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diff --git a/15825-h/15825-h.htm b/15825-h/15825-h.htm new file mode 100644 index 0000000..c753d76 --- /dev/null +++ b/15825-h/15825-h.htm @@ -0,0 +1,16829 @@ +<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" +"http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> +<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> +<head> +<meta http-equiv="Content-Type" content="text/html;charset=utf-8" /> +<meta http-equiv="Content-Style-Type" content="text/css" /> +<title>The Project Gutenberg eBook of New National Fourth Reader, by Charles J. Barnes and J. Marshall Hawkes</title> + +<style type="text/css" xml:space="preserve"> + + body {margin-left: 10%; margin-right: 10%;} + div.chapter {page-break-before: always; margin-top: 4em;} + p {text-align: justify;} + blockquote {text-align: justify;} + h1,h2,h3,h4,h5,h6 {text-align: center;} + h1 {margin-top: 2em; margin-bottom: 2em} + h2 {margin-top: 2em; margin-bottom: 2em} + /*h3 {margin-top: 2em; margin-bottom: 2em}*/ + h3 {margin-top: 3em; margin-bottom: 2em;} + h3.poem {margin-left: 2.5em; text-align: left;} + h3.glossary {text-align: left; margin-left: 10%; margin-top: 1.5em; font-style: italic;} + h3.toc {text-align: left; margin-left: 15%; margin-bottom: 1em; margin-top: 1em; font-style: italic;} + pre {font-size: 0.7em;} + hr {text-align: center; width: 50%; margin-top: 2em; margin-bottom: 2em;} + html>body hr {margin-right: 25%; margin-left: 25%; width: 50%;} + hr.full {width: 100%;} + html>body hr.full {margin-right: 0%; margin-left: 0%; width: 100%;} + .blockquot + {margin-left:5%; margin-right:5%; margin-bottom: 1em; text-align: justify;} + + /*.poem {margin-left:25%; margin-right:5%; margin-bottom: 1em; text-align: left;}*/ + + .poem {margin-left:25%; margin-right:5%; margin-bottom: 1em; text-align: left;} + + .poem .stanza {margin: 1em 0em 1em 0em;} + + /*.glossary {margin-left: 30%; margin-right: 30%;}*/ + .glossary {margin-left: 20%; margin-right: 5%; margin-bottom: 1em; text-align: left;} + + .poem p {margin: 0; padding-left: 3em; text-indent: -3em;} + .poem p.i2 {margin-left: 1em;} + .poem p.i4 {margin-left: 2em;} + .poem p.i10 {margin-left: 5em;} + .figcenter, .figright, .figleft {padding: 1em; margin: 0; text-align: center;} + .figcenter img, .figright img, .figleft img {border: none;} + .figcenter p, .figright p, .figleft p {margin: 0; text-indent: 1em;} + .figcenter {margin: auto;} + .figright {float: right;} + .figleft {float: left;} + .footnote {font-size: 0.9em; margin-right: 10%; margin-left: 10%;} + .footnote .label {position: absolute; right: 84%; text-align: right;} + div.trans-note {margin: auto; width: 500px; text-align: center; + border: solid 3px; padding: 2em;} + + /*.toc {margin : 0 10%; text-align : left; font-size : 0.9em;}*/ + .toc {margin-left: 20%; margin-right: 5%; margin-bottom: 2em; text-align: left;} + .toc p {margin : 0.5em 0; } + .toc p.i4 {margin-left : 2em;} + p.author {text-align: right; margin-right : 5%; } + p.center {text-align : center; } + a:link {color: blue; text-decoration: none} + link {color: blue; text-decoration: none} + a:visited {color: blue; text-decoration: none} + a:hover {color: red} + table {margin: auto;} + +</style> + </head> + <body> + +<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 +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. +</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> + + </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 & 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>.—"I'M GOING TO" (Part I) <i>Charlotte + Daly</i>. + </p> + <p> + <a href="#LESSON_II"><big> 2</big></a>.—"I'M GOING TO" (Part II) + <i>Charlotte Daly</i>. + </p> + <p> + <a href="#LESSON_III"><big> 3</big></a>.—THE BEAN AND THE STONE + </p> + <p> + <a href="#LESSON_V"><big> 5</big></a>.—AN ADVENTURE WITH DUSKY + WOLVES (I) <i>Mayne Reid</i>. + </p> + <p> + <a href="#LESSON_VI"><big> 6</big></a>.—AN ADVENTURE WITH DUSKY + WOLVES (II) <i>Mayne Reid</i>. + </p> + <p> + <a href="#LESSON_VII"><big> 7</big></a>.—THE SAILOR CAT <i>David + Ker</i>. + </p> + <p> + <a href="#LESSON_IX"><big> 9</big></a>.—THE LION + </p> + <p> + <a href="#LESSON_X"><big>10</big></a>.—ADVENTURE WITH A LION <i>Livingstone</i>. + </p> + <p> + <a href="#LESSON_XI"><big>11</big></a>.—THE NOBLEST DEED OF ALL + </p> + <p> + <a href="#LESSON_XIII"><big>13</big></a>.—THE STORY OF INDIAN + SPRING (I) <i>Aunt Mary</i>. + </p> + <p> + <a href="#LESSON_XIV"><big>14</big></a>.—THE STORY OF INDIAN + SPRING (II) + </p> + <p> + <a href="#LESSON_XV"><big>15</big></a>.—AN ADVENTURE WITH A SHARK + </p> + <p> + <a href="#LESSON_XVII"><big>17</big></a>.—A FUNNY HORSESHOE "<i>Christian + Union</i>." + </p> + <p> + <a href="#LESSON_XVIII"><big>18</big></a>.—THE GIRAFFE + </p> + <p> + <a href="#LESSON_XIX"><big>19</big></a>.—THE TRADER'S TRICK + </p> + <p> + <a href="#LESSON_XXI"><big>21</big></a>.—ALI, THE CAMEL DRIVER (I) + </p> + <p> + <a href="#LESSON_XXII"><big>22</big></a>.—ALI, THE CAMEL DRIVER + (II) + </p> + <p> + <a href="#LESSON_XXIII"><big>23</big></a>.—A QUEER PEOPLE + </p> + <p> + <a href="#LESSON_XXV"><big>25</big></a>.—WATER + </p> + <p> + <a href="#LESSON_XXVI"><big>26</big></a>.—THE HIDDEN TREASURE (I) + </p> + <p> + <a href="#LESSON_XXVII"><big>27</big></a>.—THE HIDDEN TREASURE + (II) + </p> + <p> + <a href="#LESSON_XXVIII"><big>28</big></a>.—THE HIDDEN TREASURE + (III) + </p> + <p> + <a href="#LESSON_XXX"><big>30</big></a>.—AIR <i>J. Berners</i> + (Adapted). + </p> + <p> + <a href="#LESSON_XXXI"><big>31</big></a>.—A TIMELY RESCUE + </p> + <p> + <a href="#LESSON_XXXIII"><big>33</big></a>.—TRUE COURTESY (I) + </p> + <p> + <a href="#LESSON_XXXIV"><big>34</big></a>.—TRUE COURTESY (II) + </p> + <p> + <a href="#LESSON_XXXV"><big>35</big></a>.—WHY AN APPLE FALLS + </p> + <p> + <a href="#LESSON_XXXVII"><big>37</big></a>.—THE JAGUAR + </p> + <p> + <a href="#LESSON_XXXVIII"><big>38</big></a>.—HOLLAND (I) <i>Mary + Mapes Dodge</i>. + </p> + <p> + <a href="#LESSON_XXXIX"><big>39</big></a>.—HOLLAND (II) <i>Mary + Mapes Dodge</i>. + </p> + <p> + <a href="#LESSON_XLI"><big>41</big></a>.—SOMETHING ABOUT PLANTS + </p> + <p> + <a href="#LESSON_XLII"><big>42</big></a>.—FOREST ON FIRE (I) <i>Audubon</i>. + </p> + <p> + <a href="#LESSON_XLIII"><big>43</big></a>.—FOREST ON FIRE (II) <i>Audubon</i>. + </p> + <p> + <a href="#LESSON_XLV"><big>45</big></a>.—A GHOST STORY (I) <i>Louisa + M. Alcott</i>. + </p> + <p> + <a href="#LESSON_XLVI"><big>46</big></a>.—A GHOST STORY (II) <i>Louisa + M. Alcott</i>. + </p> + <p> + <a href="#LESSON_XLVII"><big>47</big></a>.—A GHOST STORY (III) <i>Louisa + M. Alcott</i>. + </p> + <p> + <a href="#LESSON_XLIX"><big>49</big></a>.—THE RHINOCEROS + </p> + <p> + <a href="#LESSON_L"><big>50</big></a>.—PRESENCE OF MIND + </p> + <p> + <a href="#LESSON_LI"><big>51</big></a>.—HALBERT AND HIS DOG + </p> + <p> + <a href="#LESSON_LIII"><big>53</big></a>.—THE CATERPILLAR AND + BUTTERFLY + </p> + <p> + <a href="#LESSON_LIV"><big>54</big></a>.—WILD HORSES OF SOUTH + AMERICA + </p> + <p> + <a href="#LESSON_LV"><big>55</big></a>.—AN EMPEROR'S KINDNESS + </p> + <p> + <a href="#LESSON_LVII"><big>57</big></a>.—STORY OF THE SIOUX WAR + (I) + </p> + <p> + <a href="#LESSON_LVIII"><big>58</big></a>.—STORY OF THE SIOUX WAR + (II) + </p> + <p> + <a href="#LESSON_LIX"><big>59</big></a>.—VOLCANOES + </p> + <p> + <a href="#LESSON_LXI"><big>61</big></a>.—ANECDOTE OF WASHINGTON + (I) + </p> + <p> + <a href="#LESSON_LXII"><big>62</big></a>.—ANECDOTE OF WASHINGTON + (II) + </p> + <p> + <a href="#LESSON_LXIII"><big>63</big></a>.—THE OSTRICH + </p> + <p> + <a href="#LESSON_LXV"><big>65</big></a>.—AN INCIDENT OF THE + REVOLUTION + </p> + <p> + <a href="#LESSON_LXVI"><big>66</big></a>.—TROPICAL FRUITS + </p> + <p> + <a href="#LESSON_LXVII"><big>67</big></a>.—STORY OF DETROIT + </p> + <p> + <a href="#LESSON_LXIX"><big>69</big></a>.—MAKING MAPLE SUGAR (I) + <i>Charles Dudley Warner</i>. + </p> + <p> + <a href="#LESSON_LXX"><big>70</big></a>.—MAKING MAPLE SUGAR (II) + <i>Charles Dudley Warner</i>. + </p> + <p> + <a href="#LESSON_LXXII"><big>72</big></a>.—NATURAL WONDERS OF + AMERICA (I) + </p> + <p> + <a href="#LESSON_LXXIII"><big>73</big></a>.—NATURAL WONDERS OF + AMERICA (II) + </p> + <p> + <a href="#LESSON_LXXIV"><big>74</big></a>.— AFRICAN ANTS <i>Du + Chaillu</i>. + </p> + <p> + <a href="#LESSON_LXXVI"><big>76</big></a>.—EGYPT AND ITS RUINS (I) + </p> + <p> + <a href="#LESSON_LXXVII"><big>77</big></a>.—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>.—TO-MORROW <i>Mrs. M. R. + Johnson</i>. + </p> + <p> + <a href="#LESSON_VIII"><big> 8</big></a>.—RESCUED <i>Celia Thaxter</i>. + </p> + <p> + <a href="#LESSON_XII"><big>12</big></a>.—MARJORIE'S ALMANAC <i>T. + B. Aldrich</i>. + </p> + <p> + <a href="#LESSON_XVI"><big>16</big></a>.—A LEGEND OF THE NORTHLAND + <i>Phoebe Cary</i>. + </p> + <p> + <a href="#LESSON_XX"><big>20</big></a>.—A HAPPY PAIR <i>Florence + Percy</i>. + </p> + <p> + <a href="#LESSON_XXIV"><big>24</big></a>.—ILL-NATURED BRIER <i>Mrs. + Anna Bache</i>. + </p> + <p> + <a href="#LESSON_XXIX"><big>29</big></a>.—LOOKING FOR THE FAIRIES + <i>Julia Bacon</i>. + </p> + <p> + <a href="#LESSON_XXXII"><big>32</big></a>.—BIRDS IN SUMMER <i>Mary + Howitt</i>. + </p> + <p> + <a href="#LESSON_XXXVI"><big>36</big></a>.—THE MILLER OF THE DEE + <i>Charles Mackay</i>. + </p> + <p> + <a href="#LESSON_XL"><big>40</big></a>.—THE WIND IN A FROLIC <i>William + Howitt</i>. + </p> + <p> + <a href="#LESSON_XLIV"><big>44</big></a>.—COMMON GIFTS + </p> + <p> + <a href="#LESSON_XLVIII"><big>48</big></a>.—WHAT THE CHIMNEY SANG + <i>Bret Harte</i>. + </p> + <p> + <a href="#LESSON_LII"><big>52</big></a>.—THE LIGHT-HOUSE + </p> + <p> + <a href="#LESSON_LVI"><big>56</big></a>.—UNITED AT LAST + </p> + <p> + <a href="#LESSON_LX"><big>60</big></a>.—THE BROOK <i>Alfred + Tennyson</i>. + </p> + <p> + <a href="#LESSON_LXIV"><big>64</big></a>.—TO-DAY AND TO-MORROW <i>Charles + Mackay</i>. + </p> + <p> + <a href="#LESSON_LXVIII"><big>68</big></a>.—THE FISHERMAN <i>John + G. Whittier</i>. + </p> + <p> + <a href="#LESSON_LXXI"><big>71</big></a>.—OLD IRONSIDES <i>Oliver + Wendell Holmes</i>. + </p> + <p> + <a href="#LESSON_LXXV"><big>75</big></a>.—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 & 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."— 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—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>.—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— + </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>.—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."— 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—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. + </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>—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>—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>—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>—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—the youngest there. + </p> + </div> + <div class="stanza"> + <p> + He was too young—this little elf— + </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,"—O word that makes the home!— + </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— + </p> + <p> + It always is coming, but never is here." + </p> + </div> + </div> + <hr /> + <p> + <b>Directions for Reading.</b>—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>,"—O word that makes the home!—<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.—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>—This lesson should be read with + spirit, and in a full, clear tone of voice. + </p> + <hr /> + <p> + <b>Language Lesson.—<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.—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>—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>.—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—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>—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>—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—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"—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>—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.—<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—"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—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. + </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>.—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>.—"There is, in the appearance of the lion, something + both noble and imposing." + </p> + <hr /> + <p> + <b>Language Lesson.</b>—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>.—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>.—"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>.—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>—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?—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>—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> <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>—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,— + </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,— + </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,— + </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!)— + </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>—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>.—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.—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>—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>—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.—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—whom do you think, Robbie?—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,—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—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>—Should the second or third paragraph + of the lesson be read the faster? + </p> + <p> + "When do we speak more rapidly—in telling an exciting story, or in + common conversation? + </p> + <p> + "Do our feelings guide us when we speak slowly or rapidly?—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,—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. + </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,—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>.—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>.—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>.—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— + </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— + </p> + <p class="i2"> + For the day was almost done— + </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— + </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— + </p> + <p class="i2"> + A mean and selfish man. + </p> + </div> + </div> + <hr /> + <p> + <b>Directions for Reading.</b>—In what manner should this lesson be + read at the beginning—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—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—" + </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>—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>—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>.— + </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>—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>—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>—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—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>—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>—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.—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>—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—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>—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>—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!—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>—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>—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.—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—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>—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.—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>.—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>.—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>.—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.—PART III. + </h3> + <p> + "O what have I done! what have I done!" cried Alice. "O Mrs. Reed, I'm so + sorry—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—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>—Tell the story in your own words, using the + points given in the following + </p> + <p> + <b>Analysis.</b>—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,— + </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>—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>—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—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. + </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>—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>—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 move settle + 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—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—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—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— + </p> + <p> + "Pull, lads—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—it seemed to me as many hours. + </p> + <p> + "Have we almost come to it, Mr. Larkin?" I asked. + </p> + <p> + "Almost, captain,—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— + </p> + <p> + "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. + </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—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—"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>—Change the following <b><i>commands</i></b> + to <b><i>statements</i></b>. + </p> + <div class="blockquot"> + <p> + Take the other oar. 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;— + </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>—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.—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— + </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—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>—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>—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.—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—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>—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—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—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—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— + </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—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>—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>—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> <b>burdened</b> + <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—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 Niño + 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 Niño 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 Niño. + </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 Niño 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> + "Niño 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, Niño 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 Niño 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>—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>—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> <b>told</b> + <b>join</b> <b>capture</b> + <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.—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—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— + </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>—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>—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.—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>—Let pupils practice upon the + inflections marked in the following + </p> + <p> + <b>Model.</b>—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>—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>—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>—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>—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> <b>covered</b> + <b>able</b> <b>like</b> + <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.—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>—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.—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>—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>—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>—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>—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.—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—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—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—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— + </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— + </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>—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—<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.—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—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—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>—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>—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> <b>lock</b> + <b>heard</b> <b>pleasant</b> + <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> <b>pleasant</b> + <b>pleasantly</b> <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.—PART III. + </h3> + <p> + 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. + </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— + </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—Johnny and Joe—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— + </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— + </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—he was so lame—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>.—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—"A + Night at the Cottage." + </p> + <p> + <b>Suggestion.</b>—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— + </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—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>—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—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—if any—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—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—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>—Let pupils mark <b><i>inflections</i></b> + in the first sentence of the lesson. + </p> + <hr /> + <p> + <b>Language Lesson.</b>—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—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>—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>—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—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>—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> <b>hard</b> + <b>relation</b> <b>partner</b> + <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>—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>—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—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!—but a chrysalis, like the one + his mother was sleeping in when we first found her. + </p> + <hr /> + <p> + <b>Directions for Reading.</b>—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 —— inflection. + </p> + <p> + Questions which can not be answered by <b><i>yes</i></b> or <b><i>no</i></b>, + regularly require the —— inflection. + </p> + <hr /> + <p> + <b>Language Lesson</b>. Let pupils copy the following words. + </p> + <div class="blockquot"> + <p> + <b>seize</b> <b>chief</b> + <b>grief</b> <b>fear</b> + <b>beach</b> + </p> + <p> + <b>receive</b> <b>relief</b> + <b>believe</b> <b>weary</b> + <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—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—and none to ride! + </p> + <p> + With flowing tail, and flying mane, + </p> + <p> + Wide nostrils—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—they start—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—they foam—neigh—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— + </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—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. + </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>—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?—(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 <b><i>yes</i></b> or <b><i>no</i></b>?—(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—a pension for you—signed by the + emperor himself; listen, mother; hear what he says:— + </p> + <div class="blockquot"> + <p> + "'<i>Madam:</i>—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>—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>—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— + </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.—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—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—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. + </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>—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> <b>air</b> + <b>fire</b> <b>water</b> + <b>sleep</b> + </p> + <p> + <b>rain</b> <b>rust</b> + <b>fun</b> <b>fur</b> <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.—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—must go—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—have killed people—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—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>—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— + </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>—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>.—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>.—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.—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—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!—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>—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>—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 —— in the water a white object, which he —— — + the boy's dress. Then he —— 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.—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—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—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>—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>—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—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>—Let pupils point out any points that are + omitted from the following + </p> + <p> + <b>Analysis.</b>—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. + </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?— + </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?— + </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?— + </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?—</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?— + </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?— + </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;— + </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>—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>—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> <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—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. + </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—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?—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—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— + </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—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—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>—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 —— go to see them next week. + </p> + <p> + John —— last night. + </p> + <p> + You and I —— 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>—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— + </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>—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!—Hurra!—the west wind + </p> + <p class="i2"> + Comes freshening down the bay, + </p> + <p> + The rising sails are filling— + </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— + </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>— Let some pupil in the class state in + what manner the lesson should be read. + </p> + <hr /> + <p> + <b>Language Lesson.</b>—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. 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.—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—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>.—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>.—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.—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>—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>.—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!— + </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>—With what tone of voice should the + prose part of the lesson be read? + </p> + <p> + Read the poetry—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>—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.—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 CAÑONS 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 cañons. + </p> + <div class="figright"> + <img alt="grand canyon (49K)" src="images/346.jpg" height="500" width="299" /> + <p class="center"> + View in the Grand Cañon + </p> + </div> + <p> + 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. + </p> + <p> + 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. + </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 cañons 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 cañon, 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.—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>.—Point out four places in the lesson + where words would likely be run together by a careless reader. + </p> + <p> + The word <b><i>cañon</i></b> is pronounced <b><i>can'yon</i>.</b> + </p> + <hr /> + <p> + <b>Language Lesson</b>.—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—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>.—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>.—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>.—"What is your name?" changed to the form of a <b><i>statement</i></b>, + becomes—"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>.—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>.—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.—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>—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>.—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.—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>—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>—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>—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>—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> + + </p> + <hr class="full" /> + </div><!--end chapter--> + +<div style='display:block;margin-top:4em'>*** END OF THE PROJECT GUTENBERG EBOOK NEW NATIONAL FOURTH READER ***</div> +<div style='display:block;margin:1em 0;'>This file should be named 15825-h.htm or 15825-h.zip</div> +<div style='display:block;margin:1em 0;'>This and all associated files of various formats will be found in https://www.gutenberg.org/1/5/8/2/15825/</div> +<div style='display:block; 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