;
+      <!--  Page 237 --> the storm had ceased; the wind was still, and nothing
+      was to be heard but the roar of the river.
+    </p>
+    <p>
+      The rise of the river was even greater than Mr. Bishop expected, and as
+      soon as it was light enough, for him to see objects across it, he took up
+      a position on the bank to watch for the approach of his son.
+    </p>
+    <p>
+      James arrived on the opposite shore at the same time, and his horse was
+      beginning to enter the stream.
+    </p>
+    <p>
+      All his father's feelings were roused into action, for he knew that his
+      son was in fearful danger. James had already proceeded too far to return&mdash;in
+      fact, to go forward or back was equally dangerous.
+    </p>
+    <p>
+      His horse had arrived at the deepest part of the river, and was struggling
+      against the current. The animal was being hurried down the stream, and
+      apparently making but little progress toward the shore.
+    </p>
+    <p>
+      James became very much alarmed. Raising his eyes toward the landing-place,
+      he discovered his father. Almost frantic with fear, he exclaimed, "O
+      father, father! I shall drown! I shall drown!"
+    </p>
+    <p>
+      "No," replied his father, in a stern and
+       <!--  Page 238 --> resolute tone of voice, dismissing for a moment his
+      feelings of tenderness; "if you do, I will whip you severely. Cling to
+      your horse! Cling to your horse!"
+    </p>
+    <p>
+      The son, who feared his father more than he did the raging river, obeyed
+      the command; and the noble animal on which he was mounted, struggling for
+      some time, carried him safe to shore.
+    </p>
+    <p>
+      "My son!" exclaimed the glad father, bursting into tears, "remember,
+      hereafter, that in danger you must possess courage, and being determined
+      to save your life, cling to the last hope!
+    </p>
+    <p>
+      "If I had replied to you with the tenderness and fear which I felt, you
+      might have lost your life; you would have lost your presence of mind, been
+      carried away by the current, and I should have seen you no more."
+    </p>
+    <p>
+      What a noble example is this! The heroism of this father and his presence
+      of mind saved the life of his boy.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;In <b><i>calling tones</i>,</b> as on
+      pages 237 and 238, notice that the falling inflections only can be used.<a
+      name="FNanchor_14_14" id="FNanchor_14_14"></a><a href="#Footnote_14_14">[14]</a>
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils make out an <b><i>analysis</i>,</b>
+      and use it in telling the story in their own words.
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_14_14" id="Footnote_14_14"></a><span class="label"><a
+        href="#FNanchor_14_14">[14]</a></span>
+      </p>
+      See the last six paragraphs.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LI" id="LESSON_LI"></a>LESSON LI.
+    </h2>
+    <div class="glossary">
+      <p>
+        rug'ged, <i>full of rough places</i>.<br /> <br /> con cealed', <i>covered
+        over; hidden</i>.<br /> <br /> ra vines', <i>deep and narrow hollow places</i>.<br />
+        <br /> prec'i pice, <i>a very steep place</i>.<br /> <br /> dis'lo cate ed,
+        <i>thrown out of joint</i>.<br /> <br /> mis'er y, <i>great unhappiness</i>.<br />
+        <br /> ev'i dence, <i>signs; that which is shown</i>.<br /> <br /> de
+        scent', <i>going down</i>.<br /> <br /> haz'ards, <i>dangers; difficulties</i>.<br />
+        <br /> toil, <i>hard work</i>.<br /> <br /> pro ject'ing, <i>hanging over</i>.<br />
+      </p>
+    </div>
+    <h3>
+      HALBERT AND HIS DOG.
+    </h3>
+    <p>
+      Far up in the Highlands of Scotland lived Malcolm, a shepherd, with his
+      wife and his son Halbert.
+    </p>
+    <p>
+      Their little cottage was far from any village, and could only be reached
+      by a rugged path through the mountains.
+    </p>
+    <p>
+      One evening Halbert's mother was taken very ill, and Malcolm made
+      preparations to go to the village to obtain some medicine for her.
+    </p>
+    <p>
+      "Father," said Halbert, "I know the path through the dark glen better than
+      you. Shag will walk before me, and I will be quite safe. Let me go for the
+      doctor, and you stay at home and comfort mother."
+    </p>
+    <p>
+      Old Shag, the dog, stood by, wagging his tail and looking up into
+      Malcolm's face as
+       <!--  Page 240 --> if to say, "Yes, master, I will take good care of
+      Halbert. Let him go."
+    </p>
+    <p>
+      Malcolm did not like to have his boy undertake a journey of so much peril,
+      as the snow was falling in heavy flakes, and it was growing very dark. But
+      the boy again repeated his request, and Malcolm gave his consent.
+    </p>
+    <p>
+      Halbert had been accustomed to the mountains from his earliest boyhood,
+      and Shag set out with his young master, not seeming to care for wind,
+      snow, or storm.
+    </p>
+    <p>
+      They reached the village safely. Halbert saw the doctor, received some
+      medicine for his mother, and then started on his return home with a
+      cheerful heart.
+    </p>
+    <p>
+      Shag trotted along before him to see that all was right. Suddenly,
+      however, in one of the most dangerous parts of the rocky path, he stopped
+      and began snuffing and smelling about.
+    </p>
+    <p>
+      "Go on, Shag," said Halbert.
+    </p>
+    <p>
+      Shag would not stir.
+    </p>
+    <p>
+      "Shag, go on, sir," repeated the boy. "We are nearly at the top of the
+      glen. Look through the dark, and you can see the candle shining through
+      our window."
+    </p>
+    <!--  Page 241 -->
+    <p>
+      Shag disobeyed for the first time in his life, and Halbert advanced ahead
+      of him, heedless of the warning growl of his companion.
+    </p>
+    <p>
+      He had proceeded but a few steps when he fell over a precipice, the
+      approach to which had been concealed by the snow.
+    </p>
+    <p>
+      It was getting late in the night, and Malcolm began to be alarmed at the
+      long absence of Halbert. He placed the candle so as to throw the light
+      over his boy's path, piled wood on the great hearth fire, and often went
+      to the door.
+    </p>
+    <p>
+      But no footstep sounded on the crackling ice; no figure darkened the wide
+      waste of snow.
+    </p>
+    <p>
+      "Perhaps the doctor is not at home, and he is waiting for him," said
+      Halbert's mother. She felt so uneasy at her boy's absence, that she almost
+      forgot her own pain.
+    </p>
+    <p>
+      It was midnight when Malcolm heard the well-known bark of the faithful
+      Shag.
+    </p>
+    <p>
+      "O there is Halbert!" cried both parents at the same moment. Malcolm
+      sprang to the door and opened it, expecting to see his son.
+    </p>
+    <p>
+      <!--  Page 242 -->
+      But alas! Halbert was not there. Shag was alone. The old dog entered the
+      door, and began to whine in a piteous manner.
+    </p>
+    <p>
+      "O Malcolm, Malcolm, my brave son has perished in the snow!" exclaimed the
+      mother.
+    </p>
+    <p>
+      Malcolm stood wondering. His heart beat rapidly. A fear that the worst had
+      happened almost overcame him. At that moment he saw a small package around
+      the dog's neck.
+    </p>
+    <p>
+      Seizing it in his hands, he exclaimed, "No, wife; look! Our boy lives!
+      Here is the medicine, tied with his handkerchief; he has fallen into one
+      of the deep ravines, but he is safe.
+    </p>
+    <p>
+      "I will go out, and Shag shall go with me. He will conduct me safely to
+      the rescue of my child."
+    </p>
+    <p>
+      In an instant Shag was again on his feet, and gave evidence of great joy
+      as he left the cottage with his old master.
+    </p>
+    <p>
+      You may imagine the misery and grief the poor mother suffered&mdash;alone
+      in her mountain dwelling; the certainty of her son's danger, and the fear
+      that her husband also might perish.
+    </p>
+    <p>
+      <!--  Page 243 -->
+      Shag went on straight and steadily for some distance after he left the
+      cottage. Suddenly he turned down a path which led to the foot of the
+      precipice over which Halbert had fallen.
+    </p>
+    <p>
+      The descent was steep and dangerous, and Malcolm was frequently obliged to
+      support himself by clinging to the frozen branches of the trees.
+    </p>
+    <p>
+      At last Malcolm stood on the lower and opposite edge of the pit into which
+      his son had fallen. He called to him, "Halbert! Halbert!" He looked in
+      every direction, but could not see or hear any thing.
+    </p>
+    <p>
+      Shag was making his way down a very steep and dangerous ledge of rocks,
+      and Malcolm resolved at all hazards to follow him.
+    </p>
+    <p>
+      After getting to the bottom, Shag scrambled to a projecting rock, which
+      was covered with snow, and commenced whining and scratching in a violent
+      manner.
+    </p>
+    <p>
+      Malcolm followed, and after some search found what appeared to be the dead
+      body of his son. He hastily tore off the jacket, which was soaked with
+      blood and snow, and wrapping Halbert in his great cloak,
+       <!--  Page 244 --> took him upon his shoulders, and with much toil and
+      difficulty reached the path again, and soon had his boy at home.
+    </p>
+    <p>
+      Halbert was placed in his mother's bed, and by using great exertion, they
+      aroused him from his dangerous sleep.
+    </p>
+    <p>
+      He was much bruised and had his ankle dislocated, but was not otherwise
+      hurt. When he recovered his senses, he fixed his eyes on his mother, and
+      his first words were, "Did you get the medicine, mother?"
+    </p>
+    <p>
+      When he fell, Shag had descended after him. The affectionate son used what
+      little strength he had left to tie the medicine that he had received from
+      the doctor around the dog's neck, and then sent him home with it.
+    </p>
+    <p>
+      You may be sure that Shag was well taken care of after this incident. Even
+      after Halbert became a man Shag was his constant companion, and he lived
+      to a good old age.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>&mdash;Let pupils add <b><i>ship</i></b> to each of
+      the following words, and then give their meaning.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b>friend</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>hard</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>relation</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>partner</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>fellow</b>
+      </p>
+    </div>
+    <p>
+      Make out an <b><i>analysis</i></b> of the lesson, and use it in telling
+      the story in your own words.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LII" id="LESSON_LII"></a>LESSON LII.
+    </h2>
+    <div class="glossary">
+      <p>
+        ebb'ing, <i>flowing out; falling</i>.<br /> <br /> break'ers, <i>waves
+        breaking into foam against the shore</i>.<br /> <br /> main, <i>the great
+        sea; the ocean</i>.,<br /> <br /> reef, <i>a row or chain of rocks</i>.<br />
+        <br /> dis mayed', <i>having lost courage</i>.<br /> <br /> strand, <i>beach;
+        shore</i>.<br /> <br /> treach'er ous, <i>likely to do harm</i>.<br />
+        <br /> vic'tor, <i>a successful warrior</i>.<br /> <br /> shroud'ing, <i>covering
+        over</i>.<br /> <br /> murk'y, <i>gloomy; dark</i>.<br /> <br /> bea'con, <i>a
+        signal fire or light</i>.
+      </p>
+    </div>
+    <h3>
+      THE LIGHT-HOUSE.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          The tide comes up, and the tide goes down,
+        </p>
+        <p>
+          Over the rocks, so rugged and brown,
+        </p>
+        <p>
+          And the cruel sea, with a hungry roar,
+        </p>
+        <p>
+          Dashes its breakers along the shore;
+        </p>
+        <p>
+          But steady and clear, with a constant ray,
+        </p>
+        <p>
+          The star of the light-house shines alway.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          The ships come sailing across the main,
+        </p>
+        <p>
+          But the harbor mouth is hard to gain,
+        </p>
+        <p>
+          For the treacherous reef lies close beside,
+        </p>
+        <p>
+          And the rocks are bare at the ebbing tide,
+        </p>
+        <p>
+          And the blinding fog comes down at night,
+        </p>
+        <p>
+          Shrouding and hiding the harbor light.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          The sailors, sailing their ships along,
+        </p>
+        <p>
+          Will tell you a tale of the light-house strong;
+        </p>
+        <p>
+          How once, when the keeper was far away,
+        </p>
+        <p>
+          A terrible storm swept down the bay,
+        </p>
+        <p>
+          And two little children were left to keep
+        </p>
+        <p>
+          Their awesome watch with the angry deep.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          The fair little sister wept, dismayed,
+        </p>
+        <p>
+          But the brother said, "I am not afraid;
+        </p>
+        <p>
+          There's One who ruleth on sea and land,
+        </p>
+        <p>
+          And holds the sea in His mighty hand;
+        </p>
+        <p>
+          For mercy's sake I will watch to-night,
+        </p>
+        <p>
+          And feed, for the sailors, the beacon light."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          So the sailors heard through the murky shroud
+        </p>
+        <p>
+          The fog-bell sounding its warning loud!
+        </p>
+        <p>
+          While the children, up in the lonely tower,
+        </p>
+        <p>
+          Tended the lamp in the midnight hour,
+        </p>
+        <p>
+          And prayed for any whose souls might be
+        </p>
+        <p>
+          In deadly peril by land or sea.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Ghostly and dim, when the storm was o'er,
+        </p>
+        <p>
+          The ships rode safely, far off the shore,
+        </p>
+        <p>
+          And a boat shot out from the town that lay
+        </p>
+        <p>
+          Dusk and purple, across the bay,
+        </p>
+        <p>
+          She touched her keel to the light-house strand,
+        </p>
+        <p>
+          And the eager keeper leaped to land.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          And swiftly climbing the light-house stair,
+        </p>
+        <p>
+          He called to his children, young and fair;
+        </p>
+        <p>
+          But, worn with their toilsome watch, they slept,
+        </p>
+        <p>
+          While slowly o'er their foreheads crept,
+        </p>
+        <p>
+          The golden light of the morning sun,
+        </p>
+        <p>
+          Like a victor's crown, when his palm is won.
+        </p>
+      </div>
+    </div>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          "God bless you, children!" the keeper cried;
+        </p>
+        <p>
+          "God bless thee, father!" the boy replied.
+        </p>
+        <p>
+          "I dreamed that there stood beside my bed
+        </p>
+        <p>
+          A beautiful angel, who smiled and said,
+        </p>
+        <p>
+          'Blessed are they whose love can make
+        </p>
+        <p>
+          Joy of labor, for mercy's sake!'"
+        </p>
+      </div>
+    </div>
+    <hr />
+    <div class="figcenter">
+      <img alt="lighthouse children (82K)" src="images/246.jpg" height="500"
+      width="543" />
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Mark the <b><i>inflection</i></b> of
+      the following lines.
+    </p>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          The tide comes up, and the tide goes down.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          The fair little sister wept, dismayed,
+        </p>
+        <p>
+          But the brother said, "I am not afraid."
+        </p>
+      </div>
+    </div>
+    <p>
+      Name the <b><i>emphatic words</i></b> in the lines just quoted. State
+      whether the emphasis falls upon words that are inflected.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Why is the sea called <b><i>cruel</i></b>
+      and its roar <b><i>hungry?</i></b> Give two examples of a similar use of
+      words.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LIII" id="LESSON_LIII"></a>LESSON LIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        oc'cu pant, <i>one who is in possession of a thing</i>.<br /> <br /> ac
+        quired', <i>gained</i>.<br /> <br /> mi'cro scope, <i>a glass so formed as
+        to make small objects appear large</i>.<br /> <br /> slug'gish, <i>slow;
+        stupid</i>.<br /> <br /> in spect'ing, <i>looking at with attention</i>.<br />
+        <br /> com posed', <i>made up</i>.<br /> <br /> se'ries, <i>a number of
+        things in order</i>.<br /> <br /> stub'bed, <i>short and thick</i>.<br />
+        <br /> dis turbed', <i>interfered with</i>.
+      </p>
+    </div>
+    <h3>
+      THE CATERPILLAR AND BUTTERFLY.
+    </h3>
+    <p>
+      Last summer, when the trees were covered with green leaves, and when the
+      little stream was sparkling and dancing in the sun, there appeared in the
+      garden, a large caterpillar of many colors, and about as pretty as a
+      caterpillar could be.
+    </p>
+    <p>
+      All day long it was nibbling the green leaves, and leaf after leaf
+      disappeared before it with wonderful rapidity. It seemed to live only for
+      eating.
+    </p>
+    <p>
+      As autumn came on, it quite lost its appetite; so much so, that even the
+      tenderest and most juicy leaves could not tempt it to eat any more. It
+      grew dull and stiff, and lost all interest in life.
+    </p>
+    <p>
+      Feeling that some change was about to happen, it crawled into a little
+      hole in the old garden wall. It wrapped itself up in a cobweb, and fell
+      into a long sleep, during which it became changed from a caterpillar into
+      a dried-up, dead-looking grub or chrysalis.
+    </p>
+    <p>
+      It remained in this state through all the long winter, till the snow and
+      frost had gone, and the cold March winds were over.
+    </p>
+    <p>
+      In April the trees burst forth with their bright green leaves, and the
+      grass looked fresh under the power of the warm rains.
+    </p>
+    <p>
+      In May the many-tinted flowers appeared, filling the air with their
+      sweetness, and brightening the fields and gardens with their gay colors.
+    </p>
+    <p>
+      At this time another great change came over the old grub. It showed signs
+      of life again; but it was now no longer a caterpillar&mdash;it was
+      something else.
+    </p>
+    <p>
+      It wriggled and turned in its narrow little home, and seemed anxious to
+      get out and look at the sunshine and flowers. It bumped its head up and
+      down until it succeeded in pushing off a little door.
+    </p>
+    <p>
+      When the door was off, and the bright sunlight shone in, this little
+      occupant of the chrysalis took a look at itself.
+    </p>
+    <p>
+      It saw that during its long winter's nap, it had acquired a pair of
+      beautiful wings, and its legs had grown longer and stronger than they were
+      before.
+    </p>
+    <p>
+      Crawling out of the chrysalis, and taking a position on a branch of the
+      tree, it discovered that instead of a caterpillar, it was now a beautiful
+      butterfly.
+    </p>
+    <p>
+      It was a kind that is called the swallow-tail butterfly, because each of
+      its wings tapered to a point, something like the tail of a swallow. We
+      will call the butterfly, Miss Swallow-tail, and now let us see what her
+      next move was.
+    </p>
+    <p>
+      Her wings were damp and heavy, and she stood shivering and trembling; for
+      although she had six legs, they were weak, having never before borne such
+      a weight.
+    </p>
+    <p>
+      But fresh air brings strength; so she soon felt like trying to walk. At
+      first her movements were sluggish, but she finally reached a sunny spot
+      where she dried and warmed herself, giving her wings a little shake now
+      and then, until they opened grandly above her back.
+    </p>
+    <p>
+      And how beautiful they were! Dark brown, bordered with two rows of yellow
+      spots; and there were seven blue spots on each of the hind wings.
+    </p>
+    <p>
+      As she stood there in the sun, a little wind came along and raised Miss
+      Swallow-tail off her feet. She spread her wings to keep from falling, and
+      found herself floating in the air.
+    </p>
+    <p>
+      This proved to be such a delightful way of traveling, that she lifted her
+      wings occasionally, and so kept herself floating; and in a short time she
+      learned to turn in any direction she chose.
+    </p>
+    <p>
+      As she flew along, growing stronger every minute, she was attracted by the
+      bright colors of a flower, and stopped to admire it.
+    </p>
+    <p>
+      The sweet perfume tempted her to taste, and unrolling her long tongue from
+      under her chin, where she carried it, she put it down into the flower and
+      drew up the honey hidden there.
+    </p>
+    <p>
+      Miss Swallow-tail had wonderful eyes. All butterflies have wonderful eyes.
+      If you will look at them through a microscope you will find that each eye
+      is composed of a great many smaller ones, that can see in all directions.
+    </p>
+    <p>
+      They have great need of such eyes, because there are so many birds and
+      other hungry creatures, that want to eat them.
+    </p>
+    <p>
+      One day a whiff of celery coming from a garden near by, reminded Miss
+      Swallow-tail of the time when she was a baby and liked to eat celery.
+    </p>
+    <p>
+      So she flew over into the garden, and fastened her eggs to a celery bush
+      with some glue that she carried with her. Then she left them, and never
+      thought of them again.
+    </p>
+    <p>
+      In about ten days the babies that had been growing inside of the eggs,
+      broke open the shells and crawled out. And what do you think they were?
+      Butterflies? like their mamma, only very much smaller?
+    </p>
+    <p>
+      No, indeed! for you know butterflies never grow any larger. They were the
+      smallest green and black worms you ever saw!
+    </p>
+    <p>
+      As soon as they were out of the shells, they began eating the celery, and
+      grew so fast that in a week they were quite large worms.
+    </p>
+    <p>
+      They were covered with green rings and black rings dotted with yellow.
+      They each had sixteen short legs, and they had a flesh-colored, Y-shaped
+      horn hidden away under a ring above the head, that they would show when
+      they were disturbed.
+    </p>
+    <p>
+      One morning the gardener discovered that something was eating his celery.
+      Searching among the leaves he found all but one of the little worms, and
+      put them where they could do no more mischief.
+    </p>
+    <p>
+      Soon the little worm that had escaped his notice, had grown so fat that he
+      was too stupid to eat any more; so he crawled away to a dark place on the
+      fence and fastened himself there.
+    </p>
+    <p>
+      But first he covered a small spot of the fence with a white, silken
+      carpet, that he wove from a web which he drew from his under lip.
+    </p>
+    <p>
+      He then glued the end of a web to the carpet, carried the rest of it up
+      over his breast, and down on the other side and fastened it there.
+    </p>
+    <p>
+      He then bent his head down under it, letting it pass over his head, and by
+      bending forward and backward worked it down near the middle of his back.
+      After inspecting his work, he bent his head upon his breast, and leaned
+      against the fence.
+    </p>
+    <p>
+      After resting two days, he began a series of twistings and turnings that
+      burst open his skin from the corners of his mouth down a short way, and
+      worked it all off himself.
+    </p>
+    <p>
+      He drew his head in out of sight, and sent out a stubbed horn on each side
+      of it, and lo! no worm was to be seen!&mdash;but a chrysalis, like the one
+      his mother was sleeping in when we first found her.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Let pupils read the following lines,
+      and then mark the <b><i>inflection</i></b>.
+    </p>
+    <div class="blockquot">
+      <p>
+        "And what do you think they were? Butterflies? like their mamma, only
+        very much smaller?"
+      </p>
+    </div>
+    <p>
+      Does the first question expect the answer <b><i>yes</i></b> or <b><i>no?</i></b>
+    </p>
+    <p>
+      Do the last two questions expect the answer <b><i>yes</i></b> or <b><i>no?</i></b>
+    </p>
+    <p>
+      What would be the inflections used in the following questions?
+    </p>
+    <p>
+      What kind of an answer is expected to each question?
+    </p>
+    <div class="blockquot">
+      <p>
+        "Where are you going?"
+      </p>
+      <p>
+        "Are you coming back again?"
+      </p>
+    </div>
+    <p>
+      Fill blanks in the following statements.
+    </p>
+    <p>
+      Questions which may be answered by <b><i>yes</i></b> or <b><i>no</i></b>,
+      regularly require the &mdash;&mdash; inflection.
+    </p>
+    <p>
+      Questions which can not be answered by <b><i>yes</i></b> or <b><i>no</i></b>,
+      regularly require the &mdash;&mdash; inflection.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>. Let pupils copy the following words.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b>seize</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>chief</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>grief</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>fear</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>beach</b>
+      </p>
+      <p>
+        <b>receive</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>relief</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>believe</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>weary</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>beacon</b>
+      </p>
+    </div>
+    <p>
+      Write sentences, each containing one of the preceding words, used in such
+      a way as to show its meaning.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LIV" id="LESSON_LIV"></a>LESSON LIV.
+    </h2>
+    <div class="glossary">
+      <p>
+        ob'sti nate, <i>determined to have one's own way</i>.<br /> <br />
+        vi'cious, <i>not well tamed; given to bad tricks</i>.<br /> <br /> sub
+        dued', <i>made gentle; overcome</i>.<br /> <br /> swerve, <i>turn from a
+        direct line</i>.<br /> <br /> squad'ron, <i>a number of horses drawn up
+        together</i>.<br /> <br /> pli'able, <i>capable of being turned or bent</i>.<br />
+        <br /> strove, <i>attempted; tried hard</i>.<br /> <br /> ex ceed'ed, <i>went
+        beyond</i>.<br /> <br /> thong, <i>a long strip of leather</i>.<br />
+      </p>
+    </div>
+    <h3>
+      WILD HORSES OF SOUTH AMERICA.
+    </h3>
+    <p>
+      At the time of the discovery of America there were no wild horses in any
+      part of the continent.
+    </p>
+    <p>
+      Soon, however, some of the horses brought over from Europe by the early
+      settlers, wandered away, and now wild horses are to be met with in large
+      numbers, in some cases as many as a thousand at a time.
+    </p>
+    <p>
+      They appear to be under the command of a leader, the strongest and boldest
+      of the herd, whom they obey.
+    </p>
+    <p>
+      When threatened with danger, at some signal, understood by them all, they
+      either close together and trample their enemy to death, or form themselves
+      into a circle and welcome him with their heels.
+    </p>
+    <p>
+      The leader first faces the danger, and when he finds it prudent to
+      retreat, all follow his rapid flight.
+    </p>
+    <p>
+      Byron thus describes a troop of wild horses:
+    </p>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          "A trampling troop; I see them come!
+        </p>
+        <p>
+          In one vast squadron they advance!
+        </p>
+        <p>
+          I strove to cry&mdash;my lips were dumb.
+        </p>
+        <p>
+          The steeds rush on in plunging pride;
+        </p>
+        <p>
+          But where are they the reins to guide?
+        </p>
+        <p>
+          A thousand horse&mdash;and none to ride!
+        </p>
+        <p>
+          With flowing tail, and flying mane,
+        </p>
+        <p>
+          Wide nostrils&mdash;never stretch'd by pain,
+        </p>
+        <p>
+          Mouths bloodless to the bit or rein
+        </p>
+        <p>
+          And feet that iron never shod,
+        </p>
+        <p>
+          And flanks unscarr'd by spur or rod,
+        </p>
+        <p>
+          A thousand horse, the wild, the free,
+        </p>
+        <p>
+          Like waves that follow o'er the sea.
+        </p>
+        <p>
+          On came the troop....
+        </p>
+        <p>
+          They stop&mdash;they start&mdash;they snuff the air,
+        </p>
+        <p>
+          Gallop a moment here and there,
+        </p>
+        <p>
+          Approach, retire, wheel round and round,
+        </p>
+        <p>
+          Then plunging back with sudden bound,
+        </p>
+        <p>
+          They snort&mdash;they foam&mdash;neigh&mdash;swerve aside,
+        </p>
+        <p>
+          And backward to the forest fly."
+        </p>
+      </div>
+    </div>
+    <p>
+      The capture and breaking in of wild horses in America are described by
+      Miers as follows&mdash;
+    </p>
+    <p>
+      "The lasso is used by the natives of South America. It is a very strong
+      braided thong, half an inch thick, and forty feet long, made of many
+      strips of rawhide, braided like a whip-thong, and made soft and pliable by
+      rubbing with grease.
+    </p>
+    <p>
+      "It has at one end an iron ring, about an inch and a half in diameter,
+      through which the thong is passed, forming a running noose.
+    </p>
+    <p>
+      "The herdsmen&mdash;gauchos, as they are called&mdash;are generally
+      mounted on horseback when they use the lasso. One end of the thong is
+      attached to the saddle; the remainder is coiled in the left hand, except
+      about twelve feet belonging to the noose end, which is held in a coil in
+      the right hand.
+    </p>
+    <p>
+      "This long noose is then swung around the head, the weight of the iron
+      ring at the end of the noose assisting in giving to it, by a continued
+      circular motion, a sufficient force to project it the whole length of the
+      line.
+    </p>
+    <p>
+      "The gauchos drive the wild horses into a corral, which is a circular
+      space surrounded by rough posts firmly driven into the ground. The
+      corral," relates Miers, "was quite full of horses, most of which were
+      young ones about two or three years old.
+    </p>
+    <p>
+      "The chief gaucho, mounted on a strong, steady horse, rode into the
+      corral, and threw his lasso over the neck of a young horse and dragged him
+      to the gate.
+    </p>
+    <p>
+      "For some time he was very unwilling to lose his companions; but the
+      moment he was forced out of the corral his first idea was to gallop away;
+      however, a timely jerk of the lasso checked him.
+    </p>
+    <p>
+      "Some of the gauchos now ran after him on foot, and threw a lasso over his
+      fore legs, and jerking it, they pulled his legs from under him so suddenly
+      that I really thought the fall had killed him.
+    </p>
+    <p>
+      "In an instant a gaucho was seated on his head. They then put a piece of
+      hide in his mouth to serve for a bit, and a strong hide halter on his
+      head, and allowed him to get on his feet.
+    </p>
+    <p>
+      "While two men held the horse by his ears, the gaucho who was to mount him
+      fastened on the saddle, and then quickly sprung into it.
+    </p>
+    <p>
+      "The horse instantly began to jump in a manner which made it very
+      difficult for the rider to keep his seat; however, the gaucho's spurs soon
+      set him going, and off he galloped, doing every thing in his power to
+      throw his rider.
+    </p>
+    <p>
+      "Then another horse was brought from the corral; and so quickly was every
+      thing done that twelve gauchos were mounted in less than an hour.
+    </p>
+    <div class="figright">
+      <img alt="lassoed horse (95K)" src="images/260.jpg" height="500"
+      width="453" />
+    </div>
+    <p>
+      "It was wonderful to see the different manner in which different horses
+      behaved. Some would actually scream while the gauchos were fastening the
+      saddle upon their backs, and some would instantly lie down and roll upon
+      it.
+    </p>
+    <p>
+      "Others would stand without being held, their legs stiff and in unnatural
+      positions, their necks half bent towards their tails, and looking vicious
+      and obstinate.
+    </p>
+    <p>
+      "It was now curious to look around and see the gauchos trying to bring
+      their horses back to the corral, which is the most difficult part of their
+      work, for the poor creatures had been so scared there that they were
+      unwilling to return to the place.
+    </p>
+    <p>
+      "At last they brought the horses back, apparently subdued and broken in.
+      The saddles and bridles were taken off, and the young horses trotted off
+      towards the corral, neighing to one another.
+    </p>
+    <p>
+      "When a gaucho wishes to take a wild horse, he mounts a horse that has
+      been used to the sport, and gallops over the plain.
+    </p>
+    <p>
+      "As soon as he comes near his victim, the lasso is thrown round the two
+      hind-legs, and as the gaucho rides a little on one side, the jerk throws
+      the wild horse without doing injury to his knees or his face.
+    </p>
+    <p>
+      "Before the horse can recover from the shock, the rider dismounts, and
+      snatching his cloak from his shoulders, wraps it round the fallen animal's
+      head.
+    </p>
+    <p>
+      "He then forces into his mouth one of the powerful bridles of the country,
+      fastens a saddle on his back, and, mounting him, removes the cloak.
+    </p>
+    <p>
+      "Upon this the astonished horse springs to his feet, and attempts to throw
+      off his new master, who sits calmly on his back.
+    </p>
+    <p>
+      "By a treatment which never fails, the gaucho brings the horse to such
+      complete obedience that he is soon trained to give his whole speed and
+      strength to the capture of his companions."
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Let pupils pronounce in concert, and
+      singly, the following words: <b><i>I, hide, side, rides, flight, wild,
+      finds, retire, describe</i>.</b>
+    </p>
+    <p>
+      Mark the inflection of the last six lines of poetry on page 256.<a
+      name="FNanchor_15_15" id="FNanchor_15_15"></a><a href="#Footnote_15_15">[15]</a>
+    </p>
+    <p>
+      What <b><i>inflection</i></b> is used (1) to keep up the interest?&mdash;(2)
+      to show hesitation?&mdash;(3) to express a decided opinion?&mdash;(4) to
+      give the conclusion of a story?&mdash;(5) to ask a question that may be
+      answered by <b><i>yes</i></b> or <b><i>no</i></b>?&mdash;(6) to ask a
+      question that can not be answered by <b><i>yes</i></b> or <b><i>no</i></b>?
+    </p>
+    <p>
+      Let pupils state the special uses of <b><i>inflection</i></b> shown in the
+      following examples.
+    </p>
+    <div class="blockquot">
+      <p>
+        I, I think perhaps you may go.
+      </p>
+      <p>
+        I know that you may go.
+      </p>
+      <p>
+        They silently went away.
+      </p>
+    </div>
+    <p>
+      Yesterday, about three o'clock, just as we were preparing to go home,
+      suddenly we heard a band of music.
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_15_15" id="Footnote_15_15"></a><span class="label"><a
+        href="#FNanchor_15_15">[15]</a></span>
+      </p>
+      This lesson.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LV" id="LESSON_LV"></a>LESSON LV.
+    </h2>
+    <div class="glossary">
+      <p>
+        career', <i>course of life</i>.<br /> <br /> gen'erous, <i>free in giving
+        aid to others</i>.<br /> <br /> char'ity, <i>goodwill; desire to aid
+        others</i>.<br /> <br /> in her'ited, <i>came into possession of</i>.<br />
+        <br /> in jus'tice, <i>wrong-doing</i>.<br /> <br /> ac cused', <i>charged
+        with a fault</i>.<br /> <br /> hes i ta'tion, <i>delay</i>.<br /> <br /> pre
+        scrip'tion, <i>an order for medicine</i>.<br /> <br /> flor'ins, <i>pieces
+        of money, each valued at about fifty cents</i>.<br /> <br /> pen'sion, <i>money
+        paid for service in war</i>.<br /> <br /> re stor'ing, <i>giving back</i>.<br />
+        <br /> phy si'cian, <i>doctor of medicine</i>.<br />
+      </p>
+    </div>
+    <h3>
+      AN EMPEROR'S KINDNESS.
+    </h3>
+    <p>
+      Joseph II., Emperor of Austria, was a generous, warm-hearted man, who took
+      great delight in doing acts of kindness and charity.
+    </p>
+    <p>
+      One time, as he was passing through the streets of Vienna, dressed as a
+      private gentleman, his attention was attracted to a boy about twelve years
+      old, who timidly approached, and seemed, anxious to speak to him.
+    </p>
+    <p>
+      "What do you wish, my little friend?" said the gentleman. His voice was so
+      tender, and he had such a kindly look in his eyes, that the boy had
+      courage to say:
+    </p>
+    <p>
+      "O sir, you are very good to speak to me so kindly. I believe you will not
+      refuse to do something for me."
+    </p>
+    <p>
+      "I should be sorry to refuse you," replied the gentleman; "but why are you
+      begging? You appear to be something better than a beggar; your voice and
+      your manner show it."
+    </p>
+    <p>
+      "I am not a beggar, sir," replied the boy, as a tear trickled down his
+      cheek. "My father was a brave officer in the army. Owing to illness, he
+      was obliged to leave the service, and was granted a pension by the
+      emperor.
+    </p>
+    <p>
+      "With this pension he supported our family; but a few months ago he died,
+      and we are left very poor indeed."
+    </p>
+    <p>
+      "Poor child!" said the gentleman. "Is your mother living?"
+    </p>
+    <p>
+      "Yes, sir, she is; and I have two brothers who are at home with her now.
+      She has been unable to leave her bed for weeks, and one of us must watch
+      beside her, while the others go out to beg."
+    </p>
+    <p>
+      Saying this, the poor boy tried very hard to keep back the great tears,
+      but they would come in spite of all he could do to stop them.
+    </p>
+    <p>
+      "Well, well, my boy," said the gentleman, "do not feel so unhappy; I will
+      see what can be done to help you. Is there a physician to be found near
+      you?"
+    </p>
+    <p>
+      "There are two, sir, only a little way from where we live."
+    </p>
+    <p>
+      "That is well. Now you go at once and have one of them visit your mother.
+      Here is money, not only for the physician, but for other things to feed
+      you and make you comfortable."
+    </p>
+    <p>
+      "O sir," said the boy, as he looked upon the gentleman in amazement, "how
+      can I thank you enough? This money will save my mother's life, and keep my
+      brothers from want."
+    </p>
+    <p>
+      "Never mind, my child; go and get the physician."
+    </p>
+    <p>
+      The boy obeyed, and the good emperor having learned the situation of the
+      house where the boy's mother lived, bent his steps in that direction, and
+      soon arrived there.
+    </p>
+    <p>
+      The room in which he found the poor woman gave evidence of great misery.
+    </p>
+    <p>
+      She was lying on a low bedstead, and though still young, her face was pale
+      and thin from sickness and want. Very little furniture of any kind was to
+      be seen, for the mother had disposed of nearly all she possessed to obtain
+      bread for her children.
+    </p>
+    <p>
+      When the emperor entered the room, the widow and her children looked at
+      him in astonishment. They did not know he was their emperor.
+    </p>
+    <p>
+      "I am a physician, madam," said he, bowing respectfully; "your neighbors
+      have informed me of your illness, and I am come to offer what service may
+      be in my power."
+    </p>
+    <p>
+      "Alas! sir," she answered with some hesitation, "I have no means of paying
+      you for your attention."
+    </p>
+    <p>
+      "Do not distress yourself on that account; I shall be fully repaid if I
+      have the happiness of restoring you to health."
+    </p>
+    <p>
+      With these words, the emperor approached the bed and inquired all about
+      her illness, after which he wrote a few lines and placed them on the
+      chimney-piece.
+    </p>
+    <p>
+      "I will leave you this prescription, madam; and on my next visit, I hope
+      to find you much better." He then withdrew. Almost immediately after this,
+      the eldest son of the widow came in with a medical man.
+    </p>
+    <p>
+      "O mother!" cried the boy, "a kind, good gentleman has given me all this!"
+      and he placed in his mother's hand, the money which the emperor had given
+      him. "There now, don't cry, mother; this money will pay the doctor and buy
+      every thing till you are well and strong again."
+    </p>
+    <p>
+      "A physician has already been here, my child, and has left his
+      prescription. See, there it is." and she pointed to the paper on the
+      chimney-piece. The boy took the paper, and no sooner had he glanced at its
+      contents, than he uttered an exclamation of joyful surprise.
+    </p>
+    <p>
+      "O mother! It's the best prescription a physician ever wrote; it's an
+      order for a pension, mother&mdash;a pension for you&mdash;signed by the
+      emperor himself; listen, mother; hear what he says:&mdash;
+    </p>
+    <div class="blockquot">
+      <p>
+        "'<i>Madam:</i>&mdash;Your son was fortunate enough to meet me in the
+        city, and informed me of the fact that the widow of one of my bravest
+        officers was suffering from poverty and sickness, without any means of
+        assistance. I had no knowledge of this, therefore I can not be accused
+        of injustice.
+      </p>
+      <p>
+        "'It is difficult for me to know every thing that takes place in my
+        empire. Now that I do know of your distress, I should indeed be
+        ungrateful, did I not render you all the help in my power. I shall
+        immediately place your name on the pension list for the yearly sum of
+        two thousand florins, and trust that you may live many years to enjoy
+        it.
+      </p>
+      <p class="author">
+        "'<i>Joseph II</i>.'"
+      </p>
+    </div>
+    <p>
+      The widow and her children were taken under the especial care of the
+      emperor, and a brilliant career was opened up for the boys, who had
+      inherited all their father's bravery as well as their mother's gentle
+      nature.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Mark the <b><i>inflection</i></b> of
+      the following questions.
+    </p>
+    <div class="blockquot">
+      <p>
+        Where do you live?
+      </p>
+      <p>
+        Is your name Harry or John?
+      </p>
+      <p>
+        Why are you begging?
+      </p>
+      <p>
+        Do you wish to walk?
+      </p>
+    </div>
+    <p>
+      In such a question as the last one, if <b><i>emphasis</i></b> be given in
+      turn to the words <b><i>you, wish, walk</i>,</b> the answer might still be
+      <b><i>yes</i></b> or <b><i>no</i></b>; and yet the meaning of the answer
+      would be different in each case.
+    </p>
+    <div class="blockquot">
+      <p>
+        Do <b><i>you</i></b> wish to walk? Yes, I do.
+      </p>
+      <p>
+        Do you <b><i>wish</i></b> to walk? No, I do not <b><i>wish</i></b> to
+        walk; but suppose I must.
+      </p>
+      <p>
+        Do you wish to <b><i>walk?</i></b> No, I would rather <b><i>ride</i></b>.
+      </p>
+    </div>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils write a letter to some friend,
+      using the last paragraph of the lesson as a subject.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LVI" id="LESSON_LVI"></a>LESSON LVI.
+    </h2>
+    <div class="glossary">
+      <p>
+        persist'ed, <i>continued</i>.<br /> <br /> crip'ples, <i>those who have
+        lost the use of a limb</i>.<br /> <br /> merged, <i>united; joined</i>.<br />
+        <br /> stal'wart, <i>strong; powerful</i>.<br /> <br /> in'nocent, <i>harmless</i>.<br />
+        <br /> pass'port, <i>what enables one to go in safety</i>.<br /> <br />
+        gal'lant, <i>brave; noble</i>.<br /> <br /> riv'en, <i>taken away;
+        deprived</i>.<br />
+      </p>
+    </div>
+    <h3>
+      UNITED AT LAST.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          "O mother! What do they mean by blue?
+        </p>
+        <p class="i2">
+          And what do they mean by gray?"
+        </p>
+        <p>
+          Was heard from the lips of a little child
+        </p>
+        <p class="i2">
+          As she bounded in from play.
+        </p>
+        <p>
+          The mother's eyes filled up with tears;
+        </p>
+        <p class="i2">
+          She turned to her darling fair,
+        </p>
+        <p>
+          And smoothed away from the sunny brow
+        </p>
+        <p class="i2">
+          Its treasure of golden hair.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "Why, mother's eyes are blue, my sweet,
+        </p>
+        <p class="i2">
+          And grandpa's hair is gray,
+        </p>
+        <p>
+          And the love we bear our darling child
+        </p>
+        <p class="i2">
+          Grows stronger every day."
+        </p>
+        <p>
+          "But what did they mean?" persisted the child;
+        </p>
+        <p class="i2">
+          "For I saw two cripples to-day,
+        </p>
+        <p>
+          And one of them said he fought for the blue,
+        </p>
+        <p class="i2">
+          The other, he fought for the gray.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "Now he of the blue had lost a leg,
+        </p>
+        <p class="i2">
+          And the other had  but one arm,
+        </p>
+        <p>
+          And both seemed worn and weary and sad,
+        </p>
+        <p class="i2">
+          Yet their greeting was kind and warm.
+        </p>
+        <p>
+          They told of the battles in days gone by,
+        </p>
+        <p class="i2">
+          Till it made my young blood thrill;
+        </p>
+        <p>
+          The leg was lost in the Wilderness fight,
+        </p>
+        <p class="i2">
+          And the arm on Malvern Hill.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "They sat on the stone by the farm-yard gate,
+        </p>
+        <p class="i2">
+          And talked for an hour or more,
+        </p>
+        <p>
+          Till their eyes grew bright and their hearts seemed warm
+        </p>
+        <p class="i2">
+          With fighting their battles o'er;
+        </p>
+        <p>
+          And they parted at last with a friendly grasp,
+        </p>
+        <p class="i2">
+          In a kindly, brotherly way,
+        </p>
+        <p>
+          Each calling on God to speed the time
+        </p>
+        <p class="i2">
+          Uniting the blue and the gray."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Then the mother thought of other days&mdash;
+        </p>
+        <p class="i2">
+          Two stalwart boys from her riven;
+        </p>
+        <p>
+          How they knelt at her side and lispingly prayed,
+        </p>
+        <p class="i2">
+          "Our Father which art in heaven;"
+        </p>
+        <p>
+          How one wore the gray and the other the blue;
+        </p>
+        <p class="i2">
+          How they passed away from sight,
+        </p>
+        <p>
+          And had gone to the land where gray and blue
+        </p>
+        <p class="i2">
+          Are merged in colors of light.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          And she answered her darling with golden hair,
+        </p>
+        <p class="i2">
+          While her heart was sadly wrung
+        </p>
+        <p>
+          With the thoughts awakened in that sad hour
+        </p>
+        <p class="i2">
+          By her innocent, prattling tongue:
+        </p>
+        <p>
+          "The blue and the gray are the colors of God,
+        </p>
+        <p class="i2">
+          They are seen in the sky at even,
+        </p>
+        <p>
+          And many a noble, gallant soul
+        </p>
+        <p class="i2">
+          Has found them a passport to heaven."
+        </p>
+      </div>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LVII" id="LESSON_LVII"></a>LESSON LVII.
+    </h2>
+    <div class="glossary">
+      <p>
+        declin'ing, <i>failing</i>.<br /> <br /> expe'rience, <i>that which
+        happens to any one</i>.<br /> <br /> regard', <i>look at; consider</i>.<br />
+        <br /> robust', <i>sound in health</i>.<br /> <br /> ben'efit ed, <i>made
+        better; helped</i>.<br /> <br /> intense', <i>extreme</i>.<br /> <br />
+        moc'ca sin, <i>a kind of shoe made of deer-skin</i>.<br /> <br /> tem'po
+        ra ry, <i>for a time</i>.<br /> <br /> pe cul'iar, <i>strange; unusual</i>.<br />
+        <br /> in tel'li gent, <i>showing good sense</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A STORY OF THE SIOUX WAR.&mdash;PART I.
+    </h3>
+    <p>
+      In the summer of 1862, while we were living in the State of Minnesota, I
+      had an experience which I regard as one of the most remarkable that I ever
+      met with.
+    </p>
+    <p>
+      We lived at Lac Qui Parle, or rather quite close to it, for we were about
+      a mile from the place.
+    </p>
+    <p>
+      There were only three of us&mdash;father, mother, and myself. We had moved
+      to Minnesota three years before, the main object of my parents being to
+      restore their health; for they were feeble and needed a change of climate.
+    </p>
+    <p>
+      The first year, both father and mother were much benefited; but not long
+      after, father began to fail.
+    </p>
+    <p>
+      I remember that he used to take his chair out in front of the house in
+      pleasant weather and sit there, with his eyes turned toward the blue
+      horizon, or into the depths of the vast wilderness which was not more than
+      a stone's throw from our door.
+    </p>
+    <p>
+      Mother would sometimes go out and sit beside father, and they would talk
+      long and earnestly in low tones. I was too young to understand all this at
+      the time, but it was not long afterward that I learned the truth.
+    </p>
+    <p>
+      Father was steadily and surely declining in health; but mother had become
+      strong and robust, and her disease seemed to have left her altogether. She
+      tried to encourage father, and really believed his weakness was only
+      temporary.
+    </p>
+    <p>
+      Scarcely a day passed that I did not see some of the Sioux Indians who
+      were scattered through that portion of the State. In going to, and coming
+      from the agency, they would sometimes stop at our house.
+    </p>
+    <p>
+      Father was very quick in picking up languages, and he was able to converse
+      quite easily with the red men.
+    </p>
+    <p>
+      How I used to laugh to hear them talk in their odd language, which sounded
+      to me just as if they were grunting at each other.
+    </p>
+    <p>
+      But the visits used to please father and mother, and I was always glad to
+      see some of the rather ragged and not over-clean warriors stop at the
+      house.
+    </p>
+    <p>
+      I remember one hot day in June, when father was sitting under a tree in
+      front of the house, and I was inside helping mother, we heard the peculiar
+      noises which told us that father had an Indian visitor. We both went to
+      the door, and I passed outside to laugh at their queer talk.
+    </p>
+    <p>
+      Sure enough, an Indian was seated in the other chair, and he and father
+      were talking with great animation.
+    </p>
+    <p>
+      The Indian was of a stout build, and wore a straw hat with a broad, red
+      band around it; he had on a fine, black broad-cloth coat, but his trousers
+      were shabby and his shoes were pretty well worn.
+    </p>
+    <p>
+      His face was bright and intelligent, and I watched it very closely as he
+      talked in his earnest way with father, who was equally animated in
+      answering him.
+    </p>
+    <p>
+      The Indian carried a rifle and a revolver&mdash;the latter being in plain
+      sight at his waist&mdash;but I never connected the thought of danger with
+      him as he sat there talking with father.
+    </p>
+    <p>
+      I describe this Indian rather closely, as he was no other than the
+      well-known chief, Little Crow, who was at the head of the frightful Sioux
+      war, which broke out within sixty days from that time.
+    </p>
+    <p>
+      The famous chieftain staid until the sun went down. Then he started up and
+      walked away rapidly in the direction of Lac Qui Parle. Father called
+      good-by to him, but he did not reply and soon disappeared in the woods.
+    </p>
+    <p>
+      The sky was cloudy, and it looked as if a storm was coming; so, as it was
+      dark and blustering, we remained within doors the rest of the evening. A
+      fine drizzling rain began to fall, and the darkness was intense.
+    </p>
+    <p>
+      The evening was well advanced, and father was reading to us, when there
+      came a rap upon the door.
+    </p>
+    <p>
+      It was so gentle and timid that it sounded like the pecking of a bird, and
+      we all looked in the direction of the door, uncertain what it meant.
+    </p>
+    <p>
+      "It is a bird, scared by the storm," said father, "and we may as well
+      admit it."
+    </p>
+    <p>
+      I sat much nearer the door than either of my parents, and instantly
+      started up and opened it. As I did so, I looked out into the gloom, but
+      sprung back the next moment with a low cry of alarm.
+    </p>
+    <p>
+      "What's the matter?" asked father, hastily laying down his book and
+      walking rapidly toward me.
+    </p>
+    <p>
+      "It isn't a bird; it's a person." As I spoke, a little Indian girl, about
+      my own age, walked into the room, and looking in each of our faces, asked
+      in the Sioux language whether she could stay all night.
+    </p>
+    <p>
+      I closed the door and we gathered around her. She had the prettiest,
+      daintiest moccasins, but her limbs were bare from the knee downward. She
+      wore a large shawl about her shoulders, while her coarse, black hair hung
+      loosely below her waist.
+    </p>
+    <p>
+      Her face was very pretty, and her eyes were as black as coal and seemed to
+      flash fire whenever she looked upon any one.
+    </p>
+    <p>
+      Of course, her clothing was dripping with moisture, and her call filled us
+      all with wonder. She could speak only a few words of English, so her face
+      lighted up with pleasure when father addressed her in the Sioux language.
+    </p>
+    <p>
+      As near as we could find out, her name was Chitto, and she lived with her
+      parents at Lac Qui Parle. She told us that there were several families in
+      a spot by themselves, and that day they had secured a quantity of strong
+      drink, of which they were partaking very freely.
+    </p>
+    <p>
+      At such times Indians are dangerous, and Little Chitto was terrified
+      almost out of her senses. She fled through the storm and the darkness, not
+      caring where she went, but only anxious to get away from the dreadful
+      scene.
+    </p>
+    <p>
+      Entering, without any intention on her part, the path in the woods, she
+      followed it until she saw in the distance the glimmer of the light in our
+      window, when she hastened to the house and asked for admission.
+    </p>
+    <p>
+      I need scarcely say it was gladly granted. My mother removed the damp
+      clothes from the little Sioux girl, and replaced them with some warm, dry
+      ones belonging to me. At the same time she gave her hot, refreshing tea,
+      and did every thing to make her comfortable.
+    </p>
+    <p>
+      I removed the little moccasins from the wondering Chitto's feet, kissed
+      her dark cheeks, and, as I uttered expressions of pity, though in an
+      unknown tongue, I am quite sure that they were understood by Chitto, who
+      looked the gratitude she could not express.
+    </p>
+    <p>
+      She soon began to show signs of drowsiness and was put to bed with me,
+      falling asleep as soon as her head touched the pillow.
+    </p>
+    <p>
+      I lay awake a little longer and noticed that the storm had ceased. The
+      patter of the rain was heard no more upon the roof, and the wind blew just
+      as it sometimes does late in the fall. At last I sunk into a sound sleep.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils write a short letter to some
+      friend, taking as a subject, "A Visit from Little Crow," as given on pages
+      272 and 273.<a name="FNanchor_16_16" id="FNanchor_16_16"></a><a
+      href="#Footnote_16_16">[16]</a>
+    </p>
+    <p>
+      Let pupils add <b><i>y</i></b> to each of the following words, make such
+      other changes as may be necessary, and then define them.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b>earth</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>air</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>fire</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>water</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>sleep</b>
+      </p>
+      <p>
+        <b>rain</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>rust</b>&nbsp;&nbsp;&nbsp;&nbsp;
+        <b>fun</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>fur</b>&nbsp;&nbsp;&nbsp;&nbsp; <b>stick</b>
+      </p>
+    </div>
+    <p>
+      What two words double their final letter before adding <b><i>y</i></b>? <b><i>Fiery</i></b>,
+      from <b><i>fire</i></b>, is irregular in spelling.
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_16_16" id="Footnote_16_16"></a><span class="label"><a
+        href="#FNanchor_16_16">[16]</a></span>
+      </p>
+      This lesson.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LVIII" id="LESSON_LVIII"></a>LESSON LVIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        de'mons, <i>spirits; evil spirits</i>.<br /> <br /> groped, <i>found one's
+        way by feeling with the hands</i>.<br /> <br /> pre'vi ous, <i>going
+        before in time; preceding</i>.<br /> <br /> in clined', <i>leaning
+        towards; disposed</i>.<br /> <br /> dis tract'ed, <i>confused by grief</i>.<br />
+        <br /> ex pired', <i>died</i>.<br /> <br /> stat'ue, <i>a figure carved to
+        represent a living being</i>.<br /> <br /> stag'gered, <i>walked with
+        trembling steps</i>.<br /> <br /> as cer tained', <i>found out by
+        inquiring</i>.<br /> <br /> re tain', <i>keep possession of</i>.<br />
+      </p>
+    </div>
+    <h3>
+      A STORY OF THE SIOUX WAR.&mdash;PART II.
+    </h3>
+    <p>
+      I awoke in the morning and saw the rays of the sun entering the window.
+      Recalling the incidents of the previous evening, I turned to speak to my
+      young friend.
+    </p>
+    <p>
+      To my surprise she was gone, and supposing she had risen a short time
+      before, I hurriedly dressed myself and went down stairs to help keep her
+      company.
+    </p>
+    <p>
+      But she was not there, and father and mother had seen nothing of her. She
+      had no doubt risen in the night and gone quietly away.
+    </p>
+    <p>
+      There was something curious and touching in the fact that she had groped
+      about in the darkness, until she found her own clothing, which she put on
+      and departed without taking so much as a pin that belonged to us.
+    </p>
+    <p>
+      We all felt a strong interest in Chitto, and father took me with him a few
+      days later when he visited Lac Qui Parle. He made many inquiries for the
+      little girl, but could learn nothing about her.
+    </p>
+    <p>
+      I felt very much disappointed, for I had built up strong hopes of taking
+      her out home with me to spend several days.
+    </p>
+    <p>
+      Father and I went a number of times afterward, and always made an effort
+      to discover Chitto; but we did not gain any knowledge of her.
+    </p>
+    <p>
+      On the afternoon of August 19, father was sitting in his accustomed seat
+      in front of the house, and mother was engaged, as usual about her
+      household duties. I was playing and amusing myself as a girl of my age is
+      inclined to do at all times.
+    </p>
+    <p>
+      The day was sultry and close, and I remember that father was unusually
+      pale and weak. He coughed a great deal, and sat for a long time so still
+      that I thought he must be asleep.
+    </p>
+    <p>
+      "Mother," said I, "what is that smoke yonder?"
+    </p>
+    <p>
+      I pointed in the direction of Lac Qui Parle. She saw a dark column of
+      smoke floating off in the horizon, its location being such, that there
+      could be no doubt that it was at the Agency.
+    </p>
+    <p>
+      "There is a fire of some kind there," she said, while she shaded her eyes
+      with her hand and gazed long and earnestly in that direction.
+    </p>
+    <p>
+      "The Indians are coming, Edward," she called to father; "they will be here
+      in a few minutes!"
+    </p>
+    <p>
+      Suddenly, a splendid black horse came galloping from the woods, and with
+      two or three powerful bounds, halted directly in front of me. As it did
+      so, I saw that the bareback rider was a small girl, and she was our little
+      Sioux friend, Chitto.
+    </p>
+    <p>
+      She made a striking picture, with her long, black hair streaming over her
+      shoulders, and her dress fluttering in the wind.
+    </p>
+    <p>
+      "Why, Chitto," said I, in amazement, "where did you come from?"
+    </p>
+    <p>
+      "Must go&mdash;must go&mdash;must go!" she exclaimed, in great excitement.
+      "Indian soon be here!"
+    </p>
+    <p>
+      So it seemed that, in the few weeks since she had been at our house, she
+      had picked up enough of the English language to make herself understood.
+    </p>
+    <p>
+      "What do you mean?" asked mother, as she and I advanced to the side of the
+      black steed upon which the little Sioux sat; "what are the Indians doing?"
+    </p>
+    <p>
+      "They burn buildings&mdash;have killed people&mdash;coming this way!"
+    </p>
+    <p>
+      Chitto spoke the truth, for the Sioux were raging like demons at that very
+      hour at Lac Qui Parle.
+    </p>
+    <p>
+      "What shall we do, Chitto?" asked my mother.
+    </p>
+    <p>
+      "Get on horse&mdash;he carry you."
+    </p>
+    <p>
+      "But my husband; the horse can not carry all three of us."
+    </p>
+    <p>
+      My poor distracted mother scarcely knew what to do. All this time father
+      sat like a statue in his chair. A terrible suspicion suddenly entered her
+      mind, and she ran to him.
+    </p>
+    <p>
+      Placing her hand upon his shoulder, she addressed him in a low tone, and
+      then uttered a fearful shriek, as she staggered backward, saying: "He is
+      dead! he is dead!"
+    </p>
+    <p>
+      Such was the fact. The shock of the news brought by the little Indian girl
+      was too much, and he had expired in his chair without a struggle. The wild
+      cry which escaped my mother was answered by several whoops from the woods,
+      and Chitto became frantic with terror.
+    </p>
+    <p>
+      "Indian be here in minute!" said she.
+    </p>
+    <p>
+      Mother instantly helped me upon the back of the horse and then followed
+      herself. She was a skillful rider, but she allowed Chitto to retain the
+      bridle, and we started off.
+    </p>
+    <p>
+      Looking back I saw a half-dozen Sioux horsemen come out of the woods and
+      start on a trot toward us.
+    </p>
+    <p>
+      Just then Chitto spoke to the horse, and he bounded off at a terrible
+      rate, never halting until he had gone two or three miles.
+    </p>
+    <p>
+      Then, when we looked back, we saw nothing of the Indians, and the horse
+      was brought down to a walk; and finally, when the sun went down, we
+      entered a dense wood, where we staid all night.
+    </p>
+    <p>
+      I shall not attempt to describe those fearful hours. Not one of us slept a
+      wink. Mother sat weeping over the loss of father, while I was
+      heart-broken, too.
+    </p>
+    <p>
+      Chitto, like the Indian she was, kept on the move continually. Here and
+      there she stole as noiselessly through the wood as a shadow, while playing
+      the part of sentinel.
+    </p>
+    <p>
+      At daylight we all fell into a feverish slumber, which lasted several
+      hours. When we awoke, we were hungry and miserable.
+    </p>
+    <p>
+      Seeing a settler's house in the distance, Chitto offered to go to it for
+      food. We were afraid she would get into trouble, but she was sure there
+      was no danger and went.
+    </p>
+    <p>
+      In less than an hour she was back again with an abundance of bread. She
+      said there was no one in the house, and we supposed the people had become
+      alarmed and escaped.
+    </p>
+    <p>
+      We staid where we were for three days, during which time we saw a party of
+      Sioux warriors burn the house where Chitto had obtained the food for us.
+    </p>
+    <p>
+      It seemed to mother that the Indians would not remain at Lac Qui Parle
+      long, and that we would be likely to find safety there. Accordingly, she
+      induced Chitto to start on the return.
+    </p>
+    <p>
+      When we reached our house nothing was to be seen of father's body; but we
+      soon, discovered a newly-made grave, where we had reason to believe he was
+      buried.
+    </p>
+    <p>
+      As was afterward ascertained, he had been given a decent burial by orders
+      of Little Crow himself, who, doubtless, would have protected us, had we
+      awaited his coming.
+    </p>
+    <p>
+      We rode carefully through the woods, and when we came out on the other
+      side, our hearts were made glad by the sight of the white tents of United
+      States soldiers. Colonel Sibley was encamped at Lac Qui Parle, and we were
+      safe at last.
+    </p>
+    <p>
+      Chitto disappeared from this post in the same sudden manner as before; but
+      I am happy to say that I have seen her several times since. Mother and I
+      were afraid her people would punish her for the part she took in helping
+      us, but they did not.
+    </p>
+    <p>
+      Probably the friendship which Little Crow showed toward our family, may
+      have had something to do with the gentle treatment which the Indians
+      showed her.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Supply the words omitted from the following
+      sentences.
+    </p>
+    <div class="blockquot">
+      <p>
+        "Must go! Indian soon be here!"
+      </p>
+      <p>
+        "Indian be here in minute!"
+      </p>
+    </div>
+    <p>
+      Let pupils make out an <b><i>analysis</i></b> for the subject&mdash;
+    </p>
+    <div class="blockquot">
+      <p>
+        "Our Second Visit from Chitto,"
+      </p>
+    </div>
+    <p>
+      and use it in giving that part of the story in their own words.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LIX" id="LESSON_LIX"></a>LESSON LIX.
+    </h2>
+    <div class="glossary">
+      <p>
+        e mit', <i>send forth</i>.<br /> <br /> con'trast, <i>difference in form
+        or appearance</i>.<br /> <br /> molt'en, <i>melted</i>.<br /> <br /> con'ic
+        al, <i>having the shape of a cone</i>.<br /> <br /> vol'umes, <i>quantities;
+        masses</i>.<br /> <br /> char'ac ter, <i>kind; formation</i>.<br /> <br />
+        del'uge, <i>flood; drown</i>.<br /> <br /> com pre hen'sion, <i>the power
+        of the mind to understand</i>.<br /> <br /> ap pall'ing, <i>terrifying</i>.<br />
+        <br /> grand'eur, <i>majesty; vastness of size</i>.<br /> <br /> lu'rid, <i>gloomy;
+        dismal</i>.<br /> <br /> tre men'dous, <i>terrific; awful</i>.<br />
+      </p>
+    </div>
+    <h3>
+      VOLCANOES.
+    </h3>
+    <p>
+      In various parts of the earth, there are mountains that send out from
+      their highest peaks, smoke, ashes, and fire.
+    </p>
+    <p>
+      Mountains of this class are called volcanoes, and they present a striking
+      contrast to other mountains, on account of their conical form and the
+      character of the rocks of which they are composed.
+    </p>
+    <p>
+      All volcanoes have at their summits what are called craters. These are
+      large, hollow, circular openings, from which the smoke and fire escape.
+    </p>
+    <p>
+      Nearly all volcanoes emit smoke constantly. This smoke proceeds from fires
+      that are burning far down in the depths of the earth.
+    </p>
+    <p>
+      Sometimes these fires burst forth from the crater of the volcano with
+      tremendous force. The smoke becomes thick and black, and lurid flames
+      shoot up to a height of hundreds of feet, making a scene of amazing
+      grandeur.
+    </p>
+    <div class="figright">
+      <img alt="erupting_volcano (90K)" src="images/285.jpg" height="500"
+      width="447" />
+    </div>
+    <p>
+      With the flames there are thrown out stones, ashes, and streams of melted
+      rock, called lava. This lava flows down the sides of the mountain, and,
+      being red-hot, destroys every thing with which it comes in contact. At
+      such times, a volcano is said to be in eruption.
+    </p>
+    <p>
+      A volcanic eruption is generally preceded by low, rumbling sounds, and
+      trembling of the earth's surface. Then follows greater activity of the
+      volcano, from which dense volumes of smoke and steam issue, and fire and
+      molten lava make their appearance.
+    </p>
+    <p>
+      Such is the force of some of these eruptions, that large rocks have been
+      hurled to great distances from the crater, and towns and cities have been
+      buried under a vast covering of ashes and lava.
+    </p>
+    <p>
+      The quantity of lava and ashes which sometimes escapes from volcanoes
+      during an eruption, is almost beyond comprehension.
+    </p>
+    <p>
+      In 1772, a volcano in the island of Java, threw out ashes and cinders that
+      covered the ground fifty feet deep, for a distance of seven miles all
+      around the mountain. This eruption destroyed nearly forty towns and
+      villages.
+    </p>
+    <p>
+      In 1783, a volcano in Iceland sent out two streams of lava; one forty
+      miles long and seven miles wide, and the other fifty miles long and
+      fifteen miles wide. These streams were from one hundred to six hundred
+      feet deep.
+    </p>
+    <p>
+      Near the city of Naples, Italy, is situated the volcano Mt. Vesuvius. This
+      fiery monster has probably caused more destruction than any other volcano
+      known.
+    </p>
+    <p>
+      In the year 79 A.D., it suddenly burst forth in a violent eruption, that
+      resulted in one of the most appalling disasters that ever happened.
+    </p>
+    <p>
+      Such immense quantities of ashes, stones, and lava were poured forth from
+      its crater, that within the short space of twenty hours, two large cities
+      were completely destroyed. These cities were Herculaneum and Pompeii.
+    </p>
+    <p>
+      At this eruption of Vesuvius, the stream of lava flowed directly through
+      and over the city of Herculaneum into the sea. The quantity was so great
+      that, as it cooled and became hardened, it gradually filled up all the
+      streets and ran over the tops of the houses.
+    </p>
+    <p>
+      While the lava was thus turning the city into a mass of solid stone, the
+      inhabitants were fleeing from it along the shore toward Naples, and in
+      boats on the sea.
+    </p>
+    <p>
+      At the same time, too, the wind carried the ashes and cinders in such a
+      direction as to deluge the city of Pompeii.
+    </p>
+    <p>
+      Slowly and steadily the immense volume of ashes and small stones, blocked
+      up the streets and settled on the roofs of houses.
+    </p>
+    <p>
+      The light of the flames that burst out from the awful crater, aided the
+      people in their escape; but many who for some reason could not get away,
+      perished.
+    </p>
+    <p>
+      Pompeii was so completely covered that, nothing could be seen of it. Thus
+      it remained buried under the ground until the year 1748, when it was
+      discovered by accident.
+    </p>
+    <p>
+      Since that time much of the city has been uncovered, and now one can walk
+      along the streets, look into the houses, and form some idea how the people
+      lived there eighteen hundred years ago.
+    </p>
+    <hr />
+    <p>
+      <b><i>Language Lesson</i>.</b>&mdash;Let pupils write an account of a
+      supposed journey from their homes to Naples, telling about the route they
+      would take, and the particulars as to time and distance. Be very
+      particular about handwriting, spelling, punctuation, and capital letters.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LX" id="LESSON_LX"></a>LESSON LX.
+    </h2>
+    <div class="glossary">
+      <p>
+        coot, <i>a water-bird</i>.<br /> <br /> hern (her'on), <i>a wading bird</i>.<br />
+        <br /> ed'dying, <i>moving in small circles</i>.<br /> <br /> mal'low, <i>a
+        kind of plant</i>.<br /> <br /> bick'er, <i>move quickly; quarrel</i>.<br />
+        <br /> fal'low, <i>plowed land</i>.<br /> <br /> gray'ling, <i>a kind of
+        fish</i>.<br /> <br /> cress'es, <i>a kind of water-plant</i>.<br /> <br />
+        sal'ly, <i>a rushing or bursting forth</i>.<br /> <br /> thorps, <i>villages</i>.<br />
+        <br /> bram'bly, <i>full of rough shrubs</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE BROOK.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          I come from haunts of coot and hern,
+        </p>
+        <p class="i2">
+          I make a sudden sally,
+        </p>
+        <p>
+          And sparkle out among the fern,
+        </p>
+        <p class="i2">
+          To bicker down a valley.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          By thirty hills I hurry down,
+        </p>
+        <p class="i2">
+          Or slip between the ridges,
+        </p>
+        <p>
+          By twenty thorps, a little town,
+        </p>
+        <p class="i2">
+          And half a hundred  bridges.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Till last by Philip's farm I flow
+        </p>
+        <p class="i2">
+          To join the brimming river,
+        </p>
+        <p>
+          For men may come, and men may go,
+        </p>
+        <p class="i2">
+          But I go on forever.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          I chatter over stony ways,
+        </p>
+        <p class="i2">
+          In little sharps and trebles,
+        </p>
+        <p>
+          I bubble into eddying bays,
+        </p>
+        <p class="i2">
+          I babble on the pebbles.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          With many a curve my bank I fret
+        </p>
+        <p class="i2">
+          By many a field and fallow,
+        </p>
+        <p>
+          And many a fairy foreland set
+        </p>
+        <p class="i2">
+          With willow-wood and mallow.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          I chatter, chatter, as I flow
+        </p>
+        <p class="i2">
+          To join the brimming river,
+        </p>
+        <p>
+          For men may come, and men may go,
+        </p>
+        <p class="i2">
+          But I go on forever.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          I wind about, and in and out,
+        </p>
+        <p class="i2">
+          With here a blossom sailing,
+        </p>
+        <p>
+          And here and there a lusty trout,
+        </p>
+        <p class="i2">
+          And here and there a grayling.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          And here and there a foamy flake
+        </p>
+        <p class="i2">
+          Upon me, as I travel
+        </p>
+        <p>
+          With many a silvery waterbreak
+        </p>
+        <p class="i2">
+          Above the golden gravel.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          And draw them all along, and flow
+        </p>
+        <p class="i2">
+          To join the brimming river,
+        </p>
+        <p>
+          For men may come, and men may go,
+        </p>
+        <p class="i2">
+          But I go on forever.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          I steal by lawns and grassy plots,
+        </p>
+        <p class="i2">
+          I slide by hazel covers;
+        </p>
+        <p>
+          I move the sweet forget-me-nots
+        </p>
+        <p class="i2">
+          That grow for happy lovers.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          I slip, I slide, I gloom, I glance,
+        </p>
+        <p class="i2">
+          Among my skimming swallows;
+        </p>
+        <p>
+          I make the netted sunbeam dance
+        </p>
+        <p class="i2">
+          Against my sandy shallows.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          I murmur under moon and stars
+        </p>
+        <p class="i2">
+          In brambly wildernesses;
+        </p>
+        <p>
+          I linger by my shingly bars;
+        </p>
+        <p class="i2">
+          I loiter round my cresses.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          And out again I curve and flow
+        </p>
+        <p class="i2">
+          To join the brimming river,
+        </p>
+        <p>
+          For men may come, and men may go,
+        </p>
+        <p class="i2">
+          But I go on forever.
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading</b>.&mdash;Point out the places in the poem
+      where two lines should be joined in reading.
+    </p>
+    <p>
+      Mark the <b><i>inflection</i></b> of the following lines.
+    </p>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          "I slip, I slide, I gloom, I glance,<br />
+        </p>
+        <p class="i2">
+          Among my skimming swallows."
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "For men may come, and men may go,<br />
+        </p>
+        <p class="i2">
+          But I go on forever."
+        </p>
+      </div>
+    </div>
+    <p>
+      Read the last two lines, and state whether the <b><i>inflected words</i></b>
+      are also <b><i>emphatic words</i></b>.
+    </p>
+    <p>
+      Find a similar example of <b><i>inflection</i></b> and <b><i>emphasis</i></b>
+      upon the same words in the last stanza of Lesson XXXVI.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Let pupils explain the meaning of the
+      following expressions.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b><i>Join the brimming river</i>.</b>
+      </p>
+      <p>
+        <b><i>Netted sunbeam</i>.</b>
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXI" id="LESSON_LXI"></a>LESSON LXI.
+    </h2>
+    <div class="glossary">
+      <p>
+        de terred', <i>kept from</i>.<br /> <br /> en'ter prise, <i>an undertaking</i>.<br />
+        <br /> im'ple ments, <i>articles used in a trade</i>.<br /> <br /> sur
+        vey'ing, <i>measuring land</i>.<br /> <br /> in'di cated, <i>showed;
+        pointed out</i>.<br /> <br /> re clin'ing, <i>partly lying down</i>.<br />
+        <br /> re lease', <i>let go</i>.<br /> <br /> con clu'sion, <i>final
+        decision</i>.<br /> <br /> suc ces'sion, <i>following one after another</i>.<br />
+        <br /> hur'ri cane, <i>a high wind</i>.<br /> <br /> an'ec dote, <i>incident;
+        story</i>.<br /> <br /> com pact', <i>closely put together</i>.<br />
+      </p>
+    </div>
+    <h3>
+      ANECDOTE OF WASHINGTON.&mdash;PART I
+    </h3>
+    <p>
+      It was a calm, sunny day in the year 1750; the scene, a piece of forest
+      land in the north of Virginia, near a noble stream of water.
+    </p>
+    <p>
+      Implements of surveying were lying about, and several men reclining under
+      the trees, indicated by their dress and appearance, that they were engaged
+      in laying out the wild lands of the country.
+    </p>
+    <p>
+      These persons had just finished their dinner. Apart from the group walked
+      a young man of a tall and compact frame, who moved with the firm and
+      steady tread of one accustomed to constant exercise in the open air.
+    </p>
+    <p>
+      His face wore a look of decision and manliness not usually found in one so
+      young, for he was but little over eighteen years of age.
+    </p>
+    <p>
+      Suddenly there was a shriek, then another, and then several more in rapid
+      succession. The voice was that of a woman, and seemed to proceed from the
+      other side of a small piece of wooded land.
+    </p>
+    <p>
+      At the first scream, the youth turned his head in the direction of the
+      sound; but when it was repeated, he pushed aside the undergrowth and soon
+      dashed into an open space on the banks of the stream, where stood a small
+      log-cabin.
+    </p>
+    <p>
+      As the young man broke from the undergrowth, he saw his companions crowded
+      together on the banks of the river, while in their midst stood a woman,
+      from whom proceeded the shrieks he had heard. She was held by two of the
+      men, but was struggling to free herself.
+    </p>
+    <p>
+      The instant the woman saw the young man, she exclaimed, "O sir, you will
+      do something for me! Make them release me. My boy&mdash;my poor boy is
+      drowning, and they will not let me go!"
+    </p>
+    <p>
+      "It would be madness; she will jump into the river," said one of the men,
+      "and the rapids would dash her to pieces in a moment!"
+    </p>
+    <p>
+      The youth had scarcely waited for these words; for he remembered the
+      child, a bold little boy four years of age, whose beautiful blue eyes and
+      flaxen ringlets made him a favorite with every one.
+    </p>
+    <p>
+      He had been accustomed to play in the little inclosure before the cabin;
+      but the gate having been left open, he had stolen out, reached the edge of
+      the bank, and was in the act of looking over, when his mother saw him.
+    </p>
+    <p>
+      The shriek she uttered only hastened the accident she feared; for the
+      child, frightened at the cry of his mother, lost his balance and fell into
+      the stream, which here went foaming and roaring along among rocks and
+      dangerous rapids.
+    </p>
+    <p>
+      Several of the men approached the edge of the river, and were on the point
+      of springing in after the boy. But the sight of the sharp rocks crowding
+      the channel, the rush and whirl of the waters, and the want of any
+      knowledge where to look for the child, deterred them, and they gave up the
+      enterprise.
+    </p>
+    <p>
+      Not so with the noble youth. His first act was to throw off his coat; next
+      to spring to the edge of the bank. Here he stood for a moment, running his
+      eyes rapidly over the scene below, taking in with a glance the different
+      currents and the most dangerous of the rocks, in order to shape his course
+      when in the stream.
+    </p>
+    <p>
+      He had scarcely formed his conclusion, when he saw in the water a white
+      object, which he knew was the boy's dress; and then he plunged into the
+      wild and roaring rapids.
+    </p>
+    <p>
+      "Thank God, he will save my child!" cried the mother; "there he is!&mdash;O
+      my boy, my darling boy! How could I leave you!"
+    </p>
+    <p>
+      Every one had rushed to the brink of the precipice and were now following
+      with eager eyes the progress of the youth, as the current bore him onward,
+      like a feather in the power of a hurricane.
+    </p>
+    <p>
+      Now it seemed as if he would be dashed against a projecting rock, over
+      which the water flew in foam, and a whirlpool would drag him in, from
+      whose grasp escape would appear impossible.
+    </p>
+    <p>
+      At times, the current bore him under, and he would be lost to sight; then
+      in a few seconds he would come to the surface again, though his position
+      would be far from where he had disappeared.
+    </p>
+    <p>
+      Thus struggling amid the rocks and angry waters, was the noble youth borne
+      onward, eager to succeed in his perilous undertaking. Those on shore
+      looked on with breathless interest.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Point out the <b><i>emphatic words</i></b>
+      and mark <b><i>inflection</i></b> in the third paragraph on page 295.<a
+      name="FNanchor_17_17" id="FNanchor_17_17"></a><a href="#Footnote_17_17">[17]</a>
+    </p>
+    <p>
+      What effect has very strong <b><i>emphasis</i></b> upon <b><i>inflection</i></b>?
+      (See <b><i>Directions for Reading</i></b>, page 238.)<a
+      name="FNanchor_18_18" id="FNanchor_18_18"></a><a href="#Footnote_18_18">[18]</a>
+    </p>
+    <p>
+      Should this lesson be read more slowly, or somewhat faster than
+      conversation?
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils fill blanks in the sentences
+      given below, using in turn, each of the following sets of words:
+    </p>
+    <div class="blockquot">
+      <p>
+        (1) <b><i>saw, knew, was, plunged;</i></b>
+      </p>
+      <p>
+        (2) <b><i>sees, knows, is, plunges;</i></b>
+      </p>
+      <p>
+        (3) <b><i>perceived, thought, was, jumped;</i></b>
+      </p>
+      <p>
+        (4) <b><i>perceives, thinks, is, jumps;</i></b>
+      </p>
+      <p>
+        (5) <b><i>noticed, concluded, was, dived;</i></b>
+      </p>
+      <p>
+        (6) <b><i>notices, concludes, is, dives</i>.</b>
+      </p>
+    </div>
+    <p>
+      He &mdash;&mdash; in the water a white object, which he &mdash;&mdash; &mdash;
+      the boy's dress. Then he &mdash;&mdash; into the roaring rapids.
+    </p>
+    <p>
+      When the first, third, and fifth sets of words are used, the action is
+      represented as something that is past; but when the second, fourth, and
+      sixth sets are used, the action is represented as going on at the present
+      time.
+    </p>
+    <p>
+      The forms of <b><i>verbs</i></b> (<b><i>action-words</i></b>) which are
+      given in the first, third, and fifth sets are used to indicate past time,
+      and are called <b><i>past tenses</i></b>; and the forms given in the
+      second, fourth, and sixth sets are used to indicate present time, and are
+      called <b><i>present tenses</i>.</b>
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_17_17" id="Footnote_17_17"></a><span class="label"><a
+        href="#FNanchor_17_17">[17]</a></span>
+      </p>
+      See fifth paragraph from the end of the passage.
+    </div>
+    <div class="footnote">
+      <p>
+        <a name="Footnote_18_18" id="Footnote_18_18"></a><span class="label"><a
+        href="#FNanchor_18_18">[18]</a></span>
+      </p>
+      See Lesson L.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXII" id="LESSON_LXII"></a>LESSON LXII.
+    </h2>
+    <div class="glossary">
+      <p>
+        e merge', <i>come out</i>.<br /> <br /> vor'tex, <i>water in whirling
+        motion; a whirlpool</i>.<br /> <br /> con fid'ed, <i>given into the care
+        of</i>.<br /> <br /> vis'i ble, <i>in sight</i>.<br /> <br /> spec ta'tors,
+        <i>those who look on</i>.<br /> <br /> vent'ured, <i>dared</i>.<br /> <br />
+        re ward', <i>that which is received in return for one's acts</i>.<br />
+        <br /> des'ti nies, <i>lives and fortunes</i>.<br /> <br /> sup pressed',
+        <i>kept back</i>.<br /> <br /> re doub'led, <i>made twice as great</i>.<br />
+      </p>
+    </div>
+    <h3>
+      ANECDOTE OF WASHINGTON.&mdash;PART II.
+    </h3>
+    <p>
+      O, how that mother's straining eyes followed the struggling youth! How her
+      heart sunk when he went under, and with what joy she saw him emerge again
+      from the waters, and, flinging the waves aside with his strong arms,
+      struggle on in pursuit of her boy!
+    </p>
+    <p>
+      But it seemed as if his generous efforts were not to succeed; for, though
+      the current was bearing off the boy before his eyes, scarcely ten feet
+      distant, he could not overtake the drowning child.
+    </p>
+    <p>
+      Twice the boy went out of sight; and a suppressed shriek escaped the
+      mother's lips; but twice he reappeared, and then, with hands wrung wildly
+      together, and breathless anxiety, she followed his progress, as his form
+      was hurried onward.
+    </p>
+    <p>
+      The youth now appeared to redouble his exertions, for they were
+      approaching the most dangerous part of the river.
+    </p>
+    <p>
+      The rush of waters at this spot was tremendous, and no one ventured to
+      approach it, even in a canoe, lest he should be dashed to pieces.
+    </p>
+    <p>
+      What, then, would be the youth's fate, unless he soon overtook the child?
+      He seemed fully sensible of the increasing peril, and now urged his way
+      through the foaming current with a desperate strength. Three times he was
+      on the point of grasping the child, when the water's whirled the prize
+      from him.
+    </p>
+    <p>
+      The third effort was made just as they were entering within the influence
+      of the current above the falls; and when it failed, the mother's heart
+      sunk within her, and she groaned, fully expecting the youth to give up his
+      task.
+    </p>
+    <p>
+      But no; he only pressed forward the more eagerly; and, as they
+      breathlessly watched, amid the boiling waters, they saw the form of the
+      youth following close after that of the boy.
+    </p>
+    <p>
+      And now both pursuer and pursued shot to the brink of the falls. An
+      instant they hung there, distinctly visible amid the foaming waters. Every
+      brain grew dizzy at the sight.
+    </p>
+    <p>
+      But a shout burst from the spectators, when they saw the child held aloft
+      by the right arm of the youth&mdash;a shout that was suddenly changed to a
+      cry of horror, when they both vanished into the raging waters below!
+    </p>
+    <p>
+      The mother ran forward, and then stood gazing with fixed eyes at the foot
+      of the falls. Suddenly she gave the glad cry, "There they are! See! they
+      are safe! Great God, I thank Thee!"
+    </p>
+    <p>
+      And, sure enough, there was the youth still unharmed. He had just emerged
+      from the boiling vortex below the falls. With, one hand he held aloft the
+      child, and with the other he was making for the shore.
+    </p>
+    <p>
+      They ran, they shouted, they scarcely knew what they did, until they
+      reached his side, just as he was struggling to the bank. They drew him out
+      almost exhausted.
+    </p>
+    <p>
+      The boy was senseless; but his mother declared that he still lived, as she
+      pressed him to her bosom. The youth could scarcely stand, so faint was he
+      from his exertions.
+    </p>
+    <p>
+      Who can describe the scene that followed&mdash;the mother's calmness while
+      striving to bring her boy to life, and her wild gratitude to his
+      preserver, when the child was out of danger, and sweetly sleeping in her
+      arms?
+    </p>
+    <p>
+      "God will give you a reward," said she. "He will do great things for you
+      in return for this day's work, and the blessings of thousands besides mine
+      will attend you."
+    </p>
+    <p>
+      And so it was: for, to the hero of that hour were afterward confided the
+      destinies of a mighty nation. Throughout his long career, what tended to
+      make him honored and respected beyond all men, was the spirit of
+      self-sacrifice which, in the rescue of that mother's child, as in the more
+      important events of his life, characterized George Washington.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Read the first two pages of the
+      lesson quietly, but not slowly. About the middle of page 299, the manner
+      of reading should be changed, when the feeling of anxiety is turned to
+      that of joy.<a name="FNanchor_19_19" id="FNanchor_19_19"></a><a
+      href="#Footnote_19_19">[19]</a>
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils rewrite the first paragraph of
+      the lesson, changing <i>past tenses</i> to <i>present tenses</i>
+      throughout.
+    </p>
+    <p>
+      What effect will this change have upon the meaning?
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_19_19" id="Footnote_19_19"></a><span class="label"><a
+        href="#FNanchor_19_19">[19]</a></span>
+      </p>
+      This lesson - seventh paragraph from the end.
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXIII" id="LESSON_LXIII"></a>LESSON LXIII
+    </h2>
+    <div class="glossary">
+      <p>
+        ex ist'ing, <i>living</i>.<br /> <br /> mas'sive <i>large and solid</i>.<br />
+        <br /> hy e'na, <i>a beast of prey</i>.<br /> <br /> cau'tion, <i>great
+        care</i>.<br /> <br /> strat'a gem, <i>a secret way; trick</i>.<br /> <br />
+        de pends', <i>trusts to</i>.<br /> <br /> mar'vel ous, <i>wonderful</i>.<br />
+        <br /> jack'al, <i>a beast of prey</i>.<br /> <br /> pro cure', <i>obtain</i>.<br />
+        <br /> a dorn', <i>make beautiful</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE OSTRICH.
+    </h3>
+    <p>
+      The ostrich is the largest of all birds now existing, and is found chiefly
+      in the sandy deserts of Africa and Arabia.
+    </p>
+    <p>
+      A full-grown African ostrich stands from seven to nine feet in height, to
+      the top of its head, and will weigh from two to three hundred pounds.
+    </p>
+    <p>
+      The body of the ostrich is large and massive; the legs are long, measuring
+      four feet or more, and the neck is of about the same length as the legs.
+    </p>
+    <p>
+      The head is small for so large a bird; but its feet with their two great
+      toes are of good size, and possess astonishing strength.
+    </p>
+    <p>
+      An ostrich's beak is short and blunt; its neck slender and covered with
+      gray down. Its eyes are large and bright, and the sense of sight so keen
+      that it can readily see a distance of from four to six miles. It hears and
+      sees equally well, and can only be approached by stratagem.
+    </p>
+    <p>
+      The feathers of the male ostrich are of a glossy black, with the exception
+      of the large plumes of the wing-feathers, which in both the male and
+      female are snowy white.
+    </p>
+    <p>
+      To procure these beautiful white plumes is the chief object in hunting the
+      ostrich. Those plumes when plucked are sent to foreign countries, and used
+      to adorn ladies' hats, and for various other purposes.
+    </p>
+    <p>
+      The ostrich feeds on vegetable substances; but as an aid to digestion, it
+      sometimes swallows stones, glass, paper, nails, and pieces of wood.
+    </p>
+    <p>
+      An incident is related of an ostrich on exhibition in Paris, swallowing a
+      gold watch and chain. A gentleman approached within reach of the beak of
+      the bird, and, in the twinkling of an eye, the watch and chain were
+      snatched from his pocket and swallowed.
+    </p>
+    <p>
+      Although the ostrich has wings, it can not fly&mdash;it depends upon its
+      strong legs and feet for speed, and can run much faster than a horse.
+    </p>
+    <p>
+      The strength of the ostrich is marvelous. Its only weapon of defence is
+      its long and muscular leg.
+    </p>
+    <div class="figright">
+      <img alt="ostriches (65K)" src="images/303.jpg" height="500" width="371" />
+    </div>
+    <p>
+      It is accustomed to kick directly forward, and it is said by those who
+      have observed this habit, that a single blow from its gigantic two-toed
+      foot is sufficient to kill a panther, a jackal, or a hyena.
+    </p>
+    <p>
+      No better idea of its strength can be given than the fact of its being
+      employed for riding. A traveler, writing about two ostriches he saw in a
+      village in Africa, says:
+    </p>
+    <p>
+      "These gigantic birds were so tame that two boys mounted together the
+      larger one. The ostrich no sooner felt their weight, than it started off
+      at full speed and carried them several times around the village.
+    </p>
+    <p>
+      "This trial pleased me so much that I wished to have it repeated; and in
+      order to test their strength, I had a full-grown man mount the smaller
+      bird, and two men the larger bird.
+    </p>
+    <p>
+      "At first, they started with caution; but presently they spread their
+      wings and went off at such a speed that they seemed scarcely to touch the
+      ground."
+    </p>
+    <p>
+      The voice of the ostrich is deep and hollow, and is said to resemble at
+      times the roar of the lion. The bird frequently makes a kind of cackling
+      noise, and when enraged at an enemy, it hisses very loudly.
+    </p>
+    <p>
+      Ostriches make their nests in the sand. One female will, in a single
+      season, lay from twenty to thirty eggs, weighing about three pounds each.
+    </p>
+    <p>
+      Most of these she places in the nest, standing them on one end; but some
+      of them are left outside of the nest as food for her young when they are
+      hatched.
+    </p>
+    <p>
+      The natives of Africa are very fond of ostrich eggs, using them for food.
+      In taking the eggs, they exercise great caution; for should the birds
+      discover them, they would break all the eggs and leave the nest.
+    </p>
+    <p>
+      Young ostriches are readily tamed. Some families in Africa keep them as we
+      do chickens. They play with children, sleep in the houses, and when a
+      family moves, the ostriches follow the camels, frequently carrying the
+      children on their backs.
+    </p>
+    <p>
+      Within the past few years, ostriches have been brought to this country;
+      and places called ostrich farms have been established in California and
+      other States, for the purpose of raising them for their feathers.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils point out any points that are
+      omitted from the following
+    </p>
+    <p>
+      <b>Analysis.</b>&mdash;1. Where the ostrich lives. 2. Its size and
+      appearance&mdash;body, head, neck, eyes, feathers, and plumes. 3. Its
+      food. 4. An incident. 5. Its speed. 6. Its strength,&mdash;leg and foot.
+      7. Riding ostriches. 8. Voice of ostrich. 9. Nests and habits of the
+      birds. 10. Ostriches in this country.
+    </p>
+    <p>
+      Change such points as may be found necessary, and use the <i>analysis</i>
+      in describing some well-known bird.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXIV" id="LESSON_LXIV"></a>LESSON LXIV.
+    </h2>
+    <div class="glossary">
+      <p>
+        plead, <i>urge as a reason</i>.<br /> <br /> breach, <i>a breaking, as of
+        a promise</i>.<br /> <br /> re buke', <i>call attention to wrong-doing</i>.<br />
+        <br /> strew, <i>spread; scatter</i>.<br /> <br /> chide, <i>find fault
+        with</i>.<br /> <br /> re sent'nent, <i>anger on account of an injury</i>.<br />
+        <br /> un a vail'ing, <i>useless; not helping in any way</i>.<br /> <br />
+        jus'tice, <i>honesty; what is right</i>.<br />
+      </p>
+    </div>
+    <h3>
+      TO-DAY AND TO-MORROW.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          If Fortune, with a smiling face,
+        </p>
+        <p class="i2">
+          Strew roses on our way,
+        </p>
+        <p>
+          When shall we stoop to pick them up?&mdash;
+        </p>
+        <p class="i2">
+          To-day, my friend, to-day.
+        </p>
+        <p>
+          But should she frown with face of care,
+        </p>
+        <p class="i2">
+          And talk of coming sorrow,
+        </p>
+        <p>
+          When shall we grieve, if grieve we must?&mdash;
+        </p>
+        <p class="i2">
+          To-morrow, friend, to-morrow.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          If those who have wronged us own their fault,
+        </p>
+        <p class="i2">
+          And kindly pity pray,
+        </p>
+        <p>
+          When shall we listen and forgive?&mdash;
+        </p>
+        <p class="i2">
+          To-day, my friend, to-day.
+        </p>
+        <p>
+          But if stern justice urge rebuke,
+        </p>
+        <span style="margin-left: 0.5em;">And warmth from memory borrow,<br />
+        <br /></span>
+        <p>
+          <span style="margin-left: 0.5em;">When shall we chide, if chide we
+          dare?&mdash;</span>
+        </p>
+        <p class="i2">
+          To-morrow, friend, to-morrow.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          If those to whom we owe a debt
+        </p>
+        <p class="i2">
+          Are harmed unless we pay,
+        </p>
+        <p>
+          When shall we struggle to be just?&mdash;
+        </p>
+        <p class="i2">
+          To-day, my friend, to-day.
+        </p>
+        <p>
+          But if our debtor fail our hope,
+        </p>
+        <p class="i2">
+          And plead his ruin thorough,
+        </p>
+        <p>
+          When shall we weigh his breach of faith?&mdash;
+        </p>
+        <p class="i2">
+          To-morrow, friend, to-morrow.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          For virtuous acts and harmless joys
+        </p>
+        <p class="i2">
+          The minutes will not stay;&mdash;
+        </p>
+        <p>
+          We have always time to welcome them
+        </p>
+        <p class="i2">
+          To-day, my friend, to-day.
+        </p>
+        <p>
+          But care, resentment, angry words,
+        </p>
+        <p class="i2">
+          And unavailing sorrow,
+        </p>
+        <p>
+          Come far too soon, if they appear
+        </p>
+        <p class="i2">
+          To-morrow, friend, to-morrow.
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Let some pupil in the class state the
+      manner in which the lesson should be read.
+    </p>
+    <p>
+      What is the effect of repeating the words <b><i>to-day</i></b> and <b><i>to-morrow</i></b>,
+      in the fourth and eighth lines of each stanza?
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils give the meaning of each stanza
+      in their own words.
+    </p>
+    <p>
+      <b><i>Warmth from memory borrow</i></b> means become more angry when we
+      remember our own acts of kindness toward the person now doing us injury.
+    </p>
+    <p>
+      Explain the meaning of the following expressions.
+    </p>
+    <div class="blockquot">
+      <p>
+        <b><i>Strew roses on our way</i>.</b>&nbsp;&nbsp;&nbsp;&nbsp; <b><i>Breach
+        of faith</i>.</b>
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXV" id="LESSON_LXV"></a>LESSON LXV.
+    </h2>
+    <div class="glossary">
+      <p>
+        ref'uge, <i>a place of safety</i>.<br /> <br /> fo'li age, <i>leaves and
+        branches of trees or shrubs</i>.<br /> <br /> op pressed', <i>heavily
+        burdened</i>.<br /> <br /> be tray', <i>give information to an enemy</i>.<br />
+        <br /> con trived', <i>managed; arranged</i>.<br /> <br /> rec'og nized, <i>knew
+        by seeing</i>.<br /> <br /> ren'der, <i>give; make</i>.<br /> <br /> im'mi
+        nent, <i>close by; threatening</i>.<br /> <br /> com pel', <i>make one do
+        any thing</i>.<br /> <br /> cav'al ry, <i>soldiers mounted on horses</i>.<br />
+        <br /> false, <i>not true; unreal</i>.<br /> <br /> re spond'ed, <i>answered;
+        replied</i>.<br />
+      </p>
+    </div>
+    <h3>
+      AN INCIDENT OF THE REVOLUTION.
+    </h3>
+    <p>
+      During the Revolutionary War, when the American people were fighting for
+      independence, a governor of one of the colonies found himself in great
+      danger of being captured by British soldiers.
+    </p>
+    <p>
+      The governor, whose name was Griswold, contrived to reach the house of a
+      relative, and while there, was informed that the soldiers had discovered
+      his place of refuge and were then on their way to seize him.
+    </p>
+    <p>
+      Griswold at once realizing that his peril was imminent, determined, if
+      possible, to reach a small stream, where he had left a boat so hidden, by
+      the foliage that it could not be seen from the road.
+    </p>
+    <p>
+      In great haste and excitement, he left the house and proceeded in the
+      direction of the river. Passing through an orchard, he encountered a young
+      girl about twelve years old. She was watching some pieces of linen cloth
+      which were stretched out on the grass for the purpose of bleaching.
+    </p>
+    <p>
+      Hetty&mdash;that was the girl's name&mdash;was seated under a tree with
+      her knitting, and had near her a pail of water, from which she
+      occasionally sprinkled the cloths to keep them damp.
+    </p>
+    <p>
+      She started up and was somewhat frightened when she saw a man leaping over
+      the fence; but soon recognized him to be her cousin.
+    </p>
+    <p>
+      "O, is it you, cousin!" exclaimed Hetty; "you frightened me&mdash;where
+      are you going?"
+    </p>
+    <p>
+      "Hetty," he replied, "the soldiers are seeking for me, and I shall lose my
+      life, unless I can reach the boat before they come. I want you to run down
+      toward the shore and meet them."
+    </p>
+    <p>
+      "They will surely ask for me; and then you must tell them that I have gone
+      up the road to catch the mail-cart, and they will turn off the other way."
+    </p>
+    <p>
+      "But, cousin, how can I say so?&mdash;it would not be true. O, why did you
+      tell me which way you were going?"
+    </p>
+    <p>
+      "Would you betray me, Hetty, and see me put to death? Hark! they are
+      coming. I hear the clink of their horses' feet. Tell them I have gone up
+      the road and Heaven will bless you."
+    </p>
+    <p>
+      "Those who speak false words will never be happy," said Hetty. "But they
+      shall not compel me to tell which way you go, even if they kill me&mdash;so
+      run as fast as you can."
+    </p>
+    <p>
+      "I am afraid it is too late to run, Hetty; where can I hide myself?"
+    </p>
+    <p>
+      "Be quick, cousin. Get down and lie under this cloth; I will throw it over
+      you and go on sprinkling the linen."
+    </p>
+    <p>
+      "I will do it, for it is my last chance."
+    </p>
+    <p>
+      He was soon concealed under the heavy folds of the long cloth. A few
+      minutes afterward, a party of cavalry dashed along the road. An officer
+      saw the girl and called out to her in a loud voice&mdash;
+    </p>
+    <p>
+      "Have you seen a man run this way?"
+    </p>
+    <p>
+      "Yes, sir," replied Hetty.
+    </p>
+    <p>
+      "Which way did he go?"
+    </p>
+    <p>
+      "I promised not to tell, sir."
+    </p>
+    <p>
+      "But you must tell me this instant; or it will be worse for you."
+    </p>
+    <p>
+      "I will not tell, for I must keep my word."
+    </p>
+    <p>
+      "Let me question her, for I think I know the child," said a man who was
+      guide to the party. "Is your name Hetty Marvin?"
+    </p>
+    <p>
+      "Yes, sir."
+    </p>
+    <p>
+      "Perhaps the man who ran past you was your cousin?"
+    </p>
+    <p>
+      "Yes, sir, he was."
+    </p>
+    <p>
+      "Well, we wish to speak with him. What did he say to you when, he came
+      by?"
+    </p>
+    <p>
+      "He told me that he had to run to save his life."
+    </p>
+    <p>
+      "Just so&mdash;that was quite true. I hope he will not have far to run.
+      Where was he going to hide himself?"
+    </p>
+    <p>
+      "My cousin said that he would go to the river to find a boat, and he
+      wanted me to tell the men in search of him that he had gone the other way
+      to meet the mail-cart."
+    </p>
+    <p>
+      "You are a good girl, Hetty, and we know you speak the truth. What did
+      your cousin say when he heard that you could not tell a lie to save his
+      life?"
+    </p>
+    <p>
+      "He asked, would I betray him and see him put to death?"
+    </p>
+    <p>
+      "And you said you would not tell, if you were killed for it."
+    </p>
+    <p>
+      Poor Hetty's tears fell fast as she responded, "Yes, sir."
+    </p>
+    <p>
+      "Those were brave words, and I suppose he thanked you and ran down the
+      road as fast as he could?"
+    </p>
+    <p>
+      "I promised not to tell which way he went, sir."
+    </p>
+    <p>
+      "O yes, I forgot; but tell me his last words, and I will not trouble you
+      any more."
+    </p>
+    <p>
+      "He said, 'I will do it, for it is my last chance.'"
+    </p>
+    <p>
+      Hetty was now oppressed with great fear; she sobbed aloud, and hid her
+      face in her apron. The soldiers thought they had obtained all the
+      information they could, and rode off toward the river-side.
+    </p>
+    <p>
+      While Griswold lay hidden at the farm, he had agreed upon a signal with
+      his boatmen, that if in trouble he would put a white cloth by day, or a
+      light at night, in the attic window of his place of concealment. When
+      either signal was seen, the men were to be on the watch, ready to render
+      him assistance in case of need.
+    </p>
+    <p>
+      No sooner had the soldiers ridden away, than Griswold's friends in the
+      house hung out a white cloth from the window, to warn the boatmen, who
+      then pulled out to sea.
+    </p>
+    <p>
+      The boat, with two men in it, was nearly out of sight by the time the
+      soldiers reached the shore, and this caused them to conclude that Griswold
+      had effected his escape.
+    </p>
+    <p>
+      Meantime he lay safe and quiet until the time came for Hetty to go home to
+      supper. Then he requested her to go and ask her mother to put the
+      signal-lamp in the window as it grew dark, and send him clothes and food.
+      The signal was seen, the boat returned, and Griswold made his way to it in
+      safety.
+    </p>
+    <p>
+      In better days, when the war was over, and peace declared, he named one of
+      his daughters Hetty Marvin, that he might daily think of the brave young
+      cousin whose sense and truth-speaking had saved his life.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXVI" id="LESSON_LXVI"></a>LESSON LXVI.
+    </h2>
+    <div class="glossary">
+      <p>
+        con sume', <i>use entirely; exhaust</i>.<br /> <br /> cul ti va'tion, <i>attending
+        to the growth of plants</i>.<br /> <br /> ex'ports, <i>the products of a
+        country which are sold to other countries</i>.<br /> <br /> trans por
+        ta'tion, <i>carrying</i>.<br /> <br /> o'val, <i>shaped like an egg</i>.<br />
+        <br /> prin'ci pal, <i>chief; that which is most important</i>.<br />
+        <br /> es'ti mat ed, <i>stated in regard to quantity</i>.<br /> <br /> se
+        lect'ed, <i>chosen; picked out</i>.<br /> <br /> ter'mi nates, <i>comes to
+        an end</i>.<br />
+      </p>
+    </div>
+    <h3>
+      TROPICAL FRUITS.
+    </h3>
+    <p>
+      Those who have not visited tropical countries, can scarcely imagine the
+      wonders of their vegetation. There is nothing in the northern half of the
+      United States, with which to compare the richness of the vegetable growth
+      of the tropics.
+    </p>
+    <p>
+      In the Southern States of our Union, as well as in Mexico and Central
+      America, there are found many of the same plants and trees that grow in
+      countries lying still nearer the equator.
+    </p>
+    <p>
+      The various kinds of fruits which grow in these countries, form a very
+      large portion of the exports. Among those that are most commonly sent to
+      us, are bananas, oranges, lemons, dates, cocoa-nuts, and figs.
+    </p>
+    <p>
+      In countries where the banana grows most abundantly, no article of food
+      which the natives can obtain, requires so little trouble in its
+      cultivation.
+    </p>
+    <p>
+      One has only to set out a few banana sprouts, and await the result. In a
+      short time, a juicy stem shoots up to the height of fifteen or twenty
+      feet.
+    </p>
+    <p>
+      It is formed of nothing more than a number of leaf stalks rolled one over
+      the other, and grows sometimes to a thickness of two feet.
+    </p>
+    <p>
+      Two gigantic leaves grow out from the top, ten feet long and two feet
+      broad. They are so very thin and tender that a light wind splits them into
+      ribbons.
+    </p>
+    <p>
+      From the center of the leaves a very strong stalk rises up, which supports
+      the cluster of bananas. There are sometimes over one hundred bananas to a
+      single stalk.
+    </p>
+    <p>
+      A cluster of ripe bananas will weigh from sixty to seventy pounds, and
+      represents a large amount of food. When a stalk has produced and ripened
+      its fruit, it begins to wither and soon dies.
+    </p>
+    <p>
+      In a very short time, however, new sprouts spring up from the old root,
+      and ere long the native has another cluster. So rapidly do they follow
+      each other, that one cluster is scarcely consumed before another one is
+      ready to ripen.
+    </p>
+    <p>
+      Bananas ripened on the stalk will not bear transportation to any great
+      distance; therefore, when selected for export, the clusters are cut off
+      while the bananas are very green.
+    </p>
+    <p>
+      Another valuable fruit of the tropics is the date. This fruit grows on a
+      tree called the date-palm, that is found in both Asia and Africa.
+    </p>
+    <p>
+      The date-palm is a majestic tree, rising to the height of sixty feet or
+      more, without branches, and with a trunk of uniform thickness throughout
+      its entire length.
+    </p>
+    <p>
+      It begins to bear fruit about eight years after it has been planted, and
+      continues to be productive from seventy to one hundred years.
+    </p>
+    <p>
+      Dates are oval in shape, and have a long solid stone. They form the
+      principal food of the inhabitants of some of the eastern countries, and
+      are an important article of commerce.
+    </p>
+    <p>
+      When they are perfectly ripe, they possess a delightful perfume, and are
+      very agreeable to the taste.
+    </p>
+    <p>
+      In preparing dates to be sent to distant countries, they are gathered a
+      short time before they are quite ripe, dried in the sun on mats, and
+      finally packed in boxes or straw sacks.
+    </p>
+    <p>
+      Travelers in the deserts of Africa, often carry dried dates with them for
+      their chief food, during a journey of hundreds of miles.
+    </p>
+    <p>
+      The Arabs grind dried dates into a powder which they call date flour. If
+      this is packed away in a dry place, it will keep for years, and only has
+      to be moistened with a little water to prepare it for eating.
+    </p>
+    <p>
+      One of the most valuable and productive of tropical trees is the cocoa-nut
+      palm. It grows largely in both the East and West Indies, and elsewhere
+      throughout the torrid zone.
+    </p>
+    <p>
+      It rises to a height of from sixty to one hundred feet, and terminates in
+      a crown, of graceful, waving leaves. Some of these leaves reach a length
+      of twenty feet, and have the appearance of gigantic feathers.
+    </p>
+    <p>
+      The fruit consists of a thick outward husk of a fibrous structure, and
+      within this, is the ordinary cocoa-nut of commerce.
+    </p>
+    <p>
+      The shell of the nut is hard and woody, and a little over a quarter of an
+      inch in thickness. Next to this shell is the kernel, which is also a shell
+      about half an inch thick, and composed of a white substance very pleasant
+      to the taste. Within this white eatable shell, is a milky liquid, called
+      cocoa-nut milk.
+    </p>
+    <div class="figright">
+      <img alt="cocoa-nut palms (65K)" src="images/318.jpg" height="500"
+      width="343" />
+    </div>
+    <p>
+      The cocoa-nut is very useful to the natives of the regions in which it
+      grows. The nuts supply a large portion of their food, and the milky fluid
+      inclosed within, forms a pleasant and refreshing drink.
+    </p>
+    <p>
+      The shell of the nut is made into cups, and from the kernel, cocoa-nut oil
+      is pressed out and largely used in making soap and for other purposes.
+    </p>
+    <p>
+      In Ceylon, the tree is cultivated extensively. It is estimated that there
+      are twenty million trees in that island, and that each tree produces about
+      sixty nuts yearly. The wealth of a native is based upon the number of
+      cocoa-nut palms he owns.
+    </p>
+    <p>
+      Another well-known tropical fruit is the fig, which grows on a bush or
+      small tree about eighteen or twenty feet high.
+    </p>
+    <p>
+      The fig-tree is now cultivated in all the Mediterranean countries, but the
+      larger portion of the American supply comes from western Asia and the
+      south of France.
+    </p>
+    <p>
+      The varieties are extremely numerous, and the fruit is of various colors,
+      from deep purple to yellow, or nearly white.
+    </p>
+    <p>
+      The trees usually bear two crops&mdash;one in the early summer, the other
+      in the autumn.
+    </p>
+    <p>
+      When ripe, the figs are picked and spread out to dry in the sun. Thus
+      prepared, the fruit is packed closely in barrels, baskets, or wooden
+      boxes, for commerce.
+    </p>
+    <p>
+      Oranges and lemons are cultivated in nearly all warm countries. They grow
+      on trees somewhat smaller than apple trees, and must be picked for export
+      while they are hard and green.
+    </p>
+    <p>
+      They ripen during transportation, so that green oranges put up and sent to
+      us from Sicily or other distant points, change to a golden yellow color by
+      the time they reach us.
+    </p>
+    <p>
+      Oranges are grown largely in Florida and Louisiana, extensive orange
+      orchards being frequently met with in traveling through those States. The
+      oranges grown there are considered very choice, and are generally sweeter
+      than those brought from Italy.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Define the following words, giving the
+      meaning of each part as indicated by hyphens: <b><i>ex-port-ing,
+      un-common-ly, dis-trust-ful, pro-vid-ing, un-bear-able, un-hope-ful</i>.</b>
+    </p>
+    <p>
+      The syllables <b><i>placed before</i></b> a stem are called <b><i>prefixes</i></b>;
+      those <b><i>placed after</i></b> a stem, <b><i>suffixes</i></b>.
+    </p>
+    <p>
+      The words <b><i>shall</i></b> and <b><i>will</i></b> are used to indicate
+      <b><i>future time</i></b>; as, I shall go; you will go; he will go.
+    </p>
+    <p>
+      The three tenses of an action may in a general way be represented by the
+      words <b><i>yesterday, to-day</i>,</b> and <b><i>to-morrow</i>.</b>
+    </p>
+    <p>
+      Let pupils fill blanks in the following statements, and state the tense of
+      each action.
+    </p>
+    <div class="blockquot">
+      <p>
+        We &mdash;&mdash; go to see them next week.
+      </p>
+      <p>
+        John &mdash;&mdash; last night.
+      </p>
+      <p>
+        You and I &mdash;&mdash; in school at the present time.
+      </p>
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXVII" id="LESSON_LXVII"></a>LESSON LXVII.
+    </h2>
+    <div class="glossary">
+      <p>
+        found'ed, <i>established; placed</i>.<br /> <br /> gar'ri son, <i>soldiers
+        stationed in a fort or town</i>.<br /> <br /> strode, <i>walked with long
+        steps</i>.<br /> <br /> coun'cil, <i>a number of men called together for
+        advice</i>.<br /> <br /> in cit'ing, <i>moving to action</i>.<br /> <br />
+        de vot'ed, <i>very much attached</i>.<br /> <br /> de feat'ed, <i>overcome</i>.<br />
+        <br /> cul'ture, <i>a high state of knowledge</i>.<br /> <br /> or'na ment
+        ed, <i>adorned</i>.<br /> <br /> wam'pum, <i>shells used by the Indians as
+        money or for ornament</i>.<br /> <br /> fan tas'tic, <i>wild; irregular</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE STORY OF DETROIT.
+    </h3>
+    <p>
+      The early history of Detroit is highly romantic. It was founded in 1701 as
+      a military colony.
+    </p>
+    <p>
+      It soon became one of the most important of the western outposts of
+      Canada, and as the French and Indians were usually on the most friendly
+      terms, the colony for a long time existed in a state of happiness and
+      contentment.
+    </p>
+    <p>
+      At the close of the French War, Detroit contained over two thousand
+      inhabitants. Canadian dwellings with their lovely gardens lined the banks
+      of the river for miles.
+    </p>
+    <p>
+      Within the limits of the settlement were several Indian villages. Here the
+      light-hearted French-Canadian smoked his pipe and told his story, and the
+      friendly Indian supplied him with game and joined in his merry-making.
+    </p>
+    <p>
+      In the year 1760, Detroit was taken possession of by the English. The
+      Indians hated the English, as much as they had loved the French.
+    </p>
+    <p>
+      Pontiac, the ruling spirit of the forests at this time, was a most
+      powerful and statesmanlike chief. When he found that his friends, the
+      French, had lost their power, he sought to unite the Indian tribes against
+      the English colonies, and to destroy the English garrison at Detroit by
+      strategy.
+    </p>
+    <p>
+      He was chief of the Ottawas, but possessed great influence over several
+      other tribes. Pontiac believed, and that truly, that the establishment of
+      English colonies would be fatal to the interests of the Indian race.
+    </p>
+    <p>
+      He strode through the forests like a giant, inciting the tribes to war. He
+      urged a union of all the Indian nations from the lakes to the Mississippi
+      for the common defense of the race.
+    </p>
+    <p>
+      There lived near Detroit a beautiful Indian girl, called Catharine. The
+      English commander, Gladwyn, was pleased with her, and showed her many
+      favors, and she formed a warm friendship for him.
+    </p>
+    <p>
+      One lovely day in May, this girl came to the fort and brought Gladwyn a
+      pair of elk-skin moccasins. She appeared very sad.
+    </p>
+    <p>
+      "Catharine," said Gladwyn, "what troubles you to-day?"
+    </p>
+    <p>
+      She did not answer at once. There was a silent struggle going on in her
+      heart. She had formed a strong attachment for the white people, and she
+      was also devoted to her own race.
+    </p>
+    <p>
+      "To-morrow," she said at length, "Pontiac will come to the fort with sixty
+      of his chiefs. Each will be armed with a gun, which will be cut short and
+      hidden under his blanket. The chief will ask to hold a council. He will
+      then make a speech, and offer a belt of wampum as a peace-offering.
+    </p>
+    <p>
+      "As soon as he holds up the belt, the chiefs will spring up and shoot the
+      officers, and the Indians outside will attack the English. Every
+      Englishman will be killed. The French inhabitants will be spared."
+    </p>
+    <p>
+      Gladwyn made immediate preparations to avoid the danger which threatened
+      them. The soldiers were put under arms. Orders were given to have them
+      drawn up in line on the arrival of the Indians the following day.
+    </p>
+    <p>
+      The next morning Indian canoes approached the fort from the eastern
+      shores. They contained Pontiac and his sixty chiefs. At ten o'clock the
+      chiefs marched to the fort, in fantastic procession. Each wore a colored
+      blanket, and was painted, plumed, or in some way gaily ornamented.
+    </p>
+    <p>
+      As Pontiac entered the fort, a glance showed him that his plot was
+      discovered. He passed in amazement through glittering rows of steel, he
+      made a speech, expressing friendship; but he did not dare to lift the
+      wampum belt which was to have been the signal for attack. He was allowed
+      to depart peaceably.
+    </p>
+    <p>
+      When he found that his plot had been discovered, his anger knew no bounds.
+      He gathered his warriors from every hand and laid siege to Detroit. He was
+      defeated, and with his defeat ended the power of the Indian tribes in the
+      region of the Upper Lakes.
+    </p>
+    <p>
+      Detroit became an English town, and afterward an American city. She has
+      gathered to herself the wealth of the fertile regions which lie around
+      her, as well as the commerce of the broad inland seas on either hand.
+      To-day she has more than one hundred and twenty thousand inhabitants, and
+      is famous for her wealth and culture.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils review, as a written exercise,
+      the spelling of the following words.
+    </p>
+    <table width="80%" border="0" summary="language_lesson">
+      <tr>
+        <td>
+          treasure
+        </td>
+        <td>
+          rheumatism
+        </td>
+        <td>
+          group
+        </td>
+        <td>
+          desperate
+        </td>
+      </tr>
+      <tr>
+        <td>
+          release
+        </td>
+        <td>
+          mischievous
+        </td>
+        <td>
+          courtesy
+        </td>
+        <td>
+          separate
+        </td>
+      </tr>
+      <tr>
+        <td>
+          weary
+        </td>
+        <td>
+          approach
+        </td>
+        <td>
+          redoubled
+        </td>
+        <td>
+          vegetable
+        </td>
+      </tr>
+      <tr>
+        <td>
+          stealthy
+        </td>
+        <td>
+          caution
+        </td>
+        <td>
+          mighty
+        </td>
+        <td>
+          stratagem
+        </td>
+      </tr>
+      <tr>
+        <td>
+          peasants
+        </td>
+        <td>
+          exhausted
+        </td>
+        <td>
+          fortnight
+        </td>
+        <td>
+          spectator
+        </td>
+      </tr>
+      <tr>
+        <td>
+          concealed
+        </td>
+        <td>
+          draughts
+        </td>
+        <td>
+          knowledge
+        </td>
+        <td>
+          necessary
+        </td>
+      </tr>
+      <tr>
+        <td>
+          freight
+        </td>
+        <td>
+          guidance
+        </td>
+        <td>
+          flickering
+        </td>
+        <td>
+          particular
+        </td>
+      </tr>
+    </table>
+    <p>
+      In the sentences given below, change the verbs so as to represent the
+      action as completed.
+    </p>
+    <div class="blockquot">
+      <p>
+        "The chiefs march to the fort in fantastic procession. They find that
+        their plot is discovered. Pontiac immediately gathers his warriors from
+        every hand, and lays siege to Detroit. He is defeated, and with his
+        defeat, the power of the Indian tribes is at an end."
+      </p>
+    </div>
+    <p>
+      In the last two sentences, change the verbs so as to represent future
+      time.
+    </p>
+    <p>
+      Let pupils make out an <b><i>analysis</i></b> and use it in treating the
+      subject&mdash;
+    </p>
+    <div class="blockquot">
+      <p>
+        <b><i>The town (or city) that I live in</i>.</b>
+      </p>
+    </div>
+    <p>
+      <b><i>Suggestion</i>.</b>&mdash;Include the location and early history of
+      the town. Its present population. Its different manufactures. How to get
+      to it. Its chief points of interest to a stranger. Anecdotes.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXVIII" id="LESSON_LXVIII"></a>LESSON LXVIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        heave, <i>raise; lift</i>.<br /> <br /> mack'er el, <i>a fish spotted with
+        blue, and largely used for food</i>.<br /> <br /> con geals', <i>freezes;
+        grows hard from cold</i>.<br /> <br /> ant'lers, <i>branching horns</i>,<br />
+        <br /> a main', <i>suddenly; at once</i>.<br /> <br /> lurks, <i>lies
+        hidden</i>.<br /> <br /> reels, <i>frames for winding fishing lines</i>.<br />
+        <br /> teem'ing, <i>containing in abundance</i>.<br /> <br /> car'i bou, <i>a
+        kind of reindeer</i>.<br /> <br /> Mick'mack, <i>a tribe of Indians</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE FISHERMEN.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          Hurra! the seaward breezes
+        </p>
+        <p class="i2">
+          Sweep down the bay amain;
+        </p>
+        <p>
+          Heave up, my lads, the anchor!
+        </p>
+        <p class="i2">
+          Run up the sail again!
+        </p>
+        <p>
+          Leave to the lubber landsmen
+        </p>
+        <p class="i2">
+          The rail-car and the steed;
+        </p>
+        <p>
+          The stars of heaven shall guide us
+        </p>
+        <p class="i2">
+          The breath of heaven shall speed.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          From the hill-top looks the steeple,
+        </p>
+        <p class="i2">
+          And the light-house from the sand;
+        </p>
+        <p>
+          And the scattered pines are waving
+        </p>
+        <p class="i2">
+          Their farewell from the land.
+        </p>
+        <p>
+          One glance, my lads, behind us,
+        </p>
+        <p class="i2">
+          For the homes we leave, one sigh,
+        </p>
+        <p>
+          Ere we take the change and chances
+        </p>
+        <p class="i2">
+          Of the ocean and the sky.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Where in mist the rock is hiding,
+        </p>
+        <p class="i2">
+          And the sharp reef lurks below,
+        </p>
+        <p>
+          And the white squall smites in summer,
+        </p>
+        <p class="i2">
+          And the autumn tempests blow;
+        </p>
+        <p>
+          Where, through gray and rolling vapor,
+        </p>
+        <p class="i2">
+          From evening unto morn,
+        </p>
+        <p>
+          A thousand boats are hailing,
+        </p>
+        <p class="i2">
+          Horn answering unto horn.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Hurra! for the Red Island,
+        </p>
+        <p class="i2">
+          With the white cross on its crown!
+        </p>
+        <p>
+          Hurra! for Meccatina,
+        </p>
+        <p class="i2">
+          And its mountains bare and brown!
+        </p>
+        <p>
+          Where the caribou's tall antlers
+        </p>
+        <p class="i2">
+          O'er the dwarf-wood freely toss,
+        </p>
+        <p>
+          And the footsteps of the Mickmack
+        </p>
+        <p class="i2">
+          Have no sound upon the moss.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          There we'll drop our lines, and gather
+        </p>
+        <p class="i2">
+          Old ocean's treasures in,
+        </p>
+        <p>
+          Where'er the mottled mackerel
+        </p>
+        <p class="i2">
+          Turns up a steel-dark fin.
+        </p>
+        <p>
+          The sea's our field of harvest,
+        </p>
+        <p class="i2">
+          Its scaly tribes our grain;
+        </p>
+        <p>
+          We'll reap the teeming waters
+        </p>
+        <p class="i2">
+          As at home they reap the plain.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Though the mist upon our jackets
+        </p>
+        <p class="i2">
+          In the bitter air congeals,
+        </p>
+        <p>
+          And our lines wind stiff and slowly
+        </p>
+        <p class="i2">
+          From off the frozen reels;
+        </p>
+        <p>
+          Though the fog be dark around us,
+        </p>
+        <p class="i2">
+          And the storm blow high and loud,
+        </p>
+        <p>
+          We will whistle down the wild wind,
+        </p>
+        <p class="i2">
+          And laugh beneath the cloud!
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Hurra!&mdash;Hurra!&mdash;the west wind
+        </p>
+        <p class="i2">
+          Comes freshening down the bay,
+        </p>
+        <p>
+          The rising sails are filling&mdash;
+        </p>
+        <p class="i2">
+          Give way, my lads, give way!
+        </p>
+        <p>
+          Leave the coward landsman clinging
+        </p>
+        <p class="i2">
+          To the dull earth like a weed&mdash;
+        </p>
+        <p>
+          The stars of heaven shall guide us,
+        </p>
+        <p class="i2">
+          The breath of heaven shall speed!
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash; Let some pupil in the class state in
+      what manner the lesson should be read.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Change the verbs throughout the sixth stanza
+      so as to represent past action.
+    </p>
+    <p>
+      Give the time indicated in the following sentences.
+    </p>
+    <div class="blockquot">
+      <p>
+        I <b><i>am thinking</i></b> about it.&nbsp;&nbsp;&nbsp;&nbsp; I <b><i>am
+        going</i></b> to-morrow.
+      </p>
+    </div>
+    <p>
+      As <b><i>verb-forms</i></b> do not always determine the <b><i>time of an
+      action</i></b>, we must call an action <b><i>past, present</i></b>, or <b><i>future</i></b>,
+      in accordance with the meaning indicated by the verb.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXIX" id="LESSON_LXIX"></a>LESSON LXIX.
+    </h2>
+    <div class="glossary">
+      <p>
+        op er a'tions, <i>ways of working; deeds</i>.<br /> <br /> e vap'o rat ed,
+        <i>has the moisture taken from it</i>.<br /> <br /> au'ger, <i>a tool used
+        in boring holes</i>.<br /> <br /> shan'ty, <i>a hut; a poor dwelling</i>.<br />
+        <br /> e nor'mous, <i>of very large size</i>.<br /> <br /> su per in
+        tend'ing, <i>directing; taking care of</i>.<br /> <br /> an nounce', <i>give
+        first notice of; make known</i>.<br /> <br /> de li'cious, <i>affording
+        great pleasure, especially to the taste</i>.<br /> <br /> de'tails, <i>small
+        parts of any thing</i>.<br /> <br /> clar'i fied, <i>made clear or pure</i>.<br />
+      </p>
+    </div>
+    <h3>
+      MAKING MAPLE SUGAR.&mdash;PART I.
+    </h3>
+    <p>
+      There is no part of farming that a boy enjoys more than the making of
+      maple sugar; it is better than "blackberrying," and nearly as good as
+      fishing.
+    </p>
+    <p>
+      And one reason he likes this work is that somebody else does the most of
+      it. It is a sort of work in which he can appear to be very active, and yet
+      not do much.
+    </p>
+    <p>
+      In my day maple-sugar-making used to be something between picnicking and
+      being shipwrecked on a fertile island, where one should save from the
+      wreck, tubs and augers, and great kettles and pork, and hen's-eggs and
+      rye-and-indian bread, and begin at once to lead the sweetest life in the
+      world.
+    </p>
+    <p>
+      I am told that it is something different nowadays, and that there is more
+      desire to save the sap, and make good, pure sugar, and sell it for a large
+      price.
+    </p>
+    <p>
+      I am told that it is the custom to carefully collect the sap and bring it
+      to the house, where there are built brick arches, over which it is
+      evaporated in shallow pans, and that pains are taken to keep the leaves,
+      sticks, ashes and coals out of it, and that the sugar is clarified.
+    </p>
+    <p>
+      In short, that it is a money-making business, in which there is very
+      little fun, and that the boy is not allowed to dip his paddle into the
+      kettle of boiling sugar and lick off the delicious syrup.
+    </p>
+    <p>
+      As I remember, the country boy used to be on the lookout in the spring for
+      the sap to begin running. I think he discovered it as soon as anybody.
+    </p>
+    <p>
+      Perhaps he knew it by a feeling of something starting in his own veins&mdash;a
+      sort of spring stir in his legs and arms, which tempted him to stand on
+      his head, or throw a handspring, if he could find a spot of ground from
+      which the snow had melted.
+    </p>
+    <p>
+      The sap stirs early in the legs of a country boy, and shows itself in
+      uneasiness in the toes, which, get tired of boots, and want to come out
+      and touch the soil just as soon as the sun has warmed it a little.
+    </p>
+    <p>
+      The country boy goes barefoot just as naturally as the trees burst their
+      buds, which were packed and varnished over in the fall to keep the water
+      and the frost out.
+    </p>
+    <p>
+      Perhaps the boy has been out digging into the maple-trees with his
+      jack-knife; at any rate, he is pretty sure to announce the discovery as he
+      comes running into the house in a state of great excitement, with "Sap's
+      runnin'!"
+    </p>
+    <p>
+      And then, indeed, the stir and excitement begin. The sap-buckets, which
+      have been stored in the wood-house, are brought down and set out on the
+      south side of the house and scalded.
+    </p>
+    <p>
+      The snow is still a foot or more deep in the woods, and the ox-sled is got
+      out to make a road to the sugar camp. The boy is every-where present,
+      superintending every thing, asking questions, and filled with a desire to
+      help the excitement.
+    </p>
+    <p>
+      It is a great day when the cart is loaded with the buckets, and the
+      procession starts into the woods. The sun shines brightly; the snow is
+      soft and beginning to sink down; the snow-birds are twittering about, and
+      the noise of shouting and of the blows of the axe echoes far and wide.
+    </p>
+    <p>
+      In the first place the men go about and tap the trees, drive in the
+      spouts, and hang the buckets under. The boy watches all these operations
+      with the greatest interest.
+    </p>
+    <p>
+      He wishes that some time when a hole is bored into a tree that the sap
+      would spout out in a stream, as it does when a cider-barrel is tapped.
+    </p>
+    <p>
+      But it never does, it only drops, sometimes almost in a stream, but on the
+      whole slowly, and the boy learns that the sweet things of the world have
+      to be patiently waited for, and do not usually come otherwise than drop by
+      drop.
+    </p>
+    <p>
+      Then the camp is to be cleared of snow. The shanty is re-covered with
+      boughs. In front of it two enormous logs are rolled nearly together, and a
+      fire is built between them.
+    </p>
+    <p>
+      Forked sticks are set at each end, and a long pole is laid on them, and on
+      this are hung the great iron kettles. The huge hogsheads are turned right
+      side up, and cleaned out to receive the sap that is gathered.
+    </p>
+    <p>
+      The great fire that is kindled is never allowed to go out, night or day,
+      so long as the season lasts. Somebody is always cutting wood to feed it;
+      somebody is busy most of the time gathering in the sap.
+    </p>
+    <p>
+      Somebody is required to watch the kettles that they do not boil over, and
+      to fill them. It is not the boy, however; he is too busy with things in
+      general to be of any use in details.
+    </p>
+    <p>
+      He has his own little sap-yoke and small pails, with which he gathers the
+      sweet liquid. He has a little boiling-place of his own, with small logs
+      and a tiny kettle.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading</b>.&mdash;In the second line of the lesson,
+      after the word <b><i>more</i></b>, a pause should be made for the purpose
+      of giving special effect to the words which follow. This is called a <b><i>rhetorical
+      pause</i></b>.
+    </p>
+    <p>
+      In the third and fourth lines, point out the <b><i>rhetorical pauses</i></b>.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Let some pupil explain the meaning of the
+      third paragraph of the lesson.
+    </p>
+    <p>
+      Change the verbs in the last paragraph so as to indicate <b><i>future time</i></b>.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXX" id="LESSON_LXX"></a>LESSON LXX.
+    </h2>
+    <div class="glossary">
+      <p>
+        grim'y, <i>dirty</i>.<br /> <br /> re al i za'tion, <i>the act of coming
+        true</i>.<br /> <br /> in vent'ed, <i>found out; contrived</i>.<br /> <br />
+        per mit'ted, <i>allowed</i>.<br /> <br /> dis solved', <i>melted; broken
+        up</i>.<br /> <br /> a vid'i ty, <i>eagerness</i>.<br /> <br /> re duced',
+        <i>made smaller in quantity</i>.<br /> <br /> sen sa'tion, <i>feeling</i>.<br />
+        <br /> crys'tal lize, <i>change into hard particles of a regular shape</i>.
+      </p>
+    </div>
+    <h3>
+      MAKING MAPLE SUGAR.&mdash;PART II.
+    </h3>
+    <p>
+      In the great kettles the boiling of the sap goes on slowly, and the
+      liquid, as it thickens, is dipped from one to another, until in the end
+      kettle it is reduced to syrup, and is taken out to cool and settle, until
+      enough is made to "sugar off."
+    </p>
+    <p>
+      To "sugar off" is to boil the syrup until it is thick enough to
+      crystallize into sugar. This is the grand event, and is only done once in
+      two or three days.
+    </p>
+    <p>
+      But the boy's desire is to "sugar off" all the time. He boils his kettle
+      down as rapidly as possible; he is not particular about chips, scum, or
+      ashes.
+    </p>
+    <p>
+      He is apt to burn his sugar; but if he can get enough to make a little wax
+      on the snow, or to scrape from the bottom of the kettle with his wooden
+      paddle, he is happy.
+    </p>
+    <p>
+      A great deal is wasted on his hands, and the outside of his face, and on
+      his clothes, but he does not care; he is not stingy.
+    </p>
+    <p>
+      To watch the operations of the big fire gives him constant pleasure.
+      Sometimes he is left to watch the boiling kettles, with a piece of pork
+      tied on the end of a stick, which he dips into the boiling mass when it
+      threatens to go over.
+    </p>
+    <p>
+      He is constantly tasting of it, however, to see if it is not almost syrup.
+      He has a long, round stick, whittled smooth at one end, which he uses for
+      this purpose, at the constant risk of burning his tongue.
+    </p>
+    <p>
+      The smoke blows in his face; he is grimy with ashes; he is altogether such
+      a mass of dirt, stickiness, and sweetness, that his own mother wouldn't
+      know him.
+    </p>
+    <p>
+      He likes to boil eggs with the hired man in the hot sap; he likes to roast
+      potatoes in the ashes, and he would live in the camp day and night if he
+      were permitted.
+    </p>
+    <p>
+      To sleep there with the men, and awake in the night and hear the wind in
+      the trees, and see the sparks fly up to the sky, is a perfect realization
+      of all the stories of adventures he has ever read.
+    </p>
+    <p>
+      He tells the other boys afterward that he heard something in the night
+      that sounded very much like a bear. The hired man says that he was very
+      much scared by the hooting of an owl.
+    </p>
+    <p>
+      The great occasions for the boy, though, are the times of "sugaring off."
+      Sometimes this used to be done in the evening, and it was made the excuse
+      for a frolic in the camp.
+    </p>
+    <p>
+      The neighbors were invited; sometimes even the pretty girls from the
+      village, who filled all the woods with their sweet voices and merry
+      laughter, were there, too.
+    </p>
+    <p>
+      The tree branches all show distinctly in the light of the fire, which
+      lights up the bough shanty, the hogsheads, the buckets on the trees, and
+      the group about the boiling kettles, until the scene is like something
+      taken out of a fairy play.
+    </p>
+    <p>
+      At these sugar parties every one was expected to eat as much sugar as
+      possible; and those who are practiced in it can eat a great deal.
+    </p>
+    <p>
+      It is a peculiar fact about eating warm maple sugar, that though you may
+      eat so much of it one day as to be sick, you will want it the next day
+      more than ever.
+    </p>
+    <p>
+      At the "sugaring off" they used to pour the hot sugar upon the snow, where
+      it congealed into a sort of wax, which I suppose is the most delicious
+      substance that was ever invented. And it takes a great while to eat it.
+    </p>
+    <p>
+      If you should close your teeth firmly on a lump of it, you would be unable
+      to open your mouth until it dissolved. The sensation while it is melting
+      is very pleasant, but it will not do to try to talk, for you can not.
+    </p>
+    <p>
+      The boy used to make a big lump of it and give it to the dog, who seized
+      it with great avidity, and closed his jaws on it, as dogs will on any
+      thing.
+    </p>
+    <p>
+      It was funny the next moment to see the expression of perfect surprise on
+      the dog's face when he found that he could not open his jaws.
+    </p>
+    <p>
+      He shook his head; he sat down in despair; he ran round in a circle; he
+      dashed into the woods and back again.
+    </p>
+    <p>
+      He did every thing except climb a tree, and howl. It would have been such
+      a relief to him if he could have howled. But that was the one thing he
+      could not do.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils change the verbs in the following
+      lines, so that they will indicate <b><i>present time</i></b>.
+    </p>
+    <div class="blockquot">
+      "He shook his head; he sat down in despair; he ran around in a circle; he
+      dashed into the woods and back again."
+    </div>
+    <p>
+      <b>Suggestion</b>.&mdash;Let the teacher, from time to time, select
+      stories, and have them read before the class. After the reading, let
+      pupils make oral <b><i>analyses</i></b>. The stories should be short, and
+      the exercise conducted without the use of pencils or paper.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXXI" id="LESSON_LXXI"></a>LESSON LXXI.
+    </h2>
+    <div class="glossary">
+      <p>
+        en'sign, <i>flag</i>.<br /> <br /> dis man'tled, <i>stripped of masts,
+        sails, and guns</i>.<br /> <br /> pa tri ot'ic, <i>full of love for one's
+        country</i>.<br /> <br /> hulk, <i>a dismantled ship</i>.<br /> <br />
+        frig'ate, <i>a ship of war</i>.<br /> <br /> tat'tered, <i>torn</i>.<br />
+        <br /> me'te or, <i>a fiery body in the heavens</i>.<br /> <br />
+        van'quished, <i>conquered; overcome</i>.<br /> <br /> har'pies, <i>destroyers</i>.<br />
+        <br /> manned, <i>supplied with men</i>.<br />
+      </p>
+    </div>
+    <h3>
+      OLD IRONSIDES.
+    </h3>
+    <p>
+      During our second war with Great Britain, which began in the year 1812,
+      many battles were fought both on land and sea.
+    </p>
+    <p>
+      Among the ships of war belonging to the United States Government, was a
+      frigate named the Constitution. She was built about the beginning of the
+      present century, and owing to her good fortune in many engagements, her
+      seamen gave her the name of "Old Ironsides."
+    </p>
+    <p>
+      She was in active service throughout the entire war, and captured five
+      ships of war from the British, two of which were frigates.
+    </p>
+    <p>
+      In all her service, her success was remarkable. She never lost her masts,
+      never went ashore, and though so often in battle, no very serious loss of
+      life ever occurred on her decks. Her entire career was that of what is
+      called in the navy "a lucky ship."
+    </p>
+    <p>
+      Perhaps this may be explained by the fact that she always had excellent
+      commanders, and that she probably possessed as fine a ship's company as
+      ever manned a frigate.
+    </p>
+    <p>
+      In 1829, the Government ordered the Constitution to be dismantled and
+      taken to pieces, because she had become unfit for service.
+    </p>
+    <p>
+      At that time, Oliver Wendell Holmes, who has since become famous as a
+      writer, was a young man twenty years of age, about completing his studies
+      at Harvard College.
+    </p>
+    <p>
+      When he heard of the intended destruction of "Old Ironsides," he went
+      directly to his room, and, inspired by patriotic feelings, wrote the
+      following poem.
+    </p>
+    <div class="poem">
+      <div class="stanza">
+        <p class="i4">
+          <b>OLD IRONSIDES.</b>
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Ay, tear her tattered ensign down!
+        </p>
+        <p class="i2">
+          Long has it waved on high,
+        </p>
+        <p>
+          And many an eye has danced to see
+        </p>
+        <p class="i2">
+          That banner in the sky;
+        </p>
+        <p>
+          Beneath it rung the battle shout
+        </p>
+        <p class="i2">
+          And burst the cannons' roar:
+        </p>
+        <p>
+          The meteor of the ocean air
+        </p>
+        <p class="i2">
+          Shall sweep the clouds no more.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Her deck, once red with heroes' blood,
+        </p>
+        <p class="i2">
+          Where knelt the vanquished foe,
+        </p>
+        <p>
+          When winds were hurrying o'er the flood
+        </p>
+        <p class="i2">
+          And waves were white below,
+        </p>
+        <p>
+          No more shall feel the victors' tread,
+        </p>
+        <p class="i2">
+          Or know the conquered knee:
+        </p>
+        <p>
+          The harpies of the shore shall pluck
+        </p>
+        <p class="i2">
+          The eagle of the sea!
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          O, better that her shattered hulk
+        </p>
+        <p class="i2">
+          Should sink beneath the wave!&mdash;
+        </p>
+        <p>
+          Her thunders shook the mighty deep,
+        </p>
+        <p class="i2">
+          And there should be her grave.
+        </p>
+        <p>
+          Nail to the mast her holy flag,
+        </p>
+        <p class="i2">
+          Set every threadbare sail,
+        </p>
+        <p>
+          And give her to the god of storms,
+        </p>
+        <p class="i2">
+          The lightning, and the gale!
+        </p>
+      </div>
+    </div>
+    <p>
+      The effect of this poem upon the people was so great that a general outcry
+      arose against the destruction of the gallant old ship.
+    </p>
+    <p>
+      The Government was induced to reconsider its determination. The old ship
+      was saved, repaired, and for many years has delighted the eyes of
+      thousands of people who have visited her.
+    </p>
+    <p>
+      At present, she is used as a receiving-ship at the United States Navy
+      Yard, Portsmouth, New Hampshire.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;With what tone of voice should the
+      prose part of the lesson be read?
+    </p>
+    <p>
+      Read the poetry&mdash;first, slowly and quietly; then, in a loud tone of
+      voice, expressing the feeling of anger.
+    </p>
+    <p>
+      Which method of reading the poem do the pupils prefer?
+    </p>
+    <p>
+      Which do they think represents the poet's feelings?
+    </p>
+    <p>
+      Let pupils pronounce in concert, and singly, the following words: <b><i>hero,
+      year, people, deep, eagle, knee, serious, meteor, complete, pieces</i>.</b>
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils point out and explain the unusual
+      expressions found in the first two stanzas, writing out a list of the
+      changes made.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXXII" id="LESSON_LXXII"></a>LESSON LXXII.
+    </h2>
+    <div class="glossary">
+      <p>
+        ver'tic al, <i>upright</i>.<br /> <br /> cat'a ract, <i>a great fall of
+        water over a precipice</i>.<br /> <br /> pro vis'ions, <i>stock of food</i>.<br />
+        <br /> con struct'ed, <i>made; formed</i>.<br /> <br /> in cred'i ble, <i>not
+        easily believed</i>.<br /> <br /> sta'tion a ry, <i>not moving; fixed</i>.<br />
+        <br /> ex tinct', <i>inactive; dead</i>.<br /> <br /> de pos'it, <i>that
+        which is laid or thrown down</i>.<br /> <br /> ap'er ture, <i>an opening</i>.<br />
+        <br /> di am'e ter, <i>distance across or through</i>.<br /> <br /> com
+        pris'es, <i>includes; contains</i>.<br />
+      </p>
+    </div>
+    <h3>
+      NATURAL WONDERS OF AMERICA.&mdash;PART I.
+    </h3>
+    <p>
+      Within the vast extent of territory belonging to the United States, there
+      are many wonderful natural curiosities which attract visitors from all
+      parts of the world.
+    </p>
+    <p>
+      A short description of some of the principal attractions is here given,
+      with the hope that many who read this lesson, may at some time visit a
+      part or all that are noticed.
+    </p>
+    <h3>
+      GEYSERS OF THE YELLOWSTONE PARK.
+    </h3>
+    <p>
+      The Yellowstone Park is a tract of country fifty-five by sixty-five miles
+      in extent, lying mainly in the northwest corner of the Territory of
+      Wyoming, but including a narrow belt in southern Montana. It contains
+      nearly thirty-six hundred square miles, and is nearly three times as large
+      as the State of Rhode Island. No equal extent of country on the globe
+      comprises such a union of grand and wonderful scenery.
+    </p>
+    <p>
+      Numerous hot springs, steam jets, and extinct geyser cones exist in the
+      Yellowstone basin. Just beyond the western rim of the basin, lies the
+      grand geyser region of Fire-Hole River.
+    </p>
+    <p>
+      Scattered along both banks of this stream are boiling springs from two to
+      twelve feet across, all in active operation.
+    </p>
+    <p>
+      One of the most noted geysers of this district is "Old Faithful." It
+      stands on a mound thirty feet high, the crater rising some six feet higher
+      still.
+    </p>
+    <p>
+      The eruptions take place about once an hour, and continue fifteen or
+      twenty minutes, the column of water shooting upward with terrific force,
+      from one hundred to one hundred and fifty feet.
+    </p>
+    <p>
+      The great mass of water falls directly back into the basin, flowing over
+      the edges and down the sides in large streams. When the action ceases, the
+      water recedes from sight, and nothing is heard but an occasional escape of
+      steam until another eruption occurs.
+    </p>
+    <div class="figright">
+      <img alt="geyser (70K)" src="images/344.jpg" height="500" width="330" />
+    </div>
+    <p>
+      Just across the river and close to the margin, a small conical mound is
+      observed, about three feet high, and five feet in diameter at the base.
+    </p>
+    <p>
+      No one would suspect it to be an active geyser. But in 1871, a column of
+      water entirely filling the crater shot from it, which by actual
+      measurement was found to be two hundred and nineteen feet high.
+    </p>
+    <p>
+      Not more than a hundred yards from the river, there is a large oval
+      aperture eighteen feet wide and twenty-five feet long. The sides are
+      covered with a grayish-white deposit which is distinctly visible at a
+      depth of a hundred feet below the surface.
+    </p>
+    <p>
+      This geyser is known as the "Giantess," and a visitor in describing it
+      states that "no water could be discovered on the first approach, but it
+      could be distinctly heard gurgling and boiling at a great distance below.
+      Suddenly it began to rise, spluttering and sending out huge volumes of
+      steam, causing a general scattering of our company.
+    </p>
+    <p>
+      "When within about forty feet of the surface, it became stationary, and we
+      returned to look upon it. All at once it rose with incredible rapidity,
+      the hot water bursting from the opening with terrific force, rising in a
+      column the full size of this immense aperture to the height of sixty feet.
+    </p>
+    <p>
+      "Through, and out of the top of this mass, five or six lesser jets or
+      round columns of water, varying in size from six to fifteen inches in
+      diameter, were projected to the marvelous height of two hundred and fifty
+      feet."
+    </p>
+    <h3>
+      THE CA&Ntilde;ONS OF THE COLORADO RIVER.
+    </h3>
+    <p>
+      The length of the Colorado River, from the sources of the Green River, is
+      about two thousand miles.
+    </p>
+    <p>
+      For five hundred miles of this distance, the river has worn deep cuts or
+      gorges through the soft rock, called ca&ntilde;ons.
+    </p>
+    <div class="figright">
+      <img alt="grand canyon (49K)" src="images/346.jpg" height="500" width="299" />
+      <p class="center">
+        View in the Grand Ca&ntilde;on
+      </p>
+    </div>
+    <p>
+      The rocky sides of these ca&ntilde;ons form lofty vertical walls, which,
+      in some places, rise to a height of more than a mile above the surface of
+      the water.
+    </p>
+    <p>
+      The largest and most noted of these vast gorges is the Grand Ca&ntilde;on,
+      which extends a distance of more than two hundred miles. The height of the
+      walls of this ca&ntilde;on varies from four thousand to seven thousand
+      feet.
+    </p>
+    <p>
+      The river, as it runs through it, is from fifty to three hundred feet
+      wide. So swift is the current, that it is almost impossible to float a
+      boat down the stream without having it dashed to pieces against the rocky
+      walls on either side.
+    </p>
+    <p>
+      The first descent through these ca&ntilde;ons was made in 1867, from a
+      point on Grand River, about thirty miles above its junction with Green
+      River.
+    </p>
+    <p>
+      Three men were prospecting for gold, and being attacked by Indians and one
+      of their number killed, the other two decided to attempt the descent of
+      the river, rather than retrace their steps through a country where Indians
+      were numerous.
+    </p>
+    <p>
+      They constructed a raft of a few pieces of drift-wood, and having secured
+      their arms and provisions, commenced their journey down the stream.
+    </p>
+    <p>
+      A few days afterward, while the raft was descending a cataract, one of the
+      men was drowned and all the provisions were washed overboard.
+    </p>
+    <p>
+      The third man, hemmed in by the walls of the ca&ntilde;on, continued the
+      journey alone amid great perils from cataracts, rocks, and whirlpools.
+    </p>
+    <p>
+      For ten days he pursued, his lonely way, tasting food but twice during the
+      whole time. Once he obtained a few green pods and leaves from bushes
+      growing along the stream, and the second time from some friendly Indians.
+    </p>
+    <p>
+      At last he succeeded in reaching Callville in safety, after having floated
+      several hundred miles.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXXIII" id="LESSON_LXXIII"></a>LESSON LXXIII.
+    </h2>
+    <div class="glossary">
+      <p>
+        pro por'tions, <i>relations of parts to each other</i>.<br /> <br /> in
+        te'ri or, <i>the inside</i>.<br /> <br /> al a bas'ter, <i>a kind of
+        whitish stone</i>.<br /> <br /> chasm, <i>a deep opening</i>.<br /> <br />
+        a're a, <i>any surface, as the floor of a room</i>.<br /> <br /> an'cient,
+        <i>belonging to past ages</i>.<br /> <br /> un ex am'pled, <i>without a
+        similar case</i>.<br /> <br /> co los'sal, <i>of great size</i>.<br />
+        <br /> feat'ure, <i>any thing worthy of notice</i>.<br /> <br /> dra'per y,
+        <i>hangings of any kind</i>.<br /> <br /> o ver awed', <i>held in a state
+        of fear</i>.<br /> <br /> sur pass'ing, <i>exceeding others</i>.<br />
+      </p>
+    </div>
+    <h3>
+      NATURAL WONDERS OF AMERICA.&mdash;PART II.
+    </h3>
+    <h3>
+      THE MAMMOTH CAVE.
+    </h3>
+    <p>
+      In the year 1809, a hunter named Hutchins, while pursuing a bear in
+      Edmondson County, Kentucky, was surprised to see the animal disappear into
+      a small opening in the side of a hill.
+    </p>
+    <p>
+      Upon examining the spot, Hutchins found that the opening led into a cave.
+      Following up the examination soon after, it was discovered that the cave
+      was immense in its proportions.
+    </p>
+    <p>
+      On account of its great size, it was named Mammoth Cave. It has an area of
+      several hundred square miles, and two hundred and twenty-three known and
+      numbered avenues, with a united length of from one hundred and fifty to
+      two hundred miles.
+    </p>
+    <p>
+      The interior of this cave is divided by huge columns and walls of stone
+      into chambers of various shapes and sizes. Some of these are large enough
+      to afford standing room for thousands of people.
+    </p>
+    <p>
+      One of the largest of these chambers is called Mammoth Dome. This room is
+      four hundred feet long, one hundred and fifty feet wide, and two hundred
+      and fifty feet in height.
+    </p>
+    <p>
+      The walls of this grand room are curtained by alabaster drapery in
+      vertical folds and present to the eye a scene of unexampled beauty and
+      grandeur.
+    </p>
+    <p>
+      A large gateway at one end of this room opens into another room, in which
+      the position of the huge stone pillars, reminds one of the ruins of some
+      ancient temple.
+    </p>
+    <p>
+      Six colossal columns, or pillars, eighty feet high and twenty-five feet in
+      diameter, standing in a half circle, are among the imposing attractions of
+      this wonderful room.
+    </p>
+    <p>
+      Another striking feature of Mammoth Cave is what is called the Dead Sea.
+      This body of water is four hundred feet long, forty feet wide, and very
+      deep.
+    </p>
+    <p>
+      A curious fish is found in this dark lake. It is without eyes, and, in
+      form and color, is different from any fish found outside the cave.
+    </p>
+    <p>
+      There are found also a blind grasshopper, without wings, and a blind
+      crayfish of a whitish color, both of which are very curious and
+      interesting.
+    </p>
+    <p>
+      The fact that these living creatures are blind would seem to indicate that
+      nature had produced them for the distinct purpose of inhabiting this dark
+      cave.
+    </p>
+    <h3>
+      NIAGARA FALLS.
+    </h3>
+    <p>
+      Of all the sights to be seen on this continent, there is none that equals
+      the great Falls of Niagara River, situated about twelve miles north of
+      Buffalo, in the State of New York.
+    </p>
+    <p>
+      On first beholding this most wonderful of all known cataracts, one is
+      overawed by its surpassing grandeur, "and stunned by the sound of the
+      falling waters as by a roar of thunder."
+    </p>
+    <p>
+      For quite a distance above the falls, the Niagara River is about one mile
+      wide, and flows with great swiftness.
+    </p>
+    <p>
+      Just at the edge of the cataract stands Goat Island, which divides the
+      waters of the river, and makes two distinct cataracts; one on the Canadian
+      side, and one on the American side of the river.
+    </p>
+    <p>
+      The one on the Canadian side, called from its shape the Horse-shoe Fall,
+      is eighteen hundred feet wide, and one hundred, and fifty-eight feet high.
+      The other, called the American Fall, is six hundred feet wide, and one
+      hundred and sixty-four feet high.
+    </p>
+    <p>
+      As the immense body of water leaps over this vast precipice, it breaks
+      into a soft spray, which waves like a plume in the wind. At times, when
+      the rays of the sun strike this spray, a rainbow is formed which stretches
+      itself across the deep chasm, and produces a beautiful effect.
+    </p>
+    <p>
+      During the winter, much of the water and spray freezes, and as each moment
+      adds to the frozen mass, some curious and wonderful ice formations are
+      produced.
+    </p>
+    <p>
+      Sometimes, during a very cold winter, the ice at the foot of the falls
+      forms a complete bridge from one shore to the other.
+    </p>
+    <p>
+      An interesting feature of a visit to these falls is a descent to the level
+      of the foot of the cataract behind the great sheet of water.
+    </p>
+    <p>
+      A long flight of steps leads down to a secure footing between the rocky
+      precipice and the falling torrent. By a narrow footpath, it is possible
+      for the visitor to pass between this column of water and the wall of rock.
+    </p>
+    <p>
+      Once behind the sheet of water, the roar is deafening. One can only cling
+      to the narrow railing or his guide, as he picks his way for more than a
+      hundred feet behind the roaring torrent.
+    </p>
+    <p>
+      A single misstep, a slip, or a fall, and nothing remains but a horrible
+      death by being dashed to pieces upon the jagged rocks below.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading</b>.&mdash;Point out four places in the lesson
+      where words would likely be run together by a careless reader.
+    </p>
+    <p>
+      The word <b><i>ca&ntilde;on</i></b> is pronounced <b><i>can'yon</i>.</b>
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Give rules for marks of punctuation and
+      capital letters used in the first paragraph of the account of Niagara
+      Falls.
+    </p>
+    <p>
+      Let pupils make out an <b><i>analysis</i></b> in five or six parts,
+      treating some well-known scene.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXXIV" id="LESSON_LXXIV"></a>LESSON LXXIV.
+    </h2>
+    <div class="glossary">
+      <p>
+        vo ra'cious, <i>greedy; very hungry</i>.<br /> <br /> o ver whelmed', <i>overcome
+        by force of numbers</i>.<br /> <br /> a bound'ing, <i>existing in large
+        numbers</i>.<br /> <br /> as cend'ing, <i>going up</i>.<br /> <br /> her'ald
+        ed, <i>gave notice of</i>.<br /> <br /> im pet'u ous, <i>furious; without
+        care for what happens</i>.<br /> <br /> crim'i nals, <i>those who have
+        broken the law</i>.<br /> <br /> con'cen trate, <i>gather in a large mass</i>.<br />
+        <br /> in tol'er a ble, <i>not to be borne</i>.<br /> <br /> ir re sist'i
+        ble, <i>can not be opposed</i>.<br />
+      </p>
+    </div>
+    <h3>
+      AFRICAN ANTS.
+    </h3>
+    <p>
+      A strange kind of ant is very abundant in the whole region I have traveled
+      over in Africa, and is the most voracious creature I ever met. It is the
+      dread of all living animals, from the leopard to the smallest insect.
+    </p>
+    <p>
+      I do not think that these ants build nests or homes of any kind. At any
+      rate they carry nothing away, but eat all their prey on the spot. It is
+      their habit to march through the forests in a long, regular line&mdash;a
+      line about two inches broad and often several miles in length. All along
+      this line are larger ants, who act as officers, stand outside the ranks,
+      and keep this singular army in order.
+    </p>
+    <p>
+      If they come to a place where there are no trees to shelter them from the
+      sun, whose heat they can not bear, they immediately build underground
+      tunnels, through which the whole army passes in columns to the forest
+      beyond. These tunnels are four or five feet underground, and are used only
+      in the heat of the day, or during a storm.
+    </p>
+    <p>
+      When, they grow hungry the long file spreads itself through the forest in
+      a front line, and attacks and devours all it overtakes with a fury which
+      is quite irresistible. The elephant and gorilla fly before this attack.
+      The black men run for their lives. Every animal that lives in their line
+      of march is chased.
+    </p>
+    <p>
+      They seem to understand and act upon the tactics of Napoleon, and
+      concentrate with great speed their heaviest forces upon the point of
+      attack. In an incredibly short space of time the mouse, or dog, or
+      leopard, or deer, is overwhelmed, killed, eaten, and the bare skeleton
+      only remains.
+    </p>
+    <p>
+      They seem to travel night and day. Many a time have I been awakened out of
+      a sleep, and obliged to rush from the hut and into the water to save my
+      life, and after all suffered intolerable agony from the bites of the
+      advance-guard, that had got into my clothes.
+    </p>
+    <p>
+      When they enter a house they clear it of all living things. Cockroaches
+      are devoured in an instant. Rats and mice spring round the room in vain.
+      An overwhelming force of ants kill a strong rat in less than a minute, in
+      spite of the most frantic struggles, and in less than another minute its
+      bones are stripped. Every living thing in the house is devoured.
+    </p>
+    <p>
+      They will not touch vegetable matter. Thus they are in reality very
+      useful, as well as dangerous, to the natives, who have their huts cleaned
+      of all the abounding vermin, such as immense cockroaches and centipedes,
+      at least several times a year.
+    </p>
+    <p>
+      When on their march the insect world flies before them, and I have often
+      had the approach of an ant-army heralded to me by this means. Wherever
+      they go they make a clean sweep, even ascending to the tops of the highest
+      trees in pursuit of their prey.
+    </p>
+    <p>
+      Their manner of attack is an impetuous leap. Instantly the strong pincers
+      are fastened, and they let go only when the piece gives way.
+    </p>
+    <p>
+      At such times this little animal seems animated by a kind of fury which
+      causes it to disregard entirely its own safety, and to seek only the
+      conquest of its prey. The bite of these ants is very painful.
+    </p>
+    <p>
+      The natives relate that in former times it was the custom to expose
+      criminals in the path of these ants, as the most cruel way that was known
+      of putting them to death.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading</b>.&mdash;Name the <b><i>emphatic words</i></b>
+      in the last paragraph of the lesson, and mark the <b><i>inflections</i></b>.
+    </p>
+    <p>
+      In determining upon the <b><i>emphasis</i></b> to be given to the words of
+      a sentence, the only guide we have to follow is the <b><i>meaning</i>.</b>
+      We must ask ourselves, "Which, words are of special importance to the
+      meaning?"
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Change each of the sentences given below to
+      <b><i>statements</i></b>, expressing as nearly as possible the same
+      meaning.
+    </p>
+    <div class="blockquot">
+      <p>
+        "What troubles you to-day?"
+      </p>
+      <p>
+        "Tell me at once what the matter is!"
+      </p>
+      <p>
+        "Let us shout for Meccatina, and its mountains bare and brown!"
+      </p>
+    </div>
+    <p>
+      <b>Model</b>.&mdash;"What is your name?" changed to the form of a <b><i>statement</i></b>,
+      becomes&mdash;"I wish you to tell me your name."
+    </p>
+    <p>
+      Let pupils write four <b><i>questions</i></b>, and then change them to <b><i>statements</i></b>,
+      expressing as nearly as possible the same meaning.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXXV" id="LESSON_LXXV"></a>LESSON LXXV.
+    </h2>
+    <div class="glossary">
+      <p>
+        plun'dered, <i>stripped of their goods by force</i>.<br /> <br /> surge,
+        <i>a rolling swell of water; billows</i>.<br /> <br /> verge, <i>extreme
+        side or edge</i>.<br /> <br /> sheer, <i>straight up and down</i>.<br />
+        <br /> frag'ments, <i>pieces; small portions</i>.<br /> <br /> vis'ion <i>scene;
+        imaginary picture</i>.<br /> <br /> a byss', <i>chasm; deep space</i>.<br />
+        <br /> phan'tom, <i>ghost; airy spirit</i>.<br />
+      </p>
+    </div>
+    <h3>
+      THE LEAP OF ROUSHAN BEG.
+    </h3>
+    <div class="poem">
+      <div class="stanza">
+        <p>
+          Mounted on Kyrat strong and fleet,
+        </p>
+        <p>
+          His chestnut steed with four white feet,
+        </p>
+        <p class="i2">
+          Roushan Beg, called Kurroglou,
+        </p>
+        <p>
+          Son of the road and bandit chief,
+        </p>
+        <p>
+          Seeking refuge and relief,
+        </p>
+        <p class="i2">
+          Up the mountain pathway flew.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Such was Kyrat's wondrous speed,
+        </p>
+        <p>
+          Never yet could any steed
+        </p>
+        <p class="i2">
+          Reach the dust-cloud in his course.
+        </p>
+        <p>
+          More than maiden, more than wife,
+        </p>
+        <p>
+          More than gold, and next to life,
+        </p>
+        <p class="i2">
+          Roushan the  Robber loved his horse.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          In the land that lies beyond
+        </p>
+        <p>
+          Erzeroum and Trebizond,
+        </p>
+        <p class="i2">
+          Garden-girt his fortress stood.
+        </p>
+        <p>
+          Plundered khan, or caravan
+        </p>
+        <p>
+          Journeying north from Koordistan,
+        </p>
+        <p class="i2">
+          Gave him wealth and wine and food.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Seven hundred and fourscore
+        </p>
+        <p>
+          Men at arms his livery wore,
+        </p>
+        <p class="i2">
+          Did his bidding night and day.
+        </p>
+        <p>
+          Now, through regions all unknown,
+        </p>
+        <p>
+          He was wandering, lost, alone,
+        </p>
+        <p class="i2">
+          Seeking without guide his way.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Suddenly the pathway ends,
+        </p>
+        <p>
+          Sheer the precipice descends,
+        </p>
+        <p class="i2">
+          Loud the torrent roars unseen;
+        </p>
+        <p>
+          Thirty feet from side to side
+        </p>
+        <p>
+          Yawns the chasm; on air must ride
+        </p>
+        <p class="i2">
+          He who crosses this ravine.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Following close in his pursuit,
+        </p>
+        <p>
+          At the precipice's foot,
+        </p>
+        <p class="i2">
+          Reyhan the Arab of Orfah
+        </p>
+        <p>
+          Halted with his hundred men,
+        </p>
+        <p>
+          Shouting upward from the glen,
+        </p>
+        <p class="i2">
+          "La Illah'illa Allah'!"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Gently Roushan Beg caressed
+        </p>
+        <p>
+          Kyrat's forehead, neck, and breast;
+        </p>
+        <p class="i2">
+          Kissed him upon both his eyes;
+        </p>
+        <p>
+          Sang to him in his wild way,
+        </p>
+        <p>
+          As upon the topmost spray
+        </p>
+        <p class="i2">
+          Sings a bird before it flies.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "O my Kyrat, O my steed,
+        </p>
+        <p>
+          Round and slender as a reed,
+        </p>
+        <p class="i2">
+          Carry me this peril through!
+        </p>
+        <p>
+          Satin housings shall be thine,
+        </p>
+        <p>
+          Shoes of gold, O Kyrat mine,
+        </p>
+        <p class="i2">
+          O thou soul of Kurroglou!
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          "Soft thy skin as silken skein,
+        </p>
+        <p>
+          Soft as woman's hair thy mane,
+        </p>
+        <p class="i2">
+          Tender are thine eyes and true;
+        </p>
+        <p>
+          All thy hoofs like ivory shine,
+        </p>
+        <p>
+          Polished bright; O, life of mine,
+        </p>
+        <p class="i2">
+          Leap and rescue Kurroglou!"
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Kyrat, then, the strong and fleet,
+        </p>
+        <p>
+          Drew together his four white feet,
+        </p>
+        <p class="i2">
+          Paused a moment on the verge,
+        </p>
+        <p>
+          Measured with his eye the space,
+        </p>
+        <p>
+          And into the air's embrace
+        </p>
+        <p class="i2">
+          Leaped as leaps the ocean surge.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          As the ocean surge o'er sand
+        </p>
+        <p>
+          Bears a swimmer safe to land,
+        </p>
+        <p class="i2">
+          Kyrat safe his rider bore;
+        </p>
+        <p>
+          Rattling down the deep abyss,
+        </p>
+        <p>
+          Fragments of the precipice
+        </p>
+        <p class="i2">
+          Rolled like pebbles on a shore.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Roushan's tassled cap of red
+        </p>
+        <p>
+          Trembled not upon his head,
+        </p>
+        <p class="i2">
+          Careless sat he and upright;
+        </p>
+        <p>
+          Neither hand nor bridle shook,
+        </p>
+        <p>
+          Nor his head he turned to look,
+        </p>
+        <p class="i2">
+          As he galloped out of sight.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Flash of harness in the air,
+        </p>
+        <p>
+          Seen a moment, like the glare
+        </p>
+        <p class="i2">
+          Of a sword drawn from its sheath;
+        </p>
+        <p>
+          Thus the phantom horseman passed,
+        </p>
+        <p>
+          And the shadow that he cast
+        </p>
+        <p class="i2">
+          Leaped the cataract underneath.
+        </p>
+      </div>
+      <div class="stanza">
+        <p>
+          Reyhan the Arab held his breath
+        </p>
+        <p>
+          While this vision of life and death
+        </p>
+        <p class="i2">
+          Passed above him. "Allahu!"
+        </p>
+        <p>
+          Cried he. "In all Koordistan
+        </p>
+        <p>
+          Lives there not so brave a man
+        </p>
+        <p class="i2">
+          As this Robber Kurroglou!"
+        </p>
+      </div>
+    </div>
+    <hr />
+    <p>
+      <b>Directions for Reading</b>.&mdash;Let pupils point out where changes in
+      tone of voice occur in reading this lesson.
+    </p>
+    <p>
+      What lines in the last two stanzas are to be joined in reading?
+    </p>
+    <p>
+      Keep the lungs sufficiently full of air to avoid stopping to breathe at
+      such places as would injure the sense.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Let pupils select a subject, and then make
+      out an <b><i>analysis</i></b> to use in treating it.
+    </p>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXXVI" id="LESSON_LXXVI"></a>LESSON LXXVI
+    </h2>
+    <div class="glossary">
+      <p>
+        mu se'um, <i>a place where curiosities are exhibited</i>.<br /> <br />
+        ban'daged, <i>bound with strips of cloth</i>.<br /> <br /> dy'nas ties, <i>governments;
+        families of kings</i>.<br /> <br /> ex plored', <i>searched; examined</i>.<br />
+        <br /> pop'u lat ed, <i>peopled; filled with people</i>.<br /> <br /> gen
+        era' tions, <i>succession of families or peoples</i>.<br /> <br /> e
+        rect'ed, <i>raised; built</i>.<br /> <br /> cal'cu lat ed, <i>estimated</i>.<br />
+        <br /> flour'ished, <i>prospered; thrived</i>.<br />
+      </p>
+    </div>
+    <h3>
+      EGYPT AND ITS RUINS.&mdash;PART I.
+    </h3>
+    <p>
+      Egypt embraces that part of Africa occupied by the valley of the River
+      Nile. For many centuries, it was a thickly populated country, and at one
+      time possessed great influence and wealth, and had reached an advanced
+      state of civilization.
+    </p>
+    <p>
+      The history of Egypt extends through a period of about six thousand years.
+      During this time great cities were built which flourished for hundreds of
+      years.
+    </p>
+    <p>
+      Owing to wars and changes of government many of these cities were
+      destroyed, and nothing of them now remains but massive and extensive
+      ruins.
+    </p>
+    <p>
+      Pyramids were built, obelisks erected, canals projected, and many other
+      vast enterprises were carried out.
+    </p>
+    <div class="figright">
+      <img alt="pyramid pastiche (82K)" src="images/363.jpg" height="500"
+      width="404" />
+    </div>
+    <p>
+      Remains of these are to be seen to-day, some in ruins, some fairly
+      preserved, and, altogether, they give present generations an idea of the
+      wealth and power of the different dynasties under which they were built.
+    </p>
+    <p>
+      Not far from Cairo, which is now the principal city of Egypt, are the
+      famous pyramids. These are of such immense proportions, that from a
+      distance their tops seem to reach the clouds.
+    </p>
+    <p>
+      They are constructed of blocks of stone. Some of these blocks are of great
+      size, and how the builders ever put them into their places, is a question
+      we can not answer.
+    </p>
+    <p>
+      It is supposed that the construction of one of these pyramids required
+      more than twenty years' labor from thousands of men.
+    </p>
+    <p>
+      The largest pyramid is four hundred and sixty-one feet high, seven hundred
+      and forty-six feet long at the base, and covers more than twelve acres of
+      ground. In all, sixty-seven of these pyramids have been discovered and
+      explored.
+    </p>
+    <p>
+      They are the tombs in which the ancient kings and their families were
+      buried. In the interior of these pyramids, many chambers were constructed
+      to contain their stone coffins.
+    </p>
+    <p>
+      It has been calculated that one of the principal pyramids could contain
+      three thousand seven hundred rooms of large size.
+    </p>
+    <p>
+      The bodies of those who were buried in the pyramids were preserved from
+      decay by a secret process, known only to the priests.
+    </p>
+    <div class="figright">
+      <img alt="mummy (6K)" src="images/365.jpg" height="63" width="250" />
+    </div>
+    <p>
+      After the bodies were prepared, they were wrapped in bands of fine linen,
+      and on the inside of these was spread a peculiar kind of gum. There were
+      sometimes a thousand yards of these bands on a single body.
+    </p>
+    <p>
+      After they were thus prepared, a soft substance was placed around the
+      bandaged body. This covering, when it hardened, kept the body in a
+      complete state of preservation.
+    </p>
+    <div class="figleft">
+      <img alt="sarcophagus (39K)" src="images/3651.jpg" height="250" width="401" />
+    </div>
+    <p>
+      These coverings are now called mummy-cases, and the bodies they inclose,
+      mummies.
+    </p>
+    <p>
+      These bodies were finally placed, in huge stone coffins, many of which
+      were covered with curious carvings.
+    </p>
+    <p>
+      Some of these mummies have been found, that are said to be over three
+      thousand years old. However, when the wrappings are removed from them,
+      many of the bodies have been so well preserved, as to exhibit the
+      appearance of the features as in life.
+    </p>
+    <p>
+      Large numbers of these mummies have been carried to other countries and
+      placed on exhibition in museums.
+    </p>
+    <p>
+      Among the mummies brought to this country, are some of the best specimens
+      which have yet been discovered.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Let pupils mark the <b><i>inflection</i></b>
+      and point out <b><i>emphatic words</i></b> in the first two paragraphs of
+      the lesson.
+    </p>
+    <p>
+      Show positions of the <b><i>rhetorical pauses</i></b> in the first
+      paragraph on page 363.<a name="FNanchor_20_20" id="FNanchor_20_20"></a><a
+      href="#Footnote_20_20">[20]</a>
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson</b>.&mdash;Let pupils review, as a written exercise,
+      the spelling of the following words.
+    </p>
+    <table width="80%" border="0" summary="language_lesson">
+      <tr>
+        <td>
+          receding
+        </td>
+        <td>
+          principal
+        </td>
+        <td>
+          rubbish
+        </td>
+        <td>
+          punctual
+        </td>
+      </tr>
+      <tr>
+        <td>
+          precipice
+        </td>
+        <td>
+          council
+        </td>
+        <td>
+          orphan
+        </td>
+        <td>
+          microscope
+        </td>
+      </tr>
+      <tr>
+        <td>
+          justice
+        </td>
+        <td>
+          civilized
+        </td>
+        <td>
+          threshold
+        </td>
+        <td>
+          muscles
+        </td>
+      </tr>
+      <tr>
+        <td>
+          precious
+        </td>
+        <td>
+          merchandise
+        </td>
+        <td>
+          especially
+        </td>
+        <td>
+          traveler
+        </td>
+      </tr>
+      <tr>
+        <td>
+          physician
+        </td>
+        <td>
+          recognize
+        </td>
+        <td>
+          anecdote
+        </td>
+        <td>
+          marvelous
+        </td>
+      </tr>
+      <tr>
+        <td>
+          sufficient
+        </td>
+        <td>
+          apologize
+        </td>
+        <td>
+          character
+        </td>
+        <td>
+          benefited
+        </td>
+      </tr>
+      <tr>
+        <td>
+          vicious
+        </td>
+        <td>
+          poisonous
+        </td>
+        <td>
+          tremendous
+        </td>
+        <td>
+          intelligent
+        </td>
+      </tr>
+    </table>
+    <p>
+      Let pupils select a subject and make out an <b><i>analysis</i></b> for its
+      treatment.
+    </p>
+    <p>
+      Each point in the <b><i>analysis</i></b> will require a separate paragraph
+      for its treatment.
+    </p>
+    <p>
+      Be careful to use capital letters and marks of punctuation correctly.
+    </p>
+    <hr />
+    <div class="footnote">
+      <p>
+        <a name="Footnote_20_20" id="Footnote_20_20"></a><span class="label"><a
+        href="#FNanchor_20_20">[20]</a></span>
+      </p>
+      Paragraph beginning, "Remains of these are to be seen to-day...."
+    </div>
+    <hr />
+    </div><!--end chapter-->
+
+    <div class="chapter">
+    <h2>
+      <a name="LESSON_LXXVII" id="LESSON_LXXVII"></a>LESSON LXXVII.
+    </h2>
+    <div class="glossary">
+      <p>
+        de vic'es, <i>curious marks or shapes</i>.<br /> <br /> in scrip'tion, <i>any
+        thing cut or written on a solid substance</i>.<br /> <br /> trans lat'ing,
+        <i>expressing in another language</i>.<br /> <br /> mem'o ra ble, <i>worthy
+        of being remembered</i>.<br /> <br /> spec'i mens, <i>small portions of
+        things</i>.<br /> <br /> in ge nu'i ty, <i>skill in inventing</i>.<br />
+        <br /> tour'ists, <i>travelers; sight-seers</i>.<br /> <br /> ded'i cat ed,
+        <i>set apart for a special purpose</i>.<br /> <br /> cer'e mo nies, <i>forms;
+        special customs</i>.<br /> <br /> site, <i>the place where any thing is
+        fixed</i>.<br /> <br /> mon'o lith, <i>a column consisting of a single
+        stone</i>.<br /> <br /> o rig'i nal ly, <i>in the first place</i>.<br />
+      </p>
+    </div>
+    <h3>
+      EGYPT AND ITS RUINS.&mdash;PART II.
+    </h3>
+    <p>
+      The ancient Egyptians erected many obelisks in various parts of their
+      country. These were monuments made from single pieces of hard stone, and
+      in some cases reached a height of more than a hundred feet.
+    </p>
+    <p>
+      They were placed before gateways leading to the principal temples and
+      palaces, and were covered with curious carvings in the stone, which
+      represented the language of the people at that time.
+    </p>
+    <p>
+      It thus appears that their written language was not composed of letters
+      and words alone, like our own; but that they used pictures of animals,
+      including birds, human figures, and other devices of a singular nature, to
+      express their thoughts and ideas.
+    </p>
+    <p>
+      Until the year 1799, it was impossible for the scholars of modern nations
+      to read this strange language. In that year, however, a stone tablet was
+      discovered by a French engineer, containing an inscription written in
+      three languages.
+    </p>
+    <p>
+      One of these was in the characters of the ancient Egyptian and another in
+      those of the Greek. Upon translating the Greek writing, it was discovered
+      to be a copy of the inscription in the Egyptian language.
+    </p>
+    <p>
+      By comparing the words of these inscriptions with many others, the
+      formation of this peculiar language was ascertained. It was then learned
+      that the inscriptions on these obelisks were the records of memorable
+      events, and the heroic deeds of their kings and heroes.
+    </p>
+    <p>
+      Many of these obelisks have been taken from their positions in Egypt and
+      transported with great labor to other countries. Nearly two thousand years
+      ago the Roman emperors began to carry them to the city of Rome.
+      Altogether, nearly fifty of these remarkable monuments were taken away and
+      set up in that city. They were then, as now, regarded as curious examples
+      of the ingenuity of the ancients who first made them.
+    </p>
+    <div class="figright">
+      <img alt="obelisk in central park (46K)" src="images/369.jpg" height="500"
+      width="335" />
+      <p class="center">
+        The Obelisk in Central Park, New York,<br /> and as it appeared in Egypt.
+      </p>
+    </div>
+    <p>
+      In later years, specimens were taken to Paris and London, and more
+      recently one was brought to America, and set up in the Central Park, New
+      York City.
+    </p>
+    <p>
+      This one belongs to the largest class, being nearly seventy feet high and
+      about eight feet square at the base.
+    </p>
+    <p>
+      The accompanying cut shows the position of this obelisk as it appeared
+      when standing near the city of Alexandria, Egypt.
+    </p>
+    <p>
+      The difficulty of transporting one of these huge stone columns is so
+      great, that for a long time it was thought impossible to remove it from
+      Egypt to this country.
+    </p>
+    <p>
+      In their large cities, the Egyptians built massive temples which were
+      dedicated to religious ceremonies. Some of them, although now in ruins,
+      are considered to be among the most remarkable productions of the
+      ancients.
+    </p>
+    <p>
+      Tourists who nowadays sail up the River Nile and visit the site of the
+      city of Thebes, the ancient capital of Egypt, are struck with amazement at
+      the vast ruins surrounding them.
+    </p>
+    <p>
+      On the eastern side of the Nile lies what is left of the temple of Karnak.
+    </p>
+    <p>
+      Imagine a long line of courts, gateways, and halls; here and there an
+      obelisk rising above the ruins, and shutting off the view of the forest of
+      columns!
+    </p>
+    <p>
+      This mass of ruins, some lying in huge heaps of stone, others perfect and
+      pointed as when they were first built, is approached on every side by
+      avenues and gateways of colossal grandeur.
+    </p>
+    <p>
+      The temple originally covered an area of two hundred and seventy acres,
+      inclosed within a wall of brick. Parts of this wall are still visible,
+      while the rest lies crumbled and broken.
+    </p>
+    <p>
+      It is difficult to realize the grand appearance of the thirty rows of
+      stone columns standing within the wall. Some of them that are still
+      perfect, are capped with enormous monolith capitals, and it is said that
+      one hundred men could stand on one of them without crowding.
+    </p>
+    <p>
+      The hall itself is four hundred and twenty-two feet long by one hundred
+      and sixty-five feet broad. The stones of the ceiling are supported by one
+      hundred and thirty-four columns, which are still standing, and of which
+      the largest measures ten feet in diameter, and more than seventy-two feet
+      in height. They are covered with carvings and paintings whose colors are
+      still bright, even after a lapse of forty centuries.
+    </p>
+    <p>
+      Gazing on what he sees around, the traveler becomes lost in an effort to
+      form some idea of the grandeur and vastness of the original.
+    </p>
+    <hr />
+    <p>
+      <b>Directions for Reading.</b>&mdash;Let pupils read one or more of the
+      paragraphs in a whisper, so as to improve <b><i>articulation</i></b>.
+    </p>
+    <p>
+      Mark <b><i>rhetorical pauses</i></b> in the last paragraph of the lesson.
+    </p>
+    <p>
+      Name <b><i>emphatic words</i></b> in the same paragraph, and state whether
+      the <b><i>rhetorical pauses</i></b> occur before or after these words.
+    </p>
+    <hr />
+    <p>
+      <b>Language Lesson.</b>&mdash;Let pupils write <b><i>statements</i></b>,
+      each containing one of the following words, used in such a manner as to
+      show its proper meaning: <b><i>haul, hall; site, sight; piece, peace; our,
+      hour; sum, some</i></b>.
+    </p>
+    <p>
+      <b>Rules for the Analysis of a Subject.</b>&mdash;Select such points as
+      are necessary to make the treatment of the subject complete.
+    </p>
+    <p>
+      Add such points as will increase the interest felt in the subject.
+    </p>
+    <p>
+      Arrange the points in a natural and easy order.
+    </p>
+    <p>
+      <b>Note.</b>&mdash;In treating an historical subject, it is necessary to
+      arrange the points in the order in which they occurred. In description, it
+      is best to adopt some plan of treatment, and arrange the points according
+      to the plan decided upon.
+    </p>
+    <hr />
+    <p>
+      <a name="DEFINITIONS" id="DEFINITIONS"></a>
+    </p>
+    <div class="figcenter">
+      <img src="images/373.jpg" alt="definitions" width="500" height="144" />
+      <p style="text-align: center">
+        OF NEW WORDS USED IN THIS BOOK, THAT DO NOT APPEAR<br /> AT THE HEADS OF
+        THE LESSONS.
+      </p>
+    </div>
+    <div class="glossary">
+      <h3 class="glossary">
+        A
+      </h3>
+      <p>
+        a board', <i>on board of</i>.<br /> ac cept', <i>take; receive</i>.<br />
+        ac'ci dents, <i>effects; unusual results</i>.<br /> ac cord'ing ly, <i>agreeably
+        to a plan</i>.<br /> ac count', <i>statement of facts; bill</i>.<br /> ad
+        mit'tance, <i>permission to enter; entrance</i>.<br /> ad vice', <i>opinion
+        worthy to be followed; counsel</i>.<br /> af ford', <i>give; produce</i>.<br />
+        a'gen cy, <i>office of an agent; action</i>.<br /> aid, <i>help;
+        assistance</i>.<br /> al to geth'er, <i>with united action; completely</i>.<br />
+        a mid', <i>in the midst of; surrounded by</i>.<br /> anxi' e ty (ang zi'e
+        ty), <i>concern respecting some future event</i>.<br /> ap plause', <i>praise</i>.<br />
+        ap ply', <i>suit; agree</i>.<br /> arch'es, <i>places made of stone,
+        brick, etc</i>.<br /> art, <i>skill</i>.<br /> a shamed', <i>affected by a
+        feeling of shame</i>.<br /> as sist'ing, <i>helping; aiding</i>.<br /> as
+        sure', <i>tell truly; make sure or certain</i>.<br /> at tempt', <i>try;
+        make an effort</i>.<br /> at ten'tion, <i>care; notice</i>.<br /> av'e
+        nues., <i>broad streets; openings</i>.<br /> a wait'ed, <i>waited for</i>.<br />
+        a ware', <i>informed</i>.<br /> awk'ward, <i>clumsy; ungraceful</i>.<br />
+        ay, <i>yes</i>.
+      </p>
+      <h3 class="glossary">
+        B
+      </h3>
+      <p>
+        bade, <i>said</i>.<br /> ban'dit, <i>robber</i>.<br /> ban'ner, <i>flag</i>.<br />
+        base, <i>lower part</i>.<br /> bid'ding, <i>command; order</i>.<br />
+        bil'lows. <i>large waves</i>.<br /> bon'ny, <i>handsome; beautiful</i>.<br />
+        bor'row, <i>to receive from another with the intention of returning</i>.<br />
+        bore, <i>carried</i>.<br /> bor'ders, <i>edges; outer parts</i>.<br />
+        braced, <i>took a firm stand</i>.<br /> braid'ed, <i>woven or twined
+        together</i>.<br /> brick, <i>a body made of clay and water and hardened
+        by fire</i>.<br /> bri'er, <i>a prickly plant or shrub</i>.<br /> brig, <i>a
+        vessel with two masts, square-rigged</i>.<br /> brill'iant, <i>splendid;
+        shining</i>.<br /> brim'ming, <i>full; nearly overflowing</i>.<br />
+        bris'tling, <i>standing erect</i>.<br /> bul'let, <i>small ball of lead</i>.<br />
+        bur'den, <i>that which is carried</i>.<br /> but'ter fly, <i>a winged
+        insect of many colors</i>.
+      </p>
+      <h3 class="glossary">
+        C
+      </h3>
+      <p>
+        cack'ling, <i>sharp and broken in sounds</i>.<br /> ca nals', <i>water-courses
+        made by man</i>.<br /> ca'per ing, <i>playing; dancing</i>.<br /> capped,
+        <i>covered over at the top</i>.<br /> cap tiv'ity, <i>state of being a
+        prisoner</i>.<br /> car'go, <i>burden; load</i>.<br /> cas'ters, <i>rollers
+        or small wheels</i>.<br /> ceil'ing, <i>the upper surface of a room</i>.<br />
+        cen'ter, <i>the middle point of any thing</i>.<br /> cen'ti pedes, <i>a
+        kind of insect having a great number of feet</i>.<br /> cent'u ry, <i>one
+        hundred years</i>.<br /> chan'nel, <i>the regular course of a river</i>.<br />
+        cheat'ed, <i>taken unfair advantage of; robbed</i>.<br /> chose, <i>wished;
+        desired</i>.<br /> cin'ders, <i>small pieces of coal or wood partly
+        burned</i>.<br /> cir'cu lar, <i>round; shaped like a circle</i>.<br />
+        cli'mate, <i>state or condition of the air as regards heat, cold, and
+        moisture</i>.<br /> clink, <i>sharp ringing sound</i>.<br /> clum'sy, <i>awkward;
+        ungraceful</i>.<br /> clus'ter, <i>number of things of the same kind
+        growing together</i>.<br /> cock'roach es, <i>insects with long, flattish
+        bodies</i>.<br /> cof'fins, <i>cases in which dead bodies are placed</i>.<br />
+        coin, <i>piece of stamped metal used for money</i>.<br /> col'umn, <i>a
+        dark cloud of regular shape; a shaft of stone</i>.<br /> com mand'ed, <i>had
+        charge of; ordered</i>.<br /> com plaint', <i>expression of anger</i>.<br />
+        com plete', <i>entire; perfect</i>.<br /> con clude', <i>make up one's
+        mind</i>.<br /> con'duct, <i>manner of action</i>.<br /> con fined', <i>kept
+        within limits</i>.<br /> con nect'ed, <i>joined</i>.<br /> con'quered, <i>subdued;
+        overcome</i>.<br /> con'quest, <i>act of taking by force</i>.<br /> con
+        sid'er a bly, <i>in a manner worthy of notice</i>.<br /> con sid'er ing,
+        <i>thinking; regarding</i>.<br /> con'stant ly, <i>all the time</i>.<br />
+        con'tact, <i>touching; meeting</i>.<br /> con tained', <i>held</i>.<br />
+        con'ti nent, <i>a great extent of land unbroken by water</i>.<br /> con
+        tin'u ally, <i>all the time</i>.<br /> con verse', <i>talk</i>.<br />
+        cour' age, <i>boldness</i>.<br /> cow'ard, <i>one who lacks courage</i>.<br />
+        crack'ling, <i>sharp noises</i>.<br /> creek, <i>a small river or brook;
+        a bay</i>.<br /> crew (kru), <i>the sailors who man a ship</i>.<br />
+        croak'ing, <i>making a hoarse noise</i>.<br /> crook'ed, <i>not straight</i>.<br />
+        crop, <i>what grows in a season</i>.<br /> cured, <i>made well</i>.<br />
+        cu ri os'i ty, <i>eager desire to find out something</i>.<br /> cur'rent,
+        <i>motion of a river</i>.<br /> cus'tom, <i>way of acting; habit</i>.<br />
+        cut'ter, <i>small boat used by ships of war</i>.
+      </p>
+      <h3 class="glossary">
+        D
+      </h3>
+      <p>
+        dames, <i>women</i>.<br /> debt, <i>that which is owed</i>.<br /> de'cent,
+        <i>fit; suitable</i>.<br /> de clare', <i>say with firmness</i>.<br />
+        deed, <i>act; that which is done</i>.<br /> de fence', <i>protection</i>.<br />
+        dense, <i>thick; close</i>.<br /> de scrip'tion, <i>an account</i>.<br />
+        de sert'ed, <i>left; given up</i>.<br /> de struc'tion, <i>ruin</i>.<br />
+        de ter'mine, <i>decided; resolved</i>.<br /> di'et, <i>what is eaten or
+        drunk</i>.<br /> di rect'ly, <i>instantly; immediately</i>.<br /> dis ap
+        point'ed, <i>grieved; filled with regret</i>.<br /> dis as'ters, <i>unfortunate
+        events</i>.<br /> dis ease', <i>illness; sickness</i>.<br /> dis hon'est,
+        <i>not honest; faithless</i>.<br /> dis miss' ing, <i>putting or sending
+        away</i>.<br /> dis o beyed', <i>went contrary to orders</i>.<br /> dis
+        pose', <i>sell; part with</i>.<br /> dis re gard', <i>lose sight of</i>.<br />
+        dis'trict, <i>part of a country; region</i>.<br /> di vide', <i>separate
+        into equal shares or parts</i>.<br /> dome, <i>very high and broad roof</i>.<br />
+        drag, <i>pull; draw</i>.<br /> drays, <i>kinds of carts</i>.<br />
+        dread'ful, <i>full of terror</i>.<br /> drift, <i>borne along by the
+        current of a river</i>.<br /> driz'zling, <i>falling in very small drops</i>.<br />
+        drowned, <i>deprived of life by water</i>.<br /> duck'ing, <i>plunging
+        into water</i>.
+      </p>
+      <h3 class="glossary">
+        E
+      </h3>
+      <p>
+        earth'quake, <i>a shaking or trembling of the earth</i>.<br /> ech'oes,
+        <i>is heard</i>.<br /> ef fects', <i>results</i>.<br /> ef'fort (furt), <i>struggle;
+        attempt</i>.<br /> em brace', <i>clasp; grasp</i>.<br /> em'pire, <i>the
+        country of an emperor</i>.<br /> en'e my, <i>one who hates another</i>.<br />
+        en gaged', <i>occupied; taken</i>.<br /> en'gines, <i>machines used for
+        applying force</i>.<br /> en raged', <i>made very angry</i>.<br /> en
+        tire', <i>whole</i>.<br /> ere, <i>before</i>.<br /> er'rand, <i>short
+        journeys on business</i>.<br /> ex am'ple, <i>a pattern; a copy</i>.<br />
+        ex'cel lent (ek), <i>very good</i>.<br /> ex cep'tion, <i>that which is
+        left out or omitted</i>.<br /> ex cite'ment, <i>intense feeling</i>.<br />
+        ex cla ma'tion, <i>a cry; that which is cried out</i>.<br /> ex'er cise,
+        <i>bodily exertion</i>.<br /> ex hi bi'tion, <i>show; display</i>.<br />
+        ex pla na'tion, <i>that which makes clear</i>.<br /> ex ten'sive ly, <i>widely;
+        largely</i>.<br /> ex'tra, <i>more than usual</i>.
+      </p>
+      <h3 class="glossary">
+        F
+      </h3>
+      <p>
+        fac'to ries, <i>places where things are made</i>.<br /> fare well', <i>good-by</i>.<br />
+        fa'vors, <i>kind acts</i>.<br /> fear'less ly, <i>without fear</i>.<br />
+        feast, <i>a joyous meal</i>.<br /> feat, <i>a difficult act</i>.<br />
+        fee'ble, <i>weak; sickly</i>.<br /> fer'ry, <i>a place to cross a river</i>.<br />
+        fig'ured, <i>ornamented with marks</i>.<br /> file, <i>a row of soldiers
+        ranged behind one another</i>.<br /> flanks, <i>the fleshy parts of the
+        sides of animals</i>.<br /> flee, <i>to run away</i>.<br /> flood, <i>great
+        flow of water</i>.<br /> flour, <i>ground wheat</i>.<br /> flu'id, <i>water,
+        or any liquid</i>.<br /> foot'men, <i>male servants</i>.<br /> for
+        ma'tions, <i>things of certain shape or form</i>.<br /> for'tress, <i>a
+        fort; a castle</i>.<br /> fort'une, <i>chance; luck</i>.<br /> frol'ic
+        some, <i>merry; playful</i>.<br /> fu'el, <i>material for fire</i>.
+      </p>
+      <h3 class="glossary">
+        G
+      </h3>
+      <p>
+        gal'lop, <i>a rapid movement, as of horses</i>.<br /> gar'ret, <i>the
+        upper room of a house</i>.<br /> gems, <i>precious stones</i>.<br />
+        gen'eral ly, <i>usually; commonly</i>.<br /> gleam'ing, <i>shining
+        brightly</i>.<br /> glee, <i>joy; happiness</i>.<br /> glim'mer, <i>a
+        faint light</i>.<br /> glis'ten ing, <i>sparkling; shining</i>.<br />
+        globe, <i>the earth; a round body</i>.<br /> glo'ri ous, <i>grand;
+        splendid</i>.<br /> glos'sy, <i>smooth; shining</i>.<br /> gor'ges, <i>narrow
+        passages</i>.<br /> gos'sip, <i>foolish talk</i>.<br /> gov'ern ment, <i>the
+        power that controls a people</i>.<br /> grand, <i>large; imposing</i>.<br />
+        grum'bled, <i>complained; found fault with</i>.<br /> guard, <i>that
+        which protects</i>.<br /> guests, <i>visitors</i>.<br /> gur'gling, <i>flowing
+        in a noisy current</i>.
+      </p>
+      <h3 class="glossary">
+        H
+      </h3>
+      <p>
+        hatch, <i>the cover for an opening in a vessel's deck</i>.<br /> heath,
+        <i>a meadow; cheerless tract of country</i>.<br /> hedg'es, <i>thickets
+        of bushes</i>.<br /> hemmed, <i>shut in; surrounded</i>.<br /> hence
+        forth', <i>hereafter</i>.<br /> he'ro, <i>a brave man</i>.<br /> high'way,
+        <i>a public road</i>.<br /> hint, <i>something intended to give notice</i>.<br />
+        hitched, <i>tied; fastened</i>.<br /> hith'er, <i>in this direction</i>.<br />
+        hogs'head, <i>a large cask</i>.<br /> hoot'ing, <i>crying; shouting</i>.<br />
+        hor'ri ble, <i>dreadful; terrible</i>.<br /> howl'ing, <i>crying like a
+        dog or wolf</i>.<br /> hub'bub, <i>a great noise; uproar</i>.<br /> husk,
+        <i>the outside covering of certain fruits</i>.<br /> hust'le, <i>shake;
+        push roughly</i>.
+      </p>
+      <h3 class="glossary">
+        I
+      </h3>
+      <p>
+        i de'a, <i>thought</i>.<br /> ill'-nat ured, <i>cross; bad-tempered</i>.<br />
+        im ag'ine, <i>think; consider</i>.<br /> im me'di ate ly, <i>without
+        delay</i>.<br /> im pos'si ble, <i>not possible</i>.<br /> in de
+        pend'ence, <i>the state of being free</i>.<br /> in for ma'tion, <i>news;
+        knowledge</i>.<br /> in formed', <i>told; gave notice of</i>.<br /> in
+        hab'i tants, <i>persons living in a place</i>.<br /> in'jured, <i>hurt;
+        harmed</i>.<br /> in'stant ly, <i>at once; without loss of time</i>.<br />
+        in tent', <i>eager; anxious</i>.<br /> in vi ta'tions, <i>requests for
+        one's company</i>.<br /> is'sue, <i>come forth; flow out</i>.
+      </p>
+      <h3 class="glossary">
+        J
+      </h3>
+      <p>
+        jag'ged, <i>having sharp points</i>.<br /> jew'els (ju'els), <i>precious
+        stones</i>.<br /> jin'gling, <i>giving forth fine, sharp sounds</i>.
+      </p>
+      <h3 class="glossary">
+        K
+      </h3>
+      <p>
+        kern'el, <i>the eatable part of a nut; a little grain or corn</i>.
+      </p>
+      <h3 class="glossary">
+        L
+      </h3>
+      <p>
+        la'bor, <i>work; toil</i>.<br /> lapse, <i>passing away</i>.<br />
+        las'sie, <i>a young girl; a lass</i>.<br /> lat'ter, <i>last-named;
+        nearer</i>.<br /> launched, <i>put into the water</i>.<br /> laws, <i>rules
+        of action</i>.<br /> leath'er, <i>the skins of animals prepared for use</i>.<br />
+        ledge, <i>shelf of rocks</i>.<br /> lee'ward, <i>that part toward which
+        the wind blows</i>.<br /> leop'ard, <i>a large animal of the cat kind</i>.<br />
+        lest, <i>for fear that</i>.<br /> lev'el, <i>smooth and flat; of equal
+        height</i>.<br /> lin'ing, <i>inside covering</i>.<br /> lint, <i>linen
+        scraped into a soft substance</i>.<br /> liq'uid, <i>any fluid, like
+        water</i>.<br /> lisp'ing ly, <i>with a lisp</i>.<br /> liv'er y, <i>a
+        peculiar dress</i>.<br /> load'stone, <i>a kind of magnetic ore</i>.<br />
+        loft'y, <i>very high</i>.<br /> low'ered, <i>let down</i>.<br /> lub'ber,
+        <i>a heavy, clumsy fellow</i>.<br /> luck'y, <i>fortunate; meeting with
+        good success</i>.<br /> lum'ber, <i>timber sawed or split for use; boards</i>.
+      </p>
+      <h3 class="glossary">
+        M
+      </h3>
+      <p>
+        main'ly, <i>mostly; chiefly</i>.<br /> mam'moth, <i>of great size</i>.<br />
+        man'aged, <i>controlled; brought to do one's wishes</i>.<br /> mane, <i>the
+        long hair on a horse's neck</i>.<br /> man'tel, <i>a narrow shelf over a
+        fire-place, with its support</i>.<br /> mar'gin, <i>edge; border</i>.<br />
+        mark'et, <i>a place where things are sold</i>.<br /> mark'ings, <i>marks;
+        stamped places</i>.<br /> mean'time, <i>during the interval; meanwhile</i>.<br />
+        mel'low ing, <i>ripening; growing soft</i>.<br /> melt'ed, <i>changed to
+        a liquid form by the action of heat</i>.<br /> mem'o ry, <i>the power of
+        recalling past events</i>.<br /> mer'chants, <i>those who buy goods to
+        sell again</i>.<br /> mil'i ta ry, <i>belonging to soldiers, to arms, or
+        to war</i>.<br /> mis'er y, <i>great unhappiness; extreme pain</i>.<br />
+        mod'ern, <i>of recent date; belonging to the present time</i>.<br />
+        mon'ster, <i>something of unusual size, shape, or quality</i>.<br />
+        mon'u ments, <i>those things which stand to remind us of the past</i>.<br />
+        mound, <i>a small hill, natural or artificial</i>.<br /> mo'tion, <i>movement;
+        change of position</i>.<br /> must'y, <i>spoiled by age; of a sour smell</i>.
+      </p>
+      <h3 class="glossary">
+        N
+      </h3>
+      <p>
+        neigh'bor, <i>a person who lives near one</i>.<br /> nerved, <i>strengthened;
+        supplied with force</i>.<br /> night'-mare, <i>an unpleasant sensation
+        during sleep</i>.<br /> nim'bly, <i>actively; in a nimble manner</i>.
+      </p>
+      <h3 class="glossary">
+        O
+      </h3>
+      <p>
+        o be'di ence, <i>willingness to submit to commands</i>.<br /> o bliged',
+        <i>forced; compelled</i>.<br /> oc'cu pied, <i>taken possession of;
+        employed</i>.<br /> of'fi cer, <i>one who holds an office</i>.<br />
+        off'ing, <i>a part of the sea at a distance from the shore</i>.<br />
+        om'ni bus es, <i>large, four-wheeled carriages</i>.<br /> on'ion
+        (un'yun), <i>a root much used for food</i>.<br /> out'posts, <i>advanced
+        stations, as of an army</i>.<br /> o ver come', <i>affected; overpowered
+        by force</i>.
+      </p>
+      <h3 class="glossary">
+        P
+      </h3>
+      <p>
+        pace, <i>rate of movement</i>.<br /> pal'ace, <i>a splendid dwelling, as
+        of a king</i>.<br /> par take', <i>share; take part in</i>.<br /> patch,
+        <i>small piece of any thing, as of ground</i>.<br /> paus'es, <i>short
+        stops; rests</i>.<br /> pave'ments, <i>coverings for streets, of stone or
+        solid materials</i>.<br /> peb'bles, <i>small, roundish stones, worn by
+        the action of water</i>.<br /> per cus'sion, <i>requiring to be struck;
+        the act of striking</i>.<br /> per'fume, <i>scent or odor of
+        sweet-smelling substances</i>.<br /> pe'ri od, <i>portion of time; an
+        interval</i>.<br /> per'ished, <i>died; were destroyed</i>.<br /> per
+        mis'sion, <i>the act of allowing; consent</i>.<br /> pic'nick ing, <i>having
+        an outdoor party</i>.<br /> pier, <i>a landing-place for vessels</i>.<br />
+        pierce, <i>force a way into or through an object</i>.<br /> pil'lars, <i>columns;
+        huge masses</i>.<br /> pin'cers, <i>jaws; pinchers</i>.<br /> pit'e ous,
+        <i>fitted to excite pity; sorrowful</i>.<br /> pit'falls, <i>pits
+        slightly covered for concealment</i>.<br /> plan ta'tions, <i>farms of
+        great extent</i>.<br /> plots, <i>small pieces of ground, as garden plots</i>.<br />
+        plucked, <i>pulled out or off</i>.<br /> plunged, <i>dove; fell</i>.<br />
+        po'et, <i>a maker of verses</i>.<br /> pol'ished, <i>made bright and
+        smooth by rubbing</i>.<br /> po lite', <i>obliging; pleasant in manner</i>.<br />
+        por'tion, <i>a part; that which is divided off</i>.<br /> prat'tling, <i>childish;
+        talking like a child</i>.<br /> preach'ing, <i>speaking in public upon a
+        religious subject</i>.<br /> pres'ent ly, <i>soon; in a short time</i>.<br />
+        prey, <i>any thing taken by force from an enemy</i>.<br /> pri'vate, <i>not
+        publicly known; peculiar to one's self</i>.<br /> pro ces'sion, <i>regular
+        movement, as of soldiers</i>.<br /> prod'ucts, <i>fruits; that which is
+        brought forth</i>.<br /> proved, <i>turned out; showed the truth of</i>.<br />
+        pro vid'ed, <i>furnished; supplied with necessary articles</i>.<br />
+        puff'ing, <i>swelling with air; blowing in short, sudden whiffs</i>.<br />
+        pure, <i>clear; free from other matter</i>.
+      </p>
+      <h3 class="glossary">
+        Q
+      </h3>
+      <p>
+        quilt'ed, <i>stitched together with some soft substance between</i>.<br />
+        quo ta'tions, <i>portions of writings</i>.
+      </p>
+      <h3 class="glossary">
+        R
+      </h3>
+      <p>
+        range, <i>reach, as of a gun</i>.<br /> ranks, <i>regular rows or lines,
+        as of soldiers</i>.<br /> ray, <i>light; a line of light or heat
+        proceeding from a certain point</i>.<br /> read'i ly, <i>without trouble
+        or difficulty; easily</i>.<br /> reap, <i>gather by cutting, as a harvest</i>.<br />
+        re call'ing, <i>thinking of; bringing back to mind</i>.<br /> re con
+        sid'er, <i>think of again; change one's mind</i>.<br /> rec'ords, <i>stories;
+        descriptions of events</i>.<br /> re gard'ed, <i>considered; looked at
+        earnestly</i>.<br /> re late', <i>tell</i>.<br /> re lig'ious, <i>relating
+        to religion</i>.<br /> re main'der, <i>the rest; what is left</i>.<br />
+        re mind', <i>call attention to for a second time</i>.<br /> re moved', <i>moved
+        away; took off</i>.<br /> rent'ed, <i>gave possession of for pay</i>.<br />
+        re paired', <i>mended</i>.<br /> re placed', <i>put in place of another</i>.<br />
+        rep re sent', <i>picture; tell about in an effective manner</i>.<br /> re
+        quire', <i>need; demand</i>.<br /> re sist', <i>stand against; oppose
+        with force</i>.<br /> re spect', <i>regard</i>.<br /> re tire', <i>withdraw;
+        turn back</i>.<br /> re volv'er, <i>a fire-arm with several chambers or
+        barrels</i>.<br /> rid, <i>free</i>.<br /> ridg'es, <i>a long range of
+        hills; steep places</i>.<br /> ri'fle, <i>a gun having the inside of the
+        barrel grooved</i>.<br /> rind, <i>the outside coat, as of fruit</i>.<br />
+        risk, <i>danger; peril</i>.<br /> riv'u let, <i>a small river or brook</i>.<br />
+        rob'ber, <i>one who commits a robbery</i>.<br /> ro man'tic, <i>strange
+        and interesting, as a romantic story</i>.<br /> rouse, <i>awake; excite</i>.<br />
+        ru'in, <i>that change of any thing which destroys it</i>.<br /> rust'y,
+        <i>covered with rust on account of long disuse</i>.
+      </p>
+      <br />
+      <h3 class="glossary">
+        S
+      </h3>
+      <p>
+        sake, <i>purpose; reason</i>.<br /> sap, <i>the juice of plants</i>.<br />
+        sat'in, <i>a glossy cloth made of silk</i>.<br /> scene, <i>picture; view</i>.<br />
+        schol'ars, <i>men of learning; those who attend school</i>.<br />
+        scorch'ing, <i>burning slightly; affecting by heat</i>.<br /> scoured, <i>made
+        clean and bright</i>.<br /> scram'bled, <i>moved with difficulty</i>.<br />
+        scum, <i>that which rises to the surface; worthless matter</i>.<br />
+        se'ri ous, <i>severe; sad in appearance</i>.<br /> serv'ice, <i>duty, as
+        of a soldier</i>.<br /> se vere', <i>violent; hard</i>.<br /> shab'by, <i>worn
+        to rags; poor in appearance</i>.<br /> shag'gy, <i>rough</i>.<br />
+        shal'lows, <i>places where the water is not deep</i>.<br /> shat'tered,
+        <i>broken; broken at once into many pieces</i>.<br /> sheath, <i>a
+        covering for a sword</i>.<br /> shep'herd, <i>one who has the care of
+        sheep</i>.<br /> shield, <i>a broad piece of armor carried on the arm</i>.<br />
+        shock, <i>a sudden striking against</i>.<br /> shriek, <i>a sharp, shrill
+        cry on account of surprise or pain</i>.<br /> siege, <i>a closing in on
+        all sides of a fortified place</i>.<br /> sighs, <i>stifled groans; long
+        breaths</i>.<br /> skein, <i>a number of threads of silk or yarn</i>.<br />
+        skel'e ton, <i>bony frame-work of the body</i>.<br /> skull, <i>the bony
+        case which encloses the brain</i>.<br /> sleet, <i>frozen mist</i>.<br />
+        slopes, <i>declines by degrees</i>.<br /> slum'ber, <i>sleep</i>.<br />
+        sly'ness, <i>cunning; artfulness</i>.<br /> smites, <i>strikes, as with a
+        weapon</i>.<br /> snort'ing, <i>forcing the air through the nose with a
+        loud noise</i>.<br /> soaked, <i>moistened throughout</i>.<br /> soar, <i>fly
+        high</i>.<br /> sought (sawt),<i>tried; went in search of</i>.<br />
+        spared, <i>saved from death or punishment</i>.<br /> splut'ter ing, <i>boiling
+        noisily; speaking hastily</i>.<br /> spout, <i>run out with force</i>.<br />
+        sprained, <i>injured by straining</i>.<br /> spurred, <i>urged;
+        encouraged</i>.<br /> stale, <i>not new; not fresh</i>.<br /> stee'ples,
+        <i>high towers ending in a point</i>.<br /> stern, <i>hind part of a boat</i>.<br />
+        stock, <i>supply on hand</i>.<br /> stout, <i>large; broad</i>.<br />
+        strain'ing, <i>exerting to the utmost</i>.<br /> strict, <i>severe; exact</i>.<br />
+        stub'by, <i>short and thick</i>.<br /> sub'stan ces, <i>bodies; matters</i>.<br />
+        suc ceed'ed, <i>obtained the object desired</i>.<br /> suf'fered, <i>felt
+        pain</i>.<br /> sul'try, <i>very hot; burning</i>.<br /> sup port', <i>prop;
+        pillar</i>.<br /> sus pect'ed, <i>thought; considered quite probable</i>.<br />
+        sus pi'cious, <i>indicating fear; inclined to suspect</i>.
+      </p>
+      <h3 class="glossary">
+        T
+      </h3>
+      <p>
+        tab'let, <i>a flat piece of stone</i>.<br /> tac'tics, <i>disciplined
+        movements</i>.<br /> tem'per, <i>way of acting</i>.<br /> tem'ple, <i>a
+        place for worship</i>.<br /> ten'drils, <i>tender branches of plants</i>.<br />
+        ter'ri fied, <i>filled with fear</i>.<br /> ter'ri to ry, <i>a large
+        tract of land</i>.<br /> ter'ror, <i>fear; dread</i>.<br /> thieves <i>persons
+        who steal</i>.<br /> thirst, <i>strong desire for drink</i>.<br />
+        thith'er, <i>to that place</i>.<br /> thorns, <i>woody points on some
+        trees and shrubs</i>.<br /> thor'ough, <i>complete; perfect</i>.<br />
+        thread'bare, <i>worn out</i>.<br /> thrives, <i>prospers; flourishes</i>.<br />
+        till'er, <i>the bar used to turn the rudder of a boat</i>.<br /> ti'tle,
+        <i>a name</i>.<br /> tor'rid, <i>violently hot</i>.<br /> trace, <i>mark;
+        appearance</i>.<br /> tract, <i>a region</i>.<br /> treb'les, <i>the
+        higher parts in music</i>.<br /> trick'led, <i>flowed in drops</i>.<br />
+        trop'ic al, <i>belonging to the tropics</i>.<br /> tuft, <i>a cluster or
+        bunch</i>.<br /> tun'nels, <i>passages; openings</i>.<br /> twinge, <i>a
+        sudden, sharp pain</i>.<br /> twink'ling, <i>a quick movement</i>.<br />
+        twit'ter ing, <i>a trembling noise</i>.
+      </p>
+      <h3 class="glossary">
+        U
+      </h3>
+      <p>
+        uncom'forta ble, <i>causing uneasiness; not pleasant</i>.<br /> un der
+        neath', <i>below; beneath</i>.<br /> un der take', <i>attempt</i>.<br />
+        un ea'si ness, <i>want of ease</i>.<br /> un grate'ful, <i>not thankful</i>.<br />
+        u nit'ed, <i>joined; combined</i>.<br /> un man'ly, <i>not worthy of a
+        man</i>.<br /> un ru'ly, <i>not submissive</i>.<br /> un scarred', <i>not
+        marked</i>.<br /> urg'ing, <i>encouraging</i>.<br /> ut'most, <i>to the
+        furthest point</i>.<br />
+      </p>
+      <h3 class="glossary">
+        V
+      </h3>
+      <p>
+        val'u a ble, <i>of great value</i>.<br /> vel'vet, <i>a soft material
+        woven from silk</i>.<br /> ver'min, <i>little animals or insects</i>.<br />
+        vic'tims, <i>persons destroyed in pursuit of an object</i>.<br />
+        vic'tor, <i>one who conquers</i>.<br /> vi'o lence, <i>force; power</i>.<br />
+        virt'u ous, <i>inclined to do right</i>.<br />
+      </p>
+      <h3 class="glossary">
+        W
+      </h3>
+      <p>
+        wa'ges, <i>what is paid for services</i>.<br /> wa'ter break
+        (breakwater), <i>that which breaks the force of water</i>.<br /> weap'on,<i>any
+        thing to be used against an enemy</i>.<br /> whence, <i>from which or
+        what place</i>.<br /> whiff, <i>a quick puff of air</i>.<br /> whith'er,
+        <i>to what place</i>.<br /> wig, <i>a covering for the head, made of hair</i>.<br />
+        wine, <i>a liquor made from grapes</i>.<br /> wits, <i>powers of the mind</i>.<br />
+        wrig'gled, <i>moved or twisted</i>.<br /> wrung, <i>distressed; twisted
+        about</i>.<br />
+      </p>
+      <h3 class="glossary">
+        Y
+      </h3>
+      <p>
+        yawns, <i>opens wide</i>.<br /> youth'ful, <i>young; belonging to early
+        life</i>.<br />
+      </p>
+    </div>
+    <p>
+      &nbsp;
+    </p>
+    <hr class="full" />
+    </div><!--end chapter-->
+
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+This eBook, including all associated images, markup, improvements,
+metadata, and any other content or labor, has been confirmed to be
+in the PUBLIC DOMAIN IN THE UNITED STATES.
+
+Procedures for determining public domain status are described in
+the "Copyright How-To" at https://www.gutenberg.org.
+
+No investigation has been made concerning possible copyrights in
+jurisdictions other than the United States. Anyone seeking to utilize
+this eBook outside of the United States should confirm copyright
+status under the laws that apply to them.
diff --git a/README.md b/README.md
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+++ b/README.md
@@ -0,0 +1,2 @@
+Project Gutenberg (https://www.gutenberg.org) public repository for
+eBook #15825 (https://www.gutenberg.org/ebooks/15825)
diff --git a/old/15825-8.txt b/old/15825-8.txt
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+The Project Gutenberg eBook, New National Fourth Reader, by Charles J.
+Barnes and J. Marshall Hawkes
+
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+
+
+
+Title: New National Fourth Reader
+
+
+Author: Charles J. Barnes and J. Marshall Hawkes
+
+Release Date: May 14, 2005  [eBook #15825]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+
+***START OF THE PROJECT GUTENBERG EBOOK NEW NATIONAL FOURTH READER***
+
+
+E-text prepared by Juliet Sutherland, David Gundry, and the Project
+Gutenberg Online Distributed Proofreading Team
+
+
+
+Note: Project Gutenberg also has an HTML version of this
+      file which includes the original illustrations.
+      See 15825-h.htm or 15825-h.zip:
+      (https://www.gutenberg.org/dirs/1/5/8/2/15825/15825-h/15825-h.htm)
+      or
+      (https://www.gutenberg.org/dirs/1/5/8/2/15825/15825-h.zip)
+
+
+Transcriber's Notes
+
+      Where reference is made to page numbers, there is an annotation
+      showing a footnote number and the relative information is appended
+      at the end of each lesson or section.
+
+      Pronunciation marks have been ignored. However, accented syllables
+      precede the single apostrophe, which also serves as a break.
+      Otherwise breaks are shown by spaces.
+
+
+
+
+
+Barnes' New National Readers
+
+NEW NATIONAL FOURTH READER
+
+by
+
+CHARLES J. BARNES and J. MARSHALL HAWKES
+
+1884
+
+
+
+
+
+
+
+[Illustration: Destruction of Pompeii by Vesuvius.]
+
+
+
+
+
+PREFACE
+
+
+It is thought that the following special features of this book will
+commend themselves to Teachers and School Officers.
+
+_The reading matter of the book is more of a descriptive than
+conversational style_, as it is presumed that the pupil, after having
+finished the previous books of the series, will have formed the habit of
+easy intonation and distinct articulation.
+
+_The interesting character of the selections_, so unlike the reading
+books of former times.
+
+_The large amount of information_ which has been combined with incidents
+of an interesting nature, to insure the pupil's earnest and thoughtful
+attention.
+
+_The length of the selections for reading_,--the attention of pupils
+being held more readily by long selections than by short ones, though of
+equal interest.
+
+_The gradation of the lessons_, which has been systematically maintained
+by keeping a careful record of all new words as fast as they appeared,
+and using only such pieces as contained a limited number.
+
+_The simplicity of the lessons_, which becomes absolutely necessary in
+the schools of to-day, owing to the short school life of the pupil, his
+immature age, and inability to comprehend pieces of a metaphysical or
+highly poetical nature.
+
+_The ease with which pupils may pass from the Third Reader of this
+series to this book_, thereby avoiding the necessity of supplementary
+reading before commencing the Fourth Reader, or of using a book of
+another series much lower in grade.
+
+_Language Lessons_, of a nature to secure intelligent observation, and
+lead the pupil to habits of thought and reflection. Nothing being done
+for the learner that he could do for himself.
+
+_Directions for Reading_, which accompany the lessons--specific in their
+treatment and not of that general character which young teachers and
+pupils are unable to apply.
+
+_All new words of special difficulty, at the heads of the lessons_,
+having their syllabication, accent, and pronunciation indicated
+according to Webster. Other new words are placed in a vocabulary at the
+close of the book.
+
+_The type of this book, like that of the previous books of the series,
+is much larger than that generally used_, for a single reason. Parents,
+every-where, are complaining that the eye-sight of their children is
+being ruined by reading from small, condensed type. It is confidently
+expected that this large, clear style will obviate such unfortunate
+results.
+
+_The illustrations have been prepared regardless of expense_, and will
+commend themselves to every person of taste and refinement.
+
+
+
+
+CONTENTS
+
+
+LESSONS IN PROSE.
+
+
+ 1.--"I'M GOING TO" (Part I) _Charlotte Daly_.
+
+ 2.--"I'M GOING TO" (Part II) _Charlotte Daly_.
+
+ 3.--THE BEAN AND THE STONE
+
+ 5.--AN ADVENTURE WITH DUSKY WOLVES (I) _Mayne Reid_.
+
+ 6.--AN ADVENTURE WITH DUSKY WOLVES (II) _Mayne Reid_.
+
+ 7.--THE SAILOR CAT _David Ker_.
+
+ 9.--THE LION
+
+10.--ADVENTURE WITH A LION _Livingstone_.
+
+11.--THE NOBLEST DEED OF ALL
+
+13.--THE STORY OF INDIAN SPRING (I) _Aunt Mary_.
+
+14.--THE STORY OF INDIAN SPRING (II)
+
+15.--AN ADVENTURE WITH A SHARK
+
+17.--A FUNNY HORSESHOE "_Christian Union_."
+
+18.--THE GIRAFFE
+
+19.--THE TRADER'S TRICK
+
+21.--ALI, THE CAMEL DRIVER (I)
+
+22.--ALI, THE CAMEL DRIVER (II)
+
+23.--A QUEER PEOPLE
+
+25.--WATER
+
+26.--THE HIDDEN TREASURE (I)
+
+27.--THE HIDDEN TREASURE (II)
+
+28.--THE HIDDEN TREASURE (III)
+
+30.--AIR _J. Berners_ (Adapted).
+
+31.--A TIMELY RESCUE
+
+33.--TRUE COURTESY (I)
+
+34.--TRUE COURTESY (II)
+
+35.--WHY AN APPLE FALLS
+
+37.--THE JAGUAR
+
+38.--HOLLAND (I) _Mary Mapes Dodge_.
+
+39.--HOLLAND (II) _Mary Mapes Dodge_.
+
+41.--SOMETHING ABOUT PLANTS
+
+42.--FOREST ON FIRE (I) _Audubon_.
+
+43.--FOREST ON FIRE (II) _Audubon_.
+
+45.--A GHOST STORY (I) _Louisa M. Alcott_.
+
+46.--A GHOST STORY (II) _Louisa M. Alcott_.
+
+47.--A GHOST STORY (III) _Louisa M. Alcott_.
+
+49.--THE RHINOCEROS
+
+50.--PRESENCE OF MIND
+
+51.--HALBERT AND HIS DOG
+
+53.--THE CATERPILLAR AND BUTTERFLY
+
+54.--WILD HORSES OF SOUTH AMERICA
+
+55.--AN EMPEROR'S KINDNESS
+
+57.--STORY OF THE SIOUX WAR (I)
+
+58.--STORY OF THE SIOUX WAR (II)
+
+59.--VOLCANOES
+
+61.--ANECDOTE OF WASHINGTON (I)
+
+62.--ANECDOTE OF WASHINGTON (II)
+
+63.--THE OSTRICH
+
+65.--AN INCIDENT OF THE REVOLUTION
+
+66.--TROPICAL FRUITS
+
+67.--STORY OF DETROIT
+
+69.--MAKING MAPLE SUGAR (I) _Charles Dudley Warner_.
+
+70.--MAKING MAPLE SUGAR (II) _Charles Dudley Warner_.
+
+72.--NATURAL WONDERS OF AMERICA (I)
+
+73.--NATURAL WONDERS OF AMERICA (II)
+
+74.--AFRICAN ANTS _Du Chaillu_.
+
+76.--EGYPT AND ITS RUINS (I)
+
+77.--EGYPT AND ITS RUINS (II)
+
+
+
+
+LESSONS IN VERSE.
+
+
+ 4.--TO-MORROW _Mrs. M.R. Johnson_.
+
+ 8.--RESCUED _Celia Thaxter_.
+
+12.--MARJORIE'S ALMANAC _T.B. Aldrich_.
+
+16.--A LEGEND OF THE NORTHLAND _Phoebe Cary_.
+
+20.--A HAPPY PAIR _Florence Percy_.
+
+24.--ILL-NATURED BRIER _Mrs. Anna Bache_.
+
+29.--LOOKING FOR THE FAIRIES _Julia Bacon_.
+
+32.--BIRDS IN SUMMER _Mary Howitt_.
+
+36.--THE MILLER OF THE DEE _Charles Mackay_.
+
+40.--THE WIND IN A FROLIC _William Howitt_.
+
+44.--COMMON GIFTS
+
+48.--WHAT THE CHIMNEY SANG _Bret Harte_.
+
+52.--THE LIGHT-HOUSE
+
+56.--UNITED AT LAST
+
+60.--THE BROOK _Alfred Tennyson_.
+
+64.--TO-DAY AND TO-MORROW _Charles Mackay_.
+
+68.--THE FISHERMAN _John G. Whittier_.
+
+71.--OLD IRONSIDES _Oliver Wendell Holmes_.
+
+75.--THE LEAP OF ROUSHAN BEG _Henry W. Longfellow_.
+
+
+DEFINITIONS
+
+
+GEOGRAPHICAL AND PROPER NAMES
+
+
+
+
+
+
+
+ACKNOWLEDGMENTS.
+
+
+The publishers desire to thank Messrs. Houghton, Mifflin & Co., the
+Century Co., Roberts Brothers, and Charles Scribner's Sons, for
+permission to use and adapt some of their valuable copyright matter.
+
+
+
+
+
+
+
+SUGGESTIONS
+
+To Teachers
+
+
+The following suggestions are submitted for the benefit of young
+teachers.
+
+In order that pupils may learn how to define words at the heads of the
+lessons, let the teacher read the sentences containing such words and
+have pupils copy them upon slate or paper.
+
+Then indicate what words are to be defined, and insist upon the proper
+syllabication, accent, marking of letters, etc.
+
+In this way the pupil learns the meaning of the word as it is used, and
+not an abstract definition that may be meaningless.
+
+Have pupils study their reading lessons carefully before coming to
+recitation.
+
+The position of pupils while reading should be erect, easy, and
+graceful.
+
+Give special attention to the subject of articulation, and insist upon a
+clear and distinct enunciation.
+
+In order to develop a clear tone of voice, let pupils practice, in
+concert, upon some of the open vowel sounds, using such words as _arm,
+all, old_.
+
+In this exercise, the force of utterance should be gentle at first, and
+the words repeated a number of times; then the force should be increased
+by degrees, until "calling tones" are used.
+
+Encourage a natural use of the voice, with such modulations as may be
+proper for a correct rendering of the thoughts which are read.
+
+It should, be remembered that the development of a good tone of voice is
+the result of careful and constant practice.
+
+Concert reading is recommended as a useful exercise, inasmuch as any
+feeling of restraint or timidity disappears while reading with others.
+
+Question individual pupils upon the manner in which lessons should be
+read. In this way they will learn to think for themselves.
+
+Do not interrupt a pupil while reading until a thought or sentence is
+completed, since such a course tends to make reading mechanical and
+deprive it of expression.
+
+Errors in time, force of utterance, emphasis, and inflection should be
+carefully corrected, and then the passage read over again.
+
+The "Directions for Reading" throughout the book are intended to be
+suggestive rather than exhaustive, and can be added to as occasion
+requires.
+
+The "Language Lessons" in this book, should not be neglected. They
+contain only such matter as is necessary to meet the requirements of
+pupils.
+
+Words and expressions not readily understood, must be made intelligible
+to pupils. This has been done in part by definitions, and in part by
+interpreting some of the difficult phrases.
+
+After the habit of acquiring the usual meaning has been formed, the
+original meaning of those words which are made up of stems modified by
+prefixes or affixes should be shown.
+
+The real meaning of such words can be understood far better by a study
+of their formation, than by abstract definitions. It will be found,
+also, that pupils readily become interested in this kind of work.
+
+As the capabilities of classes of the same grade will differ, it may
+sometimes occur that a greater amount of language work can be done
+effectively than is laid down in this book. When this happens, more time
+can be devoted to such special kinds of work as the needs of the classes
+suggest.
+
+Constant drill upon the analysis of lessons, varied at times by the
+analysis of short stories taken from other sources and read to the
+class, will develop the reasoning faculties of pupils and render the
+writing of original compositions a comparatively easy exercise.
+
+Encourage the habit of self-reliance on the part of pupils. Original
+investigation, even if followed at first by somewhat crude results, is
+in the end more satisfactory than any other course.
+
+The Definitions (pages 373-382) and the List of Proper Names (pages
+383 and 384) may be used in the preparation of the lessons.[01]
+
+When exercises are written, particular care should be required in regard
+to penmanship, correct spelling, punctuation, and neatness.
+
+
+[01] "The Definitions" are found at the end of the text, however "the
+List of Proper Names" has not been included in this production.
+
+
+
+
+
+
+
+PHONIC CHART.
+
+
+
+VOWELS.
+
+
+a as in  lake
+a "  "   at
+a "  "   far
+a "  "   all
+a "  "   care
+a "  "   ask
+a as in  what
+e "  "   be
+e "  "   let
+i "  "   ice
+i "  "   in
+o "  "   so
+o as in  box
+u  "  "  use
+u  "  "  up
+u  "  "  fur
+oo "  "  too
+oo "  "  look
+
+
+
+
+
+
+
+DIPHTHONGS.
+
+
+oi, oy (unmarked), as in oil, boy
+ou, ow     "       "  "  out, now
+
+
+
+
+
+
+
+CONSONANTS
+
+
+ b  as in bad
+ d  "  "  do
+ f  "  "  fox
+ g  "  "  go
+ h  "  "  he
+ j  "  "  just
+ k  "  "  kite
+ l  "  "  let
+ m  as in me
+ n  "  "  no
+ p  "  "  put
+ r  "  "  rat
+ s  "  "  so
+ t  "  "  too
+ v  "  "  very
+ w  "  "  we
+ y  as in yes
+ z  "  "  froze
+ng  "  "  sing
+ch  "  "  chick
+sh  "  "  she
+th  "  "  think
+th  "  "  the
+wh(hw),"  what
+
+
+
+
+
+
+
+EQUIVALENTS.
+
+VOWELS.
+
+
+a    like o  as in what
+e     "   a  "  "  where
+e     "   a  "  "  they
+e     "   u  "  "  her
+i     "   u  "  "  girl
+i     "   e  "  "  police
+o, u like oo as in to, rule
+o     "   u  "  "  come
+o     "   a  "  "  for
+u, o  "   oo "  "  put, could
+y     "   i  "  "  by
+y     "   i  "  "  kit'ty
+
+
+CONSONANTS.
+
+
+c like  s    as in   race
+c  "    k    "  "    cat
+g  "    j    "  "    cage
+n like ng    as in   think
+s  "    z    "  "    has
+x  "   ks, or gz "   box, exist
+
+
+
+
+
+FOURTH READER
+
+
+
+
+
+LESSON I
+
+
+spokes'man, _one who speaks for others_.
+
+cho'rus, _a number of speakers or singers_.
+
+apt, _likely; ready_.
+
+folks, _people; family_.
+
+mis'er a ble, _very unhappy; very poor_.
+
+lone'some, _without friends; lonely_.
+
+score, _twenty_.
+
+wretch'ed, _unhappy; very sad_.
+
+
+       *       *       *       *       *
+
+
+
+
+"I'M GOING TO."
+
+PART I.
+
+
+Once upon a time, there was a little boy, whose name was Johnny.
+"Johnny," said his mamma, one day, "will you bring me an armful of
+wood?"
+
+"Yes," said Johnny, "I'm going to"; but just then he heard Carlo, the
+dog, barking at a chipmunk over in the meadow, so he ran off as fast as
+he could go.
+
+Now this was not the first time that Johnny had said to his mamma, "Yes,
+I'm going to." He never thought of that wood again until about
+dinner-time, when he began to feel hungry.
+
+When he got back, he found that dinner was over, and papa and mamma had
+gone to ride. He found a piece of bread and butter, and sat down on a
+Large rock, with his back against the stump of a tree, to eat it.
+
+When it was all gone, Johnny began to think what he should do next. He
+closed his eyes as people are apt to do when they think.
+
+Presently he heard a score of voices about him. One was saying, "Wait a
+bit"; another, "Pretty soon"; another, "In a minute"; another, "By and
+by"; and still another, louder than the rest, kept screaming as loud as
+it could, "Going to, going to, going to," till Johnny thought they were
+crazy.
+
+"Who in the world are you?" said he, in great surprise, "and what are
+you making such a noise about?"
+
+"We are telling our names," said they; "didn't you ask us to tell our
+names?"
+
+"No," said Johnny, "I didn't."
+
+"O what a story!" cried they all in a breath.
+
+[Illustration]
+
+"Let's shake him for it," said one.
+
+"No, let us carry him to the king," said another.
+
+So they began to spin about him like so many spiders; for each one of
+them carried a long web, and when that gets wound around a boy or a
+girl, it is a very difficult thing to get rid of.
+
+In a few minutes they had him all wound up--hands and feet, nose and
+eyes, all tied up tight. Then they took him among them, and flew away
+with him, miles and miles, over the hills, and up to a big cave in the
+mountain. There he heard ever so many more voices, and it was noisier
+than ever.
+
+"Where am I?" he said, as soon as he could speak.
+
+"O you're safe at home," answered Wait-a-bit, for he seemed to be the
+spokesman; "and they have been expecting you for some time."
+
+"This isn't my home," said Johnny, feeling very miserable and beginning
+to cry.
+
+"O yes, it is," said a chorus of voices. "This is just where such folks
+as you belong. There are many of your fellows here, and you won't be
+lonesome a bit."
+
+They had begun to unwind the web from his eyes now, so he opened them
+and looked about him. O what a wretched place it was!
+
+Against the sides of the cave, stood long rows of boys and girls, with
+very sorry faces, all of them saying over as fast as they could speak,
+"Going to, going to!" "Wait a bit, wait a bit!" "Pretty soon, pretty
+soon!" "In a minute, in a minute!" studying the names just as hard as if
+they were lessons.
+
+There were Delays, and Tardys, and Put-offs, with ever so many more; and
+in a corner by themselves, and looking more unhappy than all the rest,
+were the poor little fellows whose names were "Too late."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Pupils should read loud enough for all the
+class to hear them.
+
+The words forming a _quotation_ should usually be spoken in a louder
+tone than the other words in the lesson, as--
+
+_"Johnny,"_ said his mamma, one day, _"will you bring me an armful of
+wood?"_
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Divide into syllables, accent, and mark the sounds
+of the letters in the following words: _Carlo, armful, mountain,
+unwind_.
+
+What two words can be used for each of the following: _I'm, didn't,
+let's, you're, isn't, won't?_
+
+What other words could be used instead of _got_ (page 16, line 4)?[02]
+
+Proper names should begin with capital letters: as, _Johnny, Carlo_.
+
+Give three other words used as proper names in this lesson.
+
+
+[02] paragraph 4 of this lesson
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON II.
+
+
+de spair', _loss of hope_.
+
+pro cras' ti na tor, _one who puts off doing any thing_.
+
+res o lu'tions, _promises made to one's self; resolves_.
+
+yon'der, _there; in that place_.
+
+mon'strous, _of great size_.
+
+gi'ant, _an unreal person, supposed to be of great size_.
+
+hor'rid, _causing great fear or alarm_.
+
+ex pect'ed, _thought; looked for_.
+
+
+       *       *       *       *       *
+
+
+
+
+"I'M GOING TO."
+
+PART II.
+
+
+"O dear, dear! Where am I?" said Johnny in despair. "Please let me out!
+I want my mamma!"
+
+"No, you don't," said Wait-a-bit. "You don't care much about her, and
+this is really where you belong. This is the kingdom of Procrastination,
+and yonder comes the king."
+
+"The kingdom of what?" said Johnny, who had never heard such a long word
+in his life before.
+
+But just then he heard a heavy foot-fall, and a great voice that sounded
+like a roar, saying, "Has he come? Did you get him?"
+
+"Yes, here he is," said Wait-a-bit, "and he'd just been saying it a
+little while before we picked him up."
+
+Johnny looked up and saw a monstrous giant, with a bright green body and
+red legs, and a yellow head and two horrid coal-black eyes.
+
+"Let me have him," said the giant. So he took him up just as if he had
+been a rag-baby, and looked him all over, turning him from side to side,
+and from head to feet.
+
+O but Johnny was frightened, and expected every moment to be swallowed!
+
+"Let's see," said the giant; "he always says 'Pretty soon.' No, that
+isn't it. What is it, my fine fellow, that you always say to your mamma
+when she asks you to do any thing for her?
+
+"It isn't 'Pretty soon,' nor 'In a minute.' What is it? They all mean
+about the same thing, to be sure, and bring every body to me in the end;
+but I must know exactly, or I can't put you in the right place."
+
+Johnny hung his head, and did not want to tell; but an extra hard poke
+of the giant's big finger made him open his mouth and say with shame,
+that he always said, "I'm going to."
+
+"O that's it!" said the giant. "Well, then, you stand there."
+
+So he unwound a bit of the web from his fingers--just enough so that he
+could hold the Procrastinator's Primer--and stood him at the end of a
+long row of children, who were saying over and over again, just as fast
+as they could speak, "Going to, going to, going to, going to," just
+that, and nothing else in the world.
+
+Johnny was tired and hungry by this time, and longed to see his mamma,
+thinking that, if he could only get back: to her, he would always mind
+the very moment she told him to do any thing.
+
+He made a great many good resolutions while he stood there. At last the
+giant called him to come and say his lesson.
+
+"You shall have a short one to-day," said he, "and need say it only a
+thousand times, because it is your first day here. To-morrow, you must
+say it a million."
+
+Johnny tried to step forward, but the web was still about his feet, so
+he fell with, a bang to the floor.
+
+Just then he opened his eyes to find that he had rolled from the rock
+to the grass, and that mamma was calling him in a loud voice to come to
+supper, and this time he didn't say, "I'm going to."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The words in quotation marks should be read in
+the same manner as in Lesson I.
+
+Read words in dark type in the following sentences with more force than
+the other words:
+
+    "Has he _come?_ Did you _get_ him?"
+
+Words that are read more forcibly than other words in a sentence are
+called _emphatic words_.
+
+Which are the _emphatic words_ in the following sentences?
+
+    "You shall have a short one to-day."
+
+    "I must know exactly."
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Divide into syllables, accent, and mark the sounds
+of the letters in the following words: _extra, primer, moment,
+coal-black_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON III.
+
+
+remark'able, _worthy of notice; unusual_.
+
+moist'ure, _wetness; that which makes wet_.
+
+absorbed', _sucked up; drunk up_.
+
+with'er, _lose freshness_.
+
+starched, _stiffened, as starch_.
+
+germ, _that from which the plant grows; bud_.
+
+hand'some, _pleasing in appearance; very pretty_.
+
+clasped, _surrounded; inclosed_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE BEAN AND THE STONE.
+
+
+"I think I ought to be doing something in the world!" said a little
+voice out in the garden.
+
+"Pray, what can you do?" asked another and somewhat stronger voice.
+
+"I think I can grow," answered the little voice.
+
+If you had seen the owner of the little voice, perhaps you would not
+have thought him any thing remarkable.
+
+It is true he had on a clean white coat, so smooth and shining that it
+looked as if it had been newly starched and ironed, and inside of this,
+he hugged two stout packages.
+
+The coat had only one fastening; but that fastening extended down the
+back, and was a curious thing to see.
+
+It looked just as if the coat had been cut with a knife, and had
+afterward grown together again. It was like a scar on your hand; and a
+scar it is called.
+
+"Yes, I ought to be growing," said the little voice, "for I am a bean,
+and in the spring a bean ought to grow."
+
+Now you know how the coat came by its scar, for the scar was the spot
+which showed where the bean had been broken from the pod.
+
+"What do you mean by growing?" said the other voice, which came from a
+large red stone.
+
+"Why," said the bean, "don't you know what growing means? I thought
+every thing knew how to grow. You see, when I grow, my root goes down
+into the soil to get moisture, and my stem goes up into the light to
+find heat. Heat and moisture are my food and drink.
+
+"By and by, I shall be a full-grown plant, and that is wonderful! In the
+ground, my roots will travel far and wide.
+
+"In the air, how happy my stem will be! I shall learn a great deal, and
+see beautiful things every day. O how I long for that time to come!"
+
+"What you say is very strange," said the red stone. "Here I have been in
+this same place for many years, and I have not grown at all. I have no
+root; I have no stem; or, if I have, they never move upward nor
+downward, as you say. Are you sure you are not mistaken?"
+
+"Why, of course I'm not mistaken," cried the bean. "I feel within myself
+that I can grow; and I have absorbed so much moisture that I must soon
+begin."
+
+Just then the bean's coat split from end to end, and for one or two
+minutes neither the stone nor the bean spoke. The stone was astonished,
+and the bean was a little frightened. However, he soon recovered his
+courage.
+
+"There!" said he, showing the two packages he had been carrying; "these
+are my seed-leaves. In them is the food on which I intend to live when I
+begin growing.
+
+"When my stem is strong enough to do without them, they will wither away.
+My coat is all worn-out, too. I shall not need it any longer. Look
+inside the seed-leaves, and you will see the germ. Part of it is root,
+and part of it is stem. Do you see?"
+
+"I see two little white lumps," replied the stone; "but I can not
+understand how they will ever be a root and a stem."
+
+"I do believe you are a poor, dull mineral, after all," said the bean;
+"and if so, of course you can not understand what pleasure a vegetable
+has in growing.
+
+"I wouldn't be a mineral for the world! I would not lie still and do
+nothing, year after year. I would rather spread my branches in the
+sunshine, and drink in the sweet spring air through my leaves."
+
+"What you say must be all nonsense," said the stone. "I can't understand
+it."
+
+But the bean grew on without minding him. The roots pushed down into the
+soil and drank up the moisture from the ground. Then this moisture went
+into the stem, and the stem climbed bravely up into the light.
+
+"How happy I am!" cried the bean.
+
+It ran over the red stone, and clasped it with long green branches,
+covered with white bean flowers.
+
+"O indeed!" said the stone. "Is this what you call growing? I thought
+you were only in fun. How handsome you are!"
+
+"May I hang my pods on you, so that they can ripen in the sun?" said the
+bean.
+
+"Certainly, friend," said the stone.
+
+He was very polite, now that he saw the bean was a full-grown vine.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read in a conversational tone of voice, as in
+Lessons I and II.
+
+What word is emphatic in the third paragraph?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+words, _broken, packages, courage, polite_.
+
+Tell in your own words how the bean grew.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON IV.
+
+
+elf, _a very small person; an unreal being_.
+
+vex, _make angry; trouble_.
+
+pon'dered, _thought about with care_.
+
+streak, _line; long mark_.
+
+
+       *       *       *       *       *
+
+
+
+
+TO-MORROW.
+
+
+  A bright little boy with laughing face,
+  Whose every motion was full of grace,
+  Who knew no trouble and feared no care,
+  Was the light of our household--the youngest there.
+
+  He was too young--this little elf--
+  With troublesome questions to vex himself;
+  But for many days a thought would rise,
+  And bring a shade to the dancing eyes.
+
+  He went to one whom he thought more wise
+  Than any other beneath the skies:
+  "Mother,"--O word that makes the home!--
+  "Tell me, when will to-morrow come?"
+
+  "It is almost night," the mother said,
+  "And time for my boy to be in bed;
+  When you wake up and it's day again,
+  It will be to-morrow, my darling, then."
+
+  The little boy slept through all the night,
+  But woke with the first red streak of light;
+  He pressed a kiss on his mother's brow,
+  And whispered, "Is it to-morrow now?"
+
+  "No, little Eddie, this is to-day;
+  To-morrow is always one night away."
+  He pondered awhile, but joys came fast,
+  And this vexing question quickly passed.
+
+  But it came again with the shades of night:
+  "Will it be to-morrow when it is light?"
+  From years to come, he seemed care to borrow,
+  He tried so hard to catch to-morrow.
+
+  "You can not catch it, my little Ted;
+  Enjoy to-day," the mother said;
+  "Some wait for to-morrow through many a year--
+  It always is coming, but never is here."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In reading poetry, pupils should notice the
+emphatic words, and give them proper force.
+
+Example.
+
+    "_Mother_,"--O word that makes the home!--
+
+    "_Tell_ me, when will _to-morrow_ come?"
+
+The two dashes in the first line of the preceding example are used
+instead of a parenthesis, and have the same value.
+
+When there is no pause at the end of a line (see first line, third
+stanza), it should be closely joined in reading to the line which
+follows it, thus making the two lines read as one.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON V.
+
+
+ap'pe tite, _wish for food_.
+
+a muse'ment, _play; enjoyment_.
+
+gaunt, _lean; hungry looking_.
+
+spe'cies, _kind_.
+
+oc curred', _took place; happened_.
+
+en cour'age ment, _hope given by another's words or actions_.
+
+di rec'tion, _way; course_.
+
+dusk'y, _very dark; almost black_.
+
+sin'gu lar, _unusual; strange_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN ADVENTURE WITH DUSKY WOLVES.
+
+PART I.
+
+
+"During the summer and winter, we had several adventures in the
+trapping and killing of wild animals. One of them was of such a
+singular and dangerous kind, that you may feel interested in hearing
+it.
+
+"It occurred in the dead of winter, when there was snow upon the ground.
+The lake was frozen over, and the ice was as smooth as glass. We spent
+much of our time in skating about over its surface, as the exercise
+gave us health and a good appetite.
+
+"Even Cudjo, our colored servant, had taken a fancy for this amusement,
+and was a very good skater. Frank was fonder of it than the rest of us,
+and was, in fact, the best skater among us.
+
+"One day, however, neither Cudjo nor I had gone out, but only Frank and
+Harry. The rest of us were busy at some carpenter work within doors.
+
+"We could hear the merry laugh of the boys, and the ring of their skates
+as they glided over the smooth ice. All at once, a cry reached our
+ears, which we knew meant the presence of some danger.
+
+"'O Robert!' cried my wife, 'they have broken through the ice!'
+
+"We all dropped what we held in our hands, and rushed to the door. I
+seized a rope as I ran, while Cudjo took his long spear, thinking it
+might be of use to us. This was the work of a moment, and the next we
+were outside the house.
+
+"What was our astonishment to see both the boys, away at the farthest
+end of the lake, but skating toward us as fast as they could!
+
+"At the same time, our eyes rested upon a terrible sight. Close behind
+them upon the ice, and following at full gallop, was a pack of wolves!
+
+"They were not the small prairie wolves, which either of the boys might
+have chased with a stick, but of a species known as the 'Great Dusky
+Wolf' of the Rocky Mountains.
+
+"There were six of them in all. Each of them was twice the size of the
+prairie wolf, and their long, dark bodies, gaunt with hunger, and
+crested from head to tail with a high, bristling mane, gave them a most
+fearful appearance.
+
+"They ran with their ears set back and their jaws apart, so that we
+could see their red tongues and white teeth.
+
+"We did not stop a moment, but rushed toward the lake. I threw down the
+rope, and seized hold of a large rail as I ran, while Cudjo hurried
+forward armed with a spear. My wife, with presence of mind, turned back
+into the house for my rifle.
+
+"I saw that Harry was foremost, and that the fierce wolves were fast
+closing upon Frank. This was strange, for we knew that Frank was by far
+the better skater. We all called out to him, uttering loud shouts of
+encouragement. Both were bearing themselves manfully, but Frank was
+most in danger.
+
+"The wolves were upon his heels! 'O they will kill him!' I cried,
+expecting the next moment to see him thrown down upon the ice. What was
+my joy at seeing him suddenly wheel and dart off in a new direction."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read with spirit, and
+in a full, clear tone of voice.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--_Presence of mind_ is the power to act quickly when
+sudden danger threatens.
+
+_Upon his heels_ means very close to.
+
+_Dead of winter_ is the middle of winter, as that is supposed to be
+the quietest or most lifeless time.
+
+Syllabify, accent, and mark sounds of letters in the following words:
+_fancy, gallop, prairie, bristling, rifle_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON VI.
+
+
+e lud'ed, _got away from; avoided_.
+
+ex cit'ing, _causing deep interest_.
+
+marks'man, _one who shoots well_.
+
+re treat'ing, _going away from_.
+
+en a'bled, _helped; made able_.
+
+sim'i lar, _like; nearly the same_.
+
+pur suit', _following after_.
+
+nim'bly, _with a quick motion_.
+
+com menced', _began_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN ADVENTURE WITH DUSKY WOLVES.
+
+PART II.
+
+
+"The wolves, thus nimbly eluded, now kept on after Harry, who, in turn,
+became the object of our anxiety.
+
+"In a moment they were close upon him; but he, already warned by his
+brother, wheeled in a similar manner, while the fierce brutes, swept
+along by the force of their running, were carried a long distance upon
+the ice before they could turn themselves.
+
+"Their long, bushy tails, however, soon enabled them to turn about and
+follow in the new direction, and they galloped after Harry, who was now
+the nearest to them.
+
+"Frank, in the meantime, had again turned, and came sweeping past behind
+them, at the same time shouting loudly, as if to tempt them away from
+their pursuit of Harry.
+
+"They heeded him not, and again he changed his direction, and, as though
+he was about to skate into their midst, followed the wolves.
+
+"This time he skated up close behind them, just at the moment when Harry
+had turned again, and thus made his second escape.
+
+"At this moment, we heard Frank calling out to his brother to make for
+the shore, while, instead of retreating himself, he stopped until Harry
+had passed, and then dashed off, followed closely by the whole pack.
+
+"Another slight turn brought him nearly in our direction; but there was
+a large hole broken through the ice close by the shore, and we saw
+that, unless he turned again, he would skate into it.
+
+"We thought he was watching the wolves too intently to see it, and we
+shouted to warn him. Not so; he knew better than we what he was about.
+
+"When he had reached within a few feet of the hole, he wheeled sharply
+to the left, and came dashing up to the point where we stood to receive
+him.
+
+"The wolves, too intent upon their chase to see any thing else, went
+sweeping past the point where he had turned, and the next moment
+plunged through the broken ice into the water.
+
+"Then Cudjo and I ran forward, shouting loudly, and, with the heavy rail
+and the long spear, commenced dealing death among them.
+
+"It was but a short, though exciting scene. Five of them were speared
+and drowned, while the sixth crawled out upon the ice and was rapidly
+making off, frightened enough at his cold ducking.
+
+[Illustration]
+
+"At that moment I heard the crack of a rifle and saw the wolf tumble
+over.
+
+"On turning round I saw Harry with, my rifle, which my wife had brought
+down and handed to him, as a better marksman than herself.
+
+"The wolf, only wounded, was kicking furiously about on the ice; but
+Cudjo now ran out, and, after a short struggle, finished the business
+with his spear.
+
+"This was, indeed, a day of great excitement in our forest home. Frank,
+who was the hero of the day, although he said nothing, was no doubt not
+a little proud of his skating feat.
+
+"And well he might be, as, but for his skill, poor Harry would no doubt
+have fallen a prey to the fierce wolves."
+
+
+      *      *      *      *      *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+    Again he _changed his direction_.
+
+    He then _dashed off_.
+
+    He wheeled _sharply_ to the left.
+
+    Cudjo and I commenced _dealing death among them_.
+
+    Cudjo _finished the business_ with his spear.
+
+    Harry would have _fallen a prey to_ the fierce wolves.
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. Frank and Harry go to skate. 2. The alarm. 3. The
+wolves. 4. The pursuit. 5. The escape. 6. Death of the wolves.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON VII.
+
+
+craft, _ship; a boat of any kind_.
+
+mew'ing, _crying, like a cat_.
+
+a dopt'ed, _received as one's own_.
+
+ad mir'er, _one who likes another_.
+
+voy'age, _journey by water_.
+
+dain'ty, _nice in form or taste_.
+
+a loft', _on high; in the air_.
+
+wind'ward, _the point from which the wind blows_.
+
+star'board, _the right-hand side of a ship_.
+
+bruised, _injured, hurt_.
+
+
+       *       *       *       *       *
+
+
+
+
+OUR SAILOR CAT.
+
+
+She was a sailor cat, indeed, and it was a sailor who first brought her
+on board.
+
+Our steamer was lying at her pier in the North River, at New York,
+taking in cargo.
+
+One of our men, who had been ashore, came back with a little
+gray-and-white kitten in his arms. She was very poor and thin, and her
+little furry coat was sadly soiled with dirt and grease.
+
+But she had not lost all her fun, for she was making play with her tiny
+fore-paws at the ends of the sailor's red beard, to honest Jack's great
+delight.
+
+"Where did you pick that up, Jack?" asked the third officer.
+
+"Well, your honor," said Jack Harmon, touching his cap with a grin,
+"seems to me she must have left her ship and gone to look for another,
+for I found her tramping along the pier there, and mewing as if she was
+calling out for somebody to show her the road.
+
+"So I thought that, as we have many rats aboard the old craft, she would
+be able to pick up a good living there; and I called to her, and she
+came at once, and here she is."
+
+Here she was, sure enough; and as Jack ended his story, she chimed in
+with a plaintive little "Me-ow," which said, as plainly as ever any cat
+spoke yet, "I'm very cold and hungry, and I do wish somebody would take
+me below and give me some food!"
+
+She had not long to wait. Half an hour later she was the best-fed cat in
+that part of New York City, and that night she lay snugly curled up with
+a good warm blanket over her.
+
+Of course, the first thing to do with an adopted cat is to give it a
+name, and Jack Harmon, who was a bit of a wag in his way, and a great
+admirer of the monster elephant which was just then making such a stir
+in New York, called his new pet "Jumbo."
+
+Jumbo soon became the pet of the whole crew, and of the passengers, too,
+when they came on board, a few days later, for the voyage back to
+England.
+
+Before we were half-way across the ocean, the bits of meat or cake, and
+bits of white bread soaked in milk, which were being constantly given
+her by one and another, had made her look as round as an apple.
+
+The ladies were never tired of stroking her soft fur and admiring her
+dainty white paws, which were now as spotless as snow. The children
+romped all day with this new playmate, who seemed to enjoy the sport
+quite as much as themselves.
+
+But Jumbo was not content with mere play. She seemed to think herself
+bound to do something to "work her passage." Whenever any of the crew
+went aloft to take in sail, Jumbo would always climb up, too, as if to
+help them.
+
+Jack Harmon was still her favorite, and whenever it came his turn to
+stand at the bow and keep watch, there was Jumbo going backward and
+forward.
+
+On the eighth night of the voyage, the stars looked dim and
+watery, and a low bank of clouds began to rise to windward of us, just
+between sea and sky.
+
+The old sailors shook their heads and looked grave, as if they expected
+an unusual storm. Suddenly the wind began to blow strongly upon the
+starboard quarter, stirring up a cross-sea which tossed the great ship
+like a toy.
+
+Nearly all the passengers had gone below, and the few who remained on
+deck buttoned their water-proof coats, and held tightly on by any thing
+they could seize.
+
+Jack Harmon had shut up his cat below, but poor puss escaped somehow,
+for all at once a shrill cry was heard, and there was Jumbo clinging to
+a rail, with a great mountain of a wave coming right down upon her.
+
+Several men sprang toward the spot, but Jack was foremost, and he had
+just reached his little pet when down came the great wave upon them
+both.
+
+Instantly the whole after-deck was one roaring, foaming waterfall, the
+flying spray of which blinded one for a moment. But when it cleared,
+there stood our brave Jack--dripping, bruised, and bleeding from a cut
+on the head.
+
+But his little favorite was safe in his arms, and as he came back with
+her, such a cheer went up from all who were on deck, as the old ship had
+not heard for many a day.
+
+"Let's send round the hat for him," said one of the passengers.
+
+And the hat was sent around, so successfully that Jack got enough money
+to give his poor old mother a happy Christmas, and still have something
+left over for himself and Jumbo, who was his mother's pet ever after.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Should this lesson be read with the same tone
+of voice as Lessons V. and VI.?
+
+In the first paragraph, do not say _pier rin_ for _pier in; dir' tand_
+for _dirt and_.
+
+Point out two other places in the lesson where mistakes similar to those
+just given might occur.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark the sounds of letters in
+the following words: _cargo, officer, blanket, passengers, instantly,
+bleeding_.
+
+_Work her passage_ means to pay her fare by making herself useful.
+
+Make out an _analysis_ in six parts for this lesson, and use it in
+telling the story in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON VIII.
+
+
+loi'ter ing, _going slowly, lingering_.
+
+pro tect'or, _one who keeps another from harm_.
+
+throng'ing, _gathering in large numbers_.
+
+wrecked, _dashed to pieces_.
+
+thatched, _covered with straw or twigs_.
+
+bronzed, _brown, darked-colored_.
+
+bleach'ing, _whitening_.
+
+van'ished, _gone out of sight; departed suddenly_.
+
+rapt'ure, _great joy; delight_.
+
+
+       *       *       *       *       *
+
+
+
+
+RESCUED.
+
+
+  "Little lad, slow wandering across the sands so yellow,
+  Leading safe a lassie small--O tell me, little fellow,
+  Whither go you, loitering in the summer weather,
+  Chattering like sweet-voiced birds on a bough together?"
+
+  "I am Robert, if you please, and this is Rose, my sister,
+  Youngest of us all"--he bent his curly head and kissed her,
+  "Every day we come and wait here till the sun is setting,
+  Watching for our father's ship, for mother dear is fretting.
+
+  "Long ago he sailed away, out of sight and hearing,
+  Straight across the bay he went, into sunset steering.
+  Every day we look for him, and hope for his returning,
+  Every night my mother keeps the candle for him burning.
+
+  "Summer goes, and winter comes, and spring returns but never
+  Father's step comes to the gate. O, is he gone forever?
+  The great, grand ship that bore him off, think you some tempest wrecked her?"
+  Tears shone in little Rose's eyes, upturned to her protector.
+
+  Eagerly the bonny boy went on: "O, sir, look yonder!
+  In the offing see the sails that east and westward wander;
+  Every hour they come and go, the misty distance thronging.
+  While we watch and see them fade, with sorrow and with longing."
+
+  "Little Robert, little Rose!" The stranger's eyes were glistening
+  At his bronzed and bearded face, upgazed the children, listening;
+  He knelt upon the yellow sand, and clasped them to his bosom,
+  Robert brave, and little  Rose, as bright as any blossom.
+
+  "Father, father! Is it you?" The still air rings with rapture;
+  All the vanished joy of years the waiting ones recapture!
+  Finds he welcome wild and sweet, the low-thatched cottage reaching,
+  But the ship that into sunset steered, upon the rocks lies bleaching.
+
+[Illustration]
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the conversational parts of this poem
+like conversation in prose.
+
+Point out the _emphatic words_ in the first line of the last stanza.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--_Into sunset steering_, means sailing westward.
+
+_The misty distance thronging_, means gathering together in the
+distance.
+
+_The still air rings with rapture_, means that the air becomes full of
+joyful shouts.
+
+_All the vanished joy of years the waiting ones recapture_, means that
+the children regain the happiness lost during their father's absence.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON IX.
+
+
+impos'ing, _grand looking; of great size_.
+
+glar'ing, _fierce looking_.
+
+lim'its, _space_.
+
+e nor'mous, _very large; huge_.
+
+start'led, _suddenly alarmed; surprised_.
+
+au'dible, _that may be heard_.
+
+maj'esty, _greatness; nobility_.
+
+increas'ing, _growing larger_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE LION.
+
+
+There is, in the appearance of the lion, something both noble and
+imposing. Nature has given him wonderful strength and beauty.
+
+His body, when full grown, is only about seven feet long and less than
+four feet high; but his large and shapely head, with its powerful jaws,
+his glaring eye, and long, flowing mane, give him an air of majesty that
+shows him worthy of the name--"King of Beasts."
+
+Yet we are told that a lion will not willingly attack man, unless first
+attacked himself or driven by hunger to forget his habits.
+
+On meeting man suddenly, he will turn, retreat slowly for a short
+distance, and then run away.
+
+The lion belongs to the cat family, and his teeth and claws are similar
+in form and action to those of the house cat.
+
+His food is the flesh of animals; and so great is his appetite, that it
+must require several thousand other animals to supply one lion with food
+during his life-time.
+
+His strength is so enormous that he can crush the skull of an ox with a
+single blow of his powerful paw, and then grasp it in his jaws and bound
+away.
+
+Unless driven by hunger to bolder measures, he will hide in the bushes,
+or in the tall reeds along the banks of rivers, and spring suddenly upon
+the unlucky animal that chances to come near him.
+
+Many lions have been captured, and their habits and appearance carefully
+studied. Although there is a difference in color--some being of a
+yellowish brown, others of a deep red, and a few silvery gray--the
+general form and appearance of all lions is the same.
+
+The mane is of a dark brown, or of a dusky color, and the tail nearly
+three feet long, with a bunch of hair at the tip.
+
+The lioness, or female lion, is smaller in every way than the male and
+has no mane.
+
+It is in the night-time that the lion goes out from his den to seek for
+food, and his color is so dark and his movements so silent, that his
+presence is not known even at the distance of a few yards.
+
+These dangerous beasts are no longer found in Europe, although they
+lived there in numbers many hundred years ago. It is only in the deserts
+and rocky hills of Asia and Africa that they are met with.
+
+Those who have visited a menagerie, and have seen a lion within the
+limits of a narrow iron cage, can form no idea of the majesty of the
+brute when roaming about freely on his native soil.
+
+The voice of the lion is loud and strong. It is likely to strike terror
+to the bravest heart.
+
+"It consists," says a well-known writer, "at times of a low, deep
+moaning, repeated five or six times, and ending in scarcely audible
+sighs; at other times, the forest is startled with loud, deep-toned,
+solemn roars, increasing in loudness to the third or fourth, and then
+dying away in sounds like distant thunder."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read a little more
+slowly than conversation. When we wish to describe any thing, we must
+give time for those who listen to us to get the meaning of what we say.
+
+Do not run the words together when reading. (See Directions for Reading,
+page 42.)[03]
+
+Example.--"There is, in the appearance of the lion, something both
+noble and imposing."
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _meeting, require, Europe, idea, terror, measures,
+unlucky, narrow, bolder_.
+
+_Air of majesty_ means the noble appearance supposed to belong to
+kings.
+
+
+[03] See Lesson VII.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON X.
+
+
+ar ti fi' cial, _not real; made by human skill_.
+
+ex er'tion, _great effort; attempt_.
+
+destroyed', _killed; put an end to_.
+
+cleansed, _cleaned; freed from dirt_.
+
+sit u a'tion, _position_.
+
+fa'mous, _much talked of; well known_.
+
+fre'quent ly, _often_.
+
+in'ci dent, _adventure; event_.
+
+nar rat'ed, _told_.
+
+hurled, _thrown with force_.
+
+stu'por, _sleepy feeling_.
+
+
+       *       *       *       *       *
+
+
+
+
+ADVENTURE WITH A LION.
+
+
+The dangers of lion-hunting may be understood from the following
+incident, narrated by Livingstone, the famous African traveler:
+
+"The villagers among whom I was staying were much troubled by lions,
+which leaped into their cattle-pens and destroyed their cows.
+
+"As I knew well that, if one of a number of lions is killed, the others
+frequently take the hint and leave that part of the country, I gave the
+villagers advice to that end, and, to encourage them, offered to lead
+the hunt.
+
+"The lions were found hiding among the rocks on a hill covered with
+trees, and about a quarter of a mile in length. The men circled the
+hill, and slowly edged in closer and closer, so that the lions might be
+completely surrounded.
+
+"Presently one of the natives spied a lion sitting on a piece of rock,
+and fired at him, the ball missing the beast and striking the rock.
+
+"The lion turned, bit like a dog at the spot where the bullet had
+struck, and then bounded off to the shelter of the brushwood.
+
+"Soon I saw another lion in much the same situation as the former, and,
+being not more than thirty yards from it, let fly with both barrels.
+
+"As the lion was still on its legs, I hastened to reload my gun; but
+hearing a sudden and frightful cry from the natives, I looked up and
+saw the wounded lion springing upon me.
+
+"I was caught by the shoulder and hurled to the ground. Growling
+terribly in my ear, the lion shook me as a dog does a rat.
+
+"The shock produced a stupor, similar to that which seems to be felt by
+a mouse after the first shake of a cat.
+
+"The lion then leaped upon one of the natives who had tried to shoot at
+him, and then sprang at the neck of a second native who, armed with a
+spear, was rushing to the rescue.
+
+[Illustration]
+
+"The exertion was too much for the wounded beast, and so, with his claws
+bedded in the spearman's shoulder, he rolled over and died.
+
+"I had escaped, but with a shoulder so broken as to need an artificial
+joint, and with eleven teeth wounds in my arm.
+
+"These wounds were less severe than they would have been, had not a
+heavy jacket which I had on, cleansed the teeth of the lion in their
+passage. As it was, they were soon cured and gave me no trouble
+afterward."
+
+
+      *      *      *      *      *
+
+
+Directions for Reading.--Read this lesson in a full and clear
+conversational tone of voice.
+
+Those parts of the lesson to which we wish to call attention, should be
+read slowly.
+
+Example.--"The men edged in closer and closer, so that the lions might
+be completely surrounded."
+
+Should the slow and clear reading be kept up throughout pages 51 and 52,
+or should those pages be read more rapidly?[04]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Livingstone, bullet, growling, jacket, offered,
+advice, severe_.
+
+_Edged in closer and closer_ means went slowly nearer and nearer.
+
+_Let fly with both barrels_ means fired both barrels of his gun at the
+same time.
+
+_Still on its legs_ means not so badly wounded but that it was able to
+stand up.
+
+Tell the story in your own words.
+
+
+[04] See this lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XI.
+
+
+en riched', _made rich_.
+
+de tec'tion, _being found out_.
+
+dis mount'ed, _got down from_.
+
+sat' is fied, _supplied with all one wants_.
+
+sum'mit, _top; highest point_.
+
+en trust'ed, _gave the care of_.
+
+em ployed', _used; made use of_.
+
+im por'tant, _worthy of attention_.
+
+ad dressed', _spoke to_.
+
+di' a mond, _a very valuable stone_.
+
+in clud' ed, _put in as a part_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE NOBLEST DEED OF ALL.
+
+
+A rich Persian, feeling himself growing old, and finding that the cares
+of business were too great for him, resolved, to divide his goods among
+his three sons, keeping a very small part to protect him from want in
+his old age.
+
+The sons were all well satisfied, and each took his share with thanks,
+and promised that it should be well and properly employed. When this
+important business was thus finished, the father addressed the sons in
+the following words:
+
+"My sons, there is one thing which I have not included in the share of
+any one of you. It is this costly diamond which you see in my hand. I
+will give it to that one of you who shall earn it by the noblest deed.
+
+"Go, therefore, and travel for three months; at the end of that time,
+we will meet here again, and you shall tell me what you have done."
+
+The sons thereupon departed, and traveled for three months, each in a
+different direction. At the end of that time they returned; and all came
+together to their father to give an account of their journey. The eldest
+son spoke first.
+
+"Father, on my journey a stranger entrusted to me a great number of
+valuable jewels, without taking any account of them. Indeed, I was well
+aware that he did not know how many the package contained.
+
+"One or two of them would never have been missed, and I might easily
+have enriched myself without fear of detection. But I gave back the
+package exactly as I had received it. Was not this a noble deed?"
+
+"My son," replied the father, "simple honesty cannot be called noble.
+You did what was right, and nothing more. If you had acted otherwise,
+you would have been dishonest, and your deed would have shamed you. You
+have done well, but not nobly."
+
+The second son now spoke. He said: "As I was riding along on my
+journey, I one day saw a poor child playing by the shore of a lake; and
+just as I rode by, it fell into the water, and was in danger of being
+drowned.
+
+"I at once dismounted from my horse, and plunging into the water,
+brought it safe to land. All the people of the village where this
+happened will tell you that what I say is true. Was it not a noble
+action?"
+
+"My son," replied the old man, "you did only what was your duty. You
+could hardly have left the child to die without exerting yourself to
+save it. You, too, have acted well, but not nobly."
+
+Then the third son came forward to tell his tale. He said: "Father, I
+had an enemy, who for years had done me much harm and tried to take my
+life.
+
+"One evening during my journey, I was passing along a dangerous road
+which ran beside the summit of a cliff. As I rode along, my horse
+started at sight of something in the road.
+
+"I dismounted to see what it was, and found my enemy lying fast asleep
+on the very edge of the cliff. The least movement in his sleep and he
+must have rolled over and been dashed to pieces on the rocks below.
+
+"His life was in my hands. I drew him away from the edge and then woke
+him, and told him to go on his way in peace."
+
+Then the old Persian cried out with great joy, "Dear son, the diamond is
+yours, for it is a noble and godlike thing to help an enemy and return
+good for evil."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read this lesson in a conversational tone of
+voice, and somewhat more slowly than Lesson III.
+
+Read what is said by each one of the four different persons, as you
+think each one of them would speak.
+
+How would you read the third and fourth paragraphs?--the last paragraph?
+
+Point out the _emphatic words_ in the last paragraph.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Persian, therefore, valuable, account, jewels, aware,
+contained, dishonest, duty, enemy_.
+
+Let pupils use other words, to express the following:
+
+     To go on his way in peace.       Return good for evil.
+
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. The father divides his goods. 2. What he said to his
+sons. 3. What the eldest son did. 4. What the second son did. 5. What
+the third son did. 6. What the father said.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XII.
+
+
+a new', _over again_.
+
+al'ma nac, _a book giving days, weeks, and months of the year_.
+
+rus'tling, _shaking with a gentle sound_.
+
+scents, _smells_.
+
+drow'sy, _sleepy; making sleepy_.
+
+larch, _a kind of tree_.
+
+flue, _an opening for air or smoke to pass through_.
+
+haunt'ing, _staying in; returning often_.
+
+mur'mur, _a low sound_.
+
+fra' grant, _sweet smelling_.
+
+
+       *       *       *       *       *
+
+
+
+
+MARJORIE'S ALMANAC.
+
+
+  Robins in the tree-top,
+    Blossoms in the grass,
+  Green things a-growing
+    Every-where you pass;
+  Sudden fragrant breezes,
+    Showers of silver dew,
+  Black bough and bent twig
+    Budding out anew;
+  Pine-tree and willow-tree,
+    Fringed elm and larch,--
+  Don't you think that May-time's
+    Pleasanter than March?
+
+  Apples in the orchard
+    Mellowing one by one;
+  Strawberries upturning
+    Soft cheeks to the sun;
+  Roses faint with sweetness,
+    Lilies fair of face,
+  Drowsy scents and murmurs
+    Haunting every place;
+  Lengths of golden sunshine,
+    Moonlight bright as day,--
+  Don't you think that summer's
+    Pleasanter than May?
+
+  Roger in the corn-patch
+    Whistling negro songs;
+  Pussy by the hearth-side
+    Romping with the tongs;
+  Chestnuts in the ashes
+    Bursting through the rind;
+  Red leaf and gold leaf
+    Rustling down the wind;
+  Mother "doin' peaches"
+    All the afternoon,--
+  Don't you think that autumn's
+    Pleasanter than June?
+
+  Little fairy snow-flakes
+    Dancing in the flue;
+  Old Mr. Santa Claus,
+    What is keeping you?
+  Twilight and firelight,
+    Shadows come and go;
+  Merry chime of sleigh-bells
+    Tinkling through the snow;
+  Mother knitting stockings
+    (Pussy's got the ball!)--
+  Don't you think that winter's
+   Pleasanter than all?
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the lesson with spirit, and avoid
+anything like sing-song.
+
+Do not make the last word of each line _emphatic_, unless it is really
+an _emphatic word_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words; _Marjorie's, chestnuts, peaches, afternoon_.
+
+What part of the year is described in each stanza?
+
+What two words can be used for each of the following: _May-time's,
+summer's_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XIII.
+
+
+col'o ny, _a number of people living together in one place_.
+
+set'tlers, _those people who form a colony_.
+
+shy, _easily frightened; timid_.
+
+es tab'lished, _formed; settled_.
+
+war'rior,  _a soldier; one who fights in war_.
+
+fur'ni ture, _articles used in a house_.
+
+dread'ed, _feared very much_.
+
+pros' per ous, _successful; rich_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE STORY OF INDIAN SPRING.
+
+PART I.
+
+
+"You want to know why this is called Indian Spring, Robbie? I will tell
+you.
+
+"When Mary and I were little girls, father moved away from our pleasant
+home on the bank of the Delaware River, and came to this part of the
+country. There were five of us: father, mother, Mary, our dear nurse
+Lizzie, and I.
+
+"Lizzie was a colored woman, who had lived with us a long time. She was
+very handsome, and straight as an arrow. She was a few years older than
+mother.
+
+"Grandfather Thorpe, your great grandfather, boys, gave her to mother
+when she was married. Your grandfather was a miller. The old mill that
+I went to see to-day, was his. It was the first mill built in this part
+of Pennsylvania.
+
+"O, this was a beautiful country! my eyes never were tired of looking
+out over these mountains and valleys. But I saw that mother's face was
+getting thinner and whiter every day; they said she was homesick, and
+before we had been in the colony a year, a grave was made under an
+elm-tree close by, and that grave was mother's.
+
+"I thought my heart was broken then, but I soon forgot my sorrow: I
+still had father, sister Mary, and Lizzie.
+
+"In this part of Pennsylvania at that time there were very few white
+people, and besides our own, there was no other colony within ten
+miles. But our people being so near together, and well armed, felt
+quite safe.
+
+"Ten miles away on the Susquehanna, was a small village established by a
+colony from the north, which was used as a trading-post. There the
+friendly Indians often came to trade.
+
+"Father went twice a year to this village to get supplies that came up
+the river. He often spoke of Red Feather, an old Indian warrior. Father
+liked Red Feather, and he learned to trust him almost as he would have
+trusted a white man.
+
+"Time passed on until I was thirteen years old, a tall, strong girl, and
+very brave for a girl. I could shoot almost as well as father.
+
+"Little Mary was very quiet and shy, not like me at all. I loved
+fishing, and often went out hunting with father, but she staid at home
+with Lizzie, or sat down under the trees by the spring, watching the
+shadow of the trees moving in it.
+
+"Our colony had by this time become quite prosperous. A good many of the
+settlers had built houses for themselves more like those they had left
+behind on the Delaware.
+
+"The spring that I was fourteen, father built this house. The mill had
+already been grinding away for two years. We were very happy when we
+moved out of our little log cabin into this pleasant house.
+
+"We had but little furniture, but we had plenty of room. Up to this
+time, there had not been much trouble with the Indians, and though we
+had often dreaded it, and lived in fear many days at a time, only four
+of our men had been killed by them.
+
+"We had trusted many of the friendly Indians, and Red Feather had
+frequently spent days at our settlement. He seemed to like the mill.
+
+"I became quite attached to the old man; but Mary was always afraid of
+him, and Lizzie kept her sharp eyes on him whenever he came into the
+house. She hated him, and he knew it.
+
+"One beautiful clear morning in August of that year, father went down to
+the mill as usual. Lizzie was busy with her work, and little Mary was
+playing with some tame doves, when looking up, I saw Lizzie start
+suddenly.
+
+"She had seen something in the woods that frightened her. Without
+speaking, she went to the door, closed and fastened it, then turned and
+looked out of the window. She never told mo what she saw.
+
+"Father came home early that day; he looked anxious, and I knew that
+something troubled him. Without waiting to eat his supper, he went out,
+and very soon most of the men of the colony had gathered round him at
+the spring."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--With what tone of voice should this lesson be
+read?
+
+What other lessons before this, have been read with the same tone of
+voice?
+
+Name two _emphatic words_ in the following _exclamation_:
+
+    "O, this was a beautiful country!"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change the _exclamation_ given above to a
+_statement_. What word would be omitted? How would the punctuation be
+changed?
+
+Syllabify, accent, and mark sounds of letters in the following words:
+_Delaware, thinner, Susquehanna, grinding_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XIV.
+
+
+con fu'sion, _disorder_.
+
+sense'less, _without the power of thinking or acting; seemingly lifeless_.
+
+re vived', _came back to life; recovered_.
+
+cun'ning, _slyness; skill_.
+
+pro voke', _make angry_.
+
+stunned_, made senseless by a blow on the head_.
+
+meek'ly, _in a gentle manner_.
+
+his'to ry, _what is told of the past; a story_.
+
+tot'ter, _shake as if about to fall_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE STORY OF INDIAN SPRING.
+
+PART II.
+
+
+"It was as I had feared; we were in danger of an attack from the
+Indians.
+
+"Something had happened at the trading-post to provoke them, and rouse
+their thirst for blood. But a quiet night passed by and the sun shone
+again over the hills in wonderful beauty.
+
+"Suddenly, there sounded from the forest a scream. I had never heard it
+before, but I knew it. It was the terrible war-whoop. Then all was
+confusion and horror.
+
+"I saw Nanito, an Indian that I knew, who had eaten at our table. I saw
+him strike down our father, while Lizzie fought to save him.
+
+"But it was no use, there was no mercy in the heart of the Indian. They
+carried Lizzie away from us, and we never saw her again.
+
+"Poor little frightened Mary and I were tied together, our hands
+fastened behind us, and we were given, to--whom do you think,
+Robbie?--to Red Feather. Then I hated him, and resolved that I would
+kill him if I could.
+
+"After a while he took us out of the house, and then I saw that most of
+the houses in the little village were burning. The women and children
+were saved alive, but nearly all the men were killed.
+
+"I was very quiet, for I wanted my hands untied, and I thought perhaps
+Red Feather would pity me and unfasten them.
+
+"Little Mary was frightened nearly to death. She had not spoken since
+she saw the Indian strike father down,--when she screamed and fell
+senseless.
+
+"For a good while I thought she was dead. She had revived a great deal,
+but had not spoken.
+
+"About sundown Red Feather led us down past the spring, out into the
+woods, but not far away. We could still see the smoke rising from the
+burning houses. The Indians had gone some distance farther and camped
+with the white prisoners.
+
+"Red Feather could speak English, so I told him if he would untie my
+hands, I would make his fire, and bake his corn cake for him.
+
+"He was old and feeble, and had lost much of his natural cunning. He
+knew me, and trusted me; so without speaking, he took his hunting knife
+from his belt, cut the cords, and I was free.
+
+"I took the hatchet that he gave me to cut some branches for a fire, and
+went to work very meekly, with my head down.
+
+"I dared not speak to Mary, for fear he might see me, for his eyes were
+fixed on me every moment. I baked his corn cake in the ashes, and gave
+it to him. By this time it was dark, but the light from our fire shone
+far out into the woods.
+
+"I noticed Red Feather did not watch me so closely, and his eyes would
+now and then shut, for he was very tired.
+
+"He leaned forward to light his pipe in the ashes, when instantly,
+almost without thinking, I seized the hatchet, and struck him with all
+my might.
+
+"With a loud scream, I plunged into the woods toward home. Turning an
+instant, I saw Mary spring up, totter, and fall. With another sharp
+report came a twinge of pain in my side. Suddenly I fell, and in the
+darkness of the woods, they passed on, leaving me stunned and nearly
+dead.
+
+"I will not tell you now, my dear Robbie, how I was cared for, and who
+brought home little Mary and laid her to rest under the elm, beside
+mother--but the bullet that struck me then, I still carry in my side,
+and shall as long as I live.
+
+"Many years have passed since that terrible day, but I can never forget
+it. As long as the history of this country lasts, Indian Spring will be
+remembered, and other boys will listen, with eyes as wide open as
+yours, to the tale it has to tell."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Should the second or third paragraph of the
+lesson be read the faster?
+
+When do we speak more rapidly--in telling an exciting story, or in
+common conversation?
+
+Do our feelings guide us when we speak slowly or rapidly?--when, we
+speak quietly or forcibly?
+
+Point out three paragraphs in the lesson that you would read as slowly
+as Lesson XIII.; three that you would read more rapidly.
+
+In reading rapidly, be careful not to omit syllables, and not to run
+words together. (See Directions for Reading, page 42.)[05]
+
+
+[05] See Lesson VII.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XV.
+
+
+aft, _near the stern of a ship_.
+
+anch'or, _a large iron for holding a ship_.
+
+aimed, _directed or pointed at, as a gun_.
+
+car'tridge, _a small case containing powder and ball_.
+
+mood, _state of mind; temper_.
+
+sul'try, _very hot_.
+
+cleav'ing, _cutting through; dividing_.
+
+dis cov'ered, _found out; seen clearly_.
+
+buoys, _floats, made of wood, hollow iron, or copper_.
+
+re sults', _what follows an act_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN ADVENTURE WITH A SHARK.
+
+
+Our noble ship lay at anchor in the Bay of Tangiers, a town in the
+north-west part of Africa.
+
+The day had been very mild, with a gentle breeze sweeping to the
+northward and westward. Toward the close of the day the sea-breeze died
+away, and hot, sultry breathings came from the great, sunburnt desert of
+Sahara.
+
+Half an hour before sundown, the captain gave the cheering order to call
+the hands to "go in swimming"; and, in less than five minutes, the forms
+of our sailors were seen leaping from the arms of the lower yards into
+the water.
+
+One of the sails, with its corners fastened from the main yard-arm and
+the swinging boom, had been lowered into the water, and into this most
+of the swimmers made their way.
+
+Among those who seemed to be enjoying the sport most heartily were two
+boys, one of whom was the son of our old gunner; and, in a laughing
+mood, they started out from the sail on a race.
+
+There was a loud ringing shout of joy on their lips as they put off;
+they darted through the water like fishes. The surface of the sea was
+smooth as glass, though its bosom rose in long, heavy swells that set in
+from the ocean.
+
+One of the buoys which was attached to the anchor, to show where it lay,
+was far away on the starboard quarter, where it rose and fell with the
+lazy swell of the waves.
+
+Towards this buoy the two lads made their way, the old gunner's son
+taking the lead; but, when they were within about sixty yards of the
+buoy, the other boy shot ahead and promised to win the race.
+
+The old gunner had watched the progress of his son with great pride; and
+when he saw him drop behind, he leaped upon the quarter-deck, and was
+just upon the point of urging him on by a shout, when a cry was heard
+that struck him with instant horror.
+
+"A shark! a shark!" shouted the officer of the deck; and, at the sound
+of those terrible words, the men who were in the water, leaped and
+plunged toward the ship.
+
+Three or four hundred yards away, the back of a monster shark was seen
+cleaving the water. Its course was for the boys.
+
+For a moment the gunner stood like one who had lost his reason; then he
+shouted at the top of his voice for the boys to turn; but they heard him
+not.
+
+Stoutly the two swimmers strove, knowing nothing of the danger from the
+shark. Their merry laughter still rang over the waters, as they were
+both nearing the buoy.
+
+O, what anxiety filled the heart of the gunner! A boat had put off, but
+he knew it could not reach the boys in time to prevent the shark from
+overtaking them.
+
+Every moment he expected to see the monster sink from sight,--then he
+knew all hope would be gone. At this moment a cry was heard on board
+the ship, that reached every heart,--the boys had discovered their
+enemy.
+
+The cry startled the old gunner, and, quicker than thought, he sprung
+from the quarter-deck. The guns were all loaded and shotted, fore and
+aft, and none knew their temper better than he.
+
+With steady hand, made strong by sudden hope, the old gunner pricked the
+cartridge of one of the quarter guns; then he took from his pocket a
+percussion cap, fixed it on its place, and set back the hammer of the
+gun-lock.
+
+With great exertions, the old man turned the heavy gun to its bearing,
+and then seizing the string of the lock, he stood back and watched for
+the next swell that would bring the shark in range. He had aimed the
+piece some distance ahead of his mark; but yet a moment would settle his
+hopes and fears.
+
+Every breath was hushed, and every heart in that old ship beat
+painfully. The boat was yet some distance from the boys, while the
+horrid sea-monster was fearfully near.
+
+[Illustration]
+
+Suddenly the silence was broken by the roar of the gun; and, as the old
+man knew his shot was gone, he covered his face with his hands, as if
+afraid to see the result. If he had failed, he knew that his boy was
+lost.
+
+For a moment after the report of the gun had died away upon the air,
+there was an unbroken silence; but, as the thick smoke arose from the
+surface of the water, there was, at first, a low murmur breaking from
+the lips of the men,--that murmur grew louder and stronger, till it
+swelled to a joyous, deafening shout.
+
+The old gunner sprung to his feet, and gazed off on the water, and the
+first thing that met his sight was the huge body of the shark floating
+on its back, the shot aimed by him having instantly killed it.
+
+In a few moments the boat reached the daring swimmers, and, greatly
+frightened, they were brought on board. The old man clasped his boy in
+his arms, and then, overcome by the powerful excitement, he leaned upon
+a gun for support.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--What paragraphs should be read rapidly? Does
+the feeling require it?
+
+Use _calling tones_ for the words, "A shark! A shark!"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Tangiers, Sahara, percussion, excitement, support_.
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. Where the ship was. 2. The race. 3. The shark. 4. The
+gunner's trial. 5. The result.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XVI.
+
+
+scant'y, _not enough for use_.
+
+hu'man, _belonging to man or mankind_.
+
+cubs, _the young of wild animals_.
+
+le'gend, _a story; a tale_.
+
+soot'y, _blackened with smoke_.
+
+scar'let, _of a bright red color_.
+
+self'ish ly, _as if caring only for one's self_.
+
+knead'ed, _pressed and rolled with the hands_.
+
+dough, _unbaked bread or cake_.
+
+
+       *       *       *       *       *
+
+
+
+
+A LEGEND OF THE NORTHLAND.
+
+
+  Away, away in the Northland,
+    Where the hours of the day are few,
+  And the nights are so long in winter,
+    They can not sleep them through;
+
+  Where they harness the swift reindeer
+    To the sledges when it snows;
+  And the children look like bear's cubs,
+    In their funny, furry clothes:
+
+  They tell them a curious story--
+    I don't believe 'tis true;
+  And yet you may learn a lesson
+    If I tell the tale to you.
+
+  Once, when the good Saint Peter
+    Lived in the world below,
+  And walked about it, preaching,
+    Just as he did, you know;
+
+  He came to the door of a cottage,
+    In traveling round the earth,
+  Where a little woman was making cakes,
+    In the ashes on the hearth.
+
+  And being faint with fasting--
+    For the day was almost done--
+  He asked her, from her store of cakes,
+    To give him a single one.
+
+  So she made a very little cake,
+    But as it baking lay,
+  She looked at it and thought it seemed
+    Too large to give away.
+
+  Therefore she kneaded another,
+    And still a smaller one;
+  But it looked, when she turned it over,
+    As large as the first had done.
+
+  Then she took a tiny scrap of dough,
+    And rolled and rolled it flat;
+  And  baked it thin as a wafer--
+    But she couldn't part with that.
+
+  For she said, "My cakes that seem so small
+    When I eat of them myself,
+  Are yet too large to give away."
+    So she put them on a shelf.
+
+  Then good Saint Peter grew angry,
+    For he was hungry and faint;
+  And surely such, a woman
+    Was enough to provoke a saint.
+
+  And he said, "You are far too selfish
+    To dwell in a human form,
+  To have both food and shelter,
+    And fire to keep you warm.
+
+  "Now, you shall build as the birds do,
+    And shall get your scanty food
+  By boring, and  boring, and boring,
+    All day in the hard dry wood."
+
+  Then up she went through the chimney.
+    Never speaking a word;
+  And out of the top flew a woodpecker,
+    For she was changed to a bird.
+
+  She had a scarlet cap on her head,
+    And that was left the same,
+  But all the rest of her clothes were burned
+    Black as a coal in the flame.
+
+  And every country school-boy
+    Has seen her in the wood;
+  Where she lives in the trees till this very day
+    Boring and boring for food.
+
+  And this is the lesson she teaches:
+    Live not for yourselves alone,
+  Lest the needs you will not pity
+    Shall one day be your own.
+
+  Give plenty of what is given to you,
+    Listen to pity's call;
+  Don't think the little you give is great,
+    And the much you get is small.
+
+  Now, my little  boy, remember that,
+    And try to be kind and good,
+  When you see the woodpecker's sooty dress,
+    And see her scarlet hood.
+
+  You mayn't be changed to a bird, though you live
+    As selfishly as you can;
+  But you will be changed to a smaller thing--
+    A mean and selfish man.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In what manner should this lesson be read at
+the beginning--quietly, or with much spirit?
+
+On page 77, beginning with the second stanza, is what Saint Peter says
+quiet and slow, or emphatic and somewhat rapid?[06]
+
+Point out three places where two lines are to be joined and read as
+one.
+
+What two lines in each stanza end with similar sounds?
+
+
+[06] See stanza number 12 of the poem.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XVII.
+
+
+ex pres'sion, _a look showing feeling_.
+
+a maze'ment, _great surprise; astonishment_.
+
+mag'netisnm, _an unknown power of drawing or pulling_.
+
+con tin'ued, _went on; stayed_.
+
+test'ing, _trying_.
+
+con ven'ience, _ease; the saving of trouble_.
+
+ex per'i ments, _the trials made to find out facts_.
+
+
+       *       *       *       *       *
+
+
+
+
+A FUNNY HORSESHOE.
+
+
+"What a funny horseshoe!" said Charlie, "It has no holes for the nails!"
+
+I looked up and saw that he had taken up a small "horseshoe magnet."
+
+"Why that isn't a horseshoe," I said. "It's a magnet."
+
+"Magnet! What's that?"
+
+Charlie turned it over in his hands, and pulled the bar a little. The
+bar slipped so that it hung only by a corner.
+
+"Never mind," I said, as he looked up with a scared expression. "It
+isn't broken. Put the bar back."
+
+Charlie put it back, and it sprung into place with a sharp click.
+
+"That's funny!" he cried again. "What made it jump so? And what makes it
+stick? It doesn't feel sticky."
+
+"We call it magnetism," I said. "Now, take hold of the bar, and see if
+you can pull it straight off."
+
+"I can't. It sticks fast."
+
+"Pull harder."
+
+Charlie braced himself for a strong pull. Suddenly the bar came off, and
+he went tumbling backward.
+
+"What did you say makes it hold so hard?" said he, getting up.
+
+"Magnetism," said I again.
+
+"But what is magnetism?"
+
+"I couldn't tell you if I tried; but I think you could learn a great
+deal about it with that magnet. You will find a lot of things in that
+box that may help you."
+
+Saying this, I left him to pursue his studies as best he could. When I
+came back, I found him more puzzled than when I left him.
+
+"That's the queerest thing I ever saw," he said. "Some things just jump
+at it as though they were alive; some things it pulls; and some things
+it doesn't pull a bit."
+
+"That's a very long lesson you have learned," I said. "What does it
+pull?"
+
+"These," he said, pointing to a pile of things on one side of the box.
+"And these things it doesn't pull."
+
+"Let us see what you have in this pile," I said, looking at the first
+little heap; "keys?"
+
+"Trunk keys," said Charlie. "It doesn't pull door keys. I tried ever so
+many."
+
+"Try this key," said I, taking one from my pocket. "This is a trunk key.
+See if the magnet pulls it."
+
+"No-o," said Charlie, thoughtfully, "it doesn't; but it pulled all the
+rest of the trunk keys I could find."
+
+"Try this key to my office door."
+
+Charlie tried it, and to his great amazement the key stuck fast to the
+magnet.
+
+"Surely," said I, "it pulls some door keys, and fails to pull some trunk
+keys."
+
+Charlie was more puzzled than ever. He looked at the keys, thought a
+moment, then picked up my trunk key, and said: "This key is brass; the
+rest are iron."
+
+"That's so," I said.
+
+"And all these door keys that the magnet didn't pull," he continued,
+"are brass, too. Perhaps it can't pull brass things."
+
+"Suppose you try. But first see if there are any brass things that the
+magnet pulled."
+
+Charlie looked them over. Then we tried the casters of my chair, and all
+the other brass things we could find, none of which the magnet would
+pull.
+
+"There's no use in trying any longer," said Charlie. "It won't pull
+brass."
+
+"Then, there's another matter settled," I said. "The magnet does not
+pull brass. Is there any thing else it does not pull?"
+
+"Wood," said Charlie. "I tried lots of pieces."
+
+"Any thing else?"
+
+"Stones," said Charlie, eagerly.
+
+"What are these?" I asked, holding up a couple of heavy stones he had
+put among the things the magnet pulled.
+
+"I guess I put those there by mistake," said Charlie, testing with, the
+magnet a number of stones in the other pile.
+
+"Try them," I said.
+
+"O!" he said, as the magnet lifted them; "I forgot. It does lift some
+stones."
+
+"Well, what else have you in that pile of things the magnet did not
+pull?"
+
+"Glass, leather, lead, bone, cloth, tin, zinc, corn, and a lot of
+things."
+
+"Very well. Now let us see what the magnet does pull."
+
+"Iron keys," said Charlie, "and nails."
+
+"Here's a nail in this other pile."
+
+"That's a brass nail. The magnet pulls only iron nails."
+
+"What else have we in this pile?"
+
+"Needles, hair-pins, screws, wire--iron wire," he added quickly. "Brass
+wire doesn't stick, you know."
+
+"How about this?" I asked, taking a small coil of copper wire from my
+desk.
+
+"I guess that won't stick," said Charlie. "Because that's copper wire,
+and the magnet doesn't seem to pull any thing that isn't iron."
+
+Much to Charlie's satisfaction, the magnet did not pull the copper wire.
+Then I took up two stones, one rusty red, the other black, and said:
+"What about these?"
+
+"I guess they must have iron in them too," said Charlie. "Have they?"
+
+"They have," I replied. "They are iron ores from which iron is made. Why
+did you think there was iron in them?"
+
+"Because they wouldn't have stuck to the magnet if there wasn't."
+
+"Quite true. So you have learned another very important fact. Can you
+tell me what it is?"
+
+"The magnet pulls iron," said Charlie.
+
+"Good," said I; "and it is also true that the magnet does not pull--"
+
+"Things that are not iron," said Charlie.
+
+"True again," I said. "So far as our experiments go, the magnet pulls
+iron always, and never any thing else."
+
+"But what makes it pull iron?"
+
+"That I can not tell. We see it does pull, but just how the pulling is
+done, or what makes it, no one has yet found out.
+
+"For convenience we call the pulling power magnetism. You may keep the
+magnet, and at some other time, I will tell you more about it."
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Name six words in the lesson, each of which is made
+up of two words by leaving out letters.
+
+Write out the two words in each case.
+
+What is the name of the mark which shows the omission of letters?
+
+Point out the _statement, command, question_, and _exclamation_ in
+the sentences given below.
+
+    "O, isn't it a funny horseshoe!"
+
+    "Put the bar back."
+
+    "What made it jump so?"
+
+    "The magnet pulls iron."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XVIII.
+
+
+ex pos'es, _shows_.
+
+mi mo'sa, _a tree that grows in Africa_.
+
+mot'tled, _marked with spots of different color_.
+
+re sem'bling, _looking like_.
+
+ap proach', _coming near_.
+
+pub'lic, _open to all; free_.
+
+va'ri ous,  _different; unlike in kind_.
+
+de fend', _take care of; protect_.
+
+gait, _manner of stepping_.
+
+pre vents', _keeps from; stops_.
+
+ca' pa ble, _having power; able_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE GIRAFFE OR CAMELOPARD.
+
+
+There are few sights more pleasing than a herd of tall and graceful
+giraffes.
+
+With, their heads reaching a height of from twelve to eighteen feet,
+they move about in small herds on the open plains of Africa, eating the
+tender twigs and leaves of the mimosa and other trees.
+
+The legs of a large giraffe are about nine feet long, and its neck
+nearly six feet; while its body measures only seven feet in length and
+slopes rapidly from the neck to the tail.
+
+The graceful appearance of the giraffe is increased by the beauty of its
+skin, which is orange red in color and mottled with dark spots.
+
+Its long tail has at the end a tuft of thick hair which serves the
+purpose of keeping off the flies and stinging insects, so plentiful in
+the hot climate of Africa.
+
+[Illustration]
+
+Its tongue is very wonderful. It is from thirteen to seventeen inches in
+length, is slender and pointed, and is capable of being moved in various
+ways. It is almost as useful to the giraffe as the trunk is to the
+elephant.
+
+The horns of the giraffe are very short and covered with skin. At the
+ends there are tufts of short hair. The animal has divided hoofs
+somewhat resembling those of the ox.
+
+The head of the giraffe is small, and its eyes, large and mild looking.
+These eyes are set in such a way that the animal can see a great deal of
+what is behind it without turning its head.
+
+In addition to its wonderful power of sight, the giraffe can scent
+danger from a great distance; so there is no animal more difficult of
+approach.
+
+Strange to relate, the giraffe has no voice. In London, some years ago,
+two giraffes were burned to death in their stables, when the slightest
+sound would have given notice of their danger, and saved their lives.
+
+The giraffe is naturally both gentle and timid, and he will always try
+to avoid danger by flight. It is when running that he exposes his only
+ungraceful point.
+
+He runs swiftly, but as he moves the fore and hind legs on each side at
+the same time, it gives him a very displeasing and awkward gait.
+
+But though timid, he will, when overtaken, turn even upon the lion or
+panther, and defend himself successfully by powerful kicks with his
+strong legs.
+
+The natives of Africa capture the giraffe in pitfalls, which are deep
+holes covered over with branches of trees and dirt. When captured, he
+can be tamed, and gives scarcely any trouble during captivity.
+
+Fifty years ago, but little was known about giraffes in Europe or
+America. Now we can find them in menageries and the public gardens of
+our large cities.
+
+The giraffe thrives in captivity and seems to be well satisfied with a
+diet of corn and hay. It is a source of great satisfaction to those who
+admire this beautiful animal, that there is no reason which prevents him
+from living in a climate so different from that of his African home.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Write statements containing each of the following
+words, used in such a manner as to show their proper meaning: _feet,
+feat; red, read; fore, four; gait, gate_.
+
+    Model.--
+
+    We are coming to _see_ you to-morrow.
+
+    He stood watching the ships sailing on the _sea_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XIX.
+
+
+ex pert', _skillful_.
+
+ad vise', _offer advice; give notice of what has happened_.
+
+civ'il ized, _having laws, learning, and good manners_.
+
+quan'ti ty, _a large amount; part_.
+
+in duce', _lead one to think or act_.
+
+pre pared', _made ready for use_.
+
+de part'ed, _went away_.
+
+hence forth', _from this time forward_.
+
+part'ner, _one who shares with another, as a partner in business_.
+
+ar riv'ing, _coming to; reaching a point_.
+
+con vince', _make one believe_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE TRADER'S TRICK.
+
+
+Out in the West, where many Indians live, there are white men who go
+among them to trade for furs and skins of animals.
+
+These furs and skins are collected and prepared by the Indians, and
+serve the purpose of money when the traders visit them to dispose of
+various kinds of goods.
+
+In old times, before the white men came to this country, the Indians had
+only bows and arrows, and spears with which to hunt.
+
+But the white men soon taught them to use guns, and to-day, nearly all
+the tribes in America are well supplied with rifles or shotguns.
+
+They are very expert with these fire-arms, and as they use them a great
+deal, must have a large and constant supply of gunpowder.
+
+A story is told of how, at one time, a tribe of Indians tried to raise
+gunpowder by planting seed. This shows how little they knew of civilized
+life and habits.
+
+A trader went to a certain Indian nation to dispose of a stock of goods.
+Among other things he had a quantity of gunpowder.
+
+The Indians traded for his cloths, hats, axes, beads, and other things,
+but would not take the powder, saying: "We do not wish for the powder;
+we have plenty."
+
+The trader did not like to carry all the powder back to his camp; so
+thought he would play a trick on the Indians, and induce them to buy it.
+
+Going to an open piece of ground near the Indian camp, he dug some
+little holes in the soft, rich soil; then mixing a quantity of onion
+seed with his powder, he began to plant it.
+
+The Indians were curious to know what he was doing, and stood by greatly
+interested.
+
+"What are you doing?" said one. "Planting gunpowder," replied the
+trader.
+
+"Why do you plant it?" inquired another.
+
+"To raise a crop of powder. How could I raise it without planting?" said
+the trader. "Do you not plant corn in the ground?"
+
+"And will gunpowder grow like corn?" exclaimed half a dozen at once.
+
+"Certainly it will," said the trader. "Did you not know it? As you do
+not want my powder, I thought I would plant it, and raise a crop which I
+could gather and sell to the Crows."
+
+Now the Crows were another tribe of Indians, which was always at war
+with this tribe. The idea of their enemies having a large supply of
+powder increased the excitement, and one of the Indians said:
+
+"Well, well, if we can raise powder like corn, we will buy your stock
+and plant it."
+
+But some of the Indians thought best to wait, and see if the seed would
+grow. So the trader agreed to wait a few days.
+
+In about a week the tiny sprouts of the onion seed began to appear above
+the ground.
+
+The trader calling the Indians to the spot, said: "You see now for
+yourselves. The powder already begins to grow, just as I told you it
+would."
+
+The fact that some small plants appeared where the trader had put the
+gunpowder, was enough to convince the Indians.
+
+Every one of them became anxious to raise a crop of gunpowder.
+
+The trader sold them his stock, in which there was a large mixture of
+onion seeds, at a very high price, and then left.
+
+From this time, the Indians gave no attention to their corn crop. If
+they could raise gunpowder, they would be happy.
+
+They took great care of the little plants as they came up out of the
+ground, and watched every day for the appearance of the gunpowder
+blossoms.
+
+They planned a buffalo hunt which was to take place after the powder
+harvest.
+
+After a while the onions bore a plentiful crop of seeds, and the Indians
+began to gather and thresh it.
+
+They believed that threshing the onion seeds would produce the powder.
+But threshing failed to bring it. Then they discovered that they had
+been cheated.
+
+Of course the dishonest trader avoided these Indians, and did not make
+them a second visit.
+
+After some time, however, he sent his partner to them for the purpose of
+trading goods for furs and skins.
+
+By chance they found out that this man was the partner of the one who
+had cheated them.
+
+They said nothing to him about the matter; but when he had opened his
+goods and was ready to trade, they coolly helped themselves to all he
+had, and walked off.
+
+The trader did not understand this. He became furiously angry, and went
+to make his complaint to the chief of the nation.
+
+"I am an honest man," said he to the chief. "I came here to trade
+honestly. But your people are thieves; they have stolen all my goods."
+
+The old chief looked at him some time in silence, and then said: "My
+children are all honest. They have not stolen your goods. They will pay
+you as soon as they gather their gunpowder harvest."
+
+The man had heard of the trick played upon the Indians; but did not know
+before this, that his partner was the one who had cheated them. He could
+not say a word. He departed at once. Arriving at his home, he said to
+his partner:
+
+"We must separate. I have learned a lesson. I can not remain in business
+with a dishonest man. You cheated the Indians for a little gain. You
+have lost it, and I advise you, henceforth, to deal honestly with all
+men."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In the first paragraph of the lesson, notice
+the places marked below (__) where words are likely to be run together
+in reading, and avoid making such errors.
+
+    "Out__in the West, there__are men who trade for furs__and skins__of
+    animals."
+
+Point out similar places in the second paragraph.
+
+Name four _emphatic words_ occurring in the last sentence of the
+lesson.
+
+
+       *       *       *       *       *
+
+
+Language Lesson. Syllabify, accent, and mark sounds of letters in the
+following words: _dispose, gunpowder, complaint, henceforth_.
+
+Give reasons for the capital letters and marks of punctuation used in
+the last paragraph of the lesson.
+
+Tell the story in your own words, using the points given in the
+following
+
+Analysis.--1. Trading with the Indians. 2. The use of fire-arms among
+the Indians. 3. The trader's trick. 4. Visit of the trader's partner. 5.
+What the Indians did. 6. The return of the partner. 7. What he said to
+the trader.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XX.
+
+
+floss'y, _made of silk_.
+
+mag'ic, _unnatural power_.
+
+war'bling, _singing_.
+
+mope, _become stupid or dull_.
+
+boun'ty, _what is given freely_.
+
+lan'guish, _become weak; wither_.
+
+
+       *       *       *       *       *
+
+
+
+
+A HAPPY PAIR.
+
+
+  Over my shaded doorway
+    Two little brown-winged birds
+  Have chosen to fashion their dwelling,
+    And utter their loving words;
+  All day they are going and coming
+    On errands frequent and fleet,
+  And warbling over and over,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  Their necks are changeful and shining,
+    Their eyes like living gems;
+  And all day long they are busy
+    Gathering straws and stems,
+  Lint and feathers and grasses,
+    And half forgetting to eat,
+  Yet never failing to warble,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  I scatter crumbs on the doorstep,
+    And fling them some flossy threads;
+  They fearlessly gather my bounty,
+    And turn up their grateful heads.
+  And chatter and dance and flutter,
+    And scrape with their tiny feet,
+  Telling me over and over,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  What if the sky is clouded?
+    What if the rain comes down?
+  They are all dressed to meet it,
+    In water-proof suits of brown.
+  They never mope nor languish,
+    Nor murmur at storm  or heat;
+  But say, whatever the weather,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  Always merry and busy,
+    Dear little brown-winged birds!
+  Teach me the happy magic
+    Hidden in those soft words,
+  Which always, in shine or shadow,
+    So lovingly you repeat,
+  Over and over and over,
+    "Sweetest, sweet, sweet, O sweet!"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express, in their own language, the words
+given below in dark type.
+
+    Their eyes are like _living gems_.
+
+    Which you always repeat _in shine or shadow_.
+
+What kind of birds are described in the lesson?
+
+Why did they gather straws, stems, lint, feathers, and grasses?
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXI.
+
+
+mes'sage, _word; notice_.
+
+mer'chan dise, _things traded; goods_.
+
+guid'ance _leading; directing_.
+
+halt, _stop_.
+
+de cid'ed, _made up their minds_.
+
+re trac'ing, _going back over_.
+
+ho ri'zon, _line where the earth and sky seem to meet_.
+
+en camped', _set up tents_.
+
+sole, _only_.
+
+gushed, _flowed rapidly; poured_.
+
+
+       *       *       *       *       *
+
+
+
+
+ALI, THE BOY CAMEL-DRIVER
+
+PART I.
+
+
+Hassan was a camel-driver who dwelt at Gaza. It was his business to go
+with caravans, backwards and forwards, across the desert to Suez, to
+take care of the camels. He had a wife and one young son, called Ali.
+
+Hassan had been, absent for many weeks, when his wife received from him
+a message, brought by another camel-driver, who had returned with a
+caravan from Suez.
+
+It said: "Send the boy with the camel to Suez with the next caravan. I
+have some merchandise to bring home, and I will stop at Suez till he
+comes."
+
+Ali's mother was pained at the thought of sending her young son away to
+such a distance for the first time; but she said to herself that Ali
+was now quite old enough to be helping his father, and she at once set
+about doing what was required for his journey.
+
+Ali got out the trappings for the camel, and looked to the water-bottles
+to see that they did not leak. His mother did all that was needed to
+make him quite ready to join the next caravan that started.
+
+Ali was delighted to think that he was to go to his father, and that at
+last the day was come when, he too was to be a camel-driver, and to take
+a journey with the dear old camel which he was so fond of.
+
+He had long wanted to ride on its back across the desert, and to lie
+down by its side to rest at night. He had no fear.
+
+The camel, of which Ali was so fond, had been bought by his father with
+the savings of many a year's hard work, and formed the sole riches of
+the family.
+
+Hassan was looked upon as quite a rich man by the other camel-drivers,
+and Ali, besides having a great love for the animal, was proud of his
+father being a camel owner.
+
+Though it was a great creature by the side of the young boy, it would
+obey the voice of Ali, and come and go at his bidding, and lie down and
+rise up just as he wished. Hassan called his camel by an Arabian word,
+which meant "Meek-eye."
+
+At last, there was a caravan about to start for Suez which Ali could
+join. The party met near the gates of the city, where there were some
+wells, at which the water-bottles could be filled. Ali's mother
+attended, and bid her son a loving farewell.
+
+The caravan started. The camels which were to lead the way, had around
+their necks jingling bells, which the others hearing, followed without
+other guidance.
+
+Ali looked about and saw his mother standing near the city gate. He took
+his cap off and waved it above his head, and his mother took off the
+linen cloth which she wore over her head, and waved it.
+
+Tramp, tramp, tramp went the camels, their soft spongy feet making a
+noise as they trod the ground. The camel-drivers laughed, and talked to
+each other.
+
+Ali was the only boy in the caravan, and no one seemed to notice him. He
+had a stout heart, and tried not to care.
+
+He could talk to Meek-eye, and this he did, patting the creature's back,
+and telling him they would soon see his father.
+
+The sun rose higher and higher, and the day grew hotter and hotter. The
+morning breeze died away, and the noon was close and sultry.
+
+The sand glowed like fire. There was nothing to be seen but sand and
+sky. At mid-day a halt was made at one of the places well known to the
+drivers, where shade and water could be had.
+
+The water-bottles were not to be touched that day, for at this place a
+little stream, which gushed from a rock, supplied enough for the men,
+while the camels needed no water for many days.
+
+After resting a short time, the kneeling camels were made to rise, the
+riders first placing themselves on their backs, and the caravan then
+moved on.
+
+At night the party encamped for rest, the camels lying down, while fires
+were lighted and food was prepared.
+
+Several days were thus passed, and Ali found that he liked this kind of
+life as well as he thought he should.
+
+No Arabs were met with, nor even seen; but a danger of the desert, worse
+than a party of Arabs, came upon them.
+
+There arose one day at noon, one of those fearful burning winds which do
+such mischief to the traveler and his camel. The loose sand was raised
+like a cloud. It filled the nostrils and blinded the eyes.
+
+The only thing to be done, was for the men to get off the backs of the
+camels, and lie down with their faces to the earth.
+
+After the storm had passed, they arose to continue their journey. But
+the sand had been so blown as to cover the beaten track, and thus all
+trace of the road was lost.
+
+The camel-drivers who led the way stood still, and said that they did
+not know which way to turn.
+
+No distant rock or palm-tree was to be seen, and no one could say which
+was the south, towards which their faces ought to be turned.
+
+They wandered on, now turning to the right, and now to the left; and
+sometimes, when they had gone some distance in one direction, retracing
+their steps and trying another.
+
+The caravan made a halt, and it was now decided to journey towards the
+setting sun, in hopes of finding once more the right track.
+
+Night came on, however, and they had not found it, nor had they reached
+any place where they could fill their water-bottles, which were empty.
+
+Once or twice, some one of the party fancied that he saw in the distance
+the top of a palm-tree; but no, it turned out to be but a little cloud
+upon the horizon.
+
+They had not yet found the old track; neither had they supplied
+themselves with water to cool their parched lips.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Always take breath before beginning to read a
+sentence. If the sentence is a long one, choose such places for breathing
+as will not injure the sense.
+
+When we are out of breath, we are likely either to read too fast, or
+stop to breathe at such places as to injure the sense.
+
+In the first sentence of the second paragraph on page 101, we may make
+slight pauses to take breath after _noon_ and after _winds_.[07]
+
+Point out breathing-places in the last paragraph on page 100.[08]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _jingling, nostrils, farewell_.
+
+Let pupils use other words to express the following:
+
+    A stout heart.    Towards the setting sun.
+
+
+[07] See paragraph 22 beginning, "There arose one day at noon...."
+
+[08] See paragraph 21 beginning, "Several days were thus passed...."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXII.
+
+
+pro pose', _offer; advise_.
+
+group, _a number of persons or things together_.
+
+grief, _great sorrow; distress_.
+
+draughts (drafts), _quantities of water taken at one time_.
+
+quenched, _satisfied; put out_.
+
+re' cently, _newly; lately_.
+
+flick'er ing, _fluttering; keeping in motion_.
+
+greed'ily, _very eagerly_
+
+pre'cious, _of great price; costly_.
+
+wea'ry, _very tired_.
+
+refresh'ing, _cooling; reviving_.
+
+
+       *       *       *       *       *
+
+
+
+
+ALI, THE BOY CAMEL-DRIVER.
+
+PART II.
+
+
+Poor Ali suffered like the rest from terrible thirst. He drank the last
+drop of water from his water-bottle, and thought of the morrow with
+fear.
+
+He was so tired when night came, he was glad to lie down by the side of
+Meek-eye and go to sleep. Ali slept, but before morning, was awakened by
+the sound of voices.
+
+He listened, and heard the chief driver tell one of the merchants that,
+if they did not find water very soon, the next day a camel must be
+killed, in order to get the water contained in its stomach.
+
+This is often done in cases of great need in the desert, the stomach of
+the camel being so formed as to hold a great quantity of water.
+
+Ali was not surprised to hear such a thing spoken of; but what was his
+distress and alarm, when he heard the merchant propose that it should be
+"the boy's camel" that should be killed!
+
+The merchant said the other camels were of too good a kind, and of too
+much value; while, as to this young boy, what business had he to have a
+camel of his own?
+
+It would be better far, they said, for him to lose his camel than for
+him to die, like the rest, of thirst. And so it was decided that
+Meek-eye should be killed, unless water were found the next morning.
+
+Ali slept no more. His heart was full of grief; but his grief was mixed
+with courage and resolution. He said to himself that Meek-eye should not
+die.
+
+His father had trusted him to bring the camel, and what would he say if
+he should arrive at Suez without it? He would try to find his way alone,
+and leave the caravan as soon as possible.
+
+That night when all was quiet, and the merchant and camel-driver had
+gone to sleep, Ali arose, and gently patting the neck of Meek-eye, awoke
+him.
+
+He placed his empty bag and water-bottles on his back, and seating
+himself on him, made signs for the creature to rise, and then suddenly
+started off.
+
+Tramp, tramp, tramp, went Meek-eye over the soft sand. The night was
+cool and refreshing, and Ali felt stronger and braver with every tramp.
+The stars were shining brightly, and they were his only guides.
+
+He knew the star which was always in the north, and the one which was in
+the west after the sun had gone down. He must keep that star to the
+right, and he would be sure to be going towards the south.
+
+He journeyed on till day began to dawn. The sun came up on the edge of
+the desert, and rose higher and higher. Ali felt faint, weary, and
+thirsty, and could scarcely hold himself on to Meek-eye. When he thought
+of his father and mother, he took courage again, and bore up bravely.
+
+The sun was now at its height. Ali fancied he saw a palm-tree in the
+distance. It seemed as if Meek-eye saw it also, for he raised his head
+and quickened his step.
+
+It was not long before Ali found himself at one of those pleasant green
+islands which are found throughout the desert, and are called oases.
+
+He threw himself from the camel's back, and hunted out the pool of water
+that he knew he should find in the midst of the reeds and long grass
+which grew there.
+
+He dipped in his water-bottle and drank, while Meek-eye, lying down,
+stretched out his long neck, and greedily sucked up great draughts of
+the cool water.
+
+How sweet was the sleep which crept over them as they lay down in the
+shade of the great palm-tree, now that they had quenched their thirst!
+
+Refreshed and rested, Ali was able to satisfy his hunger on some ripe
+dates from the palm-tree, while Meek-eye began to feed upon the grass
+and leaves around.
+
+Ali noticed, while eating his dates, that other travelers had been there
+recently: as the grass at the side of the pool was trampled down. This
+greatly cheered him. He quickly followed in their track, still going in
+a southerly direction.
+
+He kept the setting sun to his right, and when it had gone down, he
+noticed the bright star that had guided him before.
+
+He traveled on, tired and faint with hunger for many a mile, till at
+last he saw, a long way off, the fires of a caravan which had halted for
+the night.
+
+Ali soon came up to them. He got down, from Meek-eye, and leading him by
+the bridle, came towards a group of camel-drivers, who were sitting in a
+circle.
+
+He told them his story, and asked permission to join the party, and
+begged a little rice, for which he was ready to pay with the piece of
+money that his mother had given him when he left home.
+
+Ali was kindly received by them, and allowed to partake of their supper.
+The men admired the courage with which he had saved his favorite camel.
+After supper Ali soon closed his weary eyes, and slept soundly by the
+side of Meek-eye.
+
+In the midst of a pleasant dream, Ali was suddenly aroused by the sound
+of tinkling bells, and on waking up he saw that another caravan had
+arrived, which had come from the south.
+
+The merchants sat down to wait until their supper was brought to them,
+and a party of camel-drivers drew round the fire near which Ali had
+been sleeping. They raked up its ashes, put on fresh fuel, and then
+prepared to boil their rice.
+
+What voice was that which roused Ali just as he was falling asleep
+again? He listened, he started to his feet, he looked about him, and
+waited for a flash of flame from the fire to fall on the faces of the
+camel-drivers who stood around it.
+
+It came flickering up at first, and then all at once blazing out,
+flashed upon the camel-driver who stood stooping over it, and lighted up
+the face of Ali's father!
+
+The father had waited at Suez many days, wondering why Ali did not come;
+and then, thinking there had been some mistake, determined to return
+home with the caravan, which was starting for Gaza.
+
+We need hardly describe the joy of both father and son at thus meeting,
+nor the pleasure with which the father listened to the history of Ali
+the fears and dangers to which his young son had been exposed. He was
+glad, too, that their precious Meek-eye had been saved.
+
+There was no one in the whole caravan so happy as Hassan, when, the next
+morning, he continued, his journey to Gaza in company with Meek-eye and
+his beloved son Ali.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _suffered, permission, partake, merchants, beloved_.
+
+Let pupils use other words to express the meaning of what is given below
+in dark type.
+
+    Ali _bore up bravely_.
+
+    Meek-eye _quickened his step_.
+
+    _The sun_ was now _at its height_.
+
+Write statements containing each of the following words, used in such a
+manner as to show their proper meaning: _herd, heard; need, knead; no,
+know; way, weigh; knew, new_.
+
+Make out an _analysis_ of the two lessons, and use it in telling the
+story in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXIII.
+
+
+ob served', _saw; noticed_.
+
+trans par'ent, _clear; easily seen through_.
+
+ma te'ri al, _that of which any thing is made or to be made_.
+
+ob tained', _taken from; received_.
+
+gar'ments, _articles of clothing_.
+
+verd'ure, _any green growth_.
+
+a dorn', _dress with taste; beautify_.
+
+par tic'ular, _of an unusual kind_.
+
+va ri'e ty, _a number of different kinds_.
+
+del'i cate, _gentle; tender_.
+
+ca ressed', _treated with fondness_.
+
+
+       *       *       *       *       *
+
+
+
+
+A QUEER PEOPLE.
+
+
+One evening, as Captain Perry was sitting by the fireside at his home in
+Liverpool, his children asked him to tell them a story.
+
+[Illustration]
+
+"What shall it be about?" said the captain.
+
+"O," said Harry, "tell us about other countries, and the curious people
+you have seen in them."
+
+"Yes, yes!" exclaimed Mary. "We were much interested, while you were
+away the last time, in reading 'Gulliver's Travels' and 'Sindbad the
+Sailor.'"
+
+"You have seen as wonderful things as they did, haven't you, father?"
+said Harry.
+
+"No, my dears," said the captain. "I never met such wonderful people as
+they tell about, I assure you; nor have I seen the 'Black Loadstone
+Mountain' or the 'Valley of Diamonds.'"
+
+"But," said Mary, "you have seen a great many people, and their
+different manners and ways of living."
+
+"Yes," said the captain, "and if it will interest you, I will tell you
+some of the curious things that I have observed."
+
+"Pray, do so!" cried Harry, as both the children drew close to him.
+
+"Well, then," began the captain, "I was once in a country where it was
+very cold, and the poor people could scarcely keep themselves from
+starving.
+
+"They were clothed partly in the skins of beasts, made smooth and soft
+by some particular art; but chiefly in garments made from the outer
+covering of an animal cruelly stripped off its back while alive.
+
+"They lived in houses partly sunk below the ground. These houses were
+mostly built of stones or of earth hardened by fire.
+
+"The walls of the houses had holes to let in light; but to prevent the
+cold air and rain from coming in, they were covered with a sort of
+transparent stone, made of melted sand.
+
+"As wood was rather scarce, they used for fuel a certain kind of stone
+which they dug out of the earth, and which, when put among burning
+wood, catches fire and makes a bright flame."
+
+"Dear me!" said Harry. "What a wonderful stone! Why didn't you
+bring a piece home with you, father?"
+
+"I have a piece, which I will show you some time," replied the captain.
+"But to go on with my story.
+
+"What these people eat is remarkable, too. Some of the poor people eat
+fish which had been hung up and smoked until quite dry and hard, and
+along with it they eat the roots of plants, or coarse, black cake made
+of powdered seeds.
+
+"The rich people have a whiter kind of cake upon which they spread a
+greasy matter that is obtained from a large animal. They eat also the
+flesh of many birds and beasts when they can get it, and the leaves and
+other parts of a variety of vegetables--some raw and others cooked.
+
+"For drink they use the water in which certain dry leaves have been
+steeped. These leaves, I was told, came from a country a great distance
+away.
+
+"I was glad to leave this country because it was so very cold; but about
+six months after, I was obliged to go there again. What was my surprise
+to find that great changes had taken place!
+
+"The climate was mild and warm, and the country was full of beauty and
+verdure. The trees and shrubs bore a great variety of fruits, which,
+with other vegetable products, were used largely as food.
+
+"The people were gentle and civilized. Their dress was varied. Many wore
+cloth woven from a sort of wool grown in pods on bushes.
+
+"Another singular material was a fine, glossy stuff used chiefly by the
+rich people. I was told that it was made out of the webs of
+caterpillars, which to me seemed quite wonderful, as it must have taken
+a great number of caterpillars to produce the large quantity of the
+stuff that I saw.
+
+"These people have queer ideas about their dress. The women wear
+strangely figured garments, and adorn their heads, like some Indian
+nations, with feathers and other fanciful head-dresses.
+
+"One thing surprised me very much. They bring up in their houses an
+animal of the tiger species, having the same kind of teeth and claws as
+the tiger.
+
+"In spite of the natural fierceness of this little beast, it is played
+with and caressed by the most timid and delicate of their women and
+children."
+
+"I am sure I would not play with it," said Harry.
+
+"You might get an ugly scratch, if you did," said the captain.
+
+"Aha!" cried Mary; "I've found you out: you have been telling us of our
+country and what is done at home all this while!"
+
+"But we don't burn stones, or eat grease and powdered seeds, or wear
+skins and caterpillars' webs, or play with tigers," said Harry.
+
+"No?" said the captain. "Pray, what is coal but a kind of stone; and is
+not butter, grease; and wheat, seeds; and leather, skins; and silk, the
+web of a kind of caterpillar; and may we not as well call a cat an
+animal of the tiger kind, as a tiger an animal of the cat kind?"
+
+"So, if you will remember what I have been describing, you will find
+that all the other wonderful things that I have told you of, are well
+known among ourselves."
+
+"I have told you the story to show that a foreigner might easily
+represent every thing among us as equally strange and wonderful, as we
+could with respect to his country."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out breathing-places in the last
+paragraph.
+
+Name the _emphatic words_ in the last paragraph.
+
+Pronounce carefully the following words: _vegetable, foreigner, beasts,
+products, across, again, also, apron_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express the meaning of what is given below
+in dark type, using a single word for each example.
+
+    Houses built of _earth hardened by fire_.
+
+    The walls have _holes to let in the light_.
+
+    They were covered with _a sort of transparent stone_.
+
+    They drink _water in which dry leaves have been steeped_.
+
+    Many wore cloth woven from _a sort of wool grown in pods_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXIV.
+
+
+lin'net, _a kind of bird_.
+
+com pare', _be equal; have similar appearance_.
+
+wor'ried, _troubled; anxious_.
+
+hum'ble, _meek; lowly_.
+
+mis'chiev ous, _full of mischief; troublesome_.
+
+grub, _dig up by the roots_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE ILL-NATURED BRIER
+
+
+  Little Miss Brier came out of the ground,
+  She put out her thorns, and scratched ev'ry thing 'round.
+              "I'll just try," said she,
+              "How bad I can be;
+  At pricking and scratching, there are few can match me."
+
+  Little Miss Brier was handsome and bright,
+  Her leaves were dark green, and  her flowers pure white;
+              But all who came nigh her
+              Were so worried by her,
+  They'd go out of their way to keep clear of the Brier.
+
+  Little Miss Brier was looking one day
+  At her neighbor, the Violet, over the way;
+              "I wonder," said she,
+              "That no one pets me,
+  While all seem so glad little Violet to see."
+
+  A sober old Linnet, who sat on a tree,
+  Heard the speech of the Brier, and thus answered he:
+              "'Tis not that she's fair,
+              For you may compare
+  In beauty with even Miss Violet there;
+
+  "But Violet is always so pleasant and kind,
+  So gentle in manner, so humble in mind,
+              E'en the worms at her feet
+              She would never ill-treat,
+  And to Bird, Bee, and Butterfly always is sweet."
+
+  Then the gardener's wife the pathway came down,
+  And the mischievous Brier caught hold of her gown;
+              "O dear, what a tear!
+              My gown's spoiled, I declare!
+  That troublesome Brier!--it has no business there;
+  Here, John, grub it up; throw it into the fire."
+  And that was the end of the ill-natured Brier.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read in a spirited
+manner.
+
+It is suggested to vary the reading exercise by having one pupil read
+each stanza, and the class repeat it in concert.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+    There are few can _match_ me.
+
+    They'd go out of their way to _keep clear of_ the Brier.
+
+Supply letters omitted from the following words: _they'd, gown's, e'en,
+'round_. Write the words in full.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXV.
+
+
+ply, _make regular journeys_.
+
+com'merce, _trade between places or peoples_.
+
+might'y, _of great power_.
+
+trav'erse, _pass over; cross_.
+
+re'al ize, _understand the truth of_.
+
+pro pel', _drive forward_.
+
+prop'erty, _any thing that belongs to a person_.
+
+or'chards, _numbers of fruit-trees_.
+
+im mense', _very large_.
+
+glit'ter ing, _sparkling with light_.
+
+
+       *       *       *       *       *
+
+
+
+
+WATER.
+
+
+It is difficult to realize that nearly three-fourths of the surface of
+the earth is water; yet it is a fact.
+
+Think of the immense space covered by oceans, seas, lakes, and rivers,
+and how useful all this water is to mankind.
+
+Sailing ships and steam-ships traverse the oceans and lakes. Steam-boats
+ply along the rivers, carrying people and merchandise to and fro, going
+sometimes as far as three thousand miles from their starting point.
+
+It is by water that men float their rafts of logs or lumber to distant
+places. Water turns the great wheels of many of our mills, and thus
+harnessed to mighty machines, does more work than thousands of men and
+horses.
+
+These machines produce paper, cloth, flour, lumber, and many other
+useful articles.
+
+When water is heated and turned into steam, it moves powerful engines.
+These engines propel our great steam-ships and steam-boats and drive
+machines of all kinds in mills and factories.
+
+Many of you have seen water, clear and cool, trickling from the rocks in
+the side of a hill. This water first forms a spring.
+
+From this spring, the water escapes in a tiny stream, called a rivulet
+or creek, and flows along until it enters a river. Many springs make
+many rivulets; many rivulets make large rivers.
+
+Rivers sometimes receive such great quantities of water that they
+overflow their banks, and destroy much valuable property. This is called
+a freshet or a flood.
+
+Many people who live near some of our rivers have lost their houses,
+furniture, and cattle, which were all swept away by these floods.
+
+In the winter of 1883, the Ohio River received so much water from the
+thousands of rivulets flowing into it, that it overflowed its banks.
+
+The result of this overflow was one of the greatest floods ever known,
+and many, no doubt, who read this, were there to see its terrible
+effects.
+
+But where does all this water come from? you may ask.
+
+Let me see if I can explain it to you. The water in all these rivers,
+lakes, and oceans is constantly rising into the air in what is called
+moisture or vapor. We can not see this moisture, neither can we see the
+air.
+
+If the air is cold, moisture does not rise rapidly; but, as the air
+becomes heated, it takes up more moisture, so that the more heat there
+is in the air, the more moisture rises.
+
+Heated air is light, and rises higher and higher from the ground, taking
+the moisture with it, until it reaches a point where it begins to cool.
+
+Then as the air cools, the moisture forms into clouds, and these clouds
+are, in a certain sense, floating water.
+
+Floating water! How can water float! do you ask?
+
+Well, I will tell you. Cold air is heavier than heated air, and until
+the clouds become so full of moisture as to return some of it to the
+earth, in the shape of rain, they float because they are lighter than
+the air underneath them.
+
+The winds, by the flapping of their mighty wings, drive the clouds over
+the land to the hills and the mountains and the thirsty fields; and
+there they pour their blessings on the farms, pastures, orchards, and
+the dusty roads and way-side grass, bringing greenness and gladness
+every-where.
+
+Without water nothing would grow; every thing would dry up and wither.
+
+All animals drink water, for it forms a part of their blood and thus
+helps to keep them alive. All trees and plants drink it by drawing it
+through their roots or leaves, for it helps to form their sap.
+
+Sometimes on a summer morning you will see drops of clear sparkling
+water on flowers and grass.
+
+To look at them you would think it had rained during the night; but,
+noticing that the ground is dry, you know that no rain has fallen.
+
+What then are these glittering drops of water? Where do they come from?
+
+I will tell you. These drops are called dew. As night comes on, the
+grass and the leaves of flowers and plants become cool.
+
+When the warm air touches them, it becomes chilled, and as the air can
+not then carry so much moisture as before, it leaves some of its
+moisture on the flowers and grass.
+
+A moisture like dew sometimes collects in the house. Did you ever
+observe it in drops on the outside of a pitcher of cold water? Some
+people suppose that the water comes through the pitcher, but it does
+not.
+
+The water being cold makes the pitcher cold, and as the warm air of the
+room strikes it, a moisture like dew is left on the pitcher, in the same
+manner as dew is left on grass, leaves, and flowers.
+
+In cold weather, when the dew gathers on plants and flowers, it
+sometimes freezes and forms frost, and when the clouds throw off their
+moisture in rain drops, the rain becomes sleet, hail, or snow.
+
+So you see that dew, rain, frost, sleet, snow, and hail are only
+different forms of water.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXVI.
+
+
+treas'ure, _a large quantity of money; valuable things_.
+
+for'mer ly, _in time past; heretofore_.
+
+mod'er ate, _not great; limited in quantity_.
+
+or'phan, _a child whose father and mother are dead_.
+
+at tract'ive, _inviting; having power to draw toward_.
+
+em'er y, _a kind of hard, sharp sand_.
+
+ex treme', _last point or limit_.
+
+rub'bish, _things of no value_.
+
+fit'tings, _things needed in making an article ready for use_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART I.
+
+
+On a pleasant street in the old town of Fairfield, stands a neat, little
+cottage. This was formerly the home of Mrs. Reed, an old lady respected
+by her neighbors and loved by all the young people of the place.
+
+There was about Mrs. Reed a kindly manner which pleased all who knew
+her. Although very poor, she took much interest in her young friends and
+tried to make them happy.
+
+Mrs. Reed had not always been poor. Her husband when alive was supposed
+to be rich; but after his death, it was found that nothing was left to
+his widow but two small cottages.
+
+In one of these cottages, Mrs. Reed lived; the other, she rented. But
+the rent received was no more than enough to enable her to live with
+moderate comfort. She had little or nothing left with which to do for
+others.
+
+One cold winter morning, two persons were talking together in the cozy
+sitting-room of the cottage. One was Mrs. Reed, and the other, Alice
+Brown, a poor orphan girl, who lived with some distant relatives in
+Fairfield.
+
+"You are very kind to come to see me so often, Alice," said Mrs. Reed.
+"I wonder why you do; because there is nothing attractive here."
+
+"Why, Mrs. Reed!" replied Alice; "how can you talk so? are you not here?
+do I not always receive a kind word and a welcome smile from you?"
+
+"Well, you know I love you, Alice, and am always delighted to have you
+come," said Mrs. Reed; "I am sure that were it in my power to do so, I
+would have you here all the time.
+
+"I would like to give you books, have you attend school, and do every
+thing to make you happy. But alas! Alice, you know I am too poor to do
+what I wish, and at times it makes me feel very sad."
+
+"O, indeed you are too good, Mrs. Reed! My greatest pleasure is to come
+and see you, and I hope you will always love me.
+
+"I wish I could stay here all day; but you know that the day after
+to-morrow will be Christmas, and I must hurry home now, as auntie wants
+me to help her prepare for it. So good-by."
+
+"But, Alice, you will come to see me Christmas morning, will you not?"
+asked Mrs. Reed.
+
+"Yes," replied Alice, "for a little while." And with a kiss and another
+good-by, she left Mrs. Reed alone.
+
+"What a dear good girl she is," said Mrs. Reed to herself, as she
+watched Alice tripping down the street toward her home.
+
+"She was so good to me last summer when I was ill! and here is Christmas
+and I have no money with which to buy her a present.
+
+"O dear, dear! why was I left so poor! I am sure my husband had some
+money; what could he have done with it!"
+
+Mrs. Reed sat down in her rocking-chair and for a full half hour looked
+thoughtfully into the fire. Starting up suddenly, she again exclaimed to
+herself:
+
+"I do really believe that if I go up into the garret, I can find,
+something for a Christmas present, that will please Alice.
+
+"I remember a curious old box that Mr. Reed had, that was sent to him
+from India. If I can find some bits of ribbon, and silk, I will line it
+and make it into a nice little work-box for Alice."
+
+Then Mrs. Reed climbed up the narrow stairway into the garret, and,
+after searching some time among the rubbish that lay around in all the
+nooks and corners, discovered the box.
+
+Taking it down-stairs and finding some pieces of silk, she spent the
+rest of the day in making it into a work-box.
+
+She made a pretty needle-book, a tiny pincushion, and an emery bag like
+a big strawberry. Then from her own scanty stock she added needles,
+pins, thread, and her only pair of small scissors, scoured to the last
+extreme of brightness.
+
+One thing only she had to buy--a thimble; and that she bought for a
+penny. The thimble was of brass and so bright that it was quite as
+handsome as gold.
+
+When full, the little box was very pretty. In the bottom lay a quilted
+lining, which had always been there, and upon which she had placed the
+fittings.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The conversational parts of this lesson may
+be read as a dialogue by two pupils.
+
+Which is the most _emphatic word_ in the following sentence?
+
+    "O dear, dear! Why was I left so poor!"
+
+Point out the _emphatic words_ in the third paragraph of the lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXVII.
+
+
+hand'y, _convenient; ready for use_.
+
+ad join'ing, _next to; neighboring_.
+
+sin cere'ly, _honestly; truly_.
+
+fort'u nate, _favored; lucky_.
+
+act'u al ly, _really; truly_.
+
+suf fi'cient, _enough; plenty_.
+
+carv'ings, _figures cut in wood or stone_.
+
+mys'ter y, _something entirely unknown_.
+
+thresh'old, _a piece of board which lies under a door_.
+
+tile, _a thin piece of baked clay_.
+
+ex am'ine, _look at with care_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART II.
+
+
+Christmas morning came, and soon Alice Brown entered Mrs. Reed's cottage
+and received a warm welcome.
+
+"Merry Christmas! Mrs. Reed," said Alice.
+
+"Thank you, my dear," replied Mrs. Reed; "it will indeed be a 'Merry
+Christmas' if you can remain with me this forenoon."
+
+"Well, I can stay till dinner-time," said Alice. "See what a pretty
+present cousin John sent me!" and Alice held up a new pocket-book.
+
+"That is very nice, Alice," said Mrs. Reed; "now if you had some one to
+fill it with money, it would be better still."
+
+"Yes, indeed," cried Alice, laughingly; "but as I was not so fortunate
+as to receive any money, and have none of my own to put in it, the
+pocket-book is not likely to be worn out for a long time."
+
+"Well, well, Alice," replied Mrs. Reed, "it is always handy to have
+things in the house; for some time they may be needed.
+
+"Excuse me a moment, Alice," continued Mrs. Reed; "sit down here by the
+fire and warm yourself."
+
+Alice took a seat by the fire and warmed her fingers; for, although it
+was a bright sunshiny day, it was very cold.
+
+Mrs. Reed stepped into the adjoining room, and with a light heart and
+an expression on her face that no one had seen for many a day, took up
+the little work-box she had prepared for Alice.
+
+Returning again to the sitting-room with the box in her hand, she
+approached Alice and said;
+
+"Here, my dear, is a little Christmas present I have for you. I
+sincerely wish it were something better. It will be useful, I know, and
+I hope it will please you."
+
+"O how beautiful!" exclaimed Alice, as she caught sight of the curious
+carvings on the outside of the box. "And a work-box, too!" she
+continued, as she took it in her hands and lifted the cover; "is it
+really for me?"
+
+"For no one else, I assure you," replied Mrs. Reed, as her face lighted
+up with joy, at seeing Alice so happy.
+
+"O how can I ever thank you enough!" exclaimed Alice, as she threw her
+arms around Mrs. Reed's neck and kissed her again and again.
+
+Then taking a seat by Mrs. Reed, Alice began to examine the contents of
+the new work-box, lifting out the articles one by one, and placing them
+in her lap.
+
+She then admired the beautiful lining which. Mrs. Reed had put in the
+box, asking her where she got such pretty pieces of silk.
+
+"That piece of silk at the top, Alice, is a bit of my wedding-dress; and
+that on the sides, is a part of my wedding-sash. Those remind me of
+happy days, Alice.
+
+"I had plenty then: a good husband, a happy home, and never thought that
+I should come to poverty."
+
+"What is this from?" asked Alice, touching the silk lining at the
+bottom of the box.
+
+"O that was always in the box, Alice. It was there when my husband
+received it, and must be a piece of India silk.
+
+"Is any thing the matter with it?" continued Mrs. Reed, as she noticed
+Alice picking at one corner of it.
+
+"O nothing is the matter," replied Alice; "it only seemed to me to be a
+little loose."
+
+"Let me look," said Mrs. Reed. "I don't think it can be loose, or I
+should have seen it when I was lining the box."
+
+"It is actually quite loose," said Alice, as she examined it further,
+and picked up one corner with, a pin; "and here is a little piece of
+paper underneath it."
+
+"That is remarkable," said Mrs. Reed, as she put on her spectacles and
+drew up her chair a little closer to Alice.
+
+"And there is some writing on it too," said Alice, as she drew it from
+its hiding-place and handed it to Mrs. Reed.
+
+"Why, it's my husband's writing!" exclaimed Mrs. Reed, as she closely
+examined the faded letters. "What can it mean? I never saw it before.
+Read it, Alice; your eyes are younger than mine."
+
+Alice read: "'Look and ye shall find,' and underneath this," continued
+Alice, "is a picture of a mantel-piece, and underneath that, it reads:
+'A word to the wise is sufficient.'"
+
+Mrs. Reed again took the paper. Her hand trembled and her face became a
+little pale.
+
+"Alice," said she, "this is a picture of the old tile mantel-piece in
+the other room. There is some mystery about this. What can it mean?"
+
+"Yes," said Alice, "the tiles in that mantel have quotations on them."
+
+In an instant, Alice was on her feet and sprung into the other room,
+leaving Mrs. Reed in a state of wonderment.
+
+Hastily examining the tiles in the mantel, Alice cried out: "O Mrs.
+Reed, do come! here is a tile with exactly the same words on it!"
+
+Mrs. Reed hurried into the room, and had scarcely passed the threshold,
+when the tile fell to the hearth and broke into a dozen pieces.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out breathing-places in the last
+paragraph.
+
+Pronounce carefully the following words: _fortunate, adjoining,
+clothes, hearth, sitting-room, wedding-dress_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+the following sentences.
+
+    _Alice received a warm welcome_.
+
+    _Mrs. Reed stepped into the adjoining room with a light heart_.
+
+    _Her face lighted up with joy_.
+
+    _Those things remind me of happy days_.
+
+    "_A word, to the wise is sufficient_."
+
+Change the _statements_ given above to _questions_.
+
+Change the following _exclamations_ to complete _statements_.
+
+    Do come!           Let me look!           Read it, Alice!
+
+Model.--See my pocket-book! = I wish you would look at my pocket-book.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXVIII.
+
+
+be fall'en, _happened to_.
+
+thrust, _move suddenly or with force_.
+
+mis hap', _something which has occurred to cause pain or sorrow_.
+
+ex cit'ed ly, _in a very earnest manner_.
+
+min'gled, _joined closely; united_.
+
+le'gal ly, _as the law requires_.
+
+a bun'dant, _beyond one's need; plentiful_.
+
+com'fort a ble, _having everything needed to keep one from pain or want_.
+
+re la'tions, _the feelings or acts of people toward each other_.
+
+charm'ing, _very pleasant_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART III.
+
+
+"O what have I done! what have I done!" cried Alice. "O Mrs. Reed, I'm
+so sorry--I have broken the tile!"
+
+"How did it happen, Alice? Was it loose?"
+
+"Why yes," replied Alice; "I put my hand on it, and thought it appeared
+to move a little. Having my scissors with, me, I, through curiosity, ran
+the points in between that tile and the next one."
+
+"Never mind, child," said Mrs. Reed kindly, seeing that Alice was
+feeling sad over the mishap; "perhaps the tile can be mended--let us
+see."
+
+As they both stooped down to pick up the pieces, Alice noticed that
+there was a hollow space back of where the tile had been, and that it
+contained something of a dingy white color.
+
+"O Mrs. Reed!" cried she; "there is something in there! See, it looks
+like a bag tied up! May I take it out?"
+
+Mrs. Reed turned deadly pale. "Yes," she replied, scarcely knowing what
+she expected or dared hope.
+
+Alice thrust her hand into the hole to pull the hag out, but as it was
+very old, it fell apart, and O wonder of wonders! as many as a hundred
+pieces of gold coin fell with a jingle on the hearth and rolled every
+way.
+
+"My husband's money!" exclaimed Mrs. Reed, as she leaned on Alice to
+keep from falling.
+
+Alice was nearly wild and talked like a crazy person.
+
+"O goody, goody!" she cried, clapping her hands and jumping up and down.
+"Now you can have everything you want! you won't be poor any longer!"
+
+But Mrs. Reed was too much overcome to hear what Alice said.
+
+[Illustration]
+
+She could scarcely realize the good fortune that had so suddenly
+befallen her.
+
+Presently, however, with the tenderness of a mother, she placed her arms
+around Alice and said: "O you precious child! but for you, I should
+never have known this!"
+
+"And if you had not given me the work-box," said Alice, "perhaps no one
+would ever have found it out.
+
+"But," continued she, excitedly, "let us see if there is any thing more
+in there."
+
+Again reaching into the hole in the mantel-piece, she sprung back with a
+look of amazement that frightened Mrs. Reed.
+
+"Why, Alice, what is the matter?" inquired the old lady.
+
+"Matter!" exclaimed Alice. "Why, dear me! Mrs. Reed, there are lots and
+lots of bags in there yet!"
+
+"Is it possible!" said Mrs. Reed hoarsely. Then reaching her hand into
+the hole, she drew out bag after bag, handling them very carefully, so
+that they would not fall to pieces as the first one had done.
+
+In the meantime Alice had pushed a table up near the fire-place. The
+bags were emptied upon it, until the glittering gold made a heap that
+struck Mrs. Reed and Alice with greater amazement than ever.
+
+"Alice," said Mrs. Reed, "this is a blessing from Heaven that I do not
+deserve. I can not tell you how thankful I am for it. My happiness now
+will be in doing for others."
+
+Alice said nothing; her heart was too full. A look of sadness came over
+her face.
+
+She was wondering whether Mrs. Reed would continue to love her, and
+thinking, with a mingled feeling of fear and dread, that now her friend
+was rich, perhaps she, the poor orphan girl, might not be so welcome at
+the cottage as before.
+
+Mrs. Reed seemed to understand somewhat the nature of Alice's thoughts.
+"Cheer up, Alice," said she; "this is not a time to be sad! Come, help
+me put away this gold.
+
+"By the way, Alice, now is the time to use your pocket-book; you know I
+told you it was handy to have things in the house, they might be
+needed," she continued, smilingly.
+
+"Why, certainly, Mrs. Reed; do you want to borrow my pocket-book? here
+it is."
+
+"Yes, my dear," replied Mrs. Reed, "I shall want a new one myself, and I
+want to see yours. I wonder how many pieces of gold it will hold."
+
+Then Mrs. Reed crammed the pocket-book full of gold pieces.
+
+"There!" said she, handing it to Alice; "that is the Christmas present I
+wanted to give you this morning, but did not have it."
+
+"What! this for me! O no, no! I do not deserve it!" cried Alice.
+
+"But you must take it, Alice, and listen; for I have something to tell
+you. I want you to be my daughter now. I will have abundant means to
+make both of us comfortable and happy."
+
+"O Mrs. Reed," said Alice, bursting into tears; "I would love to be your
+daughter, nothing could make me happier."
+
+In a very short time every thing was changed in the little cottage. Mrs.
+Reed had legally adopted Alice as her daughter and was sending her to
+school.
+
+Fresh paint, inside and out, and many new comforts, made the old house
+charming and bright. But nothing could change the happy relations
+between the two friends, and a more contented and cheerful household
+could not be found anywhere.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Tell the story in your own words, using the points
+given in the following
+
+Analysis.--1. Mrs. Reed's home. 2. Her talk with Alice. 3. Mrs. Reed
+prepares a present for Alice. 4. Alice receives the work-box. 5. What
+was found in it. 6. The broken tile and the discovery of the money. 7.
+What happened after that.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXIX.
+
+
+dells, _small valleys_.
+
+bow'ers, _covered places made of boughs_.
+
+troupe, _a number of living beings; a company_.
+
+daf'fo dils, _yellow flowers_.
+
+sheen, _brightness; splendor_.
+
+sprite, _an unreal person_.
+
+sus pend'ed, _stopped for a time; hung_.
+
+va'ries, _is different; changes_.
+
+blue'bell, _a kind of flower_.
+
+ram'bling, _wandering_.
+
+rev'el, _play in a noisy manner_.
+
+
+       *       *       *       *       *
+
+
+
+
+LOOKING FOR THE FAIRIES.
+
+
+  I've peeped in many a bluebell,
+    And crept among the flowers,
+  And hunted in the acorn cups,
+    And in the woodland bowers;
+  And shook the yellow daffodils,
+    And searched the gardens round,
+  A-looking for the little folk
+    I never, never found.
+
+  I've linger'd till the setting sun
+    Threw out a golden sheen,
+  In hope to see a fairy troupe
+    Come dancing on the green;
+  And marveled that they did not come
+    To revel in the air,
+  And wondered if they slept, and where
+    Their hiding-places were.
+
+  I've wandered with a timid step
+    Beneath the moon's pale light,
+  And every blazing dew-drop seemed
+    To be a tiny sprite;
+  And listened with suspended breath,
+    Among the grand, old trees,
+  For fairy music floating soft
+    Upon the evening breeze.
+
+  Ah me! those pleasant, sunny days,
+    In youthful fancies wild,--
+  Rambling through the wooded dells,
+    A careless, happy child!
+  And now I sit and sigh to think
+    Age from childhood varies,
+  And never more may we be found
+    Looking for the fairies.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Which one of the stanzas should be read more
+slowly than the others?
+
+Point out the _emphatic words_ in the last four lines of the lesson.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Which lines in each stanza end in similar sounds?
+
+Let pupils explain the meaning of what is given below in dark type.
+
+    I've hunted in the _acorn cups_.
+
+    I've wandered with a _timid step_.
+
+    _Age from childhood varies._
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXX.
+
+
+poi'son ous, _likely to do great harm or injury_.
+
+sep'a rate, _apart from other things_.
+
+con di'tion, _state; situation_.
+
+nec'es sa ry, _really needed_.
+
+dis a gree'a ble, _very unpleasant_.
+
+sen'si ble, _wise; knowing what is proper_.
+
+ac cus'tomed, _being used to_.
+
+es pe'cial ly, _more than usual_.
+
+
+       *       *       *       *       *
+
+
+
+
+AIR.
+
+
+We all know very well that we can not live without breathing.
+
+What we do not all know, or do not all think of, is that we want not
+only air, but good air. We are apt to take it for granted that any air
+will do for us; stale air, dirty air, even poisonous air.
+
+What makes the matter worse is, that we can not help spoiling air
+ourselves by the very act of breathing.
+
+If people are shut up in rooms where the bad air can not get out and the
+good air can not get in at all, they are sure to be made ill.
+
+Some people in Scotland thought they would have a merry Christmas party,
+and invited their friends to come to a dance.
+
+As it was very cold weather, they shut all the doors and windows tight,
+and then they began to dance.
+
+It was a small room with a low ceiling, and there were thirty-six people
+dancing in it all night. By the time morning came the air was so bad
+that it was really like poison; and very soon seven of the poor dancers
+were seized with a terrible fever, and two of them actually died.
+
+The air we breathe out is different from the air we take in. We send
+away some things with our breath which were not in the air when we took
+it in.
+
+One of these is water. Sometimes you can see this for yourself. On a
+cold, frosty day, you know we can see the clouds of steam coming out of
+our mouths. This steam is only very fine particles of water.
+
+In warm weather we do not see the steam, but the water is there all the
+same; if you will breathe on a looking-glass at any time, you will make
+it dim and damp directly with the water that is contained in your
+breath.
+
+We also breathe out animal matter, little particles of our own bodies
+just ready to decay. We can not see them, but they soon give the air a
+close, disagreeable smell. Good air has no smell at all.
+
+And now I have something to say to you about the use of noses.
+
+I dare say you can not see much use in the sense of smell. Seeing,
+hearing, touching, are very needful to us, we all know; but as to
+smelling, that does not seem to have any particular value.
+
+It is pleasant to smell a sweet rose or violet; and, I believe, smelling
+really forms a good part of what we call tasting.
+
+Of all our senses, smell is the one that soonest gets out of practice.
+If people would always accustom themselves to use their noses, they
+never would consent to live in the horrid air they do.
+
+If you go from the fresh air into a close room, you will notice the
+smell at once. Then, if you remain there, you will soon get accustomed
+to the smell and not notice it; but it will still be there, and will be
+doing you a great deal of harm.
+
+In good air there are, mainly, two sorts of gas.
+
+The first is a very lively sort of gas, called oxygen; it is very fond
+of joining itself with other things, and burning them, and things burn
+very fast indeed in oxygen.
+
+The second is a very slow, dull gas, called nitrogen; and nothing will
+burn in it at all. Pure oxygen would be too active for us to live in, so
+it is mixed with nitrogen.
+
+When we breathe, the air goes down into our lungs, which are something
+like sponges, inside our chests.
+
+These sponges have in them an immense quantity of little blood-vessels,
+and great numbers of little air-vessels; so that the blood almost
+touches the air; there is only a very, very thin skin between them.
+
+Through that skin, the blood sends away the waste and useless things it
+has collected from all parts of the body, and takes in the fresh oxygen
+which the body wants.
+
+You have often heard man's life compared to a candle. I will show you
+some ways in which they are much alike.
+
+When a candle or lamp burns, if we keep it from getting any new air, it
+soon uses all the lively gas, or oxygen, and then it goes out. This is
+easily shown by placing a glass jar over a lighted candle.
+
+If the candle gets only a little fresh air, it burns dim and weak. If we
+get only a little fresh air, we are sickly and weak.
+
+The candle makes another kind of gas. It is called carbonic acid gas,
+which, is unhealthy and not fit for breathing. The heat of our bodies
+also makes this gas, and we throw it off in our breath.
+
+Oxygen and carbon, in a separate condition, make up a good part of our
+flesh, blood, and bones; but when they are joined together, and make
+carbonic acid gas, they are of no further use to us.
+
+You might go to a store and buy sand and sugar; but if they became mixed
+together as you brought them home, you would not be able to use either
+one of them, unless some clever fairy could pick them apart for you.
+
+You see now one great way of spoiling the air. How are we to get rid of
+this bad air, and obtain fresh air, without being too cold?
+
+In summer time this is quite simple, but in winter it is more difficult;
+because it is a very bad thing to be cold, and a thin, cold draught of
+air is especially bad.
+
+The bad air loaded with carbonic acid gas, when we first breathe it out,
+is warm. Warm gases are much lighter than cold ones, therefore the bad
+air at first goes up to the ceiling.
+
+If there is an opening near the top of the room, the bad air goes out;
+but if there is no opening, it by and by grows cold and heavy, and comes
+down again. Then we have to breathe it.
+
+If you open the window at the top, it will let out the bad air, and you
+will not feel a draught. It is not often so very cold that you cannot
+bear the window open, even a little way from the top, and that is the
+best way of airing a room.
+
+This is just as necessary by night as by day. People who shut in the bad
+air, and shut out the good air, all night long, can never expect to
+awake refreshed, feeling better for their sleep.
+
+What becomes of the carbonic acid gas which the body throws off through
+our breath? Can any thing pick the carbon and oxygen in it apart, and
+make them fit for us to use again?
+
+Yes. Every plant, every green leaf, every blade of grass, does that for
+us. When the sun shines on them, they pick the carbon out and send back
+the oxygen for us to breathe. They keep the carbon and make that fit
+for us and animals to eat.
+
+The grass makes the carbon fit for sheep and cows, and then we eat their
+flesh or drink their milk; and the corn makes the carbon fit to eat; so
+do potatoes, and all the other vegetables and fruits which we eat. Is
+not this a wonderful arrangement?
+
+But perhaps you think, considering what an amazing number of people
+there are in the world, besides all the animals--for all creatures that
+breathe, spoil the air just as we do--there can hardly be trees and
+plants enough to set all the air right again.
+
+Round about cities and large towns there are certainly more people than
+there are trees, but in many other parts of the world there are a great
+many more trees than there are people.
+
+I have heard of forests in South America so thick and so large, that the
+monkeys might run along the tops of the trees for a hundred miles. So
+you see there are plenty of trees in the world to do the work.
+
+But then, how does all the bad air leave the towns and cities where men
+live, and get to the forests and meadows?
+
+The air is constantly moving about; rising and falling, sweeping this
+way or that way, and traveling from place to place.
+
+Not only the little particles out of our breath, but any thing that
+gives the air any smell, does it some harm. Even nice smells, like those
+of roses, are unhealthy, if shut up in a room for some time.
+
+Dirty walls, ceilings, and floors give the air a musty, close, smell; so
+do dirty clothes, muddy boots, cooking, and washing. Some of these ought
+not to be in the house at all; others remind us to open our windows
+wide.
+
+All the things I have been saying to you about pure air, apply still
+more to sick people than to healthy ones.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the following sentences carefully, and
+avoid running the words together.
+
+    The good__air can not get__in at__all.
+
+    We are__apt to take__it for granted.
+
+    It__is sure to make them__ill.
+
+Point out three other places in the lesson where similar errors are
+likely to occur.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Add _ment_ to each of the following words, and then
+give the meaning of the words so formed.
+
+    _arrange    move    settle    encourage_
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXI.
+
+
+dis tinct'ly, _clearly; plainly_.
+
+a roused', _wakened_.
+
+re ced'ing, _going backward or away from_
+
+vig'i lant, _watchful; careful_.
+
+ex haust'ed, _tired out with work_.
+
+pre ced'ing, _going before_.
+
+fort'night, _two weeks' time_.
+
+con vul'sive, _irregular in movement_.
+
+tar'ried, _delayed; remained_.
+
+grad'u al ly, _step by step; slowly_.
+
+
+       *       *       *       *       *
+
+
+
+
+A TIMELY RESCUE.
+
+
+It was in the month of February, 1831, a bright moonlight night, and
+extremely cold, that the little brig I commanded lay quietly at her
+anchors inside the bay.
+
+We had had a hard time of it, beating about for eleven days, with
+cutting north-easters blowing, and snow and sleet falling for the
+greater part of the time.
+
+When at length we made the port, all hands were almost exhausted, and we
+could not have held out two days longer without relief.
+
+"A bitter cold night, Mr. Larkin," I said to my mate, as I tarried for a
+moment on deck to finish my pipe. "The tide is running out swift and
+strong; it will be well to keep a sharp look-out for this floating ice,
+Mr. Larkin."
+
+"Ay, ay, sir," answered the mate, and I went below.
+
+Two hours afterwards I was aroused from a sound sleep by the vigilant
+officer. "Excuse me for disturbing you, captain," said he, as he
+detected an expression of vexation on my face; "but I wish you would
+turn out, and come on deck as soon as possible."
+
+"Why--what's the matter, Mr. Larkin?"
+
+"Why, sir, I have been watching a cake of ice that swept by at a little
+distance a moment ago; I saw something black upon it--something that I
+thought moved."
+
+We were on deck before either spoke another word. The mate pointed out,
+with no little difficulty, the cake of ice floating off to leeward, and
+its white, glittering surface was broken by a black spot.
+
+"Get me a spy-glass, Mr. Larkin--the moon will be out of that cloud in a
+moment, and then we can see distinctly." I kept my eye on the receding
+mass of ice, while the moon was slowly working its way through a heavy
+bank of clouds.
+
+The mate stood by with a spy-glass. When the full light fell at last
+upon the water, I put the glass to my eye. One glance was enough..
+
+"Forward, there!" I shouted at the top of my voice; and with, one bound
+I readied the main hatch, and began to clear away the ship's cutter. Mr.
+Larkin had received the glass from my hand to take a look for himself.
+
+"O, pitiful sight!" he said in a whisper, as he set to work to aid me in
+getting out the boat; "there are two children on that cake of ice!"
+
+In a very short space of time we launched the cutter, into which Mr.
+Larkin and myself jumped, followed by two men, who took the oars. I held
+the tiller, and the mate sat beside me.
+
+"Do you see that cake of ice with something black upon it, lads?" I
+cried; "put me alongside of that, and I will give you a month's extra
+wages when you are paid off."
+
+The men were worn out by the hard duty of the preceding fortnight; and,
+though they did their best, the boat made little more way than the tide.
+This was a long chase; and Mr. Larkin, who was suffering as he saw how
+little we gained, cried out--
+
+"Pull, lads--I'll double the captain's prize. Pull, lads, for the sake
+of mercy, pull!"
+
+A convulsive effort at the oars told how willing the men were to obey,
+but their strength was gone. One of the poor fellows splashed us twice
+in recovering his oar, and then gave out; the other was nearly as far
+gone. Mr. Larkin sprung forward and seized the deserted oar.
+
+"Lie down in the bottom of the boat," said he to the man; "and, captain,
+take the other oar; we must row for ourselves." I took the second man's
+place.
+
+Larkin had stripped to his Guernsey shirt; as he pulled the bow I waited
+the signal stroke. It came gently, but firmly; and the next moment we
+were pulling a long, steady stroke, gradually increasing in rapidity
+until the wood seemed to smoke in the oar-locks.
+
+We kept time with each other by our long, deep breathing. Such a pull!
+At every stroke the boat shot ahead like an arrow. Thus we worked at the
+oars for fifteen minutes--it seemed to me as many hours.
+
+"Have we almost come to it, Mr. Larkin?" I asked.
+
+"Almost, captain,--don't give up: for the love of our dear little ones
+at home, don't give up, captain," replied Larkin.
+
+The oars flashed as the blades turned up to the moonlight. The men who
+plied them were fathers, and had fathers' hearts; the strength which
+nerved them at that moment was more than human.
+
+Suddenly Mr. Larkin stopped pulling, and my heart for a moment almost
+ceased its beating; for the terrible thought that he had given out
+crossed my mind. But I was quickly reassured by his saying--
+
+"Gently, captain, gently--a stroke or two more--there, that will
+do"--and the next moment the boat's side came in contact with something.
+
+Larkin sprung from the boat upon the ice. I started up, and, calling
+upon the men to make fast the boat to the ice, followed.
+
+We ran to the dark spot in the centre of the mass, and found two little
+boys--the head of the smaller nestling in the bosom of the larger. Both
+were fast asleep!
+
+They were benumbed with cold, and would surely have frozen to death, but
+for our timely rescue.
+
+Mr. Larkin grasped one of the lads, cut off his shoes, tore off his
+jacket; and then, loosening his own garments to the skin, placed the
+chilled child in contact with his own warm body, carefully wrapping over
+him his great-coat.
+
+I did the same with the other child; and we then returned to the boat;
+and the men having partly recovered, pulled slowly back.
+
+The children, as we learned when we afterwards had the delight of
+returning them to their parents, were playing on the ice, and had
+ventured on the cake.
+
+A movement of the tide set the ice in motion, and the little fellows
+were borne away on that cold night, and would certainly have perished,
+had not Mr. Larkin seen them as the ice was sweeping out to sea.
+
+"How do you feel?" I said to the mate, the next morning after this
+adventure.
+
+"A little stiff in the arms, captain," the noble fellow replied, while
+the big tears of grateful happiness gushed from his eyes--"a little
+stiff in the arms, captain, but very easy here," and he laid his hand on
+his manly heart.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change the following _commands_ to _statements_.
+
+    Take the other oar.    Don't give up!
+
+Give the meaning of the word _lads_ in the third and fourth lines of
+page 152, and in the fourth line of page 154.[09]
+
+Make out an _analysis_ of the lesson, and use it in telling the story
+in your own words.
+
+
+[09] See Lesson XXXI.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXII.
+
+
+re'gion, _place; space_.
+
+furze, _a thorny shrub with yellow flowers_.
+
+list'eth, _wishes; pleases_.
+
+mirth, _joy; fun_.
+
+boon, _gay; merry_.
+
+shaft, _an arrow; the stem of an arrow_.
+
+up borne', _held or borne up_.
+
+crest'ing, _touching the tops of_.
+
+
+       *       *       *       *       *
+
+
+
+
+BIRDS IN SUMMER.
+
+
+  How pleasant the life of a bird must be,
+  Flitting about in each leafy tree;--
+  In the leafy trees so broad and tall,
+  Like a green and beautiful palace hall,
+  With its airy chambers, light and boon,
+  That open to sun, and stars, and moon;
+  That open unto the bright blue sky,
+  And the frolicsome winds, as they wander by!
+
+[Illustration]
+
+  They have left their nests in the forest bough;
+  Those homes of delight they need not now;
+  And the young and old they wander out,
+  And traverse their green world round about;
+  And hark! at the top of this leafy hall,
+  How, one to the other, they lovingly call:
+  "Come up, come up!" they seem to say,
+  "Where the topmost twigs in the breezes play!
+
+  "Come up, come up, for the world is fair,
+  Where the merry leaves dance in the summer air!"
+  And the birds below give back the cry,
+  "We come, we come to the branches high!"
+  How pleasant the life of the birds must be,
+  Living in love in a leafy tree;
+  And away through the air what joy to go,
+  And to look on the green, bright earth below!
+
+  How pleasant the life of a bird must be,
+  Skimming about on the breezy sea,
+  Cresting the billows like silvery foam,
+  And then wheeling away to its cliff-built home!
+  What joy it must be to sail, upborne
+  By a strong, free wing, through the rosy morn,
+  To meet the young sun, face to face,
+  And pierce, like a shaft, the boundless space!
+
+  How pleasant the life of a bird must be,
+  Wherever it listeth there to flee:
+  To go, when a joyful fancy calls,
+  Dashing down, 'mong the waterfalls;
+  Then wheeling about, with its mates at play,
+  Above and below, and among the spray,
+  Hither and thither, with screams as wild
+  As the laughing mirth of a rosy child!
+
+  What a joy it must be, like a living breeze,
+  To flutter among the flowering trees;
+  Lightly to soar, and to see beneath,
+  The wastes of the blossoming purple heath,
+  And the yellow furze, like fields of gold,
+  That gladden some fairy region old.
+  On mountain tops, on the billowy sea,
+  On the leafy stems of the forest tree,
+  How pleasant the life of a bird must be!
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The words of the first line of the poem, when
+repeated on pages 157 and 158, should be slightly emphasized.[10]
+
+Point out the lines on page 157 which would be joined in reading.
+
+Let the class read one or more stanzas of the poem in concert.
+
+
+[10] This lesson, Lesson XXXII.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXIII.
+
+
+stroll'ing, _wandering on foot_.
+
+quaint, _unusual; curious looking_.
+
+con sult'ed, _asked advice of_.
+
+roy'al, _belonging to a king or a queen_.
+
+en ter tain', _receive and care for_.
+
+court'esy, _politeness of manners_.
+
+bod'ice, _an article of clothing_.
+
+loy'al ty, _love of one's country or ruler_.
+
+a miss', _out of the way; wrong_.
+
+tri'fles, _articles small in size or value_.
+
+mut'tered, _said in a low voice_.
+
+ad mis'sion, _permission to enter_.
+
+
+       *       *       *       *       *
+
+
+
+
+TRUE COURTESY.
+
+PART I.
+
+
+Prince George, the husband of Queen Anne of England, one time visited
+the town of Bristol, having with him as a companion, an officer of his
+household.
+
+While strolling about the town, looking at the people and the quaint old
+buildings, they stepped into the Exchange, where all the great merchants
+of the town had come together doing business.
+
+Prince George walked about, talking quite freely, first to one and then
+to another. As the towns-people had not expected him, no preparation had
+been made to receive him with honor; and the merchants stood in little
+groups, and consulted together with, a look of anxiety upon their faces.
+
+"What is to be done?" asked one.
+
+"I do not know," replied another. "If his Royal Highness does not give
+us notice of his coming, how can we entertain him in a proper manner?"
+
+"Would it be well to ask him to come to one of our homes?" inquired a
+third.
+
+"No, no!" cried another. "We could not ask him to partake of our humble
+fare, or even come to our homes, after the splendor to which he has been
+accustomed. For my part, I shall go home to dinner."
+
+"And I also," said the first one. "I do not care to remain here, and
+stare at the Prince, when we have nothing to offer."
+
+Then one by one, the merchants slipped away, afraid or ashamed to ask
+the great Prince to their homes.
+
+Prince George and the officer wondered at seeing the merchants
+disappear. At last there was but one man left, and as he walked toward
+the Prince, he bowed low, and said--
+
+"Excuse me, sir; are you the husband of our Queen Anne, as folks here
+say you are?"
+
+"Yes, I am," was the answer; "and have come for a few hours to see the
+sights of the good town of Bristol."
+
+"Sir," said the man, "I have seen with much distress that none of our
+great merchants have invited you to their homes. Think not, sir, that it
+is because they are wanting in love and loyalty. They doubtless were all
+afraid to ask one so high as yourself to dine with them.
+
+"I am one John Duddlestone, sir, only a bodice-maker, and I pray you not
+to take it amiss if I ask you and the gentleman who is with, you, to
+come to my humble home, where you will be most welcome."
+
+"Indeed," answered the Prince, laughing, "I am only too delighted to
+accept your kind invitation, and I thank you for it very heartily. If
+you lead the way, we will follow at once."
+
+So Prince George, the officer, and Duddlestone, passed out of the
+Exchange together.
+
+"Ours is but humble fare," said Duddlestone; "for, sir, I can offer you
+only roast beef and plum-pudding."
+
+"Very good, very good indeed!" exclaimed the Prince; "it is food to
+which I bring a hearty appetite."
+
+They stopped before a small house. John pulled the latch, and, walking
+in, looked for his wife; but she was upstairs.
+
+"Here, wife, wife!" he called in a loud whisper, as he put his head up
+the narrow staircase; "put on a clean apron, and make haste and come
+down, for the Queen's husband and a soldier-gentleman have come to dine
+with, us."
+
+As you may think, Mrs. Duddlestone was strangely surprised at the news;
+but she did not become excited; she very seldom did, I believe.
+
+"Ay, ay!" she called. "I'm coming;" and then muttered, "The Queen's
+husband! the Queen's husband! Sure, that can never be--however, I'll go
+down and see."
+
+She ran to her closet, and pulled out a nice, clean apron and cap, and
+tied, the one round her waist, and the other round her comely face,
+saying all the time, "Dear me, dear me, to think of it!" and away she
+ran down stairs, where stood her husband and the two gentlemen.
+
+The good woman bowed low, first to one and then to the other.
+
+"Indeed, but I'm proud," she said, turning to Prince George, "to welcome
+you to our home. 'Tis but poor and humble, but we shall think more of it
+after this. I'll hurry and get dinner at once. I dare say you are
+hungry, gentlemen."
+
+Prince George laughed gayly, as he thanked her for her kind welcome, and
+sat down.
+
+The table was soon spread, and the Prince ate well, and appeared to
+enjoy himself so much, that Mrs. Duddlestone could scarcely believe he
+had always been accustomed to lords and ladies and footmen, and had
+never before sat down in such an humble way.
+
+Prince George inquired about their business and pleasures.
+
+"Do you never come up to London?" he asked; "I think you would find it
+worth your while to take a holiday some time, and see the great city."
+
+"Ah well," said Mrs. Duddlestone, "if that is not just the thing I long
+for. I've never been yet, nor am I likely to go, but John has been once
+or twice."
+
+"And why, John, have you never taken your wife as well, to see the great
+sights?"
+
+"Well, to say the truth," answered John, "I do not go to see the sights;
+for though I've been two or three times, I don't think I've seen any.
+
+"I must needs go sometimes to buy whalebone, and other trifles which I
+must have for my business here. So I just go and come back, and meddle
+with none."
+
+"Well, well," said the Prince, "the next time you come to London, you
+must bring your wife with you, and pay me a visit."
+
+Mrs. Duddlestone clasped her fat little hands with delight.
+
+"And shall I see the Queen?" she exclaimed.
+
+"And see both the Queen and myself," answered the Prince. "Come, John,
+say you will do so!"
+
+"Surely, sir," said John, "I should like to give the good woman a bit of
+pleasure in that way, but your grand servants would shut the doors
+before us, and never let us in, perhaps."
+
+"I can soon set that right!" and taking a card from his pocket, Prince
+George wrote a few words on it, and gave it to them.
+
+"That will gain you ready admission," he said, "and now I must leave
+you. Next time we meet, I shall entertain and care for you. For the
+present, I thank you for your kind welcome and good dinner, which I have
+heartily enjoyed."
+
+Then rising, he and the officer bade farewell to the good people and
+took their leave.
+
+
+       *       *       *       *       *
+
+
+Language Lesson--Let pupils use other words to express what is given
+below in dark type.
+
+    I _must needs go_.
+
+    Indeed, _but I'm proud_.
+
+    Ours is _but humble fare_.
+
+    He _pulled the latch_.
+
+    So I _meddle with none_.
+
+    To see _the great sights_.
+
+Notes.--Queen Anne ruled over England from 1702 to 1714. Royal
+Highness is a title belonging to all persons in a royal family.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXIV.
+
+
+de sired', _asked; expressed a wish_.
+
+as sem'bled, _come together_.
+
+in tro duce', _make known_.
+
+sum'moned, _called_.
+
+knight, _a man of noble position_.
+
+grat'i tude, _thankfulness_.
+
+el'e gant, _beautiful; handsome_.
+
+pos sess'ing, _having; holding_.
+
+dis play', _a grand show_.
+
+e vent', _anything that takes place_.
+
+
+       *       *       *       *       *
+
+
+
+
+TRUE COURTESY.
+
+PART II.
+
+
+It was some weeks later that John Duddlestone found his stock of
+whalebone was growing low.
+
+"Wife," said he, "the whalebone's nearly gone, and I must have some more
+at once."
+
+"Surely, John, I know well it's nearly gone!" she answered. "Haven't I
+watched every bit as you've used it? and haven't I pretty near cried to
+see it go so slowly?"
+
+"Pooh! you foolish woman!" he cried.
+
+"But, John, you'll take me, and go to see the King and Queen?" she
+inquired.
+
+"Why, you silly woman, do you think I should leave you behind, when I
+know you're nearly crazed to go?"
+
+"O John, John, you dear, good man! I've mended all my dresses, and made
+myself trim and neat. I've seen to your coats; and all's done; and I
+feel as if I could scarcely live till I see the Queen."
+
+"You'd best keep alive," said her husband; "and if all goes well we'll
+start by the coach on Monday."
+
+Monday was as lovely a day as heart could wish; and John and his wife
+walked down the Bristol streets to the public-house from which the coach
+was to start.
+
+It was a great event in Mrs. Duddlestone's life, for she had never been
+beyond her own town, except for a drive into the country in a neighbor's
+cart.
+
+They were quiet people; but it had got about the town, that they were
+going to London to visit the Queen, and numbers came out to see them go.
+
+Perhaps some of the great merchants wished they had been simple and
+humble enough to offer to entertain Prince George when he had visited
+their town.
+
+They journeyed straight to London, where John bought his whalebone, and
+then found their way to St. James' Palace, where, presenting the
+Prince's card, they gained ready admittance.
+
+They were shown into a room, more beautiful than any that they had ever
+seen. Very shortly the door opened, and the well-remembered face of
+their guest appeared. Almost before he had greeted them, a quiet-looking
+lady followed him, and came smilingly to greet them.
+
+"This is the Queen," said Prince George; and then, turning to her, he
+added, "These are the good people who showed me such kindness in
+Bristol."
+
+The Queen was so gentle and courteous that neither John nor his wife
+felt confused in her presence. She talked kindly to them, asking after
+their trade, and how they had fared in their journey.
+
+She then asked them to dine with her that evening, and said dresses
+would be provided for them, so that they should not feel strange by
+seeing that they were dressed differently from all her other guests.
+
+She then called an attendant, and desired that refreshment should be
+given them, and that they should be well cared for, and shown all that
+might interest them until dinner time.
+
+It was a long, wonderful day to them, as they walked about from place to
+place. Before dinner they were taken to the room that was prepared for
+them, and there they found elegant court dresses of purple velvet ready
+to put on.
+
+"Surely, John, they can not be for us!" cried Mrs. Duddlestone.
+
+"Yes, but they must be! Did not the Queen say she would give us dresses?
+and do not these dresses look as if they had been given by a queen?"
+
+"John, I shall feel very strange before all the grand ladies!"
+
+"Then you need not, wife, for the Queen and Prince will be there; and
+the others will not trouble you; but this is a queer dress. It's like
+being somebody else."
+
+And very queer they felt, as for the first time they walked down the
+grand stairs, in such, splendid dresses, to dine at the Queen's table,
+with the Queen's servants to wait on them.
+
+"You must go first, John," said his wife, for shyness came over her.
+
+"Be not so foolish, wife," whispered John; and, though feeling rather
+awkward in his new dress, he walked simply forward, as he might have
+done in a friend's house.
+
+The Queen met them at the door, and, turning to her other guests, who
+were assembled, she said, "Gentlemen, I have to introduce to you, with
+great pleasure, the most loyal people in the town of Bristol."
+
+At these words they all rose and bowed low, while John and his wife did
+the same, and then sat down, and ate a good dinner.
+
+After the dinner was over, the Prince summoned John Duddlestone to the
+Queen.
+
+At her command John knelt before her, and she laid a sword lightly on
+his shoulder, with the words, "Rise up, Sir John Duddlestone"; and the
+simple, kind-hearted bodice-maker of Bristol rose up a knight.
+
+His wife stood by, watching with eagerness, and could hardly believe
+that from plain Mistress Duddlestone she had become Lady Duddlestone.
+
+She would, have been very proud if the Queen had laid the sword upon her
+also; but she heard that was not needed. However, she was made very
+happy by being called to the Queen's side.
+
+"Lady Duddlestone," said Her Majesty, "allow me to present you with my
+gold watch, in remembrance of your visit to St. James' Palace, and of
+the Prince's visit to Bristol, which led to our knowing two such loyal
+and courteous subjects."
+
+Lady Duddlestone bowed lower and lower, almost unable to find any words
+in which to express her gratitude.
+
+A gold watch! Was it possible? Watches were not common in those times.
+She had heard of watches, and had even seen some; but had never dreamt
+of possessing one.
+
+Such a big beauty it was! She was glad to fall back behind the other
+guests, and get time to think quietly, and realize that all was true,
+and not a dream from which she would wake, and find herself in her
+little attic bed-room at Bristol.
+
+Queen Anne then spoke to Sir John, offering to give him a position under
+Government; but he begged to be excused.
+
+"It would be strange, your Majesty, very strange, up in London, and my
+work at Bristol suits me far the best. We want for nothing, and should
+never feel so well and home-like as in our little house at Bristol."
+
+The Queen understood him, and did not press him; and in another day or
+two the couple were again on their way home.
+
+"You're glad, wife, that we're going home?" John asked; "and you think I
+did well not to take some office in London?"
+
+"Well! You could have clone no better. It's been grand to see, and grand
+to hear; but it would be very strange and uncomfortable to live always
+like that, and I'll be right glad to be back once more.
+
+"I'm more than proud of it all. But I should never like our own room, in
+which Prince George sat so home-like with us, to belong to another."
+
+"No, no--we will keep our own snug home," replied John with earnestness.
+
+And so they did, living on quietly as of old; and the only display ever
+made by Lady Duddlestone was, that whenever she went to church or to
+market, she always wore the Queen's big gold watch.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+    You'd _best keep_ alive.
+
+    It's been _grand_ to see.
+
+    _Then you need not_.
+
+    You're _nearly crazed to go_.
+
+_Attendant_ is made up of two parts--the stem, _attend_, and the
+ending, _ant_ (meaning one who).
+
+The meaning of the word _attendant_ is _one who attends_.
+
+Make out an _analysis_ of the last two lessons, and use it in telling
+the story in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXV.
+
+
+pre sume', _suppose; think without being sure_.
+
+mus'cles, _those parts of the body which give us
+  motion, and by which we exert our strength_.
+
+ex tent', _space; distance_.
+
+or'di na ry, _common; usual_.
+
+knowl'edge, _that which is known through study_.
+
+de gree', _measure, as of space or time_.
+
+spent, _used up; exhausted_.
+
+snapped, _broken off_.
+
+de tached', _taken away from_.
+
+
+       *       *       *       *       *
+
+
+
+
+WHY AN APPLE FALLS.
+
+
+"Father," said Lucy, "I have been reading to-day that Sir Isaac Newton
+was led to make a great discovery, by seeing an apple fall from a tree.
+What was there wonderful about the apple falling?"
+
+"Nothing very wonderful in that," replied her father; "but it set him to
+thinking of what made it fall."
+
+"Why, I could have told him that," said Lucy; "because the stem snapped
+and there was nothing to support it."
+
+"And what then?" asked her father.
+
+"Why, then, of course it must fall."
+
+"Ah!" said her father, "that is the point: why must it fall?"
+
+"I am sure I don't know," said Lucy. "I presume it was because there was
+nothing to keep it up."
+
+"Well, Lucy, suppose there was not--does it follow that it must come to
+the ground?"
+
+"Yes, certainly," replied Lucy, wonderingly.
+
+"Let us see," said her father; "but first answer this question: What is
+an animate object?"
+
+"Any thing that has animal life, and power to move at will," replied
+Lucy.
+
+"Very good," said her father; "now, what is an inanimate object?"
+
+"Any thing that does not possess animal life, or can not move at will."
+
+"Very good again," said her father. "Now an apple is, of course, an
+inanimate object; and therefore it could not move itself, and Sir Isaac
+Newton thought that he would try to find out what power moved it."
+
+"Well, then," said Lucy; "did he find that the apple fell, because it
+was forced to fall?"
+
+"Yes," replied her father; "he found that there was some force outside
+of the apple itself that acted upon it, otherwise it would have remained
+forever where it was, no matter if it were detached from the tree."
+
+"Would it, indeed?" asked Lucy.
+
+"Yes, without doubt," replied her father, "for there are only two ways
+in which it could be moved--by its own power of motion, or the power of
+something else moving it. Now the first power, you know it does not
+have; so the cause of its motion must be the second."
+
+"But every thing falls to the ground as well as an apple, when there is
+nothing to keep it up," said Lucy.
+
+"True. There must therefore be some power or force which causes things
+to fall," said her father.
+
+"And what is it?" asked Lucy.
+
+"If things away from the earth can not move themselves to it," said her
+father, "there can be no other cause of their falling than that the
+earth pulls them."
+
+"But," said Lucy, "the earth is no more animate than they are; so how
+can it pull?"
+
+"That is not an ordinary question, but I will try an explanation," said
+her father. "Sir Isaac Newton discovered that there was a law in nature
+called attraction, and that all bodies exert this force upon each
+other. The greater the body, the greater is its power of attraction.
+
+"Now, the earth is an immense mass of matter, with which nothing near it
+can compare in size. It draws therefore with mighty force all things
+within its reach, which is the cause of their falling. Do you understand
+this?"
+
+"I think that I do," said Lucy; "the earth is like a great magnet."
+
+"Yes," said her father; "but the attraction of the magnet is of a
+particular kind and is only over iron, while the attraction of the earth
+acts upon every thing alike."
+
+"Then it is pulling you and me at this moment!" said Lucy.
+
+"Certainly it is," replied her father; "and as I am the larger, it is
+pulling me with more force than it is pulling you. This attraction is
+what gives every thing weight.
+
+"If I lift up any thing, I am acting against this force, for which
+reason the article seems heavy; and the more matter it contains, the
+greater is the force of attraction and the heavier it appears to me."
+
+"Then," said Lucy, "if this attraction is so powerful, why do we not
+stick to the ground?"
+
+"Because," replied her father, "we are animate beings, and have the
+power of motion, by which, to a limited degree, we overcome the
+attraction of the earth."
+
+"Well then, father," said Lucy, "if our power of motion can overcome the
+attraction, why can not we jump a mile high as well as a foot?"
+
+"Because," replied her father, "as I said before, we can only overcome
+the attraction to a certain extent. As soon as the force our muscles
+give to the jump is spent, the attraction of the earth pulls us back."
+
+"Did Sir Isaac Newton think of all these things, because he saw the
+apple fall?" inquired Lucy.
+
+"Yes; of all these and many more. He was a man of great knowledge. The
+name by which the force he discovered is generally known, is the
+Attraction of Gravitation, and some time you will learn how this force
+keeps the earth, and the sun, moon, and stars, all in their places."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXVI.
+
+
+en'vy, _wish one's self in another's place_.
+
+doffed, _took off, as an article of dress_.
+
+blithe, _very happy; gay_.
+
+fee, _what is received as pay for service done_.
+
+boast, _object of pride_.
+
+quoth, _spoke_.
+
+hale, _in good health; strong_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE MILLER OF THE DEE.
+
+
+  There dwelt a miller, hale and bold,
+    Beside the river Dee;
+  He worked and sang from morn till night--
+    No lark so blithe as he;
+  And this the burden of his song
+    Forever used to be:
+  "I envy nobody--no, not I,
+    And nobody envies me!"
+
+  "Thou'rt wrong, my friend," said good King Hal;
+    "As wrong as wrong can be;
+  For could my heart be light as thine,
+    I'd gladly change with thee.
+  And tell me now, what makes thee sing,
+    With voice so loud and free.
+  While I am sad, though I'm a king,
+    Beside the river Dee?"
+
+  The miller smiled and doffed his cap:
+    "I earn my bread," quoth he;
+  "I love my wife, I love my friend,
+    I love my children three;
+  I owe no penny I can not pay;
+    I thank the river Dee,
+  That turns the mill that grinds the corn
+    That feeds my babes and me."
+
+  "Good friend," said Hal, and sighed the while,
+    "Farewell! and happy be!
+  But say no more, if thou'dst be true,
+    That no one envies thee.
+  Thy mealy cap is worth my crown;
+    Thy mill, my kingdom's fee;
+  Such men as thou are England's boast,
+    O miller of the Dee!"
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In the second stanza of the lesson, _wrong_
+becomes very _emphatic_ on account of _repetition_ (being repeated a
+number of times). _My_ and _thine_, in the same stanza, are
+_emphatic_ on account of _contrast_ (contrary meaning of the words).
+
+Point out an example of _emphasis_ by _repetition_, and an example
+of _emphasis_ by _contrast_, in the third stanza.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Hal = Harry = Henry.
+
+Let pupils place _un_ before each of the following words, and give
+their meaning.
+
+    changed    burdened    envied
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXVII.
+
+
+fero'cious, _savage; fierce_.
+
+rosette', _an article made to resemble a rose_.
+
+aban'doned, _left forever; given up_.
+
+encoun'ter, _meet face to face_.
+
+in'fluence, _power over others_.
+
+keen, _sharp; piercing_.
+
+reputa'tion, _what is known of a person_.
+
+wit'ness, _see or know by personal presence_.
+
+trail, _track; footsteps_.
+
+alert', _on the watch; careful_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE JAGUAR.
+
+
+The jaguar, or as he is sometimes called, the American tiger, is the
+largest and most ferocious of the cat family found on this continent.
+
+Some jaguars have been seen equal in size to the Asiatic tiger; but in
+most cases the American, animal is smaller. He is strong enough,
+however, to drag a horse or an ox to his den--sometimes to a long
+distance; and this feat has been frequently observed.
+
+The jaguar is found in all the tropical parts of North and South
+America.
+
+While he bears a considerable likeness to the tiger, both in shape and
+habits, the markings of his skin are quite different. Instead of being
+striped like the tiger, the skin of the jaguar is beautifully spotted.
+
+Each spot resembles a rosette, and consists of a black ring with a
+single dark-colored spot in the middle.
+
+Jaguars are not always of the same color; some have skins of an orange
+color, and these are the most beautiful. Others are lighter colored; and
+some few have been seen that were very nearly white.
+
+There, is a "black jaguar," which is thought to be of a different
+species. It is larger and fiercer than the other kinds, and is found
+only in South America.
+
+This animal is more dreaded by the inhabitants than the other kinds and
+is said always to attack man wherever it may encounter him. All the
+other beasts fear it.
+
+Its roar produces terror and confusion among them and causes them to
+flee in every direction. It is never heard by the natives without a
+feeling of fear, and no wonder; for a year does not pass without a
+number of these people falling victims to its ferocity.
+
+It is difficult for one living in a country where such fierce animals
+are unknown, to believe that they have an influence over man, to such
+an extent as to prevent his settling in a particular place; yet such is
+the fact.
+
+In many parts of South America, not only plantations, but whole
+villages, have been abandoned solely from fear of the jaguars.
+
+There are men, however, who can deal single-handed with the jaguar; and
+who do not fear to attack the brute in its own haunts.
+
+They do not trust to fire-arms, but to a sharp spear. On their left arm
+they carry a strong shield.
+
+This shield is held forward and is usually seized by the jaguar. While
+it is busied with this, the hunter thrusts at the animal with his sharp
+spear, and generally with deadly effect.
+
+A traveler in South America relates the following incident as having
+come under his observation:
+
+"Desiring to witness a jaguar hunt, I employed two well-known Indian
+hunters, and set out for the forest. The names of these hunters were
+Niño and Guapo. Both of them had long been accustomed to hunt the
+jaguar, and I felt perfectly safe in their company.
+
+"Guapo, the larger of the two, was a man of wonderful muscular power,
+and had the reputation of having at one time killed a black jaguar with
+only a stout club.
+
+"When all the preparations had been made for our start, we looked as if
+we might capture all the jaguars that came in our way.
+
+"Some hours after we had entered the forest, the quick eye of Guapo
+discovered the trail of a large jaguar which he assured me was recently
+made.
+
+"Stopping for a moment, both Guapo and Niño looked carefully about in
+every direction, and listened attentively, in order that they might see
+or hear the animal if he were near.
+
+"Then motioning me to follow at a little distance behind them, they
+stepped off quietly in the direction of the trail, Guapo being about
+thirty feet in advance of Niño.
+
+"We went forward in this manner several hundred yards, not a word being
+spoken, and the keen eyes of both the hunters constantly on the alert.
+
+"Guapo, in the meantime, who seemed to have no fear and became more and
+more excited as he approached to where he thought the animal must be,
+had increased the distance between himself and Niño considerably.
+
+[Illustration]
+
+"Suddenly a terrific roar, and at the same time a cry of pain and a
+shout, warned us that Guapo had met the jaguar.
+
+"Niño bounded forward, and I followed as quickly as I could. A fearful
+sight met our eyes!
+
+"The jaguar, which had been hiding in the branches of a large tree, had
+sprung down upon Guapo and fastened its terrible teeth in his thigh.
+
+"With a shout filled with fury and determination, Niño at once sprung
+forward and savagely attacked the beast with his spear.
+
+"This caused the jaguar to let go its hold of Guapo, who, made furious
+from the pain of the wound the animal had given him, turned, and with
+his spear attacked it with a mad ferocity as savage as that of the
+beast itself.
+
+"In a moment all was over, and the jaguar lay dead at our feet. I
+dressed Guapo's wound the best I could, while Niño took the skin from
+the body of the animal, which proved to be nearly eight feet long.
+
+"We returned very slowly to the village with the wounded man and our
+prize. In a few weeks Guapo had entirely recovered from his wounds, and
+was ready for another hunt."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils pronounce in concert, and singly,
+the following words: _O, most, ferocious, only, whole, hold, slowly,
+over, both, roar_.
+
+What tone of voice should be used in reading this lesson?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Place _re_ before each of the following words, and
+then give the meaning of each.
+
+    turned    told    join    capture    call
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXVIII.
+
+
+dikes, _high banks of earth_.
+
+con'tra ry, _quite different from what is usual_.
+
+dis as'trous, _causing great loss or suffering_.
+
+keels, _strong timbers extending along the bottom of boats_.
+
+stork, _a kind of bird_.
+
+bus'tle, _quick and excited motion_.
+
+mire, _soft and wet earth_.
+
+scorn'ing, _turning from any thing as if of no value_.
+
+sat'u rat ed, _wet through and through_.
+
+moored, _tied fast, as a ship to land_.
+
+slouched, _hung down_.
+
+mim'ic, _copied in a smaller form_.
+
+
+       *       *       *       *       *
+
+
+
+
+HOLLAND.
+
+PART I.
+
+
+Holland is one of the queerest countries under the sun. It should be
+called Odd-land, or Contrary-land; for, in nearly every thing, it is
+different from other parts of the world.
+
+In the first place, a large portion of the country is lower than the
+level of the sea. Great dikes have been built at a heavy cost of money
+and labor, to keep the ocean where it belongs.
+
+On certain parts of the coast it sometimes leans with all its weight
+against the land, and it is as much as the poor country can do to stand
+the pressure.
+
+Sometimes the dikes give way, or spring a leak, and the most disastrous
+results follow. They are high and wide, and the tops of some of them are
+covered with buildings and trees. They have even fine public roads upon
+them, from which horses may look down upon wayside cottages.
+
+Often the keels of floating ships are higher than the roofs of the
+dwellings. The stork, on the house-peak, may feel that her nest is
+lifted far out of danger, but the croaking frog in the neighboring
+bulrushes is nearer the stars than she.
+
+Water-bugs dart backward and forward above the heads of the chimney
+swallows; and willow-trees seem drooping with shame, because they can
+not reach so high as the reeds near by.
+
+Ditches, canals, ponds, rivers, and lakes are every-where to be seen.
+High, but not dry, they shine in the sunlight, catching nearly all the
+bustle and the business, quite scorning the tame fields, stretching
+damply beside them. One is tempted to ask: "Which is Holland--the shores
+or the water?"
+
+The very verdure that should be confined to the land has made a mistake
+and settled upon the fish ponds. In fact the entire country is a kind of
+saturated sponge, or, as the English poet Butler called it--
+
+    "A land that rides at anchor, and is moored,
+    In which they do not live, but go aboard."
+
+Persons are born, live, and die, and even have their gardens on
+canal-boats. Farmhouses, with roofs like great slouched hats pulled over
+their eyes, stand on wooden legs, with a tucked up sort of air, as if to
+say, "We intend to keep dry if we can."
+
+Even the horses wear a wide stool on each hoof to lift them out of the
+mire.
+
+It is a glorious country in summer for bare-footed girls and boys. Such
+wadings! Such mimic ship sailing! Such rowing, fishing, and swimming!
+Only think of a chain of puddles where one can launch chip boats all
+day long, and never make a return trip!
+
+But enough. A full recital would set all Young America rushing in a body
+toward the Zuyder Zee.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In reading the first line of page 187, there
+will be a slight rising of the voice after each of the words,
+_ditches', canals', ponds', rivers'_, and a slight falling of the voice
+after _lakes'_.[11]
+
+This rising or falling of the voice is called _inflection_, and may be
+indicated as above.
+
+
+Language Lesson.--What is the meaning of "Young America"?
+
+
+[11] See paragraph 7.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXIX.
+
+
+freight, _cargo; that which forms a load_.
+
+convey'ance, _the act of carrying_.
+
+jum'ble, _a number of things crowded together without order_.
+
+bobbed, _cut off short_.
+
+bewil'dering, _confusing_.
+
+gild'ed, _covered with a thin, surface of gold_.
+
+yoked, _joined together with harness_.
+
+rare'ly, _not often_.
+
+impris'oned, _shut up or confined, as in a prison_.
+
+clat'tering, _making a loud noise_.
+
+
+       *       *       *       *       *
+
+
+
+
+HOLLAND.
+
+
+PART II.
+
+Dutch cities seem, at first sight, to be a bewildering jumble of
+houses, bridges, churches, and ships, sprouting into masts, steeples,
+and trees. In some cities boats are hitched, like horses, to their
+owners' door-posts, and receive their freight from the upper windows.
+
+[Illustration]
+
+Mothers scream to their children not to swing on the garden gate for
+fear they may be drowned. Water roads are more frequent there than
+common roads and railroads; water-fences, in the form of lazy green
+ditches, inclose pleasure-ground, farm, and garden.
+
+Sometimes fine green hedges are seen; but wooden fences, such as we
+have in America, are rarely met with in Holland. As for stone fences, a
+Hollander would lift his hands with astonishment at the very idea.
+
+There is no stone there excepting those great masses of rock that have
+been brought from other lands to strengthen and protect the coast.
+
+All the small stones or pebbles, if there ever were any, seem to be
+imprisoned in pavements, or quite melted away. Boys, with strong, quick
+arms, may grow from aprons to full beards without ever finding one to
+start the water-rings, or set the rabbits flying.
+
+The water roads are nothing less than canals crossing the country in
+every direction. These are of all sizes, from the great North Holland
+Ship Canal, which is the wonder of the world, to those which a boy can
+leap.
+
+Water-omnibuses constantly ply up and down these roads for the
+conveyance of passengers; and water-drays are used for carrying fuel and
+merchandise.
+
+Instead of green country lanes, green canals stretch from field to barn,
+and from barn to garden; and the farms are merely great lakes pumped
+dry. Some of the busiest streets are water, while many of the country
+roads are paved with brick.
+
+The city boats, with their rounded sterns, gilded bows, and gayly-painted
+sides, are unlike any others under the sun; a Dutch wagon with its
+funny little crooked pole is a perfect mystery of mysteries.
+
+One thing is clear, you may think that the inhabitants need never be
+thirsty. But no, Odd-land is true to itself still. With the sea pushing
+to get in, and the lakes struggling to get out, and the overflowing
+canals, rivers, and ditches, in many districts there is no water that is
+fit to swallow.
+
+Our poor Hollanders must go dry, or send far inland for that precious
+fluid, older than Adam, yet young as the morning dew.
+
+Sometimes, indeed, the inhabitants can swallow a shower, when they are
+provided with any means of catching it; but generally they are like the
+sailors told of in a famous poem, who saw
+
+    "Water, water, every-where,
+    Nor any drop to drink!"
+
+Great flapping windmills all over the country make it look as if flocks
+of huge sea birds were just settling upon it. Every-where one sees the
+funniest trees, bobbed into all sorts of odd shapes, with their trunks
+painted a dazzling' white, yellow, or red.
+
+Horses are often yoked three abreast. Men, women, and children, go
+clattering about in wooden shoes with loose heels.
+
+Husbands and wives lovingly harness themselves side by side on the bank
+of the canal and drag their produce to market.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils practice upon the inflections
+marked in the following
+
+Model.--Houses', bridges', churches', and ships', sprouting into
+masts', steeples', and trees'.
+
+Which words take the _falling inflection_?
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XL.
+
+
+whisk'ing, _pulling suddenly and with force_.
+
+lus'ti er, _stronger; louder_.
+
+of fend'ed, _made angry_.
+
+fa mil'iar, _friendly; as of a friend_.
+
+ma'tron ly, _elderly; motherly_.
+
+com mo'tion, _noise; confusion_.
+
+pant'ed, _breathed quickly_.
+
+sa lute', _greeting_.
+
+mute, _silent; unable to speak_.
+
+stur'dy, _strong; powerful_.
+
+ker'chiefs, _pieces of cloth worn about the head_.
+
+a do', _trouble; delay_.
+
+in'mates, _the persons in a house_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE WIND IN A FROLIC.
+
+
+  The wind one morning sprung up from sleep,
+  Saying, "Now for a frolic! Now for a leap!
+  Now for a madcap galloping chase!
+  I'll make a commotion in every place!"
+
+  So it swept with a bustle right through a great town,
+  Creaking the signs and scattering down
+  Shutters, and whisking with merciless squalls,
+  Old women's bonnets and gingerbread stalls.
+  There never was heard a much lustier shout,
+  As the apples and oranges tumbled about.
+
+  Then away to the fields it went blustering and humming,
+  And the cattle all wondered whatever was coming.
+  It pulled by their tails the grave, matronly cows,
+  And tossed the colts' manes all about their brows,
+  Till, offended at such a familiar salute,
+  They all turned their backs and stood silently mute.
+
+  So on it went, capering and playing its pranks;
+  Whistling with  reeds on  the broad  river banks;
+  Puffing the birds, as they sat on  the spray,
+  Or the traveler grave on the king's highway.
+  It was not too nice to hustle the bags
+  Of the beggar, and flutter his dirty rags.
+  'Twas so bold that it feared not to play its joke
+  With the doctor's wig, and the gentleman's cloak.
+
+  Through the forest it roared, and cried gayly, "Now
+  You sturdy old oaks, I'll make you bow!"
+  And it made them bow without more ado,
+  Or it cracked their great branches through and through.
+
+  Then it rushed like a monster o'er cottage and farm,
+  Striking their inmates with sudden alarm;
+  And they ran out like bees in a midsummer swarm.
+  There were dames with their kerchiefs tied over their caps,
+  To see if their poultry were free from mishaps;
+  The turkeys they gobbled, the geese screamed aloud,
+  And the hens crept to roost in a terrified crowd;
+  There was raising of ladders, and logs laying on,
+  Where the thatch from the roof threatened soon to be gone.
+
+  But the wind had passed on, and had met in a lane
+  With a school-boy, who panted and struggled in vain;
+  For it tossed him, and whirled him, then passed, and he stood
+  With his hat in a pool, and his shoe in the mud.
+
+  Then away went the wind in its holiday glee,
+  And now it was far on the billowy sea;
+  And the lordly ships felt its powerful blow,
+  And the little boats darted to and fro.
+
+  But, lo! it was night, and it sunk to rest
+  On the sea-birds' rock in the gleaming west,
+  Laughing to think, in its frolicsome fun,
+  How little of mischief it really had done.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let some pupil in the class state the manner
+in which the lesson should be read.
+
+Point out four lines that should be read more quietly than the rest of
+the lesson.
+
+Vary the reading by having parts of lesson read as a concert exercise.
+
+What effect has the repetition of the word _now_, in the second and
+third lines?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write six sentences, each containing one
+of the following words, used in such a manner as to show its proper
+meaning: _right, write; reed, read; tied, tide_.
+
+Let pupils make out an _analysis_ of the lesson, and use it in
+giving the story in their own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLI.
+
+
+veg e ta'tion, _every thing that grows out of the ground_.
+
+meth'od, _way; manner_.
+
+ta'per ing, _growing smaller toward the end_.
+
+men'tioned, _spoken of_.
+
+struct'ure, _arrangement of parts; a building of any kind_.
+
+marsh'y, _wet_.
+
+swamp, _low ground filled with water_.
+
+sprung, _started; begun_.
+
+
+       *       *       *       *       *
+
+
+
+
+SOMETHING ABOUT PLANTS.
+
+
+The name plant belongs in a general way to all vegetation, from the
+tiniest spear of grass or creeping flower one sees on the rocks by the
+brook-side, to the largest and tallest of forest trees.
+
+Plants are divided into numerous groups of families, and the study of
+the many species belonging to each family, is very interesting.
+
+There are thousands of kinds of grasses, shrubs, and trees, scattered
+over the different parts of the earth, and the larger portion of them
+are in some way useful to mankind.
+
+In speaking of grasses, we are apt to think only of the grass in the
+meadows, which is the food for our horses and cattle; but there are
+other kinds of grasses which are just as important to man as the grass
+of the meadow is to the beast. These are oats, rye, barley, wheat, corn,
+and others, all of which belong to the grass family.
+
+Perhaps it appears strange to you to hear wheat and corn called grass,
+and you ask how can that be.
+
+In the first place, all plants that have the same general form and
+method of growth, belong to the same family.
+
+Now, if you will pull up a stalk of grass and a stalk of wheat or rye
+and compare them, you will find that they are alike in all important
+respects.
+
+The roots of each look like a little bundle of strings or fibers, and
+are therefore called fibrous; the stalks you will find jointed and
+hollow; and the leaves are long and narrow, tapering to a point at their
+ends.
+
+Then, if you examine the seeds, you will see that they are placed near
+together and form what we call an ear or head, as in an ear of corn, or
+a head of wheat.
+
+This same general form or structure applies to every one of the plants
+belonging to the grass family; and in this family are included all the
+different kinds of canes and reeds that grow in swamps and marshy
+places, as well as the bamboo of the tropics.
+
+Shrubs are those plants which have woody stems and branches. They are
+generally of small size, rarely reaching over twenty feet in height.
+Small shrubs are usually called bushes.
+
+In this class of plants, the branches generally start close to the
+ground, and in some cases, a little below the surface of the ground,
+rising and spreading out in all directions.
+
+The common currant bushes, blackberry bushes, and rose bushes which we
+see in gardens, are shrubs.
+
+So also are grape-vines, honeysuckles, ivy, and all other creeping
+vines. These are called climbing plants, because little tendrils or
+claspers which grow out of their branches, wind around and fasten
+themselves to any thing in their way.
+
+Trees are the largest and strongest of all plants.
+
+They have woody stems or trunks, and branches. These branches do not, as
+in shrubs, start close to the ground, but at some distance above, from
+which height they extend in different directions.
+
+It is difficult to believe that some of the large trees we see, sprung
+from small seeds; yet it is true that all trees started in this manner.
+
+The seeds are scattered about by birds and tempests, and falling on the
+soft ground, where they become covered with, leaves and earth, they take
+root and grow.
+
+Thus the little acorn sprouts, and from it springs the sturdy oak, which
+is not only the noblest of trees, but lives hundreds of years.
+
+The trunks and branches of trees are protected by a covering called
+bark. This bark is thicker near the base or root of the tree than it is
+higher up among the branches.
+
+On some trees, the bark is very rough and shaggy looking, as on the oak,
+ash, walnut, and pine; on others, the bark is smooth, as on the beech,
+apple, and birch.
+
+Some trees live for only a few years, rapidly reaching their full
+growth, and rapidly decaying. The peach-tree is one of this kind.
+
+Other trees live to a great age. An elm-tree has been known to live for
+three hundred years; a chestnut-tree, six hundred years; and oaks, eight
+hundred years.
+
+The baobab-tree of Africa lives to be many hundred years old. There is a
+yew-tree in England that is known to be over two thousand years old.
+
+The "big trees" of California are the largest in the world, although not
+of so great an age as some that have been mentioned. The tallest of
+these trees that has yet been discovered, measures over three hundred
+and fifty feet in height, and the distance around it near the ground is
+almost one hundred feet. The age of this tree must be between one
+thousand five hundred and two thousand years.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let, pupils pronounce in concert and singly,
+the following words: _corn, stalks, important, form, tall, walnut,
+horses_.
+
+In the fifth paragraph on page 199, why are _some_ and _others_
+emphatic?[12]
+
+Mark _inflections_ of _oak, ash, walnut_, and _pine_; and of _beech,
+apple_, and _birch_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Place _dis_ before each of the following words,
+and then give the meaning of each of the words so formed.
+
+    appear    covered    able    like    believe
+
+[12] See fifth paragraph from the end of the lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLII.
+
+
+flush, _bright red color_.
+
+low'ing, _the bellowing or cry of cattle_.
+
+rang'ing, _wandering_.
+
+in tent', _determined_.
+
+striv'ing, _making great efforts_.
+
+pre serve', _keep in safety_.
+
+re flect'ed, _shining back; thrown back, as by a looking-glass_.
+
+pro ceed'ed, _went forward_.
+
+checked, _stopped_.
+
+blasts, _sounds made by blowing_.
+
+
+       *       *       *       *       *
+
+
+
+
+A FOREST ON FIRE.
+
+PART I.
+
+
+We were sound asleep one night, when, about two hours before day, the
+snorting of our horses and lowing of our cattle, which were ranging in
+the woods, suddenly awoke us.
+
+I took my rifle and went to the door to see what beast had caused the
+hubbub, when I was struck by the glare of light reflected on all the
+trees before me, as far as I could see through the woods.
+
+My horses were leaping about, snorting loudly, and the cattle ran among
+them in great confusion.
+
+On going to the back of the house I plainly heard the crackling made by
+the burning brushwood, and saw the flames coming toward us in a
+far-extended line.
+
+I ran to the house, told my wife to dress herself and the child as
+quickly as possible, and take the little money we had, while I managed
+to catch and saddle two of the best horses.
+
+All this was done in a very short time, for I felt that every moment was
+precious to us.
+
+We then mounted our horses, and made off from the fire. My wife, who is
+an excellent rider, kept close to me; and my daughter, who was then a
+small child, I took in one arm.
+
+When making off, I looked back and saw that the frightful blaze was
+close upon us, and had already laid hold of the house.
+
+By good luck there was a horn attached to my hunting-clothes, and I blew
+it, to bring after us, if possible, the remainder of my live-stock, as
+well as the dogs.
+
+The cattle followed for a while; but before an hour had passed they all
+ran, as if mad, through the woods, and that was the last we saw of them.
+
+My dogs, too, although at all other times easily managed, ran after the
+deer that in great numbers sprung before us as if fully aware of the
+death, that was so rapidly approaching.
+
+We heard blasts from the horns of our neighbors as we proceeded, and
+knew that they were in the same unfortunate condition that we were in
+ourselves.
+
+Intent on striving to the utmost to preserve our lives, I thought of a
+large lake, some miles off, where the flames might possibly be checked,
+and we might find a place of safety.
+
+Urging my wife to whip up her horse, we set off at full speed, making
+the best way we could over the fallen trees and the brush heaps, which
+lay like so many articles placed on purpose to keep up the terrific
+fires that advanced with a broad front upon us.
+
+By this time we were suffering greatly from the effects of the heat, and
+we were afraid that our horses would be overcome and drop down at any
+moment.
+
+A singular kind of breeze was passing over our heads, and the glare of
+the burning trees shone more brightly than the daylight. I was sensible
+of a slight faintness, and my wife looked pale.
+
+The heat had produced such a flush in the child's face that, when she
+turned toward either of us, our grief and anxiety were greatly
+increased.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--What tone of voice should be used in reading
+the lesson?
+
+Should the rate of reading be slow or rapid?
+
+Point out two paragraphs requiring a somewhat different rate.
+
+Should the feelings expressed in the lesson be rendered in a quiet or
+loud tone?
+
+Different inflections are sometimes used, simply to give variety to the
+reading and not for emphasis.
+
+In the first paragraph, mark _inflection_ of _night, day, horses,
+cattle, woods, us_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLIII.
+
+
+de voured', _eaten up greedily, as by wild animals_.
+
+por'cu pine, _a kind of animal_.
+
+smold'der ing,  _burning slowly; smoking_.
+
+in suf'fer a ble, _not to be borne_.
+
+shift'ed, _moved about; changed position_.
+
+sti'fling, _stopping the breath_.
+
+dismal, _gloomy; cheerless_.
+
+un grate'ful, _not thankful_.
+
+rem'e died, _relieved; cured_.
+
+
+       *       *       *       *       *
+
+
+
+
+A FOREST ON FIRE.
+
+PART II.
+
+
+Ten miles are soon gone over on swift horses; but yet, when we reached
+the borders of the lake we were quite exhausted, and our hearts failed
+us. The heat of the smoke was insufferable, and sheets of blazing fire
+flew over us in a manner beyond belief.
+
+[Illustration]
+
+We reached the shore, however, coasted the lake for a while, and got
+round to the sheltered side. There we gave up our horses, which we never
+saw again.
+
+We plunged down among the rushes, by the edge of the water, and laid
+ourselves down flat, to await the chance of escaping from being burned
+or devoured. The water greatly refreshed us, and we enjoyed the
+coolness.
+
+On went the fire, rushing and crashing through the woods. Such a morning
+may we never again see! The heavens themselves, I thought, were
+frightened.
+
+All above us was a bright, red glare, mingled with, dark, threatening
+clouds and black smoke, rolling and sweeping away in the distance.
+
+Our bodies were cool enough, but our heads were scorching; and the
+child, who now seemed to understand the matter, cried so as nearly to
+break our hearts.
+
+The day passed on, and we became hungry. Many wild beasts came plunging
+into the water beside us, and others swam across to our side, and stood
+still. Although faint and weary, I managed to shoot a porcupine, and we
+all tasted its flesh.
+
+The night passed, I cannot tell you how. Smoldering fires covered the
+ground, and the trees stood like pillars of fire, or fell across each
+other.
+
+The stifling and sickening smoke still rushed over us, and the burnt
+cinders and ashes fell thick around us.
+
+When morning came, every thing about us was calm; but a dismal smoke
+still filled the air, and the smell seemed worse than ever. What was to
+become of us I did not know.
+
+My wife hugged the child to her breast, and wept bitterly; but God had
+preserved us through the worst of the danger, and the flames had gone
+past, so I thought it would be both ungrateful to Him and unmanly to
+despair now.
+
+Hunger once more pressed upon us, but this was soon remedied. Several
+deer were standing in the water, up to the head, and I shot one of them.
+Some of its flesh was soon roasted, and after eating it we felt
+wonderfully strengthened.
+
+By this time the blaze of the burning forest was beyond our sight,
+although the remains of the fires of the night before were still burning
+in many places, and it was dangerous to go among the burnt trees.
+
+After resting for some time, we prepared to commence our march. Taking
+up the child in my arms, I led the way over the hot ground and rocks;
+and after two weary days and nights of suffering, during which we
+shifted in the best manner we could, we at last succeeded in reaching
+the hard woods, which had been free from the fire.
+
+Soon after we came to a house, where we were kindly treated. Since then
+I have worked hard and constantly as a lumber-man; and, thanks to God,
+we are safe, sound, and happy.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out, breathing-places in the last
+paragraph of page 207.[13]
+
+Name the _emphatic words_ in the last sentence of the lesson.
+
+Mark _inflection_ in the last line of the lesson.
+
+Pronounce carefully the following words: _dark, march, hard, calm,
+hearts_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils define the following words: _complete,
+attract, locate, intent, procrastinate, separate_; then add to each
+word as a stem, the ending _ion_, and define the words so formed.
+
+Point out the omissions of letters necessary in joining the stems and
+endings.
+
+Let pupils make out an _analysis_ in six parts for the last two
+lessons, and use it in writing or telling the story in their own words.
+
+
+[13] See third paragraph from the end of the lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLIV.
+
+
+peas'ants, _those who work on farms_.
+
+hedge'rows, _rows of shrubs or trees used to inclose a space_.
+
+tow'ers, _very high buildings_.
+
+an ces'tral, _belonging to a family for a great many years_.
+
+mon'arch, _king; ruler_.
+
+roy'al ty, _kings and queens_.
+
+gifts, _things given; presents_.
+
+
+       *       *       *       *       *
+
+
+
+
+COMMON GIFTS.
+
+
+  The sunshine is a glorious thing,
+    That comes alike to all,
+  Lighting the peasant's lowly cot,
+    The noble's painted hall.
+
+  The moonlight is a gentle thing,
+    Which through the window gleams
+  Upon the snowy pillow, where
+    The happy infant dreams.
+
+  It shines upon the fisher's boat
+    Out on the lonely sea,
+  As  well as on the flags which float
+    On towers of royalty.
+
+  The dewdrops of the summer morn
+    Display their silver sheen
+  Upon the smoothly shaven lawn,
+    And on the village green.
+
+  There are no gems in monarch's crown
+    More beautiful than they;
+  And yet you scarcely notice them,
+    But tread them off in play.
+
+  The music of the birds is heard,
+    Borne on the passing breeze,
+  As sweetly from the hedgerows as
+    From old ancestral trees.
+
+  There are as many lovely things,
+    As many pleasant tones,
+  For those who dwell by cottage hearths
+    As those who sit on thrones.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read with a full and
+clear tone of voice. The thoughts expressed are not of a conversational
+nature.
+
+In the first stanza, in the contrast between _peasant's lowly cot_ and
+_noble's painted hall_, the inflections are _rising circumflexes_
+and _falling circumflexes_.
+
+The _rising circumflex_ consists of a downward turn of the voice
+followed by an upward turn; the _falling circumflex_, of an upward
+turn followed by a downward turn.
+
+Let pupils mark the inflections in the last two lines of the poem.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express the meaning of what is given
+below in dark type, using a single word for each example.
+
+    For _those who dwell by cottage hearths_
+
+    As _those who sit on thrones_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLV.
+
+
+re quest', _a wish that is expressed; desire_.
+
+har'bor, _a sheltered place where ships can anchor_.
+
+lo'cate, _place; choose as a place to live_.
+
+both'er, _trouble_.
+
+beach, _the shore of the sea_.
+
+knack, _an easy way of doing any thing_.
+
+in dulged', _gave way to, as to appetite_.
+
+ban'quet, _a very good dinner or other meal_.
+
+rheu'ma tism, _a painful trouble in the muscles or joints_.
+
+
+       *       *       *       *       *
+
+
+
+
+A GHOST STORY.
+
+PART I.
+
+
+"I have not a room in the house; but if you don't mind going down to the
+cottage, and coming up here to your meals, I can take you, and would be
+glad to," said Mrs. Grant, in answer to my request for board.
+
+"Where is the cottage?" and I looked about me, feeling ready to accept
+any thing in the way of shelter, after the long, hot journey from Boston
+to breezy York Harbor.
+
+"Right down there--just a step, you see. It's all in order; and next
+week it will be full, for many folks prefer it because of the quiet."
+
+At the end of a very steep path, which offered every chance for
+accidents of all sorts, from a sprained ankle to a broken neck, stood
+the cottage--a little white building, with a pretty vine over the door,
+gay flowers in the garden, and the blue Atlantic rolling up at the foot
+of the cliff.
+
+"A regular 'Cottage by the Sea.' It will suit me exactly if I can have
+the upper front room. I don't mind being alone; so have my trunk taken
+down, please, and I'll get ready for tea," said I, feeling very happy on
+account of my good luck.
+
+Alas, how little I knew what a night of terror I was to pass in that
+pretty white cottage!
+
+An hour later, refreshed by my tea and the coolness of the place, I
+plunged into the pleasures of the season, and accepted two invitations
+for the evening--one to a, walk on Sunset Hill, the other to a clam-bake
+on the beach.
+
+The stroll came first, and on the hill-top we met an old gentleman with
+a spy-glass, who welcomed me with the remark--
+
+"Pretty likely place for a prospect."
+
+After replying to what he said, I asked the old gentleman if he knew any
+legend or stories about the old houses all around us.
+
+"Yes, many of them," he replied; "and it isn't always the old places
+that have the most stories about 'em.
+
+"Why, that cottage down yonder isn't more'n fifty years old, and they do
+say there's been a lot of ghosts seen there, owin' to a man's killin' of
+himself in the back bed-room."
+
+"What! that house at the end of the lane?" I asked, with sudden
+interest.
+
+"Just so; nice place, but lonesome and dampish. Ghosts and toadstools
+are apt to locate in houses of that sort," was his mild reply.
+
+The dampness scared me more than the ghosts, for I had never seen a
+ghost yet; but I had been haunted by rheumatism, and found it a hard
+thing to get rid of.
+
+"I've taken a room there, so I'm rather interested in knowing what
+company I'm to have."
+
+"Taken a room, have you? Well, I dare say you won't be troubled. Some
+folks have a knack of seeing spirits, and then again some haven't.
+
+"My wife is uncommon powerful that way, but I an't; my sight's dreadful
+poor for that sort."
+
+There was such a sly look in the starboard eye of the old fellow as he
+spoke, that I laughed outright, and asked, sociably--
+
+"Has she ever seen the ghosts of the cottage? I think I have rather a
+knack that way, and I'd like to know what to expect."
+
+"No, her sort is the rapping kind. Down yonder, the only ghost I take
+much stock in is old Bezee Tucker's. Some folks say they've heard him
+groaning there nights, and a dripping sound; he bled to death, you know.
+
+"It was kept quiet at the time, and is forgotten now by all but a few
+old fellows like me. Bezee was always polite to the ladies, so I guess
+he won't bother you, ma'am;" and the old fellow laughed.
+
+"If he does, I'll let you know;" and with that I left him, for I was
+called and told that the beach party was anxious for my company.
+
+In the delights of that happy hour, I forgot the warning of the old
+gentleman on the hill, for I was about to taste a clam for the first
+time in my life, and it was a most absorbing moment.
+
+Perched about on the rocks like hungry birds, we sat and watched the
+happy cooks with breathless interest, as they struggled with
+frying-pans, fish that refused to brown, steaming sea-weed, and hot
+ashes.
+
+Little Margie Grant waited upon me so prettily, that I should have been
+tempted to try a sea porcupine if she had offered it, so charming was
+her way of saying, "O here's a perfectly lovely one! Do take him by his
+little black head and eat him quick!"
+
+I indulged without thought, in clams, served hot between two shells,
+little dreaming what a price I was to pay for that banquet.
+
+
+       *       *       *       *       *
+
+
+Language Lesson--Let pupils use other words to express the meaning of
+the parts given below in dark type.
+
+    "Right down there--_just a step_, you see."
+
+    "_Pretty likely_ place for a prospect."
+
+    "The only one I _take much stock in_."
+
+Write out in full the words for which _'em_ and _an't_ are used.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLVI.
+
+
+quaked, _shook, as with fear_.
+
+cha'os, _a great number of things without order_.
+
+gi gan'tic, _of very great size_.
+
+stealth'y, _very quiet, so as to escape notice_.
+
+fa'tal, _causing great harm_.
+
+mis'sion, _what one is sent to do_.
+
+in'ter vals, _spaces of time_.
+
+thrill, _feeling, as of pain or pleasure_.
+
+af fect'ing, _making a show of_.
+
+a pol'o gize, _express sorrow for an act_.
+
+ret ri bu'tion, _paying back for one's acts; punishment_.
+
+
+       *       *       *       *       *
+
+
+
+
+A GHOST STORY.
+
+PART II.
+
+
+We staid up till late, and then I was left, at my own door by my
+friends, who informed me that York was a very quiet, safe place, where
+people slept with unlocked doors, and nothing ever went amiss o' nights.
+
+I said nothing of ghosts, being ashamed to own that I quaked, a little
+at the idea of the "back bed-room," as I shut out the friendly faces and
+fastened myself in.
+
+A lamp and matches stood in the hall, and lighting the lamp, I whisked
+up stairs with suspicious rapidity, locking my door, and went to bed,
+firmly refusing to own even to myself that I had ever heard the name of
+Bezee Tucker.
+
+Being very tired, I soon fell asleep; but fried potatoes and a dozen or
+two of hot clams are not kinds of food best fitted to bring quiet sleep,
+so a fit of nightmare brought me to a realizing sense of my foolishness.
+
+From a chaos of wild dreams was finally brought forth a gigantic clam,
+whose mission it was to devour me as I had devoured its relatives. The
+sharp shells were open before me, and a solemn voice said, "Take her by
+her little head and eat her quick."
+
+Retribution was at hand, and, with a despairing effort to escape by
+diving, I bumped my head smartly against the wall, and woke up feeling
+as if there was an earthquake under the bed.
+
+Collecting my scattered wits, I tried to go to sleep again; but alas!
+that fatal feast had destroyed sleep, and I vainly tried to quiet my
+wakeful senses with the rustle of leaves about the window and the
+breaking waves upon the beach.
+
+In one of the pauses between the sounds of the waves, I heard a curious
+noise in the house--a sort of moan, coming at regular intervals.
+
+And, as I sat up to make out where it was, another sound caught my
+attentive ear. Drip, drip, drip, went something out in the hall, and in
+an instant the tale told me on Sunset Hill came back with unpleasant
+reality.
+
+"Nonsense! It is raining, and the roof leaks," I said to myself, while
+an unpleasant thrill went through me, and fancy, aided by indigestion,
+began to people the house with ghostly inmates.
+
+No rain had fallen for weeks, and peeping through my curtain, I saw the
+big, bright stars shining in a cloudless sky; so that explanation
+failed, and still the drip, drip, drip went on.
+
+Likewise the moaning--so distinctly now that it was clear that the
+little back bed-room was next the chamber in which I was quaking at that
+very moment.
+
+"Some one is sleeping there," I said, and then remembered that all the
+rooms were locked, and all the keys but mine in Mrs. Grant's pocket, up
+at the house.
+
+"Well, let the ghosts enjoy themselves; I won't disturb them if they let
+me alone. Some of the ladies thought me brave to dare to sleep here,
+and it never will do to own I was scared by a foolish story and an odd
+sound."
+
+So down I lay, and said the multiplication table with great
+determination for several minutes, trying to turn a deaf ear to the
+outside world and check my unruly thoughts.
+
+But it was a failure; and when I found myself saying over and over "Four
+times twelve is twenty-four," I gave up affecting courage, and went in
+for a good, honest scare.
+
+As a cheerful subject for midnight consideration, I kept thinking of B.
+Tucker, in spite of every effort to give it up. In vain I remembered the
+fact that the departed gentleman was "always polite to ladies."
+
+I still was in great fear lest he might think it necessary to come and
+apologize in person for "bothering" me.
+
+Presently a clock struck three, and I gave a moan that beat the ghost's
+all hollow, so full of deep suffering was I at the thought of several
+hours of weary waiting.
+
+I was not sure at what time the daylight would appear, and I was
+bitterly sorry for not gathering useful information about sunrise,
+tides, and such things, instead of listening to the foolish gossip of
+Uncle Peter on the hill-top.
+
+Minute after minute dragged slowly on, and I was just thinking that I
+should be obliged to shout "Fire!" as the only means of relief in my
+power, when, a stealthy step under the window gave me a new feeling.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--To give greater effect to certain parts of
+the lesson, read them very slowly.
+
+The first line of the last paragraph is a good example of adding
+_emphasis_ by reading slowly.
+
+Point oat two other places in the lesson where slow reading would be
+best.
+
+What word in the last paragraph may be made very emphatic, even to the
+extent of using the _calling tone_ of voice?
+
+Let pupils pronounce in concert, and singly, the following words:
+_soon, do, two, foolish, roof, food, room_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write statements, each containing one of
+the following words, used in such a manner as to show its proper
+meaning: _beech, beach; sense, scents; fourth, forth; hear, here_.
+
+Give rules for the capital letters in the first three paragraphs of the
+lesson.
+
+Let pupils place _un_ before each of the following words, and then
+define them.
+
+    safe    lock    heard    pleasant    fit
+
+Define each of the following words formed from _please_, and state in
+each case what change of meaning occurs.
+
+    please    pleasant    pleasantly    unpleasantly
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLVII.
+
+
+dag'ger, _a short sword_.
+
+spell, _a feeling which prevents one from moving_.
+
+bran'dished, _raised, and moved in different directions_.
+
+in spir'ing, _making one feel_.
+
+awe, _deep fear_.
+
+de mand'ed, _asked as a right_.
+
+punct'u al, _always on time_.
+
+ro mance, _a story of surprising adventures_.
+
+bur'glar, _one who breaks into a house at night_.
+
+cus'tom, _a way or a manner of doing things_.
+
+reigned, _ruled; held power_.
+
+
+       *       *       *       *       *
+
+
+
+
+A GHOST STORY.
+
+PART III.
+
+
+This was a start, not a scare--for the new visitor was a human foe, and
+I had little fear of such, being possessed of good lungs, strong arms,
+and a Roman dagger nearly as big as a carving-knife.
+
+The step that I had just heard broke the spell, and creeping noiselessly
+to the window, I peeped out to see a dark figure coming up the stem of
+the tall tree close by, hand-over-hand, like a sailor or a monkey.
+
+"Two can play at that game, my friend; you scare me, and I'll scare
+you." And with an actual sense of relief in breaking the silence, I
+suddenly flung up the curtain, and leaned out.
+
+I brandished my dagger with what I intended to be an awe-inspiring
+screech; but, owing to the flutter of my breath, the effort ended in a
+curious mixture of howl and bray.
+
+A most effective sound, nevertheless; for the burglar dropped to the
+ground as if he had been shot, and, with one upward glance at the white
+figure dimly seen in the starlight, fled as if a thousand ghosts were at
+his heels.
+
+"What next?" thought I, wondering whether this eventful night would ever
+come to a close.
+
+I sat and waited, chilly but brave, while the strange sounds went on
+within the house and silence reigned without, till the cheerful crow of
+the punctual "cockadoo," as Margie called him, told me that it was
+sunrise and laid the ghosts.
+
+A red glow in the east drove away my last fear, and I soon lay down and
+slept quietly, quite worn out.
+
+The sun shining upon my face waked me, and a bell ringing warned me to
+hurry. A childish voice calling out, "Betfast is most weady, Miss Wee,"
+assured me that sweet little spirits haunted the cottage as well as
+ghostly ones.
+
+As I left my room to join Margie, who was waiting for me, I saw two
+things which caused me to feel that the horrors of the night were not
+all unreal.
+
+Just outside the back bed-room door was a damp place, as if that part of
+the floor had been newly washed; and when led by curiosity, I peeped
+through the keyhole of the haunted chamber, my eye distinctly saw an
+open razor lying on a dusty table.
+
+My seeing was limited to that one object, but it was quite enough. I
+went up the hill thinking over the terrible secret hidden in my breast.
+
+I longed to tell some one, but was ashamed; and, when asked why I was so
+pale and absent-minded, I answered with a gloomy smile--
+
+"It is the clams."
+
+All day I hid my sufferings pretty well, but as night approached and I
+thought of sleeping again in that haunted cottage, my heart began to
+fail. As we sat telling stories in the dusk, a bright idea came into my
+head.
+
+I would relate my ghost story, and rouse the curiosity of my hearers, so
+that some of them would offer to stay at the cottage in hopes of seeing
+the spirit of the restless Tucker.
+
+Cheered by this fancy, when my turn came I made a thrilling tale about
+Bezee Tucker and my night's adventure. After my hearers were worked up
+to a proper state of excitement, I paused for applause.
+
+It came in a most unexpected form, however, for Mrs. Grant burst out
+laughing, and the two boys--Johnny and Joe--rolled about in convulsions
+of merriment.
+
+Much displeased, I demanded the cause of their laughter, and then joined
+in the general shout when Mrs. Grant informed me that Bezee Tucker
+lived, died in, and haunted the tumble-down house at the other end of
+the lane, and not the cottage where I was staying.
+
+"Then who or what made those mysterious noises?" I asked, relieved but
+rather displeased at the downfall of my romance.
+
+"My brother Seth," replied Mrs. Grant, still laughing. "I thought you
+might be afraid to be there all alone, so he slipped into the bed-room,
+and I forgot to tell you. He's a powerful snorer, and that's one of the
+awful sounds.
+
+"The other was the dripping of salt water; for you wanted some, and the
+girl got it in a leaky pail. Seth swept out the water when he left the
+cottage early in the morning."
+
+I said nothing about having seen through the keyhole the harmless razor;
+but wishing to get some praise for my heroic encounter with the burglar,
+I mildly asked if it was the custom in York for men as well as turkeys
+to roost in trees.
+
+Another burst of laughter from the boys did away with my last hope of
+glory. As soon as he could speak, Joe answered--
+
+"Johnny planned to be up early to pick the last cherries off that tree.
+I wanted to get ahead of him, and as I was going a-fishing, I went off
+quietly before daylight."
+
+"Did you get the cherries?" I asked, bound to have some laugh on my
+side.
+
+"Guess I didn't," grumbled Joe, rubbing his knees, while Johnny added--
+
+"He got a horrid scare and a right good scraping, for he didn't know
+any one was down there. Couldn't go a-fishing, either--he was so
+lame--and I had the cherries after all. Served him right, didn't it?"
+
+No answer was necessary. Mrs. Grant went off to repeat the tale in the
+kitchen, and the sounds of hearty laughter that I heard, assured me that
+Seth was enjoying the joke as well as the rest of us.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils make out an _analysis_ for so much of the
+last three lessons as may be included under the subject--"A Night at
+the Cottage."
+
+Suggestion.--The _analysis_ of _simple subjects_, and their treatment
+orally or in writing, are valuable exercises, and should be assigned to
+pupils as frequently as possible during the whole of their school life.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLVIII.
+
+
+mel'o dy, _sounds pleasant to the ear_.
+
+chant'ed, _sung in a simple melody_.
+
+witch, _a person supposed to deal with evil spirits_.
+
+trump'et, _a hollow piece of metal used to make music_.
+
+har'mo ny, _the effect produced by uniting two or
+    more different parts in music_.
+
+
+       *       *       *       *       *
+
+
+
+
+WHAT THE CHIMNEY SANG.
+
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  And the Woman stopped, as her babe she tossed,
+  And thought of the one she had long since lost:
+  And said, as her tear-drop back she forced,
+  "I hate the wind in the chimney."
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  And the Children said, as they closer drew,
+  "'Tis some witch that is cleaving the black night through--
+  'Tis a fairy trumpet that just then blew,
+  And we fear the wind in the chimney."
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  And the Man, as he sat on his hearth below,
+  Said to himself, "It will surely snow,
+  And fuel is dear and wages low,
+  And I'll stop the leak in the chimney."
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  But the Poet listened and smiled, for he
+  Was Man, and Woman, and Child--all three,
+  And said, "It is God's own harmony,
+  This wind we hear in the chimney."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The first two lines of each stanza may be read
+more slowly and with a fuller tone of voice than the rest of the
+stanza.
+
+Notice that the words of special _emphasis_ throughout the poem begin
+with capital letters.
+
+Mark _inflections_ in the last four lines of the first and last
+stanzas.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLIX.
+
+
+sel'dom, _not often; rarely_.
+
+jun'gles, _places covered with trees and brushwood_.
+
+tough (tuf), _not easily separated_.
+
+ap par'ent ly, _seemingly; in appearance_.
+
+a cute', _quick in action; sharp_.
+
+charg'es, _rushes forward_.
+
+gram'p us, _a kind of fish_.
+
+re sumed', _started again; took up again_.
+
+hid'e ous, _horrid to look at_.
+
+de struc'tion, _death; entire loss_.
+
+re sist', _stand against_.
+
+des'per ate, _without hope or care_.
+
+ex cur'sions, _journeys; rambles_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE RHINOCEROS.
+
+
+Next to the mighty elephant, the rhinoceros is the largest and strongest
+of animals. There are several species of the rhinoceros, some of which
+are found in Asia, and others in different parts of Africa.
+
+In the latter country there are four varieties--the black rhinoceros,
+having a single horn; the black species having two horns; the
+long-horned white rhinoceros; and the common white species, which has a
+short, stubby horn.
+
+The largest of the African species is the long-horned, white, or
+square-nosed rhinoceros. When full-grown, it sometimes measures eighteen
+feet in length, and about the same around the body. Its horn frequently
+reaches a length of thirty inches.
+
+The black rhinoceros, although much, smaller than the white, and seldom
+having a horn over eighteen inches long, is far more ferocious than the
+white species, and possesses a wonderful degree of strength.
+
+The form of the rhinoceros is clumsy, and its appearance dull and heavy.
+The limbs are thick and powerful, and each, foot has three toes, which
+are covered with broad, hoof-like nails.
+
+The tail is small; the head very long and large. Taken altogether, there
+are few--if any--animals that compare with the rhinoceros in ugliness.
+
+The eyes are set in such a manner that the animal can not see any thing
+exactly in front of it; but the senses of hearing and smelling are so
+keen that sight is not required to detect an enemy, whether it be man or
+beast.
+
+The skin of the African rhinoceros is smooth, and has only a few
+scattering hairs here and there. It is, however, very thick and tough,
+and can resist the force of a rifle-ball unless it is fired from a very
+short distance.
+
+The largest known species of the rhinoceros is found in Asia. It lives
+chiefly in the marshy jungles, and on the banks of lakes and rivers in
+India. Some of this species are over live feet in height, and have horns
+three feet in length and eighteen inches around the base.
+
+Unlike the African rhinoceros, the skin of the Asiatic species is not
+smooth, but lies in thick folds upon the body, forming flaps which can
+be lifted with the hand.
+
+The food of the rhinoceros consists of roots, and the young branches and
+leaves of trees and shrubs.
+
+It plows up the roots with the aid of its horn, and gathers the branches
+and leaves with the upper lip which is long and pointed, and with which
+the food is rolled together before placing it in the mouth.
+
+The flesh of the rhinoceros is good to eat; and its strong, thick skin
+is made by the natives, into shields, whips, and other articles.
+
+Though clumsy and apparently very stupid, the rhinoceros is a very
+active animal when attacked or otherwise alarmed, dashing about with
+wonderful rapidity.
+
+It is very fierce and savage--so much so that the natives dread it more
+than they do the lion. In hunting the animal, it is dangerous for a man
+to fire at one unless he is mounted upon a swift horse, and can easily
+reach some place of safety.
+
+When attacking an enemy, the rhinoceros lowers its head and rushes
+forward like an angry goat. Though it may not see the object of its
+attack, the sense of smell is so acute that it knows about when the
+enemy is reached.
+
+Then begins a furious tossing of the head, and if the powerful horn
+strikes the foe, a terrible wound is the result.
+
+When wounded itself, the rhinoceros loses all sense of fear, and charges
+again and again with such desperate fury that the enemy is almost always
+overcome.
+
+A famous traveler in South Africa relates the following incident that
+happened during one of his hunting excursions:
+
+"Having proceeded about two miles, I came upon a black rhinoceros,
+feeding on some Wait-a-bit thorns within fifty yards of me.
+
+"I fired from the saddle, and sent a bullet in behind his shoulder, when
+he rushed forward, blowing like a grampus, and then stood looking about
+him.
+
+"Presently he started off, and I followed. I expected that he would come
+to bay, but it seems a rhinoceros never does that--a fact I did not
+know at that time.
+
+"Suddenly he fell flat upon the ground; but soon recovering his feet, he
+resumed his course as if nothing had happened.
+
+"I spurred on my horse, dashed ahead, and rode right in his path. Upon
+this, the hideous monster charged me in the most resolute manner,
+blowing loudly through his nostrils.
+
+"Although I quickly turned about, he followed me at such a furious pace
+for several hundred yards, with his horrid horny snout within a few
+yards of my horse's tail, that I thought my destruction was certain.
+
+"The animal, however, suddenly turned and ran in another direction. I
+had now become so excited with the incident, that I determined to give
+him one more shot any way.
+
+"Nerving my horse again, I made another dash, after the rhinoceros, and
+coming up pretty close to him, I again fired, though with little
+effect, the ball striking some thick portion of his skin and doing no
+harm.
+
+"Feeling that I did not care to run the chance of the huge brute again
+charging me, and believing that my rifle-ball was not powerful enough
+to kill him, I determined to give up the pursuit, and accordingly let
+him run off while I returned to the camp."
+
+[Illustration]
+
+
+      *      *      *      *      *
+
+
+Directions for Reading.--Let pupils mark _inflections_ in the first
+sentence of the lesson.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express in other words the meaning of
+what is given below in dark type.
+
+    "I expected that he would _come to bay_."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON L.
+
+
+per'il, _great danger that is near one_.
+
+pru'dent, _careful in regard to what may happen_.
+
+con'fi dence, _courage; freedom from doubt_.
+
+oc ca'sion, _a chance event; an incident_.
+
+tor'rents, _violent streams, as of water_.
+
+ford, _a place to cross a river_.
+
+per suad'ed, _influenced by advice_.
+
+op'po site, _on the other side; in front of_.
+
+fran'tic, _without power to act properly_.
+
+her'o ism, _great courage, which makes one willing to face
+    danger of any kind_.
+
+res'o lute, _decided; firm_.
+
+af fec'tion ate, _kind and loving_.
+
+
+       *       *       *       *       *
+
+
+
+
+PRESENCE OF MIND.
+
+
+Many years ago, there lived on the banks of the Naugatuck River, in
+Connecticut, a family by the name of Bishop.
+
+The father was not wealthy, but a good man, and respected by all who
+knew him. He had fought in the battles of his country during the
+Revolutionary War, and was familiar with scenes of danger and peril.
+
+He had learned that it is always more prudent to preserve an air of
+confidence in danger, than to show signs of fear, and especially so,
+since his conduct might have a great influence upon the minds of those
+about him.
+
+On one occasion he sent his son James, a boy twelve years old, across
+the river to the house of a relative, on an errand. As there was no
+bridge or ferry, all who crossed the river were obliged to ford it.
+
+James was familiar with every part of the fording-place, and when the
+water was low, which was the case at this time, there was no danger in
+crossing.
+
+Mounted on one of his father's best horses, James set out. He crossed
+the river, and soon reached the house of his relatives.
+
+He was ready to start on his return, when suddenly the heavens became
+black with clouds, the wind blew with great violence, and the rain fell
+in torrents.
+
+It was late in the afternoon, and as his relatives feared to have him
+attempt to reach home in such a storm, they persuaded him to remain over
+night and wait until daylight before starting for home.
+
+His father suspected the cause of James' delay, and was not over anxious
+on his account. He knew that the boy was prudent, and did not fear that
+any accident would happen to him during the night.
+
+But he knew that he had taught James to obey his commands in every
+particular, and as the boy possessed, a daring and fearless spirit, that
+he would attempt to ford the river as soon as it was light enough in the
+morning.
+
+He knew, also, that the immense quantity of water that appeared to be
+falling, would cause the river to rise to a considerable height by
+morning, and make it very dangerous even for a strong man to attempt to
+cross it.
+
+The thought of what might befall his child caused Mr. Bishop to pass a
+sleepless night; for although he was very strict with his children, he
+possessed an affectionate nature and loved them dearly.
+
+The day dawned; the storm had ceased; the wind was still, and nothing
+was to be heard but the roar of the river.
+
+The rise of the river was even greater than Mr. Bishop expected, and as
+soon as it was light enough, for him to see objects across it, he took
+up a position on the bank to watch for the approach of his son.
+
+James arrived on the opposite shore at the same time, and his horse was
+beginning to enter the stream.
+
+All his father's feelings were roused into action, for he knew that his
+son was in fearful danger. James had already proceeded too far to
+return--in fact, to go forward or back was equally dangerous.
+
+His horse had arrived at the deepest part of the river, and was
+struggling against the current. The animal was being hurried down the
+stream, and apparently making but little progress toward the shore.
+
+James became very much alarmed. Raising his eyes toward the
+landing-place, he discovered his father. Almost frantic with fear, he
+exclaimed, "O father, father! I shall drown! I shall drown!"
+
+"No," replied his father, in a stern and resolute tone of voice,
+dismissing for a moment his feelings of tenderness; "if you do, I will
+whip you severely. Cling to your horse! Cling to your horse!"
+
+The son, who feared his father more than he did the raging river, obeyed
+the command; and the noble animal on which he was mounted, struggling
+for some time, carried him safe to shore.
+
+"My son!" exclaimed the glad father, bursting into tears, "remember,
+hereafter, that in danger you must possess courage, and being determined
+to save your life, cling to the last hope!
+
+"If I had replied to you with the tenderness and fear which I felt, you
+might have lost your life; you would have lost your presence of mind,
+been carried away by the current, and I should have seen you no more."
+
+What a noble example is this! The heroism of this father and his
+presence of mind saved the life of his boy.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In _calling tones_, as on pages 237 and 238,
+notice that the falling inflections only can be used.[14]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils make out an _analysis_, and use it in
+telling the story in their own words.
+
+
+[14] See the last six paragraphs.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LI.
+
+
+rug'ged, _full of rough places_.
+
+con cealed', _covered over; hidden_.
+
+ra vines', _deep and narrow hollow places_.
+
+prec'i pice, _a very steep place_.
+
+dis'lo cate ed, _thrown out of joint_.
+
+mis'er y, _great unhappiness_.
+
+ev'i dence, _signs; that which is shown_.
+
+de scent', _going down_.
+
+haz'ards, _dangers; difficulties_.
+
+toil, _hard work_.
+
+pro ject'ing, _hanging over_.
+
+
+       *       *       *       *       *
+
+
+
+
+HALBERT AND HIS DOG.
+
+
+Far up in the Highlands of Scotland lived Malcolm, a shepherd, with his
+wife and his son Halbert.
+
+Their little cottage was far from any village, and could only be reached
+by a rugged path through the mountains.
+
+One evening Halbert's mother was taken very ill, and Malcolm made
+preparations to go to the village to obtain some medicine for her.
+
+"Father," said Halbert, "I know the path through the dark glen better
+than you. Shag will walk before me, and I will be quite safe. Let me go
+for the doctor, and you stay at home and comfort mother."
+
+Old Shag, the dog, stood by, wagging his tail and looking up into
+Malcolm's face as if to say, "Yes, master, I will take good care of
+Halbert. Let him go."
+
+Malcolm did not like to have his boy undertake a journey of so much
+peril, as the snow was falling in heavy flakes, and it was growing very
+dark. But the boy again repeated his request, and Malcolm gave his
+consent.
+
+Halbert had been accustomed to the mountains from his earliest boyhood,
+and Shag set out with his young master, not seeming to care for wind,
+snow, or storm.
+
+They reached the village safely. Halbert saw the doctor, received some
+medicine for his mother, and then started on his return home with a
+cheerful heart.
+
+Shag trotted along before him to see that all was right. Suddenly,
+however, in one of the most dangerous parts of the rocky path, he
+stopped and began snuffing and smelling about.
+
+"Go on, Shag," said Halbert.
+
+Shag would not stir.
+
+"Shag, go on, sir," repeated the boy. "We are nearly at the top of the
+glen. Look through the dark, and you can see the candle shining through
+our window."
+
+Shag disobeyed for the first time in his life, and Halbert advanced
+ahead of him, heedless of the warning growl of his companion.
+
+He had proceeded but a few steps when he fell over a precipice, the
+approach to which had been concealed by the snow.
+
+It was getting late in the night, and Malcolm began to be alarmed at the
+long absence of Halbert. He placed the candle so as to throw the light
+over his boy's path, piled wood on the great hearth fire, and often went
+to the door.
+
+But no footstep sounded on the crackling ice; no figure darkened the
+wide waste of snow.
+
+"Perhaps the doctor is not at home, and he is waiting for him," said
+Halbert's mother. She felt so uneasy at her boy's absence, that she
+almost forgot her own pain.
+
+It was midnight when Malcolm heard the well-known bark of the faithful
+Shag.
+
+"O there is Halbert!" cried both parents at the same moment. Malcolm
+sprang to the door and opened it, expecting to see his son.
+
+But alas! Halbert was not there. Shag was alone. The old dog entered
+the door, and began to whine in a piteous manner.
+
+"O Malcolm, Malcolm, my brave son has perished in the snow!" exclaimed
+the mother.
+
+Malcolm stood wondering. His heart beat rapidly. A fear that the worst
+had happened almost overcame him. At that moment he saw a small package
+around the dog's neck.
+
+Seizing it in his hands, he exclaimed, "No, wife; look! Our boy lives!
+Here is the medicine, tied with his handkerchief; he has fallen into one
+of the deep ravines, but he is safe.
+
+"I will go out, and Shag shall go with me. He will conduct me safely to
+the rescue of my child."
+
+In an instant Shag was again on his feet, and gave evidence of great joy
+as he left the cottage with his old master.
+
+You may imagine the misery and grief the poor mother suffered--alone in
+her mountain dwelling; the certainty of her son's danger, and the fear
+that her husband also might perish.
+
+Shag went on straight and steadily for some distance after he left the
+cottage. Suddenly he turned down a path which led to the foot of the
+precipice over which Halbert had fallen.
+
+The descent was steep and dangerous, and Malcolm was frequently obliged
+to support himself by clinging to the frozen branches of the trees.
+
+At last Malcolm stood on the lower and opposite edge of the pit into
+which his son had fallen. He called to him, "Halbert! Halbert!" He
+looked in every direction, but could not see or hear any thing.
+
+Shag was making his way down a very steep and dangerous ledge of rocks,
+and Malcolm resolved at all hazards to follow him.
+
+After getting to the bottom, Shag scrambled to a projecting rock, which
+was covered with snow, and commenced whining and scratching in a violent
+manner.
+
+Malcolm followed, and after some search found what appeared to be the
+dead body of his son. He hastily tore off the jacket, which was soaked
+with blood and snow, and wrapping Halbert in his great cloak, took him
+upon his shoulders, and with much toil and difficulty reached the path
+again, and soon had his boy at home.
+
+Halbert was placed in his mother's bed, and by using great exertion,
+they aroused him from his dangerous sleep.
+
+He was much bruised and had his ankle dislocated, but was not otherwise
+hurt. When he recovered his senses, he fixed his eyes on his mother, and
+his first words were, "Did you get the medicine, mother?"
+
+When he fell, Shag had descended after him. The affectionate son used
+what little strength he had left to tie the medicine that he had
+received from the doctor around the dog's neck, and then sent him home
+with it.
+
+You may be sure that Shag was well taken care of after this incident.
+Even after Halbert became a man Shag was his constant companion, and he
+lived to a good old age.
+
+
+       *       *       *       *       *
+
+
+Language Lesson--Let pupils add _ship_ to each of the following
+words, and then give their meaning.
+
+    friend    hard    relation    partner    fellow
+
+Make out an _analysis_ of the lesson, and use it in telling the story
+in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LII.
+
+
+ebb'ing, _flowing out; falling_.
+
+break'ers, _waves breaking into foam against_
+     the shore_.
+
+main, _the great sea; the ocean_.
+
+reef, _a row or chain of rocks_.
+
+dis mayed', _having lost courage_.
+
+strand, _beach; shore_.
+
+treach'er ous, _likely to do harm_.
+
+vic'tor, _a successful warrior_.
+
+shroud'ing, _covering over_.
+
+murk'y, _gloomy; dark_.
+
+bea'con, _a signal fire or light_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE LIGHT-HOUSE.
+
+
+  The tide comes up, and the tide goes down,
+  Over the rocks, so rugged and brown,
+  And the cruel sea,  with a hungry roar,
+  Dashes its breakers along the shore;
+  But steady and clear, with a constant ray,
+  The star of the light-house shines alway.
+
+  The ships come sailing across the main,
+  But the harbor mouth is hard to gain,
+  For the treacherous reef lies close beside,
+  And the rocks are bare at the ebbing tide,
+  And the blinding fog comes down at night,
+  Shrouding and hiding the harbor light.
+
+  The sailors, sailing their ships along,
+  Will tell you a tale of the light-house strong;
+  How once, when the keeper was far away,
+  A terrible storm swept down the bay,
+  And two little children were left to keep
+  Their awesome watch with the angry deep.
+
+  The fair little sister wept, dismayed,
+  But the brother said, "I am not afraid;
+  There's One who ruleth on sea and land,
+  And holds the sea in His mighty hand;
+  For mercy's sake I will watch to-night,
+  And feed, for the sailors, the beacon light."
+
+  So the sailors heard through the murky shroud
+  The fog-bell sounding its warning loud!
+  While the children, up in the lonely tower,
+  Tended the lamp in the midnight hour,
+  And prayed for any whose souls might be
+  In deadly peril by land or sea.
+
+  Ghostly and dim, when the storm was o'er,
+  The ships rode safely, far off the shore,
+  And a boat shot out from the town that lay
+  Dusk and purple, across the bay,
+  She touched her keel to the light-house strand,
+  And the eager keeper leaped to land.
+
+  And swiftly climbing the light-house stair,
+  He called to his children, young and fair;
+  But, worn with their toilsome watch, they slept,
+  While slowly o'er their foreheads crept,
+  The golden light of the morning sun,
+  Like a victor's crown, when his palm is won.
+
+  "God bless you, children!" the keeper cried;
+  "God bless thee, father!" the boy replied.
+  "I dreamed that there stood beside my bed
+  A beautiful angel, who smiled and said,
+  'Blessed are they whose love can make
+  Joy of labor, for mercy's sake!'"
+
+[Illustration]
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Mark the _inflection_ of the following lines.
+
+    The tide comes up, and the tide goes down.
+
+    The fair little sister wept, dismayed,
+    But the brother said, "I am not afraid."
+
+Name the _emphatic words_ in the lines just quoted. State whether the
+emphasis falls upon words that are inflected.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Why is the sea called _cruel_ and its roar _hungry?_
+Give two examples of a similar use of words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LIII.
+
+
+oc'cu pant, _one who is in possession of a thing_.
+
+ac quired', _gained_.
+
+mi'cro scope, _a glass so formed as to make small_
+    _objects appear large_.
+
+slug'gish, _slow; stupid_.
+
+in spect'ing, _looking at with attention_.
+
+com posed', _made up_.
+
+se'ries, _a number of things in order_.
+
+stub'bed, _short and thick_.
+
+dis turbed', _interfered with_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE CATERPILLAR AND BUTTERFLY.
+
+
+Last summer, when the trees were covered with green leaves, and when the
+little stream was sparkling and dancing in the sun, there appeared in
+the garden, a large caterpillar of many colors, and about as pretty as a
+caterpillar could be.
+
+All day long it was nibbling the green leaves, and leaf after leaf
+disappeared before it with wonderful rapidity. It seemed to live only
+for eating.
+
+As autumn came on, it quite lost its appetite; so much so, that even the
+tenderest and most juicy leaves could not tempt it to eat any more. It
+grew dull and stiff, and lost all interest in life.
+
+Feeling that some change was about to happen, it crawled into a little
+hole in the old garden wall. It wrapped itself up in a cobweb, and fell
+into a long sleep, during which it became changed from a caterpillar
+into a dried-up, dead-looking grub or chrysalis.
+
+It remained in this state through all the long winter, till the snow and
+frost had gone, and the cold March winds were over.
+
+In April the trees burst forth with their bright green leaves, and the
+grass looked fresh under the power of the warm rains.
+
+In May the many-tinted flowers appeared, filling the air with their
+sweetness, and brightening the fields and gardens with their gay colors.
+
+At this time another great change came over the old grub. It showed
+signs of life again; but it was now no longer a caterpillar--it was
+something else.
+
+It wriggled and turned in its narrow little home, and seemed anxious to
+get out and look at the sunshine and flowers. It bumped its head up and
+down until it succeeded in pushing off a little door.
+
+When the door was off, and the bright sunlight shone in, this little
+occupant of the chrysalis took a look at itself.
+
+It saw that during its long winter's nap, it had acquired a pair of
+beautiful wings, and its legs had grown longer and stronger than they
+were before.
+
+Crawling out of the chrysalis, and taking a position on a branch of the
+tree, it discovered that instead of a caterpillar, it was now a
+beautiful butterfly.
+
+It was a kind that is called the swallow-tail butterfly, because each of
+its wings tapered to a point, something like the tail of a swallow. We
+will call the butterfly, Miss Swallow-tail, and now let us see what her
+next move was.
+
+Her wings were damp and heavy, and she stood shivering and trembling;
+for although she had six legs, they were weak, having never before borne
+such a weight.
+
+But fresh air brings strength; so she soon felt like trying to walk. At
+first her movements were sluggish, but she finally reached a sunny spot
+where she dried and warmed herself, giving her wings a little shake now
+and then, until they opened grandly above her back.
+
+And how beautiful they were! Dark brown, bordered with two rows of
+yellow spots; and there were seven blue spots on each of the hind
+wings.
+
+As she stood there in the sun, a little wind came along and raised Miss
+Swallow-tail off her feet. She spread her wings to keep from falling,
+and found herself floating in the air.
+
+This proved to be such a delightful way of traveling, that she lifted
+her wings occasionally, and so kept herself floating; and in a short
+time she learned to turn in any direction she chose.
+
+As she flew along, growing stronger every minute, she was attracted by
+the bright colors of a flower, and stopped to admire it.
+
+The sweet perfume tempted her to taste, and unrolling her long tongue
+from under her chin, where she carried it, she put it down into the
+flower and drew up the honey hidden there.
+
+Miss Swallow-tail had wonderful eyes. All butterflies have wonderful
+eyes. If you will look at them through a microscope you will find that
+each eye is composed of a great many smaller ones, that can see in all
+directions.
+
+They have great need of such eyes, because there are so many birds and
+other hungry creatures, that want to eat them.
+
+One day a whiff of celery coming from a garden near by, reminded Miss
+Swallow-tail of the time when she was a baby and liked to eat celery.
+
+So she flew over into the garden, and fastened her eggs to a celery bush
+with some glue that she carried with her. Then she left them, and never
+thought of them again.
+
+In about ten days the babies that had been growing inside of the eggs,
+broke open the shells and crawled out. And what do you think they were?
+Butterflies? like their mamma, only very much smaller?
+
+No, indeed! for you know butterflies never grow any larger. They were
+the smallest green and black worms you ever saw!
+
+As soon as they were out of the shells, they began eating the celery,
+and grew so fast that in a week they were quite large worms.
+
+They were covered with green rings and black rings dotted with yellow.
+They each had sixteen short legs, and they had a flesh-colored, Y-shaped
+horn hidden away under a ring above the head, that they would show when
+they were disturbed.
+
+One morning the gardener discovered that something was eating his
+celery. Searching among the leaves he found all but one of the little
+worms, and put them where they could do no more mischief.
+
+Soon the little worm that had escaped his notice, had grown so fat that
+he was too stupid to eat any more; so he crawled away to a dark place on
+the fence and fastened himself there.
+
+But first he covered a small spot of the fence with a white, silken
+carpet, that he wove from a web which he drew from his under lip.
+
+He then glued the end of a web to the carpet, carried the rest of it up
+over his breast, and down on the other side and fastened it there.
+
+He then bent his head down under it, letting it pass over his head, and
+by bending forward and backward worked it down near the middle of his
+back. After inspecting his work, he bent his head upon his breast, and
+leaned against the fence.
+
+After resting two days, he began a series of twistings and turnings
+that burst open his skin from the corners of his mouth down a short way,
+and worked it all off himself.
+
+He drew his head in out of sight, and sent out a stubbed horn on each
+side of it, and lo! no worm was to be seen!--but a chrysalis, like the
+one his mother was sleeping in when we first found her.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils read the following lines, and then
+mark the _inflection_.
+
+
+    "And what do you think they were? Butterflies? like their mamma,
+    only very much smaller?"
+
+
+Does the first question expect the answer _yes_ or _no?_
+
+Do the last two questions expect the answer _yes_ or _no?_
+
+What would be the inflections used in the following questions?
+
+What kind of an answer is expected to each question?
+
+    "Where are you going?"
+
+    "Are you coming back again?"
+
+Fill blanks in the following statements.
+
+Questions which may be answered by _yes_ or _no_, regularly require
+the ---- inflection.
+
+Questions which can not be answered by _yes_ or _no_, regularly
+require the ---- inflection.
+
+
+       *       *       *       *       *
+
+
+Language Lesson. Let pupils copy the following words.
+
+    seize    chief    grief    fear    beach    receive
+
+    relief    believe    weary    beacon
+
+Write sentences, each containing one of the preceding words, used in
+such a way as to show its meaning.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LIV.
+
+
+ob'sti nate, _determined to have one's own way_.
+
+vi'cious, _not well tamed; given to bad tricks_.
+
+sub dued', _made gentle; overcome_.
+
+swerve, _turn from a direct line_.
+
+squad'ron, _a number of horses drawn up together_.
+
+pli'able, _capable of being turned or bent_.
+
+strove, _attempted; tried hard_.
+
+ex ceed'ed, _went beyond_.
+
+thong, _a long strip of leather_.
+
+
+       *       *       *       *       *
+
+
+
+
+WILD HORSES OF SOUTH AMERICA.
+
+
+At the time of the discovery of America there were no wild horses in any
+part of the continent.
+
+Soon, however, some of the horses brought over from Europe by the early
+settlers, wandered away, and now wild horses are to be met with in large
+numbers, in some cases as many as a thousand at a time.
+
+They appear to be under the command of a leader, the strongest and
+boldest of the herd, whom they obey.
+
+When threatened with danger, at some signal, understood by them all,
+they either close together and trample their enemy to death, or form
+themselves into a circle and welcome him with their heels.
+
+The leader first faces the danger, and when he finds it prudent to
+retreat, all follow his rapid flight.
+
+Byron thus describes a troop of wild horses:
+
+  "A trampling troop; I see them come!
+  In one vast squadron they advance!
+  I strove to cry--my lips were dumb.
+  The steeds rush on in plunging pride;
+  But where are they the reins to guide?
+  A thousand horse--and none to ride!
+  With flowing tail, and flying mane,
+  Wide nostrils--never stretch'd by pain,
+  Mouths bloodless to the bit or rein
+  And feet that iron never shod,
+  And flanks unscarr'd by spur or rod,
+  A thousand horse, the wild, the free,
+  Like waves that follow o'er the sea.
+  On came the troop....
+  They stop--they start--they snuff the air,
+  Gallop a moment here and there,
+  Approach, retire, wheel round and round,
+  Then plunging back with sudden bound,
+  They snort--they foam--neigh--swerve aside,
+  And backward to the forest fly."
+
+The capture and breaking in of wild horses in America are described by
+Miers as follows--
+
+"The lasso is used by the natives of South America. It is a very strong
+braided thong, half an inch thick, and forty feet long, made of many
+strips of rawhide, braided like a whip-thong, and made soft and pliable
+by rubbing with grease.
+
+"It has at one end an iron ring, about an inch and a half in diameter,
+through which the thong is passed, forming a running noose.
+
+"The herdsmen--gauchos, as they are called--are generally mounted on
+horseback when they use the lasso. One end of the thong is attached to
+the saddle; the remainder is coiled in the left hand, except about
+twelve feet belonging to the noose end, which is held in a coil in the
+right hand.
+
+"This long noose is then swung around the head, the weight of the iron
+ring at the end of the noose assisting in giving to it, by a continued
+circular motion, a sufficient force to project it the whole length of
+the line.
+
+"The gauchos drive the wild horses into a corral, which is a circular
+space surrounded by rough posts firmly driven into the ground. The
+corral," relates Miers, "was quite full of horses, most of which were
+young ones about two or three years old.
+
+"The chief gaucho, mounted on a strong, steady horse, rode into the
+corral, and threw his lasso over the neck of a young horse and dragged
+him to the gate.
+
+"For some time he was very unwilling to lose his companions; but the
+moment he was forced out of the corral his first idea was to gallop
+away; however, a timely jerk of the lasso checked him.
+
+"Some of the gauchos now ran after him on foot, and threw a lasso over
+his fore legs, and jerking it, they pulled his legs from under him so
+suddenly that I really thought the fall had killed him.
+
+"In an instant a gaucho was seated on his head. They then put a piece of
+hide in his mouth to serve for a bit, and a strong hide halter on his
+head, and allowed him to get on his feet.
+
+"While two men held the horse by his ears, the gaucho who was to mount
+him fastened on the saddle, and then quickly sprung into it.
+
+"The horse instantly began to jump in a manner which made it very
+difficult for the rider to keep his seat; however, the gaucho's spurs
+soon set him going, and off he galloped, doing every thing in his power
+to throw his rider.
+
+"Then another horse was brought from the corral; and so quickly was
+every thing done that twelve gauchos were mounted in less than an hour.
+
+"It was wonderful to see the different manner in which different horses
+behaved. Some would actually scream while the gauchos were fastening
+the saddle upon their backs, and some would instantly lie down and roll
+upon it.
+
+"Others would stand without being held, their legs stiff and in
+unnatural positions, their necks half bent towards their tails, and
+looking vicious and obstinate.
+
+"It was now curious to look around and see the gauchos trying to bring
+their horses back to the corral, which is the most difficult part of
+their work, for the poor creatures had been so scared there that they
+were unwilling to return to the place.
+
+"At last they brought the horses back, apparently subdued and broken in.
+The saddles and bridles were taken off, and the young horses trotted
+off towards the corral, neighing to one another.
+
+"When a gaucho wishes to take a wild horse, he mounts a horse that has
+been used to the sport, and gallops over the plain.
+
+"As soon as he comes near his victim, the lasso is thrown round the two
+hind-legs, and as the gaucho rides a little on one side, the jerk
+throws the wild horse without doing injury to his knees or his face.
+
+[Illustration]
+
+"Before the horse can recover from the shock, the rider dismounts, and
+snatching his cloak from his shoulders, wraps it round the fallen
+animal's head.
+
+"He then forces into his mouth one of the powerful bridles of the
+country, fastens a saddle on his back, and, mounting him, removes the
+cloak.
+
+"Upon this the astonished horse springs to his feet, and attempts to
+throw off his new master, who sits calmly on his back.
+
+"By a treatment which never fails, the gaucho brings the horse to such
+complete obedience that he is soon trained to give his whole speed and
+strength to the capture of his companions."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils pronounce in concert, and singly,
+the following words: _I, hide, side, rides, flight, wild, finds,
+retire, describe_.
+
+Mark the inflection of the last six lines of poetry on page 256.[15]
+
+What _inflection_ is used (1) to keep up the interest?--(2) to show
+hesitation?--(3) to express a decided opinion?--(4) to give the
+conclusion of a story?--(5) to ask a question that may be answered by
+_yes_ or _no_?--(6) to ask a question that can not be answered by
+_yes_ or _no_?
+
+Let pupils state the special uses of _inflection_ shown in the
+following examples.
+
+    I, I think perhaps you may go.
+
+    I know that you may go.
+
+    They silently went away.
+
+Yesterday, about three o'clock, just as we were preparing to go home,
+suddenly we heard a band of music.
+
+
+[15] This lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LV.
+
+
+career', _course of life_.
+
+gen'erous, _free in giving aid to others_.
+
+char'ity, _goodwill; desire to aid others_.
+
+in her'ited, _came into possession of_.
+
+in jus'tice, _wrong-doing_.
+
+ac cused', _charged with a fault_.
+
+hes i ta'tion, _delay_.
+
+pre scrip'tion, _an order for medicine_.
+
+flor'ins, _pieces of money, each valued at about fifty cents_.
+
+pen'sion, _money paid for service in war_.
+
+re stor'ing, _giving back_.
+
+phy si'cian, _doctor of medicine_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN EMPEROR'S KINDNESS.
+
+
+Joseph II., Emperor of Austria, was a generous, warm-hearted man, who
+took great delight in doing acts of kindness and charity.
+
+One time, as he was passing through the streets of Vienna, dressed as a
+private gentleman, his attention was attracted to a boy about twelve
+years old, who timidly approached, and seemed, anxious to speak to him.
+
+"What do you wish, my little friend?" said the gentleman. His voice was
+so tender, and he had such a kindly look in his eyes, that the boy had
+courage to say:
+
+"O sir, you are very good to speak to me so kindly. I believe you will
+not refuse to do something for me."
+
+"I should be sorry to refuse you," replied the gentleman; "but why are
+you begging? You appear to be something better than a beggar; your voice
+and your manner show it."
+
+"I am not a beggar, sir," replied the boy, as a tear trickled down his
+cheek. "My father was a brave officer in the army. Owing to illness, he
+was obliged to leave the service, and was granted a pension by the
+emperor.
+
+"With this pension he supported our family; but a few months ago he
+died, and we are left very poor indeed."
+
+"Poor child!" said the gentleman. "Is your mother living?"
+
+"Yes, sir, she is; and I have two brothers who are at home with her now.
+She has been unable to leave her bed for weeks, and one of us must watch
+beside her, while the others go out to beg."
+
+Saying this, the poor boy tried very hard to keep back the great tears,
+but they would come in spite of all he could do to stop them.
+
+"Well, well, my boy," said the gentleman, "do not feel so unhappy; I
+will see what can be done to help you. Is there a physician to be found
+near you?"
+
+"There are two, sir, only a little way from where we live."
+
+"That is well. Now you go at once and have one of them visit your
+mother. Here is money, not only for the physician, but for other things
+to feed you and make you comfortable."
+
+"O sir," said the boy, as he looked upon the gentleman in amazement,
+"how can I thank you enough? This money will save my mother's life, and
+keep my brothers from want."
+
+"Never mind, my child; go and get the physician."
+
+The boy obeyed, and the good emperor having learned the situation of the
+house where the boy's mother lived, bent his steps in that direction,
+and soon arrived there.
+
+The room in which he found the poor woman gave evidence of great misery.
+
+She was lying on a low bedstead, and though still young, her face was
+pale and thin from sickness and want. Very little furniture of any kind
+was to be seen, for the mother had disposed of nearly all she possessed
+to obtain bread for her children.
+
+When the emperor entered the room, the widow and her children looked at
+him in astonishment. They did not know he was their emperor.
+
+"I am a physician, madam," said he, bowing respectfully; "your neighbors
+have informed me of your illness, and I am come to offer what service
+may be in my power."
+
+"Alas! sir," she answered with some hesitation, "I have no means of
+paying you for your attention."
+
+"Do not distress yourself on that account; I shall be fully repaid if I
+have the happiness of restoring you to health."
+
+With these words, the emperor approached the bed and inquired all about
+her illness, after which he wrote a few lines and placed them on the
+chimney-piece.
+
+"I will leave you this prescription, madam; and on my next visit, I hope
+to find you much better." He then withdrew. Almost immediately after
+this, the eldest son of the widow came in with a medical man.
+
+"O mother!" cried the boy, "a kind, good gentleman has given me all
+this!" and he placed in his mother's hand, the money which the emperor
+had given him. "There now, don't cry, mother; this money will pay the
+doctor and buy every thing till you are well and strong again."
+
+"A physician has already been here, my child, and has left his
+prescription. See, there it is." and she pointed to the paper on the
+chimney-piece. The boy took the paper, and no sooner had he glanced at
+its contents, than he uttered an exclamation of joyful surprise.
+
+"O mother! It's the best prescription a physician ever wrote; it's an
+order for a pension, mother--a pension for you--signed by the emperor
+himself; listen, mother; hear what he says:--
+
+
+    "'_Madam:_--Your son was fortunate enough to meet me in the city,
+    and informed me of the fact that the widow of one of my bravest
+    officers was suffering from poverty and sickness, without any means
+    of assistance. I had no knowledge of this, therefore I can not be
+    accused of injustice.
+
+    "'It is difficult for me to know every thing that takes place in my
+    empire. Now that I do know of your distress, I should indeed be
+    ungrateful, did I not render you all the help in my power. I shall
+    immediately place your name on the pension list for the yearly sum
+    of two thousand florins, and trust that you may live many years to
+    enjoy it.
+
+                                                   "'_Joseph II_.'"
+
+
+The widow and her children were taken under the especial care of the
+emperor, and a brilliant career was opened up for the boys, who had
+inherited all their father's bravery as well as their mother's gentle
+nature.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Mark the _inflection_ of the following
+questions.
+
+    Where do you live?
+
+    Is your name Harry or John?
+
+    Why are you begging?
+
+    Do you wish to walk?
+
+In such a question as the last one, if _emphasis_ be given in turn to
+the words _you, wish, walk_, the answer might still be _yes_ or
+_no_; and yet the meaning of the answer would be different in each
+case.
+
+Do _you_ wish to walk? Yes, I do.
+
+Do you _wish_ to walk? No, I do not _wish_ to walk; but suppose I
+must.
+
+Do you wish to _walk?_ No, I would rather _ride_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write a letter to some friend, using the
+last paragraph of the lesson as a subject.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LVI.
+
+
+persist'ed, _continued_.
+
+crip'ples, _those who have lost the use of a limb_.
+
+merged, _united; joined_.
+
+stal'wart, _strong; powerful_.
+
+in'nocent, _harmless_.
+
+pass'port, _what enables one to go in safety_.
+
+gal'lant, _brave; noble_.
+
+riv'en, _taken away; deprived_.
+
+
+       *       *       *       *       *
+
+
+
+
+UNITED AT LAST.
+
+
+  "O mother! What do they mean by blue?
+    And what do they mean by gray?"
+  Was heard from the lips of a little child
+    As she bounded in from play.
+  The mother's eyes filled up with tears;
+    She turned to her darling fair,
+  And smoothed away from the sunny brow
+    Its treasure of golden hair.
+
+  "Why, mother's eyes are blue, my sweet,
+    And grandpa's hair is gray,
+  And the love we bear our darling child
+    Grows stronger every day."
+  "But what did they mean?" persisted the child;
+    "For I saw two cripples to-day,
+  And one of them said he fought for the blue,
+    The other, he fought for the gray.
+
+  "Now he of the blue had lost a leg,
+    And the other had  but one arm,
+  And both seemed worn and weary and sad,
+    Yet their greeting was kind and warm.
+  They told of the battles in days gone by,
+    Till it made my young blood thrill;
+  The leg was lost in the Wilderness fight,
+    And the arm on Malvern Hill.
+
+  "They sat on the stone by the farm-yard gate,
+    And talked for an hour or more,
+  Till their eyes grew bright and their hearts seemed warm
+    With fighting their battles o'er;
+  And they parted at last with a friendly grasp,
+    In a kindly, brotherly way,
+  Each calling on God to speed the time
+    Uniting the blue and the gray."
+
+  Then the mother thought of other days--
+    Two stalwart boys from her riven;
+  How they knelt at her side and lispingly prayed,
+    "Our Father which art in heaven;"
+  How one wore the gray and the other the blue;
+    How they passed away from sight,
+  And had gone to the land where gray and blue
+    Are merged in colors of light.
+
+  And she answered her darling with golden hair,
+    While her heart was sadly wrung
+  With the thoughts awakened in that sad hour
+    By her innocent, prattling tongue:
+  "The blue and the gray are the colors of God,
+    They are seen in the sky at even,
+  And many a noble, gallant soul
+    Has found them a passport to heaven."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LVII.
+
+
+declin'ing, _failing_.
+
+expe'rience, _that which happens to any one_.
+
+regard', _look at; consider_.
+
+robust', _sound in health_.
+
+ben'efit ed, _made better; helped_.
+
+intense', _extreme_.
+
+moc'ca sin, _a kind of shoe made of deer-skin_.
+
+tem'po ra ry, _for a time_.
+
+pe cul'iar, _strange; unusual_.
+
+in tel'li gent, _showing good sense_.
+
+
+       *       *       *       *       *
+
+
+
+
+A STORY OF THE SIOUX WAR.
+
+PART I.
+
+
+In the summer of 1862, while we were living in the State of Minnesota, I
+had an experience which I regard as one of the most remarkable that I
+ever met with.
+
+We lived at Lac Qui Parle, or rather quite close to it, for we were
+about a mile from the place.
+
+There were only three of us--father, mother, and myself. We had moved to
+Minnesota three years before, the main object of my parents being to
+restore their health; for they were feeble and needed a change of
+climate.
+
+The first year, both father and mother were much benefited; but not long
+after, father began to fail.
+
+I remember that he used to take his chair out in front of the house in
+pleasant weather and sit there, with his eyes turned toward the blue
+horizon, or into the depths of the vast wilderness which was not more
+than a stone's throw from our door.
+
+Mother would sometimes go out and sit beside father, and they would talk
+long and earnestly in low tones. I was too young to understand all this
+at the time, but it was not long afterward that I learned the truth.
+
+Father was steadily and surely declining in health; but mother had
+become strong and robust, and her disease seemed to have left her
+altogether. She tried to encourage father, and really believed his
+weakness was only temporary.
+
+Scarcely a day passed that I did not see some of the Sioux Indians who
+were scattered through that portion of the State. In going to, and
+coming from the agency, they would sometimes stop at our house.
+
+Father was very quick in picking up languages, and he was able to
+converse quite easily with the red men.
+
+How I used to laugh to hear them talk in their odd language, which
+sounded to me just as if they were grunting at each other.
+
+But the visits used to please father and mother, and I was always glad
+to see some of the rather ragged and not over-clean warriors stop at the
+house.
+
+I remember one hot day in June, when father was sitting under a tree in
+front of the house, and I was inside helping mother, we heard the
+peculiar noises which told us that father had an Indian visitor. We both
+went to the door, and I passed outside to laugh at their queer talk.
+
+Sure enough, an Indian was seated in the other chair, and he and father
+were talking with great animation.
+
+The Indian was of a stout build, and wore a straw hat with a broad, red
+band around it; he had on a fine, black broad-cloth coat, but his
+trousers were shabby and his shoes were pretty well worn.
+
+His face was bright and intelligent, and I watched it very closely as he
+talked in his earnest way with father, who was equally animated in
+answering him.
+
+The Indian carried a rifle and a revolver--the latter being in plain
+sight at his waist--but I never connected the thought of danger with
+him as he sat there talking with father.
+
+I describe this Indian rather closely, as he was no other than the
+well-known chief, Little Crow, who was at the head of the frightful
+Sioux war, which broke out within sixty days from that time.
+
+The famous chieftain staid until the sun went down. Then he started up
+and walked away rapidly in the direction of Lac Qui Parle. Father called
+good-by to him, but he did not reply and soon disappeared in the woods.
+
+The sky was cloudy, and it looked as if a storm was coming; so, as it
+was dark and blustering, we remained within doors the rest of the
+evening. A fine drizzling rain began to fall, and the darkness was
+intense.
+
+The evening was well advanced, and father was reading to us, when there
+came a rap upon the door.
+
+It was so gentle and timid that it sounded like the pecking of a bird,
+and we all looked in the direction of the door, uncertain what it
+meant.
+
+"It is a bird, scared by the storm," said father, "and we may as well
+admit it."
+
+I sat much nearer the door than either of my parents, and instantly
+started up and opened it. As I did so, I looked out into the gloom, but
+sprung back the next moment with a low cry of alarm.
+
+"What's the matter?" asked father, hastily laying down his book and
+walking rapidly toward me.
+
+"It isn't a bird; it's a person." As I spoke, a little Indian girl,
+about my own age, walked into the room, and looking in each of our
+faces, asked in the Sioux language whether she could stay all night.
+
+I closed the door and we gathered around her. She had the prettiest,
+daintiest moccasins, but her limbs were bare from the knee downward. She
+wore a large shawl about her shoulders, while her coarse, black hair
+hung loosely below her waist.
+
+Her face was very pretty, and her eyes were as black as coal and seemed
+to flash fire whenever she looked upon any one.
+
+Of course, her clothing was dripping with moisture, and her call filled
+us all with wonder. She could speak only a few words of English, so her
+face lighted up with pleasure when father addressed her in the Sioux
+language.
+
+As near as we could find out, her name was Chitto, and she lived with
+her parents at Lac Qui Parle. She told us that there were several
+families in a spot by themselves, and that day they had secured a
+quantity of strong drink, of which they were partaking very freely.
+
+At such times Indians are dangerous, and Little Chitto was terrified
+almost out of her senses. She fled through the storm and the darkness,
+not caring where she went, but only anxious to get away from the
+dreadful scene.
+
+Entering, without any intention on her part, the path in the woods, she
+followed it until she saw in the distance the glimmer of the light in
+our window, when she hastened to the house and asked for admission.
+
+I need scarcely say it was gladly granted. My mother removed the damp
+clothes from the little Sioux girl, and replaced them with some warm,
+dry ones belonging to me. At the same time she gave her hot, refreshing
+tea, and did every thing to make her comfortable.
+
+I removed the little moccasins from the wondering Chitto's feet, kissed
+her dark cheeks, and, as I uttered expressions of pity, though in an
+unknown tongue, I am quite sure that they were understood by Chitto, who
+looked the gratitude she could not express.
+
+She soon began to show signs of drowsiness and was put to bed with me,
+falling asleep as soon as her head touched the pillow.
+
+I lay awake a little longer and noticed that the storm had ceased. The
+patter of the rain was heard no more upon the roof, and the wind blew
+just as it sometimes does late in the fall. At last I sunk into a sound
+sleep.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write a short letter to some friend,
+taking as a subject, "A Visit from Little Crow," as given on pages 272
+and 273.[16]
+
+Let pupils add _y_ to each of the following words, make such other
+changes as may be necessary, and then define them.
+
+    earth    air    fire    water    sleep
+
+    rain    rust    fun    fur    stick
+
+What two words double their final letter before adding _y_? _Fiery_,
+from _fire_, is irregular in spelling.
+
+
+[16] This lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LVIII.
+
+
+de'mons, _spirits; evil spirits_.
+
+groped, _found one's way by feeling with the hands_.
+
+pre'vi ous, _going before in time; preceding_.
+
+in clined', _leaning towards; disposed_.
+
+dis tract'ed, _confused by grief_.
+
+ex pired', _died_.
+
+stat'ue, _a figure carved to represent a living being_.
+
+stag'gered, _walked with trembling steps_.
+
+as cer tained', _found out by inquiring_.
+
+re tain', _keep possession of_.
+
+
+       *       *       *       *       *
+
+
+
+
+A STORY OF THE SIOUX WAR.
+
+PART II.
+
+
+I awoke in the morning and saw the rays of the sun entering the window.
+Recalling the incidents of the previous evening, I turned to speak to my
+young friend.
+
+To my surprise she was gone, and supposing she had risen a short time
+before, I hurriedly dressed myself and went down stairs to help keep her
+company.
+
+But she was not there, and father and mother had seen nothing of her.
+She had no doubt risen in the night and gone quietly away.
+
+There was something curious and touching in the fact that she had groped
+about in the darkness, until she found her own clothing, which she put
+on and departed without taking so much as a pin that belonged to us.
+
+We all felt a strong interest in Chitto, and father took me with him a
+few days later when he visited Lac Qui Parle. He made many inquiries for
+the little girl, but could learn nothing about her.
+
+I felt very much disappointed, for I had built up strong hopes of taking
+her out home with me to spend several days.
+
+Father and I went a number of times afterward, and always made an effort
+to discover Chitto; but we did not gain any knowledge of her.
+
+On the afternoon of August 19, father was sitting in his accustomed seat
+in front of the house, and mother was engaged, as usual about her
+household duties. I was playing and amusing myself as a girl of my age
+is inclined to do at all times.
+
+The day was sultry and close, and I remember that father was unusually
+pale and weak. He coughed a great deal, and sat for a long time so still
+that I thought he must be asleep.
+
+"Mother," said I, "what is that smoke yonder?"
+
+I pointed in the direction of Lac Qui Parle. She saw a dark column of
+smoke floating off in the horizon, its location being such, that there
+could be no doubt that it was at the Agency.
+
+"There is a fire of some kind there," she said, while she shaded her
+eyes with her hand and gazed long and earnestly in that direction.
+
+"The Indians are coming, Edward," she called to father; "they will be
+here in a few minutes!"
+
+Suddenly, a splendid black horse came galloping from the woods, and with
+two or three powerful bounds, halted directly in front of me. As it did
+so, I saw that the bareback rider was a small girl, and she was our
+little Sioux friend, Chitto.
+
+She made a striking picture, with her long, black hair streaming over
+her shoulders, and her dress fluttering in the wind.
+
+"Why, Chitto," said I, in amazement, "where did you come from?"
+
+"Must go--must go--must go!" she exclaimed, in great excitement. "Indian
+soon be here!"
+
+So it seemed that, in the few weeks since she had been at our house,
+she had picked up enough of the English language to make herself
+understood.
+
+"What do you mean?" asked mother, as she and I advanced to the side of
+the black steed upon which the little Sioux sat; "what are the Indians
+doing?"
+
+"They burn buildings--have killed people--coming this way!"
+
+Chitto spoke the truth, for the Sioux were raging like demons at that
+very hour at Lac Qui Parle.
+
+"What shall we do, Chitto?" asked my mother.
+
+"Get on horse--he carry you."
+
+"But my husband; the horse can not carry all three of us."
+
+My poor distracted mother scarcely knew what to do. All this time father
+sat like a statue in his chair. A terrible suspicion suddenly entered
+her mind, and she ran to him.
+
+Placing her hand upon his shoulder, she addressed him in a low tone, and
+then uttered a fearful shriek, as she staggered backward, saying: "He is
+dead! he is dead!"
+
+Such was the fact. The shock of the news brought by the little Indian
+girl was too much, and he had expired in his chair without a struggle.
+The wild cry which escaped my mother was answered by several whoops from
+the woods, and Chitto became frantic with terror.
+
+"Indian be here in minute!" said she.
+
+Mother instantly helped me upon the back of the horse and then followed
+herself. She was a skillful rider, but she allowed Chitto to retain the
+bridle, and we started off.
+
+Looking back I saw a half-dozen Sioux horsemen come out of the woods and
+start on a trot toward us.
+
+Just then Chitto spoke to the horse, and he bounded off at a terrible
+rate, never halting until he had gone two or three miles.
+
+Then, when we looked back, we saw nothing of the Indians, and the horse
+was brought down to a walk; and finally, when the sun went down, we
+entered a dense wood, where we staid all night.
+
+I shall not attempt to describe those fearful hours. Not one of us slept
+a wink. Mother sat weeping over the loss of father, while I was
+heart-broken, too.
+
+Chitto, like the Indian she was, kept on the move continually. Here and
+there she stole as noiselessly through the wood as a shadow, while
+playing the part of sentinel.
+
+At daylight we all fell into a feverish slumber, which lasted several
+hours. When we awoke, we were hungry and miserable.
+
+Seeing a settler's house in the distance, Chitto offered to go to it for
+food. We were afraid she would get into trouble, but she was sure there
+was no danger and went.
+
+In less than an hour she was back again with an abundance of bread. She
+said there was no one in the house, and we supposed the people had
+become alarmed and escaped.
+
+We staid where we were for three days, during which time we saw a party
+of Sioux warriors burn the house where Chitto had obtained the food for
+us.
+
+It seemed to mother that the Indians would not remain at Lac Qui Parle
+long, and that we would be likely to find safety there. Accordingly, she
+induced Chitto to start on the return.
+
+When we reached our house nothing was to be seen of father's body; but
+we soon, discovered a newly-made grave, where we had reason to believe
+he was buried.
+
+As was afterward ascertained, he had been given a decent burial by
+orders of Little Crow himself, who, doubtless, would have protected us,
+had we awaited his coming.
+
+We rode carefully through the woods, and when we came out on the other
+side, our hearts were made glad by the sight of the white tents of
+United States soldiers. Colonel Sibley was encamped at Lac Qui Parle,
+and we were safe at last.
+
+Chitto disappeared from this post in the same sudden manner as before;
+but I am happy to say that I have seen her several times since. Mother
+and I were afraid her people would punish her for the part she took in
+helping us, but they did not.
+
+Probably the friendship which Little Crow showed toward our family, may
+have had something to do with the gentle treatment which the Indians
+showed her.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Supply the words omitted from the following
+sentences.
+
+    "Must go! Indian soon be here!"
+
+    "Indian be here in minute!"
+
+Let pupils make out an _analysis_ for the subject--
+
+    "Our Second Visit from Chitto,"
+
+and use it in giving that part of the story in their own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LIX.
+
+
+e mit', _send forth_.
+
+con'trast, _difference in form or appearance_.
+
+molt'en, _melted_.
+
+con'ic al, _having the shape of a cone_.
+
+vol'umes, _quantities; masses_.
+
+char'ac ter, _kind; formation_.
+
+del'uge, _flood; drown_.
+
+com pre hen'sion, _the power of the mind to understand_.
+
+ap pall'ing, _terrifying_.
+
+grand'eur, _majesty; vastness of size_.
+
+lu'rid, _gloomy; dismal_.
+
+tre men'dous, _terrific; awful_.
+
+
+       *       *       *       *       *
+
+
+
+
+VOLCANOES.
+
+
+In various parts of the earth, there are mountains that send out from
+their highest peaks, smoke, ashes, and fire.
+
+Mountains of this class are called volcanoes, and they present a
+striking contrast to other mountains, on account of their conical form
+and the character of the rocks of which they are composed.
+
+All volcanoes have at their summits what are called craters. These are
+large, hollow, circular openings, from which the smoke and fire escape.
+
+Nearly all volcanoes emit smoke constantly. This smoke proceeds from
+fires that are burning far down in the depths of the earth.
+
+Sometimes these fires burst forth from the crater of the volcano with
+tremendous force. The smoke becomes thick and black, and lurid flames
+shoot up to a height of hundreds of feet, making a scene of amazing
+grandeur.
+
+[Illustration]
+
+With the flames there are thrown out stones, ashes, and streams of
+melted rock, called lava. This lava flows down the sides of the
+mountain, and, being red-hot, destroys every thing with which it comes
+in contact. At such times, a volcano is said to be in eruption.
+
+A volcanic eruption is generally preceded by low, rumbling sounds, and
+trembling of the earth's surface. Then follows greater activity of the
+volcano, from which dense volumes of smoke and steam issue, and fire and
+molten lava make their appearance.
+
+Such is the force of some of these eruptions, that large rocks have been
+hurled to great distances from the crater, and towns and cities have
+been buried under a vast covering of ashes and lava.
+
+The quantity of lava and ashes which sometimes escapes from volcanoes
+during an eruption, is almost beyond comprehension.
+
+In 1772, a volcano in the island of Java, threw out ashes and cinders
+that covered the ground fifty feet deep, for a distance of seven miles
+all around the mountain. This eruption destroyed nearly forty towns and
+villages.
+
+In 1783, a volcano in Iceland sent out two streams of lava; one forty
+miles long and seven miles wide, and the other fifty miles long and
+fifteen miles wide. These streams were from one hundred to six hundred
+feet deep.
+
+Near the city of Naples, Italy, is situated the volcano Mt. Vesuvius.
+This fiery monster has probably caused more destruction than any other
+volcano known.
+
+In the year 79 A.D., it suddenly burst forth in a violent eruption, that
+resulted in one of the most appalling disasters that ever happened.
+
+Such immense quantities of ashes, stones, and lava were poured forth
+from its crater, that within the short space of twenty hours, two large
+cities were completely destroyed. These cities were Herculaneum and
+Pompeii.
+
+At this eruption of Vesuvius, the stream of lava flowed directly through
+and over the city of Herculaneum into the sea. The quantity was so great
+that, as it cooled and became hardened, it gradually filled up all the
+streets and ran over the tops of the houses.
+
+While the lava was thus turning the city into a mass of solid stone,
+the inhabitants were fleeing from it along the shore toward Naples, and
+in boats on the sea.
+
+At the same time, too, the wind carried the ashes and cinders in such a
+direction as to deluge the city of Pompeii.
+
+Slowly and steadily the immense volume of ashes and small stones,
+blocked up the streets and settled on the roofs of houses.
+
+The light of the flames that burst out from the awful crater, aided the
+people in their escape; but many who for some reason could not get away,
+perished.
+
+Pompeii was so completely covered that, nothing could be seen of it.
+Thus it remained buried under the ground until the year 1748, when it
+was discovered by accident.
+
+Since that time much of the city has been uncovered, and now one can
+walk along the streets, look into the houses, and form some idea how the
+people lived there eighteen hundred years ago.
+
+
+       *       *       *       *       *
+
+
+_Language Lesson_.--Let pupils write an account of a supposed journey
+from their homes to Naples, telling about the route they would take, and
+the particulars as to time and distance. Be very particular about
+handwriting, spelling, punctuation, and capital letters.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LX.
+
+
+coot, _a water-bird_.
+
+hern (her'on), _a wading bird_.
+
+ed'dying, _moving in small circles_.
+
+mal'low, _a kind of plant_.
+
+bick'er, _move quickly; quarrel_.
+
+fal'low, _plowed land_.
+
+gray'ling, _a kind of fish_.
+
+cress'es, _a kind of water-plant_.
+
+sal'ly, _a rushing or bursting forth_.
+
+thorps, _villages_.
+
+bram'bly, _full of rough shrubs_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE BROOK.
+
+
+  I come from haunts of coot and hern,
+    I make a sudden sally,
+  And sparkle out among the fern,
+    To bicker down a valley.
+
+  By thirty hills I hurry down,
+    Or slip between the ridges,
+  By twenty thorps, a little town,
+    And half a hundred  bridges.
+
+  Till last by Philip's farm I flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+  I chatter over stony ways,
+    In little sharps and trebles,
+  I bubble into eddying bays,
+    I babble on the pebbles.
+
+  With many a curve my bank I fret
+    By many a field and fallow,
+  And many a fairy foreland set
+    With willow-wood and mallow.
+
+  I chatter, chatter, as I flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+  I wind about, and in and out,
+    With here a blossom sailing,
+  And here and there a lusty trout,
+    And here and there a grayling.
+
+  And here and there a foamy flake
+    Upon me, as I travel
+  With many a silvery waterbreak
+    Above the golden gravel.
+
+  And draw them all along, and flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+  I steal by lawns and grassy plots,
+    I slide by hazel covers;
+  I move the sweet forget-me-nots
+    That grow for happy lovers.
+
+  I slip, I slide, I gloom, I glance,
+    Among my skimming swallows;
+  I make the netted sunbeam dance
+    Against my sandy shallows.
+
+  I murmur under moon and stars
+    In brambly wildernesses;
+  I linger by my shingly bars;
+    I loiter round my cresses.
+
+  And out again I curve and flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out the places in the poem where two
+lines should be joined in reading.
+
+Mark the _inflection_ of the following lines.
+
+  "I slip, I slide, I gloom, I glance,
+    Among my skimming swallows."
+
+  "For men may come, and men may go,
+    But I go on forever."
+
+Read the last two lines, and state whether the _inflected words_ are
+also _emphatic words_.
+
+Find a similar example of _inflection_ and _emphasis_ upon the same
+words in the last stanza of Lesson XXXVI.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils explain the meaning of the following
+expressions.
+
+    _Join the brimming river_.
+
+    _Netted sunbeam_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXI.
+
+
+de terred', _kept from_.
+
+en'ter prise, _an undertaking_.
+
+im'ple ments, _articles used in a trade_.
+
+sur vey'ing, _measuring land_.
+
+in'di cated, _showed; pointed out_.
+
+re clin'ing, _partly lying down_.
+
+re lease', _let go_.
+
+con clu'sion, _final decision_.
+
+suc ces'sion, _following one after another_.
+
+hur'ri cane, _a high wind_.
+
+an'ec dote, _incident; story_.
+
+com pact', _closely put together_.
+
+
+       *       *       *       *       *
+
+
+
+
+ANECDOTE OF WASHINGTON.
+
+PART I
+
+
+It was a calm, sunny day in the year 1750; the scene, a piece of forest
+land in the north of Virginia, near a noble stream of water.
+
+Implements of surveying were lying about, and several men reclining
+under the trees, indicated by their dress and appearance, that they were
+engaged in laying out the wild lands of the country.
+
+These persons had just finished their dinner. Apart from the group
+walked a young man of a tall and compact frame, who moved with the firm
+and steady tread of one accustomed to constant exercise in the open air.
+
+His face wore a look of decision and manliness not usually found in one
+so young, for he was but little over eighteen years of age.
+
+Suddenly there was a shriek, then another, and then several more in
+rapid succession. The voice was that of a woman, and seemed to proceed
+from the other side of a small piece of wooded land.
+
+At the first scream, the youth turned his head in the direction of the
+sound; but when it was repeated, he pushed aside the undergrowth and
+soon dashed into an open space on the banks of the stream, where stood a
+small log-cabin.
+
+As the young man broke from the undergrowth, he saw his companions
+crowded together on the banks of the river, while in their midst stood a
+woman, from whom proceeded the shrieks he had heard. She was held by two
+of the men, but was struggling to free herself.
+
+The instant the woman saw the young man, she exclaimed, "O sir, you will
+do something for me! Make them release me. My boy--my poor boy is
+drowning, and they will not let me go!"
+
+"It would be madness; she will jump into the river," said one of the
+men, "and the rapids would dash her to pieces in a moment!"
+
+The youth had scarcely waited for these words; for he remembered the
+child, a bold little boy four years of age, whose beautiful blue eyes
+and flaxen ringlets made him a favorite with every one.
+
+He had been accustomed to play in the little inclosure before the cabin;
+but the gate having been left open, he had stolen out, reached the edge
+of the bank, and was in the act of looking over, when his mother saw
+him.
+
+The shriek she uttered only hastened the accident she feared; for the
+child, frightened at the cry of his mother, lost his balance and fell
+into the stream, which here went foaming and roaring along among rocks
+and dangerous rapids.
+
+Several of the men approached the edge of the river, and were on the
+point of springing in after the boy. But the sight of the sharp rocks
+crowding the channel, the rush and whirl of the waters, and the want of
+any knowledge where to look for the child, deterred them, and they gave
+up the enterprise.
+
+Not so with the noble youth. His first act was to throw off his coat;
+next to spring to the edge of the bank. Here he stood for a moment,
+running his eyes rapidly over the scene below, taking in with a glance
+the different currents and the most dangerous of the rocks, in order to
+shape his course when in the stream.
+
+He had scarcely formed his conclusion, when he saw in the water a white
+object, which he knew was the boy's dress; and then he plunged into the
+wild and roaring rapids.
+
+"Thank God, he will save my child!" cried the mother; "there he is!--O
+my boy, my darling boy! How could I leave you!"
+
+Every one had rushed to the brink of the precipice and were now
+following with eager eyes the progress of the youth, as the current bore
+him onward, like a feather in the power of a hurricane.
+
+Now it seemed as if he would be dashed against a projecting rock, over
+which the water flew in foam, and a whirlpool would drag him in, from
+whose grasp escape would appear impossible.
+
+At times, the current bore him under, and he would be lost to sight;
+then in a few seconds he would come to the surface again, though his
+position would be far from where he had disappeared.
+
+Thus struggling amid the rocks and angry waters, was the noble youth
+borne onward, eager to succeed in his perilous undertaking. Those on
+shore looked on with breathless interest.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out the _emphatic words_ and mark
+_inflection_ in the third paragraph on page 295.[17]
+
+What effect has very strong _emphasis_ upon _inflection_? (See
+_Directions for Reading_, page 238.)[18]
+
+Should this lesson be read more slowly, or somewhat faster than
+conversation?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils fill blanks in the sentences given below,
+using in turn, each of the following sets of words:
+
+    (1) _saw, knew, was, plunged;_
+
+    (2) _sees, knows, is, plunges;_
+
+    (3) _perceived, thought, was, jumped;_
+
+    (4) _perceives, thinks, is, jumps;_
+
+    (5) _noticed, concluded, was, dived;_
+
+    (6) _notices, concludes, is, dives_.
+
+He ---- in the water a white object, which he ---- -- the boy's dress.
+Then he ---- into the roaring rapids.
+
+When the first, third, and fifth sets of words are used, the action is
+represented as something that is past; but when the second, fourth, and
+sixth sets are used, the action is represented as going on at the
+present time.
+
+The forms of _verbs_ (_action-words_) which are given in the first,
+third, and fifth sets are used to indicate past time, and are called
+_past tenses_; and the forms given in the second, fourth, and sixth
+sets are used to indicate present time, and are called _present
+tenses_.
+
+
+[17] See fifth paragraph from the end of the passage.
+
+[18] See Lesson L.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXII.
+
+
+e merge', _come out_.
+
+vor'tex, _water in whirling motion; a whirlpool_.
+
+con fid'ed, _given into the care of_.
+
+vis'i ble, _in sight_.
+
+spec ta'tors, _those who look on_.
+
+vent'ured, _dared_.
+
+re ward', _that which is received in return for one's acts_.
+
+des'ti nies, _lives and fortunes_.
+
+sup pressed', _kept back_.
+
+re doub'led, _made twice as great_.
+
+
+       *       *       *       *       *
+
+
+
+
+ANECDOTE OF WASHINGTON.
+
+PART II.
+
+
+O, how that mother's straining eyes followed the struggling youth! How
+her heart sunk when he went under, and with what joy she saw him emerge
+again from the waters, and, flinging the waves aside with his strong
+arms, struggle on in pursuit of her boy!
+
+But it seemed as if his generous efforts were not to succeed; for,
+though the current was bearing off the boy before his eyes, scarcely ten
+feet distant, he could not overtake the drowning child.
+
+Twice the boy went out of sight; and a suppressed shriek escaped the
+mother's lips; but twice he reappeared, and then, with hands wrung
+wildly together, and breathless anxiety, she followed his progress, as
+his form was hurried onward.
+
+The youth now appeared to redouble his exertions, for they were
+approaching the most dangerous part of the river.
+
+The rush of waters at this spot was tremendous, and no one ventured to
+approach it, even in a canoe, lest he should be dashed to pieces.
+
+What, then, would be the youth's fate, unless he soon overtook the
+child? He seemed fully sensible of the increasing peril, and now urged
+his way through the foaming current with a desperate strength. Three
+times he was on the point of grasping the child, when the water's
+whirled the prize from him.
+
+The third effort was made just as they were entering within the
+influence of the current above the falls; and when it failed, the
+mother's heart sunk within her, and she groaned, fully expecting the
+youth to give up his task.
+
+But no; he only pressed forward the more eagerly; and, as they
+breathlessly watched, amid the boiling waters, they saw the form of the
+youth following close after that of the boy.
+
+And now both pursuer and pursued shot to the brink of the falls. An
+instant they hung there, distinctly visible amid the foaming waters.
+Every brain grew dizzy at the sight.
+
+But a shout burst from the spectators, when they saw the child held
+aloft by the right arm of the youth--a shout that was suddenly changed
+to a cry of horror, when they both vanished into the raging waters
+below!
+
+The mother ran forward, and then stood gazing with fixed eyes at the
+foot of the falls. Suddenly she gave the glad cry, "There they are! See!
+they are safe! Great God, I thank Thee!"
+
+And, sure enough, there was the youth still unharmed. He had just
+emerged from the boiling vortex below the falls. With, one hand he held
+aloft the child, and with the other he was making for the shore.
+
+They ran, they shouted, they scarcely knew what they did, until they
+reached his side, just as he was struggling to the bank. They drew him
+out almost exhausted.
+
+The boy was senseless; but his mother declared that he still lived, as
+she pressed him to her bosom. The youth could scarcely stand, so faint
+was he from his exertions.
+
+Who can describe the scene that followed--the mother's calmness while
+striving to bring her boy to life, and her wild gratitude to his
+preserver, when the child was out of danger, and sweetly sleeping in her
+arms?
+
+"God will give you a reward," said she. "He will do great things for you
+in return for this day's work, and the blessings of thousands besides
+mine will attend you."
+
+And so it was: for, to the hero of that hour were afterward confided the
+destinies of a mighty nation. Throughout his long career, what tended to
+make him honored and respected beyond all men, was the spirit of
+self-sacrifice which, in the rescue of that mother's child, as in the
+more important events of his life, characterized George Washington.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the first two pages of the lesson
+quietly, but not slowly. About the middle of page 299, the manner of
+reading should be changed, when the feeling of anxiety is turned to
+that of joy.[19]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils rewrite the first paragraph of the lesson,
+changing _past tenses_ to _present tenses_ throughout.
+
+What effect will this change have upon the meaning?
+
+
+[19] This lesson, seventh paragraph from the end.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXIII
+
+
+ex ist'ing, _living_.
+
+mas'sive _large and solid_.
+
+hy e'na, _a beast of prey_.
+
+cau'tion, _great care_.
+
+strat'a gem, _a secret way; trick_.
+
+de pends', _trusts to_.
+
+mar'vel ous, _wonderful_.
+
+jack'al, _a beast of prey_.
+
+pro cure', _obtain_.
+
+a dorn', _make beautiful_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE OSTRICH.
+
+
+The ostrich is the largest of all birds now existing, and is found
+chiefly in the sandy deserts of Africa and Arabia.
+
+A full-grown African ostrich stands from seven to nine feet in height,
+to the top of its head, and will weigh from two to three hundred pounds.
+
+The body of the ostrich is large and massive; the legs are long,
+measuring four feet or more, and the neck is of about the same length as
+the legs.
+
+The head is small for so large a bird; but its feet with their two great
+toes are of good size, and possess astonishing strength.
+
+An ostrich's beak is short and blunt; its neck slender and covered with
+gray down. Its eyes are large and bright, and the sense of sight so keen
+that it can readily see a distance of from four to six miles. It hears
+and sees equally well, and can only be approached by stratagem.
+
+The feathers of the male ostrich are of a glossy black, with the
+exception of the large plumes of the wing-feathers, which in both the
+male and female are snowy white.
+
+To procure these beautiful white plumes is the chief object in hunting
+the ostrich. Those plumes when plucked are sent to foreign countries,
+and used to adorn ladies' hats, and for various other purposes.
+
+The ostrich feeds on vegetable substances; but as an aid to digestion,
+it sometimes swallows stones, glass, paper, nails, and pieces of wood.
+
+An incident is related of an ostrich on exhibition in Paris, swallowing
+a gold watch and chain. A gentleman approached within reach of the beak
+of the bird, and, in the twinkling of an eye, the watch and chain were
+snatched from his pocket and swallowed.
+
+Although the ostrich has wings, it can not fly--it depends upon its
+strong legs and feet for speed, and can run much faster than a horse.
+
+The strength of the ostrich is marvelous. Its only weapon of defence is
+its long and muscular leg.
+
+[Illustration.]
+
+It is accustomed to kick directly forward, and it is said by those who
+have observed this habit, that a single blow from its gigantic two-toed
+foot is sufficient to kill a panther, a jackal, or a hyena.
+
+No better idea of its strength can be given than the fact of its being
+employed for riding. A traveler, writing about two ostriches he saw in a
+village in Africa, says:
+
+"These gigantic birds were so tame that two boys mounted together the
+larger one. The ostrich no sooner felt their weight, than it started
+off at full speed and carried them several times around the village.
+
+"This trial pleased me so much that I wished to have it repeated; and in
+order to test their strength, I had a full-grown man mount the smaller
+bird, and two men the larger bird.
+
+"At first, they started with caution; but presently they spread their
+wings and went off at such a speed that they seemed scarcely to touch
+the ground."
+
+The voice of the ostrich is deep and hollow, and is said to resemble at
+times the roar of the lion. The bird frequently makes a kind of cackling
+noise, and when enraged at an enemy, it hisses very loudly.
+
+Ostriches make their nests in the sand. One female will, in a single
+season, lay from twenty to thirty eggs, weighing about three pounds
+each.
+
+Most of these she places in the nest, standing them on one end; but some
+of them are left outside of the nest as food for her young when they are
+hatched.
+
+The natives of Africa are very fond of ostrich eggs, using them for
+food. In taking the eggs, they exercise great caution; for should the
+birds discover them, they would break all the eggs and leave the nest.
+
+Young ostriches are readily tamed. Some families in Africa keep them as
+we do chickens. They play with children, sleep in the houses, and when a
+family moves, the ostriches follow the camels, frequently carrying the
+children on their backs.
+
+Within the past few years, ostriches have been brought to this country;
+and places called ostrich farms have been established in California and
+other States, for the purpose of raising them for their feathers.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils point out any points that are omitted from
+the following
+
+Analysis.--1. Where the ostrich lives. 2. Its size and appearance--body,
+head, neck, eyes, feathers, and plumes. 3. Its food. 4. An incident. 5.
+Its speed. 6. Its strength,--leg and foot. 7. Riding ostriches. 8.
+Voice of ostrich. 9. Nests and habits of the birds. 10. Ostriches in
+this country.
+
+Change such points as may be found necessary, and use the _analysis_ in
+describing some well-known bird.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXIV.
+
+
+plead, _urge as a reason_.
+
+breach, _a breaking, as of a promise_.
+
+re buke', _call attention to wrong-doing_.
+
+strew, _spread; scatter_.
+
+chide, _find fault with_.
+
+re sent'nent, _anger on account of an injury_.
+
+un a vail'ing, _useless; not helping in any way_.
+
+jus'tice, _honesty; what is right_.
+
+
+       *       *       *       *       *
+
+
+
+
+TO-DAY AND TO-MORROW.
+
+
+  If Fortune, with a smiling face,
+    Strew roses on our way,
+  When shall we stoop to pick them up?--
+    To-day, my friend, to-day.
+  But should she frown with face of care,
+    And talk of coming sorrow,
+  When shall we grieve, if grieve we must?--
+    To-morrow, friend, to-morrow.
+
+  If those who have wronged us own their fault,
+    And kindly pity pray,
+  When shall we listen and forgive?--
+    To-day, my friend, to-day.
+  But if stern justice urge rebuke,
+   And warmth from memory borrow,
+  When shall we chide, if chide we dare?--
+    To-morrow, friend, to-morrow.
+
+  If those to whom we owe a debt
+    Are harmed unless we pay,
+  When shall we struggle to be just?--
+    To-day, my friend, to-day.
+  But if our debtor fail our hope,
+    And plead his ruin thorough,
+  When shall we weigh his breach of faith?--
+    To-morrow, friend, to-morrow.
+
+  For virtuous acts and harmless joys
+    The minutes will not stay;--
+  We have always time to welcome them
+    To-day, my friend, to-day.
+  But care, resentment, angry words,
+    And unavailing sorrow,
+  Come far too soon, if they appear
+    To-morrow, friend, to-morrow.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let some pupil in the class state the manner
+in which the lesson should be read.
+
+What is the effect of repeating the words _to-day_ and _to-morrow_, in
+the fourth and eighth lines of each stanza?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils give the meaning of each stanza in their
+own words.
+
+_Warmth from memory borrow_ means become more angry when we remember
+our own acts of kindness toward the person now doing us injury.
+
+Explain the meaning of the following expressions.
+
+    _Strew roses on our way._
+
+    _Breach of faith._
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXV.
+
+
+ref'uge, _a place of safety_.
+
+fo'li age, _leaves and branches of trees or shrubs_.
+
+op pressed', _heavily burdened_.
+
+be tray', _give information to an enemy_.
+
+con trived', _managed; arranged_.
+
+rec'og nized, _knew by seeing_.
+
+ren'der, _give; make_.
+
+im'mi nent, _close by; threatening_.
+
+com pel', _make one do any thing_.
+
+cav'al ry, _soldiers mounted on horses_.
+
+false, _not true; unreal_.
+
+re spond'ed, _answered; replied_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN INCIDENT OF THE REVOLUTION.
+
+
+During the Revolutionary War, when the American people were fighting
+for independence, a governor of one of the colonies found himself in
+great danger of being captured by British soldiers.
+
+The governor, whose name was Griswold, contrived to reach the house of
+a relative, and while there, was informed that the soldiers had
+discovered his place of refuge and were then on their way to seize him.
+
+Griswold at once realizing that his peril was imminent, determined, if
+possible, to reach a small stream, where he had left a boat so hidden,
+by the foliage that it could not be seen from the road.
+
+In great haste and excitement, he left the house and proceeded in the
+direction of the river. Passing through an orchard, he encountered a
+young girl about twelve years old. She was watching some pieces of
+linen cloth which were stretched out on the grass for the purpose of
+bleaching.
+
+Hetty--that was the girl's name--was seated under a tree with her
+knitting, and had near her a pail of water, from which she occasionally
+sprinkled the cloths to keep them damp.
+
+She started up and was somewhat frightened when she saw a man leaping
+over the fence; but soon recognized him to be her cousin.
+
+"O, is it you, cousin!" exclaimed Hetty; "you frightened me--where are
+you going?"
+
+"Hetty," he replied, "the soldiers are seeking for me, and I shall lose
+my life, unless I can reach the boat before they come. I want you to
+run down toward the shore and meet them."
+
+"They will surely ask for me; and then you must tell them that I have
+gone up the road to catch the mail-cart, and they will turn off the
+other way."
+
+"But, cousin, how can I say so?--it would not be true. O, why did you
+tell me which way you were going?"
+
+"Would you betray me, Hetty, and see me put to death? Hark! they are
+coming. I hear the clink of their horses' feet. Tell them I have gone
+up the road and Heaven will bless you."
+
+"Those who speak false words will never be happy," said Hetty. "But
+they shall not compel me to tell which way you go, even if they kill
+me--so run as fast as you can."
+
+"I am afraid it is too late to run, Hetty; where can I hide myself?"
+
+"Be quick, cousin. Get down and lie under this cloth; I will throw it
+over you and go on sprinkling the linen."
+
+"I will do it, for it is my last chance."
+
+He was soon concealed under the heavy folds of the long cloth. A few
+minutes afterward, a party of cavalry dashed along the road. An officer
+saw the girl and called out to her in a loud voice--
+
+"Have you seen a man run this way?"
+
+"Yes, sir," replied Hetty.
+
+"Which way did he go?"
+
+"I promised not to tell, sir."
+
+"But you must tell me this instant; or it will be worse for you."
+
+"I will not tell, for I must keep my word."
+
+"Let me question her, for I think I know the child," said a man who was
+guide to the party. "Is your name Hetty Marvin?"
+
+"Yes, sir."
+
+"Perhaps the man who ran past you was your cousin?"
+
+"Yes, sir, he was."
+
+"Well, we wish to speak with him. What did he say to you when, he came
+by?"
+
+"He told me that he had to run to save his life."
+
+"Just so--that was quite true. I hope he will not have far to run. Where
+was he going to hide himself?"
+
+"My cousin said that he would go to the river to find a boat, and he
+wanted me to tell the men in search of him that he had gone the other
+way to meet the mail-cart."
+
+"You are a good girl, Hetty, and we know you speak the truth. What did
+your cousin say when he heard that you could not tell a lie to save his
+life?"
+
+"He asked, would I betray him and see him put to death?"
+
+"And you said you would not tell, if you were killed for it."
+
+Poor Hetty's tears fell fast as she responded, "Yes, sir."
+
+"Those were brave words, and I suppose he thanked you and ran down the
+road as fast as he could?"
+
+"I promised not to tell which way he went, sir."
+
+"O yes, I forgot; but tell me his last words, and I will not trouble you
+any more."
+
+"He said, 'I will do it, for it is my last chance.'"
+
+Hetty was now oppressed with great fear; she sobbed aloud, and hid her
+face in her apron. The soldiers thought they had obtained all the
+information they could, and rode off toward the river-side.
+
+While Griswold lay hidden at the farm, he had agreed upon a signal with
+his boatmen, that if in trouble he would put a white cloth by day, or a
+light at night, in the attic window of his place of concealment. When
+either signal was seen, the men were to be on the watch, ready to render
+him assistance in case of need.
+
+No sooner had the soldiers ridden away, than Griswold's friends in the
+house hung out a white cloth from the window, to warn the boatmen, who
+then pulled out to sea.
+
+The boat, with two men in it, was nearly out of sight by the time the
+soldiers reached the shore, and this caused them to conclude that
+Griswold had effected his escape.
+
+Meantime he lay safe and quiet until the time came for Hetty to go home
+to supper. Then he requested her to go and ask her mother to put the
+signal-lamp in the window as it grew dark, and send him clothes and
+food. The signal was seen, the boat returned, and Griswold made his way
+to it in safety.
+
+In better days, when the war was over, and peace declared, he named one
+of his daughters Hetty Marvin, that he might daily think of the brave
+young cousin whose sense and truth-speaking had saved his life.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXVI.
+
+
+con sume', _use entirely; exhaust_.
+
+cul ti va'tion, _attending to the growth of plants_.
+
+ex'ports, _the products of a country which are sold to other countries_
+
+trans por ta'tion, _carrying_.
+
+o'val, _shaped like an egg_.
+
+prin'ci pal, _chief; that which is most important_.
+
+es'ti mat ed, _stated in regard to quantity_.
+
+se lect'ed, _chosen; picked out_.
+
+ter'mi nates, _comes to an end_.
+
+
+       *       *       *       *       *
+
+
+
+
+TROPICAL FRUITS.
+
+
+Those who have not visited tropical countries, can scarcely imagine the
+wonders of their vegetation. There is nothing in the northern half of
+the United States, with which to compare the richness of the vegetable
+growth of the tropics.
+
+In the Southern States of our Union, as well as in Mexico and Central
+America, there are found many of the same plants and trees that grow in
+countries lying still nearer the equator.
+
+The various kinds of fruits which grow in these countries, form a very
+large portion of the exports. Among those that are most commonly sent to
+us, are bananas, oranges, lemons, dates, cocoa-nuts, and figs.
+
+In countries where the banana grows most abundantly, no article of food
+which the natives can obtain, requires so little trouble in its
+cultivation.
+
+One has only to set out a few banana sprouts, and await the result. In a
+short time, a juicy stem shoots up to the height of fifteen or twenty
+feet.
+
+It is formed of nothing more than a number of leaf stalks rolled one
+over the other, and grows sometimes to a thickness of two feet.
+
+Two gigantic leaves grow out from the top, ten feet long and two feet
+broad. They are so very thin and tender that a light wind splits them
+into ribbons.
+
+From the center of the leaves a very strong stalk rises up, which
+supports the cluster of bananas. There are sometimes over one hundred
+bananas to a single stalk.
+
+A cluster of ripe bananas will weigh from sixty to seventy pounds, and
+represents a large amount of food. When a stalk has produced and ripened
+its fruit, it begins to wither and soon dies.
+
+In a very short time, however, new sprouts spring up from the old root,
+and ere long the native has another cluster. So rapidly do they follow
+each other, that one cluster is scarcely consumed before another one is
+ready to ripen.
+
+Bananas ripened on the stalk will not bear transportation to any great
+distance; therefore, when selected for export, the clusters are cut off
+while the bananas are very green.
+
+Another valuable fruit of the tropics is the date. This fruit grows on a
+tree called the date-palm, that is found in both Asia and Africa.
+
+The date-palm is a majestic tree, rising to the height of sixty feet or
+more, without branches, and with a trunk of uniform thickness throughout
+its entire length.
+
+It begins to bear fruit about eight years after it has been planted, and
+continues to be productive from seventy to one hundred years.
+
+Dates are oval in shape, and have a long solid stone. They form the
+principal food of the inhabitants of some of the eastern countries, and
+are an important article of commerce.
+
+When they are perfectly ripe, they possess a delightful perfume, and are
+very agreeable to the taste.
+
+In preparing dates to be sent to distant countries, they are gathered a
+short time before they are quite ripe, dried in the sun on mats, and
+finally packed in boxes or straw sacks.
+
+Travelers in the deserts of Africa, often carry dried dates with them
+for their chief food, during a journey of hundreds of miles.
+
+The Arabs grind dried dates into a powder which they call date flour. If
+this is packed away in a dry place, it will keep for years, and only has
+to be moistened with a little water to prepare it for eating.
+
+One of the most valuable and productive of tropical trees is the
+cocoa-nut palm. It grows largely in both the East and West Indies, and
+elsewhere throughout the torrid zone.
+
+It rises to a height of from sixty to one hundred feet, and terminates
+in a crown, of graceful, waving leaves. Some of these leaves reach a
+length of twenty feet, and have the appearance of gigantic feathers.
+
+The fruit consists of a thick outward husk of a fibrous structure, and
+within this, is the ordinary cocoa-nut of commerce.
+
+The shell of the nut is hard and woody, and a little over a quarter of
+an inch in thickness. Next to this shell is the kernel, which is also a
+shell about half an inch thick, and composed of a white substance very
+pleasant to the taste. Within this white eatable shell, is a milky
+liquid, called cocoa-nut milk.
+
+[Illustration]
+
+The cocoa-nut is very useful to the natives of the regions in which it
+grows. The nuts supply a large portion of their food, and the milky
+fluid inclosed within, forms a pleasant and refreshing drink.
+
+The shell of the nut is made into cups, and from the kernel, cocoa-nut
+oil is pressed out and largely used in making soap and for other
+purposes.
+
+In Ceylon, the tree is cultivated extensively. It is estimated that
+there are twenty million trees in that island, and that each tree
+produces about sixty nuts yearly. The wealth of a native is based upon
+the number of cocoa-nut palms he owns.
+
+Another well-known tropical fruit is the fig, which grows on a bush or
+small tree about eighteen or twenty feet high.
+
+The fig-tree is now cultivated in all the Mediterranean countries, but
+the larger portion of the American supply comes from western Asia and
+the south of France.
+
+The varieties are extremely numerous, and the fruit is of various
+colors, from deep purple to yellow, or nearly white.
+
+The trees usually bear two crops--one in the early summer, the other in
+the autumn.
+
+When ripe, the figs are picked and spread out to dry in the sun. Thus
+prepared, the fruit is packed closely in barrels, baskets, or wooden
+boxes, for commerce.
+
+Oranges and lemons are cultivated in nearly all warm countries. They
+grow on trees somewhat smaller than apple trees, and must be picked for
+export while they are hard and green.
+
+They ripen during transportation, so that green oranges put up and sent
+to us from Sicily or other distant points, change to a golden yellow
+color by the time they reach us.
+
+Oranges are grown largely in Florida and Louisiana, extensive orange
+orchards being frequently met with in traveling through those States.
+The oranges grown there are considered very choice, and are generally
+sweeter than those brought from Italy.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Define the following words, giving the meaning of
+each part as indicated by hyphens: _ex-port-ing, un-common-ly,
+dis-trust-ful, pro-vid-ing, un-bear-able, un-hope-ful_.
+
+The syllables _placed before_ a stem are called _prefixes_; those
+_placed after_ a stem, _suffixes_.
+
+The words _shall_ and _will_ are used to indicate _future time_; as, I
+shall go; you will go; he will go.
+
+The three tenses of an action may in a general way be represented by the
+words _yesterday, to-day_, and _to-morrow_.
+
+Let pupils fill blanks in the following statements, and state the tense
+of each action.
+
+    We ---- go to see them next week.
+
+    John ---- last night.
+
+    You and I ---- in school at the present time.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXVII.
+
+
+found'ed, _established; placed_.
+
+gar'ri son, _soldiers stationed in a fort or town_.
+
+strode, _walked with long steps_.
+
+coun'cil, _a number of men called together for advice_.
+
+in cit'ing, _moving to action_.
+
+de vot'ed, _very much attached_.
+
+de feat'ed, _overcome_.
+
+cul'ture, _a high state of knowledge_.
+
+or'na ment ed, _adorned_.
+
+wam'pum, _shells used by the Indians as money or for ornament_.
+
+fan tas'tic, _wild; irregular_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE STORY OF DETROIT.
+
+
+The early history of Detroit is highly romantic. It was founded in 1701
+as a military colony.
+
+It soon became one of the most important of the western outposts of
+Canada, and as the French and Indians were usually on the most friendly
+terms, the colony for a long time existed in a state of happiness and
+contentment.
+
+At the close of the French War, Detroit contained over two thousand
+inhabitants. Canadian dwellings with their lovely gardens lined the
+banks of the river for miles.
+
+Within the limits of the settlement were several Indian villages. Here
+the light-hearted French-Canadian smoked his pipe and told his story,
+and the friendly Indian supplied him with game and joined in his
+merry-making.
+
+In the year 1760, Detroit was taken possession of by the English. The
+Indians hated the English, as much as they had loved the French.
+
+Pontiac, the ruling spirit of the forests at this time, was a most
+powerful and statesmanlike chief. When he found that his friends, the
+French, had lost their power, he sought to unite the Indian tribes
+against the English colonies, and to destroy the English garrison at
+Detroit by strategy.
+
+He was chief of the Ottawas, but possessed great influence over several
+other tribes. Pontiac believed, and that truly, that the establishment
+of English colonies would be fatal to the interests of the Indian race.
+
+He strode through the forests like a giant, inciting the tribes to war.
+He urged a union of all the Indian nations from the lakes to the
+Mississippi for the common defense of the race.
+
+There lived near Detroit a beautiful Indian girl, called Catharine. The
+English commander, Gladwyn, was pleased with her, and showed her many
+favors, and she formed a warm friendship for him.
+
+One lovely day in May, this girl came to the fort and brought Gladwyn a
+pair of elk-skin moccasins. She appeared very sad.
+
+"Catharine," said Gladwyn, "what troubles you to-day?"
+
+She did not answer at once. There was a silent struggle going on in her
+heart. She had formed a strong attachment for the white people, and she
+was also devoted to her own race.
+
+"To-morrow," she said at length, "Pontiac will come to the fort with
+sixty of his chiefs. Each will be armed with a gun, which will be cut
+short and hidden under his blanket. The chief will ask to hold a
+council. He will then make a speech, and offer a belt of wampum as a
+peace-offering.
+
+"As soon as he holds up the belt, the chiefs will spring up and shoot
+the officers, and the Indians outside will attack the English. Every
+Englishman will be killed. The French inhabitants will be spared."
+
+Gladwyn made immediate preparations to avoid the danger which threatened
+them. The soldiers were put under arms. Orders were given to have them
+drawn up in line on the arrival of the Indians the following day.
+
+The next morning Indian canoes approached the fort from the eastern
+shores. They contained Pontiac and his sixty chiefs. At ten o'clock the
+chiefs marched to the fort, in fantastic procession. Each wore a colored
+blanket, and was painted, plumed, or in some way gaily ornamented.
+
+As Pontiac entered the fort, a glance showed him that his plot was
+discovered. He passed in amazement through glittering rows of steel, he
+made a speech, expressing friendship; but he did not dare to lift the
+wampum belt which was to have been the signal for attack. He was allowed
+to depart peaceably.
+
+When he found that his plot had been discovered, his anger knew no
+bounds. He gathered his warriors from every hand and laid siege to
+Detroit. He was defeated, and with his defeat ended the power of the
+Indian tribes in the region of the Upper Lakes.
+
+Detroit became an English town, and afterward an American city. She has
+gathered to herself the wealth of the fertile regions which lie around
+her, as well as the commerce of the broad inland seas on either hand.
+To-day she has more than one hundred and twenty thousand inhabitants,
+and is famous for her wealth and culture.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils review, as a written exercise, the
+spelling of the following words.
+
+
+    treasure   rheumatism    group         desperate
+    release    mischievous   courtesy      separate
+    weary      approach      redoubled     vegetable
+    stealthy   caution       mighty        stratagem
+    peasants   exhausted     fortnight     spectator
+    concealed  draughts      knowledge     necessary
+    freight    guidance      flickering    particular
+
+
+In the sentences given below, change the verbs so as to represent the
+action as completed.
+
+"The chiefs march to the fort in fantastic procession. They find that
+their plot is discovered. Pontiac immediately gathers his warriors from
+every hand, and lays siege to Detroit. He is defeated, and with his
+defeat, the power of the Indian tribes is at an end."
+
+In the last two sentences, change the verbs so as to represent future
+time.
+
+Let pupils make out an _analysis_ and use it in treating the subject--
+
+    _The town (or city) that I live in._
+
+_Suggestion_.--Include the location and early history of the town. Its
+present population. Its different manufactures. How to get to it. Its
+chief points of interest to a stranger. Anecdotes.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXVIII.
+
+
+heave, _raise; lift_.
+
+mack'er el, _a fish spotted with blue, and largely used for food_.
+
+con geals', _freezes; grows hard from cold_.
+
+ant'lers, _branching horns_.
+
+a main', _suddenly; at once_.
+
+lurks, _lies hidden_.
+
+reels, _frames for winding fishing lines_.
+
+teem'ing, _containing in  abundance_.
+
+car'i bou, _a kind of reindeer_.
+
+Mick'mack, _a tribe of Indians_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE FISHERMEN.
+
+
+  Hurra! the seaward breezes
+    Sweep down the bay amain;
+  Heave up, my lads, the anchor!
+    Run up the sail again!
+  Leave to the lubber landsmen
+    The rail-car and the steed;
+  The stars of heaven shall guide us
+    The breath of heaven shall speed.
+
+  From the hill-top looks the steeple,
+    And the light-house from the sand;
+  And the scattered pines are waving
+    Their farewell from the land.
+  One glance, my lads, behind us,
+    For the homes we leave, one sigh,
+  Ere we take the change and chances
+    Of the ocean and the sky.
+
+  Where in mist the rock is hiding,
+    And the sharp reef lurks below,
+  And the white squall smites in summer,
+    And the autumn tempests blow;
+  Where, through gray and rolling vapor,
+    From evening unto morn,
+  A thousand boats are hailing,
+    Horn answering unto horn.
+
+  Hurra! for the Red Island,
+    With the white cross on its crown!
+  Hurra! for Meccatina,
+    And its mountains bare and brown!
+  Where the caribou's tall antlers
+    O'er the dwarf-wood freely toss,
+  And the footsteps of the Mickmack
+    Have no sound upon the moss.
+
+  There we'll drop our lines, and gather
+    Old ocean's treasures in,
+  Where'er the mottled mackerel
+    Turns up a steel-dark fin.
+  The sea's our field of harvest,
+    Its scaly tribes our grain;
+  We'll reap the teeming waters
+    As at home they reap the plain.
+
+  Though the mist upon our jackets
+    In the bitter air congeals,
+  And our lines wind stiff and slowly
+    From off the frozen reels;
+  Though the fog be dark around us,
+    And the storm blow high and loud,
+  We will whistle down the wild wind,
+    And laugh beneath the cloud!
+
+  Hurra!--Hurra!--the west wind
+    Comes freshening down the bay,
+  The rising sails are filling--
+    Give way, my lads, give way!
+  Leave the coward landsman clinging
+    To the dull earth like a weed--
+  The stars of heaven shall guide us,
+    The breath of heaven shall speed!
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let some pupil in the class state in what
+manner the lesson should be read.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change the verbs throughout the sixth stanza so as
+to represent past action.
+
+Give the time indicated in the following sentences.
+
+    I _am thinking_ about it.    I _am going_ to-morrow.
+
+As _verb-forms_ do not always determine the _time of an action_, we
+must call an action _past, present_, or _future_, in accordance with
+the meaning indicated by the verb.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXIX.
+
+
+op er a'tions, _ways of working; deeds_.
+
+e vap'o rat ed, _has the moisture taken from it_.
+
+au'ger, _a tool used in boring holes_.
+
+shan'ty, _a hut; a poor dwelling_.
+
+e nor'mous, _of very large size_.
+
+su per in tend'ing, _directing; taking care of_.
+
+an nounce', _give first notice of; make known_.
+
+de li'cious, _affording great pleasure, especially to the taste_.
+
+de'tails, _small parts of any thing_.
+
+clar'i fied, _made clear or pure_.
+
+
+       *       *       *       *       *
+
+
+
+
+MAKING MAPLE SUGAR.
+
+PART I.
+
+
+There is no part of farming that a boy enjoys more than the making of
+maple sugar; it is better than "blackberrying," and nearly as good as
+fishing.
+
+And one reason he likes this work is that somebody else does the most of
+it. It is a sort of work in which he can appear to be very active, and
+yet not do much.
+
+In my day maple-sugar-making used to be something between picnicking and
+being shipwrecked on a fertile island, where one should save from the
+wreck, tubs and augers, and great kettles and pork, and hen's-eggs and
+rye-and-indian bread, and begin at once to lead the sweetest life in the
+world.
+
+I am told that it is something different nowadays, and that there is
+more desire to save the sap, and make good, pure sugar, and sell it for
+a large price.
+
+I am told that it is the custom to carefully collect the sap and bring
+it to the house, where there are built brick arches, over which it is
+evaporated in shallow pans, and that pains are taken to keep the leaves,
+sticks, ashes and coals out of it, and that the sugar is clarified.
+
+In short, that it is a money-making business, in which there is very
+little fun, and that the boy is not allowed to dip his paddle into the
+kettle of boiling sugar and lick off the delicious syrup.
+
+As I remember, the country boy used to be on the lookout in the spring
+for the sap to begin running. I think he discovered it as soon as
+anybody.
+
+Perhaps he knew it by a feeling of something starting in his own
+veins--a sort of spring stir in his legs and arms, which tempted him to
+stand on his head, or throw a handspring, if he could find a spot of
+ground from which the snow had melted.
+
+The sap stirs early in the legs of a country boy, and shows itself in
+uneasiness in the toes, which, get tired of boots, and want to come out
+and touch the soil just as soon as the sun has warmed it a little.
+
+The country boy goes barefoot just as naturally as the trees burst their
+buds, which were packed and varnished over in the fall to keep the water
+and the frost out.
+
+Perhaps the boy has been out digging into the maple-trees with his
+jack-knife; at any rate, he is pretty sure to announce the discovery as
+he comes running into the house in a state of great excitement, with
+"Sap's runnin'!"
+
+And then, indeed, the stir and excitement begin. The sap-buckets, which
+have been stored in the wood-house, are brought down and set out on the
+south side of the house and scalded.
+
+The snow is still a foot or more deep in the woods, and the ox-sled is
+got out to make a road to the sugar camp. The boy is every-where
+present, superintending every thing, asking questions, and filled with a
+desire to help the excitement.
+
+It is a great day when the cart is loaded with the buckets, and the
+procession starts into the woods. The sun shines brightly; the snow is
+soft and beginning to sink down; the snow-birds are twittering about,
+and the noise of shouting and of the blows of the axe echoes far and
+wide.
+
+In the first place the men go about and tap the trees, drive in the
+spouts, and hang the buckets under. The boy watches all these operations
+with the greatest interest.
+
+He wishes that some time when a hole is bored into a tree that the sap
+would spout out in a stream, as it does when a cider-barrel is tapped.
+
+But it never does, it only drops, sometimes almost in a stream, but on
+the whole slowly, and the boy learns that the sweet things of the world
+have to be patiently waited for, and do not usually come otherwise than
+drop by drop.
+
+Then the camp is to be cleared of snow. The shanty is re-covered with
+boughs. In front of it two enormous logs are rolled nearly together, and
+a fire is built between them.
+
+Forked sticks are set at each end, and a long pole is laid on them, and
+on this are hung the great iron kettles. The huge hogsheads are turned
+right side up, and cleaned out to receive the sap that is gathered.
+
+The great fire that is kindled is never allowed to go out, night or day,
+so long as the season lasts. Somebody is always cutting wood to feed it;
+somebody is busy most of the time gathering in the sap.
+
+Somebody is required to watch the kettles that they do not boil over,
+and to fill them. It is not the boy, however; he is too busy with things
+in general to be of any use in details.
+
+He has his own little sap-yoke and small pails, with which he gathers
+the sweet liquid. He has a little boiling-place of his own, with small
+logs and a tiny kettle.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In the second line of the lesson, after the
+word _more_, a pause should be made for the purpose of giving special
+effect to the words which follow. This is called a _rhetorical pause_.
+
+In the third and fourth lines, point out the _rhetorical pauses_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let some pupil explain the meaning of the third
+paragraph of the lesson.
+
+Change the verbs in the last paragraph so as to indicate _future
+time_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXX.
+
+
+grim'y, _dirty_.
+
+re al i za'tion, _the act of coming true_.
+
+in vent'ed, _found out; contrived_.
+
+per mit'ted, _allowed_.
+
+dis solved', _melted; broken up_.
+
+a vid'i ty, _eagerness_.
+
+re duced', _made smaller in quantity_.
+
+sen sa'tion, _feeling_.
+
+crys'tal lize, _change into hard particles of a regular shape_.
+
+
+       *       *       *       *       *
+
+
+
+
+MAKING MAPLE SUGAR.
+
+PART II.
+
+
+In the great kettles the boiling of the sap goes on slowly, and the
+liquid, as it thickens, is dipped from one to another, until in the end
+kettle it is reduced to syrup, and is taken out to cool and settle,
+until enough is made to "sugar off."
+
+To "sugar off" is to boil the syrup until it is thick enough to
+crystallize into sugar. This is the grand event, and is only done once
+in two or three days.
+
+But the boy's desire is to "sugar off" all the time. He boils his kettle
+down as rapidly as possible; he is not particular about chips, scum, or
+ashes.
+
+He is apt to burn his sugar; but if he can get enough to make a little
+wax on the snow, or to scrape from the bottom of the kettle with his
+wooden paddle, he is happy.
+
+A great deal is wasted on his hands, and the outside of his face, and on
+his clothes, but he does not care; he is not stingy.
+
+To watch the operations of the big fire gives him constant pleasure.
+Sometimes he is left to watch the boiling kettles, with a piece of pork
+tied on the end of a stick, which he dips into the boiling mass when it
+threatens to go over.
+
+He is constantly tasting of it, however, to see if it is not almost
+syrup. He has a long, round stick, whittled smooth at one end, which he
+uses for this purpose, at the constant risk of burning his tongue.
+
+The smoke blows in his face; he is grimy with ashes; he is altogether
+such a mass of dirt, stickiness, and sweetness, that his own mother
+wouldn't know him.
+
+He likes to boil eggs with the hired man in the hot sap; he likes to
+roast potatoes in the ashes, and he would live in the camp day and night
+if he were permitted.
+
+To sleep there with the men, and awake in the night and hear the wind in
+the trees, and see the sparks fly up to the sky, is a perfect
+realization of all the stories of adventures he has ever read.
+
+He tells the other boys afterward that he heard something in the night
+that sounded very much like a bear. The hired man says that he was very
+much scared by the hooting of an owl.
+
+The great occasions for the boy, though, are the times of "sugaring
+off." Sometimes this used to be done in the evening, and it was made the
+excuse for a frolic in the camp.
+
+The neighbors were invited; sometimes even the pretty girls from the
+village, who filled all the woods with their sweet voices and merry
+laughter, were there, too.
+
+The tree branches all show distinctly in the light of the fire, which
+lights up the bough shanty, the hogsheads, the buckets on the trees, and
+the group about the boiling kettles, until the scene is like something
+taken out of a fairy play.
+
+At these sugar parties every one was expected to eat as much sugar as
+possible; and those who are practiced in it can eat a great deal.
+
+It is a peculiar fact about eating warm maple sugar, that though you
+may eat so much of it one day as to be sick, you will want it the next
+day more than ever.
+
+At the "sugaring off" they used to pour the hot sugar upon the snow,
+where it congealed into a sort of wax, which I suppose is the most
+delicious substance that was ever invented. And it takes a great while
+to eat it.
+
+If you should close your teeth firmly on a lump of it, you would be
+unable to open your mouth until it dissolved. The sensation while it is
+melting is very pleasant, but it will not do to try to talk, for you can
+not.
+
+The boy used to make a big lump of it and give it to the dog, who seized
+it with great avidity, and closed his jaws on it, as dogs will on any
+thing.
+
+It was funny the next moment to see the expression of perfect surprise
+on the dog's face when he found that he could not open his jaws.
+
+He shook his head; he sat down in despair; he ran round in a circle; he
+dashed into the woods and back again.
+
+He did every thing except climb a tree, and howl. It would have been
+such a relief to him if he could have howled. But that was the one thing
+he could not do.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils change the verbs in the following lines,
+so that they will indicate _present time_.
+
+"He shook his head; he sat down in despair; he ran around in a circle;
+he dashed into the woods and back again."
+
+Suggestion.--Let the teacher, from time to time, select stories, and
+have them read before the class. After the reading, let pupils make
+oral _analyses_. The stories should be short, and the exercise
+conducted without the use of pencils or paper.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXI.
+
+
+en'sign, _flag_.
+
+dis man'tled, _stripped of masts, sails, and guns_.
+
+pa tri ot'ic, _full of love for one's country_.
+
+hulk, _a dismantled ship_.
+
+frig'ate, _a ship of war_.
+
+tat'tered, _torn_.
+
+me'te or, _a fiery body in the heavens_.
+
+van'quished, _conquered; overcome_.
+
+har'pies, _destroyers_.
+
+manned, _supplied with men_.
+
+
+       *       *       *       *       *
+
+
+
+
+OLD IRONSIDES.
+
+
+During our second war with Great Britain, which began in the year 1812,
+many battles were fought both on land and sea.
+
+Among the ships of war belonging to the United States Government, was a
+frigate named the Constitution. She was built about the beginning of
+the present century, and owing to her good fortune in many engagements,
+her seamen gave her the name of "Old Ironsides."
+
+She was in active service throughout the entire war, and captured five
+ships of war from the British, two of which were frigates.
+
+In all her service, her success was remarkable. She never lost her
+masts, never went ashore, and though so often in battle, no very serious
+loss of life ever occurred on her decks. Her entire career was that of
+what is called in the navy "a lucky ship."
+
+Perhaps this may be explained by the fact that she always had excellent
+commanders, and that she probably possessed as fine a ship's company as
+ever manned a frigate.
+
+In 1829, the Government ordered the Constitution to be dismantled and
+taken to pieces, because she had become unfit for service.
+
+At that time, Oliver Wendell Holmes, who has since become famous as a
+writer, was a young man twenty years of age, about completing his
+studies at Harvard College.
+
+When he heard of the intended destruction of "Old Ironsides," he went
+directly to his room, and, inspired by patriotic feelings, wrote the
+following poem.
+
+
+OLD IRONSIDES.
+
+  Ay, tear her tattered ensign down!
+    Long has it waved on high,
+  And many an eye has danced to see
+    That banner in the sky;
+  Beneath it rung the battle shout
+    And burst the cannons' roar:
+  The meteor of the ocean air
+    Shall sweep the clouds no more.
+
+  Her deck, once red with heroes' blood,
+    Where knelt the vanquished foe,
+  When winds were hurrying o'er the flood
+    And waves were white below,
+  No more shall feel the victors' tread,
+    Or know the conquered knee:
+  The harpies of the shore shall pluck
+    The eagle of the sea!
+
+  O, better that her shattered hulk
+    Should sink beneath the wave!--
+  Her thunders shook the mighty deep,
+    And there should be her grave.
+  Nail to the mast her holy flag,
+    Set every threadbare sail,
+  And give her to the god of storms,
+    The lightning, and the gale!
+
+
+The effect of this poem upon the people was so great that a general
+outcry arose against the destruction of the gallant old ship.
+
+The Government was induced to reconsider its determination. The old ship
+was saved, repaired, and for many years has delighted the eyes of
+thousands of people who have visited her.
+
+At present, she is used as a receiving-ship at the United States Navy
+Yard, Portsmouth, New Hampshire.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--With what tone of voice should the prose part
+of the lesson be read?
+
+Read the poetry--first, slowly and quietly; then, in a loud tone of
+voice, expressing the feeling of anger.
+
+Which method of reading the poem do the pupils prefer?
+
+Which do they think represents the poet's feelings?
+
+Let pupils pronounce in concert, and singly, the following words: _hero,
+year, people, deep, eagle, knee, serious, meteor, complete, pieces_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils point out and explain the unusual
+expressions found in the first two stanzas, writing out a list of the
+changes made.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXII.
+
+
+ver'tic al, _upright_.
+
+cat'a ract, _a great fall of water over a precipice_.
+
+pro vis'ions, _stock of food_.
+
+con struct'ed, _made; formed_.
+
+in cred'i ble, _not easily believed_.
+
+sta'tion a ry, _not moving; fixed_.
+
+ex tinct', _inactive; dead_.
+
+de pos'it, _that which is laid or thrown down_.
+
+ap'er ture, _an opening_.
+
+di am'e ter, _distance across or through_.
+
+com pris'es, _includes; contains_.
+
+
+       *       *       *       *       *
+
+
+
+
+NATURAL WONDERS OF AMERICA.
+
+PART I.
+
+
+Within the vast extent of territory belonging to the United States,
+there are many wonderful natural curiosities which attract visitors from
+all parts of the world.
+
+A short description of some of the principal attractions is here given,
+with the hope that many who read this lesson, may at some time visit a
+part or all that are noticed.
+
+
+GEYSERS OF THE YELLOWSTONE PARK.
+
+
+The Yellowstone Park is a tract of country fifty-five by sixty-five
+miles in extent, lying mainly in the northwest corner of the Territory
+of Wyoming, but including a narrow belt in southern Montana. It
+contains nearly thirty-six hundred square miles, and is nearly three
+times as large as the State of Rhode Island. No equal extent of country
+on the globe comprises such a union of grand and wonderful scenery.
+
+Numerous hot springs, steam jets, and extinct geyser cones exist in the
+Yellowstone basin. Just beyond the western rim of the basin, lies the
+grand geyser region of Fire-Hole River.
+
+Scattered along both banks of this stream are boiling springs from two
+to twelve feet across, all in active operation.
+
+One of the most noted geysers of this district is "Old Faithful." It
+stands on a mound thirty feet high, the crater rising some six feet
+higher still.
+
+The eruptions take place about once an hour, and continue fifteen or
+twenty minutes, the column of water shooting upward with terrific force,
+from one hundred to one hundred and fifty feet.
+
+The great mass of water falls directly back into the basin, flowing over
+the edges and down the sides in large streams. When the action ceases,
+the water recedes from sight, and nothing is heard but an occasional
+escape of steam until another eruption occurs.
+
+[Illustration]
+
+Just across the river and close to the margin, a small conical mound is
+observed, about three feet high, and five feet in diameter at the base.
+
+No one would suspect it to be an active geyser. But in 1871, a column of
+water entirely filling the crater shot from it, which by actual
+measurement was found to be two hundred and nineteen feet high.
+
+Not more than a hundred yards from the river, there is a large oval
+aperture eighteen feet wide and twenty-five feet long. The sides are
+covered with a grayish-white deposit which is distinctly visible at a
+depth of a hundred feet below the surface.
+
+This geyser is known as the "Giantess," and a visitor in describing it
+states that "no water could be discovered on the first approach, but it
+could be distinctly heard gurgling and boiling at a great distance
+below. Suddenly it began to rise, spluttering and sending out huge
+volumes of steam, causing a general scattering of our company.
+
+"When within about forty feet of the surface, it became stationary, and
+we returned to look upon it. All at once it rose with incredible
+rapidity, the hot water bursting from the opening with terrific force,
+rising in a column the full size of this immense aperture to the height
+of sixty feet.
+
+"Through, and out of the top of this mass, five or six lesser jets or
+round columns of water, varying in size from six to fifteen inches in
+diameter, were projected to the marvelous height of two hundred and
+fifty feet."
+
+[Illustration: View in the Grand Cañon]
+
+
+THE CAÑONS OF THE COLORADO RIVER.
+
+
+The length of the Colorado River, from the sources of the Green River,
+is about two thousand miles.
+
+For five hundred miles of this distance, the river has worn deep cuts or
+gorges through the soft rock, called cañons.
+
+The rocky sides of these cañons form lofty vertical walls, which, in
+some places, rise to a height of more than a mile above the surface of
+the water.
+
+The largest and most noted of these vast gorges is the Grand Cañon,
+which extends a distance of more than two hundred miles. The height of
+the walls of this cañon varies from four thousand to seven thousand
+feet.
+
+The river, as it runs through it, is from fifty to three hundred feet
+wide. So swift is the current, that it is almost impossible to float a
+boat down the stream without having it dashed to pieces against the
+rocky walls on either side.
+
+The first descent through these cañons was made in 1867, from a point on
+Grand River, about thirty miles above its junction with Green River.
+
+Three men were prospecting for gold, and being attacked by Indians and
+one of their number killed, the other two decided to attempt the descent
+of the river, rather than retrace their steps through a country where
+Indians were numerous.
+
+They constructed a raft of a few pieces of drift-wood, and having
+secured their arms and provisions, commenced their journey down the
+stream.
+
+A few days afterward, while the raft was descending a cataract, one of
+the men was drowned and all the provisions were washed overboard.
+
+The third man, hemmed in by the walls of the cañon, continued the
+journey alone amid great perils from cataracts, rocks, and whirlpools.
+
+For ten days he pursued, his lonely way, tasting food but twice during
+the whole time. Once he obtained a few green pods and leaves from bushes
+growing along the stream, and the second time from some friendly
+Indians.
+
+At last he succeeded in reaching Callville in safety, after having
+floated several hundred miles.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXIII.
+
+
+pro por'tions, _relations of parts to each other_.
+
+in te'ri or, _the inside_.
+
+al a bas'ter, _a kind of whitish stone_.
+
+chasm, _a deep opening_.
+
+a're a, _any surface, as the floor of a room_.
+
+an'cient, _belonging to past ages_.
+
+un ex am'pled, _without a similar case_.
+
+co los'sal, _of great size_.
+
+feat'ure, _any thing worthy of notice_.
+
+dra'per y, _hangings of any kind_.
+
+o ver awed', _held in a state of fear_.
+
+sur pass'ing, _exceeding others_.
+
+
+       *       *       *       *       *
+
+
+
+
+NATURAL WONDERS OF AMERICA.
+
+PART II.
+
+
+THE MAMMOTH CAVE.
+
+
+In the year 1809, a hunter named Hutchins, while pursuing a bear in
+Edmondson County, Kentucky, was surprised to see the animal disappear
+into a small opening in the side of a hill.
+
+Upon examining the spot, Hutchins found that the opening led into a
+cave. Following up the examination soon after, it was discovered that
+the cave was immense in its proportions.
+
+On account of its great size, it was named Mammoth Cave. It has an area
+of several hundred square miles, and two hundred and twenty-three known
+and numbered avenues, with a united length of from one hundred and
+fifty to two hundred miles.
+
+The interior of this cave is divided by huge columns and walls of stone
+into chambers of various shapes and sizes. Some of these are large
+enough to afford standing room for thousands of people.
+
+One of the largest of these chambers is called Mammoth Dome. This room
+is four hundred feet long, one hundred and fifty feet wide, and two
+hundred and fifty feet in height.
+
+The walls of this grand room are curtained by alabaster drapery in
+vertical folds and present to the eye a scene of unexampled beauty and
+grandeur.
+
+A large gateway at one end of this room opens into another room, in
+which the position of the huge stone pillars, reminds one of the ruins
+of some ancient temple.
+
+Six colossal columns, or pillars, eighty feet high and twenty-five feet
+in diameter, standing in a half circle, are among the imposing
+attractions of this wonderful room.
+
+Another striking feature of Mammoth Cave is what is called the Dead Sea.
+This body of water is four hundred feet long, forty feet wide, and very
+deep.
+
+A curious fish is found in this dark lake. It is without eyes, and, in
+form and color, is different from any fish found outside the cave.
+
+There are found also a blind grasshopper, without wings, and a blind
+crayfish of a whitish color, both of which are very curious and
+interesting.
+
+The fact that these living creatures are blind would seem to indicate
+that nature had produced them for the distinct purpose of inhabiting
+this dark cave.
+
+
+NIAGARA FALLS.
+
+
+Of all the sights to be seen on this continent, there is none that
+equals the great Falls of Niagara River, situated about twelve miles
+north of Buffalo, in the State of New York.
+
+On first beholding this most wonderful of all known cataracts, one is
+overawed by its surpassing grandeur, "and stunned by the sound of the
+falling waters as by a roar of thunder."
+
+For quite a distance above the falls, the Niagara River is about one
+mile wide, and flows with great swiftness.
+
+Just at the edge of the cataract stands Goat Island, which divides the
+waters of the river, and makes two distinct cataracts; one on the
+Canadian side, and one on the American side of the river.
+
+The one on the Canadian side, called from its shape the Horse-shoe Fall,
+is eighteen hundred feet wide, and one hundred, and fifty-eight feet
+high. The other, called the American Fall, is six hundred feet wide, and
+one hundred and sixty-four feet high.
+
+As the immense body of water leaps over this vast precipice, it breaks
+into a soft spray, which waves like a plume in the wind. At times, when
+the rays of the sun strike this spray, a rainbow is formed which
+stretches itself across the deep chasm, and produces a beautiful effect.
+
+During the winter, much of the water and spray freezes, and as each
+moment adds to the frozen mass, some curious and wonderful ice
+formations are produced.
+
+Sometimes, during a very cold winter, the ice at the foot of the falls
+forms a complete bridge from one shore to the other.
+
+An interesting feature of a visit to these falls is a descent to the
+level of the foot of the cataract behind the great sheet of water.
+
+A long flight of steps leads down to a secure footing between the rocky
+precipice and the falling torrent. By a narrow footpath, it is possible
+for the visitor to pass between this column of water and the wall of
+rock.
+
+Once behind the sheet of water, the roar is deafening. One can only
+cling to the narrow railing or his guide, as he picks his way for more
+than a hundred feet behind the roaring torrent.
+
+A single misstep, a slip, or a fall, and nothing remains but a horrible
+death by being dashed to pieces upon the jagged rocks below.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out four places in the lesson where
+words would likely be run together by a careless reader.
+
+The word _cañon_ is pronounced _can'yon_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Give rules for marks of punctuation and capital
+letters used in the first paragraph of the account of Niagara Falls.
+
+Let pupils make out an _analysis_ in five or six parts, treating some
+well-known scene.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXIV.
+
+
+vo ra'cious, _greedy; very hungry_.
+
+o ver whelmed', _overcome by force of numbers_.
+
+a bound'ing, _existing in large numbers_.
+
+as cend'ing, _going up_.
+
+her'ald ed, _gave notice of_.
+
+im pet'u ous, _furious; without care for what happens_.
+
+crim'i nals, _those who have broken the law_.
+
+con'cen trate, _gather in a large mass_.
+
+in tol'er a ble, _not to be borne_.
+
+ir re sist'i ble, _can not be opposed_.
+
+
+       *       *       *       *       *
+
+
+
+
+AFRICAN ANTS.
+
+
+A strange kind of ant is very abundant in the whole region I have
+traveled over in Africa, and is the most voracious creature I ever met.
+It is the dread of all living animals, from the leopard to the smallest
+insect.
+
+I do not think that these ants build nests or homes of any kind. At any
+rate they carry nothing away, but eat all their prey on the spot. It is
+their habit to march through the forests in a long, regular line--a line
+about two inches broad and often several miles in length. All along this
+line are larger ants, who act as officers, stand outside the ranks, and
+keep this singular army in order.
+
+If they come to a place where there are no trees to shelter them from
+the sun, whose heat they can not bear, they immediately build
+underground tunnels, through which the whole army passes in columns to
+the forest beyond. These tunnels are four or five feet underground, and
+are used only in the heat of the day, or during a storm.
+
+When, they grow hungry the long file spreads itself through the forest
+in a front line, and attacks and devours all it overtakes with a fury
+which is quite irresistible. The elephant and gorilla fly before this
+attack. The black men run for their lives. Every animal that lives in
+their line of march is chased.
+
+They seem to understand and act upon the tactics of Napoleon, and
+concentrate with great speed their heaviest forces upon the point of
+attack. In an incredibly short space of time the mouse, or dog, or
+leopard, or deer, is overwhelmed, killed, eaten, and the bare skeleton
+only remains.
+
+They seem to travel night and day. Many a time have I been awakened out
+of a sleep, and obliged to rush from the hut and into the water to save
+my life, and after all suffered intolerable agony from the bites of the
+advance-guard, that had got into my clothes.
+
+When they enter a house they clear it of all living things. Cockroaches
+are devoured in an instant. Rats and mice spring round the room in vain.
+An overwhelming force of ants kill a strong rat in less than a minute,
+in spite of the most frantic struggles, and in less than another minute
+its bones are stripped. Every living thing in the house is devoured.
+
+They will not touch vegetable matter. Thus they are in reality very
+useful, as well as dangerous, to the natives, who have their huts
+cleaned of all the abounding vermin, such as immense cockroaches and
+centipedes, at least several times a year.
+
+When on their march the insect world flies before them, and I have often
+had the approach of an ant-army heralded to me by this means. Wherever
+they go they make a clean sweep, even ascending to the tops of the
+highest trees in pursuit of their prey.
+
+Their manner of attack is an impetuous leap. Instantly the strong
+pincers are fastened, and they let go only when the piece gives way.
+
+At such times this little animal seems animated by a kind of fury which
+causes it to disregard entirely its own safety, and to seek only the
+conquest of its prey. The bite of these ants is very painful.
+
+The natives relate that in former times it was the custom to expose
+criminals in the path of these ants, as the most cruel way that was
+known of putting them to death.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Name the _emphatic words_ in the last
+paragraph of the lesson, and mark the _inflections_.
+
+In determining upon the _emphasis_ to be given to the words of a
+sentence, the only guide we have to follow is the _meaning_. We must
+ask ourselves, "Which, words are of special importance to the meaning?"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change each of the sentences given below to
+_statements_, expressing as nearly as possible the same meaning.
+
+    "What troubles you to-day?"
+
+    "Tell me at once what the matter is!"
+
+    "Let us shout for Meccatina, and its mountains bare and brown!"
+
+Model.--"What is your name?" changed to the form of a _statement_,
+becomes--"I wish you to tell me your name."
+
+Let pupils write four _questions_, and then change them to
+_statements_, expressing as nearly as possible the same meaning.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXV.
+
+
+plun'dered, _stripped  of their goods by force_.
+
+surge, _a rolling swell of water; billows_.
+
+verge, _extreme side or edge_.
+
+sheer, _straight up and down_.
+
+frag'ments, _pieces; small portions_.
+
+vis'ion _scene; imaginary picture_.
+
+a byss', _chasm; deep space_.
+
+phan'tom, _ghost; airy spirit_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE LEAP OF ROUSHAN BEG.
+
+
+  Mounted  on Kyrat strong and fleet,
+  His chestnut steed with four white feet,
+    Roushan Beg, called Kurroglou,
+  Son of the road and bandit chief,
+  Seeking refuge and relief,
+    Up the mountain pathway flew.
+
+  Such was Kyrat's wondrous speed,
+  Never yet could any steed
+    Reach the dust-cloud in his course.
+  More than maiden, more than wife,
+  More than gold, and next to life,
+    Roushan the  Robber loved his horse.
+
+  In the land that lies beyond
+  Erzeroum and Trebizond,
+    Garden-girt his fortress stood.
+  Plundered khan, or caravan
+  Journeying north from Koordistan,
+    Gave him wealth and wine and food.
+
+  Seven hundred and fourscore
+  Men at arms his livery wore,
+    Did his bidding night and day.
+  Now, through regions all unknown,
+  He was wandering, lost, alone,
+    Seeking without guide his way.
+
+  Suddenly the pathway ends,
+  Sheer the precipice descends,
+    Loud the torrent roars unseen;
+  Thirty feet from side to side
+  Yawns the chasm; on air must ride
+    He who crosses this ravine.
+
+  Following close in his pursuit,
+  At the precipice's foot,
+    Reyhan the Arab of Orfah
+  Halted with his hundred men,
+  Shouting upward from the glen,
+    "La Illah'illa Allah'!"
+
+  Gently Roushan Beg caressed
+  Kyrat's forehead, neck, and breast;
+    Kissed him upon both his eyes;
+  Sang to him in his wild way,
+  As upon the topmost spray
+    Sings a bird before it flies.
+
+  "O my Kyrat, O my steed,
+  Round and slender as a reed,
+    Carry me this peril through!
+  Satin housings shall be thine,
+  Shoes of gold, O Kyrat mine,
+    O thou soul of Kurroglou!
+
+  "Soft thy skin as silken skein,
+  Soft as woman's hair thy mane,
+    Tender are thine eyes and true;
+  All thy hoofs like ivory shine,
+  Polished bright; O, life of mine,
+    Leap and rescue Kurroglou!"
+
+  Kyrat, then, the strong and fleet,
+  Drew together his four white feet,
+    Paused a moment on the verge,
+  Measured with his eye the space,
+  And into the air's embrace
+    Leaped as leaps the ocean surge.
+
+  As the ocean surge o'er sand
+  Bears a swimmer safe to land,
+    Kyrat safe his rider bore;
+  Rattling down the deep abyss,
+  Fragments of the precipice
+    Rolled like pebbles on a shore.
+
+  Roushan's tassled cap of red
+  Trembled not upon his head,
+    Careless sat he and upright;
+  Neither hand nor bridle shook,
+  Nor his head he turned to look,
+    As he galloped out of sight.
+
+  Flash of harness in the air,
+  Seen a moment, like the glare
+    Of a sword drawn from its sheath;
+  Thus the phantom horseman passed,
+  And the shadow that he cast
+    Leaped the cataract underneath.
+
+  Reyhan the Arab held his breath
+  While this vision of life and death
+    Passed above him. "Allahu!"
+  Cried he. "In all Koordistan
+  Lives there not so brave a man
+    As this Robber Kurroglou!"
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils point out where changes in tone of
+voice occur in reading this lesson.
+
+What lines in the last two stanzas are to be joined in reading?
+
+Keep the lungs sufficiently full of air to avoid stopping to breathe at
+such places as would injure the sense.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils select a subject, and then make out an
+_analysis_ to use in treating it.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXVI
+
+
+mu se'um, _a place where curiosities are exhibited_.
+
+ban'daged, _bound with strips of cloth_.
+
+dy'nas ties, _governments; families of kings_.
+
+ex plored', _searched; examined_.
+
+pop'u lat ed, _peopled; filled with people_.
+
+gen era' tions, _succession of families or peoples_.
+
+e rect'ed, _raised; built_.
+
+cal'cu lat ed, _estimated_.
+
+flour'ished, _prospered; thrived_.
+
+
+       *       *       *       *       *
+
+
+
+
+EGYPT AND ITS RUINS.
+
+PART I.
+
+
+Egypt embraces that part of Africa occupied by the valley of the River
+Nile. For many centuries, it was a thickly populated country, and at one
+time possessed great influence and wealth, and had reached an advanced
+state of civilization.
+
+The history of Egypt extends through a period of about six thousand
+years. During this time great cities were built which flourished for
+hundreds of years.
+
+Owing to wars and changes of government many of these cities were
+destroyed, and nothing of them now remains but massive and extensive
+ruins.
+
+Pyramids were built, obelisks erected, canals projected, and many other
+vast enterprises were carried out.
+
+Remains of these are to be seen to-day, some in ruins, some fairly
+preserved, and, altogether, they give present generations an idea of the
+wealth and power of the different dynasties under which they were built.
+
+[Illustration]
+
+Not far from Cairo, which is now the principal city of Egypt, are the
+famous pyramids. These are of such immense proportions, that from a
+distance their tops seem to reach the clouds.
+
+They are constructed of blocks of stone. Some of these blocks are of
+great size, and how the builders ever put them into their places, is a
+question we can not answer.
+
+It is supposed that the construction of one of these pyramids required
+more than twenty years' labor from thousands of men.
+
+The largest pyramid is four hundred and sixty-one feet high, seven
+hundred and forty-six feet long at the base, and covers more than twelve
+acres of ground. In all, sixty-seven of these pyramids have been
+discovered and explored.
+
+They are the tombs in which the ancient kings and their families were
+buried. In the interior of these pyramids, many chambers were
+constructed to contain their stone coffins.
+
+It has been calculated that one of the principal pyramids could contain
+three thousand seven hundred rooms of large size.
+
+The bodies of those who were buried in the pyramids were preserved from
+decay by a secret process, known only to the priests.
+
+[Illustration]
+
+After the bodies were prepared, they were wrapped in bands of fine
+linen, and on the inside of these was spread a peculiar kind of gum.
+There were sometimes a thousand yards of these bands on a single body.
+
+After they were thus prepared, a soft substance was placed around the
+bandaged body. This covering, when it hardened, kept the body in a
+complete state of preservation.
+
+[Illustration]
+
+These coverings are now called mummy-cases, and the bodies they inclose,
+mummies.
+
+These bodies were finally placed, in huge stone coffins, many of which
+were covered with curious carvings.
+
+Some of these mummies have been found, that are said to be over three
+thousand years old. However, when the wrappings are removed from them,
+many of the bodies have been so well preserved, as to exhibit the
+appearance of the features as in life.
+
+Large numbers of these mummies have been carried to other countries and
+placed on exhibition in museums.
+
+Among the mummies brought to this country, are some of the best
+specimens which have yet been discovered.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils mark the _inflection_ and point out
+_emphatic words_ in the first two paragraphs of the lesson.
+
+Show positions of the _rhetorical pauses_ in the first paragraph on
+page 363.[20]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils review, as a written exercise, the
+spelling of the following words.
+
+
+    receding     principal     rubbish      punctual
+    precipice    council       orphan       microscope
+    justice      civilized     threshold    muscles
+    precious     merchandise   especially   traveler
+    physician    recognize     anecdote     marvelous
+    sufficient   apologize     character    benefited
+    vicious      poisonous     tremendous   intelligent
+
+
+Let pupils select a subject and make out an _analysis_ for its
+treatment.
+
+Each point in the _analysis_ will require a separate paragraph
+for its treatment.
+
+Be careful to use capital letters and marks of punctuation correctly.
+
+
+[20] Paragraph beginning, "Remains of these are to be seen to-day...."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXVII.
+
+
+de vic'es, _curious marks or shapes_.
+
+in scrip'tion, _any thing cut or written on a solid substance_.
+
+trans lat'ing, _expressing in another language_.
+
+mem'o ra ble, _worthy of being remembered_.
+
+spec'i mens, _small portions of things_.
+
+in ge nu'i ty, _skill in inventing_.
+
+tour'ists, _travelers; sight-seers_.
+
+ded'i cat ed, _set apart for a special purpose_.
+
+cer'e mo nies, _forms; special customs_.
+
+site, _the place where any thing is fixed_.
+
+mon'o lith, _a column consisting of a single stone_.
+
+o rig'i nal ly, _in the first place_.
+
+
+       *       *       *       *       *
+
+
+
+
+EGYPT AND ITS RUINS.
+
+PART II.
+
+
+The ancient Egyptians erected many obelisks in various parts of their
+country. These were monuments made from single pieces of hard stone, and
+in some cases reached a height of more than a hundred feet.
+
+They were placed before gateways leading to the principal temples and
+palaces, and were covered with curious carvings in the stone, which
+represented the language of the people at that time.
+
+It thus appears that their written language was not composed of letters
+and words alone, like our own; but that they used pictures of animals,
+including birds, human figures, and other devices of a singular nature,
+to express their thoughts and ideas.
+
+Until the year 1799, it was impossible for the scholars of modern
+nations to read this strange language. In that year, however, a stone
+tablet was discovered by a French engineer, containing an inscription
+written in three languages.
+
+One of these was in the characters of the ancient Egyptian and another
+in those of the Greek. Upon translating the Greek writing, it was
+discovered to be a copy of the inscription in the Egyptian language.
+
+By comparing the words of these inscriptions with many others, the
+formation of this peculiar language was ascertained. It was then learned
+that the inscriptions on these obelisks were the records of memorable
+events, and the heroic deeds of their kings and heroes.
+
+Many of these obelisks have been taken from their positions in Egypt and
+transported with great labor to other countries. Nearly two thousand
+years ago the Roman emperors began to carry them to the city of Rome.
+Altogether, nearly fifty of these remarkable monuments were taken away
+and set up in that city. They were then, as now, regarded as curious
+examples of the ingenuity of the ancients who first made them.
+
+[Illustration: The Obelisk in Central Park, New York, and as it appeared
+in Egypt.]
+
+In later years, specimens were taken to Paris and London, and more
+recently one was brought to America, and set up in the Central Park, New
+York City.
+
+This one belongs to the largest class, being nearly seventy feet high
+and about eight feet square at the base.
+
+The accompanying cut shows the position of this obelisk as it appeared
+when standing near the city of Alexandria, Egypt.
+
+The difficulty of transporting one of these huge stone columns is so
+great, that for a long time it was thought impossible to remove it from
+Egypt to this country.
+
+In their large cities, the Egyptians built massive temples which were
+dedicated to religious ceremonies. Some of them, although now in ruins,
+are considered to be among the most remarkable productions of the
+ancients.
+
+Tourists who nowadays sail up the River Nile and visit the site of the
+city of Thebes, the ancient capital of Egypt, are struck with amazement
+at the vast ruins surrounding them.
+
+On the eastern side of the Nile lies what is left of the temple of
+Karnak.
+
+Imagine a long line of courts, gateways, and halls; here and there an
+obelisk rising above the ruins, and shutting off the view of the forest
+of columns!
+
+This mass of ruins, some lying in huge heaps of stone, others perfect
+and pointed as when they were first built, is approached on every side
+by avenues and gateways of colossal grandeur.
+
+The temple originally covered an area of two hundred and seventy acres,
+inclosed within a wall of brick. Parts of this wall are still visible,
+while the rest lies crumbled and broken.
+
+It is difficult to realize the grand appearance of the thirty rows of
+stone columns standing within the wall. Some of them that are still
+perfect, are capped with enormous monolith capitals, and it is said that
+one hundred men could stand on one of them without crowding.
+
+The hall itself is four hundred and twenty-two feet long by one hundred
+and sixty-five feet broad. The stones of the ceiling are supported by
+one hundred and thirty-four columns, which are still standing, and of
+which the largest measures ten feet in diameter, and more than
+seventy-two feet in height. They are covered with carvings and
+paintings whose colors are still bright, even after a lapse of forty
+centuries.
+
+Gazing on what he sees around, the traveler becomes lost in an effort to
+form some idea of the grandeur and vastness of the original.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils read one or more of the paragraphs
+in a whisper, so as to improve _articulation_.
+
+Mark _rhetorical pauses_ in the last paragraph of the lesson.
+
+Name _emphatic words_ in the same paragraph, and state whether the
+_rhetorical pauses _occur before or after these words.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write _statements_, each containing one
+of the following words, used in such a manner as to show its proper
+meaning: _haul, hall; site, sight; piece, peace; our, hour; sum,
+some_.
+
+Rules for the Analysis of a Subject.--Select such points as are
+necessary to make the treatment of the subject complete.
+
+Add such points as will increase the interest felt in the subject.
+
+Arrange the points in a natural and easy order.
+
+Note.--In treating an historical subject, it is necessary to arrange
+the points in the order in which they occurred. In description, it is
+best to adopt some plan of treatment, and arrange the points according
+to the plan decided upon.
+
+
+       *       *       *       *       *
+
+
+
+
+DEFINITIONS
+
+OF NEW WORDS USED IN THIS BOOK, THAT DO NOT APPEAR
+AT THE HEADS OF THE LESSONS.
+
+
+_A_
+
+a board', _on board of_.
+ac cept', _take; receive_.
+ac'ci dents, _effects; unusual results_.
+ac cord'ing ly, _agreeably to a plan_.
+ac count', _statement of facts; bill_.
+ad mit'tance, _permission to enter; entrance_.
+ad vice', _opinion worthy to be followed; counsel_.
+af ford', _give; produce_.
+a'gen cy, _office of an agent; action_.
+aid, _help; assistance_.
+al to geth'er, _with united action;
+  completely_.
+a mid', _in the midst of; surrounded by_.
+anxi' e ty (ang zi'e ty), _concern respecting some future event_.
+ap plause', _praise_.
+ap ply', _suit; agree_.
+arch'es, _places made of stone, brick, etc_.
+art, _skill_.
+a shamed', _affected by a feeling of shame_.
+as sist'ing, _helping; aiding_.
+as sure', _tell truly; make sure or certain_.
+at tempt', _try; make an effort_.
+at ten'tion, _care; notice_.
+av'e nues, _broad streets; openings_.
+a wait'ed, _waited for_.
+a ware', _informed_.
+awk'ward, _clumsy; ungraceful_.
+ay, _yes_.
+
+
+_B_
+
+bade, _said_.
+ban'dit, _robber_.
+ban'ner, _flag_.
+base, _lower part_.
+bid'ding, _command; order_.
+bil'lows, _large waves_.
+bon'ny, _handsome; beautiful_.
+bor'row, _to receive from another with the intention of returning_.
+bore, _carried_.
+bor'ders, _edges; outer parts_.
+braced, _took a firm stand_.
+braid'ed, _woven or twined together_
+brick, _a body made of clay and water and hardened by fire_.
+bri'er, _a prickly plant or shrub_.
+brig, _a vessel with two masts, square-rigged_.
+brill'iant, _splendid; shining_.
+brim'ming, _full; nearly overflowing_.
+bris'tling, _standing erect_.
+bul'let, _small ball of lead_.
+bur'den, _that which is carried_.
+but'ter fly, _a winged insect of many colors_.
+
+
+_C_
+
+cack'ling, _sharp and broken in sounds_.
+ca nals', _water-courses made by man_.
+ca'per ing, _playing; dancing_.
+capped, _covered over at the top_.
+cap tiv'ity, _state of being a prisoner_.
+car'go, _burden; load_.
+cas'ters, _rollers or small wheels_.
+ceil'ing, _the upper surface of a room_.
+cen'ter, _the middle point of any thing_.
+cen'ti pedes, _a kind of insect having a great number of feet_.
+cent'u ry, _one hundred years_.
+chan'nel, _the regular course of a river_.
+cheat'ed, _taken unfair advantage of; robbed_.
+chose, _wished; desired_.
+cin'ders, _small pieces of coal or wood partly burned_.
+cir'cu lar, _round; shaped like a circle_.
+cli'mate, _state or condition of the air as regards heat, cold,
+   and moisture_.
+clink, _sharp ringing sound_.
+clum'sy, _awkward; ungraceful_.
+clus'ter, _number of things of the same kind growing together_.
+cock'roach es, _insects with long, flattish bodies_.
+cof'fins, _cases in which dead bodies are placed_.
+coin, _piece of stamped metal used for money_.
+col'umn, _a dark cloud of regular shape; a shaft of stone_.
+com mand'ed, _had charge of; ordered_.
+com plaint', _expression of anger_.
+com plete', _entire; perfect_.
+con clude', _make up one's mind_.
+con'duct, _manner of action_.
+con fined', _kept within limits_.
+con nect'ed, _joined_.
+con'quered, _subdued; overcome_.
+con'quest, _act of taking by force_.
+con sid'er a bly, _in a manner worthy of notice_.
+con sid'er ing, _thinking; regarding_.
+con'stant ly, _all the time_.
+con'tact, _touching; meeting_.
+con tained', _held_.
+con'ti nent, _a great extent of land unbroken by water_.
+con tin'u ally, _all the time_.
+con verse', _talk_.
+cour' age, _boldness_.
+cow'ard, _one who lacks courage_.
+crack'ling, _sharp noises_.
+creek, _a small river or brook; a bay_.
+crew (kru), _the sailors who man a ship_.
+croak'ing, _making a hoarse noise_.
+crook'ed, _not straight_.
+crop, _what grows in a season_.
+cured, _made well_.
+cu ri os'i ty, _eager desire to find out something_.
+cur'rent, _motion of a river_.
+cus'tom, _way of acting; habit_.
+cut'ter, _small boat used by ships of war_.
+
+
+_D_
+
+dames, _women_.
+debt, _that which is owed_.
+de'cent, _fit; suitable_.
+de clare', _say with firmness_.
+deed, _act; that which is done_.
+de fence', _protection_.
+dense, _thick; close_.
+de scrip'tion, _an account_.
+de sert'ed, _left; given up_.
+de struc'tion, _ruin_.
+de ter'mine, _decided; resolved_.
+di'et, _what is eaten or drunk_.
+di rect'ly, _instantly; immediately_.
+dis ap point'ed, _grieved; filled with regret_.
+dis as'ters, _unfortunate events_.
+dis ease', _illness; sickness_.
+dis hon'est, _not honest; faithless_.
+dis miss' ing, _putting or sending away_.
+dis o beyed', _went contrary to orders_.
+dis pose', _sell; part with_.
+dis re gard', _lose sight of_.
+dis'trict, _part of a country; region_.
+di vide', _separate into equal shares or parts_.
+dome, _very high and broad roof_.
+drag, _pull; draw_.
+drays, _kinds of carts_.
+dread'ful, _full of terror_.
+drift, _borne along by the current of a river_.
+driz'zling, _falling in very small drops_.
+drowned, _deprived of life by water_.
+duck'ing, _plunging into water_.
+
+
+_E_
+
+earth'quake, _a shaking or trembling of the earth_.
+ech'oes, _is heard_.
+ef fects', _results_.
+ef'fort (furt), _struggle; attempt_.
+em brace', _clasp; grasp_.
+em'pire, _the country of an emperor_.
+en'e my, _one who hates another_.
+en gaged', _occupied; taken_.
+en'gines, _machines used for applying force_.
+en raged', _made very angry_.
+en tire', _whole_.
+ere, _before_.
+er'rand, _short journeys on business_.
+ex am'ple, _a pattern; a copy_.
+ex'cel lent (ek), _very good_.
+ex cep'tion, _that which is left out or omitted_.
+ex cite'ment, _intense feeling_.
+ex cla ma'tion, _a cry; that which is cried out_.
+ex'er cise, _bodily exertion_.
+ex hi bi'tion, _show; display_.
+ex pla na'tion, _that which makes clear_.
+ex ten'sive ly, _widely; largely_.
+ex'tra, _more than usual_.
+
+
+_F_
+
+fac'to ries, _places where things are made_.
+fare well', _good-by_.
+fa'vors, _kind acts_.
+fear'less ly, _without fear_.
+feast, _a joyous meal_.
+feat, _a difficult act_.
+fee'ble, _weak; sickly_.
+fer'ry, _a place to cross a river_.
+fig'ured, _ornamented with marks_.
+file, _a row of soldiers ranged behind one another_.
+flanks, _the fleshy parts of the sides of animals_.
+flee, _to run away_.
+flood, _great flow of water_.
+flour, _ground wheat_.
+flu'id, _water, or any liquid_.
+foot'men, _male servants_.
+for ma'tions, _things of certain shape or form_.
+for'tress, _a fort; a castle_.
+fort'une, _chance; luck_.
+frol'ic some, _merry; playful_.
+fu'el, _material for fire_.
+
+
+_G_
+
+gal'lop, _a rapid movement, as of horses_.
+gar'ret, _the upper room of a house_.
+gems, _precious stones_.
+gen'eral ly, _usually; commonly_.
+gleam'ing, _shining brightly_.
+glee, _joy; happiness_.
+glim'mer, _a faint light_.
+glis'ten ing, _sparkling; shining_.
+globe, _the earth; a round body_.
+glo'ri ous, _grand; splendid_.
+glos'sy, _smooth; shining_.
+gor'ges, _narrow passages_.
+gos'sip, _foolish talk_.
+gov'ern ment, _the power that controls a people_.
+grand, _large; imposing_.
+grum'bled, _complained; found fault with_.
+guard, _that which protects_.
+guests, _visitors_.
+gur'gling, _flowing in a noisy current_.
+
+
+_H_
+
+hatch, _the cover for an opening in a vessel's deck_.
+heath, _a meadow; cheerless tract of country_.
+hedg'es, _thickets of bushes_.
+hemmed, _shut in; surrounded_.
+hence forth', _hereafter_.
+he'ro, _a brave man_.
+high'way, _a public road_.
+hint, _something intended to give notice_.
+hitched, _tied; fastened_.
+hith'er, _in this direction_.
+hogs'head, _a large cask_.
+hoot'ing, _crying; shouting_.
+hor'ri ble, _dreadful; terrible_.
+howl'ing, _crying like a dog or wolf_.
+hub'bub, _a great noise; uproar_.
+husk, _the outside covering of certain fruits_.
+hust'le, _shake; push roughly_.
+
+
+_I_
+
+i de'a, _thought_.
+ill'-nat ured, _cross; bad-tempered_.
+im ag'ine, _think; consider_.
+im me'di ate ly, _without delay_.
+im pos'si ble, _not possible_.
+in de pend'ence, _the state of being free_.
+in for ma'tion, _news; knowledge_.
+in formed', _told; gave notice of_.
+in hab'i tants, _persons living in a place_.
+in'jured, _hurt; harmed_.
+in'stant ly, _at once; without loss of time_.
+in tent', _eager; anxious_.
+in vi ta'tions, _requests for one's company_.
+is'sue, _come forth; flow out_.
+
+
+_J_
+
+jag'ged, _having sharp points_.
+jew'els (ju'els), _precious stones_.
+jin'gling, _giving forth fine, sharp sounds_.
+
+
+_K_
+
+kern'el, _the eatable part of a nut; a little grain or corn_.
+
+
+_L_
+
+la'bor, _work; toil_.
+lapse, _passing away_.
+las'sie, _a young girl; a lass_.
+lat'ter, _last-named; nearer_.
+launched, _put into the water_
+laws, _rules of action_.
+leath'er, _the skins of animals prepared for use_.
+ledge, _shelf of rocks_.
+lee'ward, _that part toward which the wind blows_.
+leop'ard, _a large animal of the cat kind_.
+lest, _for fear that_.
+lev'el, _smooth and flat; of equal height_.
+lin'ing, _inside covering_.
+lint, _linen scraped into a soft substance_.
+liq'uid, _any fluid, like water_.
+lisp'ing ly, _with a lisp_.
+liv'er y, _a peculiar dress_.
+load'stone, _a kind of magnetic ore_.
+loft'y, _very high_.
+low'ered, _let down_.
+lub'ber, _a heavy, clumsy fellow_.
+luck'y, _fortunate; meeting with good success_.
+lum'ber, _timber sawed or split for use; boards_.
+
+
+_M_
+
+main'ly, _mostly; chiefly_.
+mam'moth, _of great size_.
+man'aged, _controlled; brought to do one's wishes_.
+mane, _the long hair on a horse's neck_.
+man'tel, _a narrow shelf over a fire-place, with its support_.
+mar'gin, _edge; border_.
+mark'et, _a place where things are sold_.
+mark'ings, _marks; stamped places_.
+mean'time, _during the interval; meanwhile_.
+mel'low ing, _ripening; growing soft_.
+melt'ed, _changed to a liquid form by the action of heat_.
+mem'o ry, _the power of recalling past events_.
+mer'chants, _those who buy goods to sell again_.
+mil'i ta ry, _belonging to soldiers, to arms, or to war_.
+mis'er y, _great unhappiness; extreme pain_.
+mod'ern, _of recent date; belonging to the present time_.
+mon'ster, _something of unusual size, shape, or quality_.
+mon'u ments, _those things which stand to remind us of the past_.
+mound, _a small hill, natural or artificial_.
+mo'tion, _movement; change of position_.
+must'y, _spoiled by age; of a sour smell_.
+
+
+_N_
+
+neigh'bor, _a person who lives near one_.
+nerved, _strengthened; supplied with force_.
+night'-mare, _an unpleasant sensation during sleep_.
+nim'bly, _actively; in a nimble manner_.
+
+
+_O_
+
+o be'di ence, _willingness to submit to commands_.
+o bliged', _forced; compelled_.
+oc'cu pied, _taken possession of; employed_.
+of'fi cer, _one who holds an office_.
+off'ing, _a part of the sea at a distance from the shore_.
+om'ni bus es, _large, four-wheeled carriages_.
+on'ion (un'yun), _a root much used for food_.
+out'posts, _advanced stations, as of an army_.
+o ver come', _affected; overpowered by force_.
+
+
+_P_
+
+pace, _rate of movement_.
+pal'ace, _a splendid dwelling, as of a king_.
+par take', _share; take part in_.
+patch, _small piece of any thing, as of ground_.
+paus'es, _short stops; rests_.
+pave'ments, _coverings for streets, of stone or solid materials_.
+peb'bles, _small, roundish stones, worn by the action of water_.
+per cus'sion, _requiring to be struck; the act of striking_.
+per'fume, _scent or odor of sweet-smelling substances_.
+pe'ri od, _portion of time; an interval_.
+per'ished, _died; were destroyed_.
+per mis'sion, _the act of allowing; consent_.
+pic'nick ing, _having an outdoor party_.
+pier, _a landing-place for vessels_.
+pierce, _force a way into or through an object_.
+pil'lars, _columns; huge masses_.
+pin'cers, _jaws; pinchers_.
+pit'e ous, _fitted to excite pity; sorrowful_.
+pit'falls, _pits slightly covered for concealment_.
+plan ta'tions, _farms of great extent_.
+plots, _small pieces of ground, as garden plots_.
+plucked, _pulled out or off_.
+plunged, _dove; fell_.
+po'et, _a maker of verses_.
+pol'ished, _made bright and smooth by rubbing_.
+po lite', _obliging; pleasant in manner_.
+por'tion, _a part; that which is divided off_.
+prat'tling, _childish; talking like a child_.
+preach'ing, _speaking in public upon a religious subject_.
+pres'ent ly, _soon; in a short time_.
+prey, _any thing taken by force from an enemy_.
+pri'vate, _not publicly known; peculiar to one's self_.
+pro ces'sion, _regular movement, as of soldiers_.
+prod'ucts, _fruits; that which is brought forth_.
+proved, _turned out; showed the truth of_.
+pro vid'ed, _furnished; supplied with necessary articles_.
+puff'ing, _swelling with air; blowing in short, sudden whiffs_.
+pure, _clear; free from other matter_.
+
+
+_Q_
+
+quilt'ed, _stitched together with some soft substance between_.
+quo ta'tions, _portions of writings_.
+
+
+_R_
+
+range, _reach, as of a gun_.
+ranks, _regular rows or lines, as of soldiers_.
+ray, _light; a line of light or heat proceeding from a certain point_.
+read'i ly, _without trouble or difficulty; easily_.
+reap, _gather by cutting, as a harvest_.
+re call'ing, _thinking of; bringing back to mind_.
+re con sid'er, _think of again; change one's mind_.
+rec'ords, _stories; descriptions of events_.
+re gard'ed, _considered; looked at earnestly_.
+re late', _tell_.
+re lig'ious, _relating to religion_.
+re main'der, _the rest; what is left_.
+re mind', _call attention to for a second time_.
+re moved', _moved away; took off_.
+rent'ed, _gave possession of for pay_.
+re paired', _mended_.
+re placed', _put in place of another_.
+rep re sent', _picture; tell about in an effective manner_.
+re quire', _need; demand_.
+re sist', _stand against; oppose with force_.
+re spect', _regard_.
+re tire', _withdraw; turn back_.
+re volv'er, _a fire-arm with several chambers or barrels_.
+rid, _free_.
+ridg'es, _a long range of hills; steep places_.
+ri'fle, _a gun having the inside of the barrel grooved_.
+rind, _the outside coat, as of fruit_.
+risk, _danger; peril_.
+riv'u let, _a small river or brook_.
+rob'ber, _one who commits a robbery_.
+ro man'tic, _strange and interesting, as a romantic story_.
+rouse, _awake; excite_.
+ru'in, _that change of any thing which destroys it_.
+rust'y, _covered with rust on account of long disuse_.
+
+
+_S_
+
+sake, _purpose; reason_.
+sap, _the juice of plants_.
+sat'in, _a glossy cloth made of silk_.
+scene, _picture; view_.
+schol'ars, _men of learning; those who attend school_.
+scorch'ing, _burning slightly; affecting by heat_.
+scoured, _made clean and bright_.
+scram'bled, _moved with difficulty_.
+scum, _that which rises to the surface; worthless matter_.
+se'ri ous, _severe; sad in appearance_.
+serv'ice, _duty, as of a soldier_.
+se vere', _violent; hard_.
+shab'by, _worn to rags; poor in appearance_.
+shag'gy, _rough_.
+shal'lows, _places where the water is not deep_.
+shat'tered, _broken; broken at once into many pieces_.
+sheath, _a covering for a sword_.
+shep'herd, _one who has the care of sheep_.
+shield, _a broad piece of armor carried on the arm_.
+shock, _a sudden striking against_.
+shriek, _a sharp, shrill cry on account of surprise or pain_.
+siege, _a closing in on all sides of a fortified place_.
+sighs, _stifled groans; long breaths_.
+skein, _a number of threads of silk or yarn_.
+skel'e ton, _bony frame-work of the body_.
+skull, _the bony case which encloses the brain_.
+sleet, _frozen mist_.
+slopes, _declines by degrees_.
+slum'ber, _sleep_.
+sly'ness, _cunning; artfulness_.
+smites, _strikes, as with a weapon_.
+snort'ing, _forcing the air through the nose with a loud noise_.
+soaked, _moistened throughout_.
+soar, _fly high_.
+sought (sawt), _tried; went in search of_.
+spared, _saved from death or punishment_.
+splut'ter ing, _boiling noisily; speaking hastily_.
+spout, _run out with force_.
+sprained, _injured by straining_.
+spurred, _urged; encouraged_.
+stale, _not new; not fresh_.
+stee'ples, _high towers ending in a point_.
+stern, _hind part of a boat_.
+stock, _supply on hand_.
+stout, _large; broad_.
+strain'ing, _exerting to the utmost_.
+strict, _severe; exact_.
+stub'by, _short and thick_.
+sub'stan ces, _bodies; matters_.
+suc ceed'ed, _obtained the object desired_.
+suf'fered, _felt pain_.
+sul'try, _very hot; burning_.
+sup port', _prop; pillar_.
+sus pect'ed, _thought; considered quite probable_.
+sus pi'cious, _indicating fear; inclined to suspect_.
+
+
+_T_
+
+tab'let, _a flat piece of stone_.
+tac'tics, _disciplined movements_.
+tem'per, _way of acting_.
+tem'ple, _a place for worship_.
+ten'drils, _tender branches of plants_.
+ter'ri fied, _filled with fear_.
+ter'ri to ry, _a large tract of land_.
+ter'ror, _fear; dread_.
+thieves _persons who steal_.
+thirst, _strong desire for drink_.
+thith'er, _to that place_.
+thorns, _woody points on some trees and shrubs_.
+thor'ough, _complete; perfect_.
+thread'bare, _worn out_.
+thrives, _prospers; flourishes_.
+till'er, _the bar used to turn the rudder of a boat_.
+ti'tle, _a name_.
+tor'rid, _violently hot_.
+trace, _mark; appearance_.
+tract, _a region_.
+treb'les, _the higher parts in music_.
+trick'led, _flowed in drops_.
+trop'ic al, _belonging to the tropics_.
+tuft, _a cluster or bunch_.
+tun'nels, _passages; openings_.
+twinge, _a sudden, sharp pain_.
+twink'ling, _a quick movement_.
+twit'ter ing, _a trembling noise_.
+
+
+_U_
+
+uncom'forta ble, _causing uneasiness; not pleasant_.
+un der neath', _below; beneath_.
+un der take', _attempt_.
+un ea'si ness, _want of ease_.
+un grate'ful, _not thankful_.
+u nit'ed, _joined; combined_.
+un man'ly, _not worthy of a man_.
+un ru'ly, _not submissive_.
+un scarred', _not marked_.
+urg'ing, _encouraging_.
+ut'most, _to the furthest point_.
+
+
+_V_
+
+val'u a ble, _of great value_.
+vel'vet, _a soft material woven from silk_.
+ver'min, _little animals or insects_.
+vic'tims, _persons destroyed in pursuit of an object_.
+vic'tor, _one who conquers_.
+vi'o lence, _force; power_.
+virt'u ous, _inclined to do right_.
+
+
+_W_
+
+wa'ges, _what is paid for services_.
+wa'ter break (breakwater), _that which breaks the force of water_.
+weap'on, _any thing to be used against an enemy_.
+whence, _from which or what place_.
+whiff, _a quick puff of air_.
+whith'er, _to what place_.
+wig, _a covering for the head, made of hair_.
+wine, _a liquor made from grapes_.
+wits, _powers of the mind_.
+wrig'gled, _moved or twisted_.
+wrung, _distressed; twisted about_.
+
+
+_Y_
+
+yawns, _opens wide_.
+youth'ful, _young; belonging to early life_.
+
+
+
+***END OF THE PROJECT GUTENBERG EBOOK NEW NATIONAL FOURTH READER***
+
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diff --git a/old/15825-8.zip b/old/15825-8.zip
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@@ -0,0 +1,13061 @@
+The Project Gutenberg eBook, New National Fourth Reader, by Charles J.
+Barnes and J. Marshall Hawkes
+
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+
+
+
+Title: New National Fourth Reader
+
+
+Author: Charles J. Barnes and J. Marshall Hawkes
+
+Release Date: May 14, 2005  [eBook #15825]
+
+Language: English
+
+Character set encoding: ISO-646-US (US-ASCII)
+
+
+***START OF THE PROJECT GUTENBERG EBOOK NEW NATIONAL FOURTH READER***
+
+
+E-text prepared by Juliet Sutherland, David Gundry, and the Project
+Gutenberg Online Distributed Proofreading Team
+
+
+
+Note: Project Gutenberg also has an HTML version of this
+      file which includes the original illustrations.
+      See 15825-h.htm or 15825-h.zip:
+      (https://www.gutenberg.org/dirs/1/5/8/2/15825/15825-h/15825-h.htm)
+      or
+      (https://www.gutenberg.org/dirs/1/5/8/2/15825/15825-h.zip)
+
+
+Transcriber's Notes
+
+      Where reference is made to page numbers, there is an annotation
+      showing a footnote number and the relative information is appended
+      at the end of each lesson or section.
+
+      Pronunciation marks have been ignored. However, accented syllables
+      precede the single apostrophe, which also serves as a break.
+      Otherwise breaks are shown by spaces.
+
+
+
+
+
+Barnes' New National Readers
+
+NEW NATIONAL FOURTH READER
+
+by
+
+CHARLES J. BARNES and J. MARSHALL HAWKES
+
+1884
+
+
+
+
+
+
+
+[Illustration: Destruction of Pompeii by Vesuvius.]
+
+
+
+
+
+PREFACE
+
+
+It is thought that the following special features of this book will
+commend themselves to Teachers and School Officers.
+
+_The reading matter of the book is more of a descriptive than
+conversational style_, as it is presumed that the pupil, after having
+finished the previous books of the series, will have formed the habit of
+easy intonation and distinct articulation.
+
+_The interesting character of the selections_, so unlike the reading
+books of former times.
+
+_The large amount of information_ which has been combined with incidents
+of an interesting nature, to insure the pupil's earnest and thoughtful
+attention.
+
+_The length of the selections for reading_,--the attention of pupils
+being held more readily by long selections than by short ones, though of
+equal interest.
+
+_The gradation of the lessons_, which has been systematically maintained
+by keeping a careful record of all new words as fast as they appeared,
+and using only such pieces as contained a limited number.
+
+_The simplicity of the lessons_, which becomes absolutely necessary in
+the schools of to-day, owing to the short school life of the pupil, his
+immature age, and inability to comprehend pieces of a metaphysical or
+highly poetical nature.
+
+_The ease with which pupils may pass from the Third Reader of this
+series to this book_, thereby avoiding the necessity of supplementary
+reading before commencing the Fourth Reader, or of using a book of
+another series much lower in grade.
+
+_Language Lessons_, of a nature to secure intelligent observation, and
+lead the pupil to habits of thought and reflection. Nothing being done
+for the learner that he could do for himself.
+
+_Directions for Reading_, which accompany the lessons--specific in their
+treatment and not of that general character which young teachers and
+pupils are unable to apply.
+
+_All new words of special difficulty, at the heads of the lessons_,
+having their syllabication, accent, and pronunciation indicated
+according to Webster. Other new words are placed in a vocabulary at the
+close of the book.
+
+_The type of this book, like that of the previous books of the series,
+is much larger than that generally used_, for a single reason. Parents,
+every-where, are complaining that the eye-sight of their children is
+being ruined by reading from small, condensed type. It is confidently
+expected that this large, clear style will obviate such unfortunate
+results.
+
+_The illustrations have been prepared regardless of expense_, and will
+commend themselves to every person of taste and refinement.
+
+
+
+
+CONTENTS
+
+
+LESSONS IN PROSE.
+
+
+ 1.--"I'M GOING TO" (Part I) _Charlotte Daly_.
+
+ 2.--"I'M GOING TO" (Part II) _Charlotte Daly_.
+
+ 3.--THE BEAN AND THE STONE
+
+ 5.--AN ADVENTURE WITH DUSKY WOLVES (I) _Mayne Reid_.
+
+ 6.--AN ADVENTURE WITH DUSKY WOLVES (II) _Mayne Reid_.
+
+ 7.--THE SAILOR CAT _David Ker_.
+
+ 9.--THE LION
+
+10.--ADVENTURE WITH A LION _Livingstone_.
+
+11.--THE NOBLEST DEED OF ALL
+
+13.--THE STORY OF INDIAN SPRING (I) _Aunt Mary_.
+
+14.--THE STORY OF INDIAN SPRING (II)
+
+15.--AN ADVENTURE WITH A SHARK
+
+17.--A FUNNY HORSESHOE "_Christian Union_."
+
+18.--THE GIRAFFE
+
+19.--THE TRADER'S TRICK
+
+21.--ALI, THE CAMEL DRIVER (I)
+
+22.--ALI, THE CAMEL DRIVER (II)
+
+23.--A QUEER PEOPLE
+
+25.--WATER
+
+26.--THE HIDDEN TREASURE (I)
+
+27.--THE HIDDEN TREASURE (II)
+
+28.--THE HIDDEN TREASURE (III)
+
+30.--AIR _J. Berners_ (Adapted).
+
+31.--A TIMELY RESCUE
+
+33.--TRUE COURTESY (I)
+
+34.--TRUE COURTESY (II)
+
+35.--WHY AN APPLE FALLS
+
+37.--THE JAGUAR
+
+38.--HOLLAND (I) _Mary Mapes Dodge_.
+
+39.--HOLLAND (II) _Mary Mapes Dodge_.
+
+41.--SOMETHING ABOUT PLANTS
+
+42.--FOREST ON FIRE (I) _Audubon_.
+
+43.--FOREST ON FIRE (II) _Audubon_.
+
+45.--A GHOST STORY (I) _Louisa M. Alcott_.
+
+46.--A GHOST STORY (II) _Louisa M. Alcott_.
+
+47.--A GHOST STORY (III) _Louisa M. Alcott_.
+
+49.--THE RHINOCEROS
+
+50.--PRESENCE OF MIND
+
+51.--HALBERT AND HIS DOG
+
+53.--THE CATERPILLAR AND BUTTERFLY
+
+54.--WILD HORSES OF SOUTH AMERICA
+
+55.--AN EMPEROR'S KINDNESS
+
+57.--STORY OF THE SIOUX WAR (I)
+
+58.--STORY OF THE SIOUX WAR (II)
+
+59.--VOLCANOES
+
+61.--ANECDOTE OF WASHINGTON (I)
+
+62.--ANECDOTE OF WASHINGTON (II)
+
+63.--THE OSTRICH
+
+65.--AN INCIDENT OF THE REVOLUTION
+
+66.--TROPICAL FRUITS
+
+67.--STORY OF DETROIT
+
+69.--MAKING MAPLE SUGAR (I) _Charles Dudley Warner_.
+
+70.--MAKING MAPLE SUGAR (II) _Charles Dudley Warner_.
+
+72.--NATURAL WONDERS OF AMERICA (I)
+
+73.--NATURAL WONDERS OF AMERICA (II)
+
+74.--AFRICAN ANTS _Du Chaillu_.
+
+76.--EGYPT AND ITS RUINS (I)
+
+77.--EGYPT AND ITS RUINS (II)
+
+
+
+
+LESSONS IN VERSE.
+
+
+ 4.--TO-MORROW _Mrs. M.R. Johnson_.
+
+ 8.--RESCUED _Celia Thaxter_.
+
+12.--MARJORIE'S ALMANAC _T.B. Aldrich_.
+
+16.--A LEGEND OF THE NORTHLAND _Phoebe Cary_.
+
+20.--A HAPPY PAIR _Florence Percy_.
+
+24.--ILL-NATURED BRIER _Mrs. Anna Bache_.
+
+29.--LOOKING FOR THE FAIRIES _Julia Bacon_.
+
+32.--BIRDS IN SUMMER _Mary Howitt_.
+
+36.--THE MILLER OF THE DEE _Charles Mackay_.
+
+40.--THE WIND IN A FROLIC _William Howitt_.
+
+44.--COMMON GIFTS
+
+48.--WHAT THE CHIMNEY SANG _Bret Harte_.
+
+52.--THE LIGHT-HOUSE
+
+56.--UNITED AT LAST
+
+60.--THE BROOK _Alfred Tennyson_.
+
+64.--TO-DAY AND TO-MORROW _Charles Mackay_.
+
+68.--THE FISHERMAN _John G. Whittier_.
+
+71.--OLD IRONSIDES _Oliver Wendell Holmes_.
+
+75.--THE LEAP OF ROUSHAN BEG _Henry W. Longfellow_.
+
+
+DEFINITIONS
+
+
+GEOGRAPHICAL AND PROPER NAMES
+
+
+
+
+
+
+
+ACKNOWLEDGMENTS.
+
+
+The publishers desire to thank Messrs. Houghton, Mifflin & Co., the
+Century Co., Roberts Brothers, and Charles Scribner's Sons, for
+permission to use and adapt some of their valuable copyright matter.
+
+
+
+
+
+
+
+SUGGESTIONS
+
+To Teachers
+
+
+The following suggestions are submitted for the benefit of young
+teachers.
+
+In order that pupils may learn how to define words at the heads of the
+lessons, let the teacher read the sentences containing such words and
+have pupils copy them upon slate or paper.
+
+Then indicate what words are to be defined, and insist upon the proper
+syllabication, accent, marking of letters, etc.
+
+In this way the pupil learns the meaning of the word as it is used, and
+not an abstract definition that may be meaningless.
+
+Have pupils study their reading lessons carefully before coming to
+recitation.
+
+The position of pupils while reading should be erect, easy, and
+graceful.
+
+Give special attention to the subject of articulation, and insist upon a
+clear and distinct enunciation.
+
+In order to develop a clear tone of voice, let pupils practice, in
+concert, upon some of the open vowel sounds, using such words as _arm,
+all, old_.
+
+In this exercise, the force of utterance should be gentle at first, and
+the words repeated a number of times; then the force should be increased
+by degrees, until "calling tones" are used.
+
+Encourage a natural use of the voice, with such modulations as may be
+proper for a correct rendering of the thoughts which are read.
+
+It should, be remembered that the development of a good tone of voice is
+the result of careful and constant practice.
+
+Concert reading is recommended as a useful exercise, inasmuch as any
+feeling of restraint or timidity disappears while reading with others.
+
+Question individual pupils upon the manner in which lessons should be
+read. In this way they will learn to think for themselves.
+
+Do not interrupt a pupil while reading until a thought or sentence is
+completed, since such a course tends to make reading mechanical and
+deprive it of expression.
+
+Errors in time, force of utterance, emphasis, and inflection should be
+carefully corrected, and then the passage read over again.
+
+The "Directions for Reading" throughout the book are intended to be
+suggestive rather than exhaustive, and can be added to as occasion
+requires.
+
+The "Language Lessons" in this book, should not be neglected. They
+contain only such matter as is necessary to meet the requirements of
+pupils.
+
+Words and expressions not readily understood, must be made intelligible
+to pupils. This has been done in part by definitions, and in part by
+interpreting some of the difficult phrases.
+
+After the habit of acquiring the usual meaning has been formed, the
+original meaning of those words which are made up of stems modified by
+prefixes or affixes should be shown.
+
+The real meaning of such words can be understood far better by a study
+of their formation, than by abstract definitions. It will be found,
+also, that pupils readily become interested in this kind of work.
+
+As the capabilities of classes of the same grade will differ, it may
+sometimes occur that a greater amount of language work can be done
+effectively than is laid down in this book. When this happens, more time
+can be devoted to such special kinds of work as the needs of the classes
+suggest.
+
+Constant drill upon the analysis of lessons, varied at times by the
+analysis of short stories taken from other sources and read to the
+class, will develop the reasoning faculties of pupils and render the
+writing of original compositions a comparatively easy exercise.
+
+Encourage the habit of self-reliance on the part of pupils. Original
+investigation, even if followed at first by somewhat crude results, is
+in the end more satisfactory than any other course.
+
+The Definitions (pages 373-382) and the List of Proper Names (pages
+383 and 384) may be used in the preparation of the lessons.[01]
+
+When exercises are written, particular care should be required in regard
+to penmanship, correct spelling, punctuation, and neatness.
+
+
+[01] "The Definitions" are found at the end of the text, however "the
+List of Proper Names" has not been included in this production.
+
+
+
+
+
+
+
+PHONIC CHART.
+
+
+
+VOWELS.
+
+
+a as in  lake
+a "  "   at
+a "  "   far
+a "  "   all
+a "  "   care
+a "  "   ask
+a as in  what
+e "  "   be
+e "  "   let
+i "  "   ice
+i "  "   in
+o "  "   so
+o as in  box
+u  "  "  use
+u  "  "  up
+u  "  "  fur
+oo "  "  too
+oo "  "  look
+
+
+
+
+
+
+
+DIPHTHONGS.
+
+
+oi, oy (unmarked), as in oil, boy
+ou, ow     "       "  "  out, now
+
+
+
+
+
+
+
+CONSONANTS
+
+
+ b  as in bad
+ d  "  "  do
+ f  "  "  fox
+ g  "  "  go
+ h  "  "  he
+ j  "  "  just
+ k  "  "  kite
+ l  "  "  let
+ m  as in me
+ n  "  "  no
+ p  "  "  put
+ r  "  "  rat
+ s  "  "  so
+ t  "  "  too
+ v  "  "  very
+ w  "  "  we
+ y  as in yes
+ z  "  "  froze
+ng  "  "  sing
+ch  "  "  chick
+sh  "  "  she
+th  "  "  think
+th  "  "  the
+wh(hw),"  what
+
+
+
+
+
+
+
+EQUIVALENTS.
+
+VOWELS.
+
+
+a    like o  as in what
+e     "   a  "  "  where
+e     "   a  "  "  they
+e     "   u  "  "  her
+i     "   u  "  "  girl
+i     "   e  "  "  police
+o, u like oo as in to, rule
+o     "   u  "  "  come
+o     "   a  "  "  for
+u, o  "   oo "  "  put, could
+y     "   i  "  "  by
+y     "   i  "  "  kit'ty
+
+
+CONSONANTS.
+
+
+c like  s    as in   race
+c  "    k    "  "    cat
+g  "    j    "  "    cage
+n like ng    as in   think
+s  "    z    "  "    has
+x  "   ks, or gz "   box, exist
+
+
+
+
+
+FOURTH READER
+
+
+
+
+
+LESSON I
+
+
+spokes'man, _one who speaks for others_.
+
+cho'rus, _a number of speakers or singers_.
+
+apt, _likely; ready_.
+
+folks, _people; family_.
+
+mis'er a ble, _very unhappy; very poor_.
+
+lone'some, _without friends; lonely_.
+
+score, _twenty_.
+
+wretch'ed, _unhappy; very sad_.
+
+
+       *       *       *       *       *
+
+
+
+
+"I'M GOING TO."
+
+PART I.
+
+
+Once upon a time, there was a little boy, whose name was Johnny.
+"Johnny," said his mamma, one day, "will you bring me an armful of
+wood?"
+
+"Yes," said Johnny, "I'm going to"; but just then he heard Carlo, the
+dog, barking at a chipmunk over in the meadow, so he ran off as fast as
+he could go.
+
+Now this was not the first time that Johnny had said to his mamma, "Yes,
+I'm going to." He never thought of that wood again until about
+dinner-time, when he began to feel hungry.
+
+When he got back, he found that dinner was over, and papa and mamma had
+gone to ride. He found a piece of bread and butter, and sat down on a
+Large rock, with his back against the stump of a tree, to eat it.
+
+When it was all gone, Johnny began to think what he should do next. He
+closed his eyes as people are apt to do when they think.
+
+Presently he heard a score of voices about him. One was saying, "Wait a
+bit"; another, "Pretty soon"; another, "In a minute"; another, "By and
+by"; and still another, louder than the rest, kept screaming as loud as
+it could, "Going to, going to, going to," till Johnny thought they were
+crazy.
+
+"Who in the world are you?" said he, in great surprise, "and what are
+you making such a noise about?"
+
+"We are telling our names," said they; "didn't you ask us to tell our
+names?"
+
+"No," said Johnny, "I didn't."
+
+"O what a story!" cried they all in a breath.
+
+[Illustration]
+
+"Let's shake him for it," said one.
+
+"No, let us carry him to the king," said another.
+
+So they began to spin about him like so many spiders; for each one of
+them carried a long web, and when that gets wound around a boy or a
+girl, it is a very difficult thing to get rid of.
+
+In a few minutes they had him all wound up--hands and feet, nose and
+eyes, all tied up tight. Then they took him among them, and flew away
+with him, miles and miles, over the hills, and up to a big cave in the
+mountain. There he heard ever so many more voices, and it was noisier
+than ever.
+
+"Where am I?" he said, as soon as he could speak.
+
+"O you're safe at home," answered Wait-a-bit, for he seemed to be the
+spokesman; "and they have been expecting you for some time."
+
+"This isn't my home," said Johnny, feeling very miserable and beginning
+to cry.
+
+"O yes, it is," said a chorus of voices. "This is just where such folks
+as you belong. There are many of your fellows here, and you won't be
+lonesome a bit."
+
+They had begun to unwind the web from his eyes now, so he opened them
+and looked about him. O what a wretched place it was!
+
+Against the sides of the cave, stood long rows of boys and girls, with
+very sorry faces, all of them saying over as fast as they could speak,
+"Going to, going to!" "Wait a bit, wait a bit!" "Pretty soon, pretty
+soon!" "In a minute, in a minute!" studying the names just as hard as if
+they were lessons.
+
+There were Delays, and Tardys, and Put-offs, with ever so many more; and
+in a corner by themselves, and looking more unhappy than all the rest,
+were the poor little fellows whose names were "Too late."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Pupils should read loud enough for all the
+class to hear them.
+
+The words forming a _quotation_ should usually be spoken in a louder
+tone than the other words in the lesson, as--
+
+_"Johnny,"_ said his mamma, one day, _"will you bring me an armful of
+wood?"_
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Divide into syllables, accent, and mark the sounds
+of the letters in the following words: _Carlo, armful, mountain,
+unwind_.
+
+What two words can be used for each of the following: _I'm, didn't,
+let's, you're, isn't, won't?_
+
+What other words could be used instead of _got_ (page 16, line 4)?[02]
+
+Proper names should begin with capital letters: as, _Johnny, Carlo_.
+
+Give three other words used as proper names in this lesson.
+
+
+[02] paragraph 4 of this lesson
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON II.
+
+
+de spair', _loss of hope_.
+
+pro cras' ti na tor, _one who puts off doing any thing_.
+
+res o lu'tions, _promises made to one's self; resolves_.
+
+yon'der, _there; in that place_.
+
+mon'strous, _of great size_.
+
+gi'ant, _an unreal person, supposed to be of great size_.
+
+hor'rid, _causing great fear or alarm_.
+
+ex pect'ed, _thought; looked for_.
+
+
+       *       *       *       *       *
+
+
+
+
+"I'M GOING TO."
+
+PART II.
+
+
+"O dear, dear! Where am I?" said Johnny in despair. "Please let me out!
+I want my mamma!"
+
+"No, you don't," said Wait-a-bit. "You don't care much about her, and
+this is really where you belong. This is the kingdom of Procrastination,
+and yonder comes the king."
+
+"The kingdom of what?" said Johnny, who had never heard such a long word
+in his life before.
+
+But just then he heard a heavy foot-fall, and a great voice that sounded
+like a roar, saying, "Has he come? Did you get him?"
+
+"Yes, here he is," said Wait-a-bit, "and he'd just been saying it a
+little while before we picked him up."
+
+Johnny looked up and saw a monstrous giant, with a bright green body and
+red legs, and a yellow head and two horrid coal-black eyes.
+
+"Let me have him," said the giant. So he took him up just as if he had
+been a rag-baby, and looked him all over, turning him from side to side,
+and from head to feet.
+
+O but Johnny was frightened, and expected every moment to be swallowed!
+
+"Let's see," said the giant; "he always says 'Pretty soon.' No, that
+isn't it. What is it, my fine fellow, that you always say to your mamma
+when she asks you to do any thing for her?
+
+"It isn't 'Pretty soon,' nor 'In a minute.' What is it? They all mean
+about the same thing, to be sure, and bring every body to me in the end;
+but I must know exactly, or I can't put you in the right place."
+
+Johnny hung his head, and did not want to tell; but an extra hard poke
+of the giant's big finger made him open his mouth and say with shame,
+that he always said, "I'm going to."
+
+"O that's it!" said the giant. "Well, then, you stand there."
+
+So he unwound a bit of the web from his fingers--just enough so that he
+could hold the Procrastinator's Primer--and stood him at the end of a
+long row of children, who were saying over and over again, just as fast
+as they could speak, "Going to, going to, going to, going to," just
+that, and nothing else in the world.
+
+Johnny was tired and hungry by this time, and longed to see his mamma,
+thinking that, if he could only get back: to her, he would always mind
+the very moment she told him to do any thing.
+
+He made a great many good resolutions while he stood there. At last the
+giant called him to come and say his lesson.
+
+"You shall have a short one to-day," said he, "and need say it only a
+thousand times, because it is your first day here. To-morrow, you must
+say it a million."
+
+Johnny tried to step forward, but the web was still about his feet, so
+he fell with, a bang to the floor.
+
+Just then he opened his eyes to find that he had rolled from the rock
+to the grass, and that mamma was calling him in a loud voice to come to
+supper, and this time he didn't say, "I'm going to."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The words in quotation marks should be read in
+the same manner as in Lesson I.
+
+Read words in dark type in the following sentences with more force than
+the other words:
+
+    "Has he _come?_ Did you _get_ him?"
+
+Words that are read more forcibly than other words in a sentence are
+called _emphatic words_.
+
+Which are the _emphatic words_ in the following sentences?
+
+    "You shall have a short one to-day."
+
+    "I must know exactly."
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Divide into syllables, accent, and mark the sounds
+of the letters in the following words: _extra, primer, moment,
+coal-black_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON III.
+
+
+remark'able, _worthy of notice; unusual_.
+
+moist'ure, _wetness; that which makes wet_.
+
+absorbed', _sucked up; drunk up_.
+
+with'er, _lose freshness_.
+
+starched, _stiffened, as starch_.
+
+germ, _that from which the plant grows; bud_.
+
+hand'some, _pleasing in appearance; very pretty_.
+
+clasped, _surrounded; inclosed_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE BEAN AND THE STONE.
+
+
+"I think I ought to be doing something in the world!" said a little
+voice out in the garden.
+
+"Pray, what can you do?" asked another and somewhat stronger voice.
+
+"I think I can grow," answered the little voice.
+
+If you had seen the owner of the little voice, perhaps you would not
+have thought him any thing remarkable.
+
+It is true he had on a clean white coat, so smooth and shining that it
+looked as if it had been newly starched and ironed, and inside of this,
+he hugged two stout packages.
+
+The coat had only one fastening; but that fastening extended down the
+back, and was a curious thing to see.
+
+It looked just as if the coat had been cut with a knife, and had
+afterward grown together again. It was like a scar on your hand; and a
+scar it is called.
+
+"Yes, I ought to be growing," said the little voice, "for I am a bean,
+and in the spring a bean ought to grow."
+
+Now you know how the coat came by its scar, for the scar was the spot
+which showed where the bean had been broken from the pod.
+
+"What do you mean by growing?" said the other voice, which came from a
+large red stone.
+
+"Why," said the bean, "don't you know what growing means? I thought
+every thing knew how to grow. You see, when I grow, my root goes down
+into the soil to get moisture, and my stem goes up into the light to
+find heat. Heat and moisture are my food and drink.
+
+"By and by, I shall be a full-grown plant, and that is wonderful! In the
+ground, my roots will travel far and wide.
+
+"In the air, how happy my stem will be! I shall learn a great deal, and
+see beautiful things every day. O how I long for that time to come!"
+
+"What you say is very strange," said the red stone. "Here I have been in
+this same place for many years, and I have not grown at all. I have no
+root; I have no stem; or, if I have, they never move upward nor
+downward, as you say. Are you sure you are not mistaken?"
+
+"Why, of course I'm not mistaken," cried the bean. "I feel within myself
+that I can grow; and I have absorbed so much moisture that I must soon
+begin."
+
+Just then the bean's coat split from end to end, and for one or two
+minutes neither the stone nor the bean spoke. The stone was astonished,
+and the bean was a little frightened. However, he soon recovered his
+courage.
+
+"There!" said he, showing the two packages he had been carrying; "these
+are my seed-leaves. In them is the food on which I intend to live when I
+begin growing.
+
+"When my stem is strong enough to do without them, they will wither away.
+My coat is all worn-out, too. I shall not need it any longer. Look
+inside the seed-leaves, and you will see the germ. Part of it is root,
+and part of it is stem. Do you see?"
+
+"I see two little white lumps," replied the stone; "but I can not
+understand how they will ever be a root and a stem."
+
+"I do believe you are a poor, dull mineral, after all," said the bean;
+"and if so, of course you can not understand what pleasure a vegetable
+has in growing.
+
+"I wouldn't be a mineral for the world! I would not lie still and do
+nothing, year after year. I would rather spread my branches in the
+sunshine, and drink in the sweet spring air through my leaves."
+
+"What you say must be all nonsense," said the stone. "I can't understand
+it."
+
+But the bean grew on without minding him. The roots pushed down into the
+soil and drank up the moisture from the ground. Then this moisture went
+into the stem, and the stem climbed bravely up into the light.
+
+"How happy I am!" cried the bean.
+
+It ran over the red stone, and clasped it with long green branches,
+covered with white bean flowers.
+
+"O indeed!" said the stone. "Is this what you call growing? I thought
+you were only in fun. How handsome you are!"
+
+"May I hang my pods on you, so that they can ripen in the sun?" said the
+bean.
+
+"Certainly, friend," said the stone.
+
+He was very polite, now that he saw the bean was a full-grown vine.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read in a conversational tone of voice, as in
+Lessons I and II.
+
+What word is emphatic in the third paragraph?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+words, _broken, packages, courage, polite_.
+
+Tell in your own words how the bean grew.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON IV.
+
+
+elf, _a very small person; an unreal being_.
+
+vex, _make angry; trouble_.
+
+pon'dered, _thought about with care_.
+
+streak, _line; long mark_.
+
+
+       *       *       *       *       *
+
+
+
+
+TO-MORROW.
+
+
+  A bright little boy with laughing face,
+  Whose every motion was full of grace,
+  Who knew no trouble and feared no care,
+  Was the light of our household--the youngest there.
+
+  He was too young--this little elf--
+  With troublesome questions to vex himself;
+  But for many days a thought would rise,
+  And bring a shade to the dancing eyes.
+
+  He went to one whom he thought more wise
+  Than any other beneath the skies:
+  "Mother,"--O word that makes the home!--
+  "Tell me, when will to-morrow come?"
+
+  "It is almost night," the mother said,
+  "And time for my boy to be in bed;
+  When you wake up and it's day again,
+  It will be to-morrow, my darling, then."
+
+  The little boy slept through all the night,
+  But woke with the first red streak of light;
+  He pressed a kiss on his mother's brow,
+  And whispered, "Is it to-morrow now?"
+
+  "No, little Eddie, this is to-day;
+  To-morrow is always one night away."
+  He pondered awhile, but joys came fast,
+  And this vexing question quickly passed.
+
+  But it came again with the shades of night:
+  "Will it be to-morrow when it is light?"
+  From years to come, he seemed care to borrow,
+  He tried so hard to catch to-morrow.
+
+  "You can not catch it, my little Ted;
+  Enjoy to-day," the mother said;
+  "Some wait for to-morrow through many a year--
+  It always is coming, but never is here."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In reading poetry, pupils should notice the
+emphatic words, and give them proper force.
+
+Example.
+
+    "_Mother_,"--O word that makes the home!--
+
+    "_Tell_ me, when will _to-morrow_ come?"
+
+The two dashes in the first line of the preceding example are used
+instead of a parenthesis, and have the same value.
+
+When there is no pause at the end of a line (see first line, third
+stanza), it should be closely joined in reading to the line which
+follows it, thus making the two lines read as one.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON V.
+
+
+ap'pe tite, _wish for food_.
+
+a muse'ment, _play; enjoyment_.
+
+gaunt, _lean; hungry looking_.
+
+spe'cies, _kind_.
+
+oc curred', _took place; happened_.
+
+en cour'age ment, _hope given by another's words or actions_.
+
+di rec'tion, _way; course_.
+
+dusk'y, _very dark; almost black_.
+
+sin'gu lar, _unusual; strange_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN ADVENTURE WITH DUSKY WOLVES.
+
+PART I.
+
+
+"During the summer and winter, we had several adventures in the
+trapping and killing of wild animals. One of them was of such a
+singular and dangerous kind, that you may feel interested in hearing
+it.
+
+"It occurred in the dead of winter, when there was snow upon the ground.
+The lake was frozen over, and the ice was as smooth as glass. We spent
+much of our time in skating about over its surface, as the exercise
+gave us health and a good appetite.
+
+"Even Cudjo, our colored servant, had taken a fancy for this amusement,
+and was a very good skater. Frank was fonder of it than the rest of us,
+and was, in fact, the best skater among us.
+
+"One day, however, neither Cudjo nor I had gone out, but only Frank and
+Harry. The rest of us were busy at some carpenter work within doors.
+
+"We could hear the merry laugh of the boys, and the ring of their skates
+as they glided over the smooth ice. All at once, a cry reached our
+ears, which we knew meant the presence of some danger.
+
+"'O Robert!' cried my wife, 'they have broken through the ice!'
+
+"We all dropped what we held in our hands, and rushed to the door. I
+seized a rope as I ran, while Cudjo took his long spear, thinking it
+might be of use to us. This was the work of a moment, and the next we
+were outside the house.
+
+"What was our astonishment to see both the boys, away at the farthest
+end of the lake, but skating toward us as fast as they could!
+
+"At the same time, our eyes rested upon a terrible sight. Close behind
+them upon the ice, and following at full gallop, was a pack of wolves!
+
+"They were not the small prairie wolves, which either of the boys might
+have chased with a stick, but of a species known as the 'Great Dusky
+Wolf' of the Rocky Mountains.
+
+"There were six of them in all. Each of them was twice the size of the
+prairie wolf, and their long, dark bodies, gaunt with hunger, and
+crested from head to tail with a high, bristling mane, gave them a most
+fearful appearance.
+
+"They ran with their ears set back and their jaws apart, so that we
+could see their red tongues and white teeth.
+
+"We did not stop a moment, but rushed toward the lake. I threw down the
+rope, and seized hold of a large rail as I ran, while Cudjo hurried
+forward armed with a spear. My wife, with presence of mind, turned back
+into the house for my rifle.
+
+"I saw that Harry was foremost, and that the fierce wolves were fast
+closing upon Frank. This was strange, for we knew that Frank was by far
+the better skater. We all called out to him, uttering loud shouts of
+encouragement. Both were bearing themselves manfully, but Frank was
+most in danger.
+
+"The wolves were upon his heels! 'O they will kill him!' I cried,
+expecting the next moment to see him thrown down upon the ice. What was
+my joy at seeing him suddenly wheel and dart off in a new direction."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read with spirit, and
+in a full, clear tone of voice.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--_Presence of mind_ is the power to act quickly when
+sudden danger threatens.
+
+_Upon his heels_ means very close to.
+
+_Dead of winter_ is the middle of winter, as that is supposed to be
+the quietest or most lifeless time.
+
+Syllabify, accent, and mark sounds of letters in the following words:
+_fancy, gallop, prairie, bristling, rifle_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON VI.
+
+
+e lud'ed, _got away from; avoided_.
+
+ex cit'ing, _causing deep interest_.
+
+marks'man, _one who shoots well_.
+
+re treat'ing, _going away from_.
+
+en a'bled, _helped; made able_.
+
+sim'i lar, _like; nearly the same_.
+
+pur suit', _following after_.
+
+nim'bly, _with a quick motion_.
+
+com menced', _began_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN ADVENTURE WITH DUSKY WOLVES.
+
+PART II.
+
+
+"The wolves, thus nimbly eluded, now kept on after Harry, who, in turn,
+became the object of our anxiety.
+
+"In a moment they were close upon him; but he, already warned by his
+brother, wheeled in a similar manner, while the fierce brutes, swept
+along by the force of their running, were carried a long distance upon
+the ice before they could turn themselves.
+
+"Their long, bushy tails, however, soon enabled them to turn about and
+follow in the new direction, and they galloped after Harry, who was now
+the nearest to them.
+
+"Frank, in the meantime, had again turned, and came sweeping past behind
+them, at the same time shouting loudly, as if to tempt them away from
+their pursuit of Harry.
+
+"They heeded him not, and again he changed his direction, and, as though
+he was about to skate into their midst, followed the wolves.
+
+"This time he skated up close behind them, just at the moment when Harry
+had turned again, and thus made his second escape.
+
+"At this moment, we heard Frank calling out to his brother to make for
+the shore, while, instead of retreating himself, he stopped until Harry
+had passed, and then dashed off, followed closely by the whole pack.
+
+"Another slight turn brought him nearly in our direction; but there was
+a large hole broken through the ice close by the shore, and we saw
+that, unless he turned again, he would skate into it.
+
+"We thought he was watching the wolves too intently to see it, and we
+shouted to warn him. Not so; he knew better than we what he was about.
+
+"When he had reached within a few feet of the hole, he wheeled sharply
+to the left, and came dashing up to the point where we stood to receive
+him.
+
+"The wolves, too intent upon their chase to see any thing else, went
+sweeping past the point where he had turned, and the next moment
+plunged through the broken ice into the water.
+
+"Then Cudjo and I ran forward, shouting loudly, and, with the heavy rail
+and the long spear, commenced dealing death among them.
+
+"It was but a short, though exciting scene. Five of them were speared
+and drowned, while the sixth crawled out upon the ice and was rapidly
+making off, frightened enough at his cold ducking.
+
+[Illustration]
+
+"At that moment I heard the crack of a rifle and saw the wolf tumble
+over.
+
+"On turning round I saw Harry with, my rifle, which my wife had brought
+down and handed to him, as a better marksman than herself.
+
+"The wolf, only wounded, was kicking furiously about on the ice; but
+Cudjo now ran out, and, after a short struggle, finished the business
+with his spear.
+
+"This was, indeed, a day of great excitement in our forest home. Frank,
+who was the hero of the day, although he said nothing, was no doubt not
+a little proud of his skating feat.
+
+"And well he might be, as, but for his skill, poor Harry would no doubt
+have fallen a prey to the fierce wolves."
+
+
+      *      *      *      *      *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+    Again he _changed his direction_.
+
+    He then _dashed off_.
+
+    He wheeled _sharply_ to the left.
+
+    Cudjo and I commenced _dealing death among them_.
+
+    Cudjo _finished the business_ with his spear.
+
+    Harry would have _fallen a prey to_ the fierce wolves.
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. Frank and Harry go to skate. 2. The alarm. 3. The
+wolves. 4. The pursuit. 5. The escape. 6. Death of the wolves.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON VII.
+
+
+craft, _ship; a boat of any kind_.
+
+mew'ing, _crying, like a cat_.
+
+a dopt'ed, _received as one's own_.
+
+ad mir'er, _one who likes another_.
+
+voy'age, _journey by water_.
+
+dain'ty, _nice in form or taste_.
+
+a loft', _on high; in the air_.
+
+wind'ward, _the point from which the wind blows_.
+
+star'board, _the right-hand side of a ship_.
+
+bruised, _injured, hurt_.
+
+
+       *       *       *       *       *
+
+
+
+
+OUR SAILOR CAT.
+
+
+She was a sailor cat, indeed, and it was a sailor who first brought her
+on board.
+
+Our steamer was lying at her pier in the North River, at New York,
+taking in cargo.
+
+One of our men, who had been ashore, came back with a little
+gray-and-white kitten in his arms. She was very poor and thin, and her
+little furry coat was sadly soiled with dirt and grease.
+
+But she had not lost all her fun, for she was making play with her tiny
+fore-paws at the ends of the sailor's red beard, to honest Jack's great
+delight.
+
+"Where did you pick that up, Jack?" asked the third officer.
+
+"Well, your honor," said Jack Harmon, touching his cap with a grin,
+"seems to me she must have left her ship and gone to look for another,
+for I found her tramping along the pier there, and mewing as if she was
+calling out for somebody to show her the road.
+
+"So I thought that, as we have many rats aboard the old craft, she would
+be able to pick up a good living there; and I called to her, and she
+came at once, and here she is."
+
+Here she was, sure enough; and as Jack ended his story, she chimed in
+with a plaintive little "Me-ow," which said, as plainly as ever any cat
+spoke yet, "I'm very cold and hungry, and I do wish somebody would take
+me below and give me some food!"
+
+She had not long to wait. Half an hour later she was the best-fed cat in
+that part of New York City, and that night she lay snugly curled up with
+a good warm blanket over her.
+
+Of course, the first thing to do with an adopted cat is to give it a
+name, and Jack Harmon, who was a bit of a wag in his way, and a great
+admirer of the monster elephant which was just then making such a stir
+in New York, called his new pet "Jumbo."
+
+Jumbo soon became the pet of the whole crew, and of the passengers, too,
+when they came on board, a few days later, for the voyage back to
+England.
+
+Before we were half-way across the ocean, the bits of meat or cake, and
+bits of white bread soaked in milk, which were being constantly given
+her by one and another, had made her look as round as an apple.
+
+The ladies were never tired of stroking her soft fur and admiring her
+dainty white paws, which were now as spotless as snow. The children
+romped all day with this new playmate, who seemed to enjoy the sport
+quite as much as themselves.
+
+But Jumbo was not content with mere play. She seemed to think herself
+bound to do something to "work her passage." Whenever any of the crew
+went aloft to take in sail, Jumbo would always climb up, too, as if to
+help them.
+
+Jack Harmon was still her favorite, and whenever it came his turn to
+stand at the bow and keep watch, there was Jumbo going backward and
+forward.
+
+On the eighth night of the voyage, the stars looked dim and
+watery, and a low bank of clouds began to rise to windward of us, just
+between sea and sky.
+
+The old sailors shook their heads and looked grave, as if they expected
+an unusual storm. Suddenly the wind began to blow strongly upon the
+starboard quarter, stirring up a cross-sea which tossed the great ship
+like a toy.
+
+Nearly all the passengers had gone below, and the few who remained on
+deck buttoned their water-proof coats, and held tightly on by any thing
+they could seize.
+
+Jack Harmon had shut up his cat below, but poor puss escaped somehow,
+for all at once a shrill cry was heard, and there was Jumbo clinging to
+a rail, with a great mountain of a wave coming right down upon her.
+
+Several men sprang toward the spot, but Jack was foremost, and he had
+just reached his little pet when down came the great wave upon them
+both.
+
+Instantly the whole after-deck was one roaring, foaming waterfall, the
+flying spray of which blinded one for a moment. But when it cleared,
+there stood our brave Jack--dripping, bruised, and bleeding from a cut
+on the head.
+
+But his little favorite was safe in his arms, and as he came back with
+her, such a cheer went up from all who were on deck, as the old ship had
+not heard for many a day.
+
+"Let's send round the hat for him," said one of the passengers.
+
+And the hat was sent around, so successfully that Jack got enough money
+to give his poor old mother a happy Christmas, and still have something
+left over for himself and Jumbo, who was his mother's pet ever after.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Should this lesson be read with the same tone
+of voice as Lessons V. and VI.?
+
+In the first paragraph, do not say _pier rin_ for _pier in; dir' tand_
+for _dirt and_.
+
+Point out two other places in the lesson where mistakes similar to those
+just given might occur.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark the sounds of letters in
+the following words: _cargo, officer, blanket, passengers, instantly,
+bleeding_.
+
+_Work her passage_ means to pay her fare by making herself useful.
+
+Make out an _analysis_ in six parts for this lesson, and use it in
+telling the story in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON VIII.
+
+
+loi'ter ing, _going slowly, lingering_.
+
+pro tect'or, _one who keeps another from harm_.
+
+throng'ing, _gathering in large numbers_.
+
+wrecked, _dashed to pieces_.
+
+thatched, _covered with straw or twigs_.
+
+bronzed, _brown, darked-colored_.
+
+bleach'ing, _whitening_.
+
+van'ished, _gone out of sight; departed suddenly_.
+
+rapt'ure, _great joy; delight_.
+
+
+       *       *       *       *       *
+
+
+
+
+RESCUED.
+
+
+  "Little lad, slow wandering across the sands so yellow,
+  Leading safe a lassie small--O tell me, little fellow,
+  Whither go you, loitering in the summer weather,
+  Chattering like sweet-voiced birds on a bough together?"
+
+  "I am Robert, if you please, and this is Rose, my sister,
+  Youngest of us all"--he bent his curly head and kissed her,
+  "Every day we come and wait here till the sun is setting,
+  Watching for our father's ship, for mother dear is fretting.
+
+  "Long ago he sailed away, out of sight and hearing,
+  Straight across the bay he went, into sunset steering.
+  Every day we look for him, and hope for his returning,
+  Every night my mother keeps the candle for him burning.
+
+  "Summer goes, and winter comes, and spring returns but never
+  Father's step comes to the gate. O, is he gone forever?
+  The great, grand ship that bore him off, think you some tempest wrecked her?"
+  Tears shone in little Rose's eyes, upturned to her protector.
+
+  Eagerly the bonny boy went on: "O, sir, look yonder!
+  In the offing see the sails that east and westward wander;
+  Every hour they come and go, the misty distance thronging.
+  While we watch and see them fade, with sorrow and with longing."
+
+  "Little Robert, little Rose!" The stranger's eyes were glistening
+  At his bronzed and bearded face, upgazed the children, listening;
+  He knelt upon the yellow sand, and clasped them to his bosom,
+  Robert brave, and little  Rose, as bright as any blossom.
+
+  "Father, father! Is it you?" The still air rings with rapture;
+  All the vanished joy of years the waiting ones recapture!
+  Finds he welcome wild and sweet, the low-thatched cottage reaching,
+  But the ship that into sunset steered, upon the rocks lies bleaching.
+
+[Illustration]
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the conversational parts of this poem
+like conversation in prose.
+
+Point out the _emphatic words_ in the first line of the last stanza.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--_Into sunset steering_, means sailing westward.
+
+_The misty distance thronging_, means gathering together in the
+distance.
+
+_The still air rings with rapture_, means that the air becomes full of
+joyful shouts.
+
+_All the vanished joy of years the waiting ones recapture_, means that
+the children regain the happiness lost during their father's absence.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON IX.
+
+
+impos'ing, _grand looking; of great size_.
+
+glar'ing, _fierce looking_.
+
+lim'its, _space_.
+
+e nor'mous, _very large; huge_.
+
+start'led, _suddenly alarmed; surprised_.
+
+au'dible, _that may be heard_.
+
+maj'esty, _greatness; nobility_.
+
+increas'ing, _growing larger_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE LION.
+
+
+There is, in the appearance of the lion, something both noble and
+imposing. Nature has given him wonderful strength and beauty.
+
+His body, when full grown, is only about seven feet long and less than
+four feet high; but his large and shapely head, with its powerful jaws,
+his glaring eye, and long, flowing mane, give him an air of majesty that
+shows him worthy of the name--"King of Beasts."
+
+Yet we are told that a lion will not willingly attack man, unless first
+attacked himself or driven by hunger to forget his habits.
+
+On meeting man suddenly, he will turn, retreat slowly for a short
+distance, and then run away.
+
+The lion belongs to the cat family, and his teeth and claws are similar
+in form and action to those of the house cat.
+
+His food is the flesh of animals; and so great is his appetite, that it
+must require several thousand other animals to supply one lion with food
+during his life-time.
+
+His strength is so enormous that he can crush the skull of an ox with a
+single blow of his powerful paw, and then grasp it in his jaws and bound
+away.
+
+Unless driven by hunger to bolder measures, he will hide in the bushes,
+or in the tall reeds along the banks of rivers, and spring suddenly upon
+the unlucky animal that chances to come near him.
+
+Many lions have been captured, and their habits and appearance carefully
+studied. Although there is a difference in color--some being of a
+yellowish brown, others of a deep red, and a few silvery gray--the
+general form and appearance of all lions is the same.
+
+The mane is of a dark brown, or of a dusky color, and the tail nearly
+three feet long, with a bunch of hair at the tip.
+
+The lioness, or female lion, is smaller in every way than the male and
+has no mane.
+
+It is in the night-time that the lion goes out from his den to seek for
+food, and his color is so dark and his movements so silent, that his
+presence is not known even at the distance of a few yards.
+
+These dangerous beasts are no longer found in Europe, although they
+lived there in numbers many hundred years ago. It is only in the deserts
+and rocky hills of Asia and Africa that they are met with.
+
+Those who have visited a menagerie, and have seen a lion within the
+limits of a narrow iron cage, can form no idea of the majesty of the
+brute when roaming about freely on his native soil.
+
+The voice of the lion is loud and strong. It is likely to strike terror
+to the bravest heart.
+
+"It consists," says a well-known writer, "at times of a low, deep
+moaning, repeated five or six times, and ending in scarcely audible
+sighs; at other times, the forest is startled with loud, deep-toned,
+solemn roars, increasing in loudness to the third or fourth, and then
+dying away in sounds like distant thunder."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read a little more
+slowly than conversation. When we wish to describe any thing, we must
+give time for those who listen to us to get the meaning of what we say.
+
+Do not run the words together when reading. (See Directions for Reading,
+page 42.)[03]
+
+Example.--"There is, in the appearance of the lion, something both
+noble and imposing."
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _meeting, require, Europe, idea, terror, measures,
+unlucky, narrow, bolder_.
+
+_Air of majesty_ means the noble appearance supposed to belong to
+kings.
+
+
+[03] See Lesson VII.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON X.
+
+
+ar ti fi' cial, _not real; made by human skill_.
+
+ex er'tion, _great effort; attempt_.
+
+destroyed', _killed; put an end to_.
+
+cleansed, _cleaned; freed from dirt_.
+
+sit u a'tion, _position_.
+
+fa'mous, _much talked of; well known_.
+
+fre'quent ly, _often_.
+
+in'ci dent, _adventure; event_.
+
+nar rat'ed, _told_.
+
+hurled, _thrown with force_.
+
+stu'por, _sleepy feeling_.
+
+
+       *       *       *       *       *
+
+
+
+
+ADVENTURE WITH A LION.
+
+
+The dangers of lion-hunting may be understood from the following
+incident, narrated by Livingstone, the famous African traveler:
+
+"The villagers among whom I was staying were much troubled by lions,
+which leaped into their cattle-pens and destroyed their cows.
+
+"As I knew well that, if one of a number of lions is killed, the others
+frequently take the hint and leave that part of the country, I gave the
+villagers advice to that end, and, to encourage them, offered to lead
+the hunt.
+
+"The lions were found hiding among the rocks on a hill covered with
+trees, and about a quarter of a mile in length. The men circled the
+hill, and slowly edged in closer and closer, so that the lions might be
+completely surrounded.
+
+"Presently one of the natives spied a lion sitting on a piece of rock,
+and fired at him, the ball missing the beast and striking the rock.
+
+"The lion turned, bit like a dog at the spot where the bullet had
+struck, and then bounded off to the shelter of the brushwood.
+
+"Soon I saw another lion in much the same situation as the former, and,
+being not more than thirty yards from it, let fly with both barrels.
+
+"As the lion was still on its legs, I hastened to reload my gun; but
+hearing a sudden and frightful cry from the natives, I looked up and
+saw the wounded lion springing upon me.
+
+"I was caught by the shoulder and hurled to the ground. Growling
+terribly in my ear, the lion shook me as a dog does a rat.
+
+"The shock produced a stupor, similar to that which seems to be felt by
+a mouse after the first shake of a cat.
+
+"The lion then leaped upon one of the natives who had tried to shoot at
+him, and then sprang at the neck of a second native who, armed with a
+spear, was rushing to the rescue.
+
+[Illustration]
+
+"The exertion was too much for the wounded beast, and so, with his claws
+bedded in the spearman's shoulder, he rolled over and died.
+
+"I had escaped, but with a shoulder so broken as to need an artificial
+joint, and with eleven teeth wounds in my arm.
+
+"These wounds were less severe than they would have been, had not a
+heavy jacket which I had on, cleansed the teeth of the lion in their
+passage. As it was, they were soon cured and gave me no trouble
+afterward."
+
+
+      *      *      *      *      *
+
+
+Directions for Reading.--Read this lesson in a full and clear
+conversational tone of voice.
+
+Those parts of the lesson to which we wish to call attention, should be
+read slowly.
+
+Example.--"The men edged in closer and closer, so that the lions might
+be completely surrounded."
+
+Should the slow and clear reading be kept up throughout pages 51 and 52,
+or should those pages be read more rapidly?[04]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Livingstone, bullet, growling, jacket, offered,
+advice, severe_.
+
+_Edged in closer and closer_ means went slowly nearer and nearer.
+
+_Let fly with both barrels_ means fired both barrels of his gun at the
+same time.
+
+_Still on its legs_ means not so badly wounded but that it was able to
+stand up.
+
+Tell the story in your own words.
+
+
+[04] See this lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XI.
+
+
+en riched', _made rich_.
+
+de tec'tion, _being found out_.
+
+dis mount'ed, _got down from_.
+
+sat' is fied, _supplied with all one wants_.
+
+sum'mit, _top; highest point_.
+
+en trust'ed, _gave the care of_.
+
+em ployed', _used; made use of_.
+
+im por'tant, _worthy of attention_.
+
+ad dressed', _spoke to_.
+
+di' a mond, _a very valuable stone_.
+
+in clud' ed, _put in as a part_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE NOBLEST DEED OF ALL.
+
+
+A rich Persian, feeling himself growing old, and finding that the cares
+of business were too great for him, resolved, to divide his goods among
+his three sons, keeping a very small part to protect him from want in
+his old age.
+
+The sons were all well satisfied, and each took his share with thanks,
+and promised that it should be well and properly employed. When this
+important business was thus finished, the father addressed the sons in
+the following words:
+
+"My sons, there is one thing which I have not included in the share of
+any one of you. It is this costly diamond which you see in my hand. I
+will give it to that one of you who shall earn it by the noblest deed.
+
+"Go, therefore, and travel for three months; at the end of that time,
+we will meet here again, and you shall tell me what you have done."
+
+The sons thereupon departed, and traveled for three months, each in a
+different direction. At the end of that time they returned; and all came
+together to their father to give an account of their journey. The eldest
+son spoke first.
+
+"Father, on my journey a stranger entrusted to me a great number of
+valuable jewels, without taking any account of them. Indeed, I was well
+aware that he did not know how many the package contained.
+
+"One or two of them would never have been missed, and I might easily
+have enriched myself without fear of detection. But I gave back the
+package exactly as I had received it. Was not this a noble deed?"
+
+"My son," replied the father, "simple honesty cannot be called noble.
+You did what was right, and nothing more. If you had acted otherwise,
+you would have been dishonest, and your deed would have shamed you. You
+have done well, but not nobly."
+
+The second son now spoke. He said: "As I was riding along on my
+journey, I one day saw a poor child playing by the shore of a lake; and
+just as I rode by, it fell into the water, and was in danger of being
+drowned.
+
+"I at once dismounted from my horse, and plunging into the water,
+brought it safe to land. All the people of the village where this
+happened will tell you that what I say is true. Was it not a noble
+action?"
+
+"My son," replied the old man, "you did only what was your duty. You
+could hardly have left the child to die without exerting yourself to
+save it. You, too, have acted well, but not nobly."
+
+Then the third son came forward to tell his tale. He said: "Father, I
+had an enemy, who for years had done me much harm and tried to take my
+life.
+
+"One evening during my journey, I was passing along a dangerous road
+which ran beside the summit of a cliff. As I rode along, my horse
+started at sight of something in the road.
+
+"I dismounted to see what it was, and found my enemy lying fast asleep
+on the very edge of the cliff. The least movement in his sleep and he
+must have rolled over and been dashed to pieces on the rocks below.
+
+"His life was in my hands. I drew him away from the edge and then woke
+him, and told him to go on his way in peace."
+
+Then the old Persian cried out with great joy, "Dear son, the diamond is
+yours, for it is a noble and godlike thing to help an enemy and return
+good for evil."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read this lesson in a conversational tone of
+voice, and somewhat more slowly than Lesson III.
+
+Read what is said by each one of the four different persons, as you
+think each one of them would speak.
+
+How would you read the third and fourth paragraphs?--the last paragraph?
+
+Point out the _emphatic words_ in the last paragraph.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Persian, therefore, valuable, account, jewels, aware,
+contained, dishonest, duty, enemy_.
+
+Let pupils use other words, to express the following:
+
+     To go on his way in peace.       Return good for evil.
+
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. The father divides his goods. 2. What he said to his
+sons. 3. What the eldest son did. 4. What the second son did. 5. What
+the third son did. 6. What the father said.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XII.
+
+
+a new', _over again_.
+
+al'ma nac, _a book giving days, weeks, and months of the year_.
+
+rus'tling, _shaking with a gentle sound_.
+
+scents, _smells_.
+
+drow'sy, _sleepy; making sleepy_.
+
+larch, _a kind of tree_.
+
+flue, _an opening for air or smoke to pass through_.
+
+haunt'ing, _staying in; returning often_.
+
+mur'mur, _a low sound_.
+
+fra' grant, _sweet smelling_.
+
+
+       *       *       *       *       *
+
+
+
+
+MARJORIE'S ALMANAC.
+
+
+  Robins in the tree-top,
+    Blossoms in the grass,
+  Green things a-growing
+    Every-where you pass;
+  Sudden fragrant breezes,
+    Showers of silver dew,
+  Black bough and bent twig
+    Budding out anew;
+  Pine-tree and willow-tree,
+    Fringed elm and larch,--
+  Don't you think that May-time's
+    Pleasanter than March?
+
+  Apples in the orchard
+    Mellowing one by one;
+  Strawberries upturning
+    Soft cheeks to the sun;
+  Roses faint with sweetness,
+    Lilies fair of face,
+  Drowsy scents and murmurs
+    Haunting every place;
+  Lengths of golden sunshine,
+    Moonlight bright as day,--
+  Don't you think that summer's
+    Pleasanter than May?
+
+  Roger in the corn-patch
+    Whistling negro songs;
+  Pussy by the hearth-side
+    Romping with the tongs;
+  Chestnuts in the ashes
+    Bursting through the rind;
+  Red leaf and gold leaf
+    Rustling down the wind;
+  Mother "doin' peaches"
+    All the afternoon,--
+  Don't you think that autumn's
+    Pleasanter than June?
+
+  Little fairy snow-flakes
+    Dancing in the flue;
+  Old Mr. Santa Claus,
+    What is keeping you?
+  Twilight and firelight,
+    Shadows come and go;
+  Merry chime of sleigh-bells
+    Tinkling through the snow;
+  Mother knitting stockings
+    (Pussy's got the ball!)--
+  Don't you think that winter's
+   Pleasanter than all?
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the lesson with spirit, and avoid
+anything like sing-song.
+
+Do not make the last word of each line _emphatic_, unless it is really
+an _emphatic word_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words; _Marjorie's, chestnuts, peaches, afternoon_.
+
+What part of the year is described in each stanza?
+
+What two words can be used for each of the following: _May-time's,
+summer's_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XIII.
+
+
+col'o ny, _a number of people living together in one place_.
+
+set'tlers, _those people who form a colony_.
+
+shy, _easily frightened; timid_.
+
+es tab'lished, _formed; settled_.
+
+war'rior,  _a soldier; one who fights in war_.
+
+fur'ni ture, _articles used in a house_.
+
+dread'ed, _feared very much_.
+
+pros' per ous, _successful; rich_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE STORY OF INDIAN SPRING.
+
+PART I.
+
+
+"You want to know why this is called Indian Spring, Robbie? I will tell
+you.
+
+"When Mary and I were little girls, father moved away from our pleasant
+home on the bank of the Delaware River, and came to this part of the
+country. There were five of us: father, mother, Mary, our dear nurse
+Lizzie, and I.
+
+"Lizzie was a colored woman, who had lived with us a long time. She was
+very handsome, and straight as an arrow. She was a few years older than
+mother.
+
+"Grandfather Thorpe, your great grandfather, boys, gave her to mother
+when she was married. Your grandfather was a miller. The old mill that
+I went to see to-day, was his. It was the first mill built in this part
+of Pennsylvania.
+
+"O, this was a beautiful country! my eyes never were tired of looking
+out over these mountains and valleys. But I saw that mother's face was
+getting thinner and whiter every day; they said she was homesick, and
+before we had been in the colony a year, a grave was made under an
+elm-tree close by, and that grave was mother's.
+
+"I thought my heart was broken then, but I soon forgot my sorrow: I
+still had father, sister Mary, and Lizzie.
+
+"In this part of Pennsylvania at that time there were very few white
+people, and besides our own, there was no other colony within ten
+miles. But our people being so near together, and well armed, felt
+quite safe.
+
+"Ten miles away on the Susquehanna, was a small village established by a
+colony from the north, which was used as a trading-post. There the
+friendly Indians often came to trade.
+
+"Father went twice a year to this village to get supplies that came up
+the river. He often spoke of Red Feather, an old Indian warrior. Father
+liked Red Feather, and he learned to trust him almost as he would have
+trusted a white man.
+
+"Time passed on until I was thirteen years old, a tall, strong girl, and
+very brave for a girl. I could shoot almost as well as father.
+
+"Little Mary was very quiet and shy, not like me at all. I loved
+fishing, and often went out hunting with father, but she staid at home
+with Lizzie, or sat down under the trees by the spring, watching the
+shadow of the trees moving in it.
+
+"Our colony had by this time become quite prosperous. A good many of the
+settlers had built houses for themselves more like those they had left
+behind on the Delaware.
+
+"The spring that I was fourteen, father built this house. The mill had
+already been grinding away for two years. We were very happy when we
+moved out of our little log cabin into this pleasant house.
+
+"We had but little furniture, but we had plenty of room. Up to this
+time, there had not been much trouble with the Indians, and though we
+had often dreaded it, and lived in fear many days at a time, only four
+of our men had been killed by them.
+
+"We had trusted many of the friendly Indians, and Red Feather had
+frequently spent days at our settlement. He seemed to like the mill.
+
+"I became quite attached to the old man; but Mary was always afraid of
+him, and Lizzie kept her sharp eyes on him whenever he came into the
+house. She hated him, and he knew it.
+
+"One beautiful clear morning in August of that year, father went down to
+the mill as usual. Lizzie was busy with her work, and little Mary was
+playing with some tame doves, when looking up, I saw Lizzie start
+suddenly.
+
+"She had seen something in the woods that frightened her. Without
+speaking, she went to the door, closed and fastened it, then turned and
+looked out of the window. She never told mo what she saw.
+
+"Father came home early that day; he looked anxious, and I knew that
+something troubled him. Without waiting to eat his supper, he went out,
+and very soon most of the men of the colony had gathered round him at
+the spring."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--With what tone of voice should this lesson be
+read?
+
+What other lessons before this, have been read with the same tone of
+voice?
+
+Name two _emphatic words_ in the following _exclamation_:
+
+    "O, this was a beautiful country!"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change the _exclamation_ given above to a
+_statement_. What word would be omitted? How would the punctuation be
+changed?
+
+Syllabify, accent, and mark sounds of letters in the following words:
+_Delaware, thinner, Susquehanna, grinding_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XIV.
+
+
+con fu'sion, _disorder_.
+
+sense'less, _without the power of thinking or acting; seemingly lifeless_.
+
+re vived', _came back to life; recovered_.
+
+cun'ning, _slyness; skill_.
+
+pro voke', _make angry_.
+
+stunned_, made senseless by a blow on the head_.
+
+meek'ly, _in a gentle manner_.
+
+his'to ry, _what is told of the past; a story_.
+
+tot'ter, _shake as if about to fall_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE STORY OF INDIAN SPRING.
+
+PART II.
+
+
+"It was as I had feared; we were in danger of an attack from the
+Indians.
+
+"Something had happened at the trading-post to provoke them, and rouse
+their thirst for blood. But a quiet night passed by and the sun shone
+again over the hills in wonderful beauty.
+
+"Suddenly, there sounded from the forest a scream. I had never heard it
+before, but I knew it. It was the terrible war-whoop. Then all was
+confusion and horror.
+
+"I saw Nanito, an Indian that I knew, who had eaten at our table. I saw
+him strike down our father, while Lizzie fought to save him.
+
+"But it was no use, there was no mercy in the heart of the Indian. They
+carried Lizzie away from us, and we never saw her again.
+
+"Poor little frightened Mary and I were tied together, our hands
+fastened behind us, and we were given, to--whom do you think,
+Robbie?--to Red Feather. Then I hated him, and resolved that I would
+kill him if I could.
+
+"After a while he took us out of the house, and then I saw that most of
+the houses in the little village were burning. The women and children
+were saved alive, but nearly all the men were killed.
+
+"I was very quiet, for I wanted my hands untied, and I thought perhaps
+Red Feather would pity me and unfasten them.
+
+"Little Mary was frightened nearly to death. She had not spoken since
+she saw the Indian strike father down,--when she screamed and fell
+senseless.
+
+"For a good while I thought she was dead. She had revived a great deal,
+but had not spoken.
+
+"About sundown Red Feather led us down past the spring, out into the
+woods, but not far away. We could still see the smoke rising from the
+burning houses. The Indians had gone some distance farther and camped
+with the white prisoners.
+
+"Red Feather could speak English, so I told him if he would untie my
+hands, I would make his fire, and bake his corn cake for him.
+
+"He was old and feeble, and had lost much of his natural cunning. He
+knew me, and trusted me; so without speaking, he took his hunting knife
+from his belt, cut the cords, and I was free.
+
+"I took the hatchet that he gave me to cut some branches for a fire, and
+went to work very meekly, with my head down.
+
+"I dared not speak to Mary, for fear he might see me, for his eyes were
+fixed on me every moment. I baked his corn cake in the ashes, and gave
+it to him. By this time it was dark, but the light from our fire shone
+far out into the woods.
+
+"I noticed Red Feather did not watch me so closely, and his eyes would
+now and then shut, for he was very tired.
+
+"He leaned forward to light his pipe in the ashes, when instantly,
+almost without thinking, I seized the hatchet, and struck him with all
+my might.
+
+"With a loud scream, I plunged into the woods toward home. Turning an
+instant, I saw Mary spring up, totter, and fall. With another sharp
+report came a twinge of pain in my side. Suddenly I fell, and in the
+darkness of the woods, they passed on, leaving me stunned and nearly
+dead.
+
+"I will not tell you now, my dear Robbie, how I was cared for, and who
+brought home little Mary and laid her to rest under the elm, beside
+mother--but the bullet that struck me then, I still carry in my side,
+and shall as long as I live.
+
+"Many years have passed since that terrible day, but I can never forget
+it. As long as the history of this country lasts, Indian Spring will be
+remembered, and other boys will listen, with eyes as wide open as
+yours, to the tale it has to tell."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Should the second or third paragraph of the
+lesson be read the faster?
+
+When do we speak more rapidly--in telling an exciting story, or in
+common conversation?
+
+Do our feelings guide us when we speak slowly or rapidly?--when, we
+speak quietly or forcibly?
+
+Point out three paragraphs in the lesson that you would read as slowly
+as Lesson XIII.; three that you would read more rapidly.
+
+In reading rapidly, be careful not to omit syllables, and not to run
+words together. (See Directions for Reading, page 42.)[05]
+
+
+[05] See Lesson VII.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XV.
+
+
+aft, _near the stern of a ship_.
+
+anch'or, _a large iron for holding a ship_.
+
+aimed, _directed or pointed at, as a gun_.
+
+car'tridge, _a small case containing powder and ball_.
+
+mood, _state of mind; temper_.
+
+sul'try, _very hot_.
+
+cleav'ing, _cutting through; dividing_.
+
+dis cov'ered, _found out; seen clearly_.
+
+buoys, _floats, made of wood, hollow iron, or copper_.
+
+re sults', _what follows an act_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN ADVENTURE WITH A SHARK.
+
+
+Our noble ship lay at anchor in the Bay of Tangiers, a town in the
+north-west part of Africa.
+
+The day had been very mild, with a gentle breeze sweeping to the
+northward and westward. Toward the close of the day the sea-breeze died
+away, and hot, sultry breathings came from the great, sunburnt desert of
+Sahara.
+
+Half an hour before sundown, the captain gave the cheering order to call
+the hands to "go in swimming"; and, in less than five minutes, the forms
+of our sailors were seen leaping from the arms of the lower yards into
+the water.
+
+One of the sails, with its corners fastened from the main yard-arm and
+the swinging boom, had been lowered into the water, and into this most
+of the swimmers made their way.
+
+Among those who seemed to be enjoying the sport most heartily were two
+boys, one of whom was the son of our old gunner; and, in a laughing
+mood, they started out from the sail on a race.
+
+There was a loud ringing shout of joy on their lips as they put off;
+they darted through the water like fishes. The surface of the sea was
+smooth as glass, though its bosom rose in long, heavy swells that set in
+from the ocean.
+
+One of the buoys which was attached to the anchor, to show where it lay,
+was far away on the starboard quarter, where it rose and fell with the
+lazy swell of the waves.
+
+Towards this buoy the two lads made their way, the old gunner's son
+taking the lead; but, when they were within about sixty yards of the
+buoy, the other boy shot ahead and promised to win the race.
+
+The old gunner had watched the progress of his son with great pride; and
+when he saw him drop behind, he leaped upon the quarter-deck, and was
+just upon the point of urging him on by a shout, when a cry was heard
+that struck him with instant horror.
+
+"A shark! a shark!" shouted the officer of the deck; and, at the sound
+of those terrible words, the men who were in the water, leaped and
+plunged toward the ship.
+
+Three or four hundred yards away, the back of a monster shark was seen
+cleaving the water. Its course was for the boys.
+
+For a moment the gunner stood like one who had lost his reason; then he
+shouted at the top of his voice for the boys to turn; but they heard him
+not.
+
+Stoutly the two swimmers strove, knowing nothing of the danger from the
+shark. Their merry laughter still rang over the waters, as they were
+both nearing the buoy.
+
+O, what anxiety filled the heart of the gunner! A boat had put off, but
+he knew it could not reach the boys in time to prevent the shark from
+overtaking them.
+
+Every moment he expected to see the monster sink from sight,--then he
+knew all hope would be gone. At this moment a cry was heard on board
+the ship, that reached every heart,--the boys had discovered their
+enemy.
+
+The cry startled the old gunner, and, quicker than thought, he sprung
+from the quarter-deck. The guns were all loaded and shotted, fore and
+aft, and none knew their temper better than he.
+
+With steady hand, made strong by sudden hope, the old gunner pricked the
+cartridge of one of the quarter guns; then he took from his pocket a
+percussion cap, fixed it on its place, and set back the hammer of the
+gun-lock.
+
+With great exertions, the old man turned the heavy gun to its bearing,
+and then seizing the string of the lock, he stood back and watched for
+the next swell that would bring the shark in range. He had aimed the
+piece some distance ahead of his mark; but yet a moment would settle his
+hopes and fears.
+
+Every breath was hushed, and every heart in that old ship beat
+painfully. The boat was yet some distance from the boys, while the
+horrid sea-monster was fearfully near.
+
+[Illustration]
+
+Suddenly the silence was broken by the roar of the gun; and, as the old
+man knew his shot was gone, he covered his face with his hands, as if
+afraid to see the result. If he had failed, he knew that his boy was
+lost.
+
+For a moment after the report of the gun had died away upon the air,
+there was an unbroken silence; but, as the thick smoke arose from the
+surface of the water, there was, at first, a low murmur breaking from
+the lips of the men,--that murmur grew louder and stronger, till it
+swelled to a joyous, deafening shout.
+
+The old gunner sprung to his feet, and gazed off on the water, and the
+first thing that met his sight was the huge body of the shark floating
+on its back, the shot aimed by him having instantly killed it.
+
+In a few moments the boat reached the daring swimmers, and, greatly
+frightened, they were brought on board. The old man clasped his boy in
+his arms, and then, overcome by the powerful excitement, he leaned upon
+a gun for support.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--What paragraphs should be read rapidly? Does
+the feeling require it?
+
+Use _calling tones_ for the words, "A shark! A shark!"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Tangiers, Sahara, percussion, excitement, support_.
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. Where the ship was. 2. The race. 3. The shark. 4. The
+gunner's trial. 5. The result.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XVI.
+
+
+scant'y, _not enough for use_.
+
+hu'man, _belonging to man or mankind_.
+
+cubs, _the young of wild animals_.
+
+le'gend, _a story; a tale_.
+
+soot'y, _blackened with smoke_.
+
+scar'let, _of a bright red color_.
+
+self'ish ly, _as if caring only for one's self_.
+
+knead'ed, _pressed and rolled with the hands_.
+
+dough, _unbaked bread or cake_.
+
+
+       *       *       *       *       *
+
+
+
+
+A LEGEND OF THE NORTHLAND.
+
+
+  Away, away in the Northland,
+    Where the hours of the day are few,
+  And the nights are so long in winter,
+    They can not sleep them through;
+
+  Where they harness the swift reindeer
+    To the sledges when it snows;
+  And the children look like bear's cubs,
+    In their funny, furry clothes:
+
+  They tell them a curious story--
+    I don't believe 'tis true;
+  And yet you may learn a lesson
+    If I tell the tale to you.
+
+  Once, when the good Saint Peter
+    Lived in the world below,
+  And walked about it, preaching,
+    Just as he did, you know;
+
+  He came to the door of a cottage,
+    In traveling round the earth,
+  Where a little woman was making cakes,
+    In the ashes on the hearth.
+
+  And being faint with fasting--
+    For the day was almost done--
+  He asked her, from her store of cakes,
+    To give him a single one.
+
+  So she made a very little cake,
+    But as it baking lay,
+  She looked at it and thought it seemed
+    Too large to give away.
+
+  Therefore she kneaded another,
+    And still a smaller one;
+  But it looked, when she turned it over,
+    As large as the first had done.
+
+  Then she took a tiny scrap of dough,
+    And rolled and rolled it flat;
+  And  baked it thin as a wafer--
+    But she couldn't part with that.
+
+  For she said, "My cakes that seem so small
+    When I eat of them myself,
+  Are yet too large to give away."
+    So she put them on a shelf.
+
+  Then good Saint Peter grew angry,
+    For he was hungry and faint;
+  And surely such, a woman
+    Was enough to provoke a saint.
+
+  And he said, "You are far too selfish
+    To dwell in a human form,
+  To have both food and shelter,
+    And fire to keep you warm.
+
+  "Now, you shall build as the birds do,
+    And shall get your scanty food
+  By boring, and  boring, and boring,
+    All day in the hard dry wood."
+
+  Then up she went through the chimney.
+    Never speaking a word;
+  And out of the top flew a woodpecker,
+    For she was changed to a bird.
+
+  She had a scarlet cap on her head,
+    And that was left the same,
+  But all the rest of her clothes were burned
+    Black as a coal in the flame.
+
+  And every country school-boy
+    Has seen her in the wood;
+  Where she lives in the trees till this very day
+    Boring and boring for food.
+
+  And this is the lesson she teaches:
+    Live not for yourselves alone,
+  Lest the needs you will not pity
+    Shall one day be your own.
+
+  Give plenty of what is given to you,
+    Listen to pity's call;
+  Don't think the little you give is great,
+    And the much you get is small.
+
+  Now, my little  boy, remember that,
+    And try to be kind and good,
+  When you see the woodpecker's sooty dress,
+    And see her scarlet hood.
+
+  You mayn't be changed to a bird, though you live
+    As selfishly as you can;
+  But you will be changed to a smaller thing--
+    A mean and selfish man.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In what manner should this lesson be read at
+the beginning--quietly, or with much spirit?
+
+On page 77, beginning with the second stanza, is what Saint Peter says
+quiet and slow, or emphatic and somewhat rapid?[06]
+
+Point out three places where two lines are to be joined and read as
+one.
+
+What two lines in each stanza end with similar sounds?
+
+
+[06] See stanza number 12 of the poem.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XVII.
+
+
+ex pres'sion, _a look showing feeling_.
+
+a maze'ment, _great surprise; astonishment_.
+
+mag'netisnm, _an unknown power of drawing or pulling_.
+
+con tin'ued, _went on; stayed_.
+
+test'ing, _trying_.
+
+con ven'ience, _ease; the saving of trouble_.
+
+ex per'i ments, _the trials made to find out facts_.
+
+
+       *       *       *       *       *
+
+
+
+
+A FUNNY HORSESHOE.
+
+
+"What a funny horseshoe!" said Charlie, "It has no holes for the nails!"
+
+I looked up and saw that he had taken up a small "horseshoe magnet."
+
+"Why that isn't a horseshoe," I said. "It's a magnet."
+
+"Magnet! What's that?"
+
+Charlie turned it over in his hands, and pulled the bar a little. The
+bar slipped so that it hung only by a corner.
+
+"Never mind," I said, as he looked up with a scared expression. "It
+isn't broken. Put the bar back."
+
+Charlie put it back, and it sprung into place with a sharp click.
+
+"That's funny!" he cried again. "What made it jump so? And what makes it
+stick? It doesn't feel sticky."
+
+"We call it magnetism," I said. "Now, take hold of the bar, and see if
+you can pull it straight off."
+
+"I can't. It sticks fast."
+
+"Pull harder."
+
+Charlie braced himself for a strong pull. Suddenly the bar came off, and
+he went tumbling backward.
+
+"What did you say makes it hold so hard?" said he, getting up.
+
+"Magnetism," said I again.
+
+"But what is magnetism?"
+
+"I couldn't tell you if I tried; but I think you could learn a great
+deal about it with that magnet. You will find a lot of things in that
+box that may help you."
+
+Saying this, I left him to pursue his studies as best he could. When I
+came back, I found him more puzzled than when I left him.
+
+"That's the queerest thing I ever saw," he said. "Some things just jump
+at it as though they were alive; some things it pulls; and some things
+it doesn't pull a bit."
+
+"That's a very long lesson you have learned," I said. "What does it
+pull?"
+
+"These," he said, pointing to a pile of things on one side of the box.
+"And these things it doesn't pull."
+
+"Let us see what you have in this pile," I said, looking at the first
+little heap; "keys?"
+
+"Trunk keys," said Charlie. "It doesn't pull door keys. I tried ever so
+many."
+
+"Try this key," said I, taking one from my pocket. "This is a trunk key.
+See if the magnet pulls it."
+
+"No-o," said Charlie, thoughtfully, "it doesn't; but it pulled all the
+rest of the trunk keys I could find."
+
+"Try this key to my office door."
+
+Charlie tried it, and to his great amazement the key stuck fast to the
+magnet.
+
+"Surely," said I, "it pulls some door keys, and fails to pull some trunk
+keys."
+
+Charlie was more puzzled than ever. He looked at the keys, thought a
+moment, then picked up my trunk key, and said: "This key is brass; the
+rest are iron."
+
+"That's so," I said.
+
+"And all these door keys that the magnet didn't pull," he continued,
+"are brass, too. Perhaps it can't pull brass things."
+
+"Suppose you try. But first see if there are any brass things that the
+magnet pulled."
+
+Charlie looked them over. Then we tried the casters of my chair, and all
+the other brass things we could find, none of which the magnet would
+pull.
+
+"There's no use in trying any longer," said Charlie. "It won't pull
+brass."
+
+"Then, there's another matter settled," I said. "The magnet does not
+pull brass. Is there any thing else it does not pull?"
+
+"Wood," said Charlie. "I tried lots of pieces."
+
+"Any thing else?"
+
+"Stones," said Charlie, eagerly.
+
+"What are these?" I asked, holding up a couple of heavy stones he had
+put among the things the magnet pulled.
+
+"I guess I put those there by mistake," said Charlie, testing with, the
+magnet a number of stones in the other pile.
+
+"Try them," I said.
+
+"O!" he said, as the magnet lifted them; "I forgot. It does lift some
+stones."
+
+"Well, what else have you in that pile of things the magnet did not
+pull?"
+
+"Glass, leather, lead, bone, cloth, tin, zinc, corn, and a lot of
+things."
+
+"Very well. Now let us see what the magnet does pull."
+
+"Iron keys," said Charlie, "and nails."
+
+"Here's a nail in this other pile."
+
+"That's a brass nail. The magnet pulls only iron nails."
+
+"What else have we in this pile?"
+
+"Needles, hair-pins, screws, wire--iron wire," he added quickly. "Brass
+wire doesn't stick, you know."
+
+"How about this?" I asked, taking a small coil of copper wire from my
+desk.
+
+"I guess that won't stick," said Charlie. "Because that's copper wire,
+and the magnet doesn't seem to pull any thing that isn't iron."
+
+Much to Charlie's satisfaction, the magnet did not pull the copper wire.
+Then I took up two stones, one rusty red, the other black, and said:
+"What about these?"
+
+"I guess they must have iron in them too," said Charlie. "Have they?"
+
+"They have," I replied. "They are iron ores from which iron is made. Why
+did you think there was iron in them?"
+
+"Because they wouldn't have stuck to the magnet if there wasn't."
+
+"Quite true. So you have learned another very important fact. Can you
+tell me what it is?"
+
+"The magnet pulls iron," said Charlie.
+
+"Good," said I; "and it is also true that the magnet does not pull--"
+
+"Things that are not iron," said Charlie.
+
+"True again," I said. "So far as our experiments go, the magnet pulls
+iron always, and never any thing else."
+
+"But what makes it pull iron?"
+
+"That I can not tell. We see it does pull, but just how the pulling is
+done, or what makes it, no one has yet found out.
+
+"For convenience we call the pulling power magnetism. You may keep the
+magnet, and at some other time, I will tell you more about it."
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Name six words in the lesson, each of which is made
+up of two words by leaving out letters.
+
+Write out the two words in each case.
+
+What is the name of the mark which shows the omission of letters?
+
+Point out the _statement, command, question_, and _exclamation_ in
+the sentences given below.
+
+    "O, isn't it a funny horseshoe!"
+
+    "Put the bar back."
+
+    "What made it jump so?"
+
+    "The magnet pulls iron."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XVIII.
+
+
+ex pos'es, _shows_.
+
+mi mo'sa, _a tree that grows in Africa_.
+
+mot'tled, _marked with spots of different color_.
+
+re sem'bling, _looking like_.
+
+ap proach', _coming near_.
+
+pub'lic, _open to all; free_.
+
+va'ri ous,  _different; unlike in kind_.
+
+de fend', _take care of; protect_.
+
+gait, _manner of stepping_.
+
+pre vents', _keeps from; stops_.
+
+ca' pa ble, _having power; able_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE GIRAFFE OR CAMELOPARD.
+
+
+There are few sights more pleasing than a herd of tall and graceful
+giraffes.
+
+With, their heads reaching a height of from twelve to eighteen feet,
+they move about in small herds on the open plains of Africa, eating the
+tender twigs and leaves of the mimosa and other trees.
+
+The legs of a large giraffe are about nine feet long, and its neck
+nearly six feet; while its body measures only seven feet in length and
+slopes rapidly from the neck to the tail.
+
+The graceful appearance of the giraffe is increased by the beauty of its
+skin, which is orange red in color and mottled with dark spots.
+
+Its long tail has at the end a tuft of thick hair which serves the
+purpose of keeping off the flies and stinging insects, so plentiful in
+the hot climate of Africa.
+
+[Illustration]
+
+Its tongue is very wonderful. It is from thirteen to seventeen inches in
+length, is slender and pointed, and is capable of being moved in various
+ways. It is almost as useful to the giraffe as the trunk is to the
+elephant.
+
+The horns of the giraffe are very short and covered with skin. At the
+ends there are tufts of short hair. The animal has divided hoofs
+somewhat resembling those of the ox.
+
+The head of the giraffe is small, and its eyes, large and mild looking.
+These eyes are set in such a way that the animal can see a great deal of
+what is behind it without turning its head.
+
+In addition to its wonderful power of sight, the giraffe can scent
+danger from a great distance; so there is no animal more difficult of
+approach.
+
+Strange to relate, the giraffe has no voice. In London, some years ago,
+two giraffes were burned to death in their stables, when the slightest
+sound would have given notice of their danger, and saved their lives.
+
+The giraffe is naturally both gentle and timid, and he will always try
+to avoid danger by flight. It is when running that he exposes his only
+ungraceful point.
+
+He runs swiftly, but as he moves the fore and hind legs on each side at
+the same time, it gives him a very displeasing and awkward gait.
+
+But though timid, he will, when overtaken, turn even upon the lion or
+panther, and defend himself successfully by powerful kicks with his
+strong legs.
+
+The natives of Africa capture the giraffe in pitfalls, which are deep
+holes covered over with branches of trees and dirt. When captured, he
+can be tamed, and gives scarcely any trouble during captivity.
+
+Fifty years ago, but little was known about giraffes in Europe or
+America. Now we can find them in menageries and the public gardens of
+our large cities.
+
+The giraffe thrives in captivity and seems to be well satisfied with a
+diet of corn and hay. It is a source of great satisfaction to those who
+admire this beautiful animal, that there is no reason which prevents him
+from living in a climate so different from that of his African home.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Write statements containing each of the following
+words, used in such a manner as to show their proper meaning: _feet,
+feat; red, read; fore, four; gait, gate_.
+
+    Model.--
+
+    We are coming to _see_ you to-morrow.
+
+    He stood watching the ships sailing on the _sea_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XIX.
+
+
+ex pert', _skillful_.
+
+ad vise', _offer advice; give notice of what has happened_.
+
+civ'il ized, _having laws, learning, and good manners_.
+
+quan'ti ty, _a large amount; part_.
+
+in duce', _lead one to think or act_.
+
+pre pared', _made ready for use_.
+
+de part'ed, _went away_.
+
+hence forth', _from this time forward_.
+
+part'ner, _one who shares with another, as a partner in business_.
+
+ar riv'ing, _coming to; reaching a point_.
+
+con vince', _make one believe_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE TRADER'S TRICK.
+
+
+Out in the West, where many Indians live, there are white men who go
+among them to trade for furs and skins of animals.
+
+These furs and skins are collected and prepared by the Indians, and
+serve the purpose of money when the traders visit them to dispose of
+various kinds of goods.
+
+In old times, before the white men came to this country, the Indians had
+only bows and arrows, and spears with which to hunt.
+
+But the white men soon taught them to use guns, and to-day, nearly all
+the tribes in America are well supplied with rifles or shotguns.
+
+They are very expert with these fire-arms, and as they use them a great
+deal, must have a large and constant supply of gunpowder.
+
+A story is told of how, at one time, a tribe of Indians tried to raise
+gunpowder by planting seed. This shows how little they knew of civilized
+life and habits.
+
+A trader went to a certain Indian nation to dispose of a stock of goods.
+Among other things he had a quantity of gunpowder.
+
+The Indians traded for his cloths, hats, axes, beads, and other things,
+but would not take the powder, saying: "We do not wish for the powder;
+we have plenty."
+
+The trader did not like to carry all the powder back to his camp; so
+thought he would play a trick on the Indians, and induce them to buy it.
+
+Going to an open piece of ground near the Indian camp, he dug some
+little holes in the soft, rich soil; then mixing a quantity of onion
+seed with his powder, he began to plant it.
+
+The Indians were curious to know what he was doing, and stood by greatly
+interested.
+
+"What are you doing?" said one. "Planting gunpowder," replied the
+trader.
+
+"Why do you plant it?" inquired another.
+
+"To raise a crop of powder. How could I raise it without planting?" said
+the trader. "Do you not plant corn in the ground?"
+
+"And will gunpowder grow like corn?" exclaimed half a dozen at once.
+
+"Certainly it will," said the trader. "Did you not know it? As you do
+not want my powder, I thought I would plant it, and raise a crop which I
+could gather and sell to the Crows."
+
+Now the Crows were another tribe of Indians, which was always at war
+with this tribe. The idea of their enemies having a large supply of
+powder increased the excitement, and one of the Indians said:
+
+"Well, well, if we can raise powder like corn, we will buy your stock
+and plant it."
+
+But some of the Indians thought best to wait, and see if the seed would
+grow. So the trader agreed to wait a few days.
+
+In about a week the tiny sprouts of the onion seed began to appear above
+the ground.
+
+The trader calling the Indians to the spot, said: "You see now for
+yourselves. The powder already begins to grow, just as I told you it
+would."
+
+The fact that some small plants appeared where the trader had put the
+gunpowder, was enough to convince the Indians.
+
+Every one of them became anxious to raise a crop of gunpowder.
+
+The trader sold them his stock, in which there was a large mixture of
+onion seeds, at a very high price, and then left.
+
+From this time, the Indians gave no attention to their corn crop. If
+they could raise gunpowder, they would be happy.
+
+They took great care of the little plants as they came up out of the
+ground, and watched every day for the appearance of the gunpowder
+blossoms.
+
+They planned a buffalo hunt which was to take place after the powder
+harvest.
+
+After a while the onions bore a plentiful crop of seeds, and the Indians
+began to gather and thresh it.
+
+They believed that threshing the onion seeds would produce the powder.
+But threshing failed to bring it. Then they discovered that they had
+been cheated.
+
+Of course the dishonest trader avoided these Indians, and did not make
+them a second visit.
+
+After some time, however, he sent his partner to them for the purpose of
+trading goods for furs and skins.
+
+By chance they found out that this man was the partner of the one who
+had cheated them.
+
+They said nothing to him about the matter; but when he had opened his
+goods and was ready to trade, they coolly helped themselves to all he
+had, and walked off.
+
+The trader did not understand this. He became furiously angry, and went
+to make his complaint to the chief of the nation.
+
+"I am an honest man," said he to the chief. "I came here to trade
+honestly. But your people are thieves; they have stolen all my goods."
+
+The old chief looked at him some time in silence, and then said: "My
+children are all honest. They have not stolen your goods. They will pay
+you as soon as they gather their gunpowder harvest."
+
+The man had heard of the trick played upon the Indians; but did not know
+before this, that his partner was the one who had cheated them. He could
+not say a word. He departed at once. Arriving at his home, he said to
+his partner:
+
+"We must separate. I have learned a lesson. I can not remain in business
+with a dishonest man. You cheated the Indians for a little gain. You
+have lost it, and I advise you, henceforth, to deal honestly with all
+men."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In the first paragraph of the lesson, notice
+the places marked below (__) where words are likely to be run together
+in reading, and avoid making such errors.
+
+    "Out__in the West, there__are men who trade for furs__and skins__of
+    animals."
+
+Point out similar places in the second paragraph.
+
+Name four _emphatic words_ occurring in the last sentence of the
+lesson.
+
+
+       *       *       *       *       *
+
+
+Language Lesson. Syllabify, accent, and mark sounds of letters in the
+following words: _dispose, gunpowder, complaint, henceforth_.
+
+Give reasons for the capital letters and marks of punctuation used in
+the last paragraph of the lesson.
+
+Tell the story in your own words, using the points given in the
+following
+
+Analysis.--1. Trading with the Indians. 2. The use of fire-arms among
+the Indians. 3. The trader's trick. 4. Visit of the trader's partner. 5.
+What the Indians did. 6. The return of the partner. 7. What he said to
+the trader.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XX.
+
+
+floss'y, _made of silk_.
+
+mag'ic, _unnatural power_.
+
+war'bling, _singing_.
+
+mope, _become stupid or dull_.
+
+boun'ty, _what is given freely_.
+
+lan'guish, _become weak; wither_.
+
+
+       *       *       *       *       *
+
+
+
+
+A HAPPY PAIR.
+
+
+  Over my shaded doorway
+    Two little brown-winged birds
+  Have chosen to fashion their dwelling,
+    And utter their loving words;
+  All day they are going and coming
+    On errands frequent and fleet,
+  And warbling over and over,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  Their necks are changeful and shining,
+    Their eyes like living gems;
+  And all day long they are busy
+    Gathering straws and stems,
+  Lint and feathers and grasses,
+    And half forgetting to eat,
+  Yet never failing to warble,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  I scatter crumbs on the doorstep,
+    And fling them some flossy threads;
+  They fearlessly gather my bounty,
+    And turn up their grateful heads.
+  And chatter and dance and flutter,
+    And scrape with their tiny feet,
+  Telling me over and over,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  What if the sky is clouded?
+    What if the rain comes down?
+  They are all dressed to meet it,
+    In water-proof suits of brown.
+  They never mope nor languish,
+    Nor murmur at storm  or heat;
+  But say, whatever the weather,
+    "Sweetest, sweet, sweet, O sweet!"
+
+  Always merry and busy,
+    Dear little brown-winged birds!
+  Teach me the happy magic
+    Hidden in those soft words,
+  Which always, in shine or shadow,
+    So lovingly you repeat,
+  Over and over and over,
+    "Sweetest, sweet, sweet, O sweet!"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express, in their own language, the words
+given below in dark type.
+
+    Their eyes are like _living gems_.
+
+    Which you always repeat _in shine or shadow_.
+
+What kind of birds are described in the lesson?
+
+Why did they gather straws, stems, lint, feathers, and grasses?
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXI.
+
+
+mes'sage, _word; notice_.
+
+mer'chan dise, _things traded; goods_.
+
+guid'ance _leading; directing_.
+
+halt, _stop_.
+
+de cid'ed, _made up their minds_.
+
+re trac'ing, _going back over_.
+
+ho ri'zon, _line where the earth and sky seem to meet_.
+
+en camped', _set up tents_.
+
+sole, _only_.
+
+gushed, _flowed rapidly; poured_.
+
+
+       *       *       *       *       *
+
+
+
+
+ALI, THE BOY CAMEL-DRIVER
+
+PART I.
+
+
+Hassan was a camel-driver who dwelt at Gaza. It was his business to go
+with caravans, backwards and forwards, across the desert to Suez, to
+take care of the camels. He had a wife and one young son, called Ali.
+
+Hassan had been, absent for many weeks, when his wife received from him
+a message, brought by another camel-driver, who had returned with a
+caravan from Suez.
+
+It said: "Send the boy with the camel to Suez with the next caravan. I
+have some merchandise to bring home, and I will stop at Suez till he
+comes."
+
+Ali's mother was pained at the thought of sending her young son away to
+such a distance for the first time; but she said to herself that Ali
+was now quite old enough to be helping his father, and she at once set
+about doing what was required for his journey.
+
+Ali got out the trappings for the camel, and looked to the water-bottles
+to see that they did not leak. His mother did all that was needed to
+make him quite ready to join the next caravan that started.
+
+Ali was delighted to think that he was to go to his father, and that at
+last the day was come when, he too was to be a camel-driver, and to take
+a journey with the dear old camel which he was so fond of.
+
+He had long wanted to ride on its back across the desert, and to lie
+down by its side to rest at night. He had no fear.
+
+The camel, of which Ali was so fond, had been bought by his father with
+the savings of many a year's hard work, and formed the sole riches of
+the family.
+
+Hassan was looked upon as quite a rich man by the other camel-drivers,
+and Ali, besides having a great love for the animal, was proud of his
+father being a camel owner.
+
+Though it was a great creature by the side of the young boy, it would
+obey the voice of Ali, and come and go at his bidding, and lie down and
+rise up just as he wished. Hassan called his camel by an Arabian word,
+which meant "Meek-eye."
+
+At last, there was a caravan about to start for Suez which Ali could
+join. The party met near the gates of the city, where there were some
+wells, at which the water-bottles could be filled. Ali's mother
+attended, and bid her son a loving farewell.
+
+The caravan started. The camels which were to lead the way, had around
+their necks jingling bells, which the others hearing, followed without
+other guidance.
+
+Ali looked about and saw his mother standing near the city gate. He took
+his cap off and waved it above his head, and his mother took off the
+linen cloth which she wore over her head, and waved it.
+
+Tramp, tramp, tramp went the camels, their soft spongy feet making a
+noise as they trod the ground. The camel-drivers laughed, and talked to
+each other.
+
+Ali was the only boy in the caravan, and no one seemed to notice him. He
+had a stout heart, and tried not to care.
+
+He could talk to Meek-eye, and this he did, patting the creature's back,
+and telling him they would soon see his father.
+
+The sun rose higher and higher, and the day grew hotter and hotter. The
+morning breeze died away, and the noon was close and sultry.
+
+The sand glowed like fire. There was nothing to be seen but sand and
+sky. At mid-day a halt was made at one of the places well known to the
+drivers, where shade and water could be had.
+
+The water-bottles were not to be touched that day, for at this place a
+little stream, which gushed from a rock, supplied enough for the men,
+while the camels needed no water for many days.
+
+After resting a short time, the kneeling camels were made to rise, the
+riders first placing themselves on their backs, and the caravan then
+moved on.
+
+At night the party encamped for rest, the camels lying down, while fires
+were lighted and food was prepared.
+
+Several days were thus passed, and Ali found that he liked this kind of
+life as well as he thought he should.
+
+No Arabs were met with, nor even seen; but a danger of the desert, worse
+than a party of Arabs, came upon them.
+
+There arose one day at noon, one of those fearful burning winds which do
+such mischief to the traveler and his camel. The loose sand was raised
+like a cloud. It filled the nostrils and blinded the eyes.
+
+The only thing to be done, was for the men to get off the backs of the
+camels, and lie down with their faces to the earth.
+
+After the storm had passed, they arose to continue their journey. But
+the sand had been so blown as to cover the beaten track, and thus all
+trace of the road was lost.
+
+The camel-drivers who led the way stood still, and said that they did
+not know which way to turn.
+
+No distant rock or palm-tree was to be seen, and no one could say which
+was the south, towards which their faces ought to be turned.
+
+They wandered on, now turning to the right, and now to the left; and
+sometimes, when they had gone some distance in one direction, retracing
+their steps and trying another.
+
+The caravan made a halt, and it was now decided to journey towards the
+setting sun, in hopes of finding once more the right track.
+
+Night came on, however, and they had not found it, nor had they reached
+any place where they could fill their water-bottles, which were empty.
+
+Once or twice, some one of the party fancied that he saw in the distance
+the top of a palm-tree; but no, it turned out to be but a little cloud
+upon the horizon.
+
+They had not yet found the old track; neither had they supplied
+themselves with water to cool their parched lips.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Always take breath before beginning to read a
+sentence. If the sentence is a long one, choose such places for breathing
+as will not injure the sense.
+
+When we are out of breath, we are likely either to read too fast, or
+stop to breathe at such places as to injure the sense.
+
+In the first sentence of the second paragraph on page 101, we may make
+slight pauses to take breath after _noon_ and after _winds_.[07]
+
+Point out breathing-places in the last paragraph on page 100.[08]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _jingling, nostrils, farewell_.
+
+Let pupils use other words to express the following:
+
+    A stout heart.    Towards the setting sun.
+
+
+[07] See paragraph 22 beginning, "There arose one day at noon...."
+
+[08] See paragraph 21 beginning, "Several days were thus passed...."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXII.
+
+
+pro pose', _offer; advise_.
+
+group, _a number of persons or things together_.
+
+grief, _great sorrow; distress_.
+
+draughts (drafts), _quantities of water taken at one time_.
+
+quenched, _satisfied; put out_.
+
+re' cently, _newly; lately_.
+
+flick'er ing, _fluttering; keeping in motion_.
+
+greed'ily, _very eagerly_
+
+pre'cious, _of great price; costly_.
+
+wea'ry, _very tired_.
+
+refresh'ing, _cooling; reviving_.
+
+
+       *       *       *       *       *
+
+
+
+
+ALI, THE BOY CAMEL-DRIVER.
+
+PART II.
+
+
+Poor Ali suffered like the rest from terrible thirst. He drank the last
+drop of water from his water-bottle, and thought of the morrow with
+fear.
+
+He was so tired when night came, he was glad to lie down by the side of
+Meek-eye and go to sleep. Ali slept, but before morning, was awakened by
+the sound of voices.
+
+He listened, and heard the chief driver tell one of the merchants that,
+if they did not find water very soon, the next day a camel must be
+killed, in order to get the water contained in its stomach.
+
+This is often done in cases of great need in the desert, the stomach of
+the camel being so formed as to hold a great quantity of water.
+
+Ali was not surprised to hear such a thing spoken of; but what was his
+distress and alarm, when he heard the merchant propose that it should be
+"the boy's camel" that should be killed!
+
+The merchant said the other camels were of too good a kind, and of too
+much value; while, as to this young boy, what business had he to have a
+camel of his own?
+
+It would be better far, they said, for him to lose his camel than for
+him to die, like the rest, of thirst. And so it was decided that
+Meek-eye should be killed, unless water were found the next morning.
+
+Ali slept no more. His heart was full of grief; but his grief was mixed
+with courage and resolution. He said to himself that Meek-eye should not
+die.
+
+His father had trusted him to bring the camel, and what would he say if
+he should arrive at Suez without it? He would try to find his way alone,
+and leave the caravan as soon as possible.
+
+That night when all was quiet, and the merchant and camel-driver had
+gone to sleep, Ali arose, and gently patting the neck of Meek-eye, awoke
+him.
+
+He placed his empty bag and water-bottles on his back, and seating
+himself on him, made signs for the creature to rise, and then suddenly
+started off.
+
+Tramp, tramp, tramp, went Meek-eye over the soft sand. The night was
+cool and refreshing, and Ali felt stronger and braver with every tramp.
+The stars were shining brightly, and they were his only guides.
+
+He knew the star which was always in the north, and the one which was in
+the west after the sun had gone down. He must keep that star to the
+right, and he would be sure to be going towards the south.
+
+He journeyed on till day began to dawn. The sun came up on the edge of
+the desert, and rose higher and higher. Ali felt faint, weary, and
+thirsty, and could scarcely hold himself on to Meek-eye. When he thought
+of his father and mother, he took courage again, and bore up bravely.
+
+The sun was now at its height. Ali fancied he saw a palm-tree in the
+distance. It seemed as if Meek-eye saw it also, for he raised his head
+and quickened his step.
+
+It was not long before Ali found himself at one of those pleasant green
+islands which are found throughout the desert, and are called oases.
+
+He threw himself from the camel's back, and hunted out the pool of water
+that he knew he should find in the midst of the reeds and long grass
+which grew there.
+
+He dipped in his water-bottle and drank, while Meek-eye, lying down,
+stretched out his long neck, and greedily sucked up great draughts of
+the cool water.
+
+How sweet was the sleep which crept over them as they lay down in the
+shade of the great palm-tree, now that they had quenched their thirst!
+
+Refreshed and rested, Ali was able to satisfy his hunger on some ripe
+dates from the palm-tree, while Meek-eye began to feed upon the grass
+and leaves around.
+
+Ali noticed, while eating his dates, that other travelers had been there
+recently: as the grass at the side of the pool was trampled down. This
+greatly cheered him. He quickly followed in their track, still going in
+a southerly direction.
+
+He kept the setting sun to his right, and when it had gone down, he
+noticed the bright star that had guided him before.
+
+He traveled on, tired and faint with hunger for many a mile, till at
+last he saw, a long way off, the fires of a caravan which had halted for
+the night.
+
+Ali soon came up to them. He got down, from Meek-eye, and leading him by
+the bridle, came towards a group of camel-drivers, who were sitting in a
+circle.
+
+He told them his story, and asked permission to join the party, and
+begged a little rice, for which he was ready to pay with the piece of
+money that his mother had given him when he left home.
+
+Ali was kindly received by them, and allowed to partake of their supper.
+The men admired the courage with which he had saved his favorite camel.
+After supper Ali soon closed his weary eyes, and slept soundly by the
+side of Meek-eye.
+
+In the midst of a pleasant dream, Ali was suddenly aroused by the sound
+of tinkling bells, and on waking up he saw that another caravan had
+arrived, which had come from the south.
+
+The merchants sat down to wait until their supper was brought to them,
+and a party of camel-drivers drew round the fire near which Ali had
+been sleeping. They raked up its ashes, put on fresh fuel, and then
+prepared to boil their rice.
+
+What voice was that which roused Ali just as he was falling asleep
+again? He listened, he started to his feet, he looked about him, and
+waited for a flash of flame from the fire to fall on the faces of the
+camel-drivers who stood around it.
+
+It came flickering up at first, and then all at once blazing out,
+flashed upon the camel-driver who stood stooping over it, and lighted up
+the face of Ali's father!
+
+The father had waited at Suez many days, wondering why Ali did not come;
+and then, thinking there had been some mistake, determined to return
+home with the caravan, which was starting for Gaza.
+
+We need hardly describe the joy of both father and son at thus meeting,
+nor the pleasure with which the father listened to the history of Ali
+the fears and dangers to which his young son had been exposed. He was
+glad, too, that their precious Meek-eye had been saved.
+
+There was no one in the whole caravan so happy as Hassan, when, the next
+morning, he continued, his journey to Gaza in company with Meek-eye and
+his beloved son Ali.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _suffered, permission, partake, merchants, beloved_.
+
+Let pupils use other words to express the meaning of what is given below
+in dark type.
+
+    Ali _bore up bravely_.
+
+    Meek-eye _quickened his step_.
+
+    _The sun_ was now _at its height_.
+
+Write statements containing each of the following words, used in such a
+manner as to show their proper meaning: _herd, heard; need, knead; no,
+know; way, weigh; knew, new_.
+
+Make out an _analysis_ of the two lessons, and use it in telling the
+story in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXIII.
+
+
+ob served', _saw; noticed_.
+
+trans par'ent, _clear; easily seen through_.
+
+ma te'ri al, _that of which any thing is made or to be made_.
+
+ob tained', _taken from; received_.
+
+gar'ments, _articles of clothing_.
+
+verd'ure, _any green growth_.
+
+a dorn', _dress with taste; beautify_.
+
+par tic'ular, _of an unusual kind_.
+
+va ri'e ty, _a number of different kinds_.
+
+del'i cate, _gentle; tender_.
+
+ca ressed', _treated with fondness_.
+
+
+       *       *       *       *       *
+
+
+
+
+A QUEER PEOPLE.
+
+
+One evening, as Captain Perry was sitting by the fireside at his home in
+Liverpool, his children asked him to tell them a story.
+
+[Illustration]
+
+"What shall it be about?" said the captain.
+
+"O," said Harry, "tell us about other countries, and the curious people
+you have seen in them."
+
+"Yes, yes!" exclaimed Mary. "We were much interested, while you were
+away the last time, in reading 'Gulliver's Travels' and 'Sindbad the
+Sailor.'"
+
+"You have seen as wonderful things as they did, haven't you, father?"
+said Harry.
+
+"No, my dears," said the captain. "I never met such wonderful people as
+they tell about, I assure you; nor have I seen the 'Black Loadstone
+Mountain' or the 'Valley of Diamonds.'"
+
+"But," said Mary, "you have seen a great many people, and their
+different manners and ways of living."
+
+"Yes," said the captain, "and if it will interest you, I will tell you
+some of the curious things that I have observed."
+
+"Pray, do so!" cried Harry, as both the children drew close to him.
+
+"Well, then," began the captain, "I was once in a country where it was
+very cold, and the poor people could scarcely keep themselves from
+starving.
+
+"They were clothed partly in the skins of beasts, made smooth and soft
+by some particular art; but chiefly in garments made from the outer
+covering of an animal cruelly stripped off its back while alive.
+
+"They lived in houses partly sunk below the ground. These houses were
+mostly built of stones or of earth hardened by fire.
+
+"The walls of the houses had holes to let in light; but to prevent the
+cold air and rain from coming in, they were covered with a sort of
+transparent stone, made of melted sand.
+
+"As wood was rather scarce, they used for fuel a certain kind of stone
+which they dug out of the earth, and which, when put among burning
+wood, catches fire and makes a bright flame."
+
+"Dear me!" said Harry. "What a wonderful stone! Why didn't you
+bring a piece home with you, father?"
+
+"I have a piece, which I will show you some time," replied the captain.
+"But to go on with my story.
+
+"What these people eat is remarkable, too. Some of the poor people eat
+fish which had been hung up and smoked until quite dry and hard, and
+along with it they eat the roots of plants, or coarse, black cake made
+of powdered seeds.
+
+"The rich people have a whiter kind of cake upon which they spread a
+greasy matter that is obtained from a large animal. They eat also the
+flesh of many birds and beasts when they can get it, and the leaves and
+other parts of a variety of vegetables--some raw and others cooked.
+
+"For drink they use the water in which certain dry leaves have been
+steeped. These leaves, I was told, came from a country a great distance
+away.
+
+"I was glad to leave this country because it was so very cold; but about
+six months after, I was obliged to go there again. What was my surprise
+to find that great changes had taken place!
+
+"The climate was mild and warm, and the country was full of beauty and
+verdure. The trees and shrubs bore a great variety of fruits, which,
+with other vegetable products, were used largely as food.
+
+"The people were gentle and civilized. Their dress was varied. Many wore
+cloth woven from a sort of wool grown in pods on bushes.
+
+"Another singular material was a fine, glossy stuff used chiefly by the
+rich people. I was told that it was made out of the webs of
+caterpillars, which to me seemed quite wonderful, as it must have taken
+a great number of caterpillars to produce the large quantity of the
+stuff that I saw.
+
+"These people have queer ideas about their dress. The women wear
+strangely figured garments, and adorn their heads, like some Indian
+nations, with feathers and other fanciful head-dresses.
+
+"One thing surprised me very much. They bring up in their houses an
+animal of the tiger species, having the same kind of teeth and claws as
+the tiger.
+
+"In spite of the natural fierceness of this little beast, it is played
+with and caressed by the most timid and delicate of their women and
+children."
+
+"I am sure I would not play with it," said Harry.
+
+"You might get an ugly scratch, if you did," said the captain.
+
+"Aha!" cried Mary; "I've found you out: you have been telling us of our
+country and what is done at home all this while!"
+
+"But we don't burn stones, or eat grease and powdered seeds, or wear
+skins and caterpillars' webs, or play with tigers," said Harry.
+
+"No?" said the captain. "Pray, what is coal but a kind of stone; and is
+not butter, grease; and wheat, seeds; and leather, skins; and silk, the
+web of a kind of caterpillar; and may we not as well call a cat an
+animal of the tiger kind, as a tiger an animal of the cat kind?"
+
+"So, if you will remember what I have been describing, you will find
+that all the other wonderful things that I have told you of, are well
+known among ourselves."
+
+"I have told you the story to show that a foreigner might easily
+represent every thing among us as equally strange and wonderful, as we
+could with respect to his country."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out breathing-places in the last
+paragraph.
+
+Name the _emphatic words_ in the last paragraph.
+
+Pronounce carefully the following words: _vegetable, foreigner, beasts,
+products, across, again, also, apron_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express the meaning of what is given below
+in dark type, using a single word for each example.
+
+    Houses built of _earth hardened by fire_.
+
+    The walls have _holes to let in the light_.
+
+    They were covered with _a sort of transparent stone_.
+
+    They drink _water in which dry leaves have been steeped_.
+
+    Many wore cloth woven from _a sort of wool grown in pods_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXIV.
+
+
+lin'net, _a kind of bird_.
+
+com pare', _be equal; have similar appearance_.
+
+wor'ried, _troubled; anxious_.
+
+hum'ble, _meek; lowly_.
+
+mis'chiev ous, _full of mischief; troublesome_.
+
+grub, _dig up by the roots_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE ILL-NATURED BRIER
+
+
+  Little Miss Brier came out of the ground,
+  She put out her thorns, and scratched ev'ry thing 'round.
+              "I'll just try," said she,
+              "How bad I can be;
+  At pricking and scratching, there are few can match me."
+
+  Little Miss Brier was handsome and bright,
+  Her leaves were dark green, and  her flowers pure white;
+              But all who came nigh her
+              Were so worried by her,
+  They'd go out of their way to keep clear of the Brier.
+
+  Little Miss Brier was looking one day
+  At her neighbor, the Violet, over the way;
+              "I wonder," said she,
+              "That no one pets me,
+  While all seem so glad little Violet to see."
+
+  A sober old Linnet, who sat on a tree,
+  Heard the speech of the Brier, and thus answered he:
+              "'Tis not that she's fair,
+              For you may compare
+  In beauty with even Miss Violet there;
+
+  "But Violet is always so pleasant and kind,
+  So gentle in manner, so humble in mind,
+              E'en the worms at her feet
+              She would never ill-treat,
+  And to Bird, Bee, and Butterfly always is sweet."
+
+  Then the gardener's wife the pathway came down,
+  And the mischievous Brier caught hold of her gown;
+              "O dear, what a tear!
+              My gown's spoiled, I declare!
+  That troublesome Brier!--it has no business there;
+  Here, John, grub it up; throw it into the fire."
+  And that was the end of the ill-natured Brier.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read in a spirited
+manner.
+
+It is suggested to vary the reading exercise by having one pupil read
+each stanza, and the class repeat it in concert.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+    There are few can _match_ me.
+
+    They'd go out of their way to _keep clear of_ the Brier.
+
+Supply letters omitted from the following words: _they'd, gown's, e'en,
+'round_. Write the words in full.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXV.
+
+
+ply, _make regular journeys_.
+
+com'merce, _trade between places or peoples_.
+
+might'y, _of great power_.
+
+trav'erse, _pass over; cross_.
+
+re'al ize, _understand the truth of_.
+
+pro pel', _drive forward_.
+
+prop'erty, _any thing that belongs to a person_.
+
+or'chards, _numbers of fruit-trees_.
+
+im mense', _very large_.
+
+glit'ter ing, _sparkling with light_.
+
+
+       *       *       *       *       *
+
+
+
+
+WATER.
+
+
+It is difficult to realize that nearly three-fourths of the surface of
+the earth is water; yet it is a fact.
+
+Think of the immense space covered by oceans, seas, lakes, and rivers,
+and how useful all this water is to mankind.
+
+Sailing ships and steam-ships traverse the oceans and lakes. Steam-boats
+ply along the rivers, carrying people and merchandise to and fro, going
+sometimes as far as three thousand miles from their starting point.
+
+It is by water that men float their rafts of logs or lumber to distant
+places. Water turns the great wheels of many of our mills, and thus
+harnessed to mighty machines, does more work than thousands of men and
+horses.
+
+These machines produce paper, cloth, flour, lumber, and many other
+useful articles.
+
+When water is heated and turned into steam, it moves powerful engines.
+These engines propel our great steam-ships and steam-boats and drive
+machines of all kinds in mills and factories.
+
+Many of you have seen water, clear and cool, trickling from the rocks in
+the side of a hill. This water first forms a spring.
+
+From this spring, the water escapes in a tiny stream, called a rivulet
+or creek, and flows along until it enters a river. Many springs make
+many rivulets; many rivulets make large rivers.
+
+Rivers sometimes receive such great quantities of water that they
+overflow their banks, and destroy much valuable property. This is called
+a freshet or a flood.
+
+Many people who live near some of our rivers have lost their houses,
+furniture, and cattle, which were all swept away by these floods.
+
+In the winter of 1883, the Ohio River received so much water from the
+thousands of rivulets flowing into it, that it overflowed its banks.
+
+The result of this overflow was one of the greatest floods ever known,
+and many, no doubt, who read this, were there to see its terrible
+effects.
+
+But where does all this water come from? you may ask.
+
+Let me see if I can explain it to you. The water in all these rivers,
+lakes, and oceans is constantly rising into the air in what is called
+moisture or vapor. We can not see this moisture, neither can we see the
+air.
+
+If the air is cold, moisture does not rise rapidly; but, as the air
+becomes heated, it takes up more moisture, so that the more heat there
+is in the air, the more moisture rises.
+
+Heated air is light, and rises higher and higher from the ground, taking
+the moisture with it, until it reaches a point where it begins to cool.
+
+Then as the air cools, the moisture forms into clouds, and these clouds
+are, in a certain sense, floating water.
+
+Floating water! How can water float! do you ask?
+
+Well, I will tell you. Cold air is heavier than heated air, and until
+the clouds become so full of moisture as to return some of it to the
+earth, in the shape of rain, they float because they are lighter than
+the air underneath them.
+
+The winds, by the flapping of their mighty wings, drive the clouds over
+the land to the hills and the mountains and the thirsty fields; and
+there they pour their blessings on the farms, pastures, orchards, and
+the dusty roads and way-side grass, bringing greenness and gladness
+every-where.
+
+Without water nothing would grow; every thing would dry up and wither.
+
+All animals drink water, for it forms a part of their blood and thus
+helps to keep them alive. All trees and plants drink it by drawing it
+through their roots or leaves, for it helps to form their sap.
+
+Sometimes on a summer morning you will see drops of clear sparkling
+water on flowers and grass.
+
+To look at them you would think it had rained during the night; but,
+noticing that the ground is dry, you know that no rain has fallen.
+
+What then are these glittering drops of water? Where do they come from?
+
+I will tell you. These drops are called dew. As night comes on, the
+grass and the leaves of flowers and plants become cool.
+
+When the warm air touches them, it becomes chilled, and as the air can
+not then carry so much moisture as before, it leaves some of its
+moisture on the flowers and grass.
+
+A moisture like dew sometimes collects in the house. Did you ever
+observe it in drops on the outside of a pitcher of cold water? Some
+people suppose that the water comes through the pitcher, but it does
+not.
+
+The water being cold makes the pitcher cold, and as the warm air of the
+room strikes it, a moisture like dew is left on the pitcher, in the same
+manner as dew is left on grass, leaves, and flowers.
+
+In cold weather, when the dew gathers on plants and flowers, it
+sometimes freezes and forms frost, and when the clouds throw off their
+moisture in rain drops, the rain becomes sleet, hail, or snow.
+
+So you see that dew, rain, frost, sleet, snow, and hail are only
+different forms of water.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXVI.
+
+
+treas'ure, _a large quantity of money; valuable things_.
+
+for'mer ly, _in time past; heretofore_.
+
+mod'er ate, _not great; limited in quantity_.
+
+or'phan, _a child whose father and mother are dead_.
+
+at tract'ive, _inviting; having power to draw toward_.
+
+em'er y, _a kind of hard, sharp sand_.
+
+ex treme', _last point or limit_.
+
+rub'bish, _things of no value_.
+
+fit'tings, _things needed in making an article ready for use_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART I.
+
+
+On a pleasant street in the old town of Fairfield, stands a neat, little
+cottage. This was formerly the home of Mrs. Reed, an old lady respected
+by her neighbors and loved by all the young people of the place.
+
+There was about Mrs. Reed a kindly manner which pleased all who knew
+her. Although very poor, she took much interest in her young friends and
+tried to make them happy.
+
+Mrs. Reed had not always been poor. Her husband when alive was supposed
+to be rich; but after his death, it was found that nothing was left to
+his widow but two small cottages.
+
+In one of these cottages, Mrs. Reed lived; the other, she rented. But
+the rent received was no more than enough to enable her to live with
+moderate comfort. She had little or nothing left with which to do for
+others.
+
+One cold winter morning, two persons were talking together in the cozy
+sitting-room of the cottage. One was Mrs. Reed, and the other, Alice
+Brown, a poor orphan girl, who lived with some distant relatives in
+Fairfield.
+
+"You are very kind to come to see me so often, Alice," said Mrs. Reed.
+"I wonder why you do; because there is nothing attractive here."
+
+"Why, Mrs. Reed!" replied Alice; "how can you talk so? are you not here?
+do I not always receive a kind word and a welcome smile from you?"
+
+"Well, you know I love you, Alice, and am always delighted to have you
+come," said Mrs. Reed; "I am sure that were it in my power to do so, I
+would have you here all the time.
+
+"I would like to give you books, have you attend school, and do every
+thing to make you happy. But alas! Alice, you know I am too poor to do
+what I wish, and at times it makes me feel very sad."
+
+"O, indeed you are too good, Mrs. Reed! My greatest pleasure is to come
+and see you, and I hope you will always love me.
+
+"I wish I could stay here all day; but you know that the day after
+to-morrow will be Christmas, and I must hurry home now, as auntie wants
+me to help her prepare for it. So good-by."
+
+"But, Alice, you will come to see me Christmas morning, will you not?"
+asked Mrs. Reed.
+
+"Yes," replied Alice, "for a little while." And with a kiss and another
+good-by, she left Mrs. Reed alone.
+
+"What a dear good girl she is," said Mrs. Reed to herself, as she
+watched Alice tripping down the street toward her home.
+
+"She was so good to me last summer when I was ill! and here is Christmas
+and I have no money with which to buy her a present.
+
+"O dear, dear! why was I left so poor! I am sure my husband had some
+money; what could he have done with it!"
+
+Mrs. Reed sat down in her rocking-chair and for a full half hour looked
+thoughtfully into the fire. Starting up suddenly, she again exclaimed to
+herself:
+
+"I do really believe that if I go up into the garret, I can find,
+something for a Christmas present, that will please Alice.
+
+"I remember a curious old box that Mr. Reed had, that was sent to him
+from India. If I can find some bits of ribbon, and silk, I will line it
+and make it into a nice little work-box for Alice."
+
+Then Mrs. Reed climbed up the narrow stairway into the garret, and,
+after searching some time among the rubbish that lay around in all the
+nooks and corners, discovered the box.
+
+Taking it down-stairs and finding some pieces of silk, she spent the
+rest of the day in making it into a work-box.
+
+She made a pretty needle-book, a tiny pincushion, and an emery bag like
+a big strawberry. Then from her own scanty stock she added needles,
+pins, thread, and her only pair of small scissors, scoured to the last
+extreme of brightness.
+
+One thing only she had to buy--a thimble; and that she bought for a
+penny. The thimble was of brass and so bright that it was quite as
+handsome as gold.
+
+When full, the little box was very pretty. In the bottom lay a quilted
+lining, which had always been there, and upon which she had placed the
+fittings.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The conversational parts of this lesson may
+be read as a dialogue by two pupils.
+
+Which is the most _emphatic word_ in the following sentence?
+
+    "O dear, dear! Why was I left so poor!"
+
+Point out the _emphatic words_ in the third paragraph of the lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXVII.
+
+
+hand'y, _convenient; ready for use_.
+
+ad join'ing, _next to; neighboring_.
+
+sin cere'ly, _honestly; truly_.
+
+fort'u nate, _favored; lucky_.
+
+act'u al ly, _really; truly_.
+
+suf fi'cient, _enough; plenty_.
+
+carv'ings, _figures cut in wood or stone_.
+
+mys'ter y, _something entirely unknown_.
+
+thresh'old, _a piece of board which lies under a door_.
+
+tile, _a thin piece of baked clay_.
+
+ex am'ine, _look at with care_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART II.
+
+
+Christmas morning came, and soon Alice Brown entered Mrs. Reed's cottage
+and received a warm welcome.
+
+"Merry Christmas! Mrs. Reed," said Alice.
+
+"Thank you, my dear," replied Mrs. Reed; "it will indeed be a 'Merry
+Christmas' if you can remain with me this forenoon."
+
+"Well, I can stay till dinner-time," said Alice. "See what a pretty
+present cousin John sent me!" and Alice held up a new pocket-book.
+
+"That is very nice, Alice," said Mrs. Reed; "now if you had some one to
+fill it with money, it would be better still."
+
+"Yes, indeed," cried Alice, laughingly; "but as I was not so fortunate
+as to receive any money, and have none of my own to put in it, the
+pocket-book is not likely to be worn out for a long time."
+
+"Well, well, Alice," replied Mrs. Reed, "it is always handy to have
+things in the house; for some time they may be needed.
+
+"Excuse me a moment, Alice," continued Mrs. Reed; "sit down here by the
+fire and warm yourself."
+
+Alice took a seat by the fire and warmed her fingers; for, although it
+was a bright sunshiny day, it was very cold.
+
+Mrs. Reed stepped into the adjoining room, and with a light heart and
+an expression on her face that no one had seen for many a day, took up
+the little work-box she had prepared for Alice.
+
+Returning again to the sitting-room with the box in her hand, she
+approached Alice and said;
+
+"Here, my dear, is a little Christmas present I have for you. I
+sincerely wish it were something better. It will be useful, I know, and
+I hope it will please you."
+
+"O how beautiful!" exclaimed Alice, as she caught sight of the curious
+carvings on the outside of the box. "And a work-box, too!" she
+continued, as she took it in her hands and lifted the cover; "is it
+really for me?"
+
+"For no one else, I assure you," replied Mrs. Reed, as her face lighted
+up with joy, at seeing Alice so happy.
+
+"O how can I ever thank you enough!" exclaimed Alice, as she threw her
+arms around Mrs. Reed's neck and kissed her again and again.
+
+Then taking a seat by Mrs. Reed, Alice began to examine the contents of
+the new work-box, lifting out the articles one by one, and placing them
+in her lap.
+
+She then admired the beautiful lining which. Mrs. Reed had put in the
+box, asking her where she got such pretty pieces of silk.
+
+"That piece of silk at the top, Alice, is a bit of my wedding-dress; and
+that on the sides, is a part of my wedding-sash. Those remind me of
+happy days, Alice.
+
+"I had plenty then: a good husband, a happy home, and never thought that
+I should come to poverty."
+
+"What is this from?" asked Alice, touching the silk lining at the
+bottom of the box.
+
+"O that was always in the box, Alice. It was there when my husband
+received it, and must be a piece of India silk.
+
+"Is any thing the matter with it?" continued Mrs. Reed, as she noticed
+Alice picking at one corner of it.
+
+"O nothing is the matter," replied Alice; "it only seemed to me to be a
+little loose."
+
+"Let me look," said Mrs. Reed. "I don't think it can be loose, or I
+should have seen it when I was lining the box."
+
+"It is actually quite loose," said Alice, as she examined it further,
+and picked up one corner with, a pin; "and here is a little piece of
+paper underneath it."
+
+"That is remarkable," said Mrs. Reed, as she put on her spectacles and
+drew up her chair a little closer to Alice.
+
+"And there is some writing on it too," said Alice, as she drew it from
+its hiding-place and handed it to Mrs. Reed.
+
+"Why, it's my husband's writing!" exclaimed Mrs. Reed, as she closely
+examined the faded letters. "What can it mean? I never saw it before.
+Read it, Alice; your eyes are younger than mine."
+
+Alice read: "'Look and ye shall find,' and underneath this," continued
+Alice, "is a picture of a mantel-piece, and underneath that, it reads:
+'A word to the wise is sufficient.'"
+
+Mrs. Reed again took the paper. Her hand trembled and her face became a
+little pale.
+
+"Alice," said she, "this is a picture of the old tile mantel-piece in
+the other room. There is some mystery about this. What can it mean?"
+
+"Yes," said Alice, "the tiles in that mantel have quotations on them."
+
+In an instant, Alice was on her feet and sprung into the other room,
+leaving Mrs. Reed in a state of wonderment.
+
+Hastily examining the tiles in the mantel, Alice cried out: "O Mrs.
+Reed, do come! here is a tile with exactly the same words on it!"
+
+Mrs. Reed hurried into the room, and had scarcely passed the threshold,
+when the tile fell to the hearth and broke into a dozen pieces.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out breathing-places in the last
+paragraph.
+
+Pronounce carefully the following words: _fortunate, adjoining,
+clothes, hearth, sitting-room, wedding-dress_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+the following sentences.
+
+    _Alice received a warm welcome_.
+
+    _Mrs. Reed stepped into the adjoining room with a light heart_.
+
+    _Her face lighted up with joy_.
+
+    _Those things remind me of happy days_.
+
+    "_A word, to the wise is sufficient_."
+
+Change the _statements_ given above to _questions_.
+
+Change the following _exclamations_ to complete _statements_.
+
+    Do come!           Let me look!           Read it, Alice!
+
+Model.--See my pocket-book! = I wish you would look at my pocket-book.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXVIII.
+
+
+be fall'en, _happened to_.
+
+thrust, _move suddenly or with force_.
+
+mis hap', _something which has occurred to cause pain or sorrow_.
+
+ex cit'ed ly, _in a very earnest manner_.
+
+min'gled, _joined closely; united_.
+
+le'gal ly, _as the law requires_.
+
+a bun'dant, _beyond one's need; plentiful_.
+
+com'fort a ble, _having everything needed to keep one from pain or want_.
+
+re la'tions, _the feelings or acts of people toward each other_.
+
+charm'ing, _very pleasant_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART III.
+
+
+"O what have I done! what have I done!" cried Alice. "O Mrs. Reed, I'm
+so sorry--I have broken the tile!"
+
+"How did it happen, Alice? Was it loose?"
+
+"Why yes," replied Alice; "I put my hand on it, and thought it appeared
+to move a little. Having my scissors with, me, I, through curiosity, ran
+the points in between that tile and the next one."
+
+"Never mind, child," said Mrs. Reed kindly, seeing that Alice was
+feeling sad over the mishap; "perhaps the tile can be mended--let us
+see."
+
+As they both stooped down to pick up the pieces, Alice noticed that
+there was a hollow space back of where the tile had been, and that it
+contained something of a dingy white color.
+
+"O Mrs. Reed!" cried she; "there is something in there! See, it looks
+like a bag tied up! May I take it out?"
+
+Mrs. Reed turned deadly pale. "Yes," she replied, scarcely knowing what
+she expected or dared hope.
+
+Alice thrust her hand into the hole to pull the hag out, but as it was
+very old, it fell apart, and O wonder of wonders! as many as a hundred
+pieces of gold coin fell with a jingle on the hearth and rolled every
+way.
+
+"My husband's money!" exclaimed Mrs. Reed, as she leaned on Alice to
+keep from falling.
+
+Alice was nearly wild and talked like a crazy person.
+
+"O goody, goody!" she cried, clapping her hands and jumping up and down.
+"Now you can have everything you want! you won't be poor any longer!"
+
+But Mrs. Reed was too much overcome to hear what Alice said.
+
+[Illustration]
+
+She could scarcely realize the good fortune that had so suddenly
+befallen her.
+
+Presently, however, with the tenderness of a mother, she placed her arms
+around Alice and said: "O you precious child! but for you, I should
+never have known this!"
+
+"And if you had not given me the work-box," said Alice, "perhaps no one
+would ever have found it out.
+
+"But," continued she, excitedly, "let us see if there is any thing more
+in there."
+
+Again reaching into the hole in the mantel-piece, she sprung back with a
+look of amazement that frightened Mrs. Reed.
+
+"Why, Alice, what is the matter?" inquired the old lady.
+
+"Matter!" exclaimed Alice. "Why, dear me! Mrs. Reed, there are lots and
+lots of bags in there yet!"
+
+"Is it possible!" said Mrs. Reed hoarsely. Then reaching her hand into
+the hole, she drew out bag after bag, handling them very carefully, so
+that they would not fall to pieces as the first one had done.
+
+In the meantime Alice had pushed a table up near the fire-place. The
+bags were emptied upon it, until the glittering gold made a heap that
+struck Mrs. Reed and Alice with greater amazement than ever.
+
+"Alice," said Mrs. Reed, "this is a blessing from Heaven that I do not
+deserve. I can not tell you how thankful I am for it. My happiness now
+will be in doing for others."
+
+Alice said nothing; her heart was too full. A look of sadness came over
+her face.
+
+She was wondering whether Mrs. Reed would continue to love her, and
+thinking, with a mingled feeling of fear and dread, that now her friend
+was rich, perhaps she, the poor orphan girl, might not be so welcome at
+the cottage as before.
+
+Mrs. Reed seemed to understand somewhat the nature of Alice's thoughts.
+"Cheer up, Alice," said she; "this is not a time to be sad! Come, help
+me put away this gold.
+
+"By the way, Alice, now is the time to use your pocket-book; you know I
+told you it was handy to have things in the house, they might be
+needed," she continued, smilingly.
+
+"Why, certainly, Mrs. Reed; do you want to borrow my pocket-book? here
+it is."
+
+"Yes, my dear," replied Mrs. Reed, "I shall want a new one myself, and I
+want to see yours. I wonder how many pieces of gold it will hold."
+
+Then Mrs. Reed crammed the pocket-book full of gold pieces.
+
+"There!" said she, handing it to Alice; "that is the Christmas present I
+wanted to give you this morning, but did not have it."
+
+"What! this for me! O no, no! I do not deserve it!" cried Alice.
+
+"But you must take it, Alice, and listen; for I have something to tell
+you. I want you to be my daughter now. I will have abundant means to
+make both of us comfortable and happy."
+
+"O Mrs. Reed," said Alice, bursting into tears; "I would love to be your
+daughter, nothing could make me happier."
+
+In a very short time every thing was changed in the little cottage. Mrs.
+Reed had legally adopted Alice as her daughter and was sending her to
+school.
+
+Fresh paint, inside and out, and many new comforts, made the old house
+charming and bright. But nothing could change the happy relations
+between the two friends, and a more contented and cheerful household
+could not be found anywhere.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Tell the story in your own words, using the points
+given in the following
+
+Analysis.--1. Mrs. Reed's home. 2. Her talk with Alice. 3. Mrs. Reed
+prepares a present for Alice. 4. Alice receives the work-box. 5. What
+was found in it. 6. The broken tile and the discovery of the money. 7.
+What happened after that.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXIX.
+
+
+dells, _small valleys_.
+
+bow'ers, _covered places made of boughs_.
+
+troupe, _a number of living beings; a company_.
+
+daf'fo dils, _yellow flowers_.
+
+sheen, _brightness; splendor_.
+
+sprite, _an unreal person_.
+
+sus pend'ed, _stopped for a time; hung_.
+
+va'ries, _is different; changes_.
+
+blue'bell, _a kind of flower_.
+
+ram'bling, _wandering_.
+
+rev'el, _play in a noisy manner_.
+
+
+       *       *       *       *       *
+
+
+
+
+LOOKING FOR THE FAIRIES.
+
+
+  I've peeped in many a bluebell,
+    And crept among the flowers,
+  And hunted in the acorn cups,
+    And in the woodland bowers;
+  And shook the yellow daffodils,
+    And searched the gardens round,
+  A-looking for the little folk
+    I never, never found.
+
+  I've linger'd till the setting sun
+    Threw out a golden sheen,
+  In hope to see a fairy troupe
+    Come dancing on the green;
+  And marveled that they did not come
+    To revel in the air,
+  And wondered if they slept, and where
+    Their hiding-places were.
+
+  I've wandered with a timid step
+    Beneath the moon's pale light,
+  And every blazing dew-drop seemed
+    To be a tiny sprite;
+  And listened with suspended breath,
+    Among the grand, old trees,
+  For fairy music floating soft
+    Upon the evening breeze.
+
+  Ah me! those pleasant, sunny days,
+    In youthful fancies wild,--
+  Rambling through the wooded dells,
+    A careless, happy child!
+  And now I sit and sigh to think
+    Age from childhood varies,
+  And never more may we be found
+    Looking for the fairies.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Which one of the stanzas should be read more
+slowly than the others?
+
+Point out the _emphatic words_ in the last four lines of the lesson.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Which lines in each stanza end in similar sounds?
+
+Let pupils explain the meaning of what is given below in dark type.
+
+    I've hunted in the _acorn cups_.
+
+    I've wandered with a _timid step_.
+
+    _Age from childhood varies._
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXX.
+
+
+poi'son ous, _likely to do great harm or injury_.
+
+sep'a rate, _apart from other things_.
+
+con di'tion, _state; situation_.
+
+nec'es sa ry, _really needed_.
+
+dis a gree'a ble, _very unpleasant_.
+
+sen'si ble, _wise; knowing what is proper_.
+
+ac cus'tomed, _being used to_.
+
+es pe'cial ly, _more than usual_.
+
+
+       *       *       *       *       *
+
+
+
+
+AIR.
+
+
+We all know very well that we can not live without breathing.
+
+What we do not all know, or do not all think of, is that we want not
+only air, but good air. We are apt to take it for granted that any air
+will do for us; stale air, dirty air, even poisonous air.
+
+What makes the matter worse is, that we can not help spoiling air
+ourselves by the very act of breathing.
+
+If people are shut up in rooms where the bad air can not get out and the
+good air can not get in at all, they are sure to be made ill.
+
+Some people in Scotland thought they would have a merry Christmas party,
+and invited their friends to come to a dance.
+
+As it was very cold weather, they shut all the doors and windows tight,
+and then they began to dance.
+
+It was a small room with a low ceiling, and there were thirty-six people
+dancing in it all night. By the time morning came the air was so bad
+that it was really like poison; and very soon seven of the poor dancers
+were seized with a terrible fever, and two of them actually died.
+
+The air we breathe out is different from the air we take in. We send
+away some things with our breath which were not in the air when we took
+it in.
+
+One of these is water. Sometimes you can see this for yourself. On a
+cold, frosty day, you know we can see the clouds of steam coming out of
+our mouths. This steam is only very fine particles of water.
+
+In warm weather we do not see the steam, but the water is there all the
+same; if you will breathe on a looking-glass at any time, you will make
+it dim and damp directly with the water that is contained in your
+breath.
+
+We also breathe out animal matter, little particles of our own bodies
+just ready to decay. We can not see them, but they soon give the air a
+close, disagreeable smell. Good air has no smell at all.
+
+And now I have something to say to you about the use of noses.
+
+I dare say you can not see much use in the sense of smell. Seeing,
+hearing, touching, are very needful to us, we all know; but as to
+smelling, that does not seem to have any particular value.
+
+It is pleasant to smell a sweet rose or violet; and, I believe, smelling
+really forms a good part of what we call tasting.
+
+Of all our senses, smell is the one that soonest gets out of practice.
+If people would always accustom themselves to use their noses, they
+never would consent to live in the horrid air they do.
+
+If you go from the fresh air into a close room, you will notice the
+smell at once. Then, if you remain there, you will soon get accustomed
+to the smell and not notice it; but it will still be there, and will be
+doing you a great deal of harm.
+
+In good air there are, mainly, two sorts of gas.
+
+The first is a very lively sort of gas, called oxygen; it is very fond
+of joining itself with other things, and burning them, and things burn
+very fast indeed in oxygen.
+
+The second is a very slow, dull gas, called nitrogen; and nothing will
+burn in it at all. Pure oxygen would be too active for us to live in, so
+it is mixed with nitrogen.
+
+When we breathe, the air goes down into our lungs, which are something
+like sponges, inside our chests.
+
+These sponges have in them an immense quantity of little blood-vessels,
+and great numbers of little air-vessels; so that the blood almost
+touches the air; there is only a very, very thin skin between them.
+
+Through that skin, the blood sends away the waste and useless things it
+has collected from all parts of the body, and takes in the fresh oxygen
+which the body wants.
+
+You have often heard man's life compared to a candle. I will show you
+some ways in which they are much alike.
+
+When a candle or lamp burns, if we keep it from getting any new air, it
+soon uses all the lively gas, or oxygen, and then it goes out. This is
+easily shown by placing a glass jar over a lighted candle.
+
+If the candle gets only a little fresh air, it burns dim and weak. If we
+get only a little fresh air, we are sickly and weak.
+
+The candle makes another kind of gas. It is called carbonic acid gas,
+which, is unhealthy and not fit for breathing. The heat of our bodies
+also makes this gas, and we throw it off in our breath.
+
+Oxygen and carbon, in a separate condition, make up a good part of our
+flesh, blood, and bones; but when they are joined together, and make
+carbonic acid gas, they are of no further use to us.
+
+You might go to a store and buy sand and sugar; but if they became mixed
+together as you brought them home, you would not be able to use either
+one of them, unless some clever fairy could pick them apart for you.
+
+You see now one great way of spoiling the air. How are we to get rid of
+this bad air, and obtain fresh air, without being too cold?
+
+In summer time this is quite simple, but in winter it is more difficult;
+because it is a very bad thing to be cold, and a thin, cold draught of
+air is especially bad.
+
+The bad air loaded with carbonic acid gas, when we first breathe it out,
+is warm. Warm gases are much lighter than cold ones, therefore the bad
+air at first goes up to the ceiling.
+
+If there is an opening near the top of the room, the bad air goes out;
+but if there is no opening, it by and by grows cold and heavy, and comes
+down again. Then we have to breathe it.
+
+If you open the window at the top, it will let out the bad air, and you
+will not feel a draught. It is not often so very cold that you cannot
+bear the window open, even a little way from the top, and that is the
+best way of airing a room.
+
+This is just as necessary by night as by day. People who shut in the bad
+air, and shut out the good air, all night long, can never expect to
+awake refreshed, feeling better for their sleep.
+
+What becomes of the carbonic acid gas which the body throws off through
+our breath? Can any thing pick the carbon and oxygen in it apart, and
+make them fit for us to use again?
+
+Yes. Every plant, every green leaf, every blade of grass, does that for
+us. When the sun shines on them, they pick the carbon out and send back
+the oxygen for us to breathe. They keep the carbon and make that fit
+for us and animals to eat.
+
+The grass makes the carbon fit for sheep and cows, and then we eat their
+flesh or drink their milk; and the corn makes the carbon fit to eat; so
+do potatoes, and all the other vegetables and fruits which we eat. Is
+not this a wonderful arrangement?
+
+But perhaps you think, considering what an amazing number of people
+there are in the world, besides all the animals--for all creatures that
+breathe, spoil the air just as we do--there can hardly be trees and
+plants enough to set all the air right again.
+
+Round about cities and large towns there are certainly more people than
+there are trees, but in many other parts of the world there are a great
+many more trees than there are people.
+
+I have heard of forests in South America so thick and so large, that the
+monkeys might run along the tops of the trees for a hundred miles. So
+you see there are plenty of trees in the world to do the work.
+
+But then, how does all the bad air leave the towns and cities where men
+live, and get to the forests and meadows?
+
+The air is constantly moving about; rising and falling, sweeping this
+way or that way, and traveling from place to place.
+
+Not only the little particles out of our breath, but any thing that
+gives the air any smell, does it some harm. Even nice smells, like those
+of roses, are unhealthy, if shut up in a room for some time.
+
+Dirty walls, ceilings, and floors give the air a musty, close, smell; so
+do dirty clothes, muddy boots, cooking, and washing. Some of these ought
+not to be in the house at all; others remind us to open our windows
+wide.
+
+All the things I have been saying to you about pure air, apply still
+more to sick people than to healthy ones.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the following sentences carefully, and
+avoid running the words together.
+
+    The good__air can not get__in at__all.
+
+    We are__apt to take__it for granted.
+
+    It__is sure to make them__ill.
+
+Point out three other places in the lesson where similar errors are
+likely to occur.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Add _ment_ to each of the following words, and then
+give the meaning of the words so formed.
+
+    _arrange    move    settle    encourage_
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXI.
+
+
+dis tinct'ly, _clearly; plainly_.
+
+a roused', _wakened_.
+
+re ced'ing, _going backward or away from_
+
+vig'i lant, _watchful; careful_.
+
+ex haust'ed, _tired out with work_.
+
+pre ced'ing, _going before_.
+
+fort'night, _two weeks' time_.
+
+con vul'sive, _irregular in movement_.
+
+tar'ried, _delayed; remained_.
+
+grad'u al ly, _step by step; slowly_.
+
+
+       *       *       *       *       *
+
+
+
+
+A TIMELY RESCUE.
+
+
+It was in the month of February, 1831, a bright moonlight night, and
+extremely cold, that the little brig I commanded lay quietly at her
+anchors inside the bay.
+
+We had had a hard time of it, beating about for eleven days, with
+cutting north-easters blowing, and snow and sleet falling for the
+greater part of the time.
+
+When at length we made the port, all hands were almost exhausted, and we
+could not have held out two days longer without relief.
+
+"A bitter cold night, Mr. Larkin," I said to my mate, as I tarried for a
+moment on deck to finish my pipe. "The tide is running out swift and
+strong; it will be well to keep a sharp look-out for this floating ice,
+Mr. Larkin."
+
+"Ay, ay, sir," answered the mate, and I went below.
+
+Two hours afterwards I was aroused from a sound sleep by the vigilant
+officer. "Excuse me for disturbing you, captain," said he, as he
+detected an expression of vexation on my face; "but I wish you would
+turn out, and come on deck as soon as possible."
+
+"Why--what's the matter, Mr. Larkin?"
+
+"Why, sir, I have been watching a cake of ice that swept by at a little
+distance a moment ago; I saw something black upon it--something that I
+thought moved."
+
+We were on deck before either spoke another word. The mate pointed out,
+with no little difficulty, the cake of ice floating off to leeward, and
+its white, glittering surface was broken by a black spot.
+
+"Get me a spy-glass, Mr. Larkin--the moon will be out of that cloud in a
+moment, and then we can see distinctly." I kept my eye on the receding
+mass of ice, while the moon was slowly working its way through a heavy
+bank of clouds.
+
+The mate stood by with a spy-glass. When the full light fell at last
+upon the water, I put the glass to my eye. One glance was enough..
+
+"Forward, there!" I shouted at the top of my voice; and with, one bound
+I readied the main hatch, and began to clear away the ship's cutter. Mr.
+Larkin had received the glass from my hand to take a look for himself.
+
+"O, pitiful sight!" he said in a whisper, as he set to work to aid me in
+getting out the boat; "there are two children on that cake of ice!"
+
+In a very short space of time we launched the cutter, into which Mr.
+Larkin and myself jumped, followed by two men, who took the oars. I held
+the tiller, and the mate sat beside me.
+
+"Do you see that cake of ice with something black upon it, lads?" I
+cried; "put me alongside of that, and I will give you a month's extra
+wages when you are paid off."
+
+The men were worn out by the hard duty of the preceding fortnight; and,
+though they did their best, the boat made little more way than the tide.
+This was a long chase; and Mr. Larkin, who was suffering as he saw how
+little we gained, cried out--
+
+"Pull, lads--I'll double the captain's prize. Pull, lads, for the sake
+of mercy, pull!"
+
+A convulsive effort at the oars told how willing the men were to obey,
+but their strength was gone. One of the poor fellows splashed us twice
+in recovering his oar, and then gave out; the other was nearly as far
+gone. Mr. Larkin sprung forward and seized the deserted oar.
+
+"Lie down in the bottom of the boat," said he to the man; "and, captain,
+take the other oar; we must row for ourselves." I took the second man's
+place.
+
+Larkin had stripped to his Guernsey shirt; as he pulled the bow I waited
+the signal stroke. It came gently, but firmly; and the next moment we
+were pulling a long, steady stroke, gradually increasing in rapidity
+until the wood seemed to smoke in the oar-locks.
+
+We kept time with each other by our long, deep breathing. Such a pull!
+At every stroke the boat shot ahead like an arrow. Thus we worked at the
+oars for fifteen minutes--it seemed to me as many hours.
+
+"Have we almost come to it, Mr. Larkin?" I asked.
+
+"Almost, captain,--don't give up: for the love of our dear little ones
+at home, don't give up, captain," replied Larkin.
+
+The oars flashed as the blades turned up to the moonlight. The men who
+plied them were fathers, and had fathers' hearts; the strength which
+nerved them at that moment was more than human.
+
+Suddenly Mr. Larkin stopped pulling, and my heart for a moment almost
+ceased its beating; for the terrible thought that he had given out
+crossed my mind. But I was quickly reassured by his saying--
+
+"Gently, captain, gently--a stroke or two more--there, that will
+do"--and the next moment the boat's side came in contact with something.
+
+Larkin sprung from the boat upon the ice. I started up, and, calling
+upon the men to make fast the boat to the ice, followed.
+
+We ran to the dark spot in the centre of the mass, and found two little
+boys--the head of the smaller nestling in the bosom of the larger. Both
+were fast asleep!
+
+They were benumbed with cold, and would surely have frozen to death, but
+for our timely rescue.
+
+Mr. Larkin grasped one of the lads, cut off his shoes, tore off his
+jacket; and then, loosening his own garments to the skin, placed the
+chilled child in contact with his own warm body, carefully wrapping over
+him his great-coat.
+
+I did the same with the other child; and we then returned to the boat;
+and the men having partly recovered, pulled slowly back.
+
+The children, as we learned when we afterwards had the delight of
+returning them to their parents, were playing on the ice, and had
+ventured on the cake.
+
+A movement of the tide set the ice in motion, and the little fellows
+were borne away on that cold night, and would certainly have perished,
+had not Mr. Larkin seen them as the ice was sweeping out to sea.
+
+"How do you feel?" I said to the mate, the next morning after this
+adventure.
+
+"A little stiff in the arms, captain," the noble fellow replied, while
+the big tears of grateful happiness gushed from his eyes--"a little
+stiff in the arms, captain, but very easy here," and he laid his hand on
+his manly heart.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change the following _commands_ to _statements_.
+
+    Take the other oar.    Don't give up!
+
+Give the meaning of the word _lads_ in the third and fourth lines of
+page 152, and in the fourth line of page 154.[09]
+
+Make out an _analysis_ of the lesson, and use it in telling the story
+in your own words.
+
+
+[09] See Lesson XXXI.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXII.
+
+
+re'gion, _place; space_.
+
+furze, _a thorny shrub with yellow flowers_.
+
+list'eth, _wishes; pleases_.
+
+mirth, _joy; fun_.
+
+boon, _gay; merry_.
+
+shaft, _an arrow; the stem of an arrow_.
+
+up borne', _held or borne up_.
+
+crest'ing, _touching the tops of_.
+
+
+       *       *       *       *       *
+
+
+
+
+BIRDS IN SUMMER.
+
+
+  How pleasant the life of a bird must be,
+  Flitting about in each leafy tree;--
+  In the leafy trees so broad and tall,
+  Like a green and beautiful palace hall,
+  With its airy chambers, light and boon,
+  That open to sun, and stars, and moon;
+  That open unto the bright blue sky,
+  And the frolicsome winds, as they wander by!
+
+[Illustration]
+
+  They have left their nests in the forest bough;
+  Those homes of delight they need not now;
+  And the young and old they wander out,
+  And traverse their green world round about;
+  And hark! at the top of this leafy hall,
+  How, one to the other, they lovingly call:
+  "Come up, come up!" they seem to say,
+  "Where the topmost twigs in the breezes play!
+
+  "Come up, come up, for the world is fair,
+  Where the merry leaves dance in the summer air!"
+  And the birds below give back the cry,
+  "We come, we come to the branches high!"
+  How pleasant the life of the birds must be,
+  Living in love in a leafy tree;
+  And away through the air what joy to go,
+  And to look on the green, bright earth below!
+
+  How pleasant the life of a bird must be,
+  Skimming about on the breezy sea,
+  Cresting the billows like silvery foam,
+  And then wheeling away to its cliff-built home!
+  What joy it must be to sail, upborne
+  By a strong, free wing, through the rosy morn,
+  To meet the young sun, face to face,
+  And pierce, like a shaft, the boundless space!
+
+  How pleasant the life of a bird must be,
+  Wherever it listeth there to flee:
+  To go, when a joyful fancy calls,
+  Dashing down, 'mong the waterfalls;
+  Then wheeling about, with its mates at play,
+  Above and below, and among the spray,
+  Hither and thither, with screams as wild
+  As the laughing mirth of a rosy child!
+
+  What a joy it must be, like a living breeze,
+  To flutter among the flowering trees;
+  Lightly to soar, and to see beneath,
+  The wastes of the blossoming purple heath,
+  And the yellow furze, like fields of gold,
+  That gladden some fairy region old.
+  On mountain tops, on the billowy sea,
+  On the leafy stems of the forest tree,
+  How pleasant the life of a bird must be!
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The words of the first line of the poem, when
+repeated on pages 157 and 158, should be slightly emphasized.[10]
+
+Point out the lines on page 157 which would be joined in reading.
+
+Let the class read one or more stanzas of the poem in concert.
+
+
+[10] This lesson, Lesson XXXII.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXIII.
+
+
+stroll'ing, _wandering on foot_.
+
+quaint, _unusual; curious looking_.
+
+con sult'ed, _asked advice of_.
+
+roy'al, _belonging to a king or a queen_.
+
+en ter tain', _receive and care for_.
+
+court'esy, _politeness of manners_.
+
+bod'ice, _an article of clothing_.
+
+loy'al ty, _love of one's country or ruler_.
+
+a miss', _out of the way; wrong_.
+
+tri'fles, _articles small in size or value_.
+
+mut'tered, _said in a low voice_.
+
+ad mis'sion, _permission to enter_.
+
+
+       *       *       *       *       *
+
+
+
+
+TRUE COURTESY.
+
+PART I.
+
+
+Prince George, the husband of Queen Anne of England, one time visited
+the town of Bristol, having with him as a companion, an officer of his
+household.
+
+While strolling about the town, looking at the people and the quaint old
+buildings, they stepped into the Exchange, where all the great merchants
+of the town had come together doing business.
+
+Prince George walked about, talking quite freely, first to one and then
+to another. As the towns-people had not expected him, no preparation had
+been made to receive him with honor; and the merchants stood in little
+groups, and consulted together with, a look of anxiety upon their faces.
+
+"What is to be done?" asked one.
+
+"I do not know," replied another. "If his Royal Highness does not give
+us notice of his coming, how can we entertain him in a proper manner?"
+
+"Would it be well to ask him to come to one of our homes?" inquired a
+third.
+
+"No, no!" cried another. "We could not ask him to partake of our humble
+fare, or even come to our homes, after the splendor to which he has been
+accustomed. For my part, I shall go home to dinner."
+
+"And I also," said the first one. "I do not care to remain here, and
+stare at the Prince, when we have nothing to offer."
+
+Then one by one, the merchants slipped away, afraid or ashamed to ask
+the great Prince to their homes.
+
+Prince George and the officer wondered at seeing the merchants
+disappear. At last there was but one man left, and as he walked toward
+the Prince, he bowed low, and said--
+
+"Excuse me, sir; are you the husband of our Queen Anne, as folks here
+say you are?"
+
+"Yes, I am," was the answer; "and have come for a few hours to see the
+sights of the good town of Bristol."
+
+"Sir," said the man, "I have seen with much distress that none of our
+great merchants have invited you to their homes. Think not, sir, that it
+is because they are wanting in love and loyalty. They doubtless were all
+afraid to ask one so high as yourself to dine with them.
+
+"I am one John Duddlestone, sir, only a bodice-maker, and I pray you not
+to take it amiss if I ask you and the gentleman who is with, you, to
+come to my humble home, where you will be most welcome."
+
+"Indeed," answered the Prince, laughing, "I am only too delighted to
+accept your kind invitation, and I thank you for it very heartily. If
+you lead the way, we will follow at once."
+
+So Prince George, the officer, and Duddlestone, passed out of the
+Exchange together.
+
+"Ours is but humble fare," said Duddlestone; "for, sir, I can offer you
+only roast beef and plum-pudding."
+
+"Very good, very good indeed!" exclaimed the Prince; "it is food to
+which I bring a hearty appetite."
+
+They stopped before a small house. John pulled the latch, and, walking
+in, looked for his wife; but she was upstairs.
+
+"Here, wife, wife!" he called in a loud whisper, as he put his head up
+the narrow staircase; "put on a clean apron, and make haste and come
+down, for the Queen's husband and a soldier-gentleman have come to dine
+with, us."
+
+As you may think, Mrs. Duddlestone was strangely surprised at the news;
+but she did not become excited; she very seldom did, I believe.
+
+"Ay, ay!" she called. "I'm coming;" and then muttered, "The Queen's
+husband! the Queen's husband! Sure, that can never be--however, I'll go
+down and see."
+
+She ran to her closet, and pulled out a nice, clean apron and cap, and
+tied, the one round her waist, and the other round her comely face,
+saying all the time, "Dear me, dear me, to think of it!" and away she
+ran down stairs, where stood her husband and the two gentlemen.
+
+The good woman bowed low, first to one and then to the other.
+
+"Indeed, but I'm proud," she said, turning to Prince George, "to welcome
+you to our home. 'Tis but poor and humble, but we shall think more of it
+after this. I'll hurry and get dinner at once. I dare say you are
+hungry, gentlemen."
+
+Prince George laughed gayly, as he thanked her for her kind welcome, and
+sat down.
+
+The table was soon spread, and the Prince ate well, and appeared to
+enjoy himself so much, that Mrs. Duddlestone could scarcely believe he
+had always been accustomed to lords and ladies and footmen, and had
+never before sat down in such an humble way.
+
+Prince George inquired about their business and pleasures.
+
+"Do you never come up to London?" he asked; "I think you would find it
+worth your while to take a holiday some time, and see the great city."
+
+"Ah well," said Mrs. Duddlestone, "if that is not just the thing I long
+for. I've never been yet, nor am I likely to go, but John has been once
+or twice."
+
+"And why, John, have you never taken your wife as well, to see the great
+sights?"
+
+"Well, to say the truth," answered John, "I do not go to see the sights;
+for though I've been two or three times, I don't think I've seen any.
+
+"I must needs go sometimes to buy whalebone, and other trifles which I
+must have for my business here. So I just go and come back, and meddle
+with none."
+
+"Well, well," said the Prince, "the next time you come to London, you
+must bring your wife with you, and pay me a visit."
+
+Mrs. Duddlestone clasped her fat little hands with delight.
+
+"And shall I see the Queen?" she exclaimed.
+
+"And see both the Queen and myself," answered the Prince. "Come, John,
+say you will do so!"
+
+"Surely, sir," said John, "I should like to give the good woman a bit of
+pleasure in that way, but your grand servants would shut the doors
+before us, and never let us in, perhaps."
+
+"I can soon set that right!" and taking a card from his pocket, Prince
+George wrote a few words on it, and gave it to them.
+
+"That will gain you ready admission," he said, "and now I must leave
+you. Next time we meet, I shall entertain and care for you. For the
+present, I thank you for your kind welcome and good dinner, which I have
+heartily enjoyed."
+
+Then rising, he and the officer bade farewell to the good people and
+took their leave.
+
+
+       *       *       *       *       *
+
+
+Language Lesson--Let pupils use other words to express what is given
+below in dark type.
+
+    I _must needs go_.
+
+    Indeed, _but I'm proud_.
+
+    Ours is _but humble fare_.
+
+    He _pulled the latch_.
+
+    So I _meddle with none_.
+
+    To see _the great sights_.
+
+Notes.--Queen Anne ruled over England from 1702 to 1714. Royal
+Highness is a title belonging to all persons in a royal family.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXIV.
+
+
+de sired', _asked; expressed a wish_.
+
+as sem'bled, _come together_.
+
+in tro duce', _make known_.
+
+sum'moned, _called_.
+
+knight, _a man of noble position_.
+
+grat'i tude, _thankfulness_.
+
+el'e gant, _beautiful; handsome_.
+
+pos sess'ing, _having; holding_.
+
+dis play', _a grand show_.
+
+e vent', _anything that takes place_.
+
+
+       *       *       *       *       *
+
+
+
+
+TRUE COURTESY.
+
+PART II.
+
+
+It was some weeks later that John Duddlestone found his stock of
+whalebone was growing low.
+
+"Wife," said he, "the whalebone's nearly gone, and I must have some more
+at once."
+
+"Surely, John, I know well it's nearly gone!" she answered. "Haven't I
+watched every bit as you've used it? and haven't I pretty near cried to
+see it go so slowly?"
+
+"Pooh! you foolish woman!" he cried.
+
+"But, John, you'll take me, and go to see the King and Queen?" she
+inquired.
+
+"Why, you silly woman, do you think I should leave you behind, when I
+know you're nearly crazed to go?"
+
+"O John, John, you dear, good man! I've mended all my dresses, and made
+myself trim and neat. I've seen to your coats; and all's done; and I
+feel as if I could scarcely live till I see the Queen."
+
+"You'd best keep alive," said her husband; "and if all goes well we'll
+start by the coach on Monday."
+
+Monday was as lovely a day as heart could wish; and John and his wife
+walked down the Bristol streets to the public-house from which the coach
+was to start.
+
+It was a great event in Mrs. Duddlestone's life, for she had never been
+beyond her own town, except for a drive into the country in a neighbor's
+cart.
+
+They were quiet people; but it had got about the town, that they were
+going to London to visit the Queen, and numbers came out to see them go.
+
+Perhaps some of the great merchants wished they had been simple and
+humble enough to offer to entertain Prince George when he had visited
+their town.
+
+They journeyed straight to London, where John bought his whalebone, and
+then found their way to St. James' Palace, where, presenting the
+Prince's card, they gained ready admittance.
+
+They were shown into a room, more beautiful than any that they had ever
+seen. Very shortly the door opened, and the well-remembered face of
+their guest appeared. Almost before he had greeted them, a quiet-looking
+lady followed him, and came smilingly to greet them.
+
+"This is the Queen," said Prince George; and then, turning to her, he
+added, "These are the good people who showed me such kindness in
+Bristol."
+
+The Queen was so gentle and courteous that neither John nor his wife
+felt confused in her presence. She talked kindly to them, asking after
+their trade, and how they had fared in their journey.
+
+She then asked them to dine with her that evening, and said dresses
+would be provided for them, so that they should not feel strange by
+seeing that they were dressed differently from all her other guests.
+
+She then called an attendant, and desired that refreshment should be
+given them, and that they should be well cared for, and shown all that
+might interest them until dinner time.
+
+It was a long, wonderful day to them, as they walked about from place to
+place. Before dinner they were taken to the room that was prepared for
+them, and there they found elegant court dresses of purple velvet ready
+to put on.
+
+"Surely, John, they can not be for us!" cried Mrs. Duddlestone.
+
+"Yes, but they must be! Did not the Queen say she would give us dresses?
+and do not these dresses look as if they had been given by a queen?"
+
+"John, I shall feel very strange before all the grand ladies!"
+
+"Then you need not, wife, for the Queen and Prince will be there; and
+the others will not trouble you; but this is a queer dress. It's like
+being somebody else."
+
+And very queer they felt, as for the first time they walked down the
+grand stairs, in such, splendid dresses, to dine at the Queen's table,
+with the Queen's servants to wait on them.
+
+"You must go first, John," said his wife, for shyness came over her.
+
+"Be not so foolish, wife," whispered John; and, though feeling rather
+awkward in his new dress, he walked simply forward, as he might have
+done in a friend's house.
+
+The Queen met them at the door, and, turning to her other guests, who
+were assembled, she said, "Gentlemen, I have to introduce to you, with
+great pleasure, the most loyal people in the town of Bristol."
+
+At these words they all rose and bowed low, while John and his wife did
+the same, and then sat down, and ate a good dinner.
+
+After the dinner was over, the Prince summoned John Duddlestone to the
+Queen.
+
+At her command John knelt before her, and she laid a sword lightly on
+his shoulder, with the words, "Rise up, Sir John Duddlestone"; and the
+simple, kind-hearted bodice-maker of Bristol rose up a knight.
+
+His wife stood by, watching with eagerness, and could hardly believe
+that from plain Mistress Duddlestone she had become Lady Duddlestone.
+
+She would, have been very proud if the Queen had laid the sword upon her
+also; but she heard that was not needed. However, she was made very
+happy by being called to the Queen's side.
+
+"Lady Duddlestone," said Her Majesty, "allow me to present you with my
+gold watch, in remembrance of your visit to St. James' Palace, and of
+the Prince's visit to Bristol, which led to our knowing two such loyal
+and courteous subjects."
+
+Lady Duddlestone bowed lower and lower, almost unable to find any words
+in which to express her gratitude.
+
+A gold watch! Was it possible? Watches were not common in those times.
+She had heard of watches, and had even seen some; but had never dreamt
+of possessing one.
+
+Such a big beauty it was! She was glad to fall back behind the other
+guests, and get time to think quietly, and realize that all was true,
+and not a dream from which she would wake, and find herself in her
+little attic bed-room at Bristol.
+
+Queen Anne then spoke to Sir John, offering to give him a position under
+Government; but he begged to be excused.
+
+"It would be strange, your Majesty, very strange, up in London, and my
+work at Bristol suits me far the best. We want for nothing, and should
+never feel so well and home-like as in our little house at Bristol."
+
+The Queen understood him, and did not press him; and in another day or
+two the couple were again on their way home.
+
+"You're glad, wife, that we're going home?" John asked; "and you think I
+did well not to take some office in London?"
+
+"Well! You could have clone no better. It's been grand to see, and grand
+to hear; but it would be very strange and uncomfortable to live always
+like that, and I'll be right glad to be back once more.
+
+"I'm more than proud of it all. But I should never like our own room, in
+which Prince George sat so home-like with us, to belong to another."
+
+"No, no--we will keep our own snug home," replied John with earnestness.
+
+And so they did, living on quietly as of old; and the only display ever
+made by Lady Duddlestone was, that whenever she went to church or to
+market, she always wore the Queen's big gold watch.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+    You'd _best keep_ alive.
+
+    It's been _grand_ to see.
+
+    _Then you need not_.
+
+    You're _nearly crazed to go_.
+
+_Attendant_ is made up of two parts--the stem, _attend_, and the
+ending, _ant_ (meaning one who).
+
+The meaning of the word _attendant_ is _one who attends_.
+
+Make out an _analysis_ of the last two lessons, and use it in telling
+the story in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXV.
+
+
+pre sume', _suppose; think without being sure_.
+
+mus'cles, _those parts of the body which give us
+  motion, and by which we exert our strength_.
+
+ex tent', _space; distance_.
+
+or'di na ry, _common; usual_.
+
+knowl'edge, _that which is known through study_.
+
+de gree', _measure, as of space or time_.
+
+spent, _used up; exhausted_.
+
+snapped, _broken off_.
+
+de tached', _taken away from_.
+
+
+       *       *       *       *       *
+
+
+
+
+WHY AN APPLE FALLS.
+
+
+"Father," said Lucy, "I have been reading to-day that Sir Isaac Newton
+was led to make a great discovery, by seeing an apple fall from a tree.
+What was there wonderful about the apple falling?"
+
+"Nothing very wonderful in that," replied her father; "but it set him to
+thinking of what made it fall."
+
+"Why, I could have told him that," said Lucy; "because the stem snapped
+and there was nothing to support it."
+
+"And what then?" asked her father.
+
+"Why, then, of course it must fall."
+
+"Ah!" said her father, "that is the point: why must it fall?"
+
+"I am sure I don't know," said Lucy. "I presume it was because there was
+nothing to keep it up."
+
+"Well, Lucy, suppose there was not--does it follow that it must come to
+the ground?"
+
+"Yes, certainly," replied Lucy, wonderingly.
+
+"Let us see," said her father; "but first answer this question: What is
+an animate object?"
+
+"Any thing that has animal life, and power to move at will," replied
+Lucy.
+
+"Very good," said her father; "now, what is an inanimate object?"
+
+"Any thing that does not possess animal life, or can not move at will."
+
+"Very good again," said her father. "Now an apple is, of course, an
+inanimate object; and therefore it could not move itself, and Sir Isaac
+Newton thought that he would try to find out what power moved it."
+
+"Well, then," said Lucy; "did he find that the apple fell, because it
+was forced to fall?"
+
+"Yes," replied her father; "he found that there was some force outside
+of the apple itself that acted upon it, otherwise it would have remained
+forever where it was, no matter if it were detached from the tree."
+
+"Would it, indeed?" asked Lucy.
+
+"Yes, without doubt," replied her father, "for there are only two ways
+in which it could be moved--by its own power of motion, or the power of
+something else moving it. Now the first power, you know it does not
+have; so the cause of its motion must be the second."
+
+"But every thing falls to the ground as well as an apple, when there is
+nothing to keep it up," said Lucy.
+
+"True. There must therefore be some power or force which causes things
+to fall," said her father.
+
+"And what is it?" asked Lucy.
+
+"If things away from the earth can not move themselves to it," said her
+father, "there can be no other cause of their falling than that the
+earth pulls them."
+
+"But," said Lucy, "the earth is no more animate than they are; so how
+can it pull?"
+
+"That is not an ordinary question, but I will try an explanation," said
+her father. "Sir Isaac Newton discovered that there was a law in nature
+called attraction, and that all bodies exert this force upon each
+other. The greater the body, the greater is its power of attraction.
+
+"Now, the earth is an immense mass of matter, with which nothing near it
+can compare in size. It draws therefore with mighty force all things
+within its reach, which is the cause of their falling. Do you understand
+this?"
+
+"I think that I do," said Lucy; "the earth is like a great magnet."
+
+"Yes," said her father; "but the attraction of the magnet is of a
+particular kind and is only over iron, while the attraction of the earth
+acts upon every thing alike."
+
+"Then it is pulling you and me at this moment!" said Lucy.
+
+"Certainly it is," replied her father; "and as I am the larger, it is
+pulling me with more force than it is pulling you. This attraction is
+what gives every thing weight.
+
+"If I lift up any thing, I am acting against this force, for which
+reason the article seems heavy; and the more matter it contains, the
+greater is the force of attraction and the heavier it appears to me."
+
+"Then," said Lucy, "if this attraction is so powerful, why do we not
+stick to the ground?"
+
+"Because," replied her father, "we are animate beings, and have the
+power of motion, by which, to a limited degree, we overcome the
+attraction of the earth."
+
+"Well then, father," said Lucy, "if our power of motion can overcome the
+attraction, why can not we jump a mile high as well as a foot?"
+
+"Because," replied her father, "as I said before, we can only overcome
+the attraction to a certain extent. As soon as the force our muscles
+give to the jump is spent, the attraction of the earth pulls us back."
+
+"Did Sir Isaac Newton think of all these things, because he saw the
+apple fall?" inquired Lucy.
+
+"Yes; of all these and many more. He was a man of great knowledge. The
+name by which the force he discovered is generally known, is the
+Attraction of Gravitation, and some time you will learn how this force
+keeps the earth, and the sun, moon, and stars, all in their places."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXVI.
+
+
+en'vy, _wish one's self in another's place_.
+
+doffed, _took off, as an article of dress_.
+
+blithe, _very happy; gay_.
+
+fee, _what is received as pay for service done_.
+
+boast, _object of pride_.
+
+quoth, _spoke_.
+
+hale, _in good health; strong_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE MILLER OF THE DEE.
+
+
+  There dwelt a miller, hale and bold,
+    Beside the river Dee;
+  He worked and sang from morn till night--
+    No lark so blithe as he;
+  And this the burden of his song
+    Forever used to be:
+  "I envy nobody--no, not I,
+    And nobody envies me!"
+
+  "Thou'rt wrong, my friend," said good King Hal;
+    "As wrong as wrong can be;
+  For could my heart be light as thine,
+    I'd gladly change with thee.
+  And tell me now, what makes thee sing,
+    With voice so loud and free.
+  While I am sad, though I'm a king,
+    Beside the river Dee?"
+
+  The miller smiled and doffed his cap:
+    "I earn my bread," quoth he;
+  "I love my wife, I love my friend,
+    I love my children three;
+  I owe no penny I can not pay;
+    I thank the river Dee,
+  That turns the mill that grinds the corn
+    That feeds my babes and me."
+
+  "Good friend," said Hal, and sighed the while,
+    "Farewell! and happy be!
+  But say no more, if thou'dst be true,
+    That no one envies thee.
+  Thy mealy cap is worth my crown;
+    Thy mill, my kingdom's fee;
+  Such men as thou are England's boast,
+    O miller of the Dee!"
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In the second stanza of the lesson, _wrong_
+becomes very _emphatic_ on account of _repetition_ (being repeated a
+number of times). _My_ and _thine_, in the same stanza, are
+_emphatic_ on account of _contrast_ (contrary meaning of the words).
+
+Point out an example of _emphasis_ by _repetition_, and an example
+of _emphasis_ by _contrast_, in the third stanza.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Hal = Harry = Henry.
+
+Let pupils place _un_ before each of the following words, and give
+their meaning.
+
+    changed    burdened    envied
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXVII.
+
+
+fero'cious, _savage; fierce_.
+
+rosette', _an article made to resemble a rose_.
+
+aban'doned, _left forever; given up_.
+
+encoun'ter, _meet face to face_.
+
+in'fluence, _power over others_.
+
+keen, _sharp; piercing_.
+
+reputa'tion, _what is known of a person_.
+
+wit'ness, _see or know by personal presence_.
+
+trail, _track; footsteps_.
+
+alert', _on the watch; careful_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE JAGUAR.
+
+
+The jaguar, or as he is sometimes called, the American tiger, is the
+largest and most ferocious of the cat family found on this continent.
+
+Some jaguars have been seen equal in size to the Asiatic tiger; but in
+most cases the American, animal is smaller. He is strong enough,
+however, to drag a horse or an ox to his den--sometimes to a long
+distance; and this feat has been frequently observed.
+
+The jaguar is found in all the tropical parts of North and South
+America.
+
+While he bears a considerable likeness to the tiger, both in shape and
+habits, the markings of his skin are quite different. Instead of being
+striped like the tiger, the skin of the jaguar is beautifully spotted.
+
+Each spot resembles a rosette, and consists of a black ring with a
+single dark-colored spot in the middle.
+
+Jaguars are not always of the same color; some have skins of an orange
+color, and these are the most beautiful. Others are lighter colored; and
+some few have been seen that were very nearly white.
+
+There, is a "black jaguar," which is thought to be of a different
+species. It is larger and fiercer than the other kinds, and is found
+only in South America.
+
+This animal is more dreaded by the inhabitants than the other kinds and
+is said always to attack man wherever it may encounter him. All the
+other beasts fear it.
+
+Its roar produces terror and confusion among them and causes them to
+flee in every direction. It is never heard by the natives without a
+feeling of fear, and no wonder; for a year does not pass without a
+number of these people falling victims to its ferocity.
+
+It is difficult for one living in a country where such fierce animals
+are unknown, to believe that they have an influence over man, to such
+an extent as to prevent his settling in a particular place; yet such is
+the fact.
+
+In many parts of South America, not only plantations, but whole
+villages, have been abandoned solely from fear of the jaguars.
+
+There are men, however, who can deal single-handed with the jaguar; and
+who do not fear to attack the brute in its own haunts.
+
+They do not trust to fire-arms, but to a sharp spear. On their left arm
+they carry a strong shield.
+
+This shield is held forward and is usually seized by the jaguar. While
+it is busied with this, the hunter thrusts at the animal with his sharp
+spear, and generally with deadly effect.
+
+A traveler in South America relates the following incident as having
+come under his observation:
+
+"Desiring to witness a jaguar hunt, I employed two well-known Indian
+hunters, and set out for the forest. The names of these hunters were
+Nino and Guapo. Both of them had long been accustomed to hunt the
+jaguar, and I felt perfectly safe in their company.
+
+"Guapo, the larger of the two, was a man of wonderful muscular power,
+and had the reputation of having at one time killed a black jaguar with
+only a stout club.
+
+"When all the preparations had been made for our start, we looked as if
+we might capture all the jaguars that came in our way.
+
+"Some hours after we had entered the forest, the quick eye of Guapo
+discovered the trail of a large jaguar which he assured me was recently
+made.
+
+"Stopping for a moment, both Guapo and Nino looked carefully about in
+every direction, and listened attentively, in order that they might see
+or hear the animal if he were near.
+
+"Then motioning me to follow at a little distance behind them, they
+stepped off quietly in the direction of the trail, Guapo being about
+thirty feet in advance of Nino.
+
+"We went forward in this manner several hundred yards, not a word being
+spoken, and the keen eyes of both the hunters constantly on the alert.
+
+"Guapo, in the meantime, who seemed to have no fear and became more and
+more excited as he approached to where he thought the animal must be,
+had increased the distance between himself and Nino considerably.
+
+[Illustration]
+
+"Suddenly a terrific roar, and at the same time a cry of pain and a
+shout, warned us that Guapo had met the jaguar.
+
+"Nino bounded forward, and I followed as quickly as I could. A fearful
+sight met our eyes!
+
+"The jaguar, which had been hiding in the branches of a large tree, had
+sprung down upon Guapo and fastened its terrible teeth in his thigh.
+
+"With a shout filled with fury and determination, Nino at once sprung
+forward and savagely attacked the beast with his spear.
+
+"This caused the jaguar to let go its hold of Guapo, who, made furious
+from the pain of the wound the animal had given him, turned, and with
+his spear attacked it with a mad ferocity as savage as that of the
+beast itself.
+
+"In a moment all was over, and the jaguar lay dead at our feet. I
+dressed Guapo's wound the best I could, while Nino took the skin from
+the body of the animal, which proved to be nearly eight feet long.
+
+"We returned very slowly to the village with the wounded man and our
+prize. In a few weeks Guapo had entirely recovered from his wounds, and
+was ready for another hunt."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils pronounce in concert, and singly,
+the following words: _O, most, ferocious, only, whole, hold, slowly,
+over, both, roar_.
+
+What tone of voice should be used in reading this lesson?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Place _re_ before each of the following words, and
+then give the meaning of each.
+
+    turned    told    join    capture    call
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXVIII.
+
+
+dikes, _high banks of earth_.
+
+con'tra ry, _quite different from what is usual_.
+
+dis as'trous, _causing great loss or suffering_.
+
+keels, _strong timbers extending along the bottom of boats_.
+
+stork, _a kind of bird_.
+
+bus'tle, _quick and excited motion_.
+
+mire, _soft and wet earth_.
+
+scorn'ing, _turning from any thing as if of no value_.
+
+sat'u rat ed, _wet through and through_.
+
+moored, _tied fast, as a ship to land_.
+
+slouched, _hung down_.
+
+mim'ic, _copied in a smaller form_.
+
+
+       *       *       *       *       *
+
+
+
+
+HOLLAND.
+
+PART I.
+
+
+Holland is one of the queerest countries under the sun. It should be
+called Odd-land, or Contrary-land; for, in nearly every thing, it is
+different from other parts of the world.
+
+In the first place, a large portion of the country is lower than the
+level of the sea. Great dikes have been built at a heavy cost of money
+and labor, to keep the ocean where it belongs.
+
+On certain parts of the coast it sometimes leans with all its weight
+against the land, and it is as much as the poor country can do to stand
+the pressure.
+
+Sometimes the dikes give way, or spring a leak, and the most disastrous
+results follow. They are high and wide, and the tops of some of them are
+covered with buildings and trees. They have even fine public roads upon
+them, from which horses may look down upon wayside cottages.
+
+Often the keels of floating ships are higher than the roofs of the
+dwellings. The stork, on the house-peak, may feel that her nest is
+lifted far out of danger, but the croaking frog in the neighboring
+bulrushes is nearer the stars than she.
+
+Water-bugs dart backward and forward above the heads of the chimney
+swallows; and willow-trees seem drooping with shame, because they can
+not reach so high as the reeds near by.
+
+Ditches, canals, ponds, rivers, and lakes are every-where to be seen.
+High, but not dry, they shine in the sunlight, catching nearly all the
+bustle and the business, quite scorning the tame fields, stretching
+damply beside them. One is tempted to ask: "Which is Holland--the shores
+or the water?"
+
+The very verdure that should be confined to the land has made a mistake
+and settled upon the fish ponds. In fact the entire country is a kind of
+saturated sponge, or, as the English poet Butler called it--
+
+    "A land that rides at anchor, and is moored,
+    In which they do not live, but go aboard."
+
+Persons are born, live, and die, and even have their gardens on
+canal-boats. Farmhouses, with roofs like great slouched hats pulled over
+their eyes, stand on wooden legs, with a tucked up sort of air, as if to
+say, "We intend to keep dry if we can."
+
+Even the horses wear a wide stool on each hoof to lift them out of the
+mire.
+
+It is a glorious country in summer for bare-footed girls and boys. Such
+wadings! Such mimic ship sailing! Such rowing, fishing, and swimming!
+Only think of a chain of puddles where one can launch chip boats all
+day long, and never make a return trip!
+
+But enough. A full recital would set all Young America rushing in a body
+toward the Zuyder Zee.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In reading the first line of page 187, there
+will be a slight rising of the voice after each of the words,
+_ditches', canals', ponds', rivers'_, and a slight falling of the voice
+after _lakes'_.[11]
+
+This rising or falling of the voice is called _inflection_, and may be
+indicated as above.
+
+
+Language Lesson.--What is the meaning of "Young America"?
+
+
+[11] See paragraph 7.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XXXIX.
+
+
+freight, _cargo; that which forms a load_.
+
+convey'ance, _the act of carrying_.
+
+jum'ble, _a number of things crowded together without order_.
+
+bobbed, _cut off short_.
+
+bewil'dering, _confusing_.
+
+gild'ed, _covered with a thin, surface of gold_.
+
+yoked, _joined together with harness_.
+
+rare'ly, _not often_.
+
+impris'oned, _shut up or confined, as in a prison_.
+
+clat'tering, _making a loud noise_.
+
+
+       *       *       *       *       *
+
+
+
+
+HOLLAND.
+
+
+PART II.
+
+Dutch cities seem, at first sight, to be a bewildering jumble of
+houses, bridges, churches, and ships, sprouting into masts, steeples,
+and trees. In some cities boats are hitched, like horses, to their
+owners' door-posts, and receive their freight from the upper windows.
+
+[Illustration]
+
+Mothers scream to their children not to swing on the garden gate for
+fear they may be drowned. Water roads are more frequent there than
+common roads and railroads; water-fences, in the form of lazy green
+ditches, inclose pleasure-ground, farm, and garden.
+
+Sometimes fine green hedges are seen; but wooden fences, such as we
+have in America, are rarely met with in Holland. As for stone fences, a
+Hollander would lift his hands with astonishment at the very idea.
+
+There is no stone there excepting those great masses of rock that have
+been brought from other lands to strengthen and protect the coast.
+
+All the small stones or pebbles, if there ever were any, seem to be
+imprisoned in pavements, or quite melted away. Boys, with strong, quick
+arms, may grow from aprons to full beards without ever finding one to
+start the water-rings, or set the rabbits flying.
+
+The water roads are nothing less than canals crossing the country in
+every direction. These are of all sizes, from the great North Holland
+Ship Canal, which is the wonder of the world, to those which a boy can
+leap.
+
+Water-omnibuses constantly ply up and down these roads for the
+conveyance of passengers; and water-drays are used for carrying fuel and
+merchandise.
+
+Instead of green country lanes, green canals stretch from field to barn,
+and from barn to garden; and the farms are merely great lakes pumped
+dry. Some of the busiest streets are water, while many of the country
+roads are paved with brick.
+
+The city boats, with their rounded sterns, gilded bows, and gayly-painted
+sides, are unlike any others under the sun; a Dutch wagon with its
+funny little crooked pole is a perfect mystery of mysteries.
+
+One thing is clear, you may think that the inhabitants need never be
+thirsty. But no, Odd-land is true to itself still. With the sea pushing
+to get in, and the lakes struggling to get out, and the overflowing
+canals, rivers, and ditches, in many districts there is no water that is
+fit to swallow.
+
+Our poor Hollanders must go dry, or send far inland for that precious
+fluid, older than Adam, yet young as the morning dew.
+
+Sometimes, indeed, the inhabitants can swallow a shower, when they are
+provided with any means of catching it; but generally they are like the
+sailors told of in a famous poem, who saw
+
+    "Water, water, every-where,
+    Nor any drop to drink!"
+
+Great flapping windmills all over the country make it look as if flocks
+of huge sea birds were just settling upon it. Every-where one sees the
+funniest trees, bobbed into all sorts of odd shapes, with their trunks
+painted a dazzling' white, yellow, or red.
+
+Horses are often yoked three abreast. Men, women, and children, go
+clattering about in wooden shoes with loose heels.
+
+Husbands and wives lovingly harness themselves side by side on the bank
+of the canal and drag their produce to market.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils practice upon the inflections
+marked in the following
+
+Model.--Houses', bridges', churches', and ships', sprouting into
+masts', steeples', and trees'.
+
+Which words take the _falling inflection_?
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XL.
+
+
+whisk'ing, _pulling suddenly and with force_.
+
+lus'ti er, _stronger; louder_.
+
+of fend'ed, _made angry_.
+
+fa mil'iar, _friendly; as of a friend_.
+
+ma'tron ly, _elderly; motherly_.
+
+com mo'tion, _noise; confusion_.
+
+pant'ed, _breathed quickly_.
+
+sa lute', _greeting_.
+
+mute, _silent; unable to speak_.
+
+stur'dy, _strong; powerful_.
+
+ker'chiefs, _pieces of cloth worn about the head_.
+
+a do', _trouble; delay_.
+
+in'mates, _the persons in a house_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE WIND IN A FROLIC.
+
+
+  The wind one morning sprung up from sleep,
+  Saying, "Now for a frolic! Now for a leap!
+  Now for a madcap galloping chase!
+  I'll make a commotion in every place!"
+
+  So it swept with a bustle right through a great town,
+  Creaking the signs and scattering down
+  Shutters, and whisking with merciless squalls,
+  Old women's bonnets and gingerbread stalls.
+  There never was heard a much lustier shout,
+  As the apples and oranges tumbled about.
+
+  Then away to the fields it went blustering and humming,
+  And the cattle all wondered whatever was coming.
+  It pulled by their tails the grave, matronly cows,
+  And tossed the colts' manes all about their brows,
+  Till, offended at such a familiar salute,
+  They all turned their backs and stood silently mute.
+
+  So on it went, capering and playing its pranks;
+  Whistling with  reeds on  the broad  river banks;
+  Puffing the birds, as they sat on  the spray,
+  Or the traveler grave on the king's highway.
+  It was not too nice to hustle the bags
+  Of the beggar, and flutter his dirty rags.
+  'Twas so bold that it feared not to play its joke
+  With the doctor's wig, and the gentleman's cloak.
+
+  Through the forest it roared, and cried gayly, "Now
+  You sturdy old oaks, I'll make you bow!"
+  And it made them bow without more ado,
+  Or it cracked their great branches through and through.
+
+  Then it rushed like a monster o'er cottage and farm,
+  Striking their inmates with sudden alarm;
+  And they ran out like bees in a midsummer swarm.
+  There were dames with their kerchiefs tied over their caps,
+  To see if their poultry were free from mishaps;
+  The turkeys they gobbled, the geese screamed aloud,
+  And the hens crept to roost in a terrified crowd;
+  There was raising of ladders, and logs laying on,
+  Where the thatch from the roof threatened soon to be gone.
+
+  But the wind had passed on, and had met in a lane
+  With a school-boy, who panted and struggled in vain;
+  For it tossed him, and whirled him, then passed, and he stood
+  With his hat in a pool, and his shoe in the mud.
+
+  Then away went the wind in its holiday glee,
+  And now it was far on the billowy sea;
+  And the lordly ships felt its powerful blow,
+  And the little boats darted to and fro.
+
+  But, lo! it was night, and it sunk to rest
+  On the sea-birds' rock in the gleaming west,
+  Laughing to think, in its frolicsome fun,
+  How little of mischief it really had done.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let some pupil in the class state the manner
+in which the lesson should be read.
+
+Point out four lines that should be read more quietly than the rest of
+the lesson.
+
+Vary the reading by having parts of lesson read as a concert exercise.
+
+What effect has the repetition of the word _now_, in the second and
+third lines?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write six sentences, each containing one
+of the following words, used in such a manner as to show its proper
+meaning: _right, write; reed, read; tied, tide_.
+
+Let pupils make out an _analysis_ of the lesson, and use it in
+giving the story in their own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLI.
+
+
+veg e ta'tion, _every thing that grows out of the ground_.
+
+meth'od, _way; manner_.
+
+ta'per ing, _growing smaller toward the end_.
+
+men'tioned, _spoken of_.
+
+struct'ure, _arrangement of parts; a building of any kind_.
+
+marsh'y, _wet_.
+
+swamp, _low ground filled with water_.
+
+sprung, _started; begun_.
+
+
+       *       *       *       *       *
+
+
+
+
+SOMETHING ABOUT PLANTS.
+
+
+The name plant belongs in a general way to all vegetation, from the
+tiniest spear of grass or creeping flower one sees on the rocks by the
+brook-side, to the largest and tallest of forest trees.
+
+Plants are divided into numerous groups of families, and the study of
+the many species belonging to each family, is very interesting.
+
+There are thousands of kinds of grasses, shrubs, and trees, scattered
+over the different parts of the earth, and the larger portion of them
+are in some way useful to mankind.
+
+In speaking of grasses, we are apt to think only of the grass in the
+meadows, which is the food for our horses and cattle; but there are
+other kinds of grasses which are just as important to man as the grass
+of the meadow is to the beast. These are oats, rye, barley, wheat, corn,
+and others, all of which belong to the grass family.
+
+Perhaps it appears strange to you to hear wheat and corn called grass,
+and you ask how can that be.
+
+In the first place, all plants that have the same general form and
+method of growth, belong to the same family.
+
+Now, if you will pull up a stalk of grass and a stalk of wheat or rye
+and compare them, you will find that they are alike in all important
+respects.
+
+The roots of each look like a little bundle of strings or fibers, and
+are therefore called fibrous; the stalks you will find jointed and
+hollow; and the leaves are long and narrow, tapering to a point at their
+ends.
+
+Then, if you examine the seeds, you will see that they are placed near
+together and form what we call an ear or head, as in an ear of corn, or
+a head of wheat.
+
+This same general form or structure applies to every one of the plants
+belonging to the grass family; and in this family are included all the
+different kinds of canes and reeds that grow in swamps and marshy
+places, as well as the bamboo of the tropics.
+
+Shrubs are those plants which have woody stems and branches. They are
+generally of small size, rarely reaching over twenty feet in height.
+Small shrubs are usually called bushes.
+
+In this class of plants, the branches generally start close to the
+ground, and in some cases, a little below the surface of the ground,
+rising and spreading out in all directions.
+
+The common currant bushes, blackberry bushes, and rose bushes which we
+see in gardens, are shrubs.
+
+So also are grape-vines, honeysuckles, ivy, and all other creeping
+vines. These are called climbing plants, because little tendrils or
+claspers which grow out of their branches, wind around and fasten
+themselves to any thing in their way.
+
+Trees are the largest and strongest of all plants.
+
+They have woody stems or trunks, and branches. These branches do not, as
+in shrubs, start close to the ground, but at some distance above, from
+which height they extend in different directions.
+
+It is difficult to believe that some of the large trees we see, sprung
+from small seeds; yet it is true that all trees started in this manner.
+
+The seeds are scattered about by birds and tempests, and falling on the
+soft ground, where they become covered with, leaves and earth, they take
+root and grow.
+
+Thus the little acorn sprouts, and from it springs the sturdy oak, which
+is not only the noblest of trees, but lives hundreds of years.
+
+The trunks and branches of trees are protected by a covering called
+bark. This bark is thicker near the base or root of the tree than it is
+higher up among the branches.
+
+On some trees, the bark is very rough and shaggy looking, as on the oak,
+ash, walnut, and pine; on others, the bark is smooth, as on the beech,
+apple, and birch.
+
+Some trees live for only a few years, rapidly reaching their full
+growth, and rapidly decaying. The peach-tree is one of this kind.
+
+Other trees live to a great age. An elm-tree has been known to live for
+three hundred years; a chestnut-tree, six hundred years; and oaks, eight
+hundred years.
+
+The baobab-tree of Africa lives to be many hundred years old. There is a
+yew-tree in England that is known to be over two thousand years old.
+
+The "big trees" of California are the largest in the world, although not
+of so great an age as some that have been mentioned. The tallest of
+these trees that has yet been discovered, measures over three hundred
+and fifty feet in height, and the distance around it near the ground is
+almost one hundred feet. The age of this tree must be between one
+thousand five hundred and two thousand years.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let, pupils pronounce in concert and singly,
+the following words: _corn, stalks, important, form, tall, walnut,
+horses_.
+
+In the fifth paragraph on page 199, why are _some_ and _others_
+emphatic?[12]
+
+Mark _inflections_ of _oak, ash, walnut_, and _pine_; and of _beech,
+apple_, and _birch_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Place _dis_ before each of the following words,
+and then give the meaning of each of the words so formed.
+
+    appear    covered    able    like    believe
+
+[12] See fifth paragraph from the end of the lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLII.
+
+
+flush, _bright red color_.
+
+low'ing, _the bellowing or cry of cattle_.
+
+rang'ing, _wandering_.
+
+in tent', _determined_.
+
+striv'ing, _making great efforts_.
+
+pre serve', _keep in safety_.
+
+re flect'ed, _shining back; thrown back, as by a looking-glass_.
+
+pro ceed'ed, _went forward_.
+
+checked, _stopped_.
+
+blasts, _sounds made by blowing_.
+
+
+       *       *       *       *       *
+
+
+
+
+A FOREST ON FIRE.
+
+PART I.
+
+
+We were sound asleep one night, when, about two hours before day, the
+snorting of our horses and lowing of our cattle, which were ranging in
+the woods, suddenly awoke us.
+
+I took my rifle and went to the door to see what beast had caused the
+hubbub, when I was struck by the glare of light reflected on all the
+trees before me, as far as I could see through the woods.
+
+My horses were leaping about, snorting loudly, and the cattle ran among
+them in great confusion.
+
+On going to the back of the house I plainly heard the crackling made by
+the burning brushwood, and saw the flames coming toward us in a
+far-extended line.
+
+I ran to the house, told my wife to dress herself and the child as
+quickly as possible, and take the little money we had, while I managed
+to catch and saddle two of the best horses.
+
+All this was done in a very short time, for I felt that every moment was
+precious to us.
+
+We then mounted our horses, and made off from the fire. My wife, who is
+an excellent rider, kept close to me; and my daughter, who was then a
+small child, I took in one arm.
+
+When making off, I looked back and saw that the frightful blaze was
+close upon us, and had already laid hold of the house.
+
+By good luck there was a horn attached to my hunting-clothes, and I blew
+it, to bring after us, if possible, the remainder of my live-stock, as
+well as the dogs.
+
+The cattle followed for a while; but before an hour had passed they all
+ran, as if mad, through the woods, and that was the last we saw of them.
+
+My dogs, too, although at all other times easily managed, ran after the
+deer that in great numbers sprung before us as if fully aware of the
+death, that was so rapidly approaching.
+
+We heard blasts from the horns of our neighbors as we proceeded, and
+knew that they were in the same unfortunate condition that we were in
+ourselves.
+
+Intent on striving to the utmost to preserve our lives, I thought of a
+large lake, some miles off, where the flames might possibly be checked,
+and we might find a place of safety.
+
+Urging my wife to whip up her horse, we set off at full speed, making
+the best way we could over the fallen trees and the brush heaps, which
+lay like so many articles placed on purpose to keep up the terrific
+fires that advanced with a broad front upon us.
+
+By this time we were suffering greatly from the effects of the heat, and
+we were afraid that our horses would be overcome and drop down at any
+moment.
+
+A singular kind of breeze was passing over our heads, and the glare of
+the burning trees shone more brightly than the daylight. I was sensible
+of a slight faintness, and my wife looked pale.
+
+The heat had produced such a flush in the child's face that, when she
+turned toward either of us, our grief and anxiety were greatly
+increased.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--What tone of voice should be used in reading
+the lesson?
+
+Should the rate of reading be slow or rapid?
+
+Point out two paragraphs requiring a somewhat different rate.
+
+Should the feelings expressed in the lesson be rendered in a quiet or
+loud tone?
+
+Different inflections are sometimes used, simply to give variety to the
+reading and not for emphasis.
+
+In the first paragraph, mark _inflection_ of _night, day, horses,
+cattle, woods, us_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLIII.
+
+
+de voured', _eaten up greedily, as by wild animals_.
+
+por'cu pine, _a kind of animal_.
+
+smold'der ing,  _burning slowly; smoking_.
+
+in suf'fer a ble, _not to be borne_.
+
+shift'ed, _moved about; changed position_.
+
+sti'fling, _stopping the breath_.
+
+dismal, _gloomy; cheerless_.
+
+un grate'ful, _not thankful_.
+
+rem'e died, _relieved; cured_.
+
+
+       *       *       *       *       *
+
+
+
+
+A FOREST ON FIRE.
+
+PART II.
+
+
+Ten miles are soon gone over on swift horses; but yet, when we reached
+the borders of the lake we were quite exhausted, and our hearts failed
+us. The heat of the smoke was insufferable, and sheets of blazing fire
+flew over us in a manner beyond belief.
+
+[Illustration]
+
+We reached the shore, however, coasted the lake for a while, and got
+round to the sheltered side. There we gave up our horses, which we never
+saw again.
+
+We plunged down among the rushes, by the edge of the water, and laid
+ourselves down flat, to await the chance of escaping from being burned
+or devoured. The water greatly refreshed us, and we enjoyed the
+coolness.
+
+On went the fire, rushing and crashing through the woods. Such a morning
+may we never again see! The heavens themselves, I thought, were
+frightened.
+
+All above us was a bright, red glare, mingled with, dark, threatening
+clouds and black smoke, rolling and sweeping away in the distance.
+
+Our bodies were cool enough, but our heads were scorching; and the
+child, who now seemed to understand the matter, cried so as nearly to
+break our hearts.
+
+The day passed on, and we became hungry. Many wild beasts came plunging
+into the water beside us, and others swam across to our side, and stood
+still. Although faint and weary, I managed to shoot a porcupine, and we
+all tasted its flesh.
+
+The night passed, I cannot tell you how. Smoldering fires covered the
+ground, and the trees stood like pillars of fire, or fell across each
+other.
+
+The stifling and sickening smoke still rushed over us, and the burnt
+cinders and ashes fell thick around us.
+
+When morning came, every thing about us was calm; but a dismal smoke
+still filled the air, and the smell seemed worse than ever. What was to
+become of us I did not know.
+
+My wife hugged the child to her breast, and wept bitterly; but God had
+preserved us through the worst of the danger, and the flames had gone
+past, so I thought it would be both ungrateful to Him and unmanly to
+despair now.
+
+Hunger once more pressed upon us, but this was soon remedied. Several
+deer were standing in the water, up to the head, and I shot one of them.
+Some of its flesh was soon roasted, and after eating it we felt
+wonderfully strengthened.
+
+By this time the blaze of the burning forest was beyond our sight,
+although the remains of the fires of the night before were still burning
+in many places, and it was dangerous to go among the burnt trees.
+
+After resting for some time, we prepared to commence our march. Taking
+up the child in my arms, I led the way over the hot ground and rocks;
+and after two weary days and nights of suffering, during which we
+shifted in the best manner we could, we at last succeeded in reaching
+the hard woods, which had been free from the fire.
+
+Soon after we came to a house, where we were kindly treated. Since then
+I have worked hard and constantly as a lumber-man; and, thanks to God,
+we are safe, sound, and happy.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out, breathing-places in the last
+paragraph of page 207.[13]
+
+Name the _emphatic words_ in the last sentence of the lesson.
+
+Mark _inflection_ in the last line of the lesson.
+
+Pronounce carefully the following words: _dark, march, hard, calm,
+hearts_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils define the following words: _complete,
+attract, locate, intent, procrastinate, separate_; then add to each
+word as a stem, the ending _ion_, and define the words so formed.
+
+Point out the omissions of letters necessary in joining the stems and
+endings.
+
+Let pupils make out an _analysis_ in six parts for the last two
+lessons, and use it in writing or telling the story in their own words.
+
+
+[13] See third paragraph from the end of the lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLIV.
+
+
+peas'ants, _those who work on farms_.
+
+hedge'rows, _rows of shrubs or trees used to inclose a space_.
+
+tow'ers, _very high buildings_.
+
+an ces'tral, _belonging to a family for a great many years_.
+
+mon'arch, _king; ruler_.
+
+roy'al ty, _kings and queens_.
+
+gifts, _things given; presents_.
+
+
+       *       *       *       *       *
+
+
+
+
+COMMON GIFTS.
+
+
+  The sunshine is a glorious thing,
+    That comes alike to all,
+  Lighting the peasant's lowly cot,
+    The noble's painted hall.
+
+  The moonlight is a gentle thing,
+    Which through the window gleams
+  Upon the snowy pillow, where
+    The happy infant dreams.
+
+  It shines upon the fisher's boat
+    Out on the lonely sea,
+  As  well as on the flags which float
+    On towers of royalty.
+
+  The dewdrops of the summer morn
+    Display their silver sheen
+  Upon the smoothly shaven lawn,
+    And on the village green.
+
+  There are no gems in monarch's crown
+    More beautiful than they;
+  And yet you scarcely notice them,
+    But tread them off in play.
+
+  The music of the birds is heard,
+    Borne on the passing breeze,
+  As sweetly from the hedgerows as
+    From old ancestral trees.
+
+  There are as many lovely things,
+    As many pleasant tones,
+  For those who dwell by cottage hearths
+    As those who sit on thrones.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--This lesson should be read with a full and
+clear tone of voice. The thoughts expressed are not of a conversational
+nature.
+
+In the first stanza, in the contrast between _peasant's lowly cot_ and
+_noble's painted hall_, the inflections are _rising circumflexes_
+and _falling circumflexes_.
+
+The _rising circumflex_ consists of a downward turn of the voice
+followed by an upward turn; the _falling circumflex_, of an upward
+turn followed by a downward turn.
+
+Let pupils mark the inflections in the last two lines of the poem.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express the meaning of what is given
+below in dark type, using a single word for each example.
+
+    For _those who dwell by cottage hearths_
+
+    As _those who sit on thrones_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLV.
+
+
+re quest', _a wish that is expressed; desire_.
+
+har'bor, _a sheltered place where ships can anchor_.
+
+lo'cate, _place; choose as a place to live_.
+
+both'er, _trouble_.
+
+beach, _the shore of the sea_.
+
+knack, _an easy way of doing any thing_.
+
+in dulged', _gave way to, as to appetite_.
+
+ban'quet, _a very good dinner or other meal_.
+
+rheu'ma tism, _a painful trouble in the muscles or joints_.
+
+
+       *       *       *       *       *
+
+
+
+
+A GHOST STORY.
+
+PART I.
+
+
+"I have not a room in the house; but if you don't mind going down to the
+cottage, and coming up here to your meals, I can take you, and would be
+glad to," said Mrs. Grant, in answer to my request for board.
+
+"Where is the cottage?" and I looked about me, feeling ready to accept
+any thing in the way of shelter, after the long, hot journey from Boston
+to breezy York Harbor.
+
+"Right down there--just a step, you see. It's all in order; and next
+week it will be full, for many folks prefer it because of the quiet."
+
+At the end of a very steep path, which offered every chance for
+accidents of all sorts, from a sprained ankle to a broken neck, stood
+the cottage--a little white building, with a pretty vine over the door,
+gay flowers in the garden, and the blue Atlantic rolling up at the foot
+of the cliff.
+
+"A regular 'Cottage by the Sea.' It will suit me exactly if I can have
+the upper front room. I don't mind being alone; so have my trunk taken
+down, please, and I'll get ready for tea," said I, feeling very happy on
+account of my good luck.
+
+Alas, how little I knew what a night of terror I was to pass in that
+pretty white cottage!
+
+An hour later, refreshed by my tea and the coolness of the place, I
+plunged into the pleasures of the season, and accepted two invitations
+for the evening--one to a, walk on Sunset Hill, the other to a clam-bake
+on the beach.
+
+The stroll came first, and on the hill-top we met an old gentleman with
+a spy-glass, who welcomed me with the remark--
+
+"Pretty likely place for a prospect."
+
+After replying to what he said, I asked the old gentleman if he knew any
+legend or stories about the old houses all around us.
+
+"Yes, many of them," he replied; "and it isn't always the old places
+that have the most stories about 'em.
+
+"Why, that cottage down yonder isn't more'n fifty years old, and they do
+say there's been a lot of ghosts seen there, owin' to a man's killin' of
+himself in the back bed-room."
+
+"What! that house at the end of the lane?" I asked, with sudden
+interest.
+
+"Just so; nice place, but lonesome and dampish. Ghosts and toadstools
+are apt to locate in houses of that sort," was his mild reply.
+
+The dampness scared me more than the ghosts, for I had never seen a
+ghost yet; but I had been haunted by rheumatism, and found it a hard
+thing to get rid of.
+
+"I've taken a room there, so I'm rather interested in knowing what
+company I'm to have."
+
+"Taken a room, have you? Well, I dare say you won't be troubled. Some
+folks have a knack of seeing spirits, and then again some haven't.
+
+"My wife is uncommon powerful that way, but I an't; my sight's dreadful
+poor for that sort."
+
+There was such a sly look in the starboard eye of the old fellow as he
+spoke, that I laughed outright, and asked, sociably--
+
+"Has she ever seen the ghosts of the cottage? I think I have rather a
+knack that way, and I'd like to know what to expect."
+
+"No, her sort is the rapping kind. Down yonder, the only ghost I take
+much stock in is old Bezee Tucker's. Some folks say they've heard him
+groaning there nights, and a dripping sound; he bled to death, you know.
+
+"It was kept quiet at the time, and is forgotten now by all but a few
+old fellows like me. Bezee was always polite to the ladies, so I guess
+he won't bother you, ma'am;" and the old fellow laughed.
+
+"If he does, I'll let you know;" and with that I left him, for I was
+called and told that the beach party was anxious for my company.
+
+In the delights of that happy hour, I forgot the warning of the old
+gentleman on the hill, for I was about to taste a clam for the first
+time in my life, and it was a most absorbing moment.
+
+Perched about on the rocks like hungry birds, we sat and watched the
+happy cooks with breathless interest, as they struggled with
+frying-pans, fish that refused to brown, steaming sea-weed, and hot
+ashes.
+
+Little Margie Grant waited upon me so prettily, that I should have been
+tempted to try a sea porcupine if she had offered it, so charming was
+her way of saying, "O here's a perfectly lovely one! Do take him by his
+little black head and eat him quick!"
+
+I indulged without thought, in clams, served hot between two shells,
+little dreaming what a price I was to pay for that banquet.
+
+
+       *       *       *       *       *
+
+
+Language Lesson--Let pupils use other words to express the meaning of
+the parts given below in dark type.
+
+    "Right down there--_just a step_, you see."
+
+    "_Pretty likely_ place for a prospect."
+
+    "The only one I _take much stock in_."
+
+Write out in full the words for which _'em_ and _an't_ are used.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLVI.
+
+
+quaked, _shook, as with fear_.
+
+cha'os, _a great number of things without order_.
+
+gi gan'tic, _of very great size_.
+
+stealth'y, _very quiet, so as to escape notice_.
+
+fa'tal, _causing great harm_.
+
+mis'sion, _what one is sent to do_.
+
+in'ter vals, _spaces of time_.
+
+thrill, _feeling, as of pain or pleasure_.
+
+af fect'ing, _making a show of_.
+
+a pol'o gize, _express sorrow for an act_.
+
+ret ri bu'tion, _paying back for one's acts; punishment_.
+
+
+       *       *       *       *       *
+
+
+
+
+A GHOST STORY.
+
+PART II.
+
+
+We staid up till late, and then I was left, at my own door by my
+friends, who informed me that York was a very quiet, safe place, where
+people slept with unlocked doors, and nothing ever went amiss o' nights.
+
+I said nothing of ghosts, being ashamed to own that I quaked, a little
+at the idea of the "back bed-room," as I shut out the friendly faces and
+fastened myself in.
+
+A lamp and matches stood in the hall, and lighting the lamp, I whisked
+up stairs with suspicious rapidity, locking my door, and went to bed,
+firmly refusing to own even to myself that I had ever heard the name of
+Bezee Tucker.
+
+Being very tired, I soon fell asleep; but fried potatoes and a dozen or
+two of hot clams are not kinds of food best fitted to bring quiet sleep,
+so a fit of nightmare brought me to a realizing sense of my foolishness.
+
+From a chaos of wild dreams was finally brought forth a gigantic clam,
+whose mission it was to devour me as I had devoured its relatives. The
+sharp shells were open before me, and a solemn voice said, "Take her by
+her little head and eat her quick."
+
+Retribution was at hand, and, with a despairing effort to escape by
+diving, I bumped my head smartly against the wall, and woke up feeling
+as if there was an earthquake under the bed.
+
+Collecting my scattered wits, I tried to go to sleep again; but alas!
+that fatal feast had destroyed sleep, and I vainly tried to quiet my
+wakeful senses with the rustle of leaves about the window and the
+breaking waves upon the beach.
+
+In one of the pauses between the sounds of the waves, I heard a curious
+noise in the house--a sort of moan, coming at regular intervals.
+
+And, as I sat up to make out where it was, another sound caught my
+attentive ear. Drip, drip, drip, went something out in the hall, and in
+an instant the tale told me on Sunset Hill came back with unpleasant
+reality.
+
+"Nonsense! It is raining, and the roof leaks," I said to myself, while
+an unpleasant thrill went through me, and fancy, aided by indigestion,
+began to people the house with ghostly inmates.
+
+No rain had fallen for weeks, and peeping through my curtain, I saw the
+big, bright stars shining in a cloudless sky; so that explanation
+failed, and still the drip, drip, drip went on.
+
+Likewise the moaning--so distinctly now that it was clear that the
+little back bed-room was next the chamber in which I was quaking at that
+very moment.
+
+"Some one is sleeping there," I said, and then remembered that all the
+rooms were locked, and all the keys but mine in Mrs. Grant's pocket, up
+at the house.
+
+"Well, let the ghosts enjoy themselves; I won't disturb them if they let
+me alone. Some of the ladies thought me brave to dare to sleep here,
+and it never will do to own I was scared by a foolish story and an odd
+sound."
+
+So down I lay, and said the multiplication table with great
+determination for several minutes, trying to turn a deaf ear to the
+outside world and check my unruly thoughts.
+
+But it was a failure; and when I found myself saying over and over "Four
+times twelve is twenty-four," I gave up affecting courage, and went in
+for a good, honest scare.
+
+As a cheerful subject for midnight consideration, I kept thinking of B.
+Tucker, in spite of every effort to give it up. In vain I remembered the
+fact that the departed gentleman was "always polite to ladies."
+
+I still was in great fear lest he might think it necessary to come and
+apologize in person for "bothering" me.
+
+Presently a clock struck three, and I gave a moan that beat the ghost's
+all hollow, so full of deep suffering was I at the thought of several
+hours of weary waiting.
+
+I was not sure at what time the daylight would appear, and I was
+bitterly sorry for not gathering useful information about sunrise,
+tides, and such things, instead of listening to the foolish gossip of
+Uncle Peter on the hill-top.
+
+Minute after minute dragged slowly on, and I was just thinking that I
+should be obliged to shout "Fire!" as the only means of relief in my
+power, when, a stealthy step under the window gave me a new feeling.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--To give greater effect to certain parts of
+the lesson, read them very slowly.
+
+The first line of the last paragraph is a good example of adding
+_emphasis_ by reading slowly.
+
+Point oat two other places in the lesson where slow reading would be
+best.
+
+What word in the last paragraph may be made very emphatic, even to the
+extent of using the _calling tone_ of voice?
+
+Let pupils pronounce in concert, and singly, the following words:
+_soon, do, two, foolish, roof, food, room_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write statements, each containing one of
+the following words, used in such a manner as to show its proper
+meaning: _beech, beach; sense, scents; fourth, forth; hear, here_.
+
+Give rules for the capital letters in the first three paragraphs of the
+lesson.
+
+Let pupils place _un_ before each of the following words, and then
+define them.
+
+    safe    lock    heard    pleasant    fit
+
+Define each of the following words formed from _please_, and state in
+each case what change of meaning occurs.
+
+    please    pleasant    pleasantly    unpleasantly
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLVII.
+
+
+dag'ger, _a short sword_.
+
+spell, _a feeling which prevents one from moving_.
+
+bran'dished, _raised, and moved in different directions_.
+
+in spir'ing, _making one feel_.
+
+awe, _deep fear_.
+
+de mand'ed, _asked as a right_.
+
+punct'u al, _always on time_.
+
+ro mance, _a story of surprising adventures_.
+
+bur'glar, _one who breaks into a house at night_.
+
+cus'tom, _a way or a manner of doing things_.
+
+reigned, _ruled; held power_.
+
+
+       *       *       *       *       *
+
+
+
+
+A GHOST STORY.
+
+PART III.
+
+
+This was a start, not a scare--for the new visitor was a human foe, and
+I had little fear of such, being possessed of good lungs, strong arms,
+and a Roman dagger nearly as big as a carving-knife.
+
+The step that I had just heard broke the spell, and creeping noiselessly
+to the window, I peeped out to see a dark figure coming up the stem of
+the tall tree close by, hand-over-hand, like a sailor or a monkey.
+
+"Two can play at that game, my friend; you scare me, and I'll scare
+you." And with an actual sense of relief in breaking the silence, I
+suddenly flung up the curtain, and leaned out.
+
+I brandished my dagger with what I intended to be an awe-inspiring
+screech; but, owing to the flutter of my breath, the effort ended in a
+curious mixture of howl and bray.
+
+A most effective sound, nevertheless; for the burglar dropped to the
+ground as if he had been shot, and, with one upward glance at the white
+figure dimly seen in the starlight, fled as if a thousand ghosts were at
+his heels.
+
+"What next?" thought I, wondering whether this eventful night would ever
+come to a close.
+
+I sat and waited, chilly but brave, while the strange sounds went on
+within the house and silence reigned without, till the cheerful crow of
+the punctual "cockadoo," as Margie called him, told me that it was
+sunrise and laid the ghosts.
+
+A red glow in the east drove away my last fear, and I soon lay down and
+slept quietly, quite worn out.
+
+The sun shining upon my face waked me, and a bell ringing warned me to
+hurry. A childish voice calling out, "Betfast is most weady, Miss Wee,"
+assured me that sweet little spirits haunted the cottage as well as
+ghostly ones.
+
+As I left my room to join Margie, who was waiting for me, I saw two
+things which caused me to feel that the horrors of the night were not
+all unreal.
+
+Just outside the back bed-room door was a damp place, as if that part of
+the floor had been newly washed; and when led by curiosity, I peeped
+through the keyhole of the haunted chamber, my eye distinctly saw an
+open razor lying on a dusty table.
+
+My seeing was limited to that one object, but it was quite enough. I
+went up the hill thinking over the terrible secret hidden in my breast.
+
+I longed to tell some one, but was ashamed; and, when asked why I was so
+pale and absent-minded, I answered with a gloomy smile--
+
+"It is the clams."
+
+All day I hid my sufferings pretty well, but as night approached and I
+thought of sleeping again in that haunted cottage, my heart began to
+fail. As we sat telling stories in the dusk, a bright idea came into my
+head.
+
+I would relate my ghost story, and rouse the curiosity of my hearers, so
+that some of them would offer to stay at the cottage in hopes of seeing
+the spirit of the restless Tucker.
+
+Cheered by this fancy, when my turn came I made a thrilling tale about
+Bezee Tucker and my night's adventure. After my hearers were worked up
+to a proper state of excitement, I paused for applause.
+
+It came in a most unexpected form, however, for Mrs. Grant burst out
+laughing, and the two boys--Johnny and Joe--rolled about in convulsions
+of merriment.
+
+Much displeased, I demanded the cause of their laughter, and then joined
+in the general shout when Mrs. Grant informed me that Bezee Tucker
+lived, died in, and haunted the tumble-down house at the other end of
+the lane, and not the cottage where I was staying.
+
+"Then who or what made those mysterious noises?" I asked, relieved but
+rather displeased at the downfall of my romance.
+
+"My brother Seth," replied Mrs. Grant, still laughing. "I thought you
+might be afraid to be there all alone, so he slipped into the bed-room,
+and I forgot to tell you. He's a powerful snorer, and that's one of the
+awful sounds.
+
+"The other was the dripping of salt water; for you wanted some, and the
+girl got it in a leaky pail. Seth swept out the water when he left the
+cottage early in the morning."
+
+I said nothing about having seen through the keyhole the harmless razor;
+but wishing to get some praise for my heroic encounter with the burglar,
+I mildly asked if it was the custom in York for men as well as turkeys
+to roost in trees.
+
+Another burst of laughter from the boys did away with my last hope of
+glory. As soon as he could speak, Joe answered--
+
+"Johnny planned to be up early to pick the last cherries off that tree.
+I wanted to get ahead of him, and as I was going a-fishing, I went off
+quietly before daylight."
+
+"Did you get the cherries?" I asked, bound to have some laugh on my
+side.
+
+"Guess I didn't," grumbled Joe, rubbing his knees, while Johnny added--
+
+"He got a horrid scare and a right good scraping, for he didn't know
+any one was down there. Couldn't go a-fishing, either--he was so
+lame--and I had the cherries after all. Served him right, didn't it?"
+
+No answer was necessary. Mrs. Grant went off to repeat the tale in the
+kitchen, and the sounds of hearty laughter that I heard, assured me that
+Seth was enjoying the joke as well as the rest of us.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils make out an _analysis_ for so much of the
+last three lessons as may be included under the subject--"A Night at
+the Cottage."
+
+Suggestion.--The _analysis_ of _simple subjects_, and their treatment
+orally or in writing, are valuable exercises, and should be assigned to
+pupils as frequently as possible during the whole of their school life.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLVIII.
+
+
+mel'o dy, _sounds pleasant to the ear_.
+
+chant'ed, _sung in a simple melody_.
+
+witch, _a person supposed to deal with evil spirits_.
+
+trump'et, _a hollow piece of metal used to make music_.
+
+har'mo ny, _the effect produced by uniting two or
+    more different parts in music_.
+
+
+       *       *       *       *       *
+
+
+
+
+WHAT THE CHIMNEY SANG.
+
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  And the Woman stopped, as her babe she tossed,
+  And thought of the one she had long since lost:
+  And said, as her tear-drop back she forced,
+  "I hate the wind in the chimney."
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  And the Children said, as they closer drew,
+  "'Tis some witch that is cleaving the black night through--
+  'Tis a fairy trumpet that just then blew,
+  And we fear the wind in the chimney."
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  And the Man, as he sat on his hearth below,
+  Said to himself, "It will surely snow,
+  And fuel is dear and wages low,
+  And I'll stop the leak in the chimney."
+
+  Over the chimney the night-wind sang
+  And chanted a melody no one knew;
+  But the Poet listened and smiled, for he
+  Was Man, and Woman, and Child--all three,
+  And said, "It is God's own harmony,
+  This wind we hear in the chimney."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--The first two lines of each stanza may be read
+more slowly and with a fuller tone of voice than the rest of the
+stanza.
+
+Notice that the words of special _emphasis_ throughout the poem begin
+with capital letters.
+
+Mark _inflections_ in the last four lines of the first and last
+stanzas.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON XLIX.
+
+
+sel'dom, _not often; rarely_.
+
+jun'gles, _places covered with trees and brushwood_.
+
+tough (tuf), _not easily separated_.
+
+ap par'ent ly, _seemingly; in appearance_.
+
+a cute', _quick in action; sharp_.
+
+charg'es, _rushes forward_.
+
+gram'p us, _a kind of fish_.
+
+re sumed', _started again; took up again_.
+
+hid'e ous, _horrid to look at_.
+
+de struc'tion, _death; entire loss_.
+
+re sist', _stand against_.
+
+des'per ate, _without hope or care_.
+
+ex cur'sions, _journeys; rambles_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE RHINOCEROS.
+
+
+Next to the mighty elephant, the rhinoceros is the largest and strongest
+of animals. There are several species of the rhinoceros, some of which
+are found in Asia, and others in different parts of Africa.
+
+In the latter country there are four varieties--the black rhinoceros,
+having a single horn; the black species having two horns; the
+long-horned white rhinoceros; and the common white species, which has a
+short, stubby horn.
+
+The largest of the African species is the long-horned, white, or
+square-nosed rhinoceros. When full-grown, it sometimes measures eighteen
+feet in length, and about the same around the body. Its horn frequently
+reaches a length of thirty inches.
+
+The black rhinoceros, although much, smaller than the white, and seldom
+having a horn over eighteen inches long, is far more ferocious than the
+white species, and possesses a wonderful degree of strength.
+
+The form of the rhinoceros is clumsy, and its appearance dull and heavy.
+The limbs are thick and powerful, and each, foot has three toes, which
+are covered with broad, hoof-like nails.
+
+The tail is small; the head very long and large. Taken altogether, there
+are few--if any--animals that compare with the rhinoceros in ugliness.
+
+The eyes are set in such a manner that the animal can not see any thing
+exactly in front of it; but the senses of hearing and smelling are so
+keen that sight is not required to detect an enemy, whether it be man or
+beast.
+
+The skin of the African rhinoceros is smooth, and has only a few
+scattering hairs here and there. It is, however, very thick and tough,
+and can resist the force of a rifle-ball unless it is fired from a very
+short distance.
+
+The largest known species of the rhinoceros is found in Asia. It lives
+chiefly in the marshy jungles, and on the banks of lakes and rivers in
+India. Some of this species are over live feet in height, and have horns
+three feet in length and eighteen inches around the base.
+
+Unlike the African rhinoceros, the skin of the Asiatic species is not
+smooth, but lies in thick folds upon the body, forming flaps which can
+be lifted with the hand.
+
+The food of the rhinoceros consists of roots, and the young branches and
+leaves of trees and shrubs.
+
+It plows up the roots with the aid of its horn, and gathers the branches
+and leaves with the upper lip which is long and pointed, and with which
+the food is rolled together before placing it in the mouth.
+
+The flesh of the rhinoceros is good to eat; and its strong, thick skin
+is made by the natives, into shields, whips, and other articles.
+
+Though clumsy and apparently very stupid, the rhinoceros is a very
+active animal when attacked or otherwise alarmed, dashing about with
+wonderful rapidity.
+
+It is very fierce and savage--so much so that the natives dread it more
+than they do the lion. In hunting the animal, it is dangerous for a man
+to fire at one unless he is mounted upon a swift horse, and can easily
+reach some place of safety.
+
+When attacking an enemy, the rhinoceros lowers its head and rushes
+forward like an angry goat. Though it may not see the object of its
+attack, the sense of smell is so acute that it knows about when the
+enemy is reached.
+
+Then begins a furious tossing of the head, and if the powerful horn
+strikes the foe, a terrible wound is the result.
+
+When wounded itself, the rhinoceros loses all sense of fear, and charges
+again and again with such desperate fury that the enemy is almost always
+overcome.
+
+A famous traveler in South Africa relates the following incident that
+happened during one of his hunting excursions:
+
+"Having proceeded about two miles, I came upon a black rhinoceros,
+feeding on some Wait-a-bit thorns within fifty yards of me.
+
+"I fired from the saddle, and sent a bullet in behind his shoulder, when
+he rushed forward, blowing like a grampus, and then stood looking about
+him.
+
+"Presently he started off, and I followed. I expected that he would come
+to bay, but it seems a rhinoceros never does that--a fact I did not
+know at that time.
+
+"Suddenly he fell flat upon the ground; but soon recovering his feet, he
+resumed his course as if nothing had happened.
+
+"I spurred on my horse, dashed ahead, and rode right in his path. Upon
+this, the hideous monster charged me in the most resolute manner,
+blowing loudly through his nostrils.
+
+"Although I quickly turned about, he followed me at such a furious pace
+for several hundred yards, with his horrid horny snout within a few
+yards of my horse's tail, that I thought my destruction was certain.
+
+"The animal, however, suddenly turned and ran in another direction. I
+had now become so excited with the incident, that I determined to give
+him one more shot any way.
+
+"Nerving my horse again, I made another dash, after the rhinoceros, and
+coming up pretty close to him, I again fired, though with little
+effect, the ball striking some thick portion of his skin and doing no
+harm.
+
+"Feeling that I did not care to run the chance of the huge brute again
+charging me, and believing that my rifle-ball was not powerful enough
+to kill him, I determined to give up the pursuit, and accordingly let
+him run off while I returned to the camp."
+
+[Illustration]
+
+
+      *      *      *      *      *
+
+
+Directions for Reading.--Let pupils mark _inflections_ in the first
+sentence of the lesson.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils express in other words the meaning of
+what is given below in dark type.
+
+    "I expected that he would _come to bay_."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON L.
+
+
+per'il, _great danger that is near one_.
+
+pru'dent, _careful in regard to what may happen_.
+
+con'fi dence, _courage; freedom from doubt_.
+
+oc ca'sion, _a chance event; an incident_.
+
+tor'rents, _violent streams, as of water_.
+
+ford, _a place to cross a river_.
+
+per suad'ed, _influenced by advice_.
+
+op'po site, _on the other side; in front of_.
+
+fran'tic, _without power to act properly_.
+
+her'o ism, _great courage, which makes one willing to face
+    danger of any kind_.
+
+res'o lute, _decided; firm_.
+
+af fec'tion ate, _kind and loving_.
+
+
+       *       *       *       *       *
+
+
+
+
+PRESENCE OF MIND.
+
+
+Many years ago, there lived on the banks of the Naugatuck River, in
+Connecticut, a family by the name of Bishop.
+
+The father was not wealthy, but a good man, and respected by all who
+knew him. He had fought in the battles of his country during the
+Revolutionary War, and was familiar with scenes of danger and peril.
+
+He had learned that it is always more prudent to preserve an air of
+confidence in danger, than to show signs of fear, and especially so,
+since his conduct might have a great influence upon the minds of those
+about him.
+
+On one occasion he sent his son James, a boy twelve years old, across
+the river to the house of a relative, on an errand. As there was no
+bridge or ferry, all who crossed the river were obliged to ford it.
+
+James was familiar with every part of the fording-place, and when the
+water was low, which was the case at this time, there was no danger in
+crossing.
+
+Mounted on one of his father's best horses, James set out. He crossed
+the river, and soon reached the house of his relatives.
+
+He was ready to start on his return, when suddenly the heavens became
+black with clouds, the wind blew with great violence, and the rain fell
+in torrents.
+
+It was late in the afternoon, and as his relatives feared to have him
+attempt to reach home in such a storm, they persuaded him to remain over
+night and wait until daylight before starting for home.
+
+His father suspected the cause of James' delay, and was not over anxious
+on his account. He knew that the boy was prudent, and did not fear that
+any accident would happen to him during the night.
+
+But he knew that he had taught James to obey his commands in every
+particular, and as the boy possessed, a daring and fearless spirit, that
+he would attempt to ford the river as soon as it was light enough in the
+morning.
+
+He knew, also, that the immense quantity of water that appeared to be
+falling, would cause the river to rise to a considerable height by
+morning, and make it very dangerous even for a strong man to attempt to
+cross it.
+
+The thought of what might befall his child caused Mr. Bishop to pass a
+sleepless night; for although he was very strict with his children, he
+possessed an affectionate nature and loved them dearly.
+
+The day dawned; the storm had ceased; the wind was still, and nothing
+was to be heard but the roar of the river.
+
+The rise of the river was even greater than Mr. Bishop expected, and as
+soon as it was light enough, for him to see objects across it, he took
+up a position on the bank to watch for the approach of his son.
+
+James arrived on the opposite shore at the same time, and his horse was
+beginning to enter the stream.
+
+All his father's feelings were roused into action, for he knew that his
+son was in fearful danger. James had already proceeded too far to
+return--in fact, to go forward or back was equally dangerous.
+
+His horse had arrived at the deepest part of the river, and was
+struggling against the current. The animal was being hurried down the
+stream, and apparently making but little progress toward the shore.
+
+James became very much alarmed. Raising his eyes toward the
+landing-place, he discovered his father. Almost frantic with fear, he
+exclaimed, "O father, father! I shall drown! I shall drown!"
+
+"No," replied his father, in a stern and resolute tone of voice,
+dismissing for a moment his feelings of tenderness; "if you do, I will
+whip you severely. Cling to your horse! Cling to your horse!"
+
+The son, who feared his father more than he did the raging river, obeyed
+the command; and the noble animal on which he was mounted, struggling
+for some time, carried him safe to shore.
+
+"My son!" exclaimed the glad father, bursting into tears, "remember,
+hereafter, that in danger you must possess courage, and being determined
+to save your life, cling to the last hope!
+
+"If I had replied to you with the tenderness and fear which I felt, you
+might have lost your life; you would have lost your presence of mind,
+been carried away by the current, and I should have seen you no more."
+
+What a noble example is this! The heroism of this father and his
+presence of mind saved the life of his boy.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In _calling tones_, as on pages 237 and 238,
+notice that the falling inflections only can be used.[14]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils make out an _analysis_, and use it in
+telling the story in their own words.
+
+
+[14] See the last six paragraphs.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LI.
+
+
+rug'ged, _full of rough places_.
+
+con cealed', _covered over; hidden_.
+
+ra vines', _deep and narrow hollow places_.
+
+prec'i pice, _a very steep place_.
+
+dis'lo cate ed, _thrown out of joint_.
+
+mis'er y, _great unhappiness_.
+
+ev'i dence, _signs; that which is shown_.
+
+de scent', _going down_.
+
+haz'ards, _dangers; difficulties_.
+
+toil, _hard work_.
+
+pro ject'ing, _hanging over_.
+
+
+       *       *       *       *       *
+
+
+
+
+HALBERT AND HIS DOG.
+
+
+Far up in the Highlands of Scotland lived Malcolm, a shepherd, with his
+wife and his son Halbert.
+
+Their little cottage was far from any village, and could only be reached
+by a rugged path through the mountains.
+
+One evening Halbert's mother was taken very ill, and Malcolm made
+preparations to go to the village to obtain some medicine for her.
+
+"Father," said Halbert, "I know the path through the dark glen better
+than you. Shag will walk before me, and I will be quite safe. Let me go
+for the doctor, and you stay at home and comfort mother."
+
+Old Shag, the dog, stood by, wagging his tail and looking up into
+Malcolm's face as if to say, "Yes, master, I will take good care of
+Halbert. Let him go."
+
+Malcolm did not like to have his boy undertake a journey of so much
+peril, as the snow was falling in heavy flakes, and it was growing very
+dark. But the boy again repeated his request, and Malcolm gave his
+consent.
+
+Halbert had been accustomed to the mountains from his earliest boyhood,
+and Shag set out with his young master, not seeming to care for wind,
+snow, or storm.
+
+They reached the village safely. Halbert saw the doctor, received some
+medicine for his mother, and then started on his return home with a
+cheerful heart.
+
+Shag trotted along before him to see that all was right. Suddenly,
+however, in one of the most dangerous parts of the rocky path, he
+stopped and began snuffing and smelling about.
+
+"Go on, Shag," said Halbert.
+
+Shag would not stir.
+
+"Shag, go on, sir," repeated the boy. "We are nearly at the top of the
+glen. Look through the dark, and you can see the candle shining through
+our window."
+
+Shag disobeyed for the first time in his life, and Halbert advanced
+ahead of him, heedless of the warning growl of his companion.
+
+He had proceeded but a few steps when he fell over a precipice, the
+approach to which had been concealed by the snow.
+
+It was getting late in the night, and Malcolm began to be alarmed at the
+long absence of Halbert. He placed the candle so as to throw the light
+over his boy's path, piled wood on the great hearth fire, and often went
+to the door.
+
+But no footstep sounded on the crackling ice; no figure darkened the
+wide waste of snow.
+
+"Perhaps the doctor is not at home, and he is waiting for him," said
+Halbert's mother. She felt so uneasy at her boy's absence, that she
+almost forgot her own pain.
+
+It was midnight when Malcolm heard the well-known bark of the faithful
+Shag.
+
+"O there is Halbert!" cried both parents at the same moment. Malcolm
+sprang to the door and opened it, expecting to see his son.
+
+But alas! Halbert was not there. Shag was alone. The old dog entered
+the door, and began to whine in a piteous manner.
+
+"O Malcolm, Malcolm, my brave son has perished in the snow!" exclaimed
+the mother.
+
+Malcolm stood wondering. His heart beat rapidly. A fear that the worst
+had happened almost overcame him. At that moment he saw a small package
+around the dog's neck.
+
+Seizing it in his hands, he exclaimed, "No, wife; look! Our boy lives!
+Here is the medicine, tied with his handkerchief; he has fallen into one
+of the deep ravines, but he is safe.
+
+"I will go out, and Shag shall go with me. He will conduct me safely to
+the rescue of my child."
+
+In an instant Shag was again on his feet, and gave evidence of great joy
+as he left the cottage with his old master.
+
+You may imagine the misery and grief the poor mother suffered--alone in
+her mountain dwelling; the certainty of her son's danger, and the fear
+that her husband also might perish.
+
+Shag went on straight and steadily for some distance after he left the
+cottage. Suddenly he turned down a path which led to the foot of the
+precipice over which Halbert had fallen.
+
+The descent was steep and dangerous, and Malcolm was frequently obliged
+to support himself by clinging to the frozen branches of the trees.
+
+At last Malcolm stood on the lower and opposite edge of the pit into
+which his son had fallen. He called to him, "Halbert! Halbert!" He
+looked in every direction, but could not see or hear any thing.
+
+Shag was making his way down a very steep and dangerous ledge of rocks,
+and Malcolm resolved at all hazards to follow him.
+
+After getting to the bottom, Shag scrambled to a projecting rock, which
+was covered with snow, and commenced whining and scratching in a violent
+manner.
+
+Malcolm followed, and after some search found what appeared to be the
+dead body of his son. He hastily tore off the jacket, which was soaked
+with blood and snow, and wrapping Halbert in his great cloak, took him
+upon his shoulders, and with much toil and difficulty reached the path
+again, and soon had his boy at home.
+
+Halbert was placed in his mother's bed, and by using great exertion,
+they aroused him from his dangerous sleep.
+
+He was much bruised and had his ankle dislocated, but was not otherwise
+hurt. When he recovered his senses, he fixed his eyes on his mother, and
+his first words were, "Did you get the medicine, mother?"
+
+When he fell, Shag had descended after him. The affectionate son used
+what little strength he had left to tie the medicine that he had
+received from the doctor around the dog's neck, and then sent him home
+with it.
+
+You may be sure that Shag was well taken care of after this incident.
+Even after Halbert became a man Shag was his constant companion, and he
+lived to a good old age.
+
+
+       *       *       *       *       *
+
+
+Language Lesson--Let pupils add _ship_ to each of the following
+words, and then give their meaning.
+
+    friend    hard    relation    partner    fellow
+
+Make out an _analysis_ of the lesson, and use it in telling the story
+in your own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LII.
+
+
+ebb'ing, _flowing out; falling_.
+
+break'ers, _waves breaking into foam against_
+     the shore_.
+
+main, _the great sea; the ocean_.
+
+reef, _a row or chain of rocks_.
+
+dis mayed', _having lost courage_.
+
+strand, _beach; shore_.
+
+treach'er ous, _likely to do harm_.
+
+vic'tor, _a successful warrior_.
+
+shroud'ing, _covering over_.
+
+murk'y, _gloomy; dark_.
+
+bea'con, _a signal fire or light_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE LIGHT-HOUSE.
+
+
+  The tide comes up, and the tide goes down,
+  Over the rocks, so rugged and brown,
+  And the cruel sea,  with a hungry roar,
+  Dashes its breakers along the shore;
+  But steady and clear, with a constant ray,
+  The star of the light-house shines alway.
+
+  The ships come sailing across the main,
+  But the harbor mouth is hard to gain,
+  For the treacherous reef lies close beside,
+  And the rocks are bare at the ebbing tide,
+  And the blinding fog comes down at night,
+  Shrouding and hiding the harbor light.
+
+  The sailors, sailing their ships along,
+  Will tell you a tale of the light-house strong;
+  How once, when the keeper was far away,
+  A terrible storm swept down the bay,
+  And two little children were left to keep
+  Their awesome watch with the angry deep.
+
+  The fair little sister wept, dismayed,
+  But the brother said, "I am not afraid;
+  There's One who ruleth on sea and land,
+  And holds the sea in His mighty hand;
+  For mercy's sake I will watch to-night,
+  And feed, for the sailors, the beacon light."
+
+  So the sailors heard through the murky shroud
+  The fog-bell sounding its warning loud!
+  While the children, up in the lonely tower,
+  Tended the lamp in the midnight hour,
+  And prayed for any whose souls might be
+  In deadly peril by land or sea.
+
+  Ghostly and dim, when the storm was o'er,
+  The ships rode safely, far off the shore,
+  And a boat shot out from the town that lay
+  Dusk and purple, across the bay,
+  She touched her keel to the light-house strand,
+  And the eager keeper leaped to land.
+
+  And swiftly climbing the light-house stair,
+  He called to his children, young and fair;
+  But, worn with their toilsome watch, they slept,
+  While slowly o'er their foreheads crept,
+  The golden light of the morning sun,
+  Like a victor's crown, when his palm is won.
+
+  "God bless you, children!" the keeper cried;
+  "God bless thee, father!" the boy replied.
+  "I dreamed that there stood beside my bed
+  A beautiful angel, who smiled and said,
+  'Blessed are they whose love can make
+  Joy of labor, for mercy's sake!'"
+
+[Illustration]
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Mark the _inflection_ of the following lines.
+
+    The tide comes up, and the tide goes down.
+
+    The fair little sister wept, dismayed,
+    But the brother said, "I am not afraid."
+
+Name the _emphatic words_ in the lines just quoted. State whether the
+emphasis falls upon words that are inflected.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Why is the sea called _cruel_ and its roar _hungry?_
+Give two examples of a similar use of words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LIII.
+
+
+oc'cu pant, _one who is in possession of a thing_.
+
+ac quired', _gained_.
+
+mi'cro scope, _a glass so formed as to make small_
+    _objects appear large_.
+
+slug'gish, _slow; stupid_.
+
+in spect'ing, _looking at with attention_.
+
+com posed', _made up_.
+
+se'ries, _a number of things in order_.
+
+stub'bed, _short and thick_.
+
+dis turbed', _interfered with_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE CATERPILLAR AND BUTTERFLY.
+
+
+Last summer, when the trees were covered with green leaves, and when the
+little stream was sparkling and dancing in the sun, there appeared in
+the garden, a large caterpillar of many colors, and about as pretty as a
+caterpillar could be.
+
+All day long it was nibbling the green leaves, and leaf after leaf
+disappeared before it with wonderful rapidity. It seemed to live only
+for eating.
+
+As autumn came on, it quite lost its appetite; so much so, that even the
+tenderest and most juicy leaves could not tempt it to eat any more. It
+grew dull and stiff, and lost all interest in life.
+
+Feeling that some change was about to happen, it crawled into a little
+hole in the old garden wall. It wrapped itself up in a cobweb, and fell
+into a long sleep, during which it became changed from a caterpillar
+into a dried-up, dead-looking grub or chrysalis.
+
+It remained in this state through all the long winter, till the snow and
+frost had gone, and the cold March winds were over.
+
+In April the trees burst forth with their bright green leaves, and the
+grass looked fresh under the power of the warm rains.
+
+In May the many-tinted flowers appeared, filling the air with their
+sweetness, and brightening the fields and gardens with their gay colors.
+
+At this time another great change came over the old grub. It showed
+signs of life again; but it was now no longer a caterpillar--it was
+something else.
+
+It wriggled and turned in its narrow little home, and seemed anxious to
+get out and look at the sunshine and flowers. It bumped its head up and
+down until it succeeded in pushing off a little door.
+
+When the door was off, and the bright sunlight shone in, this little
+occupant of the chrysalis took a look at itself.
+
+It saw that during its long winter's nap, it had acquired a pair of
+beautiful wings, and its legs had grown longer and stronger than they
+were before.
+
+Crawling out of the chrysalis, and taking a position on a branch of the
+tree, it discovered that instead of a caterpillar, it was now a
+beautiful butterfly.
+
+It was a kind that is called the swallow-tail butterfly, because each of
+its wings tapered to a point, something like the tail of a swallow. We
+will call the butterfly, Miss Swallow-tail, and now let us see what her
+next move was.
+
+Her wings were damp and heavy, and she stood shivering and trembling;
+for although she had six legs, they were weak, having never before borne
+such a weight.
+
+But fresh air brings strength; so she soon felt like trying to walk. At
+first her movements were sluggish, but she finally reached a sunny spot
+where she dried and warmed herself, giving her wings a little shake now
+and then, until they opened grandly above her back.
+
+And how beautiful they were! Dark brown, bordered with two rows of
+yellow spots; and there were seven blue spots on each of the hind
+wings.
+
+As she stood there in the sun, a little wind came along and raised Miss
+Swallow-tail off her feet. She spread her wings to keep from falling,
+and found herself floating in the air.
+
+This proved to be such a delightful way of traveling, that she lifted
+her wings occasionally, and so kept herself floating; and in a short
+time she learned to turn in any direction she chose.
+
+As she flew along, growing stronger every minute, she was attracted by
+the bright colors of a flower, and stopped to admire it.
+
+The sweet perfume tempted her to taste, and unrolling her long tongue
+from under her chin, where she carried it, she put it down into the
+flower and drew up the honey hidden there.
+
+Miss Swallow-tail had wonderful eyes. All butterflies have wonderful
+eyes. If you will look at them through a microscope you will find that
+each eye is composed of a great many smaller ones, that can see in all
+directions.
+
+They have great need of such eyes, because there are so many birds and
+other hungry creatures, that want to eat them.
+
+One day a whiff of celery coming from a garden near by, reminded Miss
+Swallow-tail of the time when she was a baby and liked to eat celery.
+
+So she flew over into the garden, and fastened her eggs to a celery bush
+with some glue that she carried with her. Then she left them, and never
+thought of them again.
+
+In about ten days the babies that had been growing inside of the eggs,
+broke open the shells and crawled out. And what do you think they were?
+Butterflies? like their mamma, only very much smaller?
+
+No, indeed! for you know butterflies never grow any larger. They were
+the smallest green and black worms you ever saw!
+
+As soon as they were out of the shells, they began eating the celery,
+and grew so fast that in a week they were quite large worms.
+
+They were covered with green rings and black rings dotted with yellow.
+They each had sixteen short legs, and they had a flesh-colored, Y-shaped
+horn hidden away under a ring above the head, that they would show when
+they were disturbed.
+
+One morning the gardener discovered that something was eating his
+celery. Searching among the leaves he found all but one of the little
+worms, and put them where they could do no more mischief.
+
+Soon the little worm that had escaped his notice, had grown so fat that
+he was too stupid to eat any more; so he crawled away to a dark place on
+the fence and fastened himself there.
+
+But first he covered a small spot of the fence with a white, silken
+carpet, that he wove from a web which he drew from his under lip.
+
+He then glued the end of a web to the carpet, carried the rest of it up
+over his breast, and down on the other side and fastened it there.
+
+He then bent his head down under it, letting it pass over his head, and
+by bending forward and backward worked it down near the middle of his
+back. After inspecting his work, he bent his head upon his breast, and
+leaned against the fence.
+
+After resting two days, he began a series of twistings and turnings
+that burst open his skin from the corners of his mouth down a short way,
+and worked it all off himself.
+
+He drew his head in out of sight, and sent out a stubbed horn on each
+side of it, and lo! no worm was to be seen!--but a chrysalis, like the
+one his mother was sleeping in when we first found her.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils read the following lines, and then
+mark the _inflection_.
+
+
+    "And what do you think they were? Butterflies? like their mamma,
+    only very much smaller?"
+
+
+Does the first question expect the answer _yes_ or _no?_
+
+Do the last two questions expect the answer _yes_ or _no?_
+
+What would be the inflections used in the following questions?
+
+What kind of an answer is expected to each question?
+
+    "Where are you going?"
+
+    "Are you coming back again?"
+
+Fill blanks in the following statements.
+
+Questions which may be answered by _yes_ or _no_, regularly require
+the ---- inflection.
+
+Questions which can not be answered by _yes_ or _no_, regularly
+require the ---- inflection.
+
+
+       *       *       *       *       *
+
+
+Language Lesson. Let pupils copy the following words.
+
+    seize    chief    grief    fear    beach    receive
+
+    relief    believe    weary    beacon
+
+Write sentences, each containing one of the preceding words, used in
+such a way as to show its meaning.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LIV.
+
+
+ob'sti nate, _determined to have one's own way_.
+
+vi'cious, _not well tamed; given to bad tricks_.
+
+sub dued', _made gentle; overcome_.
+
+swerve, _turn from a direct line_.
+
+squad'ron, _a number of horses drawn up together_.
+
+pli'able, _capable of being turned or bent_.
+
+strove, _attempted; tried hard_.
+
+ex ceed'ed, _went beyond_.
+
+thong, _a long strip of leather_.
+
+
+       *       *       *       *       *
+
+
+
+
+WILD HORSES OF SOUTH AMERICA.
+
+
+At the time of the discovery of America there were no wild horses in any
+part of the continent.
+
+Soon, however, some of the horses brought over from Europe by the early
+settlers, wandered away, and now wild horses are to be met with in large
+numbers, in some cases as many as a thousand at a time.
+
+They appear to be under the command of a leader, the strongest and
+boldest of the herd, whom they obey.
+
+When threatened with danger, at some signal, understood by them all,
+they either close together and trample their enemy to death, or form
+themselves into a circle and welcome him with their heels.
+
+The leader first faces the danger, and when he finds it prudent to
+retreat, all follow his rapid flight.
+
+Byron thus describes a troop of wild horses:
+
+  "A trampling troop; I see them come!
+  In one vast squadron they advance!
+  I strove to cry--my lips were dumb.
+  The steeds rush on in plunging pride;
+  But where are they the reins to guide?
+  A thousand horse--and none to ride!
+  With flowing tail, and flying mane,
+  Wide nostrils--never stretch'd by pain,
+  Mouths bloodless to the bit or rein
+  And feet that iron never shod,
+  And flanks unscarr'd by spur or rod,
+  A thousand horse, the wild, the free,
+  Like waves that follow o'er the sea.
+  On came the troop....
+  They stop--they start--they snuff the air,
+  Gallop a moment here and there,
+  Approach, retire, wheel round and round,
+  Then plunging back with sudden bound,
+  They snort--they foam--neigh--swerve aside,
+  And backward to the forest fly."
+
+The capture and breaking in of wild horses in America are described by
+Miers as follows--
+
+"The lasso is used by the natives of South America. It is a very strong
+braided thong, half an inch thick, and forty feet long, made of many
+strips of rawhide, braided like a whip-thong, and made soft and pliable
+by rubbing with grease.
+
+"It has at one end an iron ring, about an inch and a half in diameter,
+through which the thong is passed, forming a running noose.
+
+"The herdsmen--gauchos, as they are called--are generally mounted on
+horseback when they use the lasso. One end of the thong is attached to
+the saddle; the remainder is coiled in the left hand, except about
+twelve feet belonging to the noose end, which is held in a coil in the
+right hand.
+
+"This long noose is then swung around the head, the weight of the iron
+ring at the end of the noose assisting in giving to it, by a continued
+circular motion, a sufficient force to project it the whole length of
+the line.
+
+"The gauchos drive the wild horses into a corral, which is a circular
+space surrounded by rough posts firmly driven into the ground. The
+corral," relates Miers, "was quite full of horses, most of which were
+young ones about two or three years old.
+
+"The chief gaucho, mounted on a strong, steady horse, rode into the
+corral, and threw his lasso over the neck of a young horse and dragged
+him to the gate.
+
+"For some time he was very unwilling to lose his companions; but the
+moment he was forced out of the corral his first idea was to gallop
+away; however, a timely jerk of the lasso checked him.
+
+"Some of the gauchos now ran after him on foot, and threw a lasso over
+his fore legs, and jerking it, they pulled his legs from under him so
+suddenly that I really thought the fall had killed him.
+
+"In an instant a gaucho was seated on his head. They then put a piece of
+hide in his mouth to serve for a bit, and a strong hide halter on his
+head, and allowed him to get on his feet.
+
+"While two men held the horse by his ears, the gaucho who was to mount
+him fastened on the saddle, and then quickly sprung into it.
+
+"The horse instantly began to jump in a manner which made it very
+difficult for the rider to keep his seat; however, the gaucho's spurs
+soon set him going, and off he galloped, doing every thing in his power
+to throw his rider.
+
+"Then another horse was brought from the corral; and so quickly was
+every thing done that twelve gauchos were mounted in less than an hour.
+
+"It was wonderful to see the different manner in which different horses
+behaved. Some would actually scream while the gauchos were fastening
+the saddle upon their backs, and some would instantly lie down and roll
+upon it.
+
+"Others would stand without being held, their legs stiff and in
+unnatural positions, their necks half bent towards their tails, and
+looking vicious and obstinate.
+
+"It was now curious to look around and see the gauchos trying to bring
+their horses back to the corral, which is the most difficult part of
+their work, for the poor creatures had been so scared there that they
+were unwilling to return to the place.
+
+"At last they brought the horses back, apparently subdued and broken in.
+The saddles and bridles were taken off, and the young horses trotted
+off towards the corral, neighing to one another.
+
+"When a gaucho wishes to take a wild horse, he mounts a horse that has
+been used to the sport, and gallops over the plain.
+
+"As soon as he comes near his victim, the lasso is thrown round the two
+hind-legs, and as the gaucho rides a little on one side, the jerk
+throws the wild horse without doing injury to his knees or his face.
+
+[Illustration]
+
+"Before the horse can recover from the shock, the rider dismounts, and
+snatching his cloak from his shoulders, wraps it round the fallen
+animal's head.
+
+"He then forces into his mouth one of the powerful bridles of the
+country, fastens a saddle on his back, and, mounting him, removes the
+cloak.
+
+"Upon this the astonished horse springs to his feet, and attempts to
+throw off his new master, who sits calmly on his back.
+
+"By a treatment which never fails, the gaucho brings the horse to such
+complete obedience that he is soon trained to give his whole speed and
+strength to the capture of his companions."
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils pronounce in concert, and singly,
+the following words: _I, hide, side, rides, flight, wild, finds,
+retire, describe_.
+
+Mark the inflection of the last six lines of poetry on page 256.[15]
+
+What _inflection_ is used (1) to keep up the interest?--(2) to show
+hesitation?--(3) to express a decided opinion?--(4) to give the
+conclusion of a story?--(5) to ask a question that may be answered by
+_yes_ or _no_?--(6) to ask a question that can not be answered by
+_yes_ or _no_?
+
+Let pupils state the special uses of _inflection_ shown in the
+following examples.
+
+    I, I think perhaps you may go.
+
+    I know that you may go.
+
+    They silently went away.
+
+Yesterday, about three o'clock, just as we were preparing to go home,
+suddenly we heard a band of music.
+
+
+[15] This lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LV.
+
+
+career', _course of life_.
+
+gen'erous, _free in giving aid to others_.
+
+char'ity, _goodwill; desire to aid others_.
+
+in her'ited, _came into possession of_.
+
+in jus'tice, _wrong-doing_.
+
+ac cused', _charged with a fault_.
+
+hes i ta'tion, _delay_.
+
+pre scrip'tion, _an order for medicine_.
+
+flor'ins, _pieces of money, each valued at about fifty cents_.
+
+pen'sion, _money paid for service in war_.
+
+re stor'ing, _giving back_.
+
+phy si'cian, _doctor of medicine_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN EMPEROR'S KINDNESS.
+
+
+Joseph II., Emperor of Austria, was a generous, warm-hearted man, who
+took great delight in doing acts of kindness and charity.
+
+One time, as he was passing through the streets of Vienna, dressed as a
+private gentleman, his attention was attracted to a boy about twelve
+years old, who timidly approached, and seemed, anxious to speak to him.
+
+"What do you wish, my little friend?" said the gentleman. His voice was
+so tender, and he had such a kindly look in his eyes, that the boy had
+courage to say:
+
+"O sir, you are very good to speak to me so kindly. I believe you will
+not refuse to do something for me."
+
+"I should be sorry to refuse you," replied the gentleman; "but why are
+you begging? You appear to be something better than a beggar; your voice
+and your manner show it."
+
+"I am not a beggar, sir," replied the boy, as a tear trickled down his
+cheek. "My father was a brave officer in the army. Owing to illness, he
+was obliged to leave the service, and was granted a pension by the
+emperor.
+
+"With this pension he supported our family; but a few months ago he
+died, and we are left very poor indeed."
+
+"Poor child!" said the gentleman. "Is your mother living?"
+
+"Yes, sir, she is; and I have two brothers who are at home with her now.
+She has been unable to leave her bed for weeks, and one of us must watch
+beside her, while the others go out to beg."
+
+Saying this, the poor boy tried very hard to keep back the great tears,
+but they would come in spite of all he could do to stop them.
+
+"Well, well, my boy," said the gentleman, "do not feel so unhappy; I
+will see what can be done to help you. Is there a physician to be found
+near you?"
+
+"There are two, sir, only a little way from where we live."
+
+"That is well. Now you go at once and have one of them visit your
+mother. Here is money, not only for the physician, but for other things
+to feed you and make you comfortable."
+
+"O sir," said the boy, as he looked upon the gentleman in amazement,
+"how can I thank you enough? This money will save my mother's life, and
+keep my brothers from want."
+
+"Never mind, my child; go and get the physician."
+
+The boy obeyed, and the good emperor having learned the situation of the
+house where the boy's mother lived, bent his steps in that direction,
+and soon arrived there.
+
+The room in which he found the poor woman gave evidence of great misery.
+
+She was lying on a low bedstead, and though still young, her face was
+pale and thin from sickness and want. Very little furniture of any kind
+was to be seen, for the mother had disposed of nearly all she possessed
+to obtain bread for her children.
+
+When the emperor entered the room, the widow and her children looked at
+him in astonishment. They did not know he was their emperor.
+
+"I am a physician, madam," said he, bowing respectfully; "your neighbors
+have informed me of your illness, and I am come to offer what service
+may be in my power."
+
+"Alas! sir," she answered with some hesitation, "I have no means of
+paying you for your attention."
+
+"Do not distress yourself on that account; I shall be fully repaid if I
+have the happiness of restoring you to health."
+
+With these words, the emperor approached the bed and inquired all about
+her illness, after which he wrote a few lines and placed them on the
+chimney-piece.
+
+"I will leave you this prescription, madam; and on my next visit, I hope
+to find you much better." He then withdrew. Almost immediately after
+this, the eldest son of the widow came in with a medical man.
+
+"O mother!" cried the boy, "a kind, good gentleman has given me all
+this!" and he placed in his mother's hand, the money which the emperor
+had given him. "There now, don't cry, mother; this money will pay the
+doctor and buy every thing till you are well and strong again."
+
+"A physician has already been here, my child, and has left his
+prescription. See, there it is." and she pointed to the paper on the
+chimney-piece. The boy took the paper, and no sooner had he glanced at
+its contents, than he uttered an exclamation of joyful surprise.
+
+"O mother! It's the best prescription a physician ever wrote; it's an
+order for a pension, mother--a pension for you--signed by the emperor
+himself; listen, mother; hear what he says:--
+
+
+    "'_Madam:_--Your son was fortunate enough to meet me in the city,
+    and informed me of the fact that the widow of one of my bravest
+    officers was suffering from poverty and sickness, without any means
+    of assistance. I had no knowledge of this, therefore I can not be
+    accused of injustice.
+
+    "'It is difficult for me to know every thing that takes place in my
+    empire. Now that I do know of your distress, I should indeed be
+    ungrateful, did I not render you all the help in my power. I shall
+    immediately place your name on the pension list for the yearly sum
+    of two thousand florins, and trust that you may live many years to
+    enjoy it.
+
+                                                   "'_Joseph II_.'"
+
+
+The widow and her children were taken under the especial care of the
+emperor, and a brilliant career was opened up for the boys, who had
+inherited all their father's bravery as well as their mother's gentle
+nature.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Mark the _inflection_ of the following
+questions.
+
+    Where do you live?
+
+    Is your name Harry or John?
+
+    Why are you begging?
+
+    Do you wish to walk?
+
+In such a question as the last one, if _emphasis_ be given in turn to
+the words _you, wish, walk_, the answer might still be _yes_ or
+_no_; and yet the meaning of the answer would be different in each
+case.
+
+Do _you_ wish to walk? Yes, I do.
+
+Do you _wish_ to walk? No, I do not _wish_ to walk; but suppose I
+must.
+
+Do you wish to _walk?_ No, I would rather _ride_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write a letter to some friend, using the
+last paragraph of the lesson as a subject.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LVI.
+
+
+persist'ed, _continued_.
+
+crip'ples, _those who have lost the use of a limb_.
+
+merged, _united; joined_.
+
+stal'wart, _strong; powerful_.
+
+in'nocent, _harmless_.
+
+pass'port, _what enables one to go in safety_.
+
+gal'lant, _brave; noble_.
+
+riv'en, _taken away; deprived_.
+
+
+       *       *       *       *       *
+
+
+
+
+UNITED AT LAST.
+
+
+  "O mother! What do they mean by blue?
+    And what do they mean by gray?"
+  Was heard from the lips of a little child
+    As she bounded in from play.
+  The mother's eyes filled up with tears;
+    She turned to her darling fair,
+  And smoothed away from the sunny brow
+    Its treasure of golden hair.
+
+  "Why, mother's eyes are blue, my sweet,
+    And grandpa's hair is gray,
+  And the love we bear our darling child
+    Grows stronger every day."
+  "But what did they mean?" persisted the child;
+    "For I saw two cripples to-day,
+  And one of them said he fought for the blue,
+    The other, he fought for the gray.
+
+  "Now he of the blue had lost a leg,
+    And the other had  but one arm,
+  And both seemed worn and weary and sad,
+    Yet their greeting was kind and warm.
+  They told of the battles in days gone by,
+    Till it made my young blood thrill;
+  The leg was lost in the Wilderness fight,
+    And the arm on Malvern Hill.
+
+  "They sat on the stone by the farm-yard gate,
+    And talked for an hour or more,
+  Till their eyes grew bright and their hearts seemed warm
+    With fighting their battles o'er;
+  And they parted at last with a friendly grasp,
+    In a kindly, brotherly way,
+  Each calling on God to speed the time
+    Uniting the blue and the gray."
+
+  Then the mother thought of other days--
+    Two stalwart boys from her riven;
+  How they knelt at her side and lispingly prayed,
+    "Our Father which art in heaven;"
+  How one wore the gray and the other the blue;
+    How they passed away from sight,
+  And had gone to the land where gray and blue
+    Are merged in colors of light.
+
+  And she answered her darling with golden hair,
+    While her heart was sadly wrung
+  With the thoughts awakened in that sad hour
+    By her innocent, prattling tongue:
+  "The blue and the gray are the colors of God,
+    They are seen in the sky at even,
+  And many a noble, gallant soul
+    Has found them a passport to heaven."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LVII.
+
+
+declin'ing, _failing_.
+
+expe'rience, _that which happens to any one_.
+
+regard', _look at; consider_.
+
+robust', _sound in health_.
+
+ben'efit ed, _made better; helped_.
+
+intense', _extreme_.
+
+moc'ca sin, _a kind of shoe made of deer-skin_.
+
+tem'po ra ry, _for a time_.
+
+pe cul'iar, _strange; unusual_.
+
+in tel'li gent, _showing good sense_.
+
+
+       *       *       *       *       *
+
+
+
+
+A STORY OF THE SIOUX WAR.
+
+PART I.
+
+
+In the summer of 1862, while we were living in the State of Minnesota, I
+had an experience which I regard as one of the most remarkable that I
+ever met with.
+
+We lived at Lac Qui Parle, or rather quite close to it, for we were
+about a mile from the place.
+
+There were only three of us--father, mother, and myself. We had moved to
+Minnesota three years before, the main object of my parents being to
+restore their health; for they were feeble and needed a change of
+climate.
+
+The first year, both father and mother were much benefited; but not long
+after, father began to fail.
+
+I remember that he used to take his chair out in front of the house in
+pleasant weather and sit there, with his eyes turned toward the blue
+horizon, or into the depths of the vast wilderness which was not more
+than a stone's throw from our door.
+
+Mother would sometimes go out and sit beside father, and they would talk
+long and earnestly in low tones. I was too young to understand all this
+at the time, but it was not long afterward that I learned the truth.
+
+Father was steadily and surely declining in health; but mother had
+become strong and robust, and her disease seemed to have left her
+altogether. She tried to encourage father, and really believed his
+weakness was only temporary.
+
+Scarcely a day passed that I did not see some of the Sioux Indians who
+were scattered through that portion of the State. In going to, and
+coming from the agency, they would sometimes stop at our house.
+
+Father was very quick in picking up languages, and he was able to
+converse quite easily with the red men.
+
+How I used to laugh to hear them talk in their odd language, which
+sounded to me just as if they were grunting at each other.
+
+But the visits used to please father and mother, and I was always glad
+to see some of the rather ragged and not over-clean warriors stop at the
+house.
+
+I remember one hot day in June, when father was sitting under a tree in
+front of the house, and I was inside helping mother, we heard the
+peculiar noises which told us that father had an Indian visitor. We both
+went to the door, and I passed outside to laugh at their queer talk.
+
+Sure enough, an Indian was seated in the other chair, and he and father
+were talking with great animation.
+
+The Indian was of a stout build, and wore a straw hat with a broad, red
+band around it; he had on a fine, black broad-cloth coat, but his
+trousers were shabby and his shoes were pretty well worn.
+
+His face was bright and intelligent, and I watched it very closely as he
+talked in his earnest way with father, who was equally animated in
+answering him.
+
+The Indian carried a rifle and a revolver--the latter being in plain
+sight at his waist--but I never connected the thought of danger with
+him as he sat there talking with father.
+
+I describe this Indian rather closely, as he was no other than the
+well-known chief, Little Crow, who was at the head of the frightful
+Sioux war, which broke out within sixty days from that time.
+
+The famous chieftain staid until the sun went down. Then he started up
+and walked away rapidly in the direction of Lac Qui Parle. Father called
+good-by to him, but he did not reply and soon disappeared in the woods.
+
+The sky was cloudy, and it looked as if a storm was coming; so, as it
+was dark and blustering, we remained within doors the rest of the
+evening. A fine drizzling rain began to fall, and the darkness was
+intense.
+
+The evening was well advanced, and father was reading to us, when there
+came a rap upon the door.
+
+It was so gentle and timid that it sounded like the pecking of a bird,
+and we all looked in the direction of the door, uncertain what it
+meant.
+
+"It is a bird, scared by the storm," said father, "and we may as well
+admit it."
+
+I sat much nearer the door than either of my parents, and instantly
+started up and opened it. As I did so, I looked out into the gloom, but
+sprung back the next moment with a low cry of alarm.
+
+"What's the matter?" asked father, hastily laying down his book and
+walking rapidly toward me.
+
+"It isn't a bird; it's a person." As I spoke, a little Indian girl,
+about my own age, walked into the room, and looking in each of our
+faces, asked in the Sioux language whether she could stay all night.
+
+I closed the door and we gathered around her. She had the prettiest,
+daintiest moccasins, but her limbs were bare from the knee downward. She
+wore a large shawl about her shoulders, while her coarse, black hair
+hung loosely below her waist.
+
+Her face was very pretty, and her eyes were as black as coal and seemed
+to flash fire whenever she looked upon any one.
+
+Of course, her clothing was dripping with moisture, and her call filled
+us all with wonder. She could speak only a few words of English, so her
+face lighted up with pleasure when father addressed her in the Sioux
+language.
+
+As near as we could find out, her name was Chitto, and she lived with
+her parents at Lac Qui Parle. She told us that there were several
+families in a spot by themselves, and that day they had secured a
+quantity of strong drink, of which they were partaking very freely.
+
+At such times Indians are dangerous, and Little Chitto was terrified
+almost out of her senses. She fled through the storm and the darkness,
+not caring where she went, but only anxious to get away from the
+dreadful scene.
+
+Entering, without any intention on her part, the path in the woods, she
+followed it until she saw in the distance the glimmer of the light in
+our window, when she hastened to the house and asked for admission.
+
+I need scarcely say it was gladly granted. My mother removed the damp
+clothes from the little Sioux girl, and replaced them with some warm,
+dry ones belonging to me. At the same time she gave her hot, refreshing
+tea, and did every thing to make her comfortable.
+
+I removed the little moccasins from the wondering Chitto's feet, kissed
+her dark cheeks, and, as I uttered expressions of pity, though in an
+unknown tongue, I am quite sure that they were understood by Chitto, who
+looked the gratitude she could not express.
+
+She soon began to show signs of drowsiness and was put to bed with me,
+falling asleep as soon as her head touched the pillow.
+
+I lay awake a little longer and noticed that the storm had ceased. The
+patter of the rain was heard no more upon the roof, and the wind blew
+just as it sometimes does late in the fall. At last I sunk into a sound
+sleep.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write a short letter to some friend,
+taking as a subject, "A Visit from Little Crow," as given on pages 272
+and 273.[16]
+
+Let pupils add _y_ to each of the following words, make such other
+changes as may be necessary, and then define them.
+
+    earth    air    fire    water    sleep
+
+    rain    rust    fun    fur    stick
+
+What two words double their final letter before adding _y_? _Fiery_,
+from _fire_, is irregular in spelling.
+
+
+[16] This lesson.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LVIII.
+
+
+de'mons, _spirits; evil spirits_.
+
+groped, _found one's way by feeling with the hands_.
+
+pre'vi ous, _going before in time; preceding_.
+
+in clined', _leaning towards; disposed_.
+
+dis tract'ed, _confused by grief_.
+
+ex pired', _died_.
+
+stat'ue, _a figure carved to represent a living being_.
+
+stag'gered, _walked with trembling steps_.
+
+as cer tained', _found out by inquiring_.
+
+re tain', _keep possession of_.
+
+
+       *       *       *       *       *
+
+
+
+
+A STORY OF THE SIOUX WAR.
+
+PART II.
+
+
+I awoke in the morning and saw the rays of the sun entering the window.
+Recalling the incidents of the previous evening, I turned to speak to my
+young friend.
+
+To my surprise she was gone, and supposing she had risen a short time
+before, I hurriedly dressed myself and went down stairs to help keep her
+company.
+
+But she was not there, and father and mother had seen nothing of her.
+She had no doubt risen in the night and gone quietly away.
+
+There was something curious and touching in the fact that she had groped
+about in the darkness, until she found her own clothing, which she put
+on and departed without taking so much as a pin that belonged to us.
+
+We all felt a strong interest in Chitto, and father took me with him a
+few days later when he visited Lac Qui Parle. He made many inquiries for
+the little girl, but could learn nothing about her.
+
+I felt very much disappointed, for I had built up strong hopes of taking
+her out home with me to spend several days.
+
+Father and I went a number of times afterward, and always made an effort
+to discover Chitto; but we did not gain any knowledge of her.
+
+On the afternoon of August 19, father was sitting in his accustomed seat
+in front of the house, and mother was engaged, as usual about her
+household duties. I was playing and amusing myself as a girl of my age
+is inclined to do at all times.
+
+The day was sultry and close, and I remember that father was unusually
+pale and weak. He coughed a great deal, and sat for a long time so still
+that I thought he must be asleep.
+
+"Mother," said I, "what is that smoke yonder?"
+
+I pointed in the direction of Lac Qui Parle. She saw a dark column of
+smoke floating off in the horizon, its location being such, that there
+could be no doubt that it was at the Agency.
+
+"There is a fire of some kind there," she said, while she shaded her
+eyes with her hand and gazed long and earnestly in that direction.
+
+"The Indians are coming, Edward," she called to father; "they will be
+here in a few minutes!"
+
+Suddenly, a splendid black horse came galloping from the woods, and with
+two or three powerful bounds, halted directly in front of me. As it did
+so, I saw that the bareback rider was a small girl, and she was our
+little Sioux friend, Chitto.
+
+She made a striking picture, with her long, black hair streaming over
+her shoulders, and her dress fluttering in the wind.
+
+"Why, Chitto," said I, in amazement, "where did you come from?"
+
+"Must go--must go--must go!" she exclaimed, in great excitement. "Indian
+soon be here!"
+
+So it seemed that, in the few weeks since she had been at our house,
+she had picked up enough of the English language to make herself
+understood.
+
+"What do you mean?" asked mother, as she and I advanced to the side of
+the black steed upon which the little Sioux sat; "what are the Indians
+doing?"
+
+"They burn buildings--have killed people--coming this way!"
+
+Chitto spoke the truth, for the Sioux were raging like demons at that
+very hour at Lac Qui Parle.
+
+"What shall we do, Chitto?" asked my mother.
+
+"Get on horse--he carry you."
+
+"But my husband; the horse can not carry all three of us."
+
+My poor distracted mother scarcely knew what to do. All this time father
+sat like a statue in his chair. A terrible suspicion suddenly entered
+her mind, and she ran to him.
+
+Placing her hand upon his shoulder, she addressed him in a low tone, and
+then uttered a fearful shriek, as she staggered backward, saying: "He is
+dead! he is dead!"
+
+Such was the fact. The shock of the news brought by the little Indian
+girl was too much, and he had expired in his chair without a struggle.
+The wild cry which escaped my mother was answered by several whoops from
+the woods, and Chitto became frantic with terror.
+
+"Indian be here in minute!" said she.
+
+Mother instantly helped me upon the back of the horse and then followed
+herself. She was a skillful rider, but she allowed Chitto to retain the
+bridle, and we started off.
+
+Looking back I saw a half-dozen Sioux horsemen come out of the woods and
+start on a trot toward us.
+
+Just then Chitto spoke to the horse, and he bounded off at a terrible
+rate, never halting until he had gone two or three miles.
+
+Then, when we looked back, we saw nothing of the Indians, and the horse
+was brought down to a walk; and finally, when the sun went down, we
+entered a dense wood, where we staid all night.
+
+I shall not attempt to describe those fearful hours. Not one of us slept
+a wink. Mother sat weeping over the loss of father, while I was
+heart-broken, too.
+
+Chitto, like the Indian she was, kept on the move continually. Here and
+there she stole as noiselessly through the wood as a shadow, while
+playing the part of sentinel.
+
+At daylight we all fell into a feverish slumber, which lasted several
+hours. When we awoke, we were hungry and miserable.
+
+Seeing a settler's house in the distance, Chitto offered to go to it for
+food. We were afraid she would get into trouble, but she was sure there
+was no danger and went.
+
+In less than an hour she was back again with an abundance of bread. She
+said there was no one in the house, and we supposed the people had
+become alarmed and escaped.
+
+We staid where we were for three days, during which time we saw a party
+of Sioux warriors burn the house where Chitto had obtained the food for
+us.
+
+It seemed to mother that the Indians would not remain at Lac Qui Parle
+long, and that we would be likely to find safety there. Accordingly, she
+induced Chitto to start on the return.
+
+When we reached our house nothing was to be seen of father's body; but
+we soon, discovered a newly-made grave, where we had reason to believe
+he was buried.
+
+As was afterward ascertained, he had been given a decent burial by
+orders of Little Crow himself, who, doubtless, would have protected us,
+had we awaited his coming.
+
+We rode carefully through the woods, and when we came out on the other
+side, our hearts were made glad by the sight of the white tents of
+United States soldiers. Colonel Sibley was encamped at Lac Qui Parle,
+and we were safe at last.
+
+Chitto disappeared from this post in the same sudden manner as before;
+but I am happy to say that I have seen her several times since. Mother
+and I were afraid her people would punish her for the part she took in
+helping us, but they did not.
+
+Probably the friendship which Little Crow showed toward our family, may
+have had something to do with the gentle treatment which the Indians
+showed her.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Supply the words omitted from the following
+sentences.
+
+    "Must go! Indian soon be here!"
+
+    "Indian be here in minute!"
+
+Let pupils make out an _analysis_ for the subject--
+
+    "Our Second Visit from Chitto,"
+
+and use it in giving that part of the story in their own words.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LIX.
+
+
+e mit', _send forth_.
+
+con'trast, _difference in form or appearance_.
+
+molt'en, _melted_.
+
+con'ic al, _having the shape of a cone_.
+
+vol'umes, _quantities; masses_.
+
+char'ac ter, _kind; formation_.
+
+del'uge, _flood; drown_.
+
+com pre hen'sion, _the power of the mind to understand_.
+
+ap pall'ing, _terrifying_.
+
+grand'eur, _majesty; vastness of size_.
+
+lu'rid, _gloomy; dismal_.
+
+tre men'dous, _terrific; awful_.
+
+
+       *       *       *       *       *
+
+
+
+
+VOLCANOES.
+
+
+In various parts of the earth, there are mountains that send out from
+their highest peaks, smoke, ashes, and fire.
+
+Mountains of this class are called volcanoes, and they present a
+striking contrast to other mountains, on account of their conical form
+and the character of the rocks of which they are composed.
+
+All volcanoes have at their summits what are called craters. These are
+large, hollow, circular openings, from which the smoke and fire escape.
+
+Nearly all volcanoes emit smoke constantly. This smoke proceeds from
+fires that are burning far down in the depths of the earth.
+
+Sometimes these fires burst forth from the crater of the volcano with
+tremendous force. The smoke becomes thick and black, and lurid flames
+shoot up to a height of hundreds of feet, making a scene of amazing
+grandeur.
+
+[Illustration]
+
+With the flames there are thrown out stones, ashes, and streams of
+melted rock, called lava. This lava flows down the sides of the
+mountain, and, being red-hot, destroys every thing with which it comes
+in contact. At such times, a volcano is said to be in eruption.
+
+A volcanic eruption is generally preceded by low, rumbling sounds, and
+trembling of the earth's surface. Then follows greater activity of the
+volcano, from which dense volumes of smoke and steam issue, and fire and
+molten lava make their appearance.
+
+Such is the force of some of these eruptions, that large rocks have been
+hurled to great distances from the crater, and towns and cities have
+been buried under a vast covering of ashes and lava.
+
+The quantity of lava and ashes which sometimes escapes from volcanoes
+during an eruption, is almost beyond comprehension.
+
+In 1772, a volcano in the island of Java, threw out ashes and cinders
+that covered the ground fifty feet deep, for a distance of seven miles
+all around the mountain. This eruption destroyed nearly forty towns and
+villages.
+
+In 1783, a volcano in Iceland sent out two streams of lava; one forty
+miles long and seven miles wide, and the other fifty miles long and
+fifteen miles wide. These streams were from one hundred to six hundred
+feet deep.
+
+Near the city of Naples, Italy, is situated the volcano Mt. Vesuvius.
+This fiery monster has probably caused more destruction than any other
+volcano known.
+
+In the year 79 A.D., it suddenly burst forth in a violent eruption, that
+resulted in one of the most appalling disasters that ever happened.
+
+Such immense quantities of ashes, stones, and lava were poured forth
+from its crater, that within the short space of twenty hours, two large
+cities were completely destroyed. These cities were Herculaneum and
+Pompeii.
+
+At this eruption of Vesuvius, the stream of lava flowed directly through
+and over the city of Herculaneum into the sea. The quantity was so great
+that, as it cooled and became hardened, it gradually filled up all the
+streets and ran over the tops of the houses.
+
+While the lava was thus turning the city into a mass of solid stone,
+the inhabitants were fleeing from it along the shore toward Naples, and
+in boats on the sea.
+
+At the same time, too, the wind carried the ashes and cinders in such a
+direction as to deluge the city of Pompeii.
+
+Slowly and steadily the immense volume of ashes and small stones,
+blocked up the streets and settled on the roofs of houses.
+
+The light of the flames that burst out from the awful crater, aided the
+people in their escape; but many who for some reason could not get away,
+perished.
+
+Pompeii was so completely covered that, nothing could be seen of it.
+Thus it remained buried under the ground until the year 1748, when it
+was discovered by accident.
+
+Since that time much of the city has been uncovered, and now one can
+walk along the streets, look into the houses, and form some idea how the
+people lived there eighteen hundred years ago.
+
+
+       *       *       *       *       *
+
+
+_Language Lesson_.--Let pupils write an account of a supposed journey
+from their homes to Naples, telling about the route they would take, and
+the particulars as to time and distance. Be very particular about
+handwriting, spelling, punctuation, and capital letters.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LX.
+
+
+coot, _a water-bird_.
+
+hern (her'on), _a wading bird_.
+
+ed'dying, _moving in small circles_.
+
+mal'low, _a kind of plant_.
+
+bick'er, _move quickly; quarrel_.
+
+fal'low, _plowed land_.
+
+gray'ling, _a kind of fish_.
+
+cress'es, _a kind of water-plant_.
+
+sal'ly, _a rushing or bursting forth_.
+
+thorps, _villages_.
+
+bram'bly, _full of rough shrubs_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE BROOK.
+
+
+  I come from haunts of coot and hern,
+    I make a sudden sally,
+  And sparkle out among the fern,
+    To bicker down a valley.
+
+  By thirty hills I hurry down,
+    Or slip between the ridges,
+  By twenty thorps, a little town,
+    And half a hundred  bridges.
+
+  Till last by Philip's farm I flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+  I chatter over stony ways,
+    In little sharps and trebles,
+  I bubble into eddying bays,
+    I babble on the pebbles.
+
+  With many a curve my bank I fret
+    By many a field and fallow,
+  And many a fairy foreland set
+    With willow-wood and mallow.
+
+  I chatter, chatter, as I flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+  I wind about, and in and out,
+    With here a blossom sailing,
+  And here and there a lusty trout,
+    And here and there a grayling.
+
+  And here and there a foamy flake
+    Upon me, as I travel
+  With many a silvery waterbreak
+    Above the golden gravel.
+
+  And draw them all along, and flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+  I steal by lawns and grassy plots,
+    I slide by hazel covers;
+  I move the sweet forget-me-nots
+    That grow for happy lovers.
+
+  I slip, I slide, I gloom, I glance,
+    Among my skimming swallows;
+  I make the netted sunbeam dance
+    Against my sandy shallows.
+
+  I murmur under moon and stars
+    In brambly wildernesses;
+  I linger by my shingly bars;
+    I loiter round my cresses.
+
+  And out again I curve and flow
+    To join the brimming river,
+  For men may come, and men may go,
+    But I go on forever.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out the places in the poem where two
+lines should be joined in reading.
+
+Mark the _inflection_ of the following lines.
+
+  "I slip, I slide, I gloom, I glance,
+    Among my skimming swallows."
+
+  "For men may come, and men may go,
+    But I go on forever."
+
+Read the last two lines, and state whether the _inflected words_ are
+also _emphatic words_.
+
+Find a similar example of _inflection_ and _emphasis_ upon the same
+words in the last stanza of Lesson XXXVI.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils explain the meaning of the following
+expressions.
+
+    _Join the brimming river_.
+
+    _Netted sunbeam_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXI.
+
+
+de terred', _kept from_.
+
+en'ter prise, _an undertaking_.
+
+im'ple ments, _articles used in a trade_.
+
+sur vey'ing, _measuring land_.
+
+in'di cated, _showed; pointed out_.
+
+re clin'ing, _partly lying down_.
+
+re lease', _let go_.
+
+con clu'sion, _final decision_.
+
+suc ces'sion, _following one after another_.
+
+hur'ri cane, _a high wind_.
+
+an'ec dote, _incident; story_.
+
+com pact', _closely put together_.
+
+
+       *       *       *       *       *
+
+
+
+
+ANECDOTE OF WASHINGTON.
+
+PART I
+
+
+It was a calm, sunny day in the year 1750; the scene, a piece of forest
+land in the north of Virginia, near a noble stream of water.
+
+Implements of surveying were lying about, and several men reclining
+under the trees, indicated by their dress and appearance, that they were
+engaged in laying out the wild lands of the country.
+
+These persons had just finished their dinner. Apart from the group
+walked a young man of a tall and compact frame, who moved with the firm
+and steady tread of one accustomed to constant exercise in the open air.
+
+His face wore a look of decision and manliness not usually found in one
+so young, for he was but little over eighteen years of age.
+
+Suddenly there was a shriek, then another, and then several more in
+rapid succession. The voice was that of a woman, and seemed to proceed
+from the other side of a small piece of wooded land.
+
+At the first scream, the youth turned his head in the direction of the
+sound; but when it was repeated, he pushed aside the undergrowth and
+soon dashed into an open space on the banks of the stream, where stood a
+small log-cabin.
+
+As the young man broke from the undergrowth, he saw his companions
+crowded together on the banks of the river, while in their midst stood a
+woman, from whom proceeded the shrieks he had heard. She was held by two
+of the men, but was struggling to free herself.
+
+The instant the woman saw the young man, she exclaimed, "O sir, you will
+do something for me! Make them release me. My boy--my poor boy is
+drowning, and they will not let me go!"
+
+"It would be madness; she will jump into the river," said one of the
+men, "and the rapids would dash her to pieces in a moment!"
+
+The youth had scarcely waited for these words; for he remembered the
+child, a bold little boy four years of age, whose beautiful blue eyes
+and flaxen ringlets made him a favorite with every one.
+
+He had been accustomed to play in the little inclosure before the cabin;
+but the gate having been left open, he had stolen out, reached the edge
+of the bank, and was in the act of looking over, when his mother saw
+him.
+
+The shriek she uttered only hastened the accident she feared; for the
+child, frightened at the cry of his mother, lost his balance and fell
+into the stream, which here went foaming and roaring along among rocks
+and dangerous rapids.
+
+Several of the men approached the edge of the river, and were on the
+point of springing in after the boy. But the sight of the sharp rocks
+crowding the channel, the rush and whirl of the waters, and the want of
+any knowledge where to look for the child, deterred them, and they gave
+up the enterprise.
+
+Not so with the noble youth. His first act was to throw off his coat;
+next to spring to the edge of the bank. Here he stood for a moment,
+running his eyes rapidly over the scene below, taking in with a glance
+the different currents and the most dangerous of the rocks, in order to
+shape his course when in the stream.
+
+He had scarcely formed his conclusion, when he saw in the water a white
+object, which he knew was the boy's dress; and then he plunged into the
+wild and roaring rapids.
+
+"Thank God, he will save my child!" cried the mother; "there he is!--O
+my boy, my darling boy! How could I leave you!"
+
+Every one had rushed to the brink of the precipice and were now
+following with eager eyes the progress of the youth, as the current bore
+him onward, like a feather in the power of a hurricane.
+
+Now it seemed as if he would be dashed against a projecting rock, over
+which the water flew in foam, and a whirlpool would drag him in, from
+whose grasp escape would appear impossible.
+
+At times, the current bore him under, and he would be lost to sight;
+then in a few seconds he would come to the surface again, though his
+position would be far from where he had disappeared.
+
+Thus struggling amid the rocks and angry waters, was the noble youth
+borne onward, eager to succeed in his perilous undertaking. Those on
+shore looked on with breathless interest.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out the _emphatic words_ and mark
+_inflection_ in the third paragraph on page 295.[17]
+
+What effect has very strong _emphasis_ upon _inflection_? (See
+_Directions for Reading_, page 238.)[18]
+
+Should this lesson be read more slowly, or somewhat faster than
+conversation?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils fill blanks in the sentences given below,
+using in turn, each of the following sets of words:
+
+    (1) _saw, knew, was, plunged;_
+
+    (2) _sees, knows, is, plunges;_
+
+    (3) _perceived, thought, was, jumped;_
+
+    (4) _perceives, thinks, is, jumps;_
+
+    (5) _noticed, concluded, was, dived;_
+
+    (6) _notices, concludes, is, dives_.
+
+He ---- in the water a white object, which he ---- -- the boy's dress.
+Then he ---- into the roaring rapids.
+
+When the first, third, and fifth sets of words are used, the action is
+represented as something that is past; but when the second, fourth, and
+sixth sets are used, the action is represented as going on at the
+present time.
+
+The forms of _verbs_ (_action-words_) which are given in the first,
+third, and fifth sets are used to indicate past time, and are called
+_past tenses_; and the forms given in the second, fourth, and sixth
+sets are used to indicate present time, and are called _present
+tenses_.
+
+
+[17] See fifth paragraph from the end of the passage.
+
+[18] See Lesson L.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXII.
+
+
+e merge', _come out_.
+
+vor'tex, _water in whirling motion; a whirlpool_.
+
+con fid'ed, _given into the care of_.
+
+vis'i ble, _in sight_.
+
+spec ta'tors, _those who look on_.
+
+vent'ured, _dared_.
+
+re ward', _that which is received in return for one's acts_.
+
+des'ti nies, _lives and fortunes_.
+
+sup pressed', _kept back_.
+
+re doub'led, _made twice as great_.
+
+
+       *       *       *       *       *
+
+
+
+
+ANECDOTE OF WASHINGTON.
+
+PART II.
+
+
+O, how that mother's straining eyes followed the struggling youth! How
+her heart sunk when he went under, and with what joy she saw him emerge
+again from the waters, and, flinging the waves aside with his strong
+arms, struggle on in pursuit of her boy!
+
+But it seemed as if his generous efforts were not to succeed; for,
+though the current was bearing off the boy before his eyes, scarcely ten
+feet distant, he could not overtake the drowning child.
+
+Twice the boy went out of sight; and a suppressed shriek escaped the
+mother's lips; but twice he reappeared, and then, with hands wrung
+wildly together, and breathless anxiety, she followed his progress, as
+his form was hurried onward.
+
+The youth now appeared to redouble his exertions, for they were
+approaching the most dangerous part of the river.
+
+The rush of waters at this spot was tremendous, and no one ventured to
+approach it, even in a canoe, lest he should be dashed to pieces.
+
+What, then, would be the youth's fate, unless he soon overtook the
+child? He seemed fully sensible of the increasing peril, and now urged
+his way through the foaming current with a desperate strength. Three
+times he was on the point of grasping the child, when the water's
+whirled the prize from him.
+
+The third effort was made just as they were entering within the
+influence of the current above the falls; and when it failed, the
+mother's heart sunk within her, and she groaned, fully expecting the
+youth to give up his task.
+
+But no; he only pressed forward the more eagerly; and, as they
+breathlessly watched, amid the boiling waters, they saw the form of the
+youth following close after that of the boy.
+
+And now both pursuer and pursued shot to the brink of the falls. An
+instant they hung there, distinctly visible amid the foaming waters.
+Every brain grew dizzy at the sight.
+
+But a shout burst from the spectators, when they saw the child held
+aloft by the right arm of the youth--a shout that was suddenly changed
+to a cry of horror, when they both vanished into the raging waters
+below!
+
+The mother ran forward, and then stood gazing with fixed eyes at the
+foot of the falls. Suddenly she gave the glad cry, "There they are! See!
+they are safe! Great God, I thank Thee!"
+
+And, sure enough, there was the youth still unharmed. He had just
+emerged from the boiling vortex below the falls. With, one hand he held
+aloft the child, and with the other he was making for the shore.
+
+They ran, they shouted, they scarcely knew what they did, until they
+reached his side, just as he was struggling to the bank. They drew him
+out almost exhausted.
+
+The boy was senseless; but his mother declared that he still lived, as
+she pressed him to her bosom. The youth could scarcely stand, so faint
+was he from his exertions.
+
+Who can describe the scene that followed--the mother's calmness while
+striving to bring her boy to life, and her wild gratitude to his
+preserver, when the child was out of danger, and sweetly sleeping in her
+arms?
+
+"God will give you a reward," said she. "He will do great things for you
+in return for this day's work, and the blessings of thousands besides
+mine will attend you."
+
+And so it was: for, to the hero of that hour were afterward confided the
+destinies of a mighty nation. Throughout his long career, what tended to
+make him honored and respected beyond all men, was the spirit of
+self-sacrifice which, in the rescue of that mother's child, as in the
+more important events of his life, characterized George Washington.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Read the first two pages of the lesson
+quietly, but not slowly. About the middle of page 299, the manner of
+reading should be changed, when the feeling of anxiety is turned to
+that of joy.[19]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils rewrite the first paragraph of the lesson,
+changing _past tenses_ to _present tenses_ throughout.
+
+What effect will this change have upon the meaning?
+
+
+[19] This lesson, seventh paragraph from the end.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXIII
+
+
+ex ist'ing, _living_.
+
+mas'sive _large and solid_.
+
+hy e'na, _a beast of prey_.
+
+cau'tion, _great care_.
+
+strat'a gem, _a secret way; trick_.
+
+de pends', _trusts to_.
+
+mar'vel ous, _wonderful_.
+
+jack'al, _a beast of prey_.
+
+pro cure', _obtain_.
+
+a dorn', _make beautiful_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE OSTRICH.
+
+
+The ostrich is the largest of all birds now existing, and is found
+chiefly in the sandy deserts of Africa and Arabia.
+
+A full-grown African ostrich stands from seven to nine feet in height,
+to the top of its head, and will weigh from two to three hundred pounds.
+
+The body of the ostrich is large and massive; the legs are long,
+measuring four feet or more, and the neck is of about the same length as
+the legs.
+
+The head is small for so large a bird; but its feet with their two great
+toes are of good size, and possess astonishing strength.
+
+An ostrich's beak is short and blunt; its neck slender and covered with
+gray down. Its eyes are large and bright, and the sense of sight so keen
+that it can readily see a distance of from four to six miles. It hears
+and sees equally well, and can only be approached by stratagem.
+
+The feathers of the male ostrich are of a glossy black, with the
+exception of the large plumes of the wing-feathers, which in both the
+male and female are snowy white.
+
+To procure these beautiful white plumes is the chief object in hunting
+the ostrich. Those plumes when plucked are sent to foreign countries,
+and used to adorn ladies' hats, and for various other purposes.
+
+The ostrich feeds on vegetable substances; but as an aid to digestion,
+it sometimes swallows stones, glass, paper, nails, and pieces of wood.
+
+An incident is related of an ostrich on exhibition in Paris, swallowing
+a gold watch and chain. A gentleman approached within reach of the beak
+of the bird, and, in the twinkling of an eye, the watch and chain were
+snatched from his pocket and swallowed.
+
+Although the ostrich has wings, it can not fly--it depends upon its
+strong legs and feet for speed, and can run much faster than a horse.
+
+The strength of the ostrich is marvelous. Its only weapon of defence is
+its long and muscular leg.
+
+[Illustration.]
+
+It is accustomed to kick directly forward, and it is said by those who
+have observed this habit, that a single blow from its gigantic two-toed
+foot is sufficient to kill a panther, a jackal, or a hyena.
+
+No better idea of its strength can be given than the fact of its being
+employed for riding. A traveler, writing about two ostriches he saw in a
+village in Africa, says:
+
+"These gigantic birds were so tame that two boys mounted together the
+larger one. The ostrich no sooner felt their weight, than it started
+off at full speed and carried them several times around the village.
+
+"This trial pleased me so much that I wished to have it repeated; and in
+order to test their strength, I had a full-grown man mount the smaller
+bird, and two men the larger bird.
+
+"At first, they started with caution; but presently they spread their
+wings and went off at such a speed that they seemed scarcely to touch
+the ground."
+
+The voice of the ostrich is deep and hollow, and is said to resemble at
+times the roar of the lion. The bird frequently makes a kind of cackling
+noise, and when enraged at an enemy, it hisses very loudly.
+
+Ostriches make their nests in the sand. One female will, in a single
+season, lay from twenty to thirty eggs, weighing about three pounds
+each.
+
+Most of these she places in the nest, standing them on one end; but some
+of them are left outside of the nest as food for her young when they are
+hatched.
+
+The natives of Africa are very fond of ostrich eggs, using them for
+food. In taking the eggs, they exercise great caution; for should the
+birds discover them, they would break all the eggs and leave the nest.
+
+Young ostriches are readily tamed. Some families in Africa keep them as
+we do chickens. They play with children, sleep in the houses, and when a
+family moves, the ostriches follow the camels, frequently carrying the
+children on their backs.
+
+Within the past few years, ostriches have been brought to this country;
+and places called ostrich farms have been established in California and
+other States, for the purpose of raising them for their feathers.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils point out any points that are omitted from
+the following
+
+Analysis.--1. Where the ostrich lives. 2. Its size and appearance--body,
+head, neck, eyes, feathers, and plumes. 3. Its food. 4. An incident. 5.
+Its speed. 6. Its strength,--leg and foot. 7. Riding ostriches. 8.
+Voice of ostrich. 9. Nests and habits of the birds. 10. Ostriches in
+this country.
+
+Change such points as may be found necessary, and use the _analysis_ in
+describing some well-known bird.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXIV.
+
+
+plead, _urge as a reason_.
+
+breach, _a breaking, as of a promise_.
+
+re buke', _call attention to wrong-doing_.
+
+strew, _spread; scatter_.
+
+chide, _find fault with_.
+
+re sent'nent, _anger on account of an injury_.
+
+un a vail'ing, _useless; not helping in any way_.
+
+jus'tice, _honesty; what is right_.
+
+
+       *       *       *       *       *
+
+
+
+
+TO-DAY AND TO-MORROW.
+
+
+  If Fortune, with a smiling face,
+    Strew roses on our way,
+  When shall we stoop to pick them up?--
+    To-day, my friend, to-day.
+  But should she frown with face of care,
+    And talk of coming sorrow,
+  When shall we grieve, if grieve we must?--
+    To-morrow, friend, to-morrow.
+
+  If those who have wronged us own their fault,
+    And kindly pity pray,
+  When shall we listen and forgive?--
+    To-day, my friend, to-day.
+  But if stern justice urge rebuke,
+   And warmth from memory borrow,
+  When shall we chide, if chide we dare?--
+    To-morrow, friend, to-morrow.
+
+  If those to whom we owe a debt
+    Are harmed unless we pay,
+  When shall we struggle to be just?--
+    To-day, my friend, to-day.
+  But if our debtor fail our hope,
+    And plead his ruin thorough,
+  When shall we weigh his breach of faith?--
+    To-morrow, friend, to-morrow.
+
+  For virtuous acts and harmless joys
+    The minutes will not stay;--
+  We have always time to welcome them
+    To-day, my friend, to-day.
+  But care, resentment, angry words,
+    And unavailing sorrow,
+  Come far too soon, if they appear
+    To-morrow, friend, to-morrow.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let some pupil in the class state the manner
+in which the lesson should be read.
+
+What is the effect of repeating the words _to-day_ and _to-morrow_, in
+the fourth and eighth lines of each stanza?
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils give the meaning of each stanza in their
+own words.
+
+_Warmth from memory borrow_ means become more angry when we remember
+our own acts of kindness toward the person now doing us injury.
+
+Explain the meaning of the following expressions.
+
+    _Strew roses on our way._
+
+    _Breach of faith._
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXV.
+
+
+ref'uge, _a place of safety_.
+
+fo'li age, _leaves and branches of trees or shrubs_.
+
+op pressed', _heavily burdened_.
+
+be tray', _give information to an enemy_.
+
+con trived', _managed; arranged_.
+
+rec'og nized, _knew by seeing_.
+
+ren'der, _give; make_.
+
+im'mi nent, _close by; threatening_.
+
+com pel', _make one do any thing_.
+
+cav'al ry, _soldiers mounted on horses_.
+
+false, _not true; unreal_.
+
+re spond'ed, _answered; replied_.
+
+
+       *       *       *       *       *
+
+
+
+
+AN INCIDENT OF THE REVOLUTION.
+
+
+During the Revolutionary War, when the American people were fighting
+for independence, a governor of one of the colonies found himself in
+great danger of being captured by British soldiers.
+
+The governor, whose name was Griswold, contrived to reach the house of
+a relative, and while there, was informed that the soldiers had
+discovered his place of refuge and were then on their way to seize him.
+
+Griswold at once realizing that his peril was imminent, determined, if
+possible, to reach a small stream, where he had left a boat so hidden,
+by the foliage that it could not be seen from the road.
+
+In great haste and excitement, he left the house and proceeded in the
+direction of the river. Passing through an orchard, he encountered a
+young girl about twelve years old. She was watching some pieces of
+linen cloth which were stretched out on the grass for the purpose of
+bleaching.
+
+Hetty--that was the girl's name--was seated under a tree with her
+knitting, and had near her a pail of water, from which she occasionally
+sprinkled the cloths to keep them damp.
+
+She started up and was somewhat frightened when she saw a man leaping
+over the fence; but soon recognized him to be her cousin.
+
+"O, is it you, cousin!" exclaimed Hetty; "you frightened me--where are
+you going?"
+
+"Hetty," he replied, "the soldiers are seeking for me, and I shall lose
+my life, unless I can reach the boat before they come. I want you to
+run down toward the shore and meet them."
+
+"They will surely ask for me; and then you must tell them that I have
+gone up the road to catch the mail-cart, and they will turn off the
+other way."
+
+"But, cousin, how can I say so?--it would not be true. O, why did you
+tell me which way you were going?"
+
+"Would you betray me, Hetty, and see me put to death? Hark! they are
+coming. I hear the clink of their horses' feet. Tell them I have gone
+up the road and Heaven will bless you."
+
+"Those who speak false words will never be happy," said Hetty. "But
+they shall not compel me to tell which way you go, even if they kill
+me--so run as fast as you can."
+
+"I am afraid it is too late to run, Hetty; where can I hide myself?"
+
+"Be quick, cousin. Get down and lie under this cloth; I will throw it
+over you and go on sprinkling the linen."
+
+"I will do it, for it is my last chance."
+
+He was soon concealed under the heavy folds of the long cloth. A few
+minutes afterward, a party of cavalry dashed along the road. An officer
+saw the girl and called out to her in a loud voice--
+
+"Have you seen a man run this way?"
+
+"Yes, sir," replied Hetty.
+
+"Which way did he go?"
+
+"I promised not to tell, sir."
+
+"But you must tell me this instant; or it will be worse for you."
+
+"I will not tell, for I must keep my word."
+
+"Let me question her, for I think I know the child," said a man who was
+guide to the party. "Is your name Hetty Marvin?"
+
+"Yes, sir."
+
+"Perhaps the man who ran past you was your cousin?"
+
+"Yes, sir, he was."
+
+"Well, we wish to speak with him. What did he say to you when, he came
+by?"
+
+"He told me that he had to run to save his life."
+
+"Just so--that was quite true. I hope he will not have far to run. Where
+was he going to hide himself?"
+
+"My cousin said that he would go to the river to find a boat, and he
+wanted me to tell the men in search of him that he had gone the other
+way to meet the mail-cart."
+
+"You are a good girl, Hetty, and we know you speak the truth. What did
+your cousin say when he heard that you could not tell a lie to save his
+life?"
+
+"He asked, would I betray him and see him put to death?"
+
+"And you said you would not tell, if you were killed for it."
+
+Poor Hetty's tears fell fast as she responded, "Yes, sir."
+
+"Those were brave words, and I suppose he thanked you and ran down the
+road as fast as he could?"
+
+"I promised not to tell which way he went, sir."
+
+"O yes, I forgot; but tell me his last words, and I will not trouble you
+any more."
+
+"He said, 'I will do it, for it is my last chance.'"
+
+Hetty was now oppressed with great fear; she sobbed aloud, and hid her
+face in her apron. The soldiers thought they had obtained all the
+information they could, and rode off toward the river-side.
+
+While Griswold lay hidden at the farm, he had agreed upon a signal with
+his boatmen, that if in trouble he would put a white cloth by day, or a
+light at night, in the attic window of his place of concealment. When
+either signal was seen, the men were to be on the watch, ready to render
+him assistance in case of need.
+
+No sooner had the soldiers ridden away, than Griswold's friends in the
+house hung out a white cloth from the window, to warn the boatmen, who
+then pulled out to sea.
+
+The boat, with two men in it, was nearly out of sight by the time the
+soldiers reached the shore, and this caused them to conclude that
+Griswold had effected his escape.
+
+Meantime he lay safe and quiet until the time came for Hetty to go home
+to supper. Then he requested her to go and ask her mother to put the
+signal-lamp in the window as it grew dark, and send him clothes and
+food. The signal was seen, the boat returned, and Griswold made his way
+to it in safety.
+
+In better days, when the war was over, and peace declared, he named one
+of his daughters Hetty Marvin, that he might daily think of the brave
+young cousin whose sense and truth-speaking had saved his life.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXVI.
+
+
+con sume', _use entirely; exhaust_.
+
+cul ti va'tion, _attending to the growth of plants_.
+
+ex'ports, _the products of a country which are sold to other countries_
+
+trans por ta'tion, _carrying_.
+
+o'val, _shaped like an egg_.
+
+prin'ci pal, _chief; that which is most important_.
+
+es'ti mat ed, _stated in regard to quantity_.
+
+se lect'ed, _chosen; picked out_.
+
+ter'mi nates, _comes to an end_.
+
+
+       *       *       *       *       *
+
+
+
+
+TROPICAL FRUITS.
+
+
+Those who have not visited tropical countries, can scarcely imagine the
+wonders of their vegetation. There is nothing in the northern half of
+the United States, with which to compare the richness of the vegetable
+growth of the tropics.
+
+In the Southern States of our Union, as well as in Mexico and Central
+America, there are found many of the same plants and trees that grow in
+countries lying still nearer the equator.
+
+The various kinds of fruits which grow in these countries, form a very
+large portion of the exports. Among those that are most commonly sent to
+us, are bananas, oranges, lemons, dates, cocoa-nuts, and figs.
+
+In countries where the banana grows most abundantly, no article of food
+which the natives can obtain, requires so little trouble in its
+cultivation.
+
+One has only to set out a few banana sprouts, and await the result. In a
+short time, a juicy stem shoots up to the height of fifteen or twenty
+feet.
+
+It is formed of nothing more than a number of leaf stalks rolled one
+over the other, and grows sometimes to a thickness of two feet.
+
+Two gigantic leaves grow out from the top, ten feet long and two feet
+broad. They are so very thin and tender that a light wind splits them
+into ribbons.
+
+From the center of the leaves a very strong stalk rises up, which
+supports the cluster of bananas. There are sometimes over one hundred
+bananas to a single stalk.
+
+A cluster of ripe bananas will weigh from sixty to seventy pounds, and
+represents a large amount of food. When a stalk has produced and ripened
+its fruit, it begins to wither and soon dies.
+
+In a very short time, however, new sprouts spring up from the old root,
+and ere long the native has another cluster. So rapidly do they follow
+each other, that one cluster is scarcely consumed before another one is
+ready to ripen.
+
+Bananas ripened on the stalk will not bear transportation to any great
+distance; therefore, when selected for export, the clusters are cut off
+while the bananas are very green.
+
+Another valuable fruit of the tropics is the date. This fruit grows on a
+tree called the date-palm, that is found in both Asia and Africa.
+
+The date-palm is a majestic tree, rising to the height of sixty feet or
+more, without branches, and with a trunk of uniform thickness throughout
+its entire length.
+
+It begins to bear fruit about eight years after it has been planted, and
+continues to be productive from seventy to one hundred years.
+
+Dates are oval in shape, and have a long solid stone. They form the
+principal food of the inhabitants of some of the eastern countries, and
+are an important article of commerce.
+
+When they are perfectly ripe, they possess a delightful perfume, and are
+very agreeable to the taste.
+
+In preparing dates to be sent to distant countries, they are gathered a
+short time before they are quite ripe, dried in the sun on mats, and
+finally packed in boxes or straw sacks.
+
+Travelers in the deserts of Africa, often carry dried dates with them
+for their chief food, during a journey of hundreds of miles.
+
+The Arabs grind dried dates into a powder which they call date flour. If
+this is packed away in a dry place, it will keep for years, and only has
+to be moistened with a little water to prepare it for eating.
+
+One of the most valuable and productive of tropical trees is the
+cocoa-nut palm. It grows largely in both the East and West Indies, and
+elsewhere throughout the torrid zone.
+
+It rises to a height of from sixty to one hundred feet, and terminates
+in a crown, of graceful, waving leaves. Some of these leaves reach a
+length of twenty feet, and have the appearance of gigantic feathers.
+
+The fruit consists of a thick outward husk of a fibrous structure, and
+within this, is the ordinary cocoa-nut of commerce.
+
+The shell of the nut is hard and woody, and a little over a quarter of
+an inch in thickness. Next to this shell is the kernel, which is also a
+shell about half an inch thick, and composed of a white substance very
+pleasant to the taste. Within this white eatable shell, is a milky
+liquid, called cocoa-nut milk.
+
+[Illustration]
+
+The cocoa-nut is very useful to the natives of the regions in which it
+grows. The nuts supply a large portion of their food, and the milky
+fluid inclosed within, forms a pleasant and refreshing drink.
+
+The shell of the nut is made into cups, and from the kernel, cocoa-nut
+oil is pressed out and largely used in making soap and for other
+purposes.
+
+In Ceylon, the tree is cultivated extensively. It is estimated that
+there are twenty million trees in that island, and that each tree
+produces about sixty nuts yearly. The wealth of a native is based upon
+the number of cocoa-nut palms he owns.
+
+Another well-known tropical fruit is the fig, which grows on a bush or
+small tree about eighteen or twenty feet high.
+
+The fig-tree is now cultivated in all the Mediterranean countries, but
+the larger portion of the American supply comes from western Asia and
+the south of France.
+
+The varieties are extremely numerous, and the fruit is of various
+colors, from deep purple to yellow, or nearly white.
+
+The trees usually bear two crops--one in the early summer, the other in
+the autumn.
+
+When ripe, the figs are picked and spread out to dry in the sun. Thus
+prepared, the fruit is packed closely in barrels, baskets, or wooden
+boxes, for commerce.
+
+Oranges and lemons are cultivated in nearly all warm countries. They
+grow on trees somewhat smaller than apple trees, and must be picked for
+export while they are hard and green.
+
+They ripen during transportation, so that green oranges put up and sent
+to us from Sicily or other distant points, change to a golden yellow
+color by the time they reach us.
+
+Oranges are grown largely in Florida and Louisiana, extensive orange
+orchards being frequently met with in traveling through those States.
+The oranges grown there are considered very choice, and are generally
+sweeter than those brought from Italy.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Define the following words, giving the meaning of
+each part as indicated by hyphens: _ex-port-ing, un-common-ly,
+dis-trust-ful, pro-vid-ing, un-bear-able, un-hope-ful_.
+
+The syllables _placed before_ a stem are called _prefixes_; those
+_placed after_ a stem, _suffixes_.
+
+The words _shall_ and _will_ are used to indicate _future time_; as, I
+shall go; you will go; he will go.
+
+The three tenses of an action may in a general way be represented by the
+words _yesterday, to-day_, and _to-morrow_.
+
+Let pupils fill blanks in the following statements, and state the tense
+of each action.
+
+    We ---- go to see them next week.
+
+    John ---- last night.
+
+    You and I ---- in school at the present time.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXVII.
+
+
+found'ed, _established; placed_.
+
+gar'ri son, _soldiers stationed in a fort or town_.
+
+strode, _walked with long steps_.
+
+coun'cil, _a number of men called together for advice_.
+
+in cit'ing, _moving to action_.
+
+de vot'ed, _very much attached_.
+
+de feat'ed, _overcome_.
+
+cul'ture, _a high state of knowledge_.
+
+or'na ment ed, _adorned_.
+
+wam'pum, _shells used by the Indians as money or for ornament_.
+
+fan tas'tic, _wild; irregular_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE STORY OF DETROIT.
+
+
+The early history of Detroit is highly romantic. It was founded in 1701
+as a military colony.
+
+It soon became one of the most important of the western outposts of
+Canada, and as the French and Indians were usually on the most friendly
+terms, the colony for a long time existed in a state of happiness and
+contentment.
+
+At the close of the French War, Detroit contained over two thousand
+inhabitants. Canadian dwellings with their lovely gardens lined the
+banks of the river for miles.
+
+Within the limits of the settlement were several Indian villages. Here
+the light-hearted French-Canadian smoked his pipe and told his story,
+and the friendly Indian supplied him with game and joined in his
+merry-making.
+
+In the year 1760, Detroit was taken possession of by the English. The
+Indians hated the English, as much as they had loved the French.
+
+Pontiac, the ruling spirit of the forests at this time, was a most
+powerful and statesmanlike chief. When he found that his friends, the
+French, had lost their power, he sought to unite the Indian tribes
+against the English colonies, and to destroy the English garrison at
+Detroit by strategy.
+
+He was chief of the Ottawas, but possessed great influence over several
+other tribes. Pontiac believed, and that truly, that the establishment
+of English colonies would be fatal to the interests of the Indian race.
+
+He strode through the forests like a giant, inciting the tribes to war.
+He urged a union of all the Indian nations from the lakes to the
+Mississippi for the common defense of the race.
+
+There lived near Detroit a beautiful Indian girl, called Catharine. The
+English commander, Gladwyn, was pleased with her, and showed her many
+favors, and she formed a warm friendship for him.
+
+One lovely day in May, this girl came to the fort and brought Gladwyn a
+pair of elk-skin moccasins. She appeared very sad.
+
+"Catharine," said Gladwyn, "what troubles you to-day?"
+
+She did not answer at once. There was a silent struggle going on in her
+heart. She had formed a strong attachment for the white people, and she
+was also devoted to her own race.
+
+"To-morrow," she said at length, "Pontiac will come to the fort with
+sixty of his chiefs. Each will be armed with a gun, which will be cut
+short and hidden under his blanket. The chief will ask to hold a
+council. He will then make a speech, and offer a belt of wampum as a
+peace-offering.
+
+"As soon as he holds up the belt, the chiefs will spring up and shoot
+the officers, and the Indians outside will attack the English. Every
+Englishman will be killed. The French inhabitants will be spared."
+
+Gladwyn made immediate preparations to avoid the danger which threatened
+them. The soldiers were put under arms. Orders were given to have them
+drawn up in line on the arrival of the Indians the following day.
+
+The next morning Indian canoes approached the fort from the eastern
+shores. They contained Pontiac and his sixty chiefs. At ten o'clock the
+chiefs marched to the fort, in fantastic procession. Each wore a colored
+blanket, and was painted, plumed, or in some way gaily ornamented.
+
+As Pontiac entered the fort, a glance showed him that his plot was
+discovered. He passed in amazement through glittering rows of steel, he
+made a speech, expressing friendship; but he did not dare to lift the
+wampum belt which was to have been the signal for attack. He was allowed
+to depart peaceably.
+
+When he found that his plot had been discovered, his anger knew no
+bounds. He gathered his warriors from every hand and laid siege to
+Detroit. He was defeated, and with his defeat ended the power of the
+Indian tribes in the region of the Upper Lakes.
+
+Detroit became an English town, and afterward an American city. She has
+gathered to herself the wealth of the fertile regions which lie around
+her, as well as the commerce of the broad inland seas on either hand.
+To-day she has more than one hundred and twenty thousand inhabitants,
+and is famous for her wealth and culture.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils review, as a written exercise, the
+spelling of the following words.
+
+
+    treasure   rheumatism    group         desperate
+    release    mischievous   courtesy      separate
+    weary      approach      redoubled     vegetable
+    stealthy   caution       mighty        stratagem
+    peasants   exhausted     fortnight     spectator
+    concealed  draughts      knowledge     necessary
+    freight    guidance      flickering    particular
+
+
+In the sentences given below, change the verbs so as to represent the
+action as completed.
+
+"The chiefs march to the fort in fantastic procession. They find that
+their plot is discovered. Pontiac immediately gathers his warriors from
+every hand, and lays siege to Detroit. He is defeated, and with his
+defeat, the power of the Indian tribes is at an end."
+
+In the last two sentences, change the verbs so as to represent future
+time.
+
+Let pupils make out an _analysis_ and use it in treating the subject--
+
+    _The town (or city) that I live in._
+
+_Suggestion_.--Include the location and early history of the town. Its
+present population. Its different manufactures. How to get to it. Its
+chief points of interest to a stranger. Anecdotes.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXVIII.
+
+
+heave, _raise; lift_.
+
+mack'er el, _a fish spotted with blue, and largely used for food_.
+
+con geals', _freezes; grows hard from cold_.
+
+ant'lers, _branching horns_.
+
+a main', _suddenly; at once_.
+
+lurks, _lies hidden_.
+
+reels, _frames for winding fishing lines_.
+
+teem'ing, _containing in  abundance_.
+
+car'i bou, _a kind of reindeer_.
+
+Mick'mack, _a tribe of Indians_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE FISHERMEN.
+
+
+  Hurra! the seaward breezes
+    Sweep down the bay amain;
+  Heave up, my lads, the anchor!
+    Run up the sail again!
+  Leave to the lubber landsmen
+    The rail-car and the steed;
+  The stars of heaven shall guide us
+    The breath of heaven shall speed.
+
+  From the hill-top looks the steeple,
+    And the light-house from the sand;
+  And the scattered pines are waving
+    Their farewell from the land.
+  One glance, my lads, behind us,
+    For the homes we leave, one sigh,
+  Ere we take the change and chances
+    Of the ocean and the sky.
+
+  Where in mist the rock is hiding,
+    And the sharp reef lurks below,
+  And the white squall smites in summer,
+    And the autumn tempests blow;
+  Where, through gray and rolling vapor,
+    From evening unto morn,
+  A thousand boats are hailing,
+    Horn answering unto horn.
+
+  Hurra! for the Red Island,
+    With the white cross on its crown!
+  Hurra! for Meccatina,
+    And its mountains bare and brown!
+  Where the caribou's tall antlers
+    O'er the dwarf-wood freely toss,
+  And the footsteps of the Mickmack
+    Have no sound upon the moss.
+
+  There we'll drop our lines, and gather
+    Old ocean's treasures in,
+  Where'er the mottled mackerel
+    Turns up a steel-dark fin.
+  The sea's our field of harvest,
+    Its scaly tribes our grain;
+  We'll reap the teeming waters
+    As at home they reap the plain.
+
+  Though the mist upon our jackets
+    In the bitter air congeals,
+  And our lines wind stiff and slowly
+    From off the frozen reels;
+  Though the fog be dark around us,
+    And the storm blow high and loud,
+  We will whistle down the wild wind,
+    And laugh beneath the cloud!
+
+  Hurra!--Hurra!--the west wind
+    Comes freshening down the bay,
+  The rising sails are filling--
+    Give way, my lads, give way!
+  Leave the coward landsman clinging
+    To the dull earth like a weed--
+  The stars of heaven shall guide us,
+    The breath of heaven shall speed!
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let some pupil in the class state in what
+manner the lesson should be read.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change the verbs throughout the sixth stanza so as
+to represent past action.
+
+Give the time indicated in the following sentences.
+
+    I _am thinking_ about it.    I _am going_ to-morrow.
+
+As _verb-forms_ do not always determine the _time of an action_, we
+must call an action _past, present_, or _future_, in accordance with
+the meaning indicated by the verb.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXIX.
+
+
+op er a'tions, _ways of working; deeds_.
+
+e vap'o rat ed, _has the moisture taken from it_.
+
+au'ger, _a tool used in boring holes_.
+
+shan'ty, _a hut; a poor dwelling_.
+
+e nor'mous, _of very large size_.
+
+su per in tend'ing, _directing; taking care of_.
+
+an nounce', _give first notice of; make known_.
+
+de li'cious, _affording great pleasure, especially to the taste_.
+
+de'tails, _small parts of any thing_.
+
+clar'i fied, _made clear or pure_.
+
+
+       *       *       *       *       *
+
+
+
+
+MAKING MAPLE SUGAR.
+
+PART I.
+
+
+There is no part of farming that a boy enjoys more than the making of
+maple sugar; it is better than "blackberrying," and nearly as good as
+fishing.
+
+And one reason he likes this work is that somebody else does the most of
+it. It is a sort of work in which he can appear to be very active, and
+yet not do much.
+
+In my day maple-sugar-making used to be something between picnicking and
+being shipwrecked on a fertile island, where one should save from the
+wreck, tubs and augers, and great kettles and pork, and hen's-eggs and
+rye-and-indian bread, and begin at once to lead the sweetest life in the
+world.
+
+I am told that it is something different nowadays, and that there is
+more desire to save the sap, and make good, pure sugar, and sell it for
+a large price.
+
+I am told that it is the custom to carefully collect the sap and bring
+it to the house, where there are built brick arches, over which it is
+evaporated in shallow pans, and that pains are taken to keep the leaves,
+sticks, ashes and coals out of it, and that the sugar is clarified.
+
+In short, that it is a money-making business, in which there is very
+little fun, and that the boy is not allowed to dip his paddle into the
+kettle of boiling sugar and lick off the delicious syrup.
+
+As I remember, the country boy used to be on the lookout in the spring
+for the sap to begin running. I think he discovered it as soon as
+anybody.
+
+Perhaps he knew it by a feeling of something starting in his own
+veins--a sort of spring stir in his legs and arms, which tempted him to
+stand on his head, or throw a handspring, if he could find a spot of
+ground from which the snow had melted.
+
+The sap stirs early in the legs of a country boy, and shows itself in
+uneasiness in the toes, which, get tired of boots, and want to come out
+and touch the soil just as soon as the sun has warmed it a little.
+
+The country boy goes barefoot just as naturally as the trees burst their
+buds, which were packed and varnished over in the fall to keep the water
+and the frost out.
+
+Perhaps the boy has been out digging into the maple-trees with his
+jack-knife; at any rate, he is pretty sure to announce the discovery as
+he comes running into the house in a state of great excitement, with
+"Sap's runnin'!"
+
+And then, indeed, the stir and excitement begin. The sap-buckets, which
+have been stored in the wood-house, are brought down and set out on the
+south side of the house and scalded.
+
+The snow is still a foot or more deep in the woods, and the ox-sled is
+got out to make a road to the sugar camp. The boy is every-where
+present, superintending every thing, asking questions, and filled with a
+desire to help the excitement.
+
+It is a great day when the cart is loaded with the buckets, and the
+procession starts into the woods. The sun shines brightly; the snow is
+soft and beginning to sink down; the snow-birds are twittering about,
+and the noise of shouting and of the blows of the axe echoes far and
+wide.
+
+In the first place the men go about and tap the trees, drive in the
+spouts, and hang the buckets under. The boy watches all these operations
+with the greatest interest.
+
+He wishes that some time when a hole is bored into a tree that the sap
+would spout out in a stream, as it does when a cider-barrel is tapped.
+
+But it never does, it only drops, sometimes almost in a stream, but on
+the whole slowly, and the boy learns that the sweet things of the world
+have to be patiently waited for, and do not usually come otherwise than
+drop by drop.
+
+Then the camp is to be cleared of snow. The shanty is re-covered with
+boughs. In front of it two enormous logs are rolled nearly together, and
+a fire is built between them.
+
+Forked sticks are set at each end, and a long pole is laid on them, and
+on this are hung the great iron kettles. The huge hogsheads are turned
+right side up, and cleaned out to receive the sap that is gathered.
+
+The great fire that is kindled is never allowed to go out, night or day,
+so long as the season lasts. Somebody is always cutting wood to feed it;
+somebody is busy most of the time gathering in the sap.
+
+Somebody is required to watch the kettles that they do not boil over,
+and to fill them. It is not the boy, however; he is too busy with things
+in general to be of any use in details.
+
+He has his own little sap-yoke and small pails, with which he gathers
+the sweet liquid. He has a little boiling-place of his own, with small
+logs and a tiny kettle.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--In the second line of the lesson, after the
+word _more_, a pause should be made for the purpose of giving special
+effect to the words which follow. This is called a _rhetorical pause_.
+
+In the third and fourth lines, point out the _rhetorical pauses_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let some pupil explain the meaning of the third
+paragraph of the lesson.
+
+Change the verbs in the last paragraph so as to indicate _future
+time_.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXX.
+
+
+grim'y, _dirty_.
+
+re al i za'tion, _the act of coming true_.
+
+in vent'ed, _found out; contrived_.
+
+per mit'ted, _allowed_.
+
+dis solved', _melted; broken up_.
+
+a vid'i ty, _eagerness_.
+
+re duced', _made smaller in quantity_.
+
+sen sa'tion, _feeling_.
+
+crys'tal lize, _change into hard particles of a regular shape_.
+
+
+       *       *       *       *       *
+
+
+
+
+MAKING MAPLE SUGAR.
+
+PART II.
+
+
+In the great kettles the boiling of the sap goes on slowly, and the
+liquid, as it thickens, is dipped from one to another, until in the end
+kettle it is reduced to syrup, and is taken out to cool and settle,
+until enough is made to "sugar off."
+
+To "sugar off" is to boil the syrup until it is thick enough to
+crystallize into sugar. This is the grand event, and is only done once
+in two or three days.
+
+But the boy's desire is to "sugar off" all the time. He boils his kettle
+down as rapidly as possible; he is not particular about chips, scum, or
+ashes.
+
+He is apt to burn his sugar; but if he can get enough to make a little
+wax on the snow, or to scrape from the bottom of the kettle with his
+wooden paddle, he is happy.
+
+A great deal is wasted on his hands, and the outside of his face, and on
+his clothes, but he does not care; he is not stingy.
+
+To watch the operations of the big fire gives him constant pleasure.
+Sometimes he is left to watch the boiling kettles, with a piece of pork
+tied on the end of a stick, which he dips into the boiling mass when it
+threatens to go over.
+
+He is constantly tasting of it, however, to see if it is not almost
+syrup. He has a long, round stick, whittled smooth at one end, which he
+uses for this purpose, at the constant risk of burning his tongue.
+
+The smoke blows in his face; he is grimy with ashes; he is altogether
+such a mass of dirt, stickiness, and sweetness, that his own mother
+wouldn't know him.
+
+He likes to boil eggs with the hired man in the hot sap; he likes to
+roast potatoes in the ashes, and he would live in the camp day and night
+if he were permitted.
+
+To sleep there with the men, and awake in the night and hear the wind in
+the trees, and see the sparks fly up to the sky, is a perfect
+realization of all the stories of adventures he has ever read.
+
+He tells the other boys afterward that he heard something in the night
+that sounded very much like a bear. The hired man says that he was very
+much scared by the hooting of an owl.
+
+The great occasions for the boy, though, are the times of "sugaring
+off." Sometimes this used to be done in the evening, and it was made the
+excuse for a frolic in the camp.
+
+The neighbors were invited; sometimes even the pretty girls from the
+village, who filled all the woods with their sweet voices and merry
+laughter, were there, too.
+
+The tree branches all show distinctly in the light of the fire, which
+lights up the bough shanty, the hogsheads, the buckets on the trees, and
+the group about the boiling kettles, until the scene is like something
+taken out of a fairy play.
+
+At these sugar parties every one was expected to eat as much sugar as
+possible; and those who are practiced in it can eat a great deal.
+
+It is a peculiar fact about eating warm maple sugar, that though you
+may eat so much of it one day as to be sick, you will want it the next
+day more than ever.
+
+At the "sugaring off" they used to pour the hot sugar upon the snow,
+where it congealed into a sort of wax, which I suppose is the most
+delicious substance that was ever invented. And it takes a great while
+to eat it.
+
+If you should close your teeth firmly on a lump of it, you would be
+unable to open your mouth until it dissolved. The sensation while it is
+melting is very pleasant, but it will not do to try to talk, for you can
+not.
+
+The boy used to make a big lump of it and give it to the dog, who seized
+it with great avidity, and closed his jaws on it, as dogs will on any
+thing.
+
+It was funny the next moment to see the expression of perfect surprise
+on the dog's face when he found that he could not open his jaws.
+
+He shook his head; he sat down in despair; he ran round in a circle; he
+dashed into the woods and back again.
+
+He did every thing except climb a tree, and howl. It would have been
+such a relief to him if he could have howled. But that was the one thing
+he could not do.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils change the verbs in the following lines,
+so that they will indicate _present time_.
+
+"He shook his head; he sat down in despair; he ran around in a circle;
+he dashed into the woods and back again."
+
+Suggestion.--Let the teacher, from time to time, select stories, and
+have them read before the class. After the reading, let pupils make
+oral _analyses_. The stories should be short, and the exercise
+conducted without the use of pencils or paper.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXI.
+
+
+en'sign, _flag_.
+
+dis man'tled, _stripped of masts, sails, and guns_.
+
+pa tri ot'ic, _full of love for one's country_.
+
+hulk, _a dismantled ship_.
+
+frig'ate, _a ship of war_.
+
+tat'tered, _torn_.
+
+me'te or, _a fiery body in the heavens_.
+
+van'quished, _conquered; overcome_.
+
+har'pies, _destroyers_.
+
+manned, _supplied with men_.
+
+
+       *       *       *       *       *
+
+
+
+
+OLD IRONSIDES.
+
+
+During our second war with Great Britain, which began in the year 1812,
+many battles were fought both on land and sea.
+
+Among the ships of war belonging to the United States Government, was a
+frigate named the Constitution. She was built about the beginning of
+the present century, and owing to her good fortune in many engagements,
+her seamen gave her the name of "Old Ironsides."
+
+She was in active service throughout the entire war, and captured five
+ships of war from the British, two of which were frigates.
+
+In all her service, her success was remarkable. She never lost her
+masts, never went ashore, and though so often in battle, no very serious
+loss of life ever occurred on her decks. Her entire career was that of
+what is called in the navy "a lucky ship."
+
+Perhaps this may be explained by the fact that she always had excellent
+commanders, and that she probably possessed as fine a ship's company as
+ever manned a frigate.
+
+In 1829, the Government ordered the Constitution to be dismantled and
+taken to pieces, because she had become unfit for service.
+
+At that time, Oliver Wendell Holmes, who has since become famous as a
+writer, was a young man twenty years of age, about completing his
+studies at Harvard College.
+
+When he heard of the intended destruction of "Old Ironsides," he went
+directly to his room, and, inspired by patriotic feelings, wrote the
+following poem.
+
+
+OLD IRONSIDES.
+
+  Ay, tear her tattered ensign down!
+    Long has it waved on high,
+  And many an eye has danced to see
+    That banner in the sky;
+  Beneath it rung the battle shout
+    And burst the cannons' roar:
+  The meteor of the ocean air
+    Shall sweep the clouds no more.
+
+  Her deck, once red with heroes' blood,
+    Where knelt the vanquished foe,
+  When winds were hurrying o'er the flood
+    And waves were white below,
+  No more shall feel the victors' tread,
+    Or know the conquered knee:
+  The harpies of the shore shall pluck
+    The eagle of the sea!
+
+  O, better that her shattered hulk
+    Should sink beneath the wave!--
+  Her thunders shook the mighty deep,
+    And there should be her grave.
+  Nail to the mast her holy flag,
+    Set every threadbare sail,
+  And give her to the god of storms,
+    The lightning, and the gale!
+
+
+The effect of this poem upon the people was so great that a general
+outcry arose against the destruction of the gallant old ship.
+
+The Government was induced to reconsider its determination. The old ship
+was saved, repaired, and for many years has delighted the eyes of
+thousands of people who have visited her.
+
+At present, she is used as a receiving-ship at the United States Navy
+Yard, Portsmouth, New Hampshire.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--With what tone of voice should the prose part
+of the lesson be read?
+
+Read the poetry--first, slowly and quietly; then, in a loud tone of
+voice, expressing the feeling of anger.
+
+Which method of reading the poem do the pupils prefer?
+
+Which do they think represents the poet's feelings?
+
+Let pupils pronounce in concert, and singly, the following words: _hero,
+year, people, deep, eagle, knee, serious, meteor, complete, pieces_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils point out and explain the unusual
+expressions found in the first two stanzas, writing out a list of the
+changes made.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXII.
+
+
+ver'tic al, _upright_.
+
+cat'a ract, _a great fall of water over a precipice_.
+
+pro vis'ions, _stock of food_.
+
+con struct'ed, _made; formed_.
+
+in cred'i ble, _not easily believed_.
+
+sta'tion a ry, _not moving; fixed_.
+
+ex tinct', _inactive; dead_.
+
+de pos'it, _that which is laid or thrown down_.
+
+ap'er ture, _an opening_.
+
+di am'e ter, _distance across or through_.
+
+com pris'es, _includes; contains_.
+
+
+       *       *       *       *       *
+
+
+
+
+NATURAL WONDERS OF AMERICA.
+
+PART I.
+
+
+Within the vast extent of territory belonging to the United States,
+there are many wonderful natural curiosities which attract visitors from
+all parts of the world.
+
+A short description of some of the principal attractions is here given,
+with the hope that many who read this lesson, may at some time visit a
+part or all that are noticed.
+
+
+GEYSERS OF THE YELLOWSTONE PARK.
+
+
+The Yellowstone Park is a tract of country fifty-five by sixty-five
+miles in extent, lying mainly in the northwest corner of the Territory
+of Wyoming, but including a narrow belt in southern Montana. It
+contains nearly thirty-six hundred square miles, and is nearly three
+times as large as the State of Rhode Island. No equal extent of country
+on the globe comprises such a union of grand and wonderful scenery.
+
+Numerous hot springs, steam jets, and extinct geyser cones exist in the
+Yellowstone basin. Just beyond the western rim of the basin, lies the
+grand geyser region of Fire-Hole River.
+
+Scattered along both banks of this stream are boiling springs from two
+to twelve feet across, all in active operation.
+
+One of the most noted geysers of this district is "Old Faithful." It
+stands on a mound thirty feet high, the crater rising some six feet
+higher still.
+
+The eruptions take place about once an hour, and continue fifteen or
+twenty minutes, the column of water shooting upward with terrific force,
+from one hundred to one hundred and fifty feet.
+
+The great mass of water falls directly back into the basin, flowing over
+the edges and down the sides in large streams. When the action ceases,
+the water recedes from sight, and nothing is heard but an occasional
+escape of steam until another eruption occurs.
+
+[Illustration]
+
+Just across the river and close to the margin, a small conical mound is
+observed, about three feet high, and five feet in diameter at the base.
+
+No one would suspect it to be an active geyser. But in 1871, a column of
+water entirely filling the crater shot from it, which by actual
+measurement was found to be two hundred and nineteen feet high.
+
+Not more than a hundred yards from the river, there is a large oval
+aperture eighteen feet wide and twenty-five feet long. The sides are
+covered with a grayish-white deposit which is distinctly visible at a
+depth of a hundred feet below the surface.
+
+This geyser is known as the "Giantess," and a visitor in describing it
+states that "no water could be discovered on the first approach, but it
+could be distinctly heard gurgling and boiling at a great distance
+below. Suddenly it began to rise, spluttering and sending out huge
+volumes of steam, causing a general scattering of our company.
+
+"When within about forty feet of the surface, it became stationary, and
+we returned to look upon it. All at once it rose with incredible
+rapidity, the hot water bursting from the opening with terrific force,
+rising in a column the full size of this immense aperture to the height
+of sixty feet.
+
+"Through, and out of the top of this mass, five or six lesser jets or
+round columns of water, varying in size from six to fifteen inches in
+diameter, were projected to the marvelous height of two hundred and
+fifty feet."
+
+[Illustration: View in the Grand Canon]
+
+
+THE CANONS OF THE COLORADO RIVER.
+
+
+The length of the Colorado River, from the sources of the Green River,
+is about two thousand miles.
+
+For five hundred miles of this distance, the river has worn deep cuts or
+gorges through the soft rock, called canons.
+
+The rocky sides of these canons form lofty vertical walls, which, in
+some places, rise to a height of more than a mile above the surface of
+the water.
+
+The largest and most noted of these vast gorges is the Grand Canon,
+which extends a distance of more than two hundred miles. The height of
+the walls of this canon varies from four thousand to seven thousand
+feet.
+
+The river, as it runs through it, is from fifty to three hundred feet
+wide. So swift is the current, that it is almost impossible to float a
+boat down the stream without having it dashed to pieces against the
+rocky walls on either side.
+
+The first descent through these canons was made in 1867, from a point on
+Grand River, about thirty miles above its junction with Green River.
+
+Three men were prospecting for gold, and being attacked by Indians and
+one of their number killed, the other two decided to attempt the descent
+of the river, rather than retrace their steps through a country where
+Indians were numerous.
+
+They constructed a raft of a few pieces of drift-wood, and having
+secured their arms and provisions, commenced their journey down the
+stream.
+
+A few days afterward, while the raft was descending a cataract, one of
+the men was drowned and all the provisions were washed overboard.
+
+The third man, hemmed in by the walls of the canon, continued the
+journey alone amid great perils from cataracts, rocks, and whirlpools.
+
+For ten days he pursued, his lonely way, tasting food but twice during
+the whole time. Once he obtained a few green pods and leaves from bushes
+growing along the stream, and the second time from some friendly
+Indians.
+
+At last he succeeded in reaching Callville in safety, after having
+floated several hundred miles.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXIII.
+
+
+pro por'tions, _relations of parts to each other_.
+
+in te'ri or, _the inside_.
+
+al a bas'ter, _a kind of whitish stone_.
+
+chasm, _a deep opening_.
+
+a're a, _any surface, as the floor of a room_.
+
+an'cient, _belonging to past ages_.
+
+un ex am'pled, _without a similar case_.
+
+co los'sal, _of great size_.
+
+feat'ure, _any thing worthy of notice_.
+
+dra'per y, _hangings of any kind_.
+
+o ver awed', _held in a state of fear_.
+
+sur pass'ing, _exceeding others_.
+
+
+       *       *       *       *       *
+
+
+
+
+NATURAL WONDERS OF AMERICA.
+
+PART II.
+
+
+THE MAMMOTH CAVE.
+
+
+In the year 1809, a hunter named Hutchins, while pursuing a bear in
+Edmondson County, Kentucky, was surprised to see the animal disappear
+into a small opening in the side of a hill.
+
+Upon examining the spot, Hutchins found that the opening led into a
+cave. Following up the examination soon after, it was discovered that
+the cave was immense in its proportions.
+
+On account of its great size, it was named Mammoth Cave. It has an area
+of several hundred square miles, and two hundred and twenty-three known
+and numbered avenues, with a united length of from one hundred and
+fifty to two hundred miles.
+
+The interior of this cave is divided by huge columns and walls of stone
+into chambers of various shapes and sizes. Some of these are large
+enough to afford standing room for thousands of people.
+
+One of the largest of these chambers is called Mammoth Dome. This room
+is four hundred feet long, one hundred and fifty feet wide, and two
+hundred and fifty feet in height.
+
+The walls of this grand room are curtained by alabaster drapery in
+vertical folds and present to the eye a scene of unexampled beauty and
+grandeur.
+
+A large gateway at one end of this room opens into another room, in
+which the position of the huge stone pillars, reminds one of the ruins
+of some ancient temple.
+
+Six colossal columns, or pillars, eighty feet high and twenty-five feet
+in diameter, standing in a half circle, are among the imposing
+attractions of this wonderful room.
+
+Another striking feature of Mammoth Cave is what is called the Dead Sea.
+This body of water is four hundred feet long, forty feet wide, and very
+deep.
+
+A curious fish is found in this dark lake. It is without eyes, and, in
+form and color, is different from any fish found outside the cave.
+
+There are found also a blind grasshopper, without wings, and a blind
+crayfish of a whitish color, both of which are very curious and
+interesting.
+
+The fact that these living creatures are blind would seem to indicate
+that nature had produced them for the distinct purpose of inhabiting
+this dark cave.
+
+
+NIAGARA FALLS.
+
+
+Of all the sights to be seen on this continent, there is none that
+equals the great Falls of Niagara River, situated about twelve miles
+north of Buffalo, in the State of New York.
+
+On first beholding this most wonderful of all known cataracts, one is
+overawed by its surpassing grandeur, "and stunned by the sound of the
+falling waters as by a roar of thunder."
+
+For quite a distance above the falls, the Niagara River is about one
+mile wide, and flows with great swiftness.
+
+Just at the edge of the cataract stands Goat Island, which divides the
+waters of the river, and makes two distinct cataracts; one on the
+Canadian side, and one on the American side of the river.
+
+The one on the Canadian side, called from its shape the Horse-shoe Fall,
+is eighteen hundred feet wide, and one hundred, and fifty-eight feet
+high. The other, called the American Fall, is six hundred feet wide, and
+one hundred and sixty-four feet high.
+
+As the immense body of water leaps over this vast precipice, it breaks
+into a soft spray, which waves like a plume in the wind. At times, when
+the rays of the sun strike this spray, a rainbow is formed which
+stretches itself across the deep chasm, and produces a beautiful effect.
+
+During the winter, much of the water and spray freezes, and as each
+moment adds to the frozen mass, some curious and wonderful ice
+formations are produced.
+
+Sometimes, during a very cold winter, the ice at the foot of the falls
+forms a complete bridge from one shore to the other.
+
+An interesting feature of a visit to these falls is a descent to the
+level of the foot of the cataract behind the great sheet of water.
+
+A long flight of steps leads down to a secure footing between the rocky
+precipice and the falling torrent. By a narrow footpath, it is possible
+for the visitor to pass between this column of water and the wall of
+rock.
+
+Once behind the sheet of water, the roar is deafening. One can only
+cling to the narrow railing or his guide, as he picks his way for more
+than a hundred feet behind the roaring torrent.
+
+A single misstep, a slip, or a fall, and nothing remains but a horrible
+death by being dashed to pieces upon the jagged rocks below.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Point out four places in the lesson where
+words would likely be run together by a careless reader.
+
+The word _canon_ is pronounced _can'yon_.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Give rules for marks of punctuation and capital
+letters used in the first paragraph of the account of Niagara Falls.
+
+Let pupils make out an _analysis_ in five or six parts, treating some
+well-known scene.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXIV.
+
+
+vo ra'cious, _greedy; very hungry_.
+
+o ver whelmed', _overcome by force of numbers_.
+
+a bound'ing, _existing in large numbers_.
+
+as cend'ing, _going up_.
+
+her'ald ed, _gave notice of_.
+
+im pet'u ous, _furious; without care for what happens_.
+
+crim'i nals, _those who have broken the law_.
+
+con'cen trate, _gather in a large mass_.
+
+in tol'er a ble, _not to be borne_.
+
+ir re sist'i ble, _can not be opposed_.
+
+
+       *       *       *       *       *
+
+
+
+
+AFRICAN ANTS.
+
+
+A strange kind of ant is very abundant in the whole region I have
+traveled over in Africa, and is the most voracious creature I ever met.
+It is the dread of all living animals, from the leopard to the smallest
+insect.
+
+I do not think that these ants build nests or homes of any kind. At any
+rate they carry nothing away, but eat all their prey on the spot. It is
+their habit to march through the forests in a long, regular line--a line
+about two inches broad and often several miles in length. All along this
+line are larger ants, who act as officers, stand outside the ranks, and
+keep this singular army in order.
+
+If they come to a place where there are no trees to shelter them from
+the sun, whose heat they can not bear, they immediately build
+underground tunnels, through which the whole army passes in columns to
+the forest beyond. These tunnels are four or five feet underground, and
+are used only in the heat of the day, or during a storm.
+
+When, they grow hungry the long file spreads itself through the forest
+in a front line, and attacks and devours all it overtakes with a fury
+which is quite irresistible. The elephant and gorilla fly before this
+attack. The black men run for their lives. Every animal that lives in
+their line of march is chased.
+
+They seem to understand and act upon the tactics of Napoleon, and
+concentrate with great speed their heaviest forces upon the point of
+attack. In an incredibly short space of time the mouse, or dog, or
+leopard, or deer, is overwhelmed, killed, eaten, and the bare skeleton
+only remains.
+
+They seem to travel night and day. Many a time have I been awakened out
+of a sleep, and obliged to rush from the hut and into the water to save
+my life, and after all suffered intolerable agony from the bites of the
+advance-guard, that had got into my clothes.
+
+When they enter a house they clear it of all living things. Cockroaches
+are devoured in an instant. Rats and mice spring round the room in vain.
+An overwhelming force of ants kill a strong rat in less than a minute,
+in spite of the most frantic struggles, and in less than another minute
+its bones are stripped. Every living thing in the house is devoured.
+
+They will not touch vegetable matter. Thus they are in reality very
+useful, as well as dangerous, to the natives, who have their huts
+cleaned of all the abounding vermin, such as immense cockroaches and
+centipedes, at least several times a year.
+
+When on their march the insect world flies before them, and I have often
+had the approach of an ant-army heralded to me by this means. Wherever
+they go they make a clean sweep, even ascending to the tops of the
+highest trees in pursuit of their prey.
+
+Their manner of attack is an impetuous leap. Instantly the strong
+pincers are fastened, and they let go only when the piece gives way.
+
+At such times this little animal seems animated by a kind of fury which
+causes it to disregard entirely its own safety, and to seek only the
+conquest of its prey. The bite of these ants is very painful.
+
+The natives relate that in former times it was the custom to expose
+criminals in the path of these ants, as the most cruel way that was
+known of putting them to death.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Name the _emphatic words_ in the last
+paragraph of the lesson, and mark the _inflections_.
+
+In determining upon the _emphasis_ to be given to the words of a
+sentence, the only guide we have to follow is the _meaning_. We must
+ask ourselves, "Which, words are of special importance to the meaning?"
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Change each of the sentences given below to
+_statements_, expressing as nearly as possible the same meaning.
+
+    "What troubles you to-day?"
+
+    "Tell me at once what the matter is!"
+
+    "Let us shout for Meccatina, and its mountains bare and brown!"
+
+Model.--"What is your name?" changed to the form of a _statement_,
+becomes--"I wish you to tell me your name."
+
+Let pupils write four _questions_, and then change them to
+_statements_, expressing as nearly as possible the same meaning.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXV.
+
+
+plun'dered, _stripped  of their goods by force_.
+
+surge, _a rolling swell of water; billows_.
+
+verge, _extreme side or edge_.
+
+sheer, _straight up and down_.
+
+frag'ments, _pieces; small portions_.
+
+vis'ion _scene; imaginary picture_.
+
+a byss', _chasm; deep space_.
+
+phan'tom, _ghost; airy spirit_.
+
+
+       *       *       *       *       *
+
+
+
+
+THE LEAP OF ROUSHAN BEG.
+
+
+  Mounted  on Kyrat strong and fleet,
+  His chestnut steed with four white feet,
+    Roushan Beg, called Kurroglou,
+  Son of the road and bandit chief,
+  Seeking refuge and relief,
+    Up the mountain pathway flew.
+
+  Such was Kyrat's wondrous speed,
+  Never yet could any steed
+    Reach the dust-cloud in his course.
+  More than maiden, more than wife,
+  More than gold, and next to life,
+    Roushan the  Robber loved his horse.
+
+  In the land that lies beyond
+  Erzeroum and Trebizond,
+    Garden-girt his fortress stood.
+  Plundered khan, or caravan
+  Journeying north from Koordistan,
+    Gave him wealth and wine and food.
+
+  Seven hundred and fourscore
+  Men at arms his livery wore,
+    Did his bidding night and day.
+  Now, through regions all unknown,
+  He was wandering, lost, alone,
+    Seeking without guide his way.
+
+  Suddenly the pathway ends,
+  Sheer the precipice descends,
+    Loud the torrent roars unseen;
+  Thirty feet from side to side
+  Yawns the chasm; on air must ride
+    He who crosses this ravine.
+
+  Following close in his pursuit,
+  At the precipice's foot,
+    Reyhan the Arab of Orfah
+  Halted with his hundred men,
+  Shouting upward from the glen,
+    "La Illah'illa Allah'!"
+
+  Gently Roushan Beg caressed
+  Kyrat's forehead, neck, and breast;
+    Kissed him upon both his eyes;
+  Sang to him in his wild way,
+  As upon the topmost spray
+    Sings a bird before it flies.
+
+  "O my Kyrat, O my steed,
+  Round and slender as a reed,
+    Carry me this peril through!
+  Satin housings shall be thine,
+  Shoes of gold, O Kyrat mine,
+    O thou soul of Kurroglou!
+
+  "Soft thy skin as silken skein,
+  Soft as woman's hair thy mane,
+    Tender are thine eyes and true;
+  All thy hoofs like ivory shine,
+  Polished bright; O, life of mine,
+    Leap and rescue Kurroglou!"
+
+  Kyrat, then, the strong and fleet,
+  Drew together his four white feet,
+    Paused a moment on the verge,
+  Measured with his eye the space,
+  And into the air's embrace
+    Leaped as leaps the ocean surge.
+
+  As the ocean surge o'er sand
+  Bears a swimmer safe to land,
+    Kyrat safe his rider bore;
+  Rattling down the deep abyss,
+  Fragments of the precipice
+    Rolled like pebbles on a shore.
+
+  Roushan's tassled cap of red
+  Trembled not upon his head,
+    Careless sat he and upright;
+  Neither hand nor bridle shook,
+  Nor his head he turned to look,
+    As he galloped out of sight.
+
+  Flash of harness in the air,
+  Seen a moment, like the glare
+    Of a sword drawn from its sheath;
+  Thus the phantom horseman passed,
+  And the shadow that he cast
+    Leaped the cataract underneath.
+
+  Reyhan the Arab held his breath
+  While this vision of life and death
+    Passed above him. "Allahu!"
+  Cried he. "In all Koordistan
+  Lives there not so brave a man
+    As this Robber Kurroglou!"
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils point out where changes in tone of
+voice occur in reading this lesson.
+
+What lines in the last two stanzas are to be joined in reading?
+
+Keep the lungs sufficiently full of air to avoid stopping to breathe at
+such places as would injure the sense.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils select a subject, and then make out an
+_analysis_ to use in treating it.
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXVI
+
+
+mu se'um, _a place where curiosities are exhibited_.
+
+ban'daged, _bound with strips of cloth_.
+
+dy'nas ties, _governments; families of kings_.
+
+ex plored', _searched; examined_.
+
+pop'u lat ed, _peopled; filled with people_.
+
+gen era' tions, _succession of families or peoples_.
+
+e rect'ed, _raised; built_.
+
+cal'cu lat ed, _estimated_.
+
+flour'ished, _prospered; thrived_.
+
+
+       *       *       *       *       *
+
+
+
+
+EGYPT AND ITS RUINS.
+
+PART I.
+
+
+Egypt embraces that part of Africa occupied by the valley of the River
+Nile. For many centuries, it was a thickly populated country, and at one
+time possessed great influence and wealth, and had reached an advanced
+state of civilization.
+
+The history of Egypt extends through a period of about six thousand
+years. During this time great cities were built which flourished for
+hundreds of years.
+
+Owing to wars and changes of government many of these cities were
+destroyed, and nothing of them now remains but massive and extensive
+ruins.
+
+Pyramids were built, obelisks erected, canals projected, and many other
+vast enterprises were carried out.
+
+Remains of these are to be seen to-day, some in ruins, some fairly
+preserved, and, altogether, they give present generations an idea of the
+wealth and power of the different dynasties under which they were built.
+
+[Illustration]
+
+Not far from Cairo, which is now the principal city of Egypt, are the
+famous pyramids. These are of such immense proportions, that from a
+distance their tops seem to reach the clouds.
+
+They are constructed of blocks of stone. Some of these blocks are of
+great size, and how the builders ever put them into their places, is a
+question we can not answer.
+
+It is supposed that the construction of one of these pyramids required
+more than twenty years' labor from thousands of men.
+
+The largest pyramid is four hundred and sixty-one feet high, seven
+hundred and forty-six feet long at the base, and covers more than twelve
+acres of ground. In all, sixty-seven of these pyramids have been
+discovered and explored.
+
+They are the tombs in which the ancient kings and their families were
+buried. In the interior of these pyramids, many chambers were
+constructed to contain their stone coffins.
+
+It has been calculated that one of the principal pyramids could contain
+three thousand seven hundred rooms of large size.
+
+The bodies of those who were buried in the pyramids were preserved from
+decay by a secret process, known only to the priests.
+
+[Illustration]
+
+After the bodies were prepared, they were wrapped in bands of fine
+linen, and on the inside of these was spread a peculiar kind of gum.
+There were sometimes a thousand yards of these bands on a single body.
+
+After they were thus prepared, a soft substance was placed around the
+bandaged body. This covering, when it hardened, kept the body in a
+complete state of preservation.
+
+[Illustration]
+
+These coverings are now called mummy-cases, and the bodies they inclose,
+mummies.
+
+These bodies were finally placed, in huge stone coffins, many of which
+were covered with curious carvings.
+
+Some of these mummies have been found, that are said to be over three
+thousand years old. However, when the wrappings are removed from them,
+many of the bodies have been so well preserved, as to exhibit the
+appearance of the features as in life.
+
+Large numbers of these mummies have been carried to other countries and
+placed on exhibition in museums.
+
+Among the mummies brought to this country, are some of the best
+specimens which have yet been discovered.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils mark the _inflection_ and point out
+_emphatic words_ in the first two paragraphs of the lesson.
+
+Show positions of the _rhetorical pauses_ in the first paragraph on
+page 363.[20]
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils review, as a written exercise, the
+spelling of the following words.
+
+
+    receding     principal     rubbish      punctual
+    precipice    council       orphan       microscope
+    justice      civilized     threshold    muscles
+    precious     merchandise   especially   traveler
+    physician    recognize     anecdote     marvelous
+    sufficient   apologize     character    benefited
+    vicious      poisonous     tremendous   intelligent
+
+
+Let pupils select a subject and make out an _analysis_ for its
+treatment.
+
+Each point in the _analysis_ will require a separate paragraph
+for its treatment.
+
+Be careful to use capital letters and marks of punctuation correctly.
+
+
+[20] Paragraph beginning, "Remains of these are to be seen to-day...."
+
+
+       *       *       *       *       *
+
+
+
+
+LESSON LXXVII.
+
+
+de vic'es, _curious marks or shapes_.
+
+in scrip'tion, _any thing cut or written on a solid substance_.
+
+trans lat'ing, _expressing in another language_.
+
+mem'o ra ble, _worthy of being remembered_.
+
+spec'i mens, _small portions of things_.
+
+in ge nu'i ty, _skill in inventing_.
+
+tour'ists, _travelers; sight-seers_.
+
+ded'i cat ed, _set apart for a special purpose_.
+
+cer'e mo nies, _forms; special customs_.
+
+site, _the place where any thing is fixed_.
+
+mon'o lith, _a column consisting of a single stone_.
+
+o rig'i nal ly, _in the first place_.
+
+
+       *       *       *       *       *
+
+
+
+
+EGYPT AND ITS RUINS.
+
+PART II.
+
+
+The ancient Egyptians erected many obelisks in various parts of their
+country. These were monuments made from single pieces of hard stone, and
+in some cases reached a height of more than a hundred feet.
+
+They were placed before gateways leading to the principal temples and
+palaces, and were covered with curious carvings in the stone, which
+represented the language of the people at that time.
+
+It thus appears that their written language was not composed of letters
+and words alone, like our own; but that they used pictures of animals,
+including birds, human figures, and other devices of a singular nature,
+to express their thoughts and ideas.
+
+Until the year 1799, it was impossible for the scholars of modern
+nations to read this strange language. In that year, however, a stone
+tablet was discovered by a French engineer, containing an inscription
+written in three languages.
+
+One of these was in the characters of the ancient Egyptian and another
+in those of the Greek. Upon translating the Greek writing, it was
+discovered to be a copy of the inscription in the Egyptian language.
+
+By comparing the words of these inscriptions with many others, the
+formation of this peculiar language was ascertained. It was then learned
+that the inscriptions on these obelisks were the records of memorable
+events, and the heroic deeds of their kings and heroes.
+
+Many of these obelisks have been taken from their positions in Egypt and
+transported with great labor to other countries. Nearly two thousand
+years ago the Roman emperors began to carry them to the city of Rome.
+Altogether, nearly fifty of these remarkable monuments were taken away
+and set up in that city. They were then, as now, regarded as curious
+examples of the ingenuity of the ancients who first made them.
+
+[Illustration: The Obelisk in Central Park, New York, and as it appeared
+in Egypt.]
+
+In later years, specimens were taken to Paris and London, and more
+recently one was brought to America, and set up in the Central Park, New
+York City.
+
+This one belongs to the largest class, being nearly seventy feet high
+and about eight feet square at the base.
+
+The accompanying cut shows the position of this obelisk as it appeared
+when standing near the city of Alexandria, Egypt.
+
+The difficulty of transporting one of these huge stone columns is so
+great, that for a long time it was thought impossible to remove it from
+Egypt to this country.
+
+In their large cities, the Egyptians built massive temples which were
+dedicated to religious ceremonies. Some of them, although now in ruins,
+are considered to be among the most remarkable productions of the
+ancients.
+
+Tourists who nowadays sail up the River Nile and visit the site of the
+city of Thebes, the ancient capital of Egypt, are struck with amazement
+at the vast ruins surrounding them.
+
+On the eastern side of the Nile lies what is left of the temple of
+Karnak.
+
+Imagine a long line of courts, gateways, and halls; here and there an
+obelisk rising above the ruins, and shutting off the view of the forest
+of columns!
+
+This mass of ruins, some lying in huge heaps of stone, others perfect
+and pointed as when they were first built, is approached on every side
+by avenues and gateways of colossal grandeur.
+
+The temple originally covered an area of two hundred and seventy acres,
+inclosed within a wall of brick. Parts of this wall are still visible,
+while the rest lies crumbled and broken.
+
+It is difficult to realize the grand appearance of the thirty rows of
+stone columns standing within the wall. Some of them that are still
+perfect, are capped with enormous monolith capitals, and it is said that
+one hundred men could stand on one of them without crowding.
+
+The hall itself is four hundred and twenty-two feet long by one hundred
+and sixty-five feet broad. The stones of the ceiling are supported by
+one hundred and thirty-four columns, which are still standing, and of
+which the largest measures ten feet in diameter, and more than
+seventy-two feet in height. They are covered with carvings and
+paintings whose colors are still bright, even after a lapse of forty
+centuries.
+
+Gazing on what he sees around, the traveler becomes lost in an effort to
+form some idea of the grandeur and vastness of the original.
+
+
+       *       *       *       *       *
+
+
+Directions for Reading.--Let pupils read one or more of the paragraphs
+in a whisper, so as to improve _articulation_.
+
+Mark _rhetorical pauses_ in the last paragraph of the lesson.
+
+Name _emphatic words_ in the same paragraph, and state whether the
+_rhetorical pauses _occur before or after these words.
+
+
+       *       *       *       *       *
+
+
+Language Lesson.--Let pupils write _statements_, each containing one
+of the following words, used in such a manner as to show its proper
+meaning: _haul, hall; site, sight; piece, peace; our, hour; sum,
+some_.
+
+Rules for the Analysis of a Subject.--Select such points as are
+necessary to make the treatment of the subject complete.
+
+Add such points as will increase the interest felt in the subject.
+
+Arrange the points in a natural and easy order.
+
+Note.--In treating an historical subject, it is necessary to arrange
+the points in the order in which they occurred. In description, it is
+best to adopt some plan of treatment, and arrange the points according
+to the plan decided upon.
+
+
+       *       *       *       *       *
+
+
+
+
+DEFINITIONS
+
+OF NEW WORDS USED IN THIS BOOK, THAT DO NOT APPEAR
+AT THE HEADS OF THE LESSONS.
+
+
+_A_
+
+a board', _on board of_.
+ac cept', _take; receive_.
+ac'ci dents, _effects; unusual results_.
+ac cord'ing ly, _agreeably to a plan_.
+ac count', _statement of facts; bill_.
+ad mit'tance, _permission to enter; entrance_.
+ad vice', _opinion worthy to be followed; counsel_.
+af ford', _give; produce_.
+a'gen cy, _office of an agent; action_.
+aid, _help; assistance_.
+al to geth'er, _with united action;
+  completely_.
+a mid', _in the midst of; surrounded by_.
+anxi' e ty (ang zi'e ty), _concern respecting some future event_.
+ap plause', _praise_.
+ap ply', _suit; agree_.
+arch'es, _places made of stone, brick, etc_.
+art, _skill_.
+a shamed', _affected by a feeling of shame_.
+as sist'ing, _helping; aiding_.
+as sure', _tell truly; make sure or certain_.
+at tempt', _try; make an effort_.
+at ten'tion, _care; notice_.
+av'e nues, _broad streets; openings_.
+a wait'ed, _waited for_.
+a ware', _informed_.
+awk'ward, _clumsy; ungraceful_.
+ay, _yes_.
+
+
+_B_
+
+bade, _said_.
+ban'dit, _robber_.
+ban'ner, _flag_.
+base, _lower part_.
+bid'ding, _command; order_.
+bil'lows, _large waves_.
+bon'ny, _handsome; beautiful_.
+bor'row, _to receive from another with the intention of returning_.
+bore, _carried_.
+bor'ders, _edges; outer parts_.
+braced, _took a firm stand_.
+braid'ed, _woven or twined together_
+brick, _a body made of clay and water and hardened by fire_.
+bri'er, _a prickly plant or shrub_.
+brig, _a vessel with two masts, square-rigged_.
+brill'iant, _splendid; shining_.
+brim'ming, _full; nearly overflowing_.
+bris'tling, _standing erect_.
+bul'let, _small ball of lead_.
+bur'den, _that which is carried_.
+but'ter fly, _a winged insect of many colors_.
+
+
+_C_
+
+cack'ling, _sharp and broken in sounds_.
+ca nals', _water-courses made by man_.
+ca'per ing, _playing; dancing_.
+capped, _covered over at the top_.
+cap tiv'ity, _state of being a prisoner_.
+car'go, _burden; load_.
+cas'ters, _rollers or small wheels_.
+ceil'ing, _the upper surface of a room_.
+cen'ter, _the middle point of any thing_.
+cen'ti pedes, _a kind of insect having a great number of feet_.
+cent'u ry, _one hundred years_.
+chan'nel, _the regular course of a river_.
+cheat'ed, _taken unfair advantage of; robbed_.
+chose, _wished; desired_.
+cin'ders, _small pieces of coal or wood partly burned_.
+cir'cu lar, _round; shaped like a circle_.
+cli'mate, _state or condition of the air as regards heat, cold,
+   and moisture_.
+clink, _sharp ringing sound_.
+clum'sy, _awkward; ungraceful_.
+clus'ter, _number of things of the same kind growing together_.
+cock'roach es, _insects with long, flattish bodies_.
+cof'fins, _cases in which dead bodies are placed_.
+coin, _piece of stamped metal used for money_.
+col'umn, _a dark cloud of regular shape; a shaft of stone_.
+com mand'ed, _had charge of; ordered_.
+com plaint', _expression of anger_.
+com plete', _entire; perfect_.
+con clude', _make up one's mind_.
+con'duct, _manner of action_.
+con fined', _kept within limits_.
+con nect'ed, _joined_.
+con'quered, _subdued; overcome_.
+con'quest, _act of taking by force_.
+con sid'er a bly, _in a manner worthy of notice_.
+con sid'er ing, _thinking; regarding_.
+con'stant ly, _all the time_.
+con'tact, _touching; meeting_.
+con tained', _held_.
+con'ti nent, _a great extent of land unbroken by water_.
+con tin'u ally, _all the time_.
+con verse', _talk_.
+cour' age, _boldness_.
+cow'ard, _one who lacks courage_.
+crack'ling, _sharp noises_.
+creek, _a small river or brook; a bay_.
+crew (kru), _the sailors who man a ship_.
+croak'ing, _making a hoarse noise_.
+crook'ed, _not straight_.
+crop, _what grows in a season_.
+cured, _made well_.
+cu ri os'i ty, _eager desire to find out something_.
+cur'rent, _motion of a river_.
+cus'tom, _way of acting; habit_.
+cut'ter, _small boat used by ships of war_.
+
+
+_D_
+
+dames, _women_.
+debt, _that which is owed_.
+de'cent, _fit; suitable_.
+de clare', _say with firmness_.
+deed, _act; that which is done_.
+de fence', _protection_.
+dense, _thick; close_.
+de scrip'tion, _an account_.
+de sert'ed, _left; given up_.
+de struc'tion, _ruin_.
+de ter'mine, _decided; resolved_.
+di'et, _what is eaten or drunk_.
+di rect'ly, _instantly; immediately_.
+dis ap point'ed, _grieved; filled with regret_.
+dis as'ters, _unfortunate events_.
+dis ease', _illness; sickness_.
+dis hon'est, _not honest; faithless_.
+dis miss' ing, _putting or sending away_.
+dis o beyed', _went contrary to orders_.
+dis pose', _sell; part with_.
+dis re gard', _lose sight of_.
+dis'trict, _part of a country; region_.
+di vide', _separate into equal shares or parts_.
+dome, _very high and broad roof_.
+drag, _pull; draw_.
+drays, _kinds of carts_.
+dread'ful, _full of terror_.
+drift, _borne along by the current of a river_.
+driz'zling, _falling in very small drops_.
+drowned, _deprived of life by water_.
+duck'ing, _plunging into water_.
+
+
+_E_
+
+earth'quake, _a shaking or trembling of the earth_.
+ech'oes, _is heard_.
+ef fects', _results_.
+ef'fort (furt), _struggle; attempt_.
+em brace', _clasp; grasp_.
+em'pire, _the country of an emperor_.
+en'e my, _one who hates another_.
+en gaged', _occupied; taken_.
+en'gines, _machines used for applying force_.
+en raged', _made very angry_.
+en tire', _whole_.
+ere, _before_.
+er'rand, _short journeys on business_.
+ex am'ple, _a pattern; a copy_.
+ex'cel lent (ek), _very good_.
+ex cep'tion, _that which is left out or omitted_.
+ex cite'ment, _intense feeling_.
+ex cla ma'tion, _a cry; that which is cried out_.
+ex'er cise, _bodily exertion_.
+ex hi bi'tion, _show; display_.
+ex pla na'tion, _that which makes clear_.
+ex ten'sive ly, _widely; largely_.
+ex'tra, _more than usual_.
+
+
+_F_
+
+fac'to ries, _places where things are made_.
+fare well', _good-by_.
+fa'vors, _kind acts_.
+fear'less ly, _without fear_.
+feast, _a joyous meal_.
+feat, _a difficult act_.
+fee'ble, _weak; sickly_.
+fer'ry, _a place to cross a river_.
+fig'ured, _ornamented with marks_.
+file, _a row of soldiers ranged behind one another_.
+flanks, _the fleshy parts of the sides of animals_.
+flee, _to run away_.
+flood, _great flow of water_.
+flour, _ground wheat_.
+flu'id, _water, or any liquid_.
+foot'men, _male servants_.
+for ma'tions, _things of certain shape or form_.
+for'tress, _a fort; a castle_.
+fort'une, _chance; luck_.
+frol'ic some, _merry; playful_.
+fu'el, _material for fire_.
+
+
+_G_
+
+gal'lop, _a rapid movement, as of horses_.
+gar'ret, _the upper room of a house_.
+gems, _precious stones_.
+gen'eral ly, _usually; commonly_.
+gleam'ing, _shining brightly_.
+glee, _joy; happiness_.
+glim'mer, _a faint light_.
+glis'ten ing, _sparkling; shining_.
+globe, _the earth; a round body_.
+glo'ri ous, _grand; splendid_.
+glos'sy, _smooth; shining_.
+gor'ges, _narrow passages_.
+gos'sip, _foolish talk_.
+gov'ern ment, _the power that controls a people_.
+grand, _large; imposing_.
+grum'bled, _complained; found fault with_.
+guard, _that which protects_.
+guests, _visitors_.
+gur'gling, _flowing in a noisy current_.
+
+
+_H_
+
+hatch, _the cover for an opening in a vessel's deck_.
+heath, _a meadow; cheerless tract of country_.
+hedg'es, _thickets of bushes_.
+hemmed, _shut in; surrounded_.
+hence forth', _hereafter_.
+he'ro, _a brave man_.
+high'way, _a public road_.
+hint, _something intended to give notice_.
+hitched, _tied; fastened_.
+hith'er, _in this direction_.
+hogs'head, _a large cask_.
+hoot'ing, _crying; shouting_.
+hor'ri ble, _dreadful; terrible_.
+howl'ing, _crying like a dog or wolf_.
+hub'bub, _a great noise; uproar_.
+husk, _the outside covering of certain fruits_.
+hust'le, _shake; push roughly_.
+
+
+_I_
+
+i de'a, _thought_.
+ill'-nat ured, _cross; bad-tempered_.
+im ag'ine, _think; consider_.
+im me'di ate ly, _without delay_.
+im pos'si ble, _not possible_.
+in de pend'ence, _the state of being free_.
+in for ma'tion, _news; knowledge_.
+in formed', _told; gave notice of_.
+in hab'i tants, _persons living in a place_.
+in'jured, _hurt; harmed_.
+in'stant ly, _at once; without loss of time_.
+in tent', _eager; anxious_.
+in vi ta'tions, _requests for one's company_.
+is'sue, _come forth; flow out_.
+
+
+_J_
+
+jag'ged, _having sharp points_.
+jew'els (ju'els), _precious stones_.
+jin'gling, _giving forth fine, sharp sounds_.
+
+
+_K_
+
+kern'el, _the eatable part of a nut; a little grain or corn_.
+
+
+_L_
+
+la'bor, _work; toil_.
+lapse, _passing away_.
+las'sie, _a young girl; a lass_.
+lat'ter, _last-named; nearer_.
+launched, _put into the water_
+laws, _rules of action_.
+leath'er, _the skins of animals prepared for use_.
+ledge, _shelf of rocks_.
+lee'ward, _that part toward which the wind blows_.
+leop'ard, _a large animal of the cat kind_.
+lest, _for fear that_.
+lev'el, _smooth and flat; of equal height_.
+lin'ing, _inside covering_.
+lint, _linen scraped into a soft substance_.
+liq'uid, _any fluid, like water_.
+lisp'ing ly, _with a lisp_.
+liv'er y, _a peculiar dress_.
+load'stone, _a kind of magnetic ore_.
+loft'y, _very high_.
+low'ered, _let down_.
+lub'ber, _a heavy, clumsy fellow_.
+luck'y, _fortunate; meeting with good success_.
+lum'ber, _timber sawed or split for use; boards_.
+
+
+_M_
+
+main'ly, _mostly; chiefly_.
+mam'moth, _of great size_.
+man'aged, _controlled; brought to do one's wishes_.
+mane, _the long hair on a horse's neck_.
+man'tel, _a narrow shelf over a fire-place, with its support_.
+mar'gin, _edge; border_.
+mark'et, _a place where things are sold_.
+mark'ings, _marks; stamped places_.
+mean'time, _during the interval; meanwhile_.
+mel'low ing, _ripening; growing soft_.
+melt'ed, _changed to a liquid form by the action of heat_.
+mem'o ry, _the power of recalling past events_.
+mer'chants, _those who buy goods to sell again_.
+mil'i ta ry, _belonging to soldiers, to arms, or to war_.
+mis'er y, _great unhappiness; extreme pain_.
+mod'ern, _of recent date; belonging to the present time_.
+mon'ster, _something of unusual size, shape, or quality_.
+mon'u ments, _those things which stand to remind us of the past_.
+mound, _a small hill, natural or artificial_.
+mo'tion, _movement; change of position_.
+must'y, _spoiled by age; of a sour smell_.
+
+
+_N_
+
+neigh'bor, _a person who lives near one_.
+nerved, _strengthened; supplied with force_.
+night'-mare, _an unpleasant sensation during sleep_.
+nim'bly, _actively; in a nimble manner_.
+
+
+_O_
+
+o be'di ence, _willingness to submit to commands_.
+o bliged', _forced; compelled_.
+oc'cu pied, _taken possession of; employed_.
+of'fi cer, _one who holds an office_.
+off'ing, _a part of the sea at a distance from the shore_.
+om'ni bus es, _large, four-wheeled carriages_.
+on'ion (un'yun), _a root much used for food_.
+out'posts, _advanced stations, as of an army_.
+o ver come', _affected; overpowered by force_.
+
+
+_P_
+
+pace, _rate of movement_.
+pal'ace, _a splendid dwelling, as of a king_.
+par take', _share; take part in_.
+patch, _small piece of any thing, as of ground_.
+paus'es, _short stops; rests_.
+pave'ments, _coverings for streets, of stone or solid materials_.
+peb'bles, _small, roundish stones, worn by the action of water_.
+per cus'sion, _requiring to be struck; the act of striking_.
+per'fume, _scent or odor of sweet-smelling substances_.
+pe'ri od, _portion of time; an interval_.
+per'ished, _died; were destroyed_.
+per mis'sion, _the act of allowing; consent_.
+pic'nick ing, _having an outdoor party_.
+pier, _a landing-place for vessels_.
+pierce, _force a way into or through an object_.
+pil'lars, _columns; huge masses_.
+pin'cers, _jaws; pinchers_.
+pit'e ous, _fitted to excite pity; sorrowful_.
+pit'falls, _pits slightly covered for concealment_.
+plan ta'tions, _farms of great extent_.
+plots, _small pieces of ground, as garden plots_.
+plucked, _pulled out or off_.
+plunged, _dove; fell_.
+po'et, _a maker of verses_.
+pol'ished, _made bright and smooth by rubbing_.
+po lite', _obliging; pleasant in manner_.
+por'tion, _a part; that which is divided off_.
+prat'tling, _childish; talking like a child_.
+preach'ing, _speaking in public upon a religious subject_.
+pres'ent ly, _soon; in a short time_.
+prey, _any thing taken by force from an enemy_.
+pri'vate, _not publicly known; peculiar to one's self_.
+pro ces'sion, _regular movement, as of soldiers_.
+prod'ucts, _fruits; that which is brought forth_.
+proved, _turned out; showed the truth of_.
+pro vid'ed, _furnished; supplied with necessary articles_.
+puff'ing, _swelling with air; blowing in short, sudden whiffs_.
+pure, _clear; free from other matter_.
+
+
+_Q_
+
+quilt'ed, _stitched together with some soft substance between_.
+quo ta'tions, _portions of writings_.
+
+
+_R_
+
+range, _reach, as of a gun_.
+ranks, _regular rows or lines, as of soldiers_.
+ray, _light; a line of light or heat proceeding from a certain point_.
+read'i ly, _without trouble or difficulty; easily_.
+reap, _gather by cutting, as a harvest_.
+re call'ing, _thinking of; bringing back to mind_.
+re con sid'er, _think of again; change one's mind_.
+rec'ords, _stories; descriptions of events_.
+re gard'ed, _considered; looked at earnestly_.
+re late', _tell_.
+re lig'ious, _relating to religion_.
+re main'der, _the rest; what is left_.
+re mind', _call attention to for a second time_.
+re moved', _moved away; took off_.
+rent'ed, _gave possession of for pay_.
+re paired', _mended_.
+re placed', _put in place of another_.
+rep re sent', _picture; tell about in an effective manner_.
+re quire', _need; demand_.
+re sist', _stand against; oppose with force_.
+re spect', _regard_.
+re tire', _withdraw; turn back_.
+re volv'er, _a fire-arm with several chambers or barrels_.
+rid, _free_.
+ridg'es, _a long range of hills; steep places_.
+ri'fle, _a gun having the inside of the barrel grooved_.
+rind, _the outside coat, as of fruit_.
+risk, _danger; peril_.
+riv'u let, _a small river or brook_.
+rob'ber, _one who commits a robbery_.
+ro man'tic, _strange and interesting, as a romantic story_.
+rouse, _awake; excite_.
+ru'in, _that change of any thing which destroys it_.
+rust'y, _covered with rust on account of long disuse_.
+
+
+_S_
+
+sake, _purpose; reason_.
+sap, _the juice of plants_.
+sat'in, _a glossy cloth made of silk_.
+scene, _picture; view_.
+schol'ars, _men of learning; those who attend school_.
+scorch'ing, _burning slightly; affecting by heat_.
+scoured, _made clean and bright_.
+scram'bled, _moved with difficulty_.
+scum, _that which rises to the surface; worthless matter_.
+se'ri ous, _severe; sad in appearance_.
+serv'ice, _duty, as of a soldier_.
+se vere', _violent; hard_.
+shab'by, _worn to rags; poor in appearance_.
+shag'gy, _rough_.
+shal'lows, _places where the water is not deep_.
+shat'tered, _broken; broken at once into many pieces_.
+sheath, _a covering for a sword_.
+shep'herd, _one who has the care of sheep_.
+shield, _a broad piece of armor carried on the arm_.
+shock, _a sudden striking against_.
+shriek, _a sharp, shrill cry on account of surprise or pain_.
+siege, _a closing in on all sides of a fortified place_.
+sighs, _stifled groans; long breaths_.
+skein, _a number of threads of silk or yarn_.
+skel'e ton, _bony frame-work of the body_.
+skull, _the bony case which encloses the brain_.
+sleet, _frozen mist_.
+slopes, _declines by degrees_.
+slum'ber, _sleep_.
+sly'ness, _cunning; artfulness_.
+smites, _strikes, as with a weapon_.
+snort'ing, _forcing the air through the nose with a loud noise_.
+soaked, _moistened throughout_.
+soar, _fly high_.
+sought (sawt), _tried; went in search of_.
+spared, _saved from death or punishment_.
+splut'ter ing, _boiling noisily; speaking hastily_.
+spout, _run out with force_.
+sprained, _injured by straining_.
+spurred, _urged; encouraged_.
+stale, _not new; not fresh_.
+stee'ples, _high towers ending in a point_.
+stern, _hind part of a boat_.
+stock, _supply on hand_.
+stout, _large; broad_.
+strain'ing, _exerting to the utmost_.
+strict, _severe; exact_.
+stub'by, _short and thick_.
+sub'stan ces, _bodies; matters_.
+suc ceed'ed, _obtained the object desired_.
+suf'fered, _felt pain_.
+sul'try, _very hot; burning_.
+sup port', _prop; pillar_.
+sus pect'ed, _thought; considered quite probable_.
+sus pi'cious, _indicating fear; inclined to suspect_.
+
+
+_T_
+
+tab'let, _a flat piece of stone_.
+tac'tics, _disciplined movements_.
+tem'per, _way of acting_.
+tem'ple, _a place for worship_.
+ten'drils, _tender branches of plants_.
+ter'ri fied, _filled with fear_.
+ter'ri to ry, _a large tract of land_.
+ter'ror, _fear; dread_.
+thieves _persons who steal_.
+thirst, _strong desire for drink_.
+thith'er, _to that place_.
+thorns, _woody points on some trees and shrubs_.
+thor'ough, _complete; perfect_.
+thread'bare, _worn out_.
+thrives, _prospers; flourishes_.
+till'er, _the bar used to turn the rudder of a boat_.
+ti'tle, _a name_.
+tor'rid, _violently hot_.
+trace, _mark; appearance_.
+tract, _a region_.
+treb'les, _the higher parts in music_.
+trick'led, _flowed in drops_.
+trop'ic al, _belonging to the tropics_.
+tuft, _a cluster or bunch_.
+tun'nels, _passages; openings_.
+twinge, _a sudden, sharp pain_.
+twink'ling, _a quick movement_.
+twit'ter ing, _a trembling noise_.
+
+
+_U_
+
+uncom'forta ble, _causing uneasiness; not pleasant_.
+un der neath', _below; beneath_.
+un der take', _attempt_.
+un ea'si ness, _want of ease_.
+un grate'ful, _not thankful_.
+u nit'ed, _joined; combined_.
+un man'ly, _not worthy of a man_.
+un ru'ly, _not submissive_.
+un scarred', _not marked_.
+urg'ing, _encouraging_.
+ut'most, _to the furthest point_.
+
+
+_V_
+
+val'u a ble, _of great value_.
+vel'vet, _a soft material woven from silk_.
+ver'min, _little animals or insects_.
+vic'tims, _persons destroyed in pursuit of an object_.
+vic'tor, _one who conquers_.
+vi'o lence, _force; power_.
+virt'u ous, _inclined to do right_.
+
+
+_W_
+
+wa'ges, _what is paid for services_.
+wa'ter break (breakwater), _that which breaks the force of water_.
+weap'on, _any thing to be used against an enemy_.
+whence, _from which or what place_.
+whiff, _a quick puff of air_.
+whith'er, _to what place_.
+wig, _a covering for the head, made of hair_.
+wine, _a liquor made from grapes_.
+wits, _powers of the mind_.
+wrig'gled, _moved or twisted_.
+wrung, _distressed; twisted about_.
+
+
+_Y_
+
+yawns, _opens wide_.
+youth'ful, _young; belonging to early life_.
+
+
+
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