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+The Project Gutenberg eBook, New National Fourth Reader, by Charles J.
+Barnes and J. Marshall Hawkes
+
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever. You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+
+
+
+Title: New National Fourth Reader
+
+
+Author: Charles J. Barnes and J. Marshall Hawkes
+
+Release Date: May 14, 2005 [eBook #15825]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+
+***START OF THE PROJECT GUTENBERG EBOOK NEW NATIONAL FOURTH READER***
+
+
+E-text prepared by Juliet Sutherland, David Gundry, and the Project
+Gutenberg Online Distributed Proofreading Team
+
+
+
+Note: Project Gutenberg also has an HTML version of this
+ file which includes the original illustrations.
+ See 15825-h.htm or 15825-h.zip:
+ (https://www.gutenberg.org/dirs/1/5/8/2/15825/15825-h/15825-h.htm)
+ or
+ (https://www.gutenberg.org/dirs/1/5/8/2/15825/15825-h.zip)
+
+
+Transcriber's Notes
+
+ Where reference is made to page numbers, there is an annotation
+ showing a footnote number and the relative information is appended
+ at the end of each lesson or section.
+
+ Pronunciation marks have been ignored. However, accented syllables
+ precede the single apostrophe, which also serves as a break.
+ Otherwise breaks are shown by spaces.
+
+
+
+
+
+Barnes' New National Readers
+
+NEW NATIONAL FOURTH READER
+
+by
+
+CHARLES J. BARNES and J. MARSHALL HAWKES
+
+1884
+
+
+
+
+
+
+
+[Illustration: Destruction of Pompeii by Vesuvius.]
+
+
+
+
+
+PREFACE
+
+
+It is thought that the following special features of this book will
+commend themselves to Teachers and School Officers.
+
+_The reading matter of the book is more of a descriptive than
+conversational style_, as it is presumed that the pupil, after having
+finished the previous books of the series, will have formed the habit of
+easy intonation and distinct articulation.
+
+_The interesting character of the selections_, so unlike the reading
+books of former times.
+
+_The large amount of information_ which has been combined with incidents
+of an interesting nature, to insure the pupil's earnest and thoughtful
+attention.
+
+_The length of the selections for reading_,--the attention of pupils
+being held more readily by long selections than by short ones, though of
+equal interest.
+
+_The gradation of the lessons_, which has been systematically maintained
+by keeping a careful record of all new words as fast as they appeared,
+and using only such pieces as contained a limited number.
+
+_The simplicity of the lessons_, which becomes absolutely necessary in
+the schools of to-day, owing to the short school life of the pupil, his
+immature age, and inability to comprehend pieces of a metaphysical or
+highly poetical nature.
+
+_The ease with which pupils may pass from the Third Reader of this
+series to this book_, thereby avoiding the necessity of supplementary
+reading before commencing the Fourth Reader, or of using a book of
+another series much lower in grade.
+
+_Language Lessons_, of a nature to secure intelligent observation, and
+lead the pupil to habits of thought and reflection. Nothing being done
+for the learner that he could do for himself.
+
+_Directions for Reading_, which accompany the lessons--specific in their
+treatment and not of that general character which young teachers and
+pupils are unable to apply.
+
+_All new words of special difficulty, at the heads of the lessons_,
+having their syllabication, accent, and pronunciation indicated
+according to Webster. Other new words are placed in a vocabulary at the
+close of the book.
+
+_The type of this book, like that of the previous books of the series,
+is much larger than that generally used_, for a single reason. Parents,
+every-where, are complaining that the eye-sight of their children is
+being ruined by reading from small, condensed type. It is confidently
+expected that this large, clear style will obviate such unfortunate
+results.
+
+_The illustrations have been prepared regardless of expense_, and will
+commend themselves to every person of taste and refinement.
+
+
+
+
+CONTENTS
+
+
+LESSONS IN PROSE.
+
+
+ 1.--"I'M GOING TO" (Part I) _Charlotte Daly_.
+
+ 2.--"I'M GOING TO" (Part II) _Charlotte Daly_.
+
+ 3.--THE BEAN AND THE STONE
+
+ 5.--AN ADVENTURE WITH DUSKY WOLVES (I) _Mayne Reid_.
+
+ 6.--AN ADVENTURE WITH DUSKY WOLVES (II) _Mayne Reid_.
+
+ 7.--THE SAILOR CAT _David Ker_.
+
+ 9.--THE LION
+
+10.--ADVENTURE WITH A LION _Livingstone_.
+
+11.--THE NOBLEST DEED OF ALL
+
+13.--THE STORY OF INDIAN SPRING (I) _Aunt Mary_.
+
+14.--THE STORY OF INDIAN SPRING (II)
+
+15.--AN ADVENTURE WITH A SHARK
+
+17.--A FUNNY HORSESHOE "_Christian Union_."
+
+18.--THE GIRAFFE
+
+19.--THE TRADER'S TRICK
+
+21.--ALI, THE CAMEL DRIVER (I)
+
+22.--ALI, THE CAMEL DRIVER (II)
+
+23.--A QUEER PEOPLE
+
+25.--WATER
+
+26.--THE HIDDEN TREASURE (I)
+
+27.--THE HIDDEN TREASURE (II)
+
+28.--THE HIDDEN TREASURE (III)
+
+30.--AIR _J. Berners_ (Adapted).
+
+31.--A TIMELY RESCUE
+
+33.--TRUE COURTESY (I)
+
+34.--TRUE COURTESY (II)
+
+35.--WHY AN APPLE FALLS
+
+37.--THE JAGUAR
+
+38.--HOLLAND (I) _Mary Mapes Dodge_.
+
+39.--HOLLAND (II) _Mary Mapes Dodge_.
+
+41.--SOMETHING ABOUT PLANTS
+
+42.--FOREST ON FIRE (I) _Audubon_.
+
+43.--FOREST ON FIRE (II) _Audubon_.
+
+45.--A GHOST STORY (I) _Louisa M. Alcott_.
+
+46.--A GHOST STORY (II) _Louisa M. Alcott_.
+
+47.--A GHOST STORY (III) _Louisa M. Alcott_.
+
+49.--THE RHINOCEROS
+
+50.--PRESENCE OF MIND
+
+51.--HALBERT AND HIS DOG
+
+53.--THE CATERPILLAR AND BUTTERFLY
+
+54.--WILD HORSES OF SOUTH AMERICA
+
+55.--AN EMPEROR'S KINDNESS
+
+57.--STORY OF THE SIOUX WAR (I)
+
+58.--STORY OF THE SIOUX WAR (II)
+
+59.--VOLCANOES
+
+61.--ANECDOTE OF WASHINGTON (I)
+
+62.--ANECDOTE OF WASHINGTON (II)
+
+63.--THE OSTRICH
+
+65.--AN INCIDENT OF THE REVOLUTION
+
+66.--TROPICAL FRUITS
+
+67.--STORY OF DETROIT
+
+69.--MAKING MAPLE SUGAR (I) _Charles Dudley Warner_.
+
+70.--MAKING MAPLE SUGAR (II) _Charles Dudley Warner_.
+
+72.--NATURAL WONDERS OF AMERICA (I)
+
+73.--NATURAL WONDERS OF AMERICA (II)
+
+74.--AFRICAN ANTS _Du Chaillu_.
+
+76.--EGYPT AND ITS RUINS (I)
+
+77.--EGYPT AND ITS RUINS (II)
+
+
+
+
+LESSONS IN VERSE.
+
+
+ 4.--TO-MORROW _Mrs. M.R. Johnson_.
+
+ 8.--RESCUED _Celia Thaxter_.
+
+12.--MARJORIE'S ALMANAC _T.B. Aldrich_.
+
+16.--A LEGEND OF THE NORTHLAND _Phoebe Cary_.
+
+20.--A HAPPY PAIR _Florence Percy_.
+
+24.--ILL-NATURED BRIER _Mrs. Anna Bache_.
+
+29.--LOOKING FOR THE FAIRIES _Julia Bacon_.
+
+32.--BIRDS IN SUMMER _Mary Howitt_.
+
+36.--THE MILLER OF THE DEE _Charles Mackay_.
+
+40.--THE WIND IN A FROLIC _William Howitt_.
+
+44.--COMMON GIFTS
+
+48.--WHAT THE CHIMNEY SANG _Bret Harte_.
+
+52.--THE LIGHT-HOUSE
+
+56.--UNITED AT LAST
+
+60.--THE BROOK _Alfred Tennyson_.
+
+64.--TO-DAY AND TO-MORROW _Charles Mackay_.
+
+68.--THE FISHERMAN _John G. Whittier_.
+
+71.--OLD IRONSIDES _Oliver Wendell Holmes_.
+
+75.--THE LEAP OF ROUSHAN BEG _Henry W. Longfellow_.
+
+
+DEFINITIONS
+
+
+GEOGRAPHICAL AND PROPER NAMES
+
+
+
+
+
+
+
+ACKNOWLEDGMENTS.
+
+
+The publishers desire to thank Messrs. Houghton, Mifflin & Co., the
+Century Co., Roberts Brothers, and Charles Scribner's Sons, for
+permission to use and adapt some of their valuable copyright matter.
+
+
+
+
+
+
+
+SUGGESTIONS
+
+To Teachers
+
+
+The following suggestions are submitted for the benefit of young
+teachers.
+
+In order that pupils may learn how to define words at the heads of the
+lessons, let the teacher read the sentences containing such words and
+have pupils copy them upon slate or paper.
+
+Then indicate what words are to be defined, and insist upon the proper
+syllabication, accent, marking of letters, etc.
+
+In this way the pupil learns the meaning of the word as it is used, and
+not an abstract definition that may be meaningless.
+
+Have pupils study their reading lessons carefully before coming to
+recitation.
+
+The position of pupils while reading should be erect, easy, and
+graceful.
+
+Give special attention to the subject of articulation, and insist upon a
+clear and distinct enunciation.
+
+In order to develop a clear tone of voice, let pupils practice, in
+concert, upon some of the open vowel sounds, using such words as _arm,
+all, old_.
+
+In this exercise, the force of utterance should be gentle at first, and
+the words repeated a number of times; then the force should be increased
+by degrees, until "calling tones" are used.
+
+Encourage a natural use of the voice, with such modulations as may be
+proper for a correct rendering of the thoughts which are read.
+
+It should, be remembered that the development of a good tone of voice is
+the result of careful and constant practice.
+
+Concert reading is recommended as a useful exercise, inasmuch as any
+feeling of restraint or timidity disappears while reading with others.
+
+Question individual pupils upon the manner in which lessons should be
+read. In this way they will learn to think for themselves.
+
+Do not interrupt a pupil while reading until a thought or sentence is
+completed, since such a course tends to make reading mechanical and
+deprive it of expression.
+
+Errors in time, force of utterance, emphasis, and inflection should be
+carefully corrected, and then the passage read over again.
+
+The "Directions for Reading" throughout the book are intended to be
+suggestive rather than exhaustive, and can be added to as occasion
+requires.
+
+The "Language Lessons" in this book, should not be neglected. They
+contain only such matter as is necessary to meet the requirements of
+pupils.
+
+Words and expressions not readily understood, must be made intelligible
+to pupils. This has been done in part by definitions, and in part by
+interpreting some of the difficult phrases.
+
+After the habit of acquiring the usual meaning has been formed, the
+original meaning of those words which are made up of stems modified by
+prefixes or affixes should be shown.
+
+The real meaning of such words can be understood far better by a study
+of their formation, than by abstract definitions. It will be found,
+also, that pupils readily become interested in this kind of work.
+
+As the capabilities of classes of the same grade will differ, it may
+sometimes occur that a greater amount of language work can be done
+effectively than is laid down in this book. When this happens, more time
+can be devoted to such special kinds of work as the needs of the classes
+suggest.
+
+Constant drill upon the analysis of lessons, varied at times by the
+analysis of short stories taken from other sources and read to the
+class, will develop the reasoning faculties of pupils and render the
+writing of original compositions a comparatively easy exercise.
+
+Encourage the habit of self-reliance on the part of pupils. Original
+investigation, even if followed at first by somewhat crude results, is
+in the end more satisfactory than any other course.
+
+The Definitions (pages 373-382) and the List of Proper Names (pages
+383 and 384) may be used in the preparation of the lessons.[01]
+
+When exercises are written, particular care should be required in regard
+to penmanship, correct spelling, punctuation, and neatness.
+
+
+[01] "The Definitions" are found at the end of the text, however "the
+List of Proper Names" has not been included in this production.
+
+
+
+
+
+
+
+PHONIC CHART.
+
+
+
+VOWELS.
+
+
+a as in lake
+a " " at
+a " " far
+a " " all
+a " " care
+a " " ask
+a as in what
+e " " be
+e " " let
+i " " ice
+i " " in
+o " " so
+o as in box
+u " " use
+u " " up
+u " " fur
+oo " " too
+oo " " look
+
+
+
+
+
+
+
+DIPHTHONGS.
+
+
+oi, oy (unmarked), as in oil, boy
+ou, ow " " " out, now
+
+
+
+
+
+
+
+CONSONANTS
+
+
+ b as in bad
+ d " " do
+ f " " fox
+ g " " go
+ h " " he
+ j " " just
+ k " " kite
+ l " " let
+ m as in me
+ n " " no
+ p " " put
+ r " " rat
+ s " " so
+ t " " too
+ v " " very
+ w " " we
+ y as in yes
+ z " " froze
+ng " " sing
+ch " " chick
+sh " " she
+th " " think
+th " " the
+wh(hw)," what
+
+
+
+
+
+
+
+EQUIVALENTS.
+
+VOWELS.
+
+
+a like o as in what
+e " a " " where
+e " a " " they
+e " u " " her
+i " u " " girl
+i " e " " police
+o, u like oo as in to, rule
+o " u " " come
+o " a " " for
+u, o " oo " " put, could
+y " i " " by
+y " i " " kit'ty
+
+
+CONSONANTS.
+
+
+c like s as in race
+c " k " " cat
+g " j " " cage
+n like ng as in think
+s " z " " has
+x " ks, or gz " box, exist
+
+
+
+
+
+FOURTH READER
+
+
+
+
+
+LESSON I
+
+
+spokes'man, _one who speaks for others_.
+
+cho'rus, _a number of speakers or singers_.
+
+apt, _likely; ready_.
+
+folks, _people; family_.
+
+mis'er a ble, _very unhappy; very poor_.
+
+lone'some, _without friends; lonely_.
+
+score, _twenty_.
+
+wretch'ed, _unhappy; very sad_.
+
+
+ * * * * *
+
+
+
+
+"I'M GOING TO."
+
+PART I.
+
+
+Once upon a time, there was a little boy, whose name was Johnny.
+"Johnny," said his mamma, one day, "will you bring me an armful of
+wood?"
+
+"Yes," said Johnny, "I'm going to"; but just then he heard Carlo, the
+dog, barking at a chipmunk over in the meadow, so he ran off as fast as
+he could go.
+
+Now this was not the first time that Johnny had said to his mamma, "Yes,
+I'm going to." He never thought of that wood again until about
+dinner-time, when he began to feel hungry.
+
+When he got back, he found that dinner was over, and papa and mamma had
+gone to ride. He found a piece of bread and butter, and sat down on a
+Large rock, with his back against the stump of a tree, to eat it.
+
+When it was all gone, Johnny began to think what he should do next. He
+closed his eyes as people are apt to do when they think.
+
+Presently he heard a score of voices about him. One was saying, "Wait a
+bit"; another, "Pretty soon"; another, "In a minute"; another, "By and
+by"; and still another, louder than the rest, kept screaming as loud as
+it could, "Going to, going to, going to," till Johnny thought they were
+crazy.
+
+"Who in the world are you?" said he, in great surprise, "and what are
+you making such a noise about?"
+
+"We are telling our names," said they; "didn't you ask us to tell our
+names?"
+
+"No," said Johnny, "I didn't."
+
+"O what a story!" cried they all in a breath.
+
+[Illustration]
+
+"Let's shake him for it," said one.
+
+"No, let us carry him to the king," said another.
+
+So they began to spin about him like so many spiders; for each one of
+them carried a long web, and when that gets wound around a boy or a
+girl, it is a very difficult thing to get rid of.
+
+In a few minutes they had him all wound up--hands and feet, nose and
+eyes, all tied up tight. Then they took him among them, and flew away
+with him, miles and miles, over the hills, and up to a big cave in the
+mountain. There he heard ever so many more voices, and it was noisier
+than ever.
+
+"Where am I?" he said, as soon as he could speak.
+
+"O you're safe at home," answered Wait-a-bit, for he seemed to be the
+spokesman; "and they have been expecting you for some time."
+
+"This isn't my home," said Johnny, feeling very miserable and beginning
+to cry.
+
+"O yes, it is," said a chorus of voices. "This is just where such folks
+as you belong. There are many of your fellows here, and you won't be
+lonesome a bit."
+
+They had begun to unwind the web from his eyes now, so he opened them
+and looked about him. O what a wretched place it was!
+
+Against the sides of the cave, stood long rows of boys and girls, with
+very sorry faces, all of them saying over as fast as they could speak,
+"Going to, going to!" "Wait a bit, wait a bit!" "Pretty soon, pretty
+soon!" "In a minute, in a minute!" studying the names just as hard as if
+they were lessons.
+
+There were Delays, and Tardys, and Put-offs, with ever so many more; and
+in a corner by themselves, and looking more unhappy than all the rest,
+were the poor little fellows whose names were "Too late."
+
+
+ * * * * *
+
+
+Directions for Reading.--Pupils should read loud enough for all the
+class to hear them.
+
+The words forming a _quotation_ should usually be spoken in a louder
+tone than the other words in the lesson, as--
+
+_"Johnny,"_ said his mamma, one day, _"will you bring me an armful of
+wood?"_
+
+
+ * * * * *
+
+
+Language Lesson.--Divide into syllables, accent, and mark the sounds
+of the letters in the following words: _Carlo, armful, mountain,
+unwind_.
+
+What two words can be used for each of the following: _I'm, didn't,
+let's, you're, isn't, won't?_
+
+What other words could be used instead of _got_ (page 16, line 4)?[02]
+
+Proper names should begin with capital letters: as, _Johnny, Carlo_.
+
+Give three other words used as proper names in this lesson.
+
+
+[02] paragraph 4 of this lesson
+
+
+ * * * * *
+
+
+
+
+LESSON II.
+
+
+de spair', _loss of hope_.
+
+pro cras' ti na tor, _one who puts off doing any thing_.
+
+res o lu'tions, _promises made to one's self; resolves_.
+
+yon'der, _there; in that place_.
+
+mon'strous, _of great size_.
+
+gi'ant, _an unreal person, supposed to be of great size_.
+
+hor'rid, _causing great fear or alarm_.
+
+ex pect'ed, _thought; looked for_.
+
+
+ * * * * *
+
+
+
+
+"I'M GOING TO."
+
+PART II.
+
+
+"O dear, dear! Where am I?" said Johnny in despair. "Please let me out!
+I want my mamma!"
+
+"No, you don't," said Wait-a-bit. "You don't care much about her, and
+this is really where you belong. This is the kingdom of Procrastination,
+and yonder comes the king."
+
+"The kingdom of what?" said Johnny, who had never heard such a long word
+in his life before.
+
+But just then he heard a heavy foot-fall, and a great voice that sounded
+like a roar, saying, "Has he come? Did you get him?"
+
+"Yes, here he is," said Wait-a-bit, "and he'd just been saying it a
+little while before we picked him up."
+
+Johnny looked up and saw a monstrous giant, with a bright green body and
+red legs, and a yellow head and two horrid coal-black eyes.
+
+"Let me have him," said the giant. So he took him up just as if he had
+been a rag-baby, and looked him all over, turning him from side to side,
+and from head to feet.
+
+O but Johnny was frightened, and expected every moment to be swallowed!
+
+"Let's see," said the giant; "he always says 'Pretty soon.' No, that
+isn't it. What is it, my fine fellow, that you always say to your mamma
+when she asks you to do any thing for her?
+
+"It isn't 'Pretty soon,' nor 'In a minute.' What is it? They all mean
+about the same thing, to be sure, and bring every body to me in the end;
+but I must know exactly, or I can't put you in the right place."
+
+Johnny hung his head, and did not want to tell; but an extra hard poke
+of the giant's big finger made him open his mouth and say with shame,
+that he always said, "I'm going to."
+
+"O that's it!" said the giant. "Well, then, you stand there."
+
+So he unwound a bit of the web from his fingers--just enough so that he
+could hold the Procrastinator's Primer--and stood him at the end of a
+long row of children, who were saying over and over again, just as fast
+as they could speak, "Going to, going to, going to, going to," just
+that, and nothing else in the world.
+
+Johnny was tired and hungry by this time, and longed to see his mamma,
+thinking that, if he could only get back: to her, he would always mind
+the very moment she told him to do any thing.
+
+He made a great many good resolutions while he stood there. At last the
+giant called him to come and say his lesson.
+
+"You shall have a short one to-day," said he, "and need say it only a
+thousand times, because it is your first day here. To-morrow, you must
+say it a million."
+
+Johnny tried to step forward, but the web was still about his feet, so
+he fell with, a bang to the floor.
+
+Just then he opened his eyes to find that he had rolled from the rock
+to the grass, and that mamma was calling him in a loud voice to come to
+supper, and this time he didn't say, "I'm going to."
+
+
+ * * * * *
+
+
+Directions for Reading.--The words in quotation marks should be read in
+the same manner as in Lesson I.
+
+Read words in dark type in the following sentences with more force than
+the other words:
+
+ "Has he _come?_ Did you _get_ him?"
+
+Words that are read more forcibly than other words in a sentence are
+called _emphatic words_.
+
+Which are the _emphatic words_ in the following sentences?
+
+ "You shall have a short one to-day."
+
+ "I must know exactly."
+
+
+ * * * * *
+
+
+Language Lesson.--Divide into syllables, accent, and mark the sounds
+of the letters in the following words: _extra, primer, moment,
+coal-black_.
+
+
+ * * * * *
+
+
+
+
+LESSON III.
+
+
+remark'able, _worthy of notice; unusual_.
+
+moist'ure, _wetness; that which makes wet_.
+
+absorbed', _sucked up; drunk up_.
+
+with'er, _lose freshness_.
+
+starched, _stiffened, as starch_.
+
+germ, _that from which the plant grows; bud_.
+
+hand'some, _pleasing in appearance; very pretty_.
+
+clasped, _surrounded; inclosed_.
+
+
+ * * * * *
+
+
+
+
+THE BEAN AND THE STONE.
+
+
+"I think I ought to be doing something in the world!" said a little
+voice out in the garden.
+
+"Pray, what can you do?" asked another and somewhat stronger voice.
+
+"I think I can grow," answered the little voice.
+
+If you had seen the owner of the little voice, perhaps you would not
+have thought him any thing remarkable.
+
+It is true he had on a clean white coat, so smooth and shining that it
+looked as if it had been newly starched and ironed, and inside of this,
+he hugged two stout packages.
+
+The coat had only one fastening; but that fastening extended down the
+back, and was a curious thing to see.
+
+It looked just as if the coat had been cut with a knife, and had
+afterward grown together again. It was like a scar on your hand; and a
+scar it is called.
+
+"Yes, I ought to be growing," said the little voice, "for I am a bean,
+and in the spring a bean ought to grow."
+
+Now you know how the coat came by its scar, for the scar was the spot
+which showed where the bean had been broken from the pod.
+
+"What do you mean by growing?" said the other voice, which came from a
+large red stone.
+
+"Why," said the bean, "don't you know what growing means? I thought
+every thing knew how to grow. You see, when I grow, my root goes down
+into the soil to get moisture, and my stem goes up into the light to
+find heat. Heat and moisture are my food and drink.
+
+"By and by, I shall be a full-grown plant, and that is wonderful! In the
+ground, my roots will travel far and wide.
+
+"In the air, how happy my stem will be! I shall learn a great deal, and
+see beautiful things every day. O how I long for that time to come!"
+
+"What you say is very strange," said the red stone. "Here I have been in
+this same place for many years, and I have not grown at all. I have no
+root; I have no stem; or, if I have, they never move upward nor
+downward, as you say. Are you sure you are not mistaken?"
+
+"Why, of course I'm not mistaken," cried the bean. "I feel within myself
+that I can grow; and I have absorbed so much moisture that I must soon
+begin."
+
+Just then the bean's coat split from end to end, and for one or two
+minutes neither the stone nor the bean spoke. The stone was astonished,
+and the bean was a little frightened. However, he soon recovered his
+courage.
+
+"There!" said he, showing the two packages he had been carrying; "these
+are my seed-leaves. In them is the food on which I intend to live when I
+begin growing.
+
+"When my stem is strong enough to do without them, they will wither away.
+My coat is all worn-out, too. I shall not need it any longer. Look
+inside the seed-leaves, and you will see the germ. Part of it is root,
+and part of it is stem. Do you see?"
+
+"I see two little white lumps," replied the stone; "but I can not
+understand how they will ever be a root and a stem."
+
+"I do believe you are a poor, dull mineral, after all," said the bean;
+"and if so, of course you can not understand what pleasure a vegetable
+has in growing.
+
+"I wouldn't be a mineral for the world! I would not lie still and do
+nothing, year after year. I would rather spread my branches in the
+sunshine, and drink in the sweet spring air through my leaves."
+
+"What you say must be all nonsense," said the stone. "I can't understand
+it."
+
+But the bean grew on without minding him. The roots pushed down into the
+soil and drank up the moisture from the ground. Then this moisture went
+into the stem, and the stem climbed bravely up into the light.
+
+"How happy I am!" cried the bean.
+
+It ran over the red stone, and clasped it with long green branches,
+covered with white bean flowers.
+
+"O indeed!" said the stone. "Is this what you call growing? I thought
+you were only in fun. How handsome you are!"
+
+"May I hang my pods on you, so that they can ripen in the sun?" said the
+bean.
+
+"Certainly, friend," said the stone.
+
+He was very polite, now that he saw the bean was a full-grown vine.
+
+
+ * * * * *
+
+
+Directions for Reading.--Read in a conversational tone of voice, as in
+Lessons I and II.
+
+What word is emphatic in the third paragraph?
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+words, _broken, packages, courage, polite_.
+
+Tell in your own words how the bean grew.
+
+
+ * * * * *
+
+
+
+
+LESSON IV.
+
+
+elf, _a very small person; an unreal being_.
+
+vex, _make angry; trouble_.
+
+pon'dered, _thought about with care_.
+
+streak, _line; long mark_.
+
+
+ * * * * *
+
+
+
+
+TO-MORROW.
+
+
+ A bright little boy with laughing face,
+ Whose every motion was full of grace,
+ Who knew no trouble and feared no care,
+ Was the light of our household--the youngest there.
+
+ He was too young--this little elf--
+ With troublesome questions to vex himself;
+ But for many days a thought would rise,
+ And bring a shade to the dancing eyes.
+
+ He went to one whom he thought more wise
+ Than any other beneath the skies:
+ "Mother,"--O word that makes the home!--
+ "Tell me, when will to-morrow come?"
+
+ "It is almost night," the mother said,
+ "And time for my boy to be in bed;
+ When you wake up and it's day again,
+ It will be to-morrow, my darling, then."
+
+ The little boy slept through all the night,
+ But woke with the first red streak of light;
+ He pressed a kiss on his mother's brow,
+ And whispered, "Is it to-morrow now?"
+
+ "No, little Eddie, this is to-day;
+ To-morrow is always one night away."
+ He pondered awhile, but joys came fast,
+ And this vexing question quickly passed.
+
+ But it came again with the shades of night:
+ "Will it be to-morrow when it is light?"
+ From years to come, he seemed care to borrow,
+ He tried so hard to catch to-morrow.
+
+ "You can not catch it, my little Ted;
+ Enjoy to-day," the mother said;
+ "Some wait for to-morrow through many a year--
+ It always is coming, but never is here."
+
+
+ * * * * *
+
+
+Directions for Reading.--In reading poetry, pupils should notice the
+emphatic words, and give them proper force.
+
+Example.
+
+ "_Mother_,"--O word that makes the home!--
+
+ "_Tell_ me, when will _to-morrow_ come?"
+
+The two dashes in the first line of the preceding example are used
+instead of a parenthesis, and have the same value.
+
+When there is no pause at the end of a line (see first line, third
+stanza), it should be closely joined in reading to the line which
+follows it, thus making the two lines read as one.
+
+
+ * * * * *
+
+
+
+
+LESSON V.
+
+
+ap'pe tite, _wish for food_.
+
+a muse'ment, _play; enjoyment_.
+
+gaunt, _lean; hungry looking_.
+
+spe'cies, _kind_.
+
+oc curred', _took place; happened_.
+
+en cour'age ment, _hope given by another's words or actions_.
+
+di rec'tion, _way; course_.
+
+dusk'y, _very dark; almost black_.
+
+sin'gu lar, _unusual; strange_.
+
+
+ * * * * *
+
+
+
+
+AN ADVENTURE WITH DUSKY WOLVES.
+
+PART I.
+
+
+"During the summer and winter, we had several adventures in the
+trapping and killing of wild animals. One of them was of such a
+singular and dangerous kind, that you may feel interested in hearing
+it.
+
+"It occurred in the dead of winter, when there was snow upon the ground.
+The lake was frozen over, and the ice was as smooth as glass. We spent
+much of our time in skating about over its surface, as the exercise
+gave us health and a good appetite.
+
+"Even Cudjo, our colored servant, had taken a fancy for this amusement,
+and was a very good skater. Frank was fonder of it than the rest of us,
+and was, in fact, the best skater among us.
+
+"One day, however, neither Cudjo nor I had gone out, but only Frank and
+Harry. The rest of us were busy at some carpenter work within doors.
+
+"We could hear the merry laugh of the boys, and the ring of their skates
+as they glided over the smooth ice. All at once, a cry reached our
+ears, which we knew meant the presence of some danger.
+
+"'O Robert!' cried my wife, 'they have broken through the ice!'
+
+"We all dropped what we held in our hands, and rushed to the door. I
+seized a rope as I ran, while Cudjo took his long spear, thinking it
+might be of use to us. This was the work of a moment, and the next we
+were outside the house.
+
+"What was our astonishment to see both the boys, away at the farthest
+end of the lake, but skating toward us as fast as they could!
+
+"At the same time, our eyes rested upon a terrible sight. Close behind
+them upon the ice, and following at full gallop, was a pack of wolves!
+
+"They were not the small prairie wolves, which either of the boys might
+have chased with a stick, but of a species known as the 'Great Dusky
+Wolf' of the Rocky Mountains.
+
+"There were six of them in all. Each of them was twice the size of the
+prairie wolf, and their long, dark bodies, gaunt with hunger, and
+crested from head to tail with a high, bristling mane, gave them a most
+fearful appearance.
+
+"They ran with their ears set back and their jaws apart, so that we
+could see their red tongues and white teeth.
+
+"We did not stop a moment, but rushed toward the lake. I threw down the
+rope, and seized hold of a large rail as I ran, while Cudjo hurried
+forward armed with a spear. My wife, with presence of mind, turned back
+into the house for my rifle.
+
+"I saw that Harry was foremost, and that the fierce wolves were fast
+closing upon Frank. This was strange, for we knew that Frank was by far
+the better skater. We all called out to him, uttering loud shouts of
+encouragement. Both were bearing themselves manfully, but Frank was
+most in danger.
+
+"The wolves were upon his heels! 'O they will kill him!' I cried,
+expecting the next moment to see him thrown down upon the ice. What was
+my joy at seeing him suddenly wheel and dart off in a new direction."
+
+
+ * * * * *
+
+
+Directions for Reading.--This lesson should be read with spirit, and
+in a full, clear tone of voice.
+
+
+ * * * * *
+
+
+Language Lesson.--_Presence of mind_ is the power to act quickly when
+sudden danger threatens.
+
+_Upon his heels_ means very close to.
+
+_Dead of winter_ is the middle of winter, as that is supposed to be
+the quietest or most lifeless time.
+
+Syllabify, accent, and mark sounds of letters in the following words:
+_fancy, gallop, prairie, bristling, rifle_.
+
+
+ * * * * *
+
+
+
+
+LESSON VI.
+
+
+e lud'ed, _got away from; avoided_.
+
+ex cit'ing, _causing deep interest_.
+
+marks'man, _one who shoots well_.
+
+re treat'ing, _going away from_.
+
+en a'bled, _helped; made able_.
+
+sim'i lar, _like; nearly the same_.
+
+pur suit', _following after_.
+
+nim'bly, _with a quick motion_.
+
+com menced', _began_.
+
+
+ * * * * *
+
+
+
+
+AN ADVENTURE WITH DUSKY WOLVES.
+
+PART II.
+
+
+"The wolves, thus nimbly eluded, now kept on after Harry, who, in turn,
+became the object of our anxiety.
+
+"In a moment they were close upon him; but he, already warned by his
+brother, wheeled in a similar manner, while the fierce brutes, swept
+along by the force of their running, were carried a long distance upon
+the ice before they could turn themselves.
+
+"Their long, bushy tails, however, soon enabled them to turn about and
+follow in the new direction, and they galloped after Harry, who was now
+the nearest to them.
+
+"Frank, in the meantime, had again turned, and came sweeping past behind
+them, at the same time shouting loudly, as if to tempt them away from
+their pursuit of Harry.
+
+"They heeded him not, and again he changed his direction, and, as though
+he was about to skate into their midst, followed the wolves.
+
+"This time he skated up close behind them, just at the moment when Harry
+had turned again, and thus made his second escape.
+
+"At this moment, we heard Frank calling out to his brother to make for
+the shore, while, instead of retreating himself, he stopped until Harry
+had passed, and then dashed off, followed closely by the whole pack.
+
+"Another slight turn brought him nearly in our direction; but there was
+a large hole broken through the ice close by the shore, and we saw
+that, unless he turned again, he would skate into it.
+
+"We thought he was watching the wolves too intently to see it, and we
+shouted to warn him. Not so; he knew better than we what he was about.
+
+"When he had reached within a few feet of the hole, he wheeled sharply
+to the left, and came dashing up to the point where we stood to receive
+him.
+
+"The wolves, too intent upon their chase to see any thing else, went
+sweeping past the point where he had turned, and the next moment
+plunged through the broken ice into the water.
+
+"Then Cudjo and I ran forward, shouting loudly, and, with the heavy rail
+and the long spear, commenced dealing death among them.
+
+"It was but a short, though exciting scene. Five of them were speared
+and drowned, while the sixth crawled out upon the ice and was rapidly
+making off, frightened enough at his cold ducking.
+
+[Illustration]
+
+"At that moment I heard the crack of a rifle and saw the wolf tumble
+over.
+
+"On turning round I saw Harry with, my rifle, which my wife had brought
+down and handed to him, as a better marksman than herself.
+
+"The wolf, only wounded, was kicking furiously about on the ice; but
+Cudjo now ran out, and, after a short struggle, finished the business
+with his spear.
+
+"This was, indeed, a day of great excitement in our forest home. Frank,
+who was the hero of the day, although he said nothing, was no doubt not
+a little proud of his skating feat.
+
+"And well he might be, as, but for his skill, poor Harry would no doubt
+have fallen a prey to the fierce wolves."
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+ Again he _changed his direction_.
+
+ He then _dashed off_.
+
+ He wheeled _sharply_ to the left.
+
+ Cudjo and I commenced _dealing death among them_.
+
+ Cudjo _finished the business_ with his spear.
+
+ Harry would have _fallen a prey to_ the fierce wolves.
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. Frank and Harry go to skate. 2. The alarm. 3. The
+wolves. 4. The pursuit. 5. The escape. 6. Death of the wolves.
+
+
+ * * * * *
+
+
+
+
+LESSON VII.
+
+
+craft, _ship; a boat of any kind_.
+
+mew'ing, _crying, like a cat_.
+
+a dopt'ed, _received as one's own_.
+
+ad mir'er, _one who likes another_.
+
+voy'age, _journey by water_.
+
+dain'ty, _nice in form or taste_.
+
+a loft', _on high; in the air_.
+
+wind'ward, _the point from which the wind blows_.
+
+star'board, _the right-hand side of a ship_.
+
+bruised, _injured, hurt_.
+
+
+ * * * * *
+
+
+
+
+OUR SAILOR CAT.
+
+
+She was a sailor cat, indeed, and it was a sailor who first brought her
+on board.
+
+Our steamer was lying at her pier in the North River, at New York,
+taking in cargo.
+
+One of our men, who had been ashore, came back with a little
+gray-and-white kitten in his arms. She was very poor and thin, and her
+little furry coat was sadly soiled with dirt and grease.
+
+But she had not lost all her fun, for she was making play with her tiny
+fore-paws at the ends of the sailor's red beard, to honest Jack's great
+delight.
+
+"Where did you pick that up, Jack?" asked the third officer.
+
+"Well, your honor," said Jack Harmon, touching his cap with a grin,
+"seems to me she must have left her ship and gone to look for another,
+for I found her tramping along the pier there, and mewing as if she was
+calling out for somebody to show her the road.
+
+"So I thought that, as we have many rats aboard the old craft, she would
+be able to pick up a good living there; and I called to her, and she
+came at once, and here she is."
+
+Here she was, sure enough; and as Jack ended his story, she chimed in
+with a plaintive little "Me-ow," which said, as plainly as ever any cat
+spoke yet, "I'm very cold and hungry, and I do wish somebody would take
+me below and give me some food!"
+
+She had not long to wait. Half an hour later she was the best-fed cat in
+that part of New York City, and that night she lay snugly curled up with
+a good warm blanket over her.
+
+Of course, the first thing to do with an adopted cat is to give it a
+name, and Jack Harmon, who was a bit of a wag in his way, and a great
+admirer of the monster elephant which was just then making such a stir
+in New York, called his new pet "Jumbo."
+
+Jumbo soon became the pet of the whole crew, and of the passengers, too,
+when they came on board, a few days later, for the voyage back to
+England.
+
+Before we were half-way across the ocean, the bits of meat or cake, and
+bits of white bread soaked in milk, which were being constantly given
+her by one and another, had made her look as round as an apple.
+
+The ladies were never tired of stroking her soft fur and admiring her
+dainty white paws, which were now as spotless as snow. The children
+romped all day with this new playmate, who seemed to enjoy the sport
+quite as much as themselves.
+
+But Jumbo was not content with mere play. She seemed to think herself
+bound to do something to "work her passage." Whenever any of the crew
+went aloft to take in sail, Jumbo would always climb up, too, as if to
+help them.
+
+Jack Harmon was still her favorite, and whenever it came his turn to
+stand at the bow and keep watch, there was Jumbo going backward and
+forward.
+
+On the eighth night of the voyage, the stars looked dim and
+watery, and a low bank of clouds began to rise to windward of us, just
+between sea and sky.
+
+The old sailors shook their heads and looked grave, as if they expected
+an unusual storm. Suddenly the wind began to blow strongly upon the
+starboard quarter, stirring up a cross-sea which tossed the great ship
+like a toy.
+
+Nearly all the passengers had gone below, and the few who remained on
+deck buttoned their water-proof coats, and held tightly on by any thing
+they could seize.
+
+Jack Harmon had shut up his cat below, but poor puss escaped somehow,
+for all at once a shrill cry was heard, and there was Jumbo clinging to
+a rail, with a great mountain of a wave coming right down upon her.
+
+Several men sprang toward the spot, but Jack was foremost, and he had
+just reached his little pet when down came the great wave upon them
+both.
+
+Instantly the whole after-deck was one roaring, foaming waterfall, the
+flying spray of which blinded one for a moment. But when it cleared,
+there stood our brave Jack--dripping, bruised, and bleeding from a cut
+on the head.
+
+But his little favorite was safe in his arms, and as he came back with
+her, such a cheer went up from all who were on deck, as the old ship had
+not heard for many a day.
+
+"Let's send round the hat for him," said one of the passengers.
+
+And the hat was sent around, so successfully that Jack got enough money
+to give his poor old mother a happy Christmas, and still have something
+left over for himself and Jumbo, who was his mother's pet ever after.
+
+
+ * * * * *
+
+
+Directions for Reading.--Should this lesson be read with the same tone
+of voice as Lessons V. and VI.?
+
+In the first paragraph, do not say _pier rin_ for _pier in; dir' tand_
+for _dirt and_.
+
+Point out two other places in the lesson where mistakes similar to those
+just given might occur.
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark the sounds of letters in
+the following words: _cargo, officer, blanket, passengers, instantly,
+bleeding_.
+
+_Work her passage_ means to pay her fare by making herself useful.
+
+Make out an _analysis_ in six parts for this lesson, and use it in
+telling the story in your own words.
+
+
+ * * * * *
+
+
+
+
+LESSON VIII.
+
+
+loi'ter ing, _going slowly, lingering_.
+
+pro tect'or, _one who keeps another from harm_.
+
+throng'ing, _gathering in large numbers_.
+
+wrecked, _dashed to pieces_.
+
+thatched, _covered with straw or twigs_.
+
+bronzed, _brown, darked-colored_.
+
+bleach'ing, _whitening_.
+
+van'ished, _gone out of sight; departed suddenly_.
+
+rapt'ure, _great joy; delight_.
+
+
+ * * * * *
+
+
+
+
+RESCUED.
+
+
+ "Little lad, slow wandering across the sands so yellow,
+ Leading safe a lassie small--O tell me, little fellow,
+ Whither go you, loitering in the summer weather,
+ Chattering like sweet-voiced birds on a bough together?"
+
+ "I am Robert, if you please, and this is Rose, my sister,
+ Youngest of us all"--he bent his curly head and kissed her,
+ "Every day we come and wait here till the sun is setting,
+ Watching for our father's ship, for mother dear is fretting.
+
+ "Long ago he sailed away, out of sight and hearing,
+ Straight across the bay he went, into sunset steering.
+ Every day we look for him, and hope for his returning,
+ Every night my mother keeps the candle for him burning.
+
+ "Summer goes, and winter comes, and spring returns but never
+ Father's step comes to the gate. O, is he gone forever?
+ The great, grand ship that bore him off, think you some tempest wrecked her?"
+ Tears shone in little Rose's eyes, upturned to her protector.
+
+ Eagerly the bonny boy went on: "O, sir, look yonder!
+ In the offing see the sails that east and westward wander;
+ Every hour they come and go, the misty distance thronging.
+ While we watch and see them fade, with sorrow and with longing."
+
+ "Little Robert, little Rose!" The stranger's eyes were glistening
+ At his bronzed and bearded face, upgazed the children, listening;
+ He knelt upon the yellow sand, and clasped them to his bosom,
+ Robert brave, and little Rose, as bright as any blossom.
+
+ "Father, father! Is it you?" The still air rings with rapture;
+ All the vanished joy of years the waiting ones recapture!
+ Finds he welcome wild and sweet, the low-thatched cottage reaching,
+ But the ship that into sunset steered, upon the rocks lies bleaching.
+
+[Illustration]
+
+
+ * * * * *
+
+
+Directions for Reading.--Read the conversational parts of this poem
+like conversation in prose.
+
+Point out the _emphatic words_ in the first line of the last stanza.
+
+
+ * * * * *
+
+
+Language Lesson.--_Into sunset steering_, means sailing westward.
+
+_The misty distance thronging_, means gathering together in the
+distance.
+
+_The still air rings with rapture_, means that the air becomes full of
+joyful shouts.
+
+_All the vanished joy of years the waiting ones recapture_, means that
+the children regain the happiness lost during their father's absence.
+
+
+ * * * * *
+
+
+
+
+LESSON IX.
+
+
+impos'ing, _grand looking; of great size_.
+
+glar'ing, _fierce looking_.
+
+lim'its, _space_.
+
+e nor'mous, _very large; huge_.
+
+start'led, _suddenly alarmed; surprised_.
+
+au'dible, _that may be heard_.
+
+maj'esty, _greatness; nobility_.
+
+increas'ing, _growing larger_.
+
+
+ * * * * *
+
+
+
+
+THE LION.
+
+
+There is, in the appearance of the lion, something both noble and
+imposing. Nature has given him wonderful strength and beauty.
+
+His body, when full grown, is only about seven feet long and less than
+four feet high; but his large and shapely head, with its powerful jaws,
+his glaring eye, and long, flowing mane, give him an air of majesty that
+shows him worthy of the name--"King of Beasts."
+
+Yet we are told that a lion will not willingly attack man, unless first
+attacked himself or driven by hunger to forget his habits.
+
+On meeting man suddenly, he will turn, retreat slowly for a short
+distance, and then run away.
+
+The lion belongs to the cat family, and his teeth and claws are similar
+in form and action to those of the house cat.
+
+His food is the flesh of animals; and so great is his appetite, that it
+must require several thousand other animals to supply one lion with food
+during his life-time.
+
+His strength is so enormous that he can crush the skull of an ox with a
+single blow of his powerful paw, and then grasp it in his jaws and bound
+away.
+
+Unless driven by hunger to bolder measures, he will hide in the bushes,
+or in the tall reeds along the banks of rivers, and spring suddenly upon
+the unlucky animal that chances to come near him.
+
+Many lions have been captured, and their habits and appearance carefully
+studied. Although there is a difference in color--some being of a
+yellowish brown, others of a deep red, and a few silvery gray--the
+general form and appearance of all lions is the same.
+
+The mane is of a dark brown, or of a dusky color, and the tail nearly
+three feet long, with a bunch of hair at the tip.
+
+The lioness, or female lion, is smaller in every way than the male and
+has no mane.
+
+It is in the night-time that the lion goes out from his den to seek for
+food, and his color is so dark and his movements so silent, that his
+presence is not known even at the distance of a few yards.
+
+These dangerous beasts are no longer found in Europe, although they
+lived there in numbers many hundred years ago. It is only in the deserts
+and rocky hills of Asia and Africa that they are met with.
+
+Those who have visited a menagerie, and have seen a lion within the
+limits of a narrow iron cage, can form no idea of the majesty of the
+brute when roaming about freely on his native soil.
+
+The voice of the lion is loud and strong. It is likely to strike terror
+to the bravest heart.
+
+"It consists," says a well-known writer, "at times of a low, deep
+moaning, repeated five or six times, and ending in scarcely audible
+sighs; at other times, the forest is startled with loud, deep-toned,
+solemn roars, increasing in loudness to the third or fourth, and then
+dying away in sounds like distant thunder."
+
+
+ * * * * *
+
+
+Directions for Reading.--This lesson should be read a little more
+slowly than conversation. When we wish to describe any thing, we must
+give time for those who listen to us to get the meaning of what we say.
+
+Do not run the words together when reading. (See Directions for Reading,
+page 42.)[03]
+
+Example.--"There is, in the appearance of the lion, something both
+noble and imposing."
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _meeting, require, Europe, idea, terror, measures,
+unlucky, narrow, bolder_.
+
+_Air of majesty_ means the noble appearance supposed to belong to
+kings.
+
+
+[03] See Lesson VII.
+
+
+ * * * * *
+
+
+
+
+LESSON X.
+
+
+ar ti fi' cial, _not real; made by human skill_.
+
+ex er'tion, _great effort; attempt_.
+
+destroyed', _killed; put an end to_.
+
+cleansed, _cleaned; freed from dirt_.
+
+sit u a'tion, _position_.
+
+fa'mous, _much talked of; well known_.
+
+fre'quent ly, _often_.
+
+in'ci dent, _adventure; event_.
+
+nar rat'ed, _told_.
+
+hurled, _thrown with force_.
+
+stu'por, _sleepy feeling_.
+
+
+ * * * * *
+
+
+
+
+ADVENTURE WITH A LION.
+
+
+The dangers of lion-hunting may be understood from the following
+incident, narrated by Livingstone, the famous African traveler:
+
+"The villagers among whom I was staying were much troubled by lions,
+which leaped into their cattle-pens and destroyed their cows.
+
+"As I knew well that, if one of a number of lions is killed, the others
+frequently take the hint and leave that part of the country, I gave the
+villagers advice to that end, and, to encourage them, offered to lead
+the hunt.
+
+"The lions were found hiding among the rocks on a hill covered with
+trees, and about a quarter of a mile in length. The men circled the
+hill, and slowly edged in closer and closer, so that the lions might be
+completely surrounded.
+
+"Presently one of the natives spied a lion sitting on a piece of rock,
+and fired at him, the ball missing the beast and striking the rock.
+
+"The lion turned, bit like a dog at the spot where the bullet had
+struck, and then bounded off to the shelter of the brushwood.
+
+"Soon I saw another lion in much the same situation as the former, and,
+being not more than thirty yards from it, let fly with both barrels.
+
+"As the lion was still on its legs, I hastened to reload my gun; but
+hearing a sudden and frightful cry from the natives, I looked up and
+saw the wounded lion springing upon me.
+
+"I was caught by the shoulder and hurled to the ground. Growling
+terribly in my ear, the lion shook me as a dog does a rat.
+
+"The shock produced a stupor, similar to that which seems to be felt by
+a mouse after the first shake of a cat.
+
+"The lion then leaped upon one of the natives who had tried to shoot at
+him, and then sprang at the neck of a second native who, armed with a
+spear, was rushing to the rescue.
+
+[Illustration]
+
+"The exertion was too much for the wounded beast, and so, with his claws
+bedded in the spearman's shoulder, he rolled over and died.
+
+"I had escaped, but with a shoulder so broken as to need an artificial
+joint, and with eleven teeth wounds in my arm.
+
+"These wounds were less severe than they would have been, had not a
+heavy jacket which I had on, cleansed the teeth of the lion in their
+passage. As it was, they were soon cured and gave me no trouble
+afterward."
+
+
+ * * * * *
+
+
+Directions for Reading.--Read this lesson in a full and clear
+conversational tone of voice.
+
+Those parts of the lesson to which we wish to call attention, should be
+read slowly.
+
+Example.--"The men edged in closer and closer, so that the lions might
+be completely surrounded."
+
+Should the slow and clear reading be kept up throughout pages 51 and 52,
+or should those pages be read more rapidly?[04]
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Livingstone, bullet, growling, jacket, offered,
+advice, severe_.
+
+_Edged in closer and closer_ means went slowly nearer and nearer.
+
+_Let fly with both barrels_ means fired both barrels of his gun at the
+same time.
+
+_Still on its legs_ means not so badly wounded but that it was able to
+stand up.
+
+Tell the story in your own words.
+
+
+[04] See this lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON XI.
+
+
+en riched', _made rich_.
+
+de tec'tion, _being found out_.
+
+dis mount'ed, _got down from_.
+
+sat' is fied, _supplied with all one wants_.
+
+sum'mit, _top; highest point_.
+
+en trust'ed, _gave the care of_.
+
+em ployed', _used; made use of_.
+
+im por'tant, _worthy of attention_.
+
+ad dressed', _spoke to_.
+
+di' a mond, _a very valuable stone_.
+
+in clud' ed, _put in as a part_.
+
+
+ * * * * *
+
+
+
+
+THE NOBLEST DEED OF ALL.
+
+
+A rich Persian, feeling himself growing old, and finding that the cares
+of business were too great for him, resolved, to divide his goods among
+his three sons, keeping a very small part to protect him from want in
+his old age.
+
+The sons were all well satisfied, and each took his share with thanks,
+and promised that it should be well and properly employed. When this
+important business was thus finished, the father addressed the sons in
+the following words:
+
+"My sons, there is one thing which I have not included in the share of
+any one of you. It is this costly diamond which you see in my hand. I
+will give it to that one of you who shall earn it by the noblest deed.
+
+"Go, therefore, and travel for three months; at the end of that time,
+we will meet here again, and you shall tell me what you have done."
+
+The sons thereupon departed, and traveled for three months, each in a
+different direction. At the end of that time they returned; and all came
+together to their father to give an account of their journey. The eldest
+son spoke first.
+
+"Father, on my journey a stranger entrusted to me a great number of
+valuable jewels, without taking any account of them. Indeed, I was well
+aware that he did not know how many the package contained.
+
+"One or two of them would never have been missed, and I might easily
+have enriched myself without fear of detection. But I gave back the
+package exactly as I had received it. Was not this a noble deed?"
+
+"My son," replied the father, "simple honesty cannot be called noble.
+You did what was right, and nothing more. If you had acted otherwise,
+you would have been dishonest, and your deed would have shamed you. You
+have done well, but not nobly."
+
+The second son now spoke. He said: "As I was riding along on my
+journey, I one day saw a poor child playing by the shore of a lake; and
+just as I rode by, it fell into the water, and was in danger of being
+drowned.
+
+"I at once dismounted from my horse, and plunging into the water,
+brought it safe to land. All the people of the village where this
+happened will tell you that what I say is true. Was it not a noble
+action?"
+
+"My son," replied the old man, "you did only what was your duty. You
+could hardly have left the child to die without exerting yourself to
+save it. You, too, have acted well, but not nobly."
+
+Then the third son came forward to tell his tale. He said: "Father, I
+had an enemy, who for years had done me much harm and tried to take my
+life.
+
+"One evening during my journey, I was passing along a dangerous road
+which ran beside the summit of a cliff. As I rode along, my horse
+started at sight of something in the road.
+
+"I dismounted to see what it was, and found my enemy lying fast asleep
+on the very edge of the cliff. The least movement in his sleep and he
+must have rolled over and been dashed to pieces on the rocks below.
+
+"His life was in my hands. I drew him away from the edge and then woke
+him, and told him to go on his way in peace."
+
+Then the old Persian cried out with great joy, "Dear son, the diamond is
+yours, for it is a noble and godlike thing to help an enemy and return
+good for evil."
+
+
+ * * * * *
+
+
+Directions for Reading.--Read this lesson in a conversational tone of
+voice, and somewhat more slowly than Lesson III.
+
+Read what is said by each one of the four different persons, as you
+think each one of them would speak.
+
+How would you read the third and fourth paragraphs?--the last paragraph?
+
+Point out the _emphatic words_ in the last paragraph.
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Persian, therefore, valuable, account, jewels, aware,
+contained, dishonest, duty, enemy_.
+
+Let pupils use other words, to express the following:
+
+ To go on his way in peace. Return good for evil.
+
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. The father divides his goods. 2. What he said to his
+sons. 3. What the eldest son did. 4. What the second son did. 5. What
+the third son did. 6. What the father said.
+
+
+ * * * * *
+
+
+
+
+LESSON XII.
+
+
+a new', _over again_.
+
+al'ma nac, _a book giving days, weeks, and months of the year_.
+
+rus'tling, _shaking with a gentle sound_.
+
+scents, _smells_.
+
+drow'sy, _sleepy; making sleepy_.
+
+larch, _a kind of tree_.
+
+flue, _an opening for air or smoke to pass through_.
+
+haunt'ing, _staying in; returning often_.
+
+mur'mur, _a low sound_.
+
+fra' grant, _sweet smelling_.
+
+
+ * * * * *
+
+
+
+
+MARJORIE'S ALMANAC.
+
+
+ Robins in the tree-top,
+ Blossoms in the grass,
+ Green things a-growing
+ Every-where you pass;
+ Sudden fragrant breezes,
+ Showers of silver dew,
+ Black bough and bent twig
+ Budding out anew;
+ Pine-tree and willow-tree,
+ Fringed elm and larch,--
+ Don't you think that May-time's
+ Pleasanter than March?
+
+ Apples in the orchard
+ Mellowing one by one;
+ Strawberries upturning
+ Soft cheeks to the sun;
+ Roses faint with sweetness,
+ Lilies fair of face,
+ Drowsy scents and murmurs
+ Haunting every place;
+ Lengths of golden sunshine,
+ Moonlight bright as day,--
+ Don't you think that summer's
+ Pleasanter than May?
+
+ Roger in the corn-patch
+ Whistling negro songs;
+ Pussy by the hearth-side
+ Romping with the tongs;
+ Chestnuts in the ashes
+ Bursting through the rind;
+ Red leaf and gold leaf
+ Rustling down the wind;
+ Mother "doin' peaches"
+ All the afternoon,--
+ Don't you think that autumn's
+ Pleasanter than June?
+
+ Little fairy snow-flakes
+ Dancing in the flue;
+ Old Mr. Santa Claus,
+ What is keeping you?
+ Twilight and firelight,
+ Shadows come and go;
+ Merry chime of sleigh-bells
+ Tinkling through the snow;
+ Mother knitting stockings
+ (Pussy's got the ball!)--
+ Don't you think that winter's
+ Pleasanter than all?
+
+
+ * * * * *
+
+
+Directions for Reading.--Read the lesson with spirit, and avoid
+anything like sing-song.
+
+Do not make the last word of each line _emphatic_, unless it is really
+an _emphatic word_.
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words; _Marjorie's, chestnuts, peaches, afternoon_.
+
+What part of the year is described in each stanza?
+
+What two words can be used for each of the following: _May-time's,
+summer's_.
+
+
+ * * * * *
+
+
+
+
+LESSON XIII.
+
+
+col'o ny, _a number of people living together in one place_.
+
+set'tlers, _those people who form a colony_.
+
+shy, _easily frightened; timid_.
+
+es tab'lished, _formed; settled_.
+
+war'rior, _a soldier; one who fights in war_.
+
+fur'ni ture, _articles used in a house_.
+
+dread'ed, _feared very much_.
+
+pros' per ous, _successful; rich_.
+
+
+ * * * * *
+
+
+
+
+THE STORY OF INDIAN SPRING.
+
+PART I.
+
+
+"You want to know why this is called Indian Spring, Robbie? I will tell
+you.
+
+"When Mary and I were little girls, father moved away from our pleasant
+home on the bank of the Delaware River, and came to this part of the
+country. There were five of us: father, mother, Mary, our dear nurse
+Lizzie, and I.
+
+"Lizzie was a colored woman, who had lived with us a long time. She was
+very handsome, and straight as an arrow. She was a few years older than
+mother.
+
+"Grandfather Thorpe, your great grandfather, boys, gave her to mother
+when she was married. Your grandfather was a miller. The old mill that
+I went to see to-day, was his. It was the first mill built in this part
+of Pennsylvania.
+
+"O, this was a beautiful country! my eyes never were tired of looking
+out over these mountains and valleys. But I saw that mother's face was
+getting thinner and whiter every day; they said she was homesick, and
+before we had been in the colony a year, a grave was made under an
+elm-tree close by, and that grave was mother's.
+
+"I thought my heart was broken then, but I soon forgot my sorrow: I
+still had father, sister Mary, and Lizzie.
+
+"In this part of Pennsylvania at that time there were very few white
+people, and besides our own, there was no other colony within ten
+miles. But our people being so near together, and well armed, felt
+quite safe.
+
+"Ten miles away on the Susquehanna, was a small village established by a
+colony from the north, which was used as a trading-post. There the
+friendly Indians often came to trade.
+
+"Father went twice a year to this village to get supplies that came up
+the river. He often spoke of Red Feather, an old Indian warrior. Father
+liked Red Feather, and he learned to trust him almost as he would have
+trusted a white man.
+
+"Time passed on until I was thirteen years old, a tall, strong girl, and
+very brave for a girl. I could shoot almost as well as father.
+
+"Little Mary was very quiet and shy, not like me at all. I loved
+fishing, and often went out hunting with father, but she staid at home
+with Lizzie, or sat down under the trees by the spring, watching the
+shadow of the trees moving in it.
+
+"Our colony had by this time become quite prosperous. A good many of the
+settlers had built houses for themselves more like those they had left
+behind on the Delaware.
+
+"The spring that I was fourteen, father built this house. The mill had
+already been grinding away for two years. We were very happy when we
+moved out of our little log cabin into this pleasant house.
+
+"We had but little furniture, but we had plenty of room. Up to this
+time, there had not been much trouble with the Indians, and though we
+had often dreaded it, and lived in fear many days at a time, only four
+of our men had been killed by them.
+
+"We had trusted many of the friendly Indians, and Red Feather had
+frequently spent days at our settlement. He seemed to like the mill.
+
+"I became quite attached to the old man; but Mary was always afraid of
+him, and Lizzie kept her sharp eyes on him whenever he came into the
+house. She hated him, and he knew it.
+
+"One beautiful clear morning in August of that year, father went down to
+the mill as usual. Lizzie was busy with her work, and little Mary was
+playing with some tame doves, when looking up, I saw Lizzie start
+suddenly.
+
+"She had seen something in the woods that frightened her. Without
+speaking, she went to the door, closed and fastened it, then turned and
+looked out of the window. She never told mo what she saw.
+
+"Father came home early that day; he looked anxious, and I knew that
+something troubled him. Without waiting to eat his supper, he went out,
+and very soon most of the men of the colony had gathered round him at
+the spring."
+
+
+ * * * * *
+
+
+Directions for Reading.--With what tone of voice should this lesson be
+read?
+
+What other lessons before this, have been read with the same tone of
+voice?
+
+Name two _emphatic words_ in the following _exclamation_:
+
+ "O, this was a beautiful country!"
+
+
+ * * * * *
+
+
+Language Lesson.--Change the _exclamation_ given above to a
+_statement_. What word would be omitted? How would the punctuation be
+changed?
+
+Syllabify, accent, and mark sounds of letters in the following words:
+_Delaware, thinner, Susquehanna, grinding_.
+
+
+ * * * * *
+
+
+
+
+LESSON XIV.
+
+
+con fu'sion, _disorder_.
+
+sense'less, _without the power of thinking or acting; seemingly lifeless_.
+
+re vived', _came back to life; recovered_.
+
+cun'ning, _slyness; skill_.
+
+pro voke', _make angry_.
+
+stunned_, made senseless by a blow on the head_.
+
+meek'ly, _in a gentle manner_.
+
+his'to ry, _what is told of the past; a story_.
+
+tot'ter, _shake as if about to fall_.
+
+
+ * * * * *
+
+
+
+
+THE STORY OF INDIAN SPRING.
+
+PART II.
+
+
+"It was as I had feared; we were in danger of an attack from the
+Indians.
+
+"Something had happened at the trading-post to provoke them, and rouse
+their thirst for blood. But a quiet night passed by and the sun shone
+again over the hills in wonderful beauty.
+
+"Suddenly, there sounded from the forest a scream. I had never heard it
+before, but I knew it. It was the terrible war-whoop. Then all was
+confusion and horror.
+
+"I saw Nanito, an Indian that I knew, who had eaten at our table. I saw
+him strike down our father, while Lizzie fought to save him.
+
+"But it was no use, there was no mercy in the heart of the Indian. They
+carried Lizzie away from us, and we never saw her again.
+
+"Poor little frightened Mary and I were tied together, our hands
+fastened behind us, and we were given, to--whom do you think,
+Robbie?--to Red Feather. Then I hated him, and resolved that I would
+kill him if I could.
+
+"After a while he took us out of the house, and then I saw that most of
+the houses in the little village were burning. The women and children
+were saved alive, but nearly all the men were killed.
+
+"I was very quiet, for I wanted my hands untied, and I thought perhaps
+Red Feather would pity me and unfasten them.
+
+"Little Mary was frightened nearly to death. She had not spoken since
+she saw the Indian strike father down,--when she screamed and fell
+senseless.
+
+"For a good while I thought she was dead. She had revived a great deal,
+but had not spoken.
+
+"About sundown Red Feather led us down past the spring, out into the
+woods, but not far away. We could still see the smoke rising from the
+burning houses. The Indians had gone some distance farther and camped
+with the white prisoners.
+
+"Red Feather could speak English, so I told him if he would untie my
+hands, I would make his fire, and bake his corn cake for him.
+
+"He was old and feeble, and had lost much of his natural cunning. He
+knew me, and trusted me; so without speaking, he took his hunting knife
+from his belt, cut the cords, and I was free.
+
+"I took the hatchet that he gave me to cut some branches for a fire, and
+went to work very meekly, with my head down.
+
+"I dared not speak to Mary, for fear he might see me, for his eyes were
+fixed on me every moment. I baked his corn cake in the ashes, and gave
+it to him. By this time it was dark, but the light from our fire shone
+far out into the woods.
+
+"I noticed Red Feather did not watch me so closely, and his eyes would
+now and then shut, for he was very tired.
+
+"He leaned forward to light his pipe in the ashes, when instantly,
+almost without thinking, I seized the hatchet, and struck him with all
+my might.
+
+"With a loud scream, I plunged into the woods toward home. Turning an
+instant, I saw Mary spring up, totter, and fall. With another sharp
+report came a twinge of pain in my side. Suddenly I fell, and in the
+darkness of the woods, they passed on, leaving me stunned and nearly
+dead.
+
+"I will not tell you now, my dear Robbie, how I was cared for, and who
+brought home little Mary and laid her to rest under the elm, beside
+mother--but the bullet that struck me then, I still carry in my side,
+and shall as long as I live.
+
+"Many years have passed since that terrible day, but I can never forget
+it. As long as the history of this country lasts, Indian Spring will be
+remembered, and other boys will listen, with eyes as wide open as
+yours, to the tale it has to tell."
+
+
+ * * * * *
+
+
+Directions for Reading.--Should the second or third paragraph of the
+lesson be read the faster?
+
+When do we speak more rapidly--in telling an exciting story, or in
+common conversation?
+
+Do our feelings guide us when we speak slowly or rapidly?--when, we
+speak quietly or forcibly?
+
+Point out three paragraphs in the lesson that you would read as slowly
+as Lesson XIII.; three that you would read more rapidly.
+
+In reading rapidly, be careful not to omit syllables, and not to run
+words together. (See Directions for Reading, page 42.)[05]
+
+
+[05] See Lesson VII.
+
+
+ * * * * *
+
+
+
+
+LESSON XV.
+
+
+aft, _near the stern of a ship_.
+
+anch'or, _a large iron for holding a ship_.
+
+aimed, _directed or pointed at, as a gun_.
+
+car'tridge, _a small case containing powder and ball_.
+
+mood, _state of mind; temper_.
+
+sul'try, _very hot_.
+
+cleav'ing, _cutting through; dividing_.
+
+dis cov'ered, _found out; seen clearly_.
+
+buoys, _floats, made of wood, hollow iron, or copper_.
+
+re sults', _what follows an act_.
+
+
+ * * * * *
+
+
+
+
+AN ADVENTURE WITH A SHARK.
+
+
+Our noble ship lay at anchor in the Bay of Tangiers, a town in the
+north-west part of Africa.
+
+The day had been very mild, with a gentle breeze sweeping to the
+northward and westward. Toward the close of the day the sea-breeze died
+away, and hot, sultry breathings came from the great, sunburnt desert of
+Sahara.
+
+Half an hour before sundown, the captain gave the cheering order to call
+the hands to "go in swimming"; and, in less than five minutes, the forms
+of our sailors were seen leaping from the arms of the lower yards into
+the water.
+
+One of the sails, with its corners fastened from the main yard-arm and
+the swinging boom, had been lowered into the water, and into this most
+of the swimmers made their way.
+
+Among those who seemed to be enjoying the sport most heartily were two
+boys, one of whom was the son of our old gunner; and, in a laughing
+mood, they started out from the sail on a race.
+
+There was a loud ringing shout of joy on their lips as they put off;
+they darted through the water like fishes. The surface of the sea was
+smooth as glass, though its bosom rose in long, heavy swells that set in
+from the ocean.
+
+One of the buoys which was attached to the anchor, to show where it lay,
+was far away on the starboard quarter, where it rose and fell with the
+lazy swell of the waves.
+
+Towards this buoy the two lads made their way, the old gunner's son
+taking the lead; but, when they were within about sixty yards of the
+buoy, the other boy shot ahead and promised to win the race.
+
+The old gunner had watched the progress of his son with great pride; and
+when he saw him drop behind, he leaped upon the quarter-deck, and was
+just upon the point of urging him on by a shout, when a cry was heard
+that struck him with instant horror.
+
+"A shark! a shark!" shouted the officer of the deck; and, at the sound
+of those terrible words, the men who were in the water, leaped and
+plunged toward the ship.
+
+Three or four hundred yards away, the back of a monster shark was seen
+cleaving the water. Its course was for the boys.
+
+For a moment the gunner stood like one who had lost his reason; then he
+shouted at the top of his voice for the boys to turn; but they heard him
+not.
+
+Stoutly the two swimmers strove, knowing nothing of the danger from the
+shark. Their merry laughter still rang over the waters, as they were
+both nearing the buoy.
+
+O, what anxiety filled the heart of the gunner! A boat had put off, but
+he knew it could not reach the boys in time to prevent the shark from
+overtaking them.
+
+Every moment he expected to see the monster sink from sight,--then he
+knew all hope would be gone. At this moment a cry was heard on board
+the ship, that reached every heart,--the boys had discovered their
+enemy.
+
+The cry startled the old gunner, and, quicker than thought, he sprung
+from the quarter-deck. The guns were all loaded and shotted, fore and
+aft, and none knew their temper better than he.
+
+With steady hand, made strong by sudden hope, the old gunner pricked the
+cartridge of one of the quarter guns; then he took from his pocket a
+percussion cap, fixed it on its place, and set back the hammer of the
+gun-lock.
+
+With great exertions, the old man turned the heavy gun to its bearing,
+and then seizing the string of the lock, he stood back and watched for
+the next swell that would bring the shark in range. He had aimed the
+piece some distance ahead of his mark; but yet a moment would settle his
+hopes and fears.
+
+Every breath was hushed, and every heart in that old ship beat
+painfully. The boat was yet some distance from the boys, while the
+horrid sea-monster was fearfully near.
+
+[Illustration]
+
+Suddenly the silence was broken by the roar of the gun; and, as the old
+man knew his shot was gone, he covered his face with his hands, as if
+afraid to see the result. If he had failed, he knew that his boy was
+lost.
+
+For a moment after the report of the gun had died away upon the air,
+there was an unbroken silence; but, as the thick smoke arose from the
+surface of the water, there was, at first, a low murmur breaking from
+the lips of the men,--that murmur grew louder and stronger, till it
+swelled to a joyous, deafening shout.
+
+The old gunner sprung to his feet, and gazed off on the water, and the
+first thing that met his sight was the huge body of the shark floating
+on its back, the shot aimed by him having instantly killed it.
+
+In a few moments the boat reached the daring swimmers, and, greatly
+frightened, they were brought on board. The old man clasped his boy in
+his arms, and then, overcome by the powerful excitement, he leaned upon
+a gun for support.
+
+
+ * * * * *
+
+
+Directions for Reading.--What paragraphs should be read rapidly? Does
+the feeling require it?
+
+Use _calling tones_ for the words, "A shark! A shark!"
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Tangiers, Sahara, percussion, excitement, support_.
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. Where the ship was. 2. The race. 3. The shark. 4. The
+gunner's trial. 5. The result.
+
+
+ * * * * *
+
+
+
+
+LESSON XVI.
+
+
+scant'y, _not enough for use_.
+
+hu'man, _belonging to man or mankind_.
+
+cubs, _the young of wild animals_.
+
+le'gend, _a story; a tale_.
+
+soot'y, _blackened with smoke_.
+
+scar'let, _of a bright red color_.
+
+self'ish ly, _as if caring only for one's self_.
+
+knead'ed, _pressed and rolled with the hands_.
+
+dough, _unbaked bread or cake_.
+
+
+ * * * * *
+
+
+
+
+A LEGEND OF THE NORTHLAND.
+
+
+ Away, away in the Northland,
+ Where the hours of the day are few,
+ And the nights are so long in winter,
+ They can not sleep them through;
+
+ Where they harness the swift reindeer
+ To the sledges when it snows;
+ And the children look like bear's cubs,
+ In their funny, furry clothes:
+
+ They tell them a curious story--
+ I don't believe 'tis true;
+ And yet you may learn a lesson
+ If I tell the tale to you.
+
+ Once, when the good Saint Peter
+ Lived in the world below,
+ And walked about it, preaching,
+ Just as he did, you know;
+
+ He came to the door of a cottage,
+ In traveling round the earth,
+ Where a little woman was making cakes,
+ In the ashes on the hearth.
+
+ And being faint with fasting--
+ For the day was almost done--
+ He asked her, from her store of cakes,
+ To give him a single one.
+
+ So she made a very little cake,
+ But as it baking lay,
+ She looked at it and thought it seemed
+ Too large to give away.
+
+ Therefore she kneaded another,
+ And still a smaller one;
+ But it looked, when she turned it over,
+ As large as the first had done.
+
+ Then she took a tiny scrap of dough,
+ And rolled and rolled it flat;
+ And baked it thin as a wafer--
+ But she couldn't part with that.
+
+ For she said, "My cakes that seem so small
+ When I eat of them myself,
+ Are yet too large to give away."
+ So she put them on a shelf.
+
+ Then good Saint Peter grew angry,
+ For he was hungry and faint;
+ And surely such, a woman
+ Was enough to provoke a saint.
+
+ And he said, "You are far too selfish
+ To dwell in a human form,
+ To have both food and shelter,
+ And fire to keep you warm.
+
+ "Now, you shall build as the birds do,
+ And shall get your scanty food
+ By boring, and boring, and boring,
+ All day in the hard dry wood."
+
+ Then up she went through the chimney.
+ Never speaking a word;
+ And out of the top flew a woodpecker,
+ For she was changed to a bird.
+
+ She had a scarlet cap on her head,
+ And that was left the same,
+ But all the rest of her clothes were burned
+ Black as a coal in the flame.
+
+ And every country school-boy
+ Has seen her in the wood;
+ Where she lives in the trees till this very day
+ Boring and boring for food.
+
+ And this is the lesson she teaches:
+ Live not for yourselves alone,
+ Lest the needs you will not pity
+ Shall one day be your own.
+
+ Give plenty of what is given to you,
+ Listen to pity's call;
+ Don't think the little you give is great,
+ And the much you get is small.
+
+ Now, my little boy, remember that,
+ And try to be kind and good,
+ When you see the woodpecker's sooty dress,
+ And see her scarlet hood.
+
+ You mayn't be changed to a bird, though you live
+ As selfishly as you can;
+ But you will be changed to a smaller thing--
+ A mean and selfish man.
+
+
+ * * * * *
+
+
+Directions for Reading.--In what manner should this lesson be read at
+the beginning--quietly, or with much spirit?
+
+On page 77, beginning with the second stanza, is what Saint Peter says
+quiet and slow, or emphatic and somewhat rapid?[06]
+
+Point out three places where two lines are to be joined and read as
+one.
+
+What two lines in each stanza end with similar sounds?
+
+
+[06] See stanza number 12 of the poem.
+
+
+ * * * * *
+
+
+
+
+LESSON XVII.
+
+
+ex pres'sion, _a look showing feeling_.
+
+a maze'ment, _great surprise; astonishment_.
+
+mag'netisnm, _an unknown power of drawing or pulling_.
+
+con tin'ued, _went on; stayed_.
+
+test'ing, _trying_.
+
+con ven'ience, _ease; the saving of trouble_.
+
+ex per'i ments, _the trials made to find out facts_.
+
+
+ * * * * *
+
+
+
+
+A FUNNY HORSESHOE.
+
+
+"What a funny horseshoe!" said Charlie, "It has no holes for the nails!"
+
+I looked up and saw that he had taken up a small "horseshoe magnet."
+
+"Why that isn't a horseshoe," I said. "It's a magnet."
+
+"Magnet! What's that?"
+
+Charlie turned it over in his hands, and pulled the bar a little. The
+bar slipped so that it hung only by a corner.
+
+"Never mind," I said, as he looked up with a scared expression. "It
+isn't broken. Put the bar back."
+
+Charlie put it back, and it sprung into place with a sharp click.
+
+"That's funny!" he cried again. "What made it jump so? And what makes it
+stick? It doesn't feel sticky."
+
+"We call it magnetism," I said. "Now, take hold of the bar, and see if
+you can pull it straight off."
+
+"I can't. It sticks fast."
+
+"Pull harder."
+
+Charlie braced himself for a strong pull. Suddenly the bar came off, and
+he went tumbling backward.
+
+"What did you say makes it hold so hard?" said he, getting up.
+
+"Magnetism," said I again.
+
+"But what is magnetism?"
+
+"I couldn't tell you if I tried; but I think you could learn a great
+deal about it with that magnet. You will find a lot of things in that
+box that may help you."
+
+Saying this, I left him to pursue his studies as best he could. When I
+came back, I found him more puzzled than when I left him.
+
+"That's the queerest thing I ever saw," he said. "Some things just jump
+at it as though they were alive; some things it pulls; and some things
+it doesn't pull a bit."
+
+"That's a very long lesson you have learned," I said. "What does it
+pull?"
+
+"These," he said, pointing to a pile of things on one side of the box.
+"And these things it doesn't pull."
+
+"Let us see what you have in this pile," I said, looking at the first
+little heap; "keys?"
+
+"Trunk keys," said Charlie. "It doesn't pull door keys. I tried ever so
+many."
+
+"Try this key," said I, taking one from my pocket. "This is a trunk key.
+See if the magnet pulls it."
+
+"No-o," said Charlie, thoughtfully, "it doesn't; but it pulled all the
+rest of the trunk keys I could find."
+
+"Try this key to my office door."
+
+Charlie tried it, and to his great amazement the key stuck fast to the
+magnet.
+
+"Surely," said I, "it pulls some door keys, and fails to pull some trunk
+keys."
+
+Charlie was more puzzled than ever. He looked at the keys, thought a
+moment, then picked up my trunk key, and said: "This key is brass; the
+rest are iron."
+
+"That's so," I said.
+
+"And all these door keys that the magnet didn't pull," he continued,
+"are brass, too. Perhaps it can't pull brass things."
+
+"Suppose you try. But first see if there are any brass things that the
+magnet pulled."
+
+Charlie looked them over. Then we tried the casters of my chair, and all
+the other brass things we could find, none of which the magnet would
+pull.
+
+"There's no use in trying any longer," said Charlie. "It won't pull
+brass."
+
+"Then, there's another matter settled," I said. "The magnet does not
+pull brass. Is there any thing else it does not pull?"
+
+"Wood," said Charlie. "I tried lots of pieces."
+
+"Any thing else?"
+
+"Stones," said Charlie, eagerly.
+
+"What are these?" I asked, holding up a couple of heavy stones he had
+put among the things the magnet pulled.
+
+"I guess I put those there by mistake," said Charlie, testing with, the
+magnet a number of stones in the other pile.
+
+"Try them," I said.
+
+"O!" he said, as the magnet lifted them; "I forgot. It does lift some
+stones."
+
+"Well, what else have you in that pile of things the magnet did not
+pull?"
+
+"Glass, leather, lead, bone, cloth, tin, zinc, corn, and a lot of
+things."
+
+"Very well. Now let us see what the magnet does pull."
+
+"Iron keys," said Charlie, "and nails."
+
+"Here's a nail in this other pile."
+
+"That's a brass nail. The magnet pulls only iron nails."
+
+"What else have we in this pile?"
+
+"Needles, hair-pins, screws, wire--iron wire," he added quickly. "Brass
+wire doesn't stick, you know."
+
+"How about this?" I asked, taking a small coil of copper wire from my
+desk.
+
+"I guess that won't stick," said Charlie. "Because that's copper wire,
+and the magnet doesn't seem to pull any thing that isn't iron."
+
+Much to Charlie's satisfaction, the magnet did not pull the copper wire.
+Then I took up two stones, one rusty red, the other black, and said:
+"What about these?"
+
+"I guess they must have iron in them too," said Charlie. "Have they?"
+
+"They have," I replied. "They are iron ores from which iron is made. Why
+did you think there was iron in them?"
+
+"Because they wouldn't have stuck to the magnet if there wasn't."
+
+"Quite true. So you have learned another very important fact. Can you
+tell me what it is?"
+
+"The magnet pulls iron," said Charlie.
+
+"Good," said I; "and it is also true that the magnet does not pull--"
+
+"Things that are not iron," said Charlie.
+
+"True again," I said. "So far as our experiments go, the magnet pulls
+iron always, and never any thing else."
+
+"But what makes it pull iron?"
+
+"That I can not tell. We see it does pull, but just how the pulling is
+done, or what makes it, no one has yet found out.
+
+"For convenience we call the pulling power magnetism. You may keep the
+magnet, and at some other time, I will tell you more about it."
+
+
+ * * * * *
+
+
+Language Lesson.--Name six words in the lesson, each of which is made
+up of two words by leaving out letters.
+
+Write out the two words in each case.
+
+What is the name of the mark which shows the omission of letters?
+
+Point out the _statement, command, question_, and _exclamation_ in
+the sentences given below.
+
+ "O, isn't it a funny horseshoe!"
+
+ "Put the bar back."
+
+ "What made it jump so?"
+
+ "The magnet pulls iron."
+
+
+ * * * * *
+
+
+
+
+LESSON XVIII.
+
+
+ex pos'es, _shows_.
+
+mi mo'sa, _a tree that grows in Africa_.
+
+mot'tled, _marked with spots of different color_.
+
+re sem'bling, _looking like_.
+
+ap proach', _coming near_.
+
+pub'lic, _open to all; free_.
+
+va'ri ous, _different; unlike in kind_.
+
+de fend', _take care of; protect_.
+
+gait, _manner of stepping_.
+
+pre vents', _keeps from; stops_.
+
+ca' pa ble, _having power; able_.
+
+
+ * * * * *
+
+
+
+
+THE GIRAFFE OR CAMELOPARD.
+
+
+There are few sights more pleasing than a herd of tall and graceful
+giraffes.
+
+With, their heads reaching a height of from twelve to eighteen feet,
+they move about in small herds on the open plains of Africa, eating the
+tender twigs and leaves of the mimosa and other trees.
+
+The legs of a large giraffe are about nine feet long, and its neck
+nearly six feet; while its body measures only seven feet in length and
+slopes rapidly from the neck to the tail.
+
+The graceful appearance of the giraffe is increased by the beauty of its
+skin, which is orange red in color and mottled with dark spots.
+
+Its long tail has at the end a tuft of thick hair which serves the
+purpose of keeping off the flies and stinging insects, so plentiful in
+the hot climate of Africa.
+
+[Illustration]
+
+Its tongue is very wonderful. It is from thirteen to seventeen inches in
+length, is slender and pointed, and is capable of being moved in various
+ways. It is almost as useful to the giraffe as the trunk is to the
+elephant.
+
+The horns of the giraffe are very short and covered with skin. At the
+ends there are tufts of short hair. The animal has divided hoofs
+somewhat resembling those of the ox.
+
+The head of the giraffe is small, and its eyes, large and mild looking.
+These eyes are set in such a way that the animal can see a great deal of
+what is behind it without turning its head.
+
+In addition to its wonderful power of sight, the giraffe can scent
+danger from a great distance; so there is no animal more difficult of
+approach.
+
+Strange to relate, the giraffe has no voice. In London, some years ago,
+two giraffes were burned to death in their stables, when the slightest
+sound would have given notice of their danger, and saved their lives.
+
+The giraffe is naturally both gentle and timid, and he will always try
+to avoid danger by flight. It is when running that he exposes his only
+ungraceful point.
+
+He runs swiftly, but as he moves the fore and hind legs on each side at
+the same time, it gives him a very displeasing and awkward gait.
+
+But though timid, he will, when overtaken, turn even upon the lion or
+panther, and defend himself successfully by powerful kicks with his
+strong legs.
+
+The natives of Africa capture the giraffe in pitfalls, which are deep
+holes covered over with branches of trees and dirt. When captured, he
+can be tamed, and gives scarcely any trouble during captivity.
+
+Fifty years ago, but little was known about giraffes in Europe or
+America. Now we can find them in menageries and the public gardens of
+our large cities.
+
+The giraffe thrives in captivity and seems to be well satisfied with a
+diet of corn and hay. It is a source of great satisfaction to those who
+admire this beautiful animal, that there is no reason which prevents him
+from living in a climate so different from that of his African home.
+
+
+ * * * * *
+
+
+Language Lesson.--Write statements containing each of the following
+words, used in such a manner as to show their proper meaning: _feet,
+feat; red, read; fore, four; gait, gate_.
+
+ Model.--
+
+ We are coming to _see_ you to-morrow.
+
+ He stood watching the ships sailing on the _sea_.
+
+
+ * * * * *
+
+
+
+
+LESSON XIX.
+
+
+ex pert', _skillful_.
+
+ad vise', _offer advice; give notice of what has happened_.
+
+civ'il ized, _having laws, learning, and good manners_.
+
+quan'ti ty, _a large amount; part_.
+
+in duce', _lead one to think or act_.
+
+pre pared', _made ready for use_.
+
+de part'ed, _went away_.
+
+hence forth', _from this time forward_.
+
+part'ner, _one who shares with another, as a partner in business_.
+
+ar riv'ing, _coming to; reaching a point_.
+
+con vince', _make one believe_.
+
+
+ * * * * *
+
+
+
+
+THE TRADER'S TRICK.
+
+
+Out in the West, where many Indians live, there are white men who go
+among them to trade for furs and skins of animals.
+
+These furs and skins are collected and prepared by the Indians, and
+serve the purpose of money when the traders visit them to dispose of
+various kinds of goods.
+
+In old times, before the white men came to this country, the Indians had
+only bows and arrows, and spears with which to hunt.
+
+But the white men soon taught them to use guns, and to-day, nearly all
+the tribes in America are well supplied with rifles or shotguns.
+
+They are very expert with these fire-arms, and as they use them a great
+deal, must have a large and constant supply of gunpowder.
+
+A story is told of how, at one time, a tribe of Indians tried to raise
+gunpowder by planting seed. This shows how little they knew of civilized
+life and habits.
+
+A trader went to a certain Indian nation to dispose of a stock of goods.
+Among other things he had a quantity of gunpowder.
+
+The Indians traded for his cloths, hats, axes, beads, and other things,
+but would not take the powder, saying: "We do not wish for the powder;
+we have plenty."
+
+The trader did not like to carry all the powder back to his camp; so
+thought he would play a trick on the Indians, and induce them to buy it.
+
+Going to an open piece of ground near the Indian camp, he dug some
+little holes in the soft, rich soil; then mixing a quantity of onion
+seed with his powder, he began to plant it.
+
+The Indians were curious to know what he was doing, and stood by greatly
+interested.
+
+"What are you doing?" said one. "Planting gunpowder," replied the
+trader.
+
+"Why do you plant it?" inquired another.
+
+"To raise a crop of powder. How could I raise it without planting?" said
+the trader. "Do you not plant corn in the ground?"
+
+"And will gunpowder grow like corn?" exclaimed half a dozen at once.
+
+"Certainly it will," said the trader. "Did you not know it? As you do
+not want my powder, I thought I would plant it, and raise a crop which I
+could gather and sell to the Crows."
+
+Now the Crows were another tribe of Indians, which was always at war
+with this tribe. The idea of their enemies having a large supply of
+powder increased the excitement, and one of the Indians said:
+
+"Well, well, if we can raise powder like corn, we will buy your stock
+and plant it."
+
+But some of the Indians thought best to wait, and see if the seed would
+grow. So the trader agreed to wait a few days.
+
+In about a week the tiny sprouts of the onion seed began to appear above
+the ground.
+
+The trader calling the Indians to the spot, said: "You see now for
+yourselves. The powder already begins to grow, just as I told you it
+would."
+
+The fact that some small plants appeared where the trader had put the
+gunpowder, was enough to convince the Indians.
+
+Every one of them became anxious to raise a crop of gunpowder.
+
+The trader sold them his stock, in which there was a large mixture of
+onion seeds, at a very high price, and then left.
+
+From this time, the Indians gave no attention to their corn crop. If
+they could raise gunpowder, they would be happy.
+
+They took great care of the little plants as they came up out of the
+ground, and watched every day for the appearance of the gunpowder
+blossoms.
+
+They planned a buffalo hunt which was to take place after the powder
+harvest.
+
+After a while the onions bore a plentiful crop of seeds, and the Indians
+began to gather and thresh it.
+
+They believed that threshing the onion seeds would produce the powder.
+But threshing failed to bring it. Then they discovered that they had
+been cheated.
+
+Of course the dishonest trader avoided these Indians, and did not make
+them a second visit.
+
+After some time, however, he sent his partner to them for the purpose of
+trading goods for furs and skins.
+
+By chance they found out that this man was the partner of the one who
+had cheated them.
+
+They said nothing to him about the matter; but when he had opened his
+goods and was ready to trade, they coolly helped themselves to all he
+had, and walked off.
+
+The trader did not understand this. He became furiously angry, and went
+to make his complaint to the chief of the nation.
+
+"I am an honest man," said he to the chief. "I came here to trade
+honestly. But your people are thieves; they have stolen all my goods."
+
+The old chief looked at him some time in silence, and then said: "My
+children are all honest. They have not stolen your goods. They will pay
+you as soon as they gather their gunpowder harvest."
+
+The man had heard of the trick played upon the Indians; but did not know
+before this, that his partner was the one who had cheated them. He could
+not say a word. He departed at once. Arriving at his home, he said to
+his partner:
+
+"We must separate. I have learned a lesson. I can not remain in business
+with a dishonest man. You cheated the Indians for a little gain. You
+have lost it, and I advise you, henceforth, to deal honestly with all
+men."
+
+
+ * * * * *
+
+
+Directions for Reading.--In the first paragraph of the lesson, notice
+the places marked below (__) where words are likely to be run together
+in reading, and avoid making such errors.
+
+ "Out__in the West, there__are men who trade for furs__and skins__of
+ animals."
+
+Point out similar places in the second paragraph.
+
+Name four _emphatic words_ occurring in the last sentence of the
+lesson.
+
+
+ * * * * *
+
+
+Language Lesson. Syllabify, accent, and mark sounds of letters in the
+following words: _dispose, gunpowder, complaint, henceforth_.
+
+Give reasons for the capital letters and marks of punctuation used in
+the last paragraph of the lesson.
+
+Tell the story in your own words, using the points given in the
+following
+
+Analysis.--1. Trading with the Indians. 2. The use of fire-arms among
+the Indians. 3. The trader's trick. 4. Visit of the trader's partner. 5.
+What the Indians did. 6. The return of the partner. 7. What he said to
+the trader.
+
+
+ * * * * *
+
+
+
+
+LESSON XX.
+
+
+floss'y, _made of silk_.
+
+mag'ic, _unnatural power_.
+
+war'bling, _singing_.
+
+mope, _become stupid or dull_.
+
+boun'ty, _what is given freely_.
+
+lan'guish, _become weak; wither_.
+
+
+ * * * * *
+
+
+
+
+A HAPPY PAIR.
+
+
+ Over my shaded doorway
+ Two little brown-winged birds
+ Have chosen to fashion their dwelling,
+ And utter their loving words;
+ All day they are going and coming
+ On errands frequent and fleet,
+ And warbling over and over,
+ "Sweetest, sweet, sweet, O sweet!"
+
+ Their necks are changeful and shining,
+ Their eyes like living gems;
+ And all day long they are busy
+ Gathering straws and stems,
+ Lint and feathers and grasses,
+ And half forgetting to eat,
+ Yet never failing to warble,
+ "Sweetest, sweet, sweet, O sweet!"
+
+ I scatter crumbs on the doorstep,
+ And fling them some flossy threads;
+ They fearlessly gather my bounty,
+ And turn up their grateful heads.
+ And chatter and dance and flutter,
+ And scrape with their tiny feet,
+ Telling me over and over,
+ "Sweetest, sweet, sweet, O sweet!"
+
+ What if the sky is clouded?
+ What if the rain comes down?
+ They are all dressed to meet it,
+ In water-proof suits of brown.
+ They never mope nor languish,
+ Nor murmur at storm or heat;
+ But say, whatever the weather,
+ "Sweetest, sweet, sweet, O sweet!"
+
+ Always merry and busy,
+ Dear little brown-winged birds!
+ Teach me the happy magic
+ Hidden in those soft words,
+ Which always, in shine or shadow,
+ So lovingly you repeat,
+ Over and over and over,
+ "Sweetest, sweet, sweet, O sweet!"
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils express, in their own language, the words
+given below in dark type.
+
+ Their eyes are like _living gems_.
+
+ Which you always repeat _in shine or shadow_.
+
+What kind of birds are described in the lesson?
+
+Why did they gather straws, stems, lint, feathers, and grasses?
+
+
+ * * * * *
+
+
+
+
+LESSON XXI.
+
+
+mes'sage, _word; notice_.
+
+mer'chan dise, _things traded; goods_.
+
+guid'ance _leading; directing_.
+
+halt, _stop_.
+
+de cid'ed, _made up their minds_.
+
+re trac'ing, _going back over_.
+
+ho ri'zon, _line where the earth and sky seem to meet_.
+
+en camped', _set up tents_.
+
+sole, _only_.
+
+gushed, _flowed rapidly; poured_.
+
+
+ * * * * *
+
+
+
+
+ALI, THE BOY CAMEL-DRIVER
+
+PART I.
+
+
+Hassan was a camel-driver who dwelt at Gaza. It was his business to go
+with caravans, backwards and forwards, across the desert to Suez, to
+take care of the camels. He had a wife and one young son, called Ali.
+
+Hassan had been, absent for many weeks, when his wife received from him
+a message, brought by another camel-driver, who had returned with a
+caravan from Suez.
+
+It said: "Send the boy with the camel to Suez with the next caravan. I
+have some merchandise to bring home, and I will stop at Suez till he
+comes."
+
+Ali's mother was pained at the thought of sending her young son away to
+such a distance for the first time; but she said to herself that Ali
+was now quite old enough to be helping his father, and she at once set
+about doing what was required for his journey.
+
+Ali got out the trappings for the camel, and looked to the water-bottles
+to see that they did not leak. His mother did all that was needed to
+make him quite ready to join the next caravan that started.
+
+Ali was delighted to think that he was to go to his father, and that at
+last the day was come when, he too was to be a camel-driver, and to take
+a journey with the dear old camel which he was so fond of.
+
+He had long wanted to ride on its back across the desert, and to lie
+down by its side to rest at night. He had no fear.
+
+The camel, of which Ali was so fond, had been bought by his father with
+the savings of many a year's hard work, and formed the sole riches of
+the family.
+
+Hassan was looked upon as quite a rich man by the other camel-drivers,
+and Ali, besides having a great love for the animal, was proud of his
+father being a camel owner.
+
+Though it was a great creature by the side of the young boy, it would
+obey the voice of Ali, and come and go at his bidding, and lie down and
+rise up just as he wished. Hassan called his camel by an Arabian word,
+which meant "Meek-eye."
+
+At last, there was a caravan about to start for Suez which Ali could
+join. The party met near the gates of the city, where there were some
+wells, at which the water-bottles could be filled. Ali's mother
+attended, and bid her son a loving farewell.
+
+The caravan started. The camels which were to lead the way, had around
+their necks jingling bells, which the others hearing, followed without
+other guidance.
+
+Ali looked about and saw his mother standing near the city gate. He took
+his cap off and waved it above his head, and his mother took off the
+linen cloth which she wore over her head, and waved it.
+
+Tramp, tramp, tramp went the camels, their soft spongy feet making a
+noise as they trod the ground. The camel-drivers laughed, and talked to
+each other.
+
+Ali was the only boy in the caravan, and no one seemed to notice him. He
+had a stout heart, and tried not to care.
+
+He could talk to Meek-eye, and this he did, patting the creature's back,
+and telling him they would soon see his father.
+
+The sun rose higher and higher, and the day grew hotter and hotter. The
+morning breeze died away, and the noon was close and sultry.
+
+The sand glowed like fire. There was nothing to be seen but sand and
+sky. At mid-day a halt was made at one of the places well known to the
+drivers, where shade and water could be had.
+
+The water-bottles were not to be touched that day, for at this place a
+little stream, which gushed from a rock, supplied enough for the men,
+while the camels needed no water for many days.
+
+After resting a short time, the kneeling camels were made to rise, the
+riders first placing themselves on their backs, and the caravan then
+moved on.
+
+At night the party encamped for rest, the camels lying down, while fires
+were lighted and food was prepared.
+
+Several days were thus passed, and Ali found that he liked this kind of
+life as well as he thought he should.
+
+No Arabs were met with, nor even seen; but a danger of the desert, worse
+than a party of Arabs, came upon them.
+
+There arose one day at noon, one of those fearful burning winds which do
+such mischief to the traveler and his camel. The loose sand was raised
+like a cloud. It filled the nostrils and blinded the eyes.
+
+The only thing to be done, was for the men to get off the backs of the
+camels, and lie down with their faces to the earth.
+
+After the storm had passed, they arose to continue their journey. But
+the sand had been so blown as to cover the beaten track, and thus all
+trace of the road was lost.
+
+The camel-drivers who led the way stood still, and said that they did
+not know which way to turn.
+
+No distant rock or palm-tree was to be seen, and no one could say which
+was the south, towards which their faces ought to be turned.
+
+They wandered on, now turning to the right, and now to the left; and
+sometimes, when they had gone some distance in one direction, retracing
+their steps and trying another.
+
+The caravan made a halt, and it was now decided to journey towards the
+setting sun, in hopes of finding once more the right track.
+
+Night came on, however, and they had not found it, nor had they reached
+any place where they could fill their water-bottles, which were empty.
+
+Once or twice, some one of the party fancied that he saw in the distance
+the top of a palm-tree; but no, it turned out to be but a little cloud
+upon the horizon.
+
+They had not yet found the old track; neither had they supplied
+themselves with water to cool their parched lips.
+
+
+ * * * * *
+
+
+Directions for Reading.--Always take breath before beginning to read a
+sentence. If the sentence is a long one, choose such places for breathing
+as will not injure the sense.
+
+When we are out of breath, we are likely either to read too fast, or
+stop to breathe at such places as to injure the sense.
+
+In the first sentence of the second paragraph on page 101, we may make
+slight pauses to take breath after _noon_ and after _winds_.[07]
+
+Point out breathing-places in the last paragraph on page 100.[08]
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _jingling, nostrils, farewell_.
+
+Let pupils use other words to express the following:
+
+ A stout heart. Towards the setting sun.
+
+
+[07] See paragraph 22 beginning, "There arose one day at noon...."
+
+[08] See paragraph 21 beginning, "Several days were thus passed...."
+
+
+ * * * * *
+
+
+
+
+LESSON XXII.
+
+
+pro pose', _offer; advise_.
+
+group, _a number of persons or things together_.
+
+grief, _great sorrow; distress_.
+
+draughts (drafts), _quantities of water taken at one time_.
+
+quenched, _satisfied; put out_.
+
+re' cently, _newly; lately_.
+
+flick'er ing, _fluttering; keeping in motion_.
+
+greed'ily, _very eagerly_
+
+pre'cious, _of great price; costly_.
+
+wea'ry, _very tired_.
+
+refresh'ing, _cooling; reviving_.
+
+
+ * * * * *
+
+
+
+
+ALI, THE BOY CAMEL-DRIVER.
+
+PART II.
+
+
+Poor Ali suffered like the rest from terrible thirst. He drank the last
+drop of water from his water-bottle, and thought of the morrow with
+fear.
+
+He was so tired when night came, he was glad to lie down by the side of
+Meek-eye and go to sleep. Ali slept, but before morning, was awakened by
+the sound of voices.
+
+He listened, and heard the chief driver tell one of the merchants that,
+if they did not find water very soon, the next day a camel must be
+killed, in order to get the water contained in its stomach.
+
+This is often done in cases of great need in the desert, the stomach of
+the camel being so formed as to hold a great quantity of water.
+
+Ali was not surprised to hear such a thing spoken of; but what was his
+distress and alarm, when he heard the merchant propose that it should be
+"the boy's camel" that should be killed!
+
+The merchant said the other camels were of too good a kind, and of too
+much value; while, as to this young boy, what business had he to have a
+camel of his own?
+
+It would be better far, they said, for him to lose his camel than for
+him to die, like the rest, of thirst. And so it was decided that
+Meek-eye should be killed, unless water were found the next morning.
+
+Ali slept no more. His heart was full of grief; but his grief was mixed
+with courage and resolution. He said to himself that Meek-eye should not
+die.
+
+His father had trusted him to bring the camel, and what would he say if
+he should arrive at Suez without it? He would try to find his way alone,
+and leave the caravan as soon as possible.
+
+That night when all was quiet, and the merchant and camel-driver had
+gone to sleep, Ali arose, and gently patting the neck of Meek-eye, awoke
+him.
+
+He placed his empty bag and water-bottles on his back, and seating
+himself on him, made signs for the creature to rise, and then suddenly
+started off.
+
+Tramp, tramp, tramp, went Meek-eye over the soft sand. The night was
+cool and refreshing, and Ali felt stronger and braver with every tramp.
+The stars were shining brightly, and they were his only guides.
+
+He knew the star which was always in the north, and the one which was in
+the west after the sun had gone down. He must keep that star to the
+right, and he would be sure to be going towards the south.
+
+He journeyed on till day began to dawn. The sun came up on the edge of
+the desert, and rose higher and higher. Ali felt faint, weary, and
+thirsty, and could scarcely hold himself on to Meek-eye. When he thought
+of his father and mother, he took courage again, and bore up bravely.
+
+The sun was now at its height. Ali fancied he saw a palm-tree in the
+distance. It seemed as if Meek-eye saw it also, for he raised his head
+and quickened his step.
+
+It was not long before Ali found himself at one of those pleasant green
+islands which are found throughout the desert, and are called oases.
+
+He threw himself from the camel's back, and hunted out the pool of water
+that he knew he should find in the midst of the reeds and long grass
+which grew there.
+
+He dipped in his water-bottle and drank, while Meek-eye, lying down,
+stretched out his long neck, and greedily sucked up great draughts of
+the cool water.
+
+How sweet was the sleep which crept over them as they lay down in the
+shade of the great palm-tree, now that they had quenched their thirst!
+
+Refreshed and rested, Ali was able to satisfy his hunger on some ripe
+dates from the palm-tree, while Meek-eye began to feed upon the grass
+and leaves around.
+
+Ali noticed, while eating his dates, that other travelers had been there
+recently: as the grass at the side of the pool was trampled down. This
+greatly cheered him. He quickly followed in their track, still going in
+a southerly direction.
+
+He kept the setting sun to his right, and when it had gone down, he
+noticed the bright star that had guided him before.
+
+He traveled on, tired and faint with hunger for many a mile, till at
+last he saw, a long way off, the fires of a caravan which had halted for
+the night.
+
+Ali soon came up to them. He got down, from Meek-eye, and leading him by
+the bridle, came towards a group of camel-drivers, who were sitting in a
+circle.
+
+He told them his story, and asked permission to join the party, and
+begged a little rice, for which he was ready to pay with the piece of
+money that his mother had given him when he left home.
+
+Ali was kindly received by them, and allowed to partake of their supper.
+The men admired the courage with which he had saved his favorite camel.
+After supper Ali soon closed his weary eyes, and slept soundly by the
+side of Meek-eye.
+
+In the midst of a pleasant dream, Ali was suddenly aroused by the sound
+of tinkling bells, and on waking up he saw that another caravan had
+arrived, which had come from the south.
+
+The merchants sat down to wait until their supper was brought to them,
+and a party of camel-drivers drew round the fire near which Ali had
+been sleeping. They raked up its ashes, put on fresh fuel, and then
+prepared to boil their rice.
+
+What voice was that which roused Ali just as he was falling asleep
+again? He listened, he started to his feet, he looked about him, and
+waited for a flash of flame from the fire to fall on the faces of the
+camel-drivers who stood around it.
+
+It came flickering up at first, and then all at once blazing out,
+flashed upon the camel-driver who stood stooping over it, and lighted up
+the face of Ali's father!
+
+The father had waited at Suez many days, wondering why Ali did not come;
+and then, thinking there had been some mistake, determined to return
+home with the caravan, which was starting for Gaza.
+
+We need hardly describe the joy of both father and son at thus meeting,
+nor the pleasure with which the father listened to the history of Ali
+the fears and dangers to which his young son had been exposed. He was
+glad, too, that their precious Meek-eye had been saved.
+
+There was no one in the whole caravan so happy as Hassan, when, the next
+morning, he continued, his journey to Gaza in company with Meek-eye and
+his beloved son Ali.
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _suffered, permission, partake, merchants, beloved_.
+
+Let pupils use other words to express the meaning of what is given below
+in dark type.
+
+ Ali _bore up bravely_.
+
+ Meek-eye _quickened his step_.
+
+ _The sun_ was now _at its height_.
+
+Write statements containing each of the following words, used in such a
+manner as to show their proper meaning: _herd, heard; need, knead; no,
+know; way, weigh; knew, new_.
+
+Make out an _analysis_ of the two lessons, and use it in telling the
+story in your own words.
+
+
+ * * * * *
+
+
+
+
+LESSON XXIII.
+
+
+ob served', _saw; noticed_.
+
+trans par'ent, _clear; easily seen through_.
+
+ma te'ri al, _that of which any thing is made or to be made_.
+
+ob tained', _taken from; received_.
+
+gar'ments, _articles of clothing_.
+
+verd'ure, _any green growth_.
+
+a dorn', _dress with taste; beautify_.
+
+par tic'ular, _of an unusual kind_.
+
+va ri'e ty, _a number of different kinds_.
+
+del'i cate, _gentle; tender_.
+
+ca ressed', _treated with fondness_.
+
+
+ * * * * *
+
+
+
+
+A QUEER PEOPLE.
+
+
+One evening, as Captain Perry was sitting by the fireside at his home in
+Liverpool, his children asked him to tell them a story.
+
+[Illustration]
+
+"What shall it be about?" said the captain.
+
+"O," said Harry, "tell us about other countries, and the curious people
+you have seen in them."
+
+"Yes, yes!" exclaimed Mary. "We were much interested, while you were
+away the last time, in reading 'Gulliver's Travels' and 'Sindbad the
+Sailor.'"
+
+"You have seen as wonderful things as they did, haven't you, father?"
+said Harry.
+
+"No, my dears," said the captain. "I never met such wonderful people as
+they tell about, I assure you; nor have I seen the 'Black Loadstone
+Mountain' or the 'Valley of Diamonds.'"
+
+"But," said Mary, "you have seen a great many people, and their
+different manners and ways of living."
+
+"Yes," said the captain, "and if it will interest you, I will tell you
+some of the curious things that I have observed."
+
+"Pray, do so!" cried Harry, as both the children drew close to him.
+
+"Well, then," began the captain, "I was once in a country where it was
+very cold, and the poor people could scarcely keep themselves from
+starving.
+
+"They were clothed partly in the skins of beasts, made smooth and soft
+by some particular art; but chiefly in garments made from the outer
+covering of an animal cruelly stripped off its back while alive.
+
+"They lived in houses partly sunk below the ground. These houses were
+mostly built of stones or of earth hardened by fire.
+
+"The walls of the houses had holes to let in light; but to prevent the
+cold air and rain from coming in, they were covered with a sort of
+transparent stone, made of melted sand.
+
+"As wood was rather scarce, they used for fuel a certain kind of stone
+which they dug out of the earth, and which, when put among burning
+wood, catches fire and makes a bright flame."
+
+"Dear me!" said Harry. "What a wonderful stone! Why didn't you
+bring a piece home with you, father?"
+
+"I have a piece, which I will show you some time," replied the captain.
+"But to go on with my story.
+
+"What these people eat is remarkable, too. Some of the poor people eat
+fish which had been hung up and smoked until quite dry and hard, and
+along with it they eat the roots of plants, or coarse, black cake made
+of powdered seeds.
+
+"The rich people have a whiter kind of cake upon which they spread a
+greasy matter that is obtained from a large animal. They eat also the
+flesh of many birds and beasts when they can get it, and the leaves and
+other parts of a variety of vegetables--some raw and others cooked.
+
+"For drink they use the water in which certain dry leaves have been
+steeped. These leaves, I was told, came from a country a great distance
+away.
+
+"I was glad to leave this country because it was so very cold; but about
+six months after, I was obliged to go there again. What was my surprise
+to find that great changes had taken place!
+
+"The climate was mild and warm, and the country was full of beauty and
+verdure. The trees and shrubs bore a great variety of fruits, which,
+with other vegetable products, were used largely as food.
+
+"The people were gentle and civilized. Their dress was varied. Many wore
+cloth woven from a sort of wool grown in pods on bushes.
+
+"Another singular material was a fine, glossy stuff used chiefly by the
+rich people. I was told that it was made out of the webs of
+caterpillars, which to me seemed quite wonderful, as it must have taken
+a great number of caterpillars to produce the large quantity of the
+stuff that I saw.
+
+"These people have queer ideas about their dress. The women wear
+strangely figured garments, and adorn their heads, like some Indian
+nations, with feathers and other fanciful head-dresses.
+
+"One thing surprised me very much. They bring up in their houses an
+animal of the tiger species, having the same kind of teeth and claws as
+the tiger.
+
+"In spite of the natural fierceness of this little beast, it is played
+with and caressed by the most timid and delicate of their women and
+children."
+
+"I am sure I would not play with it," said Harry.
+
+"You might get an ugly scratch, if you did," said the captain.
+
+"Aha!" cried Mary; "I've found you out: you have been telling us of our
+country and what is done at home all this while!"
+
+"But we don't burn stones, or eat grease and powdered seeds, or wear
+skins and caterpillars' webs, or play with tigers," said Harry.
+
+"No?" said the captain. "Pray, what is coal but a kind of stone; and is
+not butter, grease; and wheat, seeds; and leather, skins; and silk, the
+web of a kind of caterpillar; and may we not as well call a cat an
+animal of the tiger kind, as a tiger an animal of the cat kind?"
+
+"So, if you will remember what I have been describing, you will find
+that all the other wonderful things that I have told you of, are well
+known among ourselves."
+
+"I have told you the story to show that a foreigner might easily
+represent every thing among us as equally strange and wonderful, as we
+could with respect to his country."
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out breathing-places in the last
+paragraph.
+
+Name the _emphatic words_ in the last paragraph.
+
+Pronounce carefully the following words: _vegetable, foreigner, beasts,
+products, across, again, also, apron_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils express the meaning of what is given below
+in dark type, using a single word for each example.
+
+ Houses built of _earth hardened by fire_.
+
+ The walls have _holes to let in the light_.
+
+ They were covered with _a sort of transparent stone_.
+
+ They drink _water in which dry leaves have been steeped_.
+
+ Many wore cloth woven from _a sort of wool grown in pods_.
+
+
+ * * * * *
+
+
+
+
+LESSON XXIV.
+
+
+lin'net, _a kind of bird_.
+
+com pare', _be equal; have similar appearance_.
+
+wor'ried, _troubled; anxious_.
+
+hum'ble, _meek; lowly_.
+
+mis'chiev ous, _full of mischief; troublesome_.
+
+grub, _dig up by the roots_.
+
+
+ * * * * *
+
+
+
+
+THE ILL-NATURED BRIER
+
+
+ Little Miss Brier came out of the ground,
+ She put out her thorns, and scratched ev'ry thing 'round.
+ "I'll just try," said she,
+ "How bad I can be;
+ At pricking and scratching, there are few can match me."
+
+ Little Miss Brier was handsome and bright,
+ Her leaves were dark green, and her flowers pure white;
+ But all who came nigh her
+ Were so worried by her,
+ They'd go out of their way to keep clear of the Brier.
+
+ Little Miss Brier was looking one day
+ At her neighbor, the Violet, over the way;
+ "I wonder," said she,
+ "That no one pets me,
+ While all seem so glad little Violet to see."
+
+ A sober old Linnet, who sat on a tree,
+ Heard the speech of the Brier, and thus answered he:
+ "'Tis not that she's fair,
+ For you may compare
+ In beauty with even Miss Violet there;
+
+ "But Violet is always so pleasant and kind,
+ So gentle in manner, so humble in mind,
+ E'en the worms at her feet
+ She would never ill-treat,
+ And to Bird, Bee, and Butterfly always is sweet."
+
+ Then the gardener's wife the pathway came down,
+ And the mischievous Brier caught hold of her gown;
+ "O dear, what a tear!
+ My gown's spoiled, I declare!
+ That troublesome Brier!--it has no business there;
+ Here, John, grub it up; throw it into the fire."
+ And that was the end of the ill-natured Brier.
+
+
+ * * * * *
+
+
+Directions for Reading.--This lesson should be read in a spirited
+manner.
+
+It is suggested to vary the reading exercise by having one pupil read
+each stanza, and the class repeat it in concert.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+ There are few can _match_ me.
+
+ They'd go out of their way to _keep clear of_ the Brier.
+
+Supply letters omitted from the following words: _they'd, gown's, e'en,
+'round_. Write the words in full.
+
+
+ * * * * *
+
+
+
+
+LESSON XXV.
+
+
+ply, _make regular journeys_.
+
+com'merce, _trade between places or peoples_.
+
+might'y, _of great power_.
+
+trav'erse, _pass over; cross_.
+
+re'al ize, _understand the truth of_.
+
+pro pel', _drive forward_.
+
+prop'erty, _any thing that belongs to a person_.
+
+or'chards, _numbers of fruit-trees_.
+
+im mense', _very large_.
+
+glit'ter ing, _sparkling with light_.
+
+
+ * * * * *
+
+
+
+
+WATER.
+
+
+It is difficult to realize that nearly three-fourths of the surface of
+the earth is water; yet it is a fact.
+
+Think of the immense space covered by oceans, seas, lakes, and rivers,
+and how useful all this water is to mankind.
+
+Sailing ships and steam-ships traverse the oceans and lakes. Steam-boats
+ply along the rivers, carrying people and merchandise to and fro, going
+sometimes as far as three thousand miles from their starting point.
+
+It is by water that men float their rafts of logs or lumber to distant
+places. Water turns the great wheels of many of our mills, and thus
+harnessed to mighty machines, does more work than thousands of men and
+horses.
+
+These machines produce paper, cloth, flour, lumber, and many other
+useful articles.
+
+When water is heated and turned into steam, it moves powerful engines.
+These engines propel our great steam-ships and steam-boats and drive
+machines of all kinds in mills and factories.
+
+Many of you have seen water, clear and cool, trickling from the rocks in
+the side of a hill. This water first forms a spring.
+
+From this spring, the water escapes in a tiny stream, called a rivulet
+or creek, and flows along until it enters a river. Many springs make
+many rivulets; many rivulets make large rivers.
+
+Rivers sometimes receive such great quantities of water that they
+overflow their banks, and destroy much valuable property. This is called
+a freshet or a flood.
+
+Many people who live near some of our rivers have lost their houses,
+furniture, and cattle, which were all swept away by these floods.
+
+In the winter of 1883, the Ohio River received so much water from the
+thousands of rivulets flowing into it, that it overflowed its banks.
+
+The result of this overflow was one of the greatest floods ever known,
+and many, no doubt, who read this, were there to see its terrible
+effects.
+
+But where does all this water come from? you may ask.
+
+Let me see if I can explain it to you. The water in all these rivers,
+lakes, and oceans is constantly rising into the air in what is called
+moisture or vapor. We can not see this moisture, neither can we see the
+air.
+
+If the air is cold, moisture does not rise rapidly; but, as the air
+becomes heated, it takes up more moisture, so that the more heat there
+is in the air, the more moisture rises.
+
+Heated air is light, and rises higher and higher from the ground, taking
+the moisture with it, until it reaches a point where it begins to cool.
+
+Then as the air cools, the moisture forms into clouds, and these clouds
+are, in a certain sense, floating water.
+
+Floating water! How can water float! do you ask?
+
+Well, I will tell you. Cold air is heavier than heated air, and until
+the clouds become so full of moisture as to return some of it to the
+earth, in the shape of rain, they float because they are lighter than
+the air underneath them.
+
+The winds, by the flapping of their mighty wings, drive the clouds over
+the land to the hills and the mountains and the thirsty fields; and
+there they pour their blessings on the farms, pastures, orchards, and
+the dusty roads and way-side grass, bringing greenness and gladness
+every-where.
+
+Without water nothing would grow; every thing would dry up and wither.
+
+All animals drink water, for it forms a part of their blood and thus
+helps to keep them alive. All trees and plants drink it by drawing it
+through their roots or leaves, for it helps to form their sap.
+
+Sometimes on a summer morning you will see drops of clear sparkling
+water on flowers and grass.
+
+To look at them you would think it had rained during the night; but,
+noticing that the ground is dry, you know that no rain has fallen.
+
+What then are these glittering drops of water? Where do they come from?
+
+I will tell you. These drops are called dew. As night comes on, the
+grass and the leaves of flowers and plants become cool.
+
+When the warm air touches them, it becomes chilled, and as the air can
+not then carry so much moisture as before, it leaves some of its
+moisture on the flowers and grass.
+
+A moisture like dew sometimes collects in the house. Did you ever
+observe it in drops on the outside of a pitcher of cold water? Some
+people suppose that the water comes through the pitcher, but it does
+not.
+
+The water being cold makes the pitcher cold, and as the warm air of the
+room strikes it, a moisture like dew is left on the pitcher, in the same
+manner as dew is left on grass, leaves, and flowers.
+
+In cold weather, when the dew gathers on plants and flowers, it
+sometimes freezes and forms frost, and when the clouds throw off their
+moisture in rain drops, the rain becomes sleet, hail, or snow.
+
+So you see that dew, rain, frost, sleet, snow, and hail are only
+different forms of water.
+
+
+ * * * * *
+
+
+
+
+LESSON XXVI.
+
+
+treas'ure, _a large quantity of money; valuable things_.
+
+for'mer ly, _in time past; heretofore_.
+
+mod'er ate, _not great; limited in quantity_.
+
+or'phan, _a child whose father and mother are dead_.
+
+at tract'ive, _inviting; having power to draw toward_.
+
+em'er y, _a kind of hard, sharp sand_.
+
+ex treme', _last point or limit_.
+
+rub'bish, _things of no value_.
+
+fit'tings, _things needed in making an article ready for use_.
+
+
+ * * * * *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART I.
+
+
+On a pleasant street in the old town of Fairfield, stands a neat, little
+cottage. This was formerly the home of Mrs. Reed, an old lady respected
+by her neighbors and loved by all the young people of the place.
+
+There was about Mrs. Reed a kindly manner which pleased all who knew
+her. Although very poor, she took much interest in her young friends and
+tried to make them happy.
+
+Mrs. Reed had not always been poor. Her husband when alive was supposed
+to be rich; but after his death, it was found that nothing was left to
+his widow but two small cottages.
+
+In one of these cottages, Mrs. Reed lived; the other, she rented. But
+the rent received was no more than enough to enable her to live with
+moderate comfort. She had little or nothing left with which to do for
+others.
+
+One cold winter morning, two persons were talking together in the cozy
+sitting-room of the cottage. One was Mrs. Reed, and the other, Alice
+Brown, a poor orphan girl, who lived with some distant relatives in
+Fairfield.
+
+"You are very kind to come to see me so often, Alice," said Mrs. Reed.
+"I wonder why you do; because there is nothing attractive here."
+
+"Why, Mrs. Reed!" replied Alice; "how can you talk so? are you not here?
+do I not always receive a kind word and a welcome smile from you?"
+
+"Well, you know I love you, Alice, and am always delighted to have you
+come," said Mrs. Reed; "I am sure that were it in my power to do so, I
+would have you here all the time.
+
+"I would like to give you books, have you attend school, and do every
+thing to make you happy. But alas! Alice, you know I am too poor to do
+what I wish, and at times it makes me feel very sad."
+
+"O, indeed you are too good, Mrs. Reed! My greatest pleasure is to come
+and see you, and I hope you will always love me.
+
+"I wish I could stay here all day; but you know that the day after
+to-morrow will be Christmas, and I must hurry home now, as auntie wants
+me to help her prepare for it. So good-by."
+
+"But, Alice, you will come to see me Christmas morning, will you not?"
+asked Mrs. Reed.
+
+"Yes," replied Alice, "for a little while." And with a kiss and another
+good-by, she left Mrs. Reed alone.
+
+"What a dear good girl she is," said Mrs. Reed to herself, as she
+watched Alice tripping down the street toward her home.
+
+"She was so good to me last summer when I was ill! and here is Christmas
+and I have no money with which to buy her a present.
+
+"O dear, dear! why was I left so poor! I am sure my husband had some
+money; what could he have done with it!"
+
+Mrs. Reed sat down in her rocking-chair and for a full half hour looked
+thoughtfully into the fire. Starting up suddenly, she again exclaimed to
+herself:
+
+"I do really believe that if I go up into the garret, I can find,
+something for a Christmas present, that will please Alice.
+
+"I remember a curious old box that Mr. Reed had, that was sent to him
+from India. If I can find some bits of ribbon, and silk, I will line it
+and make it into a nice little work-box for Alice."
+
+Then Mrs. Reed climbed up the narrow stairway into the garret, and,
+after searching some time among the rubbish that lay around in all the
+nooks and corners, discovered the box.
+
+Taking it down-stairs and finding some pieces of silk, she spent the
+rest of the day in making it into a work-box.
+
+She made a pretty needle-book, a tiny pincushion, and an emery bag like
+a big strawberry. Then from her own scanty stock she added needles,
+pins, thread, and her only pair of small scissors, scoured to the last
+extreme of brightness.
+
+One thing only she had to buy--a thimble; and that she bought for a
+penny. The thimble was of brass and so bright that it was quite as
+handsome as gold.
+
+When full, the little box was very pretty. In the bottom lay a quilted
+lining, which had always been there, and upon which she had placed the
+fittings.
+
+
+ * * * * *
+
+
+Directions for Reading.--The conversational parts of this lesson may
+be read as a dialogue by two pupils.
+
+Which is the most _emphatic word_ in the following sentence?
+
+ "O dear, dear! Why was I left so poor!"
+
+Point out the _emphatic words_ in the third paragraph of the lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON XXVII.
+
+
+hand'y, _convenient; ready for use_.
+
+ad join'ing, _next to; neighboring_.
+
+sin cere'ly, _honestly; truly_.
+
+fort'u nate, _favored; lucky_.
+
+act'u al ly, _really; truly_.
+
+suf fi'cient, _enough; plenty_.
+
+carv'ings, _figures cut in wood or stone_.
+
+mys'ter y, _something entirely unknown_.
+
+thresh'old, _a piece of board which lies under a door_.
+
+tile, _a thin piece of baked clay_.
+
+ex am'ine, _look at with care_.
+
+
+ * * * * *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART II.
+
+
+Christmas morning came, and soon Alice Brown entered Mrs. Reed's cottage
+and received a warm welcome.
+
+"Merry Christmas! Mrs. Reed," said Alice.
+
+"Thank you, my dear," replied Mrs. Reed; "it will indeed be a 'Merry
+Christmas' if you can remain with me this forenoon."
+
+"Well, I can stay till dinner-time," said Alice. "See what a pretty
+present cousin John sent me!" and Alice held up a new pocket-book.
+
+"That is very nice, Alice," said Mrs. Reed; "now if you had some one to
+fill it with money, it would be better still."
+
+"Yes, indeed," cried Alice, laughingly; "but as I was not so fortunate
+as to receive any money, and have none of my own to put in it, the
+pocket-book is not likely to be worn out for a long time."
+
+"Well, well, Alice," replied Mrs. Reed, "it is always handy to have
+things in the house; for some time they may be needed.
+
+"Excuse me a moment, Alice," continued Mrs. Reed; "sit down here by the
+fire and warm yourself."
+
+Alice took a seat by the fire and warmed her fingers; for, although it
+was a bright sunshiny day, it was very cold.
+
+Mrs. Reed stepped into the adjoining room, and with a light heart and
+an expression on her face that no one had seen for many a day, took up
+the little work-box she had prepared for Alice.
+
+Returning again to the sitting-room with the box in her hand, she
+approached Alice and said;
+
+"Here, my dear, is a little Christmas present I have for you. I
+sincerely wish it were something better. It will be useful, I know, and
+I hope it will please you."
+
+"O how beautiful!" exclaimed Alice, as she caught sight of the curious
+carvings on the outside of the box. "And a work-box, too!" she
+continued, as she took it in her hands and lifted the cover; "is it
+really for me?"
+
+"For no one else, I assure you," replied Mrs. Reed, as her face lighted
+up with joy, at seeing Alice so happy.
+
+"O how can I ever thank you enough!" exclaimed Alice, as she threw her
+arms around Mrs. Reed's neck and kissed her again and again.
+
+Then taking a seat by Mrs. Reed, Alice began to examine the contents of
+the new work-box, lifting out the articles one by one, and placing them
+in her lap.
+
+She then admired the beautiful lining which. Mrs. Reed had put in the
+box, asking her where she got such pretty pieces of silk.
+
+"That piece of silk at the top, Alice, is a bit of my wedding-dress; and
+that on the sides, is a part of my wedding-sash. Those remind me of
+happy days, Alice.
+
+"I had plenty then: a good husband, a happy home, and never thought that
+I should come to poverty."
+
+"What is this from?" asked Alice, touching the silk lining at the
+bottom of the box.
+
+"O that was always in the box, Alice. It was there when my husband
+received it, and must be a piece of India silk.
+
+"Is any thing the matter with it?" continued Mrs. Reed, as she noticed
+Alice picking at one corner of it.
+
+"O nothing is the matter," replied Alice; "it only seemed to me to be a
+little loose."
+
+"Let me look," said Mrs. Reed. "I don't think it can be loose, or I
+should have seen it when I was lining the box."
+
+"It is actually quite loose," said Alice, as she examined it further,
+and picked up one corner with, a pin; "and here is a little piece of
+paper underneath it."
+
+"That is remarkable," said Mrs. Reed, as she put on her spectacles and
+drew up her chair a little closer to Alice.
+
+"And there is some writing on it too," said Alice, as she drew it from
+its hiding-place and handed it to Mrs. Reed.
+
+"Why, it's my husband's writing!" exclaimed Mrs. Reed, as she closely
+examined the faded letters. "What can it mean? I never saw it before.
+Read it, Alice; your eyes are younger than mine."
+
+Alice read: "'Look and ye shall find,' and underneath this," continued
+Alice, "is a picture of a mantel-piece, and underneath that, it reads:
+'A word to the wise is sufficient.'"
+
+Mrs. Reed again took the paper. Her hand trembled and her face became a
+little pale.
+
+"Alice," said she, "this is a picture of the old tile mantel-piece in
+the other room. There is some mystery about this. What can it mean?"
+
+"Yes," said Alice, "the tiles in that mantel have quotations on them."
+
+In an instant, Alice was on her feet and sprung into the other room,
+leaving Mrs. Reed in a state of wonderment.
+
+Hastily examining the tiles in the mantel, Alice cried out: "O Mrs.
+Reed, do come! here is a tile with exactly the same words on it!"
+
+Mrs. Reed hurried into the room, and had scarcely passed the threshold,
+when the tile fell to the hearth and broke into a dozen pieces.
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out breathing-places in the last
+paragraph.
+
+Pronounce carefully the following words: _fortunate, adjoining,
+clothes, hearth, sitting-room, wedding-dress_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+the following sentences.
+
+ _Alice received a warm welcome_.
+
+ _Mrs. Reed stepped into the adjoining room with a light heart_.
+
+ _Her face lighted up with joy_.
+
+ _Those things remind me of happy days_.
+
+ "_A word, to the wise is sufficient_."
+
+Change the _statements_ given above to _questions_.
+
+Change the following _exclamations_ to complete _statements_.
+
+ Do come! Let me look! Read it, Alice!
+
+Model.--See my pocket-book! = I wish you would look at my pocket-book.
+
+
+ * * * * *
+
+
+
+
+LESSON XXVIII.
+
+
+be fall'en, _happened to_.
+
+thrust, _move suddenly or with force_.
+
+mis hap', _something which has occurred to cause pain or sorrow_.
+
+ex cit'ed ly, _in a very earnest manner_.
+
+min'gled, _joined closely; united_.
+
+le'gal ly, _as the law requires_.
+
+a bun'dant, _beyond one's need; plentiful_.
+
+com'fort a ble, _having everything needed to keep one from pain or want_.
+
+re la'tions, _the feelings or acts of people toward each other_.
+
+charm'ing, _very pleasant_.
+
+
+ * * * * *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART III.
+
+
+"O what have I done! what have I done!" cried Alice. "O Mrs. Reed, I'm
+so sorry--I have broken the tile!"
+
+"How did it happen, Alice? Was it loose?"
+
+"Why yes," replied Alice; "I put my hand on it, and thought it appeared
+to move a little. Having my scissors with, me, I, through curiosity, ran
+the points in between that tile and the next one."
+
+"Never mind, child," said Mrs. Reed kindly, seeing that Alice was
+feeling sad over the mishap; "perhaps the tile can be mended--let us
+see."
+
+As they both stooped down to pick up the pieces, Alice noticed that
+there was a hollow space back of where the tile had been, and that it
+contained something of a dingy white color.
+
+"O Mrs. Reed!" cried she; "there is something in there! See, it looks
+like a bag tied up! May I take it out?"
+
+Mrs. Reed turned deadly pale. "Yes," she replied, scarcely knowing what
+she expected or dared hope.
+
+Alice thrust her hand into the hole to pull the hag out, but as it was
+very old, it fell apart, and O wonder of wonders! as many as a hundred
+pieces of gold coin fell with a jingle on the hearth and rolled every
+way.
+
+"My husband's money!" exclaimed Mrs. Reed, as she leaned on Alice to
+keep from falling.
+
+Alice was nearly wild and talked like a crazy person.
+
+"O goody, goody!" she cried, clapping her hands and jumping up and down.
+"Now you can have everything you want! you won't be poor any longer!"
+
+But Mrs. Reed was too much overcome to hear what Alice said.
+
+[Illustration]
+
+She could scarcely realize the good fortune that had so suddenly
+befallen her.
+
+Presently, however, with the tenderness of a mother, she placed her arms
+around Alice and said: "O you precious child! but for you, I should
+never have known this!"
+
+"And if you had not given me the work-box," said Alice, "perhaps no one
+would ever have found it out.
+
+"But," continued she, excitedly, "let us see if there is any thing more
+in there."
+
+Again reaching into the hole in the mantel-piece, she sprung back with a
+look of amazement that frightened Mrs. Reed.
+
+"Why, Alice, what is the matter?" inquired the old lady.
+
+"Matter!" exclaimed Alice. "Why, dear me! Mrs. Reed, there are lots and
+lots of bags in there yet!"
+
+"Is it possible!" said Mrs. Reed hoarsely. Then reaching her hand into
+the hole, she drew out bag after bag, handling them very carefully, so
+that they would not fall to pieces as the first one had done.
+
+In the meantime Alice had pushed a table up near the fire-place. The
+bags were emptied upon it, until the glittering gold made a heap that
+struck Mrs. Reed and Alice with greater amazement than ever.
+
+"Alice," said Mrs. Reed, "this is a blessing from Heaven that I do not
+deserve. I can not tell you how thankful I am for it. My happiness now
+will be in doing for others."
+
+Alice said nothing; her heart was too full. A look of sadness came over
+her face.
+
+She was wondering whether Mrs. Reed would continue to love her, and
+thinking, with a mingled feeling of fear and dread, that now her friend
+was rich, perhaps she, the poor orphan girl, might not be so welcome at
+the cottage as before.
+
+Mrs. Reed seemed to understand somewhat the nature of Alice's thoughts.
+"Cheer up, Alice," said she; "this is not a time to be sad! Come, help
+me put away this gold.
+
+"By the way, Alice, now is the time to use your pocket-book; you know I
+told you it was handy to have things in the house, they might be
+needed," she continued, smilingly.
+
+"Why, certainly, Mrs. Reed; do you want to borrow my pocket-book? here
+it is."
+
+"Yes, my dear," replied Mrs. Reed, "I shall want a new one myself, and I
+want to see yours. I wonder how many pieces of gold it will hold."
+
+Then Mrs. Reed crammed the pocket-book full of gold pieces.
+
+"There!" said she, handing it to Alice; "that is the Christmas present I
+wanted to give you this morning, but did not have it."
+
+"What! this for me! O no, no! I do not deserve it!" cried Alice.
+
+"But you must take it, Alice, and listen; for I have something to tell
+you. I want you to be my daughter now. I will have abundant means to
+make both of us comfortable and happy."
+
+"O Mrs. Reed," said Alice, bursting into tears; "I would love to be your
+daughter, nothing could make me happier."
+
+In a very short time every thing was changed in the little cottage. Mrs.
+Reed had legally adopted Alice as her daughter and was sending her to
+school.
+
+Fresh paint, inside and out, and many new comforts, made the old house
+charming and bright. But nothing could change the happy relations
+between the two friends, and a more contented and cheerful household
+could not be found anywhere.
+
+
+ * * * * *
+
+
+Language Lesson.--Tell the story in your own words, using the points
+given in the following
+
+Analysis.--1. Mrs. Reed's home. 2. Her talk with Alice. 3. Mrs. Reed
+prepares a present for Alice. 4. Alice receives the work-box. 5. What
+was found in it. 6. The broken tile and the discovery of the money. 7.
+What happened after that.
+
+
+ * * * * *
+
+
+
+
+LESSON XXIX.
+
+
+dells, _small valleys_.
+
+bow'ers, _covered places made of boughs_.
+
+troupe, _a number of living beings; a company_.
+
+daf'fo dils, _yellow flowers_.
+
+sheen, _brightness; splendor_.
+
+sprite, _an unreal person_.
+
+sus pend'ed, _stopped for a time; hung_.
+
+va'ries, _is different; changes_.
+
+blue'bell, _a kind of flower_.
+
+ram'bling, _wandering_.
+
+rev'el, _play in a noisy manner_.
+
+
+ * * * * *
+
+
+
+
+LOOKING FOR THE FAIRIES.
+
+
+ I've peeped in many a bluebell,
+ And crept among the flowers,
+ And hunted in the acorn cups,
+ And in the woodland bowers;
+ And shook the yellow daffodils,
+ And searched the gardens round,
+ A-looking for the little folk
+ I never, never found.
+
+ I've linger'd till the setting sun
+ Threw out a golden sheen,
+ In hope to see a fairy troupe
+ Come dancing on the green;
+ And marveled that they did not come
+ To revel in the air,
+ And wondered if they slept, and where
+ Their hiding-places were.
+
+ I've wandered with a timid step
+ Beneath the moon's pale light,
+ And every blazing dew-drop seemed
+ To be a tiny sprite;
+ And listened with suspended breath,
+ Among the grand, old trees,
+ For fairy music floating soft
+ Upon the evening breeze.
+
+ Ah me! those pleasant, sunny days,
+ In youthful fancies wild,--
+ Rambling through the wooded dells,
+ A careless, happy child!
+ And now I sit and sigh to think
+ Age from childhood varies,
+ And never more may we be found
+ Looking for the fairies.
+
+
+ * * * * *
+
+
+Directions for Reading.--Which one of the stanzas should be read more
+slowly than the others?
+
+Point out the _emphatic words_ in the last four lines of the lesson.
+
+
+ * * * * *
+
+
+Language Lesson.--Which lines in each stanza end in similar sounds?
+
+Let pupils explain the meaning of what is given below in dark type.
+
+ I've hunted in the _acorn cups_.
+
+ I've wandered with a _timid step_.
+
+ _Age from childhood varies._
+
+
+ * * * * *
+
+
+
+
+LESSON XXX.
+
+
+poi'son ous, _likely to do great harm or injury_.
+
+sep'a rate, _apart from other things_.
+
+con di'tion, _state; situation_.
+
+nec'es sa ry, _really needed_.
+
+dis a gree'a ble, _very unpleasant_.
+
+sen'si ble, _wise; knowing what is proper_.
+
+ac cus'tomed, _being used to_.
+
+es pe'cial ly, _more than usual_.
+
+
+ * * * * *
+
+
+
+
+AIR.
+
+
+We all know very well that we can not live without breathing.
+
+What we do not all know, or do not all think of, is that we want not
+only air, but good air. We are apt to take it for granted that any air
+will do for us; stale air, dirty air, even poisonous air.
+
+What makes the matter worse is, that we can not help spoiling air
+ourselves by the very act of breathing.
+
+If people are shut up in rooms where the bad air can not get out and the
+good air can not get in at all, they are sure to be made ill.
+
+Some people in Scotland thought they would have a merry Christmas party,
+and invited their friends to come to a dance.
+
+As it was very cold weather, they shut all the doors and windows tight,
+and then they began to dance.
+
+It was a small room with a low ceiling, and there were thirty-six people
+dancing in it all night. By the time morning came the air was so bad
+that it was really like poison; and very soon seven of the poor dancers
+were seized with a terrible fever, and two of them actually died.
+
+The air we breathe out is different from the air we take in. We send
+away some things with our breath which were not in the air when we took
+it in.
+
+One of these is water. Sometimes you can see this for yourself. On a
+cold, frosty day, you know we can see the clouds of steam coming out of
+our mouths. This steam is only very fine particles of water.
+
+In warm weather we do not see the steam, but the water is there all the
+same; if you will breathe on a looking-glass at any time, you will make
+it dim and damp directly with the water that is contained in your
+breath.
+
+We also breathe out animal matter, little particles of our own bodies
+just ready to decay. We can not see them, but they soon give the air a
+close, disagreeable smell. Good air has no smell at all.
+
+And now I have something to say to you about the use of noses.
+
+I dare say you can not see much use in the sense of smell. Seeing,
+hearing, touching, are very needful to us, we all know; but as to
+smelling, that does not seem to have any particular value.
+
+It is pleasant to smell a sweet rose or violet; and, I believe, smelling
+really forms a good part of what we call tasting.
+
+Of all our senses, smell is the one that soonest gets out of practice.
+If people would always accustom themselves to use their noses, they
+never would consent to live in the horrid air they do.
+
+If you go from the fresh air into a close room, you will notice the
+smell at once. Then, if you remain there, you will soon get accustomed
+to the smell and not notice it; but it will still be there, and will be
+doing you a great deal of harm.
+
+In good air there are, mainly, two sorts of gas.
+
+The first is a very lively sort of gas, called oxygen; it is very fond
+of joining itself with other things, and burning them, and things burn
+very fast indeed in oxygen.
+
+The second is a very slow, dull gas, called nitrogen; and nothing will
+burn in it at all. Pure oxygen would be too active for us to live in, so
+it is mixed with nitrogen.
+
+When we breathe, the air goes down into our lungs, which are something
+like sponges, inside our chests.
+
+These sponges have in them an immense quantity of little blood-vessels,
+and great numbers of little air-vessels; so that the blood almost
+touches the air; there is only a very, very thin skin between them.
+
+Through that skin, the blood sends away the waste and useless things it
+has collected from all parts of the body, and takes in the fresh oxygen
+which the body wants.
+
+You have often heard man's life compared to a candle. I will show you
+some ways in which they are much alike.
+
+When a candle or lamp burns, if we keep it from getting any new air, it
+soon uses all the lively gas, or oxygen, and then it goes out. This is
+easily shown by placing a glass jar over a lighted candle.
+
+If the candle gets only a little fresh air, it burns dim and weak. If we
+get only a little fresh air, we are sickly and weak.
+
+The candle makes another kind of gas. It is called carbonic acid gas,
+which, is unhealthy and not fit for breathing. The heat of our bodies
+also makes this gas, and we throw it off in our breath.
+
+Oxygen and carbon, in a separate condition, make up a good part of our
+flesh, blood, and bones; but when they are joined together, and make
+carbonic acid gas, they are of no further use to us.
+
+You might go to a store and buy sand and sugar; but if they became mixed
+together as you brought them home, you would not be able to use either
+one of them, unless some clever fairy could pick them apart for you.
+
+You see now one great way of spoiling the air. How are we to get rid of
+this bad air, and obtain fresh air, without being too cold?
+
+In summer time this is quite simple, but in winter it is more difficult;
+because it is a very bad thing to be cold, and a thin, cold draught of
+air is especially bad.
+
+The bad air loaded with carbonic acid gas, when we first breathe it out,
+is warm. Warm gases are much lighter than cold ones, therefore the bad
+air at first goes up to the ceiling.
+
+If there is an opening near the top of the room, the bad air goes out;
+but if there is no opening, it by and by grows cold and heavy, and comes
+down again. Then we have to breathe it.
+
+If you open the window at the top, it will let out the bad air, and you
+will not feel a draught. It is not often so very cold that you cannot
+bear the window open, even a little way from the top, and that is the
+best way of airing a room.
+
+This is just as necessary by night as by day. People who shut in the bad
+air, and shut out the good air, all night long, can never expect to
+awake refreshed, feeling better for their sleep.
+
+What becomes of the carbonic acid gas which the body throws off through
+our breath? Can any thing pick the carbon and oxygen in it apart, and
+make them fit for us to use again?
+
+Yes. Every plant, every green leaf, every blade of grass, does that for
+us. When the sun shines on them, they pick the carbon out and send back
+the oxygen for us to breathe. They keep the carbon and make that fit
+for us and animals to eat.
+
+The grass makes the carbon fit for sheep and cows, and then we eat their
+flesh or drink their milk; and the corn makes the carbon fit to eat; so
+do potatoes, and all the other vegetables and fruits which we eat. Is
+not this a wonderful arrangement?
+
+But perhaps you think, considering what an amazing number of people
+there are in the world, besides all the animals--for all creatures that
+breathe, spoil the air just as we do--there can hardly be trees and
+plants enough to set all the air right again.
+
+Round about cities and large towns there are certainly more people than
+there are trees, but in many other parts of the world there are a great
+many more trees than there are people.
+
+I have heard of forests in South America so thick and so large, that the
+monkeys might run along the tops of the trees for a hundred miles. So
+you see there are plenty of trees in the world to do the work.
+
+But then, how does all the bad air leave the towns and cities where men
+live, and get to the forests and meadows?
+
+The air is constantly moving about; rising and falling, sweeping this
+way or that way, and traveling from place to place.
+
+Not only the little particles out of our breath, but any thing that
+gives the air any smell, does it some harm. Even nice smells, like those
+of roses, are unhealthy, if shut up in a room for some time.
+
+Dirty walls, ceilings, and floors give the air a musty, close, smell; so
+do dirty clothes, muddy boots, cooking, and washing. Some of these ought
+not to be in the house at all; others remind us to open our windows
+wide.
+
+All the things I have been saying to you about pure air, apply still
+more to sick people than to healthy ones.
+
+
+ * * * * *
+
+
+Directions for Reading.--Read the following sentences carefully, and
+avoid running the words together.
+
+ The good__air can not get__in at__all.
+
+ We are__apt to take__it for granted.
+
+ It__is sure to make them__ill.
+
+Point out three other places in the lesson where similar errors are
+likely to occur.
+
+
+ * * * * *
+
+
+Language Lesson.--Add _ment_ to each of the following words, and then
+give the meaning of the words so formed.
+
+ _arrange move settle encourage_
+
+
+ * * * * *
+
+
+
+
+LESSON XXXI.
+
+
+dis tinct'ly, _clearly; plainly_.
+
+a roused', _wakened_.
+
+re ced'ing, _going backward or away from_
+
+vig'i lant, _watchful; careful_.
+
+ex haust'ed, _tired out with work_.
+
+pre ced'ing, _going before_.
+
+fort'night, _two weeks' time_.
+
+con vul'sive, _irregular in movement_.
+
+tar'ried, _delayed; remained_.
+
+grad'u al ly, _step by step; slowly_.
+
+
+ * * * * *
+
+
+
+
+A TIMELY RESCUE.
+
+
+It was in the month of February, 1831, a bright moonlight night, and
+extremely cold, that the little brig I commanded lay quietly at her
+anchors inside the bay.
+
+We had had a hard time of it, beating about for eleven days, with
+cutting north-easters blowing, and snow and sleet falling for the
+greater part of the time.
+
+When at length we made the port, all hands were almost exhausted, and we
+could not have held out two days longer without relief.
+
+"A bitter cold night, Mr. Larkin," I said to my mate, as I tarried for a
+moment on deck to finish my pipe. "The tide is running out swift and
+strong; it will be well to keep a sharp look-out for this floating ice,
+Mr. Larkin."
+
+"Ay, ay, sir," answered the mate, and I went below.
+
+Two hours afterwards I was aroused from a sound sleep by the vigilant
+officer. "Excuse me for disturbing you, captain," said he, as he
+detected an expression of vexation on my face; "but I wish you would
+turn out, and come on deck as soon as possible."
+
+"Why--what's the matter, Mr. Larkin?"
+
+"Why, sir, I have been watching a cake of ice that swept by at a little
+distance a moment ago; I saw something black upon it--something that I
+thought moved."
+
+We were on deck before either spoke another word. The mate pointed out,
+with no little difficulty, the cake of ice floating off to leeward, and
+its white, glittering surface was broken by a black spot.
+
+"Get me a spy-glass, Mr. Larkin--the moon will be out of that cloud in a
+moment, and then we can see distinctly." I kept my eye on the receding
+mass of ice, while the moon was slowly working its way through a heavy
+bank of clouds.
+
+The mate stood by with a spy-glass. When the full light fell at last
+upon the water, I put the glass to my eye. One glance was enough..
+
+"Forward, there!" I shouted at the top of my voice; and with, one bound
+I readied the main hatch, and began to clear away the ship's cutter. Mr.
+Larkin had received the glass from my hand to take a look for himself.
+
+"O, pitiful sight!" he said in a whisper, as he set to work to aid me in
+getting out the boat; "there are two children on that cake of ice!"
+
+In a very short space of time we launched the cutter, into which Mr.
+Larkin and myself jumped, followed by two men, who took the oars. I held
+the tiller, and the mate sat beside me.
+
+"Do you see that cake of ice with something black upon it, lads?" I
+cried; "put me alongside of that, and I will give you a month's extra
+wages when you are paid off."
+
+The men were worn out by the hard duty of the preceding fortnight; and,
+though they did their best, the boat made little more way than the tide.
+This was a long chase; and Mr. Larkin, who was suffering as he saw how
+little we gained, cried out--
+
+"Pull, lads--I'll double the captain's prize. Pull, lads, for the sake
+of mercy, pull!"
+
+A convulsive effort at the oars told how willing the men were to obey,
+but their strength was gone. One of the poor fellows splashed us twice
+in recovering his oar, and then gave out; the other was nearly as far
+gone. Mr. Larkin sprung forward and seized the deserted oar.
+
+"Lie down in the bottom of the boat," said he to the man; "and, captain,
+take the other oar; we must row for ourselves." I took the second man's
+place.
+
+Larkin had stripped to his Guernsey shirt; as he pulled the bow I waited
+the signal stroke. It came gently, but firmly; and the next moment we
+were pulling a long, steady stroke, gradually increasing in rapidity
+until the wood seemed to smoke in the oar-locks.
+
+We kept time with each other by our long, deep breathing. Such a pull!
+At every stroke the boat shot ahead like an arrow. Thus we worked at the
+oars for fifteen minutes--it seemed to me as many hours.
+
+"Have we almost come to it, Mr. Larkin?" I asked.
+
+"Almost, captain,--don't give up: for the love of our dear little ones
+at home, don't give up, captain," replied Larkin.
+
+The oars flashed as the blades turned up to the moonlight. The men who
+plied them were fathers, and had fathers' hearts; the strength which
+nerved them at that moment was more than human.
+
+Suddenly Mr. Larkin stopped pulling, and my heart for a moment almost
+ceased its beating; for the terrible thought that he had given out
+crossed my mind. But I was quickly reassured by his saying--
+
+"Gently, captain, gently--a stroke or two more--there, that will
+do"--and the next moment the boat's side came in contact with something.
+
+Larkin sprung from the boat upon the ice. I started up, and, calling
+upon the men to make fast the boat to the ice, followed.
+
+We ran to the dark spot in the centre of the mass, and found two little
+boys--the head of the smaller nestling in the bosom of the larger. Both
+were fast asleep!
+
+They were benumbed with cold, and would surely have frozen to death, but
+for our timely rescue.
+
+Mr. Larkin grasped one of the lads, cut off his shoes, tore off his
+jacket; and then, loosening his own garments to the skin, placed the
+chilled child in contact with his own warm body, carefully wrapping over
+him his great-coat.
+
+I did the same with the other child; and we then returned to the boat;
+and the men having partly recovered, pulled slowly back.
+
+The children, as we learned when we afterwards had the delight of
+returning them to their parents, were playing on the ice, and had
+ventured on the cake.
+
+A movement of the tide set the ice in motion, and the little fellows
+were borne away on that cold night, and would certainly have perished,
+had not Mr. Larkin seen them as the ice was sweeping out to sea.
+
+"How do you feel?" I said to the mate, the next morning after this
+adventure.
+
+"A little stiff in the arms, captain," the noble fellow replied, while
+the big tears of grateful happiness gushed from his eyes--"a little
+stiff in the arms, captain, but very easy here," and he laid his hand on
+his manly heart.
+
+
+ * * * * *
+
+
+Language Lesson.--Change the following _commands_ to _statements_.
+
+ Take the other oar. Don't give up!
+
+Give the meaning of the word _lads_ in the third and fourth lines of
+page 152, and in the fourth line of page 154.[09]
+
+Make out an _analysis_ of the lesson, and use it in telling the story
+in your own words.
+
+
+[09] See Lesson XXXI.
+
+
+ * * * * *
+
+
+
+
+LESSON XXXII.
+
+
+re'gion, _place; space_.
+
+furze, _a thorny shrub with yellow flowers_.
+
+list'eth, _wishes; pleases_.
+
+mirth, _joy; fun_.
+
+boon, _gay; merry_.
+
+shaft, _an arrow; the stem of an arrow_.
+
+up borne', _held or borne up_.
+
+crest'ing, _touching the tops of_.
+
+
+ * * * * *
+
+
+
+
+BIRDS IN SUMMER.
+
+
+ How pleasant the life of a bird must be,
+ Flitting about in each leafy tree;--
+ In the leafy trees so broad and tall,
+ Like a green and beautiful palace hall,
+ With its airy chambers, light and boon,
+ That open to sun, and stars, and moon;
+ That open unto the bright blue sky,
+ And the frolicsome winds, as they wander by!
+
+[Illustration]
+
+ They have left their nests in the forest bough;
+ Those homes of delight they need not now;
+ And the young and old they wander out,
+ And traverse their green world round about;
+ And hark! at the top of this leafy hall,
+ How, one to the other, they lovingly call:
+ "Come up, come up!" they seem to say,
+ "Where the topmost twigs in the breezes play!
+
+ "Come up, come up, for the world is fair,
+ Where the merry leaves dance in the summer air!"
+ And the birds below give back the cry,
+ "We come, we come to the branches high!"
+ How pleasant the life of the birds must be,
+ Living in love in a leafy tree;
+ And away through the air what joy to go,
+ And to look on the green, bright earth below!
+
+ How pleasant the life of a bird must be,
+ Skimming about on the breezy sea,
+ Cresting the billows like silvery foam,
+ And then wheeling away to its cliff-built home!
+ What joy it must be to sail, upborne
+ By a strong, free wing, through the rosy morn,
+ To meet the young sun, face to face,
+ And pierce, like a shaft, the boundless space!
+
+ How pleasant the life of a bird must be,
+ Wherever it listeth there to flee:
+ To go, when a joyful fancy calls,
+ Dashing down, 'mong the waterfalls;
+ Then wheeling about, with its mates at play,
+ Above and below, and among the spray,
+ Hither and thither, with screams as wild
+ As the laughing mirth of a rosy child!
+
+ What a joy it must be, like a living breeze,
+ To flutter among the flowering trees;
+ Lightly to soar, and to see beneath,
+ The wastes of the blossoming purple heath,
+ And the yellow furze, like fields of gold,
+ That gladden some fairy region old.
+ On mountain tops, on the billowy sea,
+ On the leafy stems of the forest tree,
+ How pleasant the life of a bird must be!
+
+
+ * * * * *
+
+
+Directions for Reading.--The words of the first line of the poem, when
+repeated on pages 157 and 158, should be slightly emphasized.[10]
+
+Point out the lines on page 157 which would be joined in reading.
+
+Let the class read one or more stanzas of the poem in concert.
+
+
+[10] This lesson, Lesson XXXII.
+
+
+ * * * * *
+
+
+
+
+LESSON XXXIII.
+
+
+stroll'ing, _wandering on foot_.
+
+quaint, _unusual; curious looking_.
+
+con sult'ed, _asked advice of_.
+
+roy'al, _belonging to a king or a queen_.
+
+en ter tain', _receive and care for_.
+
+court'esy, _politeness of manners_.
+
+bod'ice, _an article of clothing_.
+
+loy'al ty, _love of one's country or ruler_.
+
+a miss', _out of the way; wrong_.
+
+tri'fles, _articles small in size or value_.
+
+mut'tered, _said in a low voice_.
+
+ad mis'sion, _permission to enter_.
+
+
+ * * * * *
+
+
+
+
+TRUE COURTESY.
+
+PART I.
+
+
+Prince George, the husband of Queen Anne of England, one time visited
+the town of Bristol, having with him as a companion, an officer of his
+household.
+
+While strolling about the town, looking at the people and the quaint old
+buildings, they stepped into the Exchange, where all the great merchants
+of the town had come together doing business.
+
+Prince George walked about, talking quite freely, first to one and then
+to another. As the towns-people had not expected him, no preparation had
+been made to receive him with honor; and the merchants stood in little
+groups, and consulted together with, a look of anxiety upon their faces.
+
+"What is to be done?" asked one.
+
+"I do not know," replied another. "If his Royal Highness does not give
+us notice of his coming, how can we entertain him in a proper manner?"
+
+"Would it be well to ask him to come to one of our homes?" inquired a
+third.
+
+"No, no!" cried another. "We could not ask him to partake of our humble
+fare, or even come to our homes, after the splendor to which he has been
+accustomed. For my part, I shall go home to dinner."
+
+"And I also," said the first one. "I do not care to remain here, and
+stare at the Prince, when we have nothing to offer."
+
+Then one by one, the merchants slipped away, afraid or ashamed to ask
+the great Prince to their homes.
+
+Prince George and the officer wondered at seeing the merchants
+disappear. At last there was but one man left, and as he walked toward
+the Prince, he bowed low, and said--
+
+"Excuse me, sir; are you the husband of our Queen Anne, as folks here
+say you are?"
+
+"Yes, I am," was the answer; "and have come for a few hours to see the
+sights of the good town of Bristol."
+
+"Sir," said the man, "I have seen with much distress that none of our
+great merchants have invited you to their homes. Think not, sir, that it
+is because they are wanting in love and loyalty. They doubtless were all
+afraid to ask one so high as yourself to dine with them.
+
+"I am one John Duddlestone, sir, only a bodice-maker, and I pray you not
+to take it amiss if I ask you and the gentleman who is with, you, to
+come to my humble home, where you will be most welcome."
+
+"Indeed," answered the Prince, laughing, "I am only too delighted to
+accept your kind invitation, and I thank you for it very heartily. If
+you lead the way, we will follow at once."
+
+So Prince George, the officer, and Duddlestone, passed out of the
+Exchange together.
+
+"Ours is but humble fare," said Duddlestone; "for, sir, I can offer you
+only roast beef and plum-pudding."
+
+"Very good, very good indeed!" exclaimed the Prince; "it is food to
+which I bring a hearty appetite."
+
+They stopped before a small house. John pulled the latch, and, walking
+in, looked for his wife; but she was upstairs.
+
+"Here, wife, wife!" he called in a loud whisper, as he put his head up
+the narrow staircase; "put on a clean apron, and make haste and come
+down, for the Queen's husband and a soldier-gentleman have come to dine
+with, us."
+
+As you may think, Mrs. Duddlestone was strangely surprised at the news;
+but she did not become excited; she very seldom did, I believe.
+
+"Ay, ay!" she called. "I'm coming;" and then muttered, "The Queen's
+husband! the Queen's husband! Sure, that can never be--however, I'll go
+down and see."
+
+She ran to her closet, and pulled out a nice, clean apron and cap, and
+tied, the one round her waist, and the other round her comely face,
+saying all the time, "Dear me, dear me, to think of it!" and away she
+ran down stairs, where stood her husband and the two gentlemen.
+
+The good woman bowed low, first to one and then to the other.
+
+"Indeed, but I'm proud," she said, turning to Prince George, "to welcome
+you to our home. 'Tis but poor and humble, but we shall think more of it
+after this. I'll hurry and get dinner at once. I dare say you are
+hungry, gentlemen."
+
+Prince George laughed gayly, as he thanked her for her kind welcome, and
+sat down.
+
+The table was soon spread, and the Prince ate well, and appeared to
+enjoy himself so much, that Mrs. Duddlestone could scarcely believe he
+had always been accustomed to lords and ladies and footmen, and had
+never before sat down in such an humble way.
+
+Prince George inquired about their business and pleasures.
+
+"Do you never come up to London?" he asked; "I think you would find it
+worth your while to take a holiday some time, and see the great city."
+
+"Ah well," said Mrs. Duddlestone, "if that is not just the thing I long
+for. I've never been yet, nor am I likely to go, but John has been once
+or twice."
+
+"And why, John, have you never taken your wife as well, to see the great
+sights?"
+
+"Well, to say the truth," answered John, "I do not go to see the sights;
+for though I've been two or three times, I don't think I've seen any.
+
+"I must needs go sometimes to buy whalebone, and other trifles which I
+must have for my business here. So I just go and come back, and meddle
+with none."
+
+"Well, well," said the Prince, "the next time you come to London, you
+must bring your wife with you, and pay me a visit."
+
+Mrs. Duddlestone clasped her fat little hands with delight.
+
+"And shall I see the Queen?" she exclaimed.
+
+"And see both the Queen and myself," answered the Prince. "Come, John,
+say you will do so!"
+
+"Surely, sir," said John, "I should like to give the good woman a bit of
+pleasure in that way, but your grand servants would shut the doors
+before us, and never let us in, perhaps."
+
+"I can soon set that right!" and taking a card from his pocket, Prince
+George wrote a few words on it, and gave it to them.
+
+"That will gain you ready admission," he said, "and now I must leave
+you. Next time we meet, I shall entertain and care for you. For the
+present, I thank you for your kind welcome and good dinner, which I have
+heartily enjoyed."
+
+Then rising, he and the officer bade farewell to the good people and
+took their leave.
+
+
+ * * * * *
+
+
+Language Lesson--Let pupils use other words to express what is given
+below in dark type.
+
+ I _must needs go_.
+
+ Indeed, _but I'm proud_.
+
+ Ours is _but humble fare_.
+
+ He _pulled the latch_.
+
+ So I _meddle with none_.
+
+ To see _the great sights_.
+
+Notes.--Queen Anne ruled over England from 1702 to 1714. Royal
+Highness is a title belonging to all persons in a royal family.
+
+
+ * * * * *
+
+
+
+
+LESSON XXXIV.
+
+
+de sired', _asked; expressed a wish_.
+
+as sem'bled, _come together_.
+
+in tro duce', _make known_.
+
+sum'moned, _called_.
+
+knight, _a man of noble position_.
+
+grat'i tude, _thankfulness_.
+
+el'e gant, _beautiful; handsome_.
+
+pos sess'ing, _having; holding_.
+
+dis play', _a grand show_.
+
+e vent', _anything that takes place_.
+
+
+ * * * * *
+
+
+
+
+TRUE COURTESY.
+
+PART II.
+
+
+It was some weeks later that John Duddlestone found his stock of
+whalebone was growing low.
+
+"Wife," said he, "the whalebone's nearly gone, and I must have some more
+at once."
+
+"Surely, John, I know well it's nearly gone!" she answered. "Haven't I
+watched every bit as you've used it? and haven't I pretty near cried to
+see it go so slowly?"
+
+"Pooh! you foolish woman!" he cried.
+
+"But, John, you'll take me, and go to see the King and Queen?" she
+inquired.
+
+"Why, you silly woman, do you think I should leave you behind, when I
+know you're nearly crazed to go?"
+
+"O John, John, you dear, good man! I've mended all my dresses, and made
+myself trim and neat. I've seen to your coats; and all's done; and I
+feel as if I could scarcely live till I see the Queen."
+
+"You'd best keep alive," said her husband; "and if all goes well we'll
+start by the coach on Monday."
+
+Monday was as lovely a day as heart could wish; and John and his wife
+walked down the Bristol streets to the public-house from which the coach
+was to start.
+
+It was a great event in Mrs. Duddlestone's life, for she had never been
+beyond her own town, except for a drive into the country in a neighbor's
+cart.
+
+They were quiet people; but it had got about the town, that they were
+going to London to visit the Queen, and numbers came out to see them go.
+
+Perhaps some of the great merchants wished they had been simple and
+humble enough to offer to entertain Prince George when he had visited
+their town.
+
+They journeyed straight to London, where John bought his whalebone, and
+then found their way to St. James' Palace, where, presenting the
+Prince's card, they gained ready admittance.
+
+They were shown into a room, more beautiful than any that they had ever
+seen. Very shortly the door opened, and the well-remembered face of
+their guest appeared. Almost before he had greeted them, a quiet-looking
+lady followed him, and came smilingly to greet them.
+
+"This is the Queen," said Prince George; and then, turning to her, he
+added, "These are the good people who showed me such kindness in
+Bristol."
+
+The Queen was so gentle and courteous that neither John nor his wife
+felt confused in her presence. She talked kindly to them, asking after
+their trade, and how they had fared in their journey.
+
+She then asked them to dine with her that evening, and said dresses
+would be provided for them, so that they should not feel strange by
+seeing that they were dressed differently from all her other guests.
+
+She then called an attendant, and desired that refreshment should be
+given them, and that they should be well cared for, and shown all that
+might interest them until dinner time.
+
+It was a long, wonderful day to them, as they walked about from place to
+place. Before dinner they were taken to the room that was prepared for
+them, and there they found elegant court dresses of purple velvet ready
+to put on.
+
+"Surely, John, they can not be for us!" cried Mrs. Duddlestone.
+
+"Yes, but they must be! Did not the Queen say she would give us dresses?
+and do not these dresses look as if they had been given by a queen?"
+
+"John, I shall feel very strange before all the grand ladies!"
+
+"Then you need not, wife, for the Queen and Prince will be there; and
+the others will not trouble you; but this is a queer dress. It's like
+being somebody else."
+
+And very queer they felt, as for the first time they walked down the
+grand stairs, in such, splendid dresses, to dine at the Queen's table,
+with the Queen's servants to wait on them.
+
+"You must go first, John," said his wife, for shyness came over her.
+
+"Be not so foolish, wife," whispered John; and, though feeling rather
+awkward in his new dress, he walked simply forward, as he might have
+done in a friend's house.
+
+The Queen met them at the door, and, turning to her other guests, who
+were assembled, she said, "Gentlemen, I have to introduce to you, with
+great pleasure, the most loyal people in the town of Bristol."
+
+At these words they all rose and bowed low, while John and his wife did
+the same, and then sat down, and ate a good dinner.
+
+After the dinner was over, the Prince summoned John Duddlestone to the
+Queen.
+
+At her command John knelt before her, and she laid a sword lightly on
+his shoulder, with the words, "Rise up, Sir John Duddlestone"; and the
+simple, kind-hearted bodice-maker of Bristol rose up a knight.
+
+His wife stood by, watching with eagerness, and could hardly believe
+that from plain Mistress Duddlestone she had become Lady Duddlestone.
+
+She would, have been very proud if the Queen had laid the sword upon her
+also; but she heard that was not needed. However, she was made very
+happy by being called to the Queen's side.
+
+"Lady Duddlestone," said Her Majesty, "allow me to present you with my
+gold watch, in remembrance of your visit to St. James' Palace, and of
+the Prince's visit to Bristol, which led to our knowing two such loyal
+and courteous subjects."
+
+Lady Duddlestone bowed lower and lower, almost unable to find any words
+in which to express her gratitude.
+
+A gold watch! Was it possible? Watches were not common in those times.
+She had heard of watches, and had even seen some; but had never dreamt
+of possessing one.
+
+Such a big beauty it was! She was glad to fall back behind the other
+guests, and get time to think quietly, and realize that all was true,
+and not a dream from which she would wake, and find herself in her
+little attic bed-room at Bristol.
+
+Queen Anne then spoke to Sir John, offering to give him a position under
+Government; but he begged to be excused.
+
+"It would be strange, your Majesty, very strange, up in London, and my
+work at Bristol suits me far the best. We want for nothing, and should
+never feel so well and home-like as in our little house at Bristol."
+
+The Queen understood him, and did not press him; and in another day or
+two the couple were again on their way home.
+
+"You're glad, wife, that we're going home?" John asked; "and you think I
+did well not to take some office in London?"
+
+"Well! You could have clone no better. It's been grand to see, and grand
+to hear; but it would be very strange and uncomfortable to live always
+like that, and I'll be right glad to be back once more.
+
+"I'm more than proud of it all. But I should never like our own room, in
+which Prince George sat so home-like with us, to belong to another."
+
+"No, no--we will keep our own snug home," replied John with earnestness.
+
+And so they did, living on quietly as of old; and the only display ever
+made by Lady Duddlestone was, that whenever she went to church or to
+market, she always wore the Queen's big gold watch.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+ You'd _best keep_ alive.
+
+ It's been _grand_ to see.
+
+ _Then you need not_.
+
+ You're _nearly crazed to go_.
+
+_Attendant_ is made up of two parts--the stem, _attend_, and the
+ending, _ant_ (meaning one who).
+
+The meaning of the word _attendant_ is _one who attends_.
+
+Make out an _analysis_ of the last two lessons, and use it in telling
+the story in your own words.
+
+
+ * * * * *
+
+
+
+
+LESSON XXXV.
+
+
+pre sume', _suppose; think without being sure_.
+
+mus'cles, _those parts of the body which give us
+ motion, and by which we exert our strength_.
+
+ex tent', _space; distance_.
+
+or'di na ry, _common; usual_.
+
+knowl'edge, _that which is known through study_.
+
+de gree', _measure, as of space or time_.
+
+spent, _used up; exhausted_.
+
+snapped, _broken off_.
+
+de tached', _taken away from_.
+
+
+ * * * * *
+
+
+
+
+WHY AN APPLE FALLS.
+
+
+"Father," said Lucy, "I have been reading to-day that Sir Isaac Newton
+was led to make a great discovery, by seeing an apple fall from a tree.
+What was there wonderful about the apple falling?"
+
+"Nothing very wonderful in that," replied her father; "but it set him to
+thinking of what made it fall."
+
+"Why, I could have told him that," said Lucy; "because the stem snapped
+and there was nothing to support it."
+
+"And what then?" asked her father.
+
+"Why, then, of course it must fall."
+
+"Ah!" said her father, "that is the point: why must it fall?"
+
+"I am sure I don't know," said Lucy. "I presume it was because there was
+nothing to keep it up."
+
+"Well, Lucy, suppose there was not--does it follow that it must come to
+the ground?"
+
+"Yes, certainly," replied Lucy, wonderingly.
+
+"Let us see," said her father; "but first answer this question: What is
+an animate object?"
+
+"Any thing that has animal life, and power to move at will," replied
+Lucy.
+
+"Very good," said her father; "now, what is an inanimate object?"
+
+"Any thing that does not possess animal life, or can not move at will."
+
+"Very good again," said her father. "Now an apple is, of course, an
+inanimate object; and therefore it could not move itself, and Sir Isaac
+Newton thought that he would try to find out what power moved it."
+
+"Well, then," said Lucy; "did he find that the apple fell, because it
+was forced to fall?"
+
+"Yes," replied her father; "he found that there was some force outside
+of the apple itself that acted upon it, otherwise it would have remained
+forever where it was, no matter if it were detached from the tree."
+
+"Would it, indeed?" asked Lucy.
+
+"Yes, without doubt," replied her father, "for there are only two ways
+in which it could be moved--by its own power of motion, or the power of
+something else moving it. Now the first power, you know it does not
+have; so the cause of its motion must be the second."
+
+"But every thing falls to the ground as well as an apple, when there is
+nothing to keep it up," said Lucy.
+
+"True. There must therefore be some power or force which causes things
+to fall," said her father.
+
+"And what is it?" asked Lucy.
+
+"If things away from the earth can not move themselves to it," said her
+father, "there can be no other cause of their falling than that the
+earth pulls them."
+
+"But," said Lucy, "the earth is no more animate than they are; so how
+can it pull?"
+
+"That is not an ordinary question, but I will try an explanation," said
+her father. "Sir Isaac Newton discovered that there was a law in nature
+called attraction, and that all bodies exert this force upon each
+other. The greater the body, the greater is its power of attraction.
+
+"Now, the earth is an immense mass of matter, with which nothing near it
+can compare in size. It draws therefore with mighty force all things
+within its reach, which is the cause of their falling. Do you understand
+this?"
+
+"I think that I do," said Lucy; "the earth is like a great magnet."
+
+"Yes," said her father; "but the attraction of the magnet is of a
+particular kind and is only over iron, while the attraction of the earth
+acts upon every thing alike."
+
+"Then it is pulling you and me at this moment!" said Lucy.
+
+"Certainly it is," replied her father; "and as I am the larger, it is
+pulling me with more force than it is pulling you. This attraction is
+what gives every thing weight.
+
+"If I lift up any thing, I am acting against this force, for which
+reason the article seems heavy; and the more matter it contains, the
+greater is the force of attraction and the heavier it appears to me."
+
+"Then," said Lucy, "if this attraction is so powerful, why do we not
+stick to the ground?"
+
+"Because," replied her father, "we are animate beings, and have the
+power of motion, by which, to a limited degree, we overcome the
+attraction of the earth."
+
+"Well then, father," said Lucy, "if our power of motion can overcome the
+attraction, why can not we jump a mile high as well as a foot?"
+
+"Because," replied her father, "as I said before, we can only overcome
+the attraction to a certain extent. As soon as the force our muscles
+give to the jump is spent, the attraction of the earth pulls us back."
+
+"Did Sir Isaac Newton think of all these things, because he saw the
+apple fall?" inquired Lucy.
+
+"Yes; of all these and many more. He was a man of great knowledge. The
+name by which the force he discovered is generally known, is the
+Attraction of Gravitation, and some time you will learn how this force
+keeps the earth, and the sun, moon, and stars, all in their places."
+
+
+ * * * * *
+
+
+
+
+LESSON XXXVI.
+
+
+en'vy, _wish one's self in another's place_.
+
+doffed, _took off, as an article of dress_.
+
+blithe, _very happy; gay_.
+
+fee, _what is received as pay for service done_.
+
+boast, _object of pride_.
+
+quoth, _spoke_.
+
+hale, _in good health; strong_.
+
+
+ * * * * *
+
+
+
+
+THE MILLER OF THE DEE.
+
+
+ There dwelt a miller, hale and bold,
+ Beside the river Dee;
+ He worked and sang from morn till night--
+ No lark so blithe as he;
+ And this the burden of his song
+ Forever used to be:
+ "I envy nobody--no, not I,
+ And nobody envies me!"
+
+ "Thou'rt wrong, my friend," said good King Hal;
+ "As wrong as wrong can be;
+ For could my heart be light as thine,
+ I'd gladly change with thee.
+ And tell me now, what makes thee sing,
+ With voice so loud and free.
+ While I am sad, though I'm a king,
+ Beside the river Dee?"
+
+ The miller smiled and doffed his cap:
+ "I earn my bread," quoth he;
+ "I love my wife, I love my friend,
+ I love my children three;
+ I owe no penny I can not pay;
+ I thank the river Dee,
+ That turns the mill that grinds the corn
+ That feeds my babes and me."
+
+ "Good friend," said Hal, and sighed the while,
+ "Farewell! and happy be!
+ But say no more, if thou'dst be true,
+ That no one envies thee.
+ Thy mealy cap is worth my crown;
+ Thy mill, my kingdom's fee;
+ Such men as thou are England's boast,
+ O miller of the Dee!"
+
+
+ * * * * *
+
+
+Directions for Reading.--In the second stanza of the lesson, _wrong_
+becomes very _emphatic_ on account of _repetition_ (being repeated a
+number of times). _My_ and _thine_, in the same stanza, are
+_emphatic_ on account of _contrast_ (contrary meaning of the words).
+
+Point out an example of _emphasis_ by _repetition_, and an example
+of _emphasis_ by _contrast_, in the third stanza.
+
+
+ * * * * *
+
+
+Language Lesson.--Hal = Harry = Henry.
+
+Let pupils place _un_ before each of the following words, and give
+their meaning.
+
+ changed burdened envied
+
+
+ * * * * *
+
+
+
+
+LESSON XXXVII.
+
+
+fero'cious, _savage; fierce_.
+
+rosette', _an article made to resemble a rose_.
+
+aban'doned, _left forever; given up_.
+
+encoun'ter, _meet face to face_.
+
+in'fluence, _power over others_.
+
+keen, _sharp; piercing_.
+
+reputa'tion, _what is known of a person_.
+
+wit'ness, _see or know by personal presence_.
+
+trail, _track; footsteps_.
+
+alert', _on the watch; careful_.
+
+
+ * * * * *
+
+
+
+
+THE JAGUAR.
+
+
+The jaguar, or as he is sometimes called, the American tiger, is the
+largest and most ferocious of the cat family found on this continent.
+
+Some jaguars have been seen equal in size to the Asiatic tiger; but in
+most cases the American, animal is smaller. He is strong enough,
+however, to drag a horse or an ox to his den--sometimes to a long
+distance; and this feat has been frequently observed.
+
+The jaguar is found in all the tropical parts of North and South
+America.
+
+While he bears a considerable likeness to the tiger, both in shape and
+habits, the markings of his skin are quite different. Instead of being
+striped like the tiger, the skin of the jaguar is beautifully spotted.
+
+Each spot resembles a rosette, and consists of a black ring with a
+single dark-colored spot in the middle.
+
+Jaguars are not always of the same color; some have skins of an orange
+color, and these are the most beautiful. Others are lighter colored; and
+some few have been seen that were very nearly white.
+
+There, is a "black jaguar," which is thought to be of a different
+species. It is larger and fiercer than the other kinds, and is found
+only in South America.
+
+This animal is more dreaded by the inhabitants than the other kinds and
+is said always to attack man wherever it may encounter him. All the
+other beasts fear it.
+
+Its roar produces terror and confusion among them and causes them to
+flee in every direction. It is never heard by the natives without a
+feeling of fear, and no wonder; for a year does not pass without a
+number of these people falling victims to its ferocity.
+
+It is difficult for one living in a country where such fierce animals
+are unknown, to believe that they have an influence over man, to such
+an extent as to prevent his settling in a particular place; yet such is
+the fact.
+
+In many parts of South America, not only plantations, but whole
+villages, have been abandoned solely from fear of the jaguars.
+
+There are men, however, who can deal single-handed with the jaguar; and
+who do not fear to attack the brute in its own haunts.
+
+They do not trust to fire-arms, but to a sharp spear. On their left arm
+they carry a strong shield.
+
+This shield is held forward and is usually seized by the jaguar. While
+it is busied with this, the hunter thrusts at the animal with his sharp
+spear, and generally with deadly effect.
+
+A traveler in South America relates the following incident as having
+come under his observation:
+
+"Desiring to witness a jaguar hunt, I employed two well-known Indian
+hunters, and set out for the forest. The names of these hunters were
+Niño and Guapo. Both of them had long been accustomed to hunt the
+jaguar, and I felt perfectly safe in their company.
+
+"Guapo, the larger of the two, was a man of wonderful muscular power,
+and had the reputation of having at one time killed a black jaguar with
+only a stout club.
+
+"When all the preparations had been made for our start, we looked as if
+we might capture all the jaguars that came in our way.
+
+"Some hours after we had entered the forest, the quick eye of Guapo
+discovered the trail of a large jaguar which he assured me was recently
+made.
+
+"Stopping for a moment, both Guapo and Niño looked carefully about in
+every direction, and listened attentively, in order that they might see
+or hear the animal if he were near.
+
+"Then motioning me to follow at a little distance behind them, they
+stepped off quietly in the direction of the trail, Guapo being about
+thirty feet in advance of Niño.
+
+"We went forward in this manner several hundred yards, not a word being
+spoken, and the keen eyes of both the hunters constantly on the alert.
+
+"Guapo, in the meantime, who seemed to have no fear and became more and
+more excited as he approached to where he thought the animal must be,
+had increased the distance between himself and Niño considerably.
+
+[Illustration]
+
+"Suddenly a terrific roar, and at the same time a cry of pain and a
+shout, warned us that Guapo had met the jaguar.
+
+"Niño bounded forward, and I followed as quickly as I could. A fearful
+sight met our eyes!
+
+"The jaguar, which had been hiding in the branches of a large tree, had
+sprung down upon Guapo and fastened its terrible teeth in his thigh.
+
+"With a shout filled with fury and determination, Niño at once sprung
+forward and savagely attacked the beast with his spear.
+
+"This caused the jaguar to let go its hold of Guapo, who, made furious
+from the pain of the wound the animal had given him, turned, and with
+his spear attacked it with a mad ferocity as savage as that of the
+beast itself.
+
+"In a moment all was over, and the jaguar lay dead at our feet. I
+dressed Guapo's wound the best I could, while Niño took the skin from
+the body of the animal, which proved to be nearly eight feet long.
+
+"We returned very slowly to the village with the wounded man and our
+prize. In a few weeks Guapo had entirely recovered from his wounds, and
+was ready for another hunt."
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils pronounce in concert, and singly,
+the following words: _O, most, ferocious, only, whole, hold, slowly,
+over, both, roar_.
+
+What tone of voice should be used in reading this lesson?
+
+
+ * * * * *
+
+
+Language Lesson.--Place _re_ before each of the following words, and
+then give the meaning of each.
+
+ turned told join capture call
+
+
+ * * * * *
+
+
+
+
+LESSON XXXVIII.
+
+
+dikes, _high banks of earth_.
+
+con'tra ry, _quite different from what is usual_.
+
+dis as'trous, _causing great loss or suffering_.
+
+keels, _strong timbers extending along the bottom of boats_.
+
+stork, _a kind of bird_.
+
+bus'tle, _quick and excited motion_.
+
+mire, _soft and wet earth_.
+
+scorn'ing, _turning from any thing as if of no value_.
+
+sat'u rat ed, _wet through and through_.
+
+moored, _tied fast, as a ship to land_.
+
+slouched, _hung down_.
+
+mim'ic, _copied in a smaller form_.
+
+
+ * * * * *
+
+
+
+
+HOLLAND.
+
+PART I.
+
+
+Holland is one of the queerest countries under the sun. It should be
+called Odd-land, or Contrary-land; for, in nearly every thing, it is
+different from other parts of the world.
+
+In the first place, a large portion of the country is lower than the
+level of the sea. Great dikes have been built at a heavy cost of money
+and labor, to keep the ocean where it belongs.
+
+On certain parts of the coast it sometimes leans with all its weight
+against the land, and it is as much as the poor country can do to stand
+the pressure.
+
+Sometimes the dikes give way, or spring a leak, and the most disastrous
+results follow. They are high and wide, and the tops of some of them are
+covered with buildings and trees. They have even fine public roads upon
+them, from which horses may look down upon wayside cottages.
+
+Often the keels of floating ships are higher than the roofs of the
+dwellings. The stork, on the house-peak, may feel that her nest is
+lifted far out of danger, but the croaking frog in the neighboring
+bulrushes is nearer the stars than she.
+
+Water-bugs dart backward and forward above the heads of the chimney
+swallows; and willow-trees seem drooping with shame, because they can
+not reach so high as the reeds near by.
+
+Ditches, canals, ponds, rivers, and lakes are every-where to be seen.
+High, but not dry, they shine in the sunlight, catching nearly all the
+bustle and the business, quite scorning the tame fields, stretching
+damply beside them. One is tempted to ask: "Which is Holland--the shores
+or the water?"
+
+The very verdure that should be confined to the land has made a mistake
+and settled upon the fish ponds. In fact the entire country is a kind of
+saturated sponge, or, as the English poet Butler called it--
+
+ "A land that rides at anchor, and is moored,
+ In which they do not live, but go aboard."
+
+Persons are born, live, and die, and even have their gardens on
+canal-boats. Farmhouses, with roofs like great slouched hats pulled over
+their eyes, stand on wooden legs, with a tucked up sort of air, as if to
+say, "We intend to keep dry if we can."
+
+Even the horses wear a wide stool on each hoof to lift them out of the
+mire.
+
+It is a glorious country in summer for bare-footed girls and boys. Such
+wadings! Such mimic ship sailing! Such rowing, fishing, and swimming!
+Only think of a chain of puddles where one can launch chip boats all
+day long, and never make a return trip!
+
+But enough. A full recital would set all Young America rushing in a body
+toward the Zuyder Zee.
+
+
+ * * * * *
+
+
+Directions for Reading.--In reading the first line of page 187, there
+will be a slight rising of the voice after each of the words,
+_ditches', canals', ponds', rivers'_, and a slight falling of the voice
+after _lakes'_.[11]
+
+This rising or falling of the voice is called _inflection_, and may be
+indicated as above.
+
+
+Language Lesson.--What is the meaning of "Young America"?
+
+
+[11] See paragraph 7.
+
+
+ * * * * *
+
+
+
+
+LESSON XXXIX.
+
+
+freight, _cargo; that which forms a load_.
+
+convey'ance, _the act of carrying_.
+
+jum'ble, _a number of things crowded together without order_.
+
+bobbed, _cut off short_.
+
+bewil'dering, _confusing_.
+
+gild'ed, _covered with a thin, surface of gold_.
+
+yoked, _joined together with harness_.
+
+rare'ly, _not often_.
+
+impris'oned, _shut up or confined, as in a prison_.
+
+clat'tering, _making a loud noise_.
+
+
+ * * * * *
+
+
+
+
+HOLLAND.
+
+
+PART II.
+
+Dutch cities seem, at first sight, to be a bewildering jumble of
+houses, bridges, churches, and ships, sprouting into masts, steeples,
+and trees. In some cities boats are hitched, like horses, to their
+owners' door-posts, and receive their freight from the upper windows.
+
+[Illustration]
+
+Mothers scream to their children not to swing on the garden gate for
+fear they may be drowned. Water roads are more frequent there than
+common roads and railroads; water-fences, in the form of lazy green
+ditches, inclose pleasure-ground, farm, and garden.
+
+Sometimes fine green hedges are seen; but wooden fences, such as we
+have in America, are rarely met with in Holland. As for stone fences, a
+Hollander would lift his hands with astonishment at the very idea.
+
+There is no stone there excepting those great masses of rock that have
+been brought from other lands to strengthen and protect the coast.
+
+All the small stones or pebbles, if there ever were any, seem to be
+imprisoned in pavements, or quite melted away. Boys, with strong, quick
+arms, may grow from aprons to full beards without ever finding one to
+start the water-rings, or set the rabbits flying.
+
+The water roads are nothing less than canals crossing the country in
+every direction. These are of all sizes, from the great North Holland
+Ship Canal, which is the wonder of the world, to those which a boy can
+leap.
+
+Water-omnibuses constantly ply up and down these roads for the
+conveyance of passengers; and water-drays are used for carrying fuel and
+merchandise.
+
+Instead of green country lanes, green canals stretch from field to barn,
+and from barn to garden; and the farms are merely great lakes pumped
+dry. Some of the busiest streets are water, while many of the country
+roads are paved with brick.
+
+The city boats, with their rounded sterns, gilded bows, and gayly-painted
+sides, are unlike any others under the sun; a Dutch wagon with its
+funny little crooked pole is a perfect mystery of mysteries.
+
+One thing is clear, you may think that the inhabitants need never be
+thirsty. But no, Odd-land is true to itself still. With the sea pushing
+to get in, and the lakes struggling to get out, and the overflowing
+canals, rivers, and ditches, in many districts there is no water that is
+fit to swallow.
+
+Our poor Hollanders must go dry, or send far inland for that precious
+fluid, older than Adam, yet young as the morning dew.
+
+Sometimes, indeed, the inhabitants can swallow a shower, when they are
+provided with any means of catching it; but generally they are like the
+sailors told of in a famous poem, who saw
+
+ "Water, water, every-where,
+ Nor any drop to drink!"
+
+Great flapping windmills all over the country make it look as if flocks
+of huge sea birds were just settling upon it. Every-where one sees the
+funniest trees, bobbed into all sorts of odd shapes, with their trunks
+painted a dazzling' white, yellow, or red.
+
+Horses are often yoked three abreast. Men, women, and children, go
+clattering about in wooden shoes with loose heels.
+
+Husbands and wives lovingly harness themselves side by side on the bank
+of the canal and drag their produce to market.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils practice upon the inflections
+marked in the following
+
+Model.--Houses', bridges', churches', and ships', sprouting into
+masts', steeples', and trees'.
+
+Which words take the _falling inflection_?
+
+
+ * * * * *
+
+
+
+
+LESSON XL.
+
+
+whisk'ing, _pulling suddenly and with force_.
+
+lus'ti er, _stronger; louder_.
+
+of fend'ed, _made angry_.
+
+fa mil'iar, _friendly; as of a friend_.
+
+ma'tron ly, _elderly; motherly_.
+
+com mo'tion, _noise; confusion_.
+
+pant'ed, _breathed quickly_.
+
+sa lute', _greeting_.
+
+mute, _silent; unable to speak_.
+
+stur'dy, _strong; powerful_.
+
+ker'chiefs, _pieces of cloth worn about the head_.
+
+a do', _trouble; delay_.
+
+in'mates, _the persons in a house_.
+
+
+ * * * * *
+
+
+
+
+THE WIND IN A FROLIC.
+
+
+ The wind one morning sprung up from sleep,
+ Saying, "Now for a frolic! Now for a leap!
+ Now for a madcap galloping chase!
+ I'll make a commotion in every place!"
+
+ So it swept with a bustle right through a great town,
+ Creaking the signs and scattering down
+ Shutters, and whisking with merciless squalls,
+ Old women's bonnets and gingerbread stalls.
+ There never was heard a much lustier shout,
+ As the apples and oranges tumbled about.
+
+ Then away to the fields it went blustering and humming,
+ And the cattle all wondered whatever was coming.
+ It pulled by their tails the grave, matronly cows,
+ And tossed the colts' manes all about their brows,
+ Till, offended at such a familiar salute,
+ They all turned their backs and stood silently mute.
+
+ So on it went, capering and playing its pranks;
+ Whistling with reeds on the broad river banks;
+ Puffing the birds, as they sat on the spray,
+ Or the traveler grave on the king's highway.
+ It was not too nice to hustle the bags
+ Of the beggar, and flutter his dirty rags.
+ 'Twas so bold that it feared not to play its joke
+ With the doctor's wig, and the gentleman's cloak.
+
+ Through the forest it roared, and cried gayly, "Now
+ You sturdy old oaks, I'll make you bow!"
+ And it made them bow without more ado,
+ Or it cracked their great branches through and through.
+
+ Then it rushed like a monster o'er cottage and farm,
+ Striking their inmates with sudden alarm;
+ And they ran out like bees in a midsummer swarm.
+ There were dames with their kerchiefs tied over their caps,
+ To see if their poultry were free from mishaps;
+ The turkeys they gobbled, the geese screamed aloud,
+ And the hens crept to roost in a terrified crowd;
+ There was raising of ladders, and logs laying on,
+ Where the thatch from the roof threatened soon to be gone.
+
+ But the wind had passed on, and had met in a lane
+ With a school-boy, who panted and struggled in vain;
+ For it tossed him, and whirled him, then passed, and he stood
+ With his hat in a pool, and his shoe in the mud.
+
+ Then away went the wind in its holiday glee,
+ And now it was far on the billowy sea;
+ And the lordly ships felt its powerful blow,
+ And the little boats darted to and fro.
+
+ But, lo! it was night, and it sunk to rest
+ On the sea-birds' rock in the gleaming west,
+ Laughing to think, in its frolicsome fun,
+ How little of mischief it really had done.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let some pupil in the class state the manner
+in which the lesson should be read.
+
+Point out four lines that should be read more quietly than the rest of
+the lesson.
+
+Vary the reading by having parts of lesson read as a concert exercise.
+
+What effect has the repetition of the word _now_, in the second and
+third lines?
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils write six sentences, each containing one
+of the following words, used in such a manner as to show its proper
+meaning: _right, write; reed, read; tied, tide_.
+
+Let pupils make out an _analysis_ of the lesson, and use it in
+giving the story in their own words.
+
+
+ * * * * *
+
+
+
+
+LESSON XLI.
+
+
+veg e ta'tion, _every thing that grows out of the ground_.
+
+meth'od, _way; manner_.
+
+ta'per ing, _growing smaller toward the end_.
+
+men'tioned, _spoken of_.
+
+struct'ure, _arrangement of parts; a building of any kind_.
+
+marsh'y, _wet_.
+
+swamp, _low ground filled with water_.
+
+sprung, _started; begun_.
+
+
+ * * * * *
+
+
+
+
+SOMETHING ABOUT PLANTS.
+
+
+The name plant belongs in a general way to all vegetation, from the
+tiniest spear of grass or creeping flower one sees on the rocks by the
+brook-side, to the largest and tallest of forest trees.
+
+Plants are divided into numerous groups of families, and the study of
+the many species belonging to each family, is very interesting.
+
+There are thousands of kinds of grasses, shrubs, and trees, scattered
+over the different parts of the earth, and the larger portion of them
+are in some way useful to mankind.
+
+In speaking of grasses, we are apt to think only of the grass in the
+meadows, which is the food for our horses and cattle; but there are
+other kinds of grasses which are just as important to man as the grass
+of the meadow is to the beast. These are oats, rye, barley, wheat, corn,
+and others, all of which belong to the grass family.
+
+Perhaps it appears strange to you to hear wheat and corn called grass,
+and you ask how can that be.
+
+In the first place, all plants that have the same general form and
+method of growth, belong to the same family.
+
+Now, if you will pull up a stalk of grass and a stalk of wheat or rye
+and compare them, you will find that they are alike in all important
+respects.
+
+The roots of each look like a little bundle of strings or fibers, and
+are therefore called fibrous; the stalks you will find jointed and
+hollow; and the leaves are long and narrow, tapering to a point at their
+ends.
+
+Then, if you examine the seeds, you will see that they are placed near
+together and form what we call an ear or head, as in an ear of corn, or
+a head of wheat.
+
+This same general form or structure applies to every one of the plants
+belonging to the grass family; and in this family are included all the
+different kinds of canes and reeds that grow in swamps and marshy
+places, as well as the bamboo of the tropics.
+
+Shrubs are those plants which have woody stems and branches. They are
+generally of small size, rarely reaching over twenty feet in height.
+Small shrubs are usually called bushes.
+
+In this class of plants, the branches generally start close to the
+ground, and in some cases, a little below the surface of the ground,
+rising and spreading out in all directions.
+
+The common currant bushes, blackberry bushes, and rose bushes which we
+see in gardens, are shrubs.
+
+So also are grape-vines, honeysuckles, ivy, and all other creeping
+vines. These are called climbing plants, because little tendrils or
+claspers which grow out of their branches, wind around and fasten
+themselves to any thing in their way.
+
+Trees are the largest and strongest of all plants.
+
+They have woody stems or trunks, and branches. These branches do not, as
+in shrubs, start close to the ground, but at some distance above, from
+which height they extend in different directions.
+
+It is difficult to believe that some of the large trees we see, sprung
+from small seeds; yet it is true that all trees started in this manner.
+
+The seeds are scattered about by birds and tempests, and falling on the
+soft ground, where they become covered with, leaves and earth, they take
+root and grow.
+
+Thus the little acorn sprouts, and from it springs the sturdy oak, which
+is not only the noblest of trees, but lives hundreds of years.
+
+The trunks and branches of trees are protected by a covering called
+bark. This bark is thicker near the base or root of the tree than it is
+higher up among the branches.
+
+On some trees, the bark is very rough and shaggy looking, as on the oak,
+ash, walnut, and pine; on others, the bark is smooth, as on the beech,
+apple, and birch.
+
+Some trees live for only a few years, rapidly reaching their full
+growth, and rapidly decaying. The peach-tree is one of this kind.
+
+Other trees live to a great age. An elm-tree has been known to live for
+three hundred years; a chestnut-tree, six hundred years; and oaks, eight
+hundred years.
+
+The baobab-tree of Africa lives to be many hundred years old. There is a
+yew-tree in England that is known to be over two thousand years old.
+
+The "big trees" of California are the largest in the world, although not
+of so great an age as some that have been mentioned. The tallest of
+these trees that has yet been discovered, measures over three hundred
+and fifty feet in height, and the distance around it near the ground is
+almost one hundred feet. The age of this tree must be between one
+thousand five hundred and two thousand years.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let, pupils pronounce in concert and singly,
+the following words: _corn, stalks, important, form, tall, walnut,
+horses_.
+
+In the fifth paragraph on page 199, why are _some_ and _others_
+emphatic?[12]
+
+Mark _inflections_ of _oak, ash, walnut_, and _pine_; and of _beech,
+apple_, and _birch_.
+
+
+ * * * * *
+
+
+Language Lesson.--Place _dis_ before each of the following words,
+and then give the meaning of each of the words so formed.
+
+ appear covered able like believe
+
+[12] See fifth paragraph from the end of the lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON XLII.
+
+
+flush, _bright red color_.
+
+low'ing, _the bellowing or cry of cattle_.
+
+rang'ing, _wandering_.
+
+in tent', _determined_.
+
+striv'ing, _making great efforts_.
+
+pre serve', _keep in safety_.
+
+re flect'ed, _shining back; thrown back, as by a looking-glass_.
+
+pro ceed'ed, _went forward_.
+
+checked, _stopped_.
+
+blasts, _sounds made by blowing_.
+
+
+ * * * * *
+
+
+
+
+A FOREST ON FIRE.
+
+PART I.
+
+
+We were sound asleep one night, when, about two hours before day, the
+snorting of our horses and lowing of our cattle, which were ranging in
+the woods, suddenly awoke us.
+
+I took my rifle and went to the door to see what beast had caused the
+hubbub, when I was struck by the glare of light reflected on all the
+trees before me, as far as I could see through the woods.
+
+My horses were leaping about, snorting loudly, and the cattle ran among
+them in great confusion.
+
+On going to the back of the house I plainly heard the crackling made by
+the burning brushwood, and saw the flames coming toward us in a
+far-extended line.
+
+I ran to the house, told my wife to dress herself and the child as
+quickly as possible, and take the little money we had, while I managed
+to catch and saddle two of the best horses.
+
+All this was done in a very short time, for I felt that every moment was
+precious to us.
+
+We then mounted our horses, and made off from the fire. My wife, who is
+an excellent rider, kept close to me; and my daughter, who was then a
+small child, I took in one arm.
+
+When making off, I looked back and saw that the frightful blaze was
+close upon us, and had already laid hold of the house.
+
+By good luck there was a horn attached to my hunting-clothes, and I blew
+it, to bring after us, if possible, the remainder of my live-stock, as
+well as the dogs.
+
+The cattle followed for a while; but before an hour had passed they all
+ran, as if mad, through the woods, and that was the last we saw of them.
+
+My dogs, too, although at all other times easily managed, ran after the
+deer that in great numbers sprung before us as if fully aware of the
+death, that was so rapidly approaching.
+
+We heard blasts from the horns of our neighbors as we proceeded, and
+knew that they were in the same unfortunate condition that we were in
+ourselves.
+
+Intent on striving to the utmost to preserve our lives, I thought of a
+large lake, some miles off, where the flames might possibly be checked,
+and we might find a place of safety.
+
+Urging my wife to whip up her horse, we set off at full speed, making
+the best way we could over the fallen trees and the brush heaps, which
+lay like so many articles placed on purpose to keep up the terrific
+fires that advanced with a broad front upon us.
+
+By this time we were suffering greatly from the effects of the heat, and
+we were afraid that our horses would be overcome and drop down at any
+moment.
+
+A singular kind of breeze was passing over our heads, and the glare of
+the burning trees shone more brightly than the daylight. I was sensible
+of a slight faintness, and my wife looked pale.
+
+The heat had produced such a flush in the child's face that, when she
+turned toward either of us, our grief and anxiety were greatly
+increased.
+
+
+ * * * * *
+
+
+Directions for Reading.--What tone of voice should be used in reading
+the lesson?
+
+Should the rate of reading be slow or rapid?
+
+Point out two paragraphs requiring a somewhat different rate.
+
+Should the feelings expressed in the lesson be rendered in a quiet or
+loud tone?
+
+Different inflections are sometimes used, simply to give variety to the
+reading and not for emphasis.
+
+In the first paragraph, mark _inflection_ of _night, day, horses,
+cattle, woods, us_.
+
+
+ * * * * *
+
+
+
+
+LESSON XLIII.
+
+
+de voured', _eaten up greedily, as by wild animals_.
+
+por'cu pine, _a kind of animal_.
+
+smold'der ing, _burning slowly; smoking_.
+
+in suf'fer a ble, _not to be borne_.
+
+shift'ed, _moved about; changed position_.
+
+sti'fling, _stopping the breath_.
+
+dismal, _gloomy; cheerless_.
+
+un grate'ful, _not thankful_.
+
+rem'e died, _relieved; cured_.
+
+
+ * * * * *
+
+
+
+
+A FOREST ON FIRE.
+
+PART II.
+
+
+Ten miles are soon gone over on swift horses; but yet, when we reached
+the borders of the lake we were quite exhausted, and our hearts failed
+us. The heat of the smoke was insufferable, and sheets of blazing fire
+flew over us in a manner beyond belief.
+
+[Illustration]
+
+We reached the shore, however, coasted the lake for a while, and got
+round to the sheltered side. There we gave up our horses, which we never
+saw again.
+
+We plunged down among the rushes, by the edge of the water, and laid
+ourselves down flat, to await the chance of escaping from being burned
+or devoured. The water greatly refreshed us, and we enjoyed the
+coolness.
+
+On went the fire, rushing and crashing through the woods. Such a morning
+may we never again see! The heavens themselves, I thought, were
+frightened.
+
+All above us was a bright, red glare, mingled with, dark, threatening
+clouds and black smoke, rolling and sweeping away in the distance.
+
+Our bodies were cool enough, but our heads were scorching; and the
+child, who now seemed to understand the matter, cried so as nearly to
+break our hearts.
+
+The day passed on, and we became hungry. Many wild beasts came plunging
+into the water beside us, and others swam across to our side, and stood
+still. Although faint and weary, I managed to shoot a porcupine, and we
+all tasted its flesh.
+
+The night passed, I cannot tell you how. Smoldering fires covered the
+ground, and the trees stood like pillars of fire, or fell across each
+other.
+
+The stifling and sickening smoke still rushed over us, and the burnt
+cinders and ashes fell thick around us.
+
+When morning came, every thing about us was calm; but a dismal smoke
+still filled the air, and the smell seemed worse than ever. What was to
+become of us I did not know.
+
+My wife hugged the child to her breast, and wept bitterly; but God had
+preserved us through the worst of the danger, and the flames had gone
+past, so I thought it would be both ungrateful to Him and unmanly to
+despair now.
+
+Hunger once more pressed upon us, but this was soon remedied. Several
+deer were standing in the water, up to the head, and I shot one of them.
+Some of its flesh was soon roasted, and after eating it we felt
+wonderfully strengthened.
+
+By this time the blaze of the burning forest was beyond our sight,
+although the remains of the fires of the night before were still burning
+in many places, and it was dangerous to go among the burnt trees.
+
+After resting for some time, we prepared to commence our march. Taking
+up the child in my arms, I led the way over the hot ground and rocks;
+and after two weary days and nights of suffering, during which we
+shifted in the best manner we could, we at last succeeded in reaching
+the hard woods, which had been free from the fire.
+
+Soon after we came to a house, where we were kindly treated. Since then
+I have worked hard and constantly as a lumber-man; and, thanks to God,
+we are safe, sound, and happy.
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out, breathing-places in the last
+paragraph of page 207.[13]
+
+Name the _emphatic words_ in the last sentence of the lesson.
+
+Mark _inflection_ in the last line of the lesson.
+
+Pronounce carefully the following words: _dark, march, hard, calm,
+hearts_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils define the following words: _complete,
+attract, locate, intent, procrastinate, separate_; then add to each
+word as a stem, the ending _ion_, and define the words so formed.
+
+Point out the omissions of letters necessary in joining the stems and
+endings.
+
+Let pupils make out an _analysis_ in six parts for the last two
+lessons, and use it in writing or telling the story in their own words.
+
+
+[13] See third paragraph from the end of the lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON XLIV.
+
+
+peas'ants, _those who work on farms_.
+
+hedge'rows, _rows of shrubs or trees used to inclose a space_.
+
+tow'ers, _very high buildings_.
+
+an ces'tral, _belonging to a family for a great many years_.
+
+mon'arch, _king; ruler_.
+
+roy'al ty, _kings and queens_.
+
+gifts, _things given; presents_.
+
+
+ * * * * *
+
+
+
+
+COMMON GIFTS.
+
+
+ The sunshine is a glorious thing,
+ That comes alike to all,
+ Lighting the peasant's lowly cot,
+ The noble's painted hall.
+
+ The moonlight is a gentle thing,
+ Which through the window gleams
+ Upon the snowy pillow, where
+ The happy infant dreams.
+
+ It shines upon the fisher's boat
+ Out on the lonely sea,
+ As well as on the flags which float
+ On towers of royalty.
+
+ The dewdrops of the summer morn
+ Display their silver sheen
+ Upon the smoothly shaven lawn,
+ And on the village green.
+
+ There are no gems in monarch's crown
+ More beautiful than they;
+ And yet you scarcely notice them,
+ But tread them off in play.
+
+ The music of the birds is heard,
+ Borne on the passing breeze,
+ As sweetly from the hedgerows as
+ From old ancestral trees.
+
+ There are as many lovely things,
+ As many pleasant tones,
+ For those who dwell by cottage hearths
+ As those who sit on thrones.
+
+
+ * * * * *
+
+
+Directions for Reading.--This lesson should be read with a full and
+clear tone of voice. The thoughts expressed are not of a conversational
+nature.
+
+In the first stanza, in the contrast between _peasant's lowly cot_ and
+_noble's painted hall_, the inflections are _rising circumflexes_
+and _falling circumflexes_.
+
+The _rising circumflex_ consists of a downward turn of the voice
+followed by an upward turn; the _falling circumflex_, of an upward
+turn followed by a downward turn.
+
+Let pupils mark the inflections in the last two lines of the poem.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils express the meaning of what is given
+below in dark type, using a single word for each example.
+
+ For _those who dwell by cottage hearths_
+
+ As _those who sit on thrones_.
+
+
+ * * * * *
+
+
+
+
+LESSON XLV.
+
+
+re quest', _a wish that is expressed; desire_.
+
+har'bor, _a sheltered place where ships can anchor_.
+
+lo'cate, _place; choose as a place to live_.
+
+both'er, _trouble_.
+
+beach, _the shore of the sea_.
+
+knack, _an easy way of doing any thing_.
+
+in dulged', _gave way to, as to appetite_.
+
+ban'quet, _a very good dinner or other meal_.
+
+rheu'ma tism, _a painful trouble in the muscles or joints_.
+
+
+ * * * * *
+
+
+
+
+A GHOST STORY.
+
+PART I.
+
+
+"I have not a room in the house; but if you don't mind going down to the
+cottage, and coming up here to your meals, I can take you, and would be
+glad to," said Mrs. Grant, in answer to my request for board.
+
+"Where is the cottage?" and I looked about me, feeling ready to accept
+any thing in the way of shelter, after the long, hot journey from Boston
+to breezy York Harbor.
+
+"Right down there--just a step, you see. It's all in order; and next
+week it will be full, for many folks prefer it because of the quiet."
+
+At the end of a very steep path, which offered every chance for
+accidents of all sorts, from a sprained ankle to a broken neck, stood
+the cottage--a little white building, with a pretty vine over the door,
+gay flowers in the garden, and the blue Atlantic rolling up at the foot
+of the cliff.
+
+"A regular 'Cottage by the Sea.' It will suit me exactly if I can have
+the upper front room. I don't mind being alone; so have my trunk taken
+down, please, and I'll get ready for tea," said I, feeling very happy on
+account of my good luck.
+
+Alas, how little I knew what a night of terror I was to pass in that
+pretty white cottage!
+
+An hour later, refreshed by my tea and the coolness of the place, I
+plunged into the pleasures of the season, and accepted two invitations
+for the evening--one to a, walk on Sunset Hill, the other to a clam-bake
+on the beach.
+
+The stroll came first, and on the hill-top we met an old gentleman with
+a spy-glass, who welcomed me with the remark--
+
+"Pretty likely place for a prospect."
+
+After replying to what he said, I asked the old gentleman if he knew any
+legend or stories about the old houses all around us.
+
+"Yes, many of them," he replied; "and it isn't always the old places
+that have the most stories about 'em.
+
+"Why, that cottage down yonder isn't more'n fifty years old, and they do
+say there's been a lot of ghosts seen there, owin' to a man's killin' of
+himself in the back bed-room."
+
+"What! that house at the end of the lane?" I asked, with sudden
+interest.
+
+"Just so; nice place, but lonesome and dampish. Ghosts and toadstools
+are apt to locate in houses of that sort," was his mild reply.
+
+The dampness scared me more than the ghosts, for I had never seen a
+ghost yet; but I had been haunted by rheumatism, and found it a hard
+thing to get rid of.
+
+"I've taken a room there, so I'm rather interested in knowing what
+company I'm to have."
+
+"Taken a room, have you? Well, I dare say you won't be troubled. Some
+folks have a knack of seeing spirits, and then again some haven't.
+
+"My wife is uncommon powerful that way, but I an't; my sight's dreadful
+poor for that sort."
+
+There was such a sly look in the starboard eye of the old fellow as he
+spoke, that I laughed outright, and asked, sociably--
+
+"Has she ever seen the ghosts of the cottage? I think I have rather a
+knack that way, and I'd like to know what to expect."
+
+"No, her sort is the rapping kind. Down yonder, the only ghost I take
+much stock in is old Bezee Tucker's. Some folks say they've heard him
+groaning there nights, and a dripping sound; he bled to death, you know.
+
+"It was kept quiet at the time, and is forgotten now by all but a few
+old fellows like me. Bezee was always polite to the ladies, so I guess
+he won't bother you, ma'am;" and the old fellow laughed.
+
+"If he does, I'll let you know;" and with that I left him, for I was
+called and told that the beach party was anxious for my company.
+
+In the delights of that happy hour, I forgot the warning of the old
+gentleman on the hill, for I was about to taste a clam for the first
+time in my life, and it was a most absorbing moment.
+
+Perched about on the rocks like hungry birds, we sat and watched the
+happy cooks with breathless interest, as they struggled with
+frying-pans, fish that refused to brown, steaming sea-weed, and hot
+ashes.
+
+Little Margie Grant waited upon me so prettily, that I should have been
+tempted to try a sea porcupine if she had offered it, so charming was
+her way of saying, "O here's a perfectly lovely one! Do take him by his
+little black head and eat him quick!"
+
+I indulged without thought, in clams, served hot between two shells,
+little dreaming what a price I was to pay for that banquet.
+
+
+ * * * * *
+
+
+Language Lesson--Let pupils use other words to express the meaning of
+the parts given below in dark type.
+
+ "Right down there--_just a step_, you see."
+
+ "_Pretty likely_ place for a prospect."
+
+ "The only one I _take much stock in_."
+
+Write out in full the words for which _'em_ and _an't_ are used.
+
+
+ * * * * *
+
+
+
+
+LESSON XLVI.
+
+
+quaked, _shook, as with fear_.
+
+cha'os, _a great number of things without order_.
+
+gi gan'tic, _of very great size_.
+
+stealth'y, _very quiet, so as to escape notice_.
+
+fa'tal, _causing great harm_.
+
+mis'sion, _what one is sent to do_.
+
+in'ter vals, _spaces of time_.
+
+thrill, _feeling, as of pain or pleasure_.
+
+af fect'ing, _making a show of_.
+
+a pol'o gize, _express sorrow for an act_.
+
+ret ri bu'tion, _paying back for one's acts; punishment_.
+
+
+ * * * * *
+
+
+
+
+A GHOST STORY.
+
+PART II.
+
+
+We staid up till late, and then I was left, at my own door by my
+friends, who informed me that York was a very quiet, safe place, where
+people slept with unlocked doors, and nothing ever went amiss o' nights.
+
+I said nothing of ghosts, being ashamed to own that I quaked, a little
+at the idea of the "back bed-room," as I shut out the friendly faces and
+fastened myself in.
+
+A lamp and matches stood in the hall, and lighting the lamp, I whisked
+up stairs with suspicious rapidity, locking my door, and went to bed,
+firmly refusing to own even to myself that I had ever heard the name of
+Bezee Tucker.
+
+Being very tired, I soon fell asleep; but fried potatoes and a dozen or
+two of hot clams are not kinds of food best fitted to bring quiet sleep,
+so a fit of nightmare brought me to a realizing sense of my foolishness.
+
+From a chaos of wild dreams was finally brought forth a gigantic clam,
+whose mission it was to devour me as I had devoured its relatives. The
+sharp shells were open before me, and a solemn voice said, "Take her by
+her little head and eat her quick."
+
+Retribution was at hand, and, with a despairing effort to escape by
+diving, I bumped my head smartly against the wall, and woke up feeling
+as if there was an earthquake under the bed.
+
+Collecting my scattered wits, I tried to go to sleep again; but alas!
+that fatal feast had destroyed sleep, and I vainly tried to quiet my
+wakeful senses with the rustle of leaves about the window and the
+breaking waves upon the beach.
+
+In one of the pauses between the sounds of the waves, I heard a curious
+noise in the house--a sort of moan, coming at regular intervals.
+
+And, as I sat up to make out where it was, another sound caught my
+attentive ear. Drip, drip, drip, went something out in the hall, and in
+an instant the tale told me on Sunset Hill came back with unpleasant
+reality.
+
+"Nonsense! It is raining, and the roof leaks," I said to myself, while
+an unpleasant thrill went through me, and fancy, aided by indigestion,
+began to people the house with ghostly inmates.
+
+No rain had fallen for weeks, and peeping through my curtain, I saw the
+big, bright stars shining in a cloudless sky; so that explanation
+failed, and still the drip, drip, drip went on.
+
+Likewise the moaning--so distinctly now that it was clear that the
+little back bed-room was next the chamber in which I was quaking at that
+very moment.
+
+"Some one is sleeping there," I said, and then remembered that all the
+rooms were locked, and all the keys but mine in Mrs. Grant's pocket, up
+at the house.
+
+"Well, let the ghosts enjoy themselves; I won't disturb them if they let
+me alone. Some of the ladies thought me brave to dare to sleep here,
+and it never will do to own I was scared by a foolish story and an odd
+sound."
+
+So down I lay, and said the multiplication table with great
+determination for several minutes, trying to turn a deaf ear to the
+outside world and check my unruly thoughts.
+
+But it was a failure; and when I found myself saying over and over "Four
+times twelve is twenty-four," I gave up affecting courage, and went in
+for a good, honest scare.
+
+As a cheerful subject for midnight consideration, I kept thinking of B.
+Tucker, in spite of every effort to give it up. In vain I remembered the
+fact that the departed gentleman was "always polite to ladies."
+
+I still was in great fear lest he might think it necessary to come and
+apologize in person for "bothering" me.
+
+Presently a clock struck three, and I gave a moan that beat the ghost's
+all hollow, so full of deep suffering was I at the thought of several
+hours of weary waiting.
+
+I was not sure at what time the daylight would appear, and I was
+bitterly sorry for not gathering useful information about sunrise,
+tides, and such things, instead of listening to the foolish gossip of
+Uncle Peter on the hill-top.
+
+Minute after minute dragged slowly on, and I was just thinking that I
+should be obliged to shout "Fire!" as the only means of relief in my
+power, when, a stealthy step under the window gave me a new feeling.
+
+
+ * * * * *
+
+
+Directions for Reading.--To give greater effect to certain parts of
+the lesson, read them very slowly.
+
+The first line of the last paragraph is a good example of adding
+_emphasis_ by reading slowly.
+
+Point oat two other places in the lesson where slow reading would be
+best.
+
+What word in the last paragraph may be made very emphatic, even to the
+extent of using the _calling tone_ of voice?
+
+Let pupils pronounce in concert, and singly, the following words:
+_soon, do, two, foolish, roof, food, room_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils write statements, each containing one of
+the following words, used in such a manner as to show its proper
+meaning: _beech, beach; sense, scents; fourth, forth; hear, here_.
+
+Give rules for the capital letters in the first three paragraphs of the
+lesson.
+
+Let pupils place _un_ before each of the following words, and then
+define them.
+
+ safe lock heard pleasant fit
+
+Define each of the following words formed from _please_, and state in
+each case what change of meaning occurs.
+
+ please pleasant pleasantly unpleasantly
+
+
+ * * * * *
+
+
+
+
+LESSON XLVII.
+
+
+dag'ger, _a short sword_.
+
+spell, _a feeling which prevents one from moving_.
+
+bran'dished, _raised, and moved in different directions_.
+
+in spir'ing, _making one feel_.
+
+awe, _deep fear_.
+
+de mand'ed, _asked as a right_.
+
+punct'u al, _always on time_.
+
+ro mance, _a story of surprising adventures_.
+
+bur'glar, _one who breaks into a house at night_.
+
+cus'tom, _a way or a manner of doing things_.
+
+reigned, _ruled; held power_.
+
+
+ * * * * *
+
+
+
+
+A GHOST STORY.
+
+PART III.
+
+
+This was a start, not a scare--for the new visitor was a human foe, and
+I had little fear of such, being possessed of good lungs, strong arms,
+and a Roman dagger nearly as big as a carving-knife.
+
+The step that I had just heard broke the spell, and creeping noiselessly
+to the window, I peeped out to see a dark figure coming up the stem of
+the tall tree close by, hand-over-hand, like a sailor or a monkey.
+
+"Two can play at that game, my friend; you scare me, and I'll scare
+you." And with an actual sense of relief in breaking the silence, I
+suddenly flung up the curtain, and leaned out.
+
+I brandished my dagger with what I intended to be an awe-inspiring
+screech; but, owing to the flutter of my breath, the effort ended in a
+curious mixture of howl and bray.
+
+A most effective sound, nevertheless; for the burglar dropped to the
+ground as if he had been shot, and, with one upward glance at the white
+figure dimly seen in the starlight, fled as if a thousand ghosts were at
+his heels.
+
+"What next?" thought I, wondering whether this eventful night would ever
+come to a close.
+
+I sat and waited, chilly but brave, while the strange sounds went on
+within the house and silence reigned without, till the cheerful crow of
+the punctual "cockadoo," as Margie called him, told me that it was
+sunrise and laid the ghosts.
+
+A red glow in the east drove away my last fear, and I soon lay down and
+slept quietly, quite worn out.
+
+The sun shining upon my face waked me, and a bell ringing warned me to
+hurry. A childish voice calling out, "Betfast is most weady, Miss Wee,"
+assured me that sweet little spirits haunted the cottage as well as
+ghostly ones.
+
+As I left my room to join Margie, who was waiting for me, I saw two
+things which caused me to feel that the horrors of the night were not
+all unreal.
+
+Just outside the back bed-room door was a damp place, as if that part of
+the floor had been newly washed; and when led by curiosity, I peeped
+through the keyhole of the haunted chamber, my eye distinctly saw an
+open razor lying on a dusty table.
+
+My seeing was limited to that one object, but it was quite enough. I
+went up the hill thinking over the terrible secret hidden in my breast.
+
+I longed to tell some one, but was ashamed; and, when asked why I was so
+pale and absent-minded, I answered with a gloomy smile--
+
+"It is the clams."
+
+All day I hid my sufferings pretty well, but as night approached and I
+thought of sleeping again in that haunted cottage, my heart began to
+fail. As we sat telling stories in the dusk, a bright idea came into my
+head.
+
+I would relate my ghost story, and rouse the curiosity of my hearers, so
+that some of them would offer to stay at the cottage in hopes of seeing
+the spirit of the restless Tucker.
+
+Cheered by this fancy, when my turn came I made a thrilling tale about
+Bezee Tucker and my night's adventure. After my hearers were worked up
+to a proper state of excitement, I paused for applause.
+
+It came in a most unexpected form, however, for Mrs. Grant burst out
+laughing, and the two boys--Johnny and Joe--rolled about in convulsions
+of merriment.
+
+Much displeased, I demanded the cause of their laughter, and then joined
+in the general shout when Mrs. Grant informed me that Bezee Tucker
+lived, died in, and haunted the tumble-down house at the other end of
+the lane, and not the cottage where I was staying.
+
+"Then who or what made those mysterious noises?" I asked, relieved but
+rather displeased at the downfall of my romance.
+
+"My brother Seth," replied Mrs. Grant, still laughing. "I thought you
+might be afraid to be there all alone, so he slipped into the bed-room,
+and I forgot to tell you. He's a powerful snorer, and that's one of the
+awful sounds.
+
+"The other was the dripping of salt water; for you wanted some, and the
+girl got it in a leaky pail. Seth swept out the water when he left the
+cottage early in the morning."
+
+I said nothing about having seen through the keyhole the harmless razor;
+but wishing to get some praise for my heroic encounter with the burglar,
+I mildly asked if it was the custom in York for men as well as turkeys
+to roost in trees.
+
+Another burst of laughter from the boys did away with my last hope of
+glory. As soon as he could speak, Joe answered--
+
+"Johnny planned to be up early to pick the last cherries off that tree.
+I wanted to get ahead of him, and as I was going a-fishing, I went off
+quietly before daylight."
+
+"Did you get the cherries?" I asked, bound to have some laugh on my
+side.
+
+"Guess I didn't," grumbled Joe, rubbing his knees, while Johnny added--
+
+"He got a horrid scare and a right good scraping, for he didn't know
+any one was down there. Couldn't go a-fishing, either--he was so
+lame--and I had the cherries after all. Served him right, didn't it?"
+
+No answer was necessary. Mrs. Grant went off to repeat the tale in the
+kitchen, and the sounds of hearty laughter that I heard, assured me that
+Seth was enjoying the joke as well as the rest of us.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils make out an _analysis_ for so much of the
+last three lessons as may be included under the subject--"A Night at
+the Cottage."
+
+Suggestion.--The _analysis_ of _simple subjects_, and their treatment
+orally or in writing, are valuable exercises, and should be assigned to
+pupils as frequently as possible during the whole of their school life.
+
+
+ * * * * *
+
+
+
+
+LESSON XLVIII.
+
+
+mel'o dy, _sounds pleasant to the ear_.
+
+chant'ed, _sung in a simple melody_.
+
+witch, _a person supposed to deal with evil spirits_.
+
+trump'et, _a hollow piece of metal used to make music_.
+
+har'mo ny, _the effect produced by uniting two or
+ more different parts in music_.
+
+
+ * * * * *
+
+
+
+
+WHAT THE CHIMNEY SANG.
+
+
+ Over the chimney the night-wind sang
+ And chanted a melody no one knew;
+ And the Woman stopped, as her babe she tossed,
+ And thought of the one she had long since lost:
+ And said, as her tear-drop back she forced,
+ "I hate the wind in the chimney."
+
+ Over the chimney the night-wind sang
+ And chanted a melody no one knew;
+ And the Children said, as they closer drew,
+ "'Tis some witch that is cleaving the black night through--
+ 'Tis a fairy trumpet that just then blew,
+ And we fear the wind in the chimney."
+
+ Over the chimney the night-wind sang
+ And chanted a melody no one knew;
+ And the Man, as he sat on his hearth below,
+ Said to himself, "It will surely snow,
+ And fuel is dear and wages low,
+ And I'll stop the leak in the chimney."
+
+ Over the chimney the night-wind sang
+ And chanted a melody no one knew;
+ But the Poet listened and smiled, for he
+ Was Man, and Woman, and Child--all three,
+ And said, "It is God's own harmony,
+ This wind we hear in the chimney."
+
+
+ * * * * *
+
+
+Directions for Reading.--The first two lines of each stanza may be read
+more slowly and with a fuller tone of voice than the rest of the
+stanza.
+
+Notice that the words of special _emphasis_ throughout the poem begin
+with capital letters.
+
+Mark _inflections_ in the last four lines of the first and last
+stanzas.
+
+
+ * * * * *
+
+
+
+
+LESSON XLIX.
+
+
+sel'dom, _not often; rarely_.
+
+jun'gles, _places covered with trees and brushwood_.
+
+tough (tuf), _not easily separated_.
+
+ap par'ent ly, _seemingly; in appearance_.
+
+a cute', _quick in action; sharp_.
+
+charg'es, _rushes forward_.
+
+gram'p us, _a kind of fish_.
+
+re sumed', _started again; took up again_.
+
+hid'e ous, _horrid to look at_.
+
+de struc'tion, _death; entire loss_.
+
+re sist', _stand against_.
+
+des'per ate, _without hope or care_.
+
+ex cur'sions, _journeys; rambles_.
+
+
+ * * * * *
+
+
+
+
+THE RHINOCEROS.
+
+
+Next to the mighty elephant, the rhinoceros is the largest and strongest
+of animals. There are several species of the rhinoceros, some of which
+are found in Asia, and others in different parts of Africa.
+
+In the latter country there are four varieties--the black rhinoceros,
+having a single horn; the black species having two horns; the
+long-horned white rhinoceros; and the common white species, which has a
+short, stubby horn.
+
+The largest of the African species is the long-horned, white, or
+square-nosed rhinoceros. When full-grown, it sometimes measures eighteen
+feet in length, and about the same around the body. Its horn frequently
+reaches a length of thirty inches.
+
+The black rhinoceros, although much, smaller than the white, and seldom
+having a horn over eighteen inches long, is far more ferocious than the
+white species, and possesses a wonderful degree of strength.
+
+The form of the rhinoceros is clumsy, and its appearance dull and heavy.
+The limbs are thick and powerful, and each, foot has three toes, which
+are covered with broad, hoof-like nails.
+
+The tail is small; the head very long and large. Taken altogether, there
+are few--if any--animals that compare with the rhinoceros in ugliness.
+
+The eyes are set in such a manner that the animal can not see any thing
+exactly in front of it; but the senses of hearing and smelling are so
+keen that sight is not required to detect an enemy, whether it be man or
+beast.
+
+The skin of the African rhinoceros is smooth, and has only a few
+scattering hairs here and there. It is, however, very thick and tough,
+and can resist the force of a rifle-ball unless it is fired from a very
+short distance.
+
+The largest known species of the rhinoceros is found in Asia. It lives
+chiefly in the marshy jungles, and on the banks of lakes and rivers in
+India. Some of this species are over live feet in height, and have horns
+three feet in length and eighteen inches around the base.
+
+Unlike the African rhinoceros, the skin of the Asiatic species is not
+smooth, but lies in thick folds upon the body, forming flaps which can
+be lifted with the hand.
+
+The food of the rhinoceros consists of roots, and the young branches and
+leaves of trees and shrubs.
+
+It plows up the roots with the aid of its horn, and gathers the branches
+and leaves with the upper lip which is long and pointed, and with which
+the food is rolled together before placing it in the mouth.
+
+The flesh of the rhinoceros is good to eat; and its strong, thick skin
+is made by the natives, into shields, whips, and other articles.
+
+Though clumsy and apparently very stupid, the rhinoceros is a very
+active animal when attacked or otherwise alarmed, dashing about with
+wonderful rapidity.
+
+It is very fierce and savage--so much so that the natives dread it more
+than they do the lion. In hunting the animal, it is dangerous for a man
+to fire at one unless he is mounted upon a swift horse, and can easily
+reach some place of safety.
+
+When attacking an enemy, the rhinoceros lowers its head and rushes
+forward like an angry goat. Though it may not see the object of its
+attack, the sense of smell is so acute that it knows about when the
+enemy is reached.
+
+Then begins a furious tossing of the head, and if the powerful horn
+strikes the foe, a terrible wound is the result.
+
+When wounded itself, the rhinoceros loses all sense of fear, and charges
+again and again with such desperate fury that the enemy is almost always
+overcome.
+
+A famous traveler in South Africa relates the following incident that
+happened during one of his hunting excursions:
+
+"Having proceeded about two miles, I came upon a black rhinoceros,
+feeding on some Wait-a-bit thorns within fifty yards of me.
+
+"I fired from the saddle, and sent a bullet in behind his shoulder, when
+he rushed forward, blowing like a grampus, and then stood looking about
+him.
+
+"Presently he started off, and I followed. I expected that he would come
+to bay, but it seems a rhinoceros never does that--a fact I did not
+know at that time.
+
+"Suddenly he fell flat upon the ground; but soon recovering his feet, he
+resumed his course as if nothing had happened.
+
+"I spurred on my horse, dashed ahead, and rode right in his path. Upon
+this, the hideous monster charged me in the most resolute manner,
+blowing loudly through his nostrils.
+
+"Although I quickly turned about, he followed me at such a furious pace
+for several hundred yards, with his horrid horny snout within a few
+yards of my horse's tail, that I thought my destruction was certain.
+
+"The animal, however, suddenly turned and ran in another direction. I
+had now become so excited with the incident, that I determined to give
+him one more shot any way.
+
+"Nerving my horse again, I made another dash, after the rhinoceros, and
+coming up pretty close to him, I again fired, though with little
+effect, the ball striking some thick portion of his skin and doing no
+harm.
+
+"Feeling that I did not care to run the chance of the huge brute again
+charging me, and believing that my rifle-ball was not powerful enough
+to kill him, I determined to give up the pursuit, and accordingly let
+him run off while I returned to the camp."
+
+[Illustration]
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils mark _inflections_ in the first
+sentence of the lesson.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils express in other words the meaning of
+what is given below in dark type.
+
+ "I expected that he would _come to bay_."
+
+
+ * * * * *
+
+
+
+
+LESSON L.
+
+
+per'il, _great danger that is near one_.
+
+pru'dent, _careful in regard to what may happen_.
+
+con'fi dence, _courage; freedom from doubt_.
+
+oc ca'sion, _a chance event; an incident_.
+
+tor'rents, _violent streams, as of water_.
+
+ford, _a place to cross a river_.
+
+per suad'ed, _influenced by advice_.
+
+op'po site, _on the other side; in front of_.
+
+fran'tic, _without power to act properly_.
+
+her'o ism, _great courage, which makes one willing to face
+ danger of any kind_.
+
+res'o lute, _decided; firm_.
+
+af fec'tion ate, _kind and loving_.
+
+
+ * * * * *
+
+
+
+
+PRESENCE OF MIND.
+
+
+Many years ago, there lived on the banks of the Naugatuck River, in
+Connecticut, a family by the name of Bishop.
+
+The father was not wealthy, but a good man, and respected by all who
+knew him. He had fought in the battles of his country during the
+Revolutionary War, and was familiar with scenes of danger and peril.
+
+He had learned that it is always more prudent to preserve an air of
+confidence in danger, than to show signs of fear, and especially so,
+since his conduct might have a great influence upon the minds of those
+about him.
+
+On one occasion he sent his son James, a boy twelve years old, across
+the river to the house of a relative, on an errand. As there was no
+bridge or ferry, all who crossed the river were obliged to ford it.
+
+James was familiar with every part of the fording-place, and when the
+water was low, which was the case at this time, there was no danger in
+crossing.
+
+Mounted on one of his father's best horses, James set out. He crossed
+the river, and soon reached the house of his relatives.
+
+He was ready to start on his return, when suddenly the heavens became
+black with clouds, the wind blew with great violence, and the rain fell
+in torrents.
+
+It was late in the afternoon, and as his relatives feared to have him
+attempt to reach home in such a storm, they persuaded him to remain over
+night and wait until daylight before starting for home.
+
+His father suspected the cause of James' delay, and was not over anxious
+on his account. He knew that the boy was prudent, and did not fear that
+any accident would happen to him during the night.
+
+But he knew that he had taught James to obey his commands in every
+particular, and as the boy possessed, a daring and fearless spirit, that
+he would attempt to ford the river as soon as it was light enough in the
+morning.
+
+He knew, also, that the immense quantity of water that appeared to be
+falling, would cause the river to rise to a considerable height by
+morning, and make it very dangerous even for a strong man to attempt to
+cross it.
+
+The thought of what might befall his child caused Mr. Bishop to pass a
+sleepless night; for although he was very strict with his children, he
+possessed an affectionate nature and loved them dearly.
+
+The day dawned; the storm had ceased; the wind was still, and nothing
+was to be heard but the roar of the river.
+
+The rise of the river was even greater than Mr. Bishop expected, and as
+soon as it was light enough, for him to see objects across it, he took
+up a position on the bank to watch for the approach of his son.
+
+James arrived on the opposite shore at the same time, and his horse was
+beginning to enter the stream.
+
+All his father's feelings were roused into action, for he knew that his
+son was in fearful danger. James had already proceeded too far to
+return--in fact, to go forward or back was equally dangerous.
+
+His horse had arrived at the deepest part of the river, and was
+struggling against the current. The animal was being hurried down the
+stream, and apparently making but little progress toward the shore.
+
+James became very much alarmed. Raising his eyes toward the
+landing-place, he discovered his father. Almost frantic with fear, he
+exclaimed, "O father, father! I shall drown! I shall drown!"
+
+"No," replied his father, in a stern and resolute tone of voice,
+dismissing for a moment his feelings of tenderness; "if you do, I will
+whip you severely. Cling to your horse! Cling to your horse!"
+
+The son, who feared his father more than he did the raging river, obeyed
+the command; and the noble animal on which he was mounted, struggling
+for some time, carried him safe to shore.
+
+"My son!" exclaimed the glad father, bursting into tears, "remember,
+hereafter, that in danger you must possess courage, and being determined
+to save your life, cling to the last hope!
+
+"If I had replied to you with the tenderness and fear which I felt, you
+might have lost your life; you would have lost your presence of mind,
+been carried away by the current, and I should have seen you no more."
+
+What a noble example is this! The heroism of this father and his
+presence of mind saved the life of his boy.
+
+
+ * * * * *
+
+
+Directions for Reading.--In _calling tones_, as on pages 237 and 238,
+notice that the falling inflections only can be used.[14]
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils make out an _analysis_, and use it in
+telling the story in their own words.
+
+
+[14] See the last six paragraphs.
+
+
+ * * * * *
+
+
+
+
+LESSON LI.
+
+
+rug'ged, _full of rough places_.
+
+con cealed', _covered over; hidden_.
+
+ra vines', _deep and narrow hollow places_.
+
+prec'i pice, _a very steep place_.
+
+dis'lo cate ed, _thrown out of joint_.
+
+mis'er y, _great unhappiness_.
+
+ev'i dence, _signs; that which is shown_.
+
+de scent', _going down_.
+
+haz'ards, _dangers; difficulties_.
+
+toil, _hard work_.
+
+pro ject'ing, _hanging over_.
+
+
+ * * * * *
+
+
+
+
+HALBERT AND HIS DOG.
+
+
+Far up in the Highlands of Scotland lived Malcolm, a shepherd, with his
+wife and his son Halbert.
+
+Their little cottage was far from any village, and could only be reached
+by a rugged path through the mountains.
+
+One evening Halbert's mother was taken very ill, and Malcolm made
+preparations to go to the village to obtain some medicine for her.
+
+"Father," said Halbert, "I know the path through the dark glen better
+than you. Shag will walk before me, and I will be quite safe. Let me go
+for the doctor, and you stay at home and comfort mother."
+
+Old Shag, the dog, stood by, wagging his tail and looking up into
+Malcolm's face as if to say, "Yes, master, I will take good care of
+Halbert. Let him go."
+
+Malcolm did not like to have his boy undertake a journey of so much
+peril, as the snow was falling in heavy flakes, and it was growing very
+dark. But the boy again repeated his request, and Malcolm gave his
+consent.
+
+Halbert had been accustomed to the mountains from his earliest boyhood,
+and Shag set out with his young master, not seeming to care for wind,
+snow, or storm.
+
+They reached the village safely. Halbert saw the doctor, received some
+medicine for his mother, and then started on his return home with a
+cheerful heart.
+
+Shag trotted along before him to see that all was right. Suddenly,
+however, in one of the most dangerous parts of the rocky path, he
+stopped and began snuffing and smelling about.
+
+"Go on, Shag," said Halbert.
+
+Shag would not stir.
+
+"Shag, go on, sir," repeated the boy. "We are nearly at the top of the
+glen. Look through the dark, and you can see the candle shining through
+our window."
+
+Shag disobeyed for the first time in his life, and Halbert advanced
+ahead of him, heedless of the warning growl of his companion.
+
+He had proceeded but a few steps when he fell over a precipice, the
+approach to which had been concealed by the snow.
+
+It was getting late in the night, and Malcolm began to be alarmed at the
+long absence of Halbert. He placed the candle so as to throw the light
+over his boy's path, piled wood on the great hearth fire, and often went
+to the door.
+
+But no footstep sounded on the crackling ice; no figure darkened the
+wide waste of snow.
+
+"Perhaps the doctor is not at home, and he is waiting for him," said
+Halbert's mother. She felt so uneasy at her boy's absence, that she
+almost forgot her own pain.
+
+It was midnight when Malcolm heard the well-known bark of the faithful
+Shag.
+
+"O there is Halbert!" cried both parents at the same moment. Malcolm
+sprang to the door and opened it, expecting to see his son.
+
+But alas! Halbert was not there. Shag was alone. The old dog entered
+the door, and began to whine in a piteous manner.
+
+"O Malcolm, Malcolm, my brave son has perished in the snow!" exclaimed
+the mother.
+
+Malcolm stood wondering. His heart beat rapidly. A fear that the worst
+had happened almost overcame him. At that moment he saw a small package
+around the dog's neck.
+
+Seizing it in his hands, he exclaimed, "No, wife; look! Our boy lives!
+Here is the medicine, tied with his handkerchief; he has fallen into one
+of the deep ravines, but he is safe.
+
+"I will go out, and Shag shall go with me. He will conduct me safely to
+the rescue of my child."
+
+In an instant Shag was again on his feet, and gave evidence of great joy
+as he left the cottage with his old master.
+
+You may imagine the misery and grief the poor mother suffered--alone in
+her mountain dwelling; the certainty of her son's danger, and the fear
+that her husband also might perish.
+
+Shag went on straight and steadily for some distance after he left the
+cottage. Suddenly he turned down a path which led to the foot of the
+precipice over which Halbert had fallen.
+
+The descent was steep and dangerous, and Malcolm was frequently obliged
+to support himself by clinging to the frozen branches of the trees.
+
+At last Malcolm stood on the lower and opposite edge of the pit into
+which his son had fallen. He called to him, "Halbert! Halbert!" He
+looked in every direction, but could not see or hear any thing.
+
+Shag was making his way down a very steep and dangerous ledge of rocks,
+and Malcolm resolved at all hazards to follow him.
+
+After getting to the bottom, Shag scrambled to a projecting rock, which
+was covered with snow, and commenced whining and scratching in a violent
+manner.
+
+Malcolm followed, and after some search found what appeared to be the
+dead body of his son. He hastily tore off the jacket, which was soaked
+with blood and snow, and wrapping Halbert in his great cloak, took him
+upon his shoulders, and with much toil and difficulty reached the path
+again, and soon had his boy at home.
+
+Halbert was placed in his mother's bed, and by using great exertion,
+they aroused him from his dangerous sleep.
+
+He was much bruised and had his ankle dislocated, but was not otherwise
+hurt. When he recovered his senses, he fixed his eyes on his mother, and
+his first words were, "Did you get the medicine, mother?"
+
+When he fell, Shag had descended after him. The affectionate son used
+what little strength he had left to tie the medicine that he had
+received from the doctor around the dog's neck, and then sent him home
+with it.
+
+You may be sure that Shag was well taken care of after this incident.
+Even after Halbert became a man Shag was his constant companion, and he
+lived to a good old age.
+
+
+ * * * * *
+
+
+Language Lesson--Let pupils add _ship_ to each of the following
+words, and then give their meaning.
+
+ friend hard relation partner fellow
+
+Make out an _analysis_ of the lesson, and use it in telling the story
+in your own words.
+
+
+ * * * * *
+
+
+
+
+LESSON LII.
+
+
+ebb'ing, _flowing out; falling_.
+
+break'ers, _waves breaking into foam against_
+ the shore_.
+
+main, _the great sea; the ocean_.
+
+reef, _a row or chain of rocks_.
+
+dis mayed', _having lost courage_.
+
+strand, _beach; shore_.
+
+treach'er ous, _likely to do harm_.
+
+vic'tor, _a successful warrior_.
+
+shroud'ing, _covering over_.
+
+murk'y, _gloomy; dark_.
+
+bea'con, _a signal fire or light_.
+
+
+ * * * * *
+
+
+
+
+THE LIGHT-HOUSE.
+
+
+ The tide comes up, and the tide goes down,
+ Over the rocks, so rugged and brown,
+ And the cruel sea, with a hungry roar,
+ Dashes its breakers along the shore;
+ But steady and clear, with a constant ray,
+ The star of the light-house shines alway.
+
+ The ships come sailing across the main,
+ But the harbor mouth is hard to gain,
+ For the treacherous reef lies close beside,
+ And the rocks are bare at the ebbing tide,
+ And the blinding fog comes down at night,
+ Shrouding and hiding the harbor light.
+
+ The sailors, sailing their ships along,
+ Will tell you a tale of the light-house strong;
+ How once, when the keeper was far away,
+ A terrible storm swept down the bay,
+ And two little children were left to keep
+ Their awesome watch with the angry deep.
+
+ The fair little sister wept, dismayed,
+ But the brother said, "I am not afraid;
+ There's One who ruleth on sea and land,
+ And holds the sea in His mighty hand;
+ For mercy's sake I will watch to-night,
+ And feed, for the sailors, the beacon light."
+
+ So the sailors heard through the murky shroud
+ The fog-bell sounding its warning loud!
+ While the children, up in the lonely tower,
+ Tended the lamp in the midnight hour,
+ And prayed for any whose souls might be
+ In deadly peril by land or sea.
+
+ Ghostly and dim, when the storm was o'er,
+ The ships rode safely, far off the shore,
+ And a boat shot out from the town that lay
+ Dusk and purple, across the bay,
+ She touched her keel to the light-house strand,
+ And the eager keeper leaped to land.
+
+ And swiftly climbing the light-house stair,
+ He called to his children, young and fair;
+ But, worn with their toilsome watch, they slept,
+ While slowly o'er their foreheads crept,
+ The golden light of the morning sun,
+ Like a victor's crown, when his palm is won.
+
+ "God bless you, children!" the keeper cried;
+ "God bless thee, father!" the boy replied.
+ "I dreamed that there stood beside my bed
+ A beautiful angel, who smiled and said,
+ 'Blessed are they whose love can make
+ Joy of labor, for mercy's sake!'"
+
+[Illustration]
+
+ * * * * *
+
+
+Directions for Reading.--Mark the _inflection_ of the following lines.
+
+ The tide comes up, and the tide goes down.
+
+ The fair little sister wept, dismayed,
+ But the brother said, "I am not afraid."
+
+Name the _emphatic words_ in the lines just quoted. State whether the
+emphasis falls upon words that are inflected.
+
+
+ * * * * *
+
+
+Language Lesson.--Why is the sea called _cruel_ and its roar _hungry?_
+Give two examples of a similar use of words.
+
+
+ * * * * *
+
+
+
+
+LESSON LIII.
+
+
+oc'cu pant, _one who is in possession of a thing_.
+
+ac quired', _gained_.
+
+mi'cro scope, _a glass so formed as to make small_
+ _objects appear large_.
+
+slug'gish, _slow; stupid_.
+
+in spect'ing, _looking at with attention_.
+
+com posed', _made up_.
+
+se'ries, _a number of things in order_.
+
+stub'bed, _short and thick_.
+
+dis turbed', _interfered with_.
+
+
+ * * * * *
+
+
+
+
+THE CATERPILLAR AND BUTTERFLY.
+
+
+Last summer, when the trees were covered with green leaves, and when the
+little stream was sparkling and dancing in the sun, there appeared in
+the garden, a large caterpillar of many colors, and about as pretty as a
+caterpillar could be.
+
+All day long it was nibbling the green leaves, and leaf after leaf
+disappeared before it with wonderful rapidity. It seemed to live only
+for eating.
+
+As autumn came on, it quite lost its appetite; so much so, that even the
+tenderest and most juicy leaves could not tempt it to eat any more. It
+grew dull and stiff, and lost all interest in life.
+
+Feeling that some change was about to happen, it crawled into a little
+hole in the old garden wall. It wrapped itself up in a cobweb, and fell
+into a long sleep, during which it became changed from a caterpillar
+into a dried-up, dead-looking grub or chrysalis.
+
+It remained in this state through all the long winter, till the snow and
+frost had gone, and the cold March winds were over.
+
+In April the trees burst forth with their bright green leaves, and the
+grass looked fresh under the power of the warm rains.
+
+In May the many-tinted flowers appeared, filling the air with their
+sweetness, and brightening the fields and gardens with their gay colors.
+
+At this time another great change came over the old grub. It showed
+signs of life again; but it was now no longer a caterpillar--it was
+something else.
+
+It wriggled and turned in its narrow little home, and seemed anxious to
+get out and look at the sunshine and flowers. It bumped its head up and
+down until it succeeded in pushing off a little door.
+
+When the door was off, and the bright sunlight shone in, this little
+occupant of the chrysalis took a look at itself.
+
+It saw that during its long winter's nap, it had acquired a pair of
+beautiful wings, and its legs had grown longer and stronger than they
+were before.
+
+Crawling out of the chrysalis, and taking a position on a branch of the
+tree, it discovered that instead of a caterpillar, it was now a
+beautiful butterfly.
+
+It was a kind that is called the swallow-tail butterfly, because each of
+its wings tapered to a point, something like the tail of a swallow. We
+will call the butterfly, Miss Swallow-tail, and now let us see what her
+next move was.
+
+Her wings were damp and heavy, and she stood shivering and trembling;
+for although she had six legs, they were weak, having never before borne
+such a weight.
+
+But fresh air brings strength; so she soon felt like trying to walk. At
+first her movements were sluggish, but she finally reached a sunny spot
+where she dried and warmed herself, giving her wings a little shake now
+and then, until they opened grandly above her back.
+
+And how beautiful they were! Dark brown, bordered with two rows of
+yellow spots; and there were seven blue spots on each of the hind
+wings.
+
+As she stood there in the sun, a little wind came along and raised Miss
+Swallow-tail off her feet. She spread her wings to keep from falling,
+and found herself floating in the air.
+
+This proved to be such a delightful way of traveling, that she lifted
+her wings occasionally, and so kept herself floating; and in a short
+time she learned to turn in any direction she chose.
+
+As she flew along, growing stronger every minute, she was attracted by
+the bright colors of a flower, and stopped to admire it.
+
+The sweet perfume tempted her to taste, and unrolling her long tongue
+from under her chin, where she carried it, she put it down into the
+flower and drew up the honey hidden there.
+
+Miss Swallow-tail had wonderful eyes. All butterflies have wonderful
+eyes. If you will look at them through a microscope you will find that
+each eye is composed of a great many smaller ones, that can see in all
+directions.
+
+They have great need of such eyes, because there are so many birds and
+other hungry creatures, that want to eat them.
+
+One day a whiff of celery coming from a garden near by, reminded Miss
+Swallow-tail of the time when she was a baby and liked to eat celery.
+
+So she flew over into the garden, and fastened her eggs to a celery bush
+with some glue that she carried with her. Then she left them, and never
+thought of them again.
+
+In about ten days the babies that had been growing inside of the eggs,
+broke open the shells and crawled out. And what do you think they were?
+Butterflies? like their mamma, only very much smaller?
+
+No, indeed! for you know butterflies never grow any larger. They were
+the smallest green and black worms you ever saw!
+
+As soon as they were out of the shells, they began eating the celery,
+and grew so fast that in a week they were quite large worms.
+
+They were covered with green rings and black rings dotted with yellow.
+They each had sixteen short legs, and they had a flesh-colored, Y-shaped
+horn hidden away under a ring above the head, that they would show when
+they were disturbed.
+
+One morning the gardener discovered that something was eating his
+celery. Searching among the leaves he found all but one of the little
+worms, and put them where they could do no more mischief.
+
+Soon the little worm that had escaped his notice, had grown so fat that
+he was too stupid to eat any more; so he crawled away to a dark place on
+the fence and fastened himself there.
+
+But first he covered a small spot of the fence with a white, silken
+carpet, that he wove from a web which he drew from his under lip.
+
+He then glued the end of a web to the carpet, carried the rest of it up
+over his breast, and down on the other side and fastened it there.
+
+He then bent his head down under it, letting it pass over his head, and
+by bending forward and backward worked it down near the middle of his
+back. After inspecting his work, he bent his head upon his breast, and
+leaned against the fence.
+
+After resting two days, he began a series of twistings and turnings
+that burst open his skin from the corners of his mouth down a short way,
+and worked it all off himself.
+
+He drew his head in out of sight, and sent out a stubbed horn on each
+side of it, and lo! no worm was to be seen!--but a chrysalis, like the
+one his mother was sleeping in when we first found her.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils read the following lines, and then
+mark the _inflection_.
+
+
+ "And what do you think they were? Butterflies? like their mamma,
+ only very much smaller?"
+
+
+Does the first question expect the answer _yes_ or _no?_
+
+Do the last two questions expect the answer _yes_ or _no?_
+
+What would be the inflections used in the following questions?
+
+What kind of an answer is expected to each question?
+
+ "Where are you going?"
+
+ "Are you coming back again?"
+
+Fill blanks in the following statements.
+
+Questions which may be answered by _yes_ or _no_, regularly require
+the ---- inflection.
+
+Questions which can not be answered by _yes_ or _no_, regularly
+require the ---- inflection.
+
+
+ * * * * *
+
+
+Language Lesson. Let pupils copy the following words.
+
+ seize chief grief fear beach receive
+
+ relief believe weary beacon
+
+Write sentences, each containing one of the preceding words, used in
+such a way as to show its meaning.
+
+
+ * * * * *
+
+
+
+
+LESSON LIV.
+
+
+ob'sti nate, _determined to have one's own way_.
+
+vi'cious, _not well tamed; given to bad tricks_.
+
+sub dued', _made gentle; overcome_.
+
+swerve, _turn from a direct line_.
+
+squad'ron, _a number of horses drawn up together_.
+
+pli'able, _capable of being turned or bent_.
+
+strove, _attempted; tried hard_.
+
+ex ceed'ed, _went beyond_.
+
+thong, _a long strip of leather_.
+
+
+ * * * * *
+
+
+
+
+WILD HORSES OF SOUTH AMERICA.
+
+
+At the time of the discovery of America there were no wild horses in any
+part of the continent.
+
+Soon, however, some of the horses brought over from Europe by the early
+settlers, wandered away, and now wild horses are to be met with in large
+numbers, in some cases as many as a thousand at a time.
+
+They appear to be under the command of a leader, the strongest and
+boldest of the herd, whom they obey.
+
+When threatened with danger, at some signal, understood by them all,
+they either close together and trample their enemy to death, or form
+themselves into a circle and welcome him with their heels.
+
+The leader first faces the danger, and when he finds it prudent to
+retreat, all follow his rapid flight.
+
+Byron thus describes a troop of wild horses:
+
+ "A trampling troop; I see them come!
+ In one vast squadron they advance!
+ I strove to cry--my lips were dumb.
+ The steeds rush on in plunging pride;
+ But where are they the reins to guide?
+ A thousand horse--and none to ride!
+ With flowing tail, and flying mane,
+ Wide nostrils--never stretch'd by pain,
+ Mouths bloodless to the bit or rein
+ And feet that iron never shod,
+ And flanks unscarr'd by spur or rod,
+ A thousand horse, the wild, the free,
+ Like waves that follow o'er the sea.
+ On came the troop....
+ They stop--they start--they snuff the air,
+ Gallop a moment here and there,
+ Approach, retire, wheel round and round,
+ Then plunging back with sudden bound,
+ They snort--they foam--neigh--swerve aside,
+ And backward to the forest fly."
+
+The capture and breaking in of wild horses in America are described by
+Miers as follows--
+
+"The lasso is used by the natives of South America. It is a very strong
+braided thong, half an inch thick, and forty feet long, made of many
+strips of rawhide, braided like a whip-thong, and made soft and pliable
+by rubbing with grease.
+
+"It has at one end an iron ring, about an inch and a half in diameter,
+through which the thong is passed, forming a running noose.
+
+"The herdsmen--gauchos, as they are called--are generally mounted on
+horseback when they use the lasso. One end of the thong is attached to
+the saddle; the remainder is coiled in the left hand, except about
+twelve feet belonging to the noose end, which is held in a coil in the
+right hand.
+
+"This long noose is then swung around the head, the weight of the iron
+ring at the end of the noose assisting in giving to it, by a continued
+circular motion, a sufficient force to project it the whole length of
+the line.
+
+"The gauchos drive the wild horses into a corral, which is a circular
+space surrounded by rough posts firmly driven into the ground. The
+corral," relates Miers, "was quite full of horses, most of which were
+young ones about two or three years old.
+
+"The chief gaucho, mounted on a strong, steady horse, rode into the
+corral, and threw his lasso over the neck of a young horse and dragged
+him to the gate.
+
+"For some time he was very unwilling to lose his companions; but the
+moment he was forced out of the corral his first idea was to gallop
+away; however, a timely jerk of the lasso checked him.
+
+"Some of the gauchos now ran after him on foot, and threw a lasso over
+his fore legs, and jerking it, they pulled his legs from under him so
+suddenly that I really thought the fall had killed him.
+
+"In an instant a gaucho was seated on his head. They then put a piece of
+hide in his mouth to serve for a bit, and a strong hide halter on his
+head, and allowed him to get on his feet.
+
+"While two men held the horse by his ears, the gaucho who was to mount
+him fastened on the saddle, and then quickly sprung into it.
+
+"The horse instantly began to jump in a manner which made it very
+difficult for the rider to keep his seat; however, the gaucho's spurs
+soon set him going, and off he galloped, doing every thing in his power
+to throw his rider.
+
+"Then another horse was brought from the corral; and so quickly was
+every thing done that twelve gauchos were mounted in less than an hour.
+
+"It was wonderful to see the different manner in which different horses
+behaved. Some would actually scream while the gauchos were fastening
+the saddle upon their backs, and some would instantly lie down and roll
+upon it.
+
+"Others would stand without being held, their legs stiff and in
+unnatural positions, their necks half bent towards their tails, and
+looking vicious and obstinate.
+
+"It was now curious to look around and see the gauchos trying to bring
+their horses back to the corral, which is the most difficult part of
+their work, for the poor creatures had been so scared there that they
+were unwilling to return to the place.
+
+"At last they brought the horses back, apparently subdued and broken in.
+The saddles and bridles were taken off, and the young horses trotted
+off towards the corral, neighing to one another.
+
+"When a gaucho wishes to take a wild horse, he mounts a horse that has
+been used to the sport, and gallops over the plain.
+
+"As soon as he comes near his victim, the lasso is thrown round the two
+hind-legs, and as the gaucho rides a little on one side, the jerk
+throws the wild horse without doing injury to his knees or his face.
+
+[Illustration]
+
+"Before the horse can recover from the shock, the rider dismounts, and
+snatching his cloak from his shoulders, wraps it round the fallen
+animal's head.
+
+"He then forces into his mouth one of the powerful bridles of the
+country, fastens a saddle on his back, and, mounting him, removes the
+cloak.
+
+"Upon this the astonished horse springs to his feet, and attempts to
+throw off his new master, who sits calmly on his back.
+
+"By a treatment which never fails, the gaucho brings the horse to such
+complete obedience that he is soon trained to give his whole speed and
+strength to the capture of his companions."
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils pronounce in concert, and singly,
+the following words: _I, hide, side, rides, flight, wild, finds,
+retire, describe_.
+
+Mark the inflection of the last six lines of poetry on page 256.[15]
+
+What _inflection_ is used (1) to keep up the interest?--(2) to show
+hesitation?--(3) to express a decided opinion?--(4) to give the
+conclusion of a story?--(5) to ask a question that may be answered by
+_yes_ or _no_?--(6) to ask a question that can not be answered by
+_yes_ or _no_?
+
+Let pupils state the special uses of _inflection_ shown in the
+following examples.
+
+ I, I think perhaps you may go.
+
+ I know that you may go.
+
+ They silently went away.
+
+Yesterday, about three o'clock, just as we were preparing to go home,
+suddenly we heard a band of music.
+
+
+[15] This lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON LV.
+
+
+career', _course of life_.
+
+gen'erous, _free in giving aid to others_.
+
+char'ity, _goodwill; desire to aid others_.
+
+in her'ited, _came into possession of_.
+
+in jus'tice, _wrong-doing_.
+
+ac cused', _charged with a fault_.
+
+hes i ta'tion, _delay_.
+
+pre scrip'tion, _an order for medicine_.
+
+flor'ins, _pieces of money, each valued at about fifty cents_.
+
+pen'sion, _money paid for service in war_.
+
+re stor'ing, _giving back_.
+
+phy si'cian, _doctor of medicine_.
+
+
+ * * * * *
+
+
+
+
+AN EMPEROR'S KINDNESS.
+
+
+Joseph II., Emperor of Austria, was a generous, warm-hearted man, who
+took great delight in doing acts of kindness and charity.
+
+One time, as he was passing through the streets of Vienna, dressed as a
+private gentleman, his attention was attracted to a boy about twelve
+years old, who timidly approached, and seemed, anxious to speak to him.
+
+"What do you wish, my little friend?" said the gentleman. His voice was
+so tender, and he had such a kindly look in his eyes, that the boy had
+courage to say:
+
+"O sir, you are very good to speak to me so kindly. I believe you will
+not refuse to do something for me."
+
+"I should be sorry to refuse you," replied the gentleman; "but why are
+you begging? You appear to be something better than a beggar; your voice
+and your manner show it."
+
+"I am not a beggar, sir," replied the boy, as a tear trickled down his
+cheek. "My father was a brave officer in the army. Owing to illness, he
+was obliged to leave the service, and was granted a pension by the
+emperor.
+
+"With this pension he supported our family; but a few months ago he
+died, and we are left very poor indeed."
+
+"Poor child!" said the gentleman. "Is your mother living?"
+
+"Yes, sir, she is; and I have two brothers who are at home with her now.
+She has been unable to leave her bed for weeks, and one of us must watch
+beside her, while the others go out to beg."
+
+Saying this, the poor boy tried very hard to keep back the great tears,
+but they would come in spite of all he could do to stop them.
+
+"Well, well, my boy," said the gentleman, "do not feel so unhappy; I
+will see what can be done to help you. Is there a physician to be found
+near you?"
+
+"There are two, sir, only a little way from where we live."
+
+"That is well. Now you go at once and have one of them visit your
+mother. Here is money, not only for the physician, but for other things
+to feed you and make you comfortable."
+
+"O sir," said the boy, as he looked upon the gentleman in amazement,
+"how can I thank you enough? This money will save my mother's life, and
+keep my brothers from want."
+
+"Never mind, my child; go and get the physician."
+
+The boy obeyed, and the good emperor having learned the situation of the
+house where the boy's mother lived, bent his steps in that direction,
+and soon arrived there.
+
+The room in which he found the poor woman gave evidence of great misery.
+
+She was lying on a low bedstead, and though still young, her face was
+pale and thin from sickness and want. Very little furniture of any kind
+was to be seen, for the mother had disposed of nearly all she possessed
+to obtain bread for her children.
+
+When the emperor entered the room, the widow and her children looked at
+him in astonishment. They did not know he was their emperor.
+
+"I am a physician, madam," said he, bowing respectfully; "your neighbors
+have informed me of your illness, and I am come to offer what service
+may be in my power."
+
+"Alas! sir," she answered with some hesitation, "I have no means of
+paying you for your attention."
+
+"Do not distress yourself on that account; I shall be fully repaid if I
+have the happiness of restoring you to health."
+
+With these words, the emperor approached the bed and inquired all about
+her illness, after which he wrote a few lines and placed them on the
+chimney-piece.
+
+"I will leave you this prescription, madam; and on my next visit, I hope
+to find you much better." He then withdrew. Almost immediately after
+this, the eldest son of the widow came in with a medical man.
+
+"O mother!" cried the boy, "a kind, good gentleman has given me all
+this!" and he placed in his mother's hand, the money which the emperor
+had given him. "There now, don't cry, mother; this money will pay the
+doctor and buy every thing till you are well and strong again."
+
+"A physician has already been here, my child, and has left his
+prescription. See, there it is." and she pointed to the paper on the
+chimney-piece. The boy took the paper, and no sooner had he glanced at
+its contents, than he uttered an exclamation of joyful surprise.
+
+"O mother! It's the best prescription a physician ever wrote; it's an
+order for a pension, mother--a pension for you--signed by the emperor
+himself; listen, mother; hear what he says:--
+
+
+ "'_Madam:_--Your son was fortunate enough to meet me in the city,
+ and informed me of the fact that the widow of one of my bravest
+ officers was suffering from poverty and sickness, without any means
+ of assistance. I had no knowledge of this, therefore I can not be
+ accused of injustice.
+
+ "'It is difficult for me to know every thing that takes place in my
+ empire. Now that I do know of your distress, I should indeed be
+ ungrateful, did I not render you all the help in my power. I shall
+ immediately place your name on the pension list for the yearly sum
+ of two thousand florins, and trust that you may live many years to
+ enjoy it.
+
+ "'_Joseph II_.'"
+
+
+The widow and her children were taken under the especial care of the
+emperor, and a brilliant career was opened up for the boys, who had
+inherited all their father's bravery as well as their mother's gentle
+nature.
+
+
+ * * * * *
+
+
+Directions for Reading.--Mark the _inflection_ of the following
+questions.
+
+ Where do you live?
+
+ Is your name Harry or John?
+
+ Why are you begging?
+
+ Do you wish to walk?
+
+In such a question as the last one, if _emphasis_ be given in turn to
+the words _you, wish, walk_, the answer might still be _yes_ or
+_no_; and yet the meaning of the answer would be different in each
+case.
+
+Do _you_ wish to walk? Yes, I do.
+
+Do you _wish_ to walk? No, I do not _wish_ to walk; but suppose I
+must.
+
+Do you wish to _walk?_ No, I would rather _ride_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils write a letter to some friend, using the
+last paragraph of the lesson as a subject.
+
+
+ * * * * *
+
+
+
+
+LESSON LVI.
+
+
+persist'ed, _continued_.
+
+crip'ples, _those who have lost the use of a limb_.
+
+merged, _united; joined_.
+
+stal'wart, _strong; powerful_.
+
+in'nocent, _harmless_.
+
+pass'port, _what enables one to go in safety_.
+
+gal'lant, _brave; noble_.
+
+riv'en, _taken away; deprived_.
+
+
+ * * * * *
+
+
+
+
+UNITED AT LAST.
+
+
+ "O mother! What do they mean by blue?
+ And what do they mean by gray?"
+ Was heard from the lips of a little child
+ As she bounded in from play.
+ The mother's eyes filled up with tears;
+ She turned to her darling fair,
+ And smoothed away from the sunny brow
+ Its treasure of golden hair.
+
+ "Why, mother's eyes are blue, my sweet,
+ And grandpa's hair is gray,
+ And the love we bear our darling child
+ Grows stronger every day."
+ "But what did they mean?" persisted the child;
+ "For I saw two cripples to-day,
+ And one of them said he fought for the blue,
+ The other, he fought for the gray.
+
+ "Now he of the blue had lost a leg,
+ And the other had but one arm,
+ And both seemed worn and weary and sad,
+ Yet their greeting was kind and warm.
+ They told of the battles in days gone by,
+ Till it made my young blood thrill;
+ The leg was lost in the Wilderness fight,
+ And the arm on Malvern Hill.
+
+ "They sat on the stone by the farm-yard gate,
+ And talked for an hour or more,
+ Till their eyes grew bright and their hearts seemed warm
+ With fighting their battles o'er;
+ And they parted at last with a friendly grasp,
+ In a kindly, brotherly way,
+ Each calling on God to speed the time
+ Uniting the blue and the gray."
+
+ Then the mother thought of other days--
+ Two stalwart boys from her riven;
+ How they knelt at her side and lispingly prayed,
+ "Our Father which art in heaven;"
+ How one wore the gray and the other the blue;
+ How they passed away from sight,
+ And had gone to the land where gray and blue
+ Are merged in colors of light.
+
+ And she answered her darling with golden hair,
+ While her heart was sadly wrung
+ With the thoughts awakened in that sad hour
+ By her innocent, prattling tongue:
+ "The blue and the gray are the colors of God,
+ They are seen in the sky at even,
+ And many a noble, gallant soul
+ Has found them a passport to heaven."
+
+
+ * * * * *
+
+
+
+
+LESSON LVII.
+
+
+declin'ing, _failing_.
+
+expe'rience, _that which happens to any one_.
+
+regard', _look at; consider_.
+
+robust', _sound in health_.
+
+ben'efit ed, _made better; helped_.
+
+intense', _extreme_.
+
+moc'ca sin, _a kind of shoe made of deer-skin_.
+
+tem'po ra ry, _for a time_.
+
+pe cul'iar, _strange; unusual_.
+
+in tel'li gent, _showing good sense_.
+
+
+ * * * * *
+
+
+
+
+A STORY OF THE SIOUX WAR.
+
+PART I.
+
+
+In the summer of 1862, while we were living in the State of Minnesota, I
+had an experience which I regard as one of the most remarkable that I
+ever met with.
+
+We lived at Lac Qui Parle, or rather quite close to it, for we were
+about a mile from the place.
+
+There were only three of us--father, mother, and myself. We had moved to
+Minnesota three years before, the main object of my parents being to
+restore their health; for they were feeble and needed a change of
+climate.
+
+The first year, both father and mother were much benefited; but not long
+after, father began to fail.
+
+I remember that he used to take his chair out in front of the house in
+pleasant weather and sit there, with his eyes turned toward the blue
+horizon, or into the depths of the vast wilderness which was not more
+than a stone's throw from our door.
+
+Mother would sometimes go out and sit beside father, and they would talk
+long and earnestly in low tones. I was too young to understand all this
+at the time, but it was not long afterward that I learned the truth.
+
+Father was steadily and surely declining in health; but mother had
+become strong and robust, and her disease seemed to have left her
+altogether. She tried to encourage father, and really believed his
+weakness was only temporary.
+
+Scarcely a day passed that I did not see some of the Sioux Indians who
+were scattered through that portion of the State. In going to, and
+coming from the agency, they would sometimes stop at our house.
+
+Father was very quick in picking up languages, and he was able to
+converse quite easily with the red men.
+
+How I used to laugh to hear them talk in their odd language, which
+sounded to me just as if they were grunting at each other.
+
+But the visits used to please father and mother, and I was always glad
+to see some of the rather ragged and not over-clean warriors stop at the
+house.
+
+I remember one hot day in June, when father was sitting under a tree in
+front of the house, and I was inside helping mother, we heard the
+peculiar noises which told us that father had an Indian visitor. We both
+went to the door, and I passed outside to laugh at their queer talk.
+
+Sure enough, an Indian was seated in the other chair, and he and father
+were talking with great animation.
+
+The Indian was of a stout build, and wore a straw hat with a broad, red
+band around it; he had on a fine, black broad-cloth coat, but his
+trousers were shabby and his shoes were pretty well worn.
+
+His face was bright and intelligent, and I watched it very closely as he
+talked in his earnest way with father, who was equally animated in
+answering him.
+
+The Indian carried a rifle and a revolver--the latter being in plain
+sight at his waist--but I never connected the thought of danger with
+him as he sat there talking with father.
+
+I describe this Indian rather closely, as he was no other than the
+well-known chief, Little Crow, who was at the head of the frightful
+Sioux war, which broke out within sixty days from that time.
+
+The famous chieftain staid until the sun went down. Then he started up
+and walked away rapidly in the direction of Lac Qui Parle. Father called
+good-by to him, but he did not reply and soon disappeared in the woods.
+
+The sky was cloudy, and it looked as if a storm was coming; so, as it
+was dark and blustering, we remained within doors the rest of the
+evening. A fine drizzling rain began to fall, and the darkness was
+intense.
+
+The evening was well advanced, and father was reading to us, when there
+came a rap upon the door.
+
+It was so gentle and timid that it sounded like the pecking of a bird,
+and we all looked in the direction of the door, uncertain what it
+meant.
+
+"It is a bird, scared by the storm," said father, "and we may as well
+admit it."
+
+I sat much nearer the door than either of my parents, and instantly
+started up and opened it. As I did so, I looked out into the gloom, but
+sprung back the next moment with a low cry of alarm.
+
+"What's the matter?" asked father, hastily laying down his book and
+walking rapidly toward me.
+
+"It isn't a bird; it's a person." As I spoke, a little Indian girl,
+about my own age, walked into the room, and looking in each of our
+faces, asked in the Sioux language whether she could stay all night.
+
+I closed the door and we gathered around her. She had the prettiest,
+daintiest moccasins, but her limbs were bare from the knee downward. She
+wore a large shawl about her shoulders, while her coarse, black hair
+hung loosely below her waist.
+
+Her face was very pretty, and her eyes were as black as coal and seemed
+to flash fire whenever she looked upon any one.
+
+Of course, her clothing was dripping with moisture, and her call filled
+us all with wonder. She could speak only a few words of English, so her
+face lighted up with pleasure when father addressed her in the Sioux
+language.
+
+As near as we could find out, her name was Chitto, and she lived with
+her parents at Lac Qui Parle. She told us that there were several
+families in a spot by themselves, and that day they had secured a
+quantity of strong drink, of which they were partaking very freely.
+
+At such times Indians are dangerous, and Little Chitto was terrified
+almost out of her senses. She fled through the storm and the darkness,
+not caring where she went, but only anxious to get away from the
+dreadful scene.
+
+Entering, without any intention on her part, the path in the woods, she
+followed it until she saw in the distance the glimmer of the light in
+our window, when she hastened to the house and asked for admission.
+
+I need scarcely say it was gladly granted. My mother removed the damp
+clothes from the little Sioux girl, and replaced them with some warm,
+dry ones belonging to me. At the same time she gave her hot, refreshing
+tea, and did every thing to make her comfortable.
+
+I removed the little moccasins from the wondering Chitto's feet, kissed
+her dark cheeks, and, as I uttered expressions of pity, though in an
+unknown tongue, I am quite sure that they were understood by Chitto, who
+looked the gratitude she could not express.
+
+She soon began to show signs of drowsiness and was put to bed with me,
+falling asleep as soon as her head touched the pillow.
+
+I lay awake a little longer and noticed that the storm had ceased. The
+patter of the rain was heard no more upon the roof, and the wind blew
+just as it sometimes does late in the fall. At last I sunk into a sound
+sleep.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils write a short letter to some friend,
+taking as a subject, "A Visit from Little Crow," as given on pages 272
+and 273.[16]
+
+Let pupils add _y_ to each of the following words, make such other
+changes as may be necessary, and then define them.
+
+ earth air fire water sleep
+
+ rain rust fun fur stick
+
+What two words double their final letter before adding _y_? _Fiery_,
+from _fire_, is irregular in spelling.
+
+
+[16] This lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON LVIII.
+
+
+de'mons, _spirits; evil spirits_.
+
+groped, _found one's way by feeling with the hands_.
+
+pre'vi ous, _going before in time; preceding_.
+
+in clined', _leaning towards; disposed_.
+
+dis tract'ed, _confused by grief_.
+
+ex pired', _died_.
+
+stat'ue, _a figure carved to represent a living being_.
+
+stag'gered, _walked with trembling steps_.
+
+as cer tained', _found out by inquiring_.
+
+re tain', _keep possession of_.
+
+
+ * * * * *
+
+
+
+
+A STORY OF THE SIOUX WAR.
+
+PART II.
+
+
+I awoke in the morning and saw the rays of the sun entering the window.
+Recalling the incidents of the previous evening, I turned to speak to my
+young friend.
+
+To my surprise she was gone, and supposing she had risen a short time
+before, I hurriedly dressed myself and went down stairs to help keep her
+company.
+
+But she was not there, and father and mother had seen nothing of her.
+She had no doubt risen in the night and gone quietly away.
+
+There was something curious and touching in the fact that she had groped
+about in the darkness, until she found her own clothing, which she put
+on and departed without taking so much as a pin that belonged to us.
+
+We all felt a strong interest in Chitto, and father took me with him a
+few days later when he visited Lac Qui Parle. He made many inquiries for
+the little girl, but could learn nothing about her.
+
+I felt very much disappointed, for I had built up strong hopes of taking
+her out home with me to spend several days.
+
+Father and I went a number of times afterward, and always made an effort
+to discover Chitto; but we did not gain any knowledge of her.
+
+On the afternoon of August 19, father was sitting in his accustomed seat
+in front of the house, and mother was engaged, as usual about her
+household duties. I was playing and amusing myself as a girl of my age
+is inclined to do at all times.
+
+The day was sultry and close, and I remember that father was unusually
+pale and weak. He coughed a great deal, and sat for a long time so still
+that I thought he must be asleep.
+
+"Mother," said I, "what is that smoke yonder?"
+
+I pointed in the direction of Lac Qui Parle. She saw a dark column of
+smoke floating off in the horizon, its location being such, that there
+could be no doubt that it was at the Agency.
+
+"There is a fire of some kind there," she said, while she shaded her
+eyes with her hand and gazed long and earnestly in that direction.
+
+"The Indians are coming, Edward," she called to father; "they will be
+here in a few minutes!"
+
+Suddenly, a splendid black horse came galloping from the woods, and with
+two or three powerful bounds, halted directly in front of me. As it did
+so, I saw that the bareback rider was a small girl, and she was our
+little Sioux friend, Chitto.
+
+She made a striking picture, with her long, black hair streaming over
+her shoulders, and her dress fluttering in the wind.
+
+"Why, Chitto," said I, in amazement, "where did you come from?"
+
+"Must go--must go--must go!" she exclaimed, in great excitement. "Indian
+soon be here!"
+
+So it seemed that, in the few weeks since she had been at our house,
+she had picked up enough of the English language to make herself
+understood.
+
+"What do you mean?" asked mother, as she and I advanced to the side of
+the black steed upon which the little Sioux sat; "what are the Indians
+doing?"
+
+"They burn buildings--have killed people--coming this way!"
+
+Chitto spoke the truth, for the Sioux were raging like demons at that
+very hour at Lac Qui Parle.
+
+"What shall we do, Chitto?" asked my mother.
+
+"Get on horse--he carry you."
+
+"But my husband; the horse can not carry all three of us."
+
+My poor distracted mother scarcely knew what to do. All this time father
+sat like a statue in his chair. A terrible suspicion suddenly entered
+her mind, and she ran to him.
+
+Placing her hand upon his shoulder, she addressed him in a low tone, and
+then uttered a fearful shriek, as she staggered backward, saying: "He is
+dead! he is dead!"
+
+Such was the fact. The shock of the news brought by the little Indian
+girl was too much, and he had expired in his chair without a struggle.
+The wild cry which escaped my mother was answered by several whoops from
+the woods, and Chitto became frantic with terror.
+
+"Indian be here in minute!" said she.
+
+Mother instantly helped me upon the back of the horse and then followed
+herself. She was a skillful rider, but she allowed Chitto to retain the
+bridle, and we started off.
+
+Looking back I saw a half-dozen Sioux horsemen come out of the woods and
+start on a trot toward us.
+
+Just then Chitto spoke to the horse, and he bounded off at a terrible
+rate, never halting until he had gone two or three miles.
+
+Then, when we looked back, we saw nothing of the Indians, and the horse
+was brought down to a walk; and finally, when the sun went down, we
+entered a dense wood, where we staid all night.
+
+I shall not attempt to describe those fearful hours. Not one of us slept
+a wink. Mother sat weeping over the loss of father, while I was
+heart-broken, too.
+
+Chitto, like the Indian she was, kept on the move continually. Here and
+there she stole as noiselessly through the wood as a shadow, while
+playing the part of sentinel.
+
+At daylight we all fell into a feverish slumber, which lasted several
+hours. When we awoke, we were hungry and miserable.
+
+Seeing a settler's house in the distance, Chitto offered to go to it for
+food. We were afraid she would get into trouble, but she was sure there
+was no danger and went.
+
+In less than an hour she was back again with an abundance of bread. She
+said there was no one in the house, and we supposed the people had
+become alarmed and escaped.
+
+We staid where we were for three days, during which time we saw a party
+of Sioux warriors burn the house where Chitto had obtained the food for
+us.
+
+It seemed to mother that the Indians would not remain at Lac Qui Parle
+long, and that we would be likely to find safety there. Accordingly, she
+induced Chitto to start on the return.
+
+When we reached our house nothing was to be seen of father's body; but
+we soon, discovered a newly-made grave, where we had reason to believe
+he was buried.
+
+As was afterward ascertained, he had been given a decent burial by
+orders of Little Crow himself, who, doubtless, would have protected us,
+had we awaited his coming.
+
+We rode carefully through the woods, and when we came out on the other
+side, our hearts were made glad by the sight of the white tents of
+United States soldiers. Colonel Sibley was encamped at Lac Qui Parle,
+and we were safe at last.
+
+Chitto disappeared from this post in the same sudden manner as before;
+but I am happy to say that I have seen her several times since. Mother
+and I were afraid her people would punish her for the part she took in
+helping us, but they did not.
+
+Probably the friendship which Little Crow showed toward our family, may
+have had something to do with the gentle treatment which the Indians
+showed her.
+
+
+ * * * * *
+
+
+Language Lesson.--Supply the words omitted from the following
+sentences.
+
+ "Must go! Indian soon be here!"
+
+ "Indian be here in minute!"
+
+Let pupils make out an _analysis_ for the subject--
+
+ "Our Second Visit from Chitto,"
+
+and use it in giving that part of the story in their own words.
+
+
+ * * * * *
+
+
+
+
+LESSON LIX.
+
+
+e mit', _send forth_.
+
+con'trast, _difference in form or appearance_.
+
+molt'en, _melted_.
+
+con'ic al, _having the shape of a cone_.
+
+vol'umes, _quantities; masses_.
+
+char'ac ter, _kind; formation_.
+
+del'uge, _flood; drown_.
+
+com pre hen'sion, _the power of the mind to understand_.
+
+ap pall'ing, _terrifying_.
+
+grand'eur, _majesty; vastness of size_.
+
+lu'rid, _gloomy; dismal_.
+
+tre men'dous, _terrific; awful_.
+
+
+ * * * * *
+
+
+
+
+VOLCANOES.
+
+
+In various parts of the earth, there are mountains that send out from
+their highest peaks, smoke, ashes, and fire.
+
+Mountains of this class are called volcanoes, and they present a
+striking contrast to other mountains, on account of their conical form
+and the character of the rocks of which they are composed.
+
+All volcanoes have at their summits what are called craters. These are
+large, hollow, circular openings, from which the smoke and fire escape.
+
+Nearly all volcanoes emit smoke constantly. This smoke proceeds from
+fires that are burning far down in the depths of the earth.
+
+Sometimes these fires burst forth from the crater of the volcano with
+tremendous force. The smoke becomes thick and black, and lurid flames
+shoot up to a height of hundreds of feet, making a scene of amazing
+grandeur.
+
+[Illustration]
+
+With the flames there are thrown out stones, ashes, and streams of
+melted rock, called lava. This lava flows down the sides of the
+mountain, and, being red-hot, destroys every thing with which it comes
+in contact. At such times, a volcano is said to be in eruption.
+
+A volcanic eruption is generally preceded by low, rumbling sounds, and
+trembling of the earth's surface. Then follows greater activity of the
+volcano, from which dense volumes of smoke and steam issue, and fire and
+molten lava make their appearance.
+
+Such is the force of some of these eruptions, that large rocks have been
+hurled to great distances from the crater, and towns and cities have
+been buried under a vast covering of ashes and lava.
+
+The quantity of lava and ashes which sometimes escapes from volcanoes
+during an eruption, is almost beyond comprehension.
+
+In 1772, a volcano in the island of Java, threw out ashes and cinders
+that covered the ground fifty feet deep, for a distance of seven miles
+all around the mountain. This eruption destroyed nearly forty towns and
+villages.
+
+In 1783, a volcano in Iceland sent out two streams of lava; one forty
+miles long and seven miles wide, and the other fifty miles long and
+fifteen miles wide. These streams were from one hundred to six hundred
+feet deep.
+
+Near the city of Naples, Italy, is situated the volcano Mt. Vesuvius.
+This fiery monster has probably caused more destruction than any other
+volcano known.
+
+In the year 79 A.D., it suddenly burst forth in a violent eruption, that
+resulted in one of the most appalling disasters that ever happened.
+
+Such immense quantities of ashes, stones, and lava were poured forth
+from its crater, that within the short space of twenty hours, two large
+cities were completely destroyed. These cities were Herculaneum and
+Pompeii.
+
+At this eruption of Vesuvius, the stream of lava flowed directly through
+and over the city of Herculaneum into the sea. The quantity was so great
+that, as it cooled and became hardened, it gradually filled up all the
+streets and ran over the tops of the houses.
+
+While the lava was thus turning the city into a mass of solid stone,
+the inhabitants were fleeing from it along the shore toward Naples, and
+in boats on the sea.
+
+At the same time, too, the wind carried the ashes and cinders in such a
+direction as to deluge the city of Pompeii.
+
+Slowly and steadily the immense volume of ashes and small stones,
+blocked up the streets and settled on the roofs of houses.
+
+The light of the flames that burst out from the awful crater, aided the
+people in their escape; but many who for some reason could not get away,
+perished.
+
+Pompeii was so completely covered that, nothing could be seen of it.
+Thus it remained buried under the ground until the year 1748, when it
+was discovered by accident.
+
+Since that time much of the city has been uncovered, and now one can
+walk along the streets, look into the houses, and form some idea how the
+people lived there eighteen hundred years ago.
+
+
+ * * * * *
+
+
+_Language Lesson_.--Let pupils write an account of a supposed journey
+from their homes to Naples, telling about the route they would take, and
+the particulars as to time and distance. Be very particular about
+handwriting, spelling, punctuation, and capital letters.
+
+
+ * * * * *
+
+
+
+
+LESSON LX.
+
+
+coot, _a water-bird_.
+
+hern (her'on), _a wading bird_.
+
+ed'dying, _moving in small circles_.
+
+mal'low, _a kind of plant_.
+
+bick'er, _move quickly; quarrel_.
+
+fal'low, _plowed land_.
+
+gray'ling, _a kind of fish_.
+
+cress'es, _a kind of water-plant_.
+
+sal'ly, _a rushing or bursting forth_.
+
+thorps, _villages_.
+
+bram'bly, _full of rough shrubs_.
+
+
+ * * * * *
+
+
+
+
+THE BROOK.
+
+
+ I come from haunts of coot and hern,
+ I make a sudden sally,
+ And sparkle out among the fern,
+ To bicker down a valley.
+
+ By thirty hills I hurry down,
+ Or slip between the ridges,
+ By twenty thorps, a little town,
+ And half a hundred bridges.
+
+ Till last by Philip's farm I flow
+ To join the brimming river,
+ For men may come, and men may go,
+ But I go on forever.
+
+ I chatter over stony ways,
+ In little sharps and trebles,
+ I bubble into eddying bays,
+ I babble on the pebbles.
+
+ With many a curve my bank I fret
+ By many a field and fallow,
+ And many a fairy foreland set
+ With willow-wood and mallow.
+
+ I chatter, chatter, as I flow
+ To join the brimming river,
+ For men may come, and men may go,
+ But I go on forever.
+
+ I wind about, and in and out,
+ With here a blossom sailing,
+ And here and there a lusty trout,
+ And here and there a grayling.
+
+ And here and there a foamy flake
+ Upon me, as I travel
+ With many a silvery waterbreak
+ Above the golden gravel.
+
+ And draw them all along, and flow
+ To join the brimming river,
+ For men may come, and men may go,
+ But I go on forever.
+
+ I steal by lawns and grassy plots,
+ I slide by hazel covers;
+ I move the sweet forget-me-nots
+ That grow for happy lovers.
+
+ I slip, I slide, I gloom, I glance,
+ Among my skimming swallows;
+ I make the netted sunbeam dance
+ Against my sandy shallows.
+
+ I murmur under moon and stars
+ In brambly wildernesses;
+ I linger by my shingly bars;
+ I loiter round my cresses.
+
+ And out again I curve and flow
+ To join the brimming river,
+ For men may come, and men may go,
+ But I go on forever.
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out the places in the poem where two
+lines should be joined in reading.
+
+Mark the _inflection_ of the following lines.
+
+ "I slip, I slide, I gloom, I glance,
+ Among my skimming swallows."
+
+ "For men may come, and men may go,
+ But I go on forever."
+
+Read the last two lines, and state whether the _inflected words_ are
+also _emphatic words_.
+
+Find a similar example of _inflection_ and _emphasis_ upon the same
+words in the last stanza of Lesson XXXVI.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils explain the meaning of the following
+expressions.
+
+ _Join the brimming river_.
+
+ _Netted sunbeam_.
+
+
+ * * * * *
+
+
+
+
+LESSON LXI.
+
+
+de terred', _kept from_.
+
+en'ter prise, _an undertaking_.
+
+im'ple ments, _articles used in a trade_.
+
+sur vey'ing, _measuring land_.
+
+in'di cated, _showed; pointed out_.
+
+re clin'ing, _partly lying down_.
+
+re lease', _let go_.
+
+con clu'sion, _final decision_.
+
+suc ces'sion, _following one after another_.
+
+hur'ri cane, _a high wind_.
+
+an'ec dote, _incident; story_.
+
+com pact', _closely put together_.
+
+
+ * * * * *
+
+
+
+
+ANECDOTE OF WASHINGTON.
+
+PART I
+
+
+It was a calm, sunny day in the year 1750; the scene, a piece of forest
+land in the north of Virginia, near a noble stream of water.
+
+Implements of surveying were lying about, and several men reclining
+under the trees, indicated by their dress and appearance, that they were
+engaged in laying out the wild lands of the country.
+
+These persons had just finished their dinner. Apart from the group
+walked a young man of a tall and compact frame, who moved with the firm
+and steady tread of one accustomed to constant exercise in the open air.
+
+His face wore a look of decision and manliness not usually found in one
+so young, for he was but little over eighteen years of age.
+
+Suddenly there was a shriek, then another, and then several more in
+rapid succession. The voice was that of a woman, and seemed to proceed
+from the other side of a small piece of wooded land.
+
+At the first scream, the youth turned his head in the direction of the
+sound; but when it was repeated, he pushed aside the undergrowth and
+soon dashed into an open space on the banks of the stream, where stood a
+small log-cabin.
+
+As the young man broke from the undergrowth, he saw his companions
+crowded together on the banks of the river, while in their midst stood a
+woman, from whom proceeded the shrieks he had heard. She was held by two
+of the men, but was struggling to free herself.
+
+The instant the woman saw the young man, she exclaimed, "O sir, you will
+do something for me! Make them release me. My boy--my poor boy is
+drowning, and they will not let me go!"
+
+"It would be madness; she will jump into the river," said one of the
+men, "and the rapids would dash her to pieces in a moment!"
+
+The youth had scarcely waited for these words; for he remembered the
+child, a bold little boy four years of age, whose beautiful blue eyes
+and flaxen ringlets made him a favorite with every one.
+
+He had been accustomed to play in the little inclosure before the cabin;
+but the gate having been left open, he had stolen out, reached the edge
+of the bank, and was in the act of looking over, when his mother saw
+him.
+
+The shriek she uttered only hastened the accident she feared; for the
+child, frightened at the cry of his mother, lost his balance and fell
+into the stream, which here went foaming and roaring along among rocks
+and dangerous rapids.
+
+Several of the men approached the edge of the river, and were on the
+point of springing in after the boy. But the sight of the sharp rocks
+crowding the channel, the rush and whirl of the waters, and the want of
+any knowledge where to look for the child, deterred them, and they gave
+up the enterprise.
+
+Not so with the noble youth. His first act was to throw off his coat;
+next to spring to the edge of the bank. Here he stood for a moment,
+running his eyes rapidly over the scene below, taking in with a glance
+the different currents and the most dangerous of the rocks, in order to
+shape his course when in the stream.
+
+He had scarcely formed his conclusion, when he saw in the water a white
+object, which he knew was the boy's dress; and then he plunged into the
+wild and roaring rapids.
+
+"Thank God, he will save my child!" cried the mother; "there he is!--O
+my boy, my darling boy! How could I leave you!"
+
+Every one had rushed to the brink of the precipice and were now
+following with eager eyes the progress of the youth, as the current bore
+him onward, like a feather in the power of a hurricane.
+
+Now it seemed as if he would be dashed against a projecting rock, over
+which the water flew in foam, and a whirlpool would drag him in, from
+whose grasp escape would appear impossible.
+
+At times, the current bore him under, and he would be lost to sight;
+then in a few seconds he would come to the surface again, though his
+position would be far from where he had disappeared.
+
+Thus struggling amid the rocks and angry waters, was the noble youth
+borne onward, eager to succeed in his perilous undertaking. Those on
+shore looked on with breathless interest.
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out the _emphatic words_ and mark
+_inflection_ in the third paragraph on page 295.[17]
+
+What effect has very strong _emphasis_ upon _inflection_? (See
+_Directions for Reading_, page 238.)[18]
+
+Should this lesson be read more slowly, or somewhat faster than
+conversation?
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils fill blanks in the sentences given below,
+using in turn, each of the following sets of words:
+
+ (1) _saw, knew, was, plunged;_
+
+ (2) _sees, knows, is, plunges;_
+
+ (3) _perceived, thought, was, jumped;_
+
+ (4) _perceives, thinks, is, jumps;_
+
+ (5) _noticed, concluded, was, dived;_
+
+ (6) _notices, concludes, is, dives_.
+
+He ---- in the water a white object, which he ---- -- the boy's dress.
+Then he ---- into the roaring rapids.
+
+When the first, third, and fifth sets of words are used, the action is
+represented as something that is past; but when the second, fourth, and
+sixth sets are used, the action is represented as going on at the
+present time.
+
+The forms of _verbs_ (_action-words_) which are given in the first,
+third, and fifth sets are used to indicate past time, and are called
+_past tenses_; and the forms given in the second, fourth, and sixth
+sets are used to indicate present time, and are called _present
+tenses_.
+
+
+[17] See fifth paragraph from the end of the passage.
+
+[18] See Lesson L.
+
+
+ * * * * *
+
+
+
+
+LESSON LXII.
+
+
+e merge', _come out_.
+
+vor'tex, _water in whirling motion; a whirlpool_.
+
+con fid'ed, _given into the care of_.
+
+vis'i ble, _in sight_.
+
+spec ta'tors, _those who look on_.
+
+vent'ured, _dared_.
+
+re ward', _that which is received in return for one's acts_.
+
+des'ti nies, _lives and fortunes_.
+
+sup pressed', _kept back_.
+
+re doub'led, _made twice as great_.
+
+
+ * * * * *
+
+
+
+
+ANECDOTE OF WASHINGTON.
+
+PART II.
+
+
+O, how that mother's straining eyes followed the struggling youth! How
+her heart sunk when he went under, and with what joy she saw him emerge
+again from the waters, and, flinging the waves aside with his strong
+arms, struggle on in pursuit of her boy!
+
+But it seemed as if his generous efforts were not to succeed; for,
+though the current was bearing off the boy before his eyes, scarcely ten
+feet distant, he could not overtake the drowning child.
+
+Twice the boy went out of sight; and a suppressed shriek escaped the
+mother's lips; but twice he reappeared, and then, with hands wrung
+wildly together, and breathless anxiety, she followed his progress, as
+his form was hurried onward.
+
+The youth now appeared to redouble his exertions, for they were
+approaching the most dangerous part of the river.
+
+The rush of waters at this spot was tremendous, and no one ventured to
+approach it, even in a canoe, lest he should be dashed to pieces.
+
+What, then, would be the youth's fate, unless he soon overtook the
+child? He seemed fully sensible of the increasing peril, and now urged
+his way through the foaming current with a desperate strength. Three
+times he was on the point of grasping the child, when the water's
+whirled the prize from him.
+
+The third effort was made just as they were entering within the
+influence of the current above the falls; and when it failed, the
+mother's heart sunk within her, and she groaned, fully expecting the
+youth to give up his task.
+
+But no; he only pressed forward the more eagerly; and, as they
+breathlessly watched, amid the boiling waters, they saw the form of the
+youth following close after that of the boy.
+
+And now both pursuer and pursued shot to the brink of the falls. An
+instant they hung there, distinctly visible amid the foaming waters.
+Every brain grew dizzy at the sight.
+
+But a shout burst from the spectators, when they saw the child held
+aloft by the right arm of the youth--a shout that was suddenly changed
+to a cry of horror, when they both vanished into the raging waters
+below!
+
+The mother ran forward, and then stood gazing with fixed eyes at the
+foot of the falls. Suddenly she gave the glad cry, "There they are! See!
+they are safe! Great God, I thank Thee!"
+
+And, sure enough, there was the youth still unharmed. He had just
+emerged from the boiling vortex below the falls. With, one hand he held
+aloft the child, and with the other he was making for the shore.
+
+They ran, they shouted, they scarcely knew what they did, until they
+reached his side, just as he was struggling to the bank. They drew him
+out almost exhausted.
+
+The boy was senseless; but his mother declared that he still lived, as
+she pressed him to her bosom. The youth could scarcely stand, so faint
+was he from his exertions.
+
+Who can describe the scene that followed--the mother's calmness while
+striving to bring her boy to life, and her wild gratitude to his
+preserver, when the child was out of danger, and sweetly sleeping in her
+arms?
+
+"God will give you a reward," said she. "He will do great things for you
+in return for this day's work, and the blessings of thousands besides
+mine will attend you."
+
+And so it was: for, to the hero of that hour were afterward confided the
+destinies of a mighty nation. Throughout his long career, what tended to
+make him honored and respected beyond all men, was the spirit of
+self-sacrifice which, in the rescue of that mother's child, as in the
+more important events of his life, characterized George Washington.
+
+
+ * * * * *
+
+
+Directions for Reading.--Read the first two pages of the lesson
+quietly, but not slowly. About the middle of page 299, the manner of
+reading should be changed, when the feeling of anxiety is turned to
+that of joy.[19]
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils rewrite the first paragraph of the lesson,
+changing _past tenses_ to _present tenses_ throughout.
+
+What effect will this change have upon the meaning?
+
+
+[19] This lesson, seventh paragraph from the end.
+
+
+ * * * * *
+
+
+
+
+LESSON LXIII
+
+
+ex ist'ing, _living_.
+
+mas'sive _large and solid_.
+
+hy e'na, _a beast of prey_.
+
+cau'tion, _great care_.
+
+strat'a gem, _a secret way; trick_.
+
+de pends', _trusts to_.
+
+mar'vel ous, _wonderful_.
+
+jack'al, _a beast of prey_.
+
+pro cure', _obtain_.
+
+a dorn', _make beautiful_.
+
+
+ * * * * *
+
+
+
+
+THE OSTRICH.
+
+
+The ostrich is the largest of all birds now existing, and is found
+chiefly in the sandy deserts of Africa and Arabia.
+
+A full-grown African ostrich stands from seven to nine feet in height,
+to the top of its head, and will weigh from two to three hundred pounds.
+
+The body of the ostrich is large and massive; the legs are long,
+measuring four feet or more, and the neck is of about the same length as
+the legs.
+
+The head is small for so large a bird; but its feet with their two great
+toes are of good size, and possess astonishing strength.
+
+An ostrich's beak is short and blunt; its neck slender and covered with
+gray down. Its eyes are large and bright, and the sense of sight so keen
+that it can readily see a distance of from four to six miles. It hears
+and sees equally well, and can only be approached by stratagem.
+
+The feathers of the male ostrich are of a glossy black, with the
+exception of the large plumes of the wing-feathers, which in both the
+male and female are snowy white.
+
+To procure these beautiful white plumes is the chief object in hunting
+the ostrich. Those plumes when plucked are sent to foreign countries,
+and used to adorn ladies' hats, and for various other purposes.
+
+The ostrich feeds on vegetable substances; but as an aid to digestion,
+it sometimes swallows stones, glass, paper, nails, and pieces of wood.
+
+An incident is related of an ostrich on exhibition in Paris, swallowing
+a gold watch and chain. A gentleman approached within reach of the beak
+of the bird, and, in the twinkling of an eye, the watch and chain were
+snatched from his pocket and swallowed.
+
+Although the ostrich has wings, it can not fly--it depends upon its
+strong legs and feet for speed, and can run much faster than a horse.
+
+The strength of the ostrich is marvelous. Its only weapon of defence is
+its long and muscular leg.
+
+[Illustration.]
+
+It is accustomed to kick directly forward, and it is said by those who
+have observed this habit, that a single blow from its gigantic two-toed
+foot is sufficient to kill a panther, a jackal, or a hyena.
+
+No better idea of its strength can be given than the fact of its being
+employed for riding. A traveler, writing about two ostriches he saw in a
+village in Africa, says:
+
+"These gigantic birds were so tame that two boys mounted together the
+larger one. The ostrich no sooner felt their weight, than it started
+off at full speed and carried them several times around the village.
+
+"This trial pleased me so much that I wished to have it repeated; and in
+order to test their strength, I had a full-grown man mount the smaller
+bird, and two men the larger bird.
+
+"At first, they started with caution; but presently they spread their
+wings and went off at such a speed that they seemed scarcely to touch
+the ground."
+
+The voice of the ostrich is deep and hollow, and is said to resemble at
+times the roar of the lion. The bird frequently makes a kind of cackling
+noise, and when enraged at an enemy, it hisses very loudly.
+
+Ostriches make their nests in the sand. One female will, in a single
+season, lay from twenty to thirty eggs, weighing about three pounds
+each.
+
+Most of these she places in the nest, standing them on one end; but some
+of them are left outside of the nest as food for her young when they are
+hatched.
+
+The natives of Africa are very fond of ostrich eggs, using them for
+food. In taking the eggs, they exercise great caution; for should the
+birds discover them, they would break all the eggs and leave the nest.
+
+Young ostriches are readily tamed. Some families in Africa keep them as
+we do chickens. They play with children, sleep in the houses, and when a
+family moves, the ostriches follow the camels, frequently carrying the
+children on their backs.
+
+Within the past few years, ostriches have been brought to this country;
+and places called ostrich farms have been established in California and
+other States, for the purpose of raising them for their feathers.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils point out any points that are omitted from
+the following
+
+Analysis.--1. Where the ostrich lives. 2. Its size and appearance--body,
+head, neck, eyes, feathers, and plumes. 3. Its food. 4. An incident. 5.
+Its speed. 6. Its strength,--leg and foot. 7. Riding ostriches. 8.
+Voice of ostrich. 9. Nests and habits of the birds. 10. Ostriches in
+this country.
+
+Change such points as may be found necessary, and use the _analysis_ in
+describing some well-known bird.
+
+
+ * * * * *
+
+
+
+
+LESSON LXIV.
+
+
+plead, _urge as a reason_.
+
+breach, _a breaking, as of a promise_.
+
+re buke', _call attention to wrong-doing_.
+
+strew, _spread; scatter_.
+
+chide, _find fault with_.
+
+re sent'nent, _anger on account of an injury_.
+
+un a vail'ing, _useless; not helping in any way_.
+
+jus'tice, _honesty; what is right_.
+
+
+ * * * * *
+
+
+
+
+TO-DAY AND TO-MORROW.
+
+
+ If Fortune, with a smiling face,
+ Strew roses on our way,
+ When shall we stoop to pick them up?--
+ To-day, my friend, to-day.
+ But should she frown with face of care,
+ And talk of coming sorrow,
+ When shall we grieve, if grieve we must?--
+ To-morrow, friend, to-morrow.
+
+ If those who have wronged us own their fault,
+ And kindly pity pray,
+ When shall we listen and forgive?--
+ To-day, my friend, to-day.
+ But if stern justice urge rebuke,
+ And warmth from memory borrow,
+ When shall we chide, if chide we dare?--
+ To-morrow, friend, to-morrow.
+
+ If those to whom we owe a debt
+ Are harmed unless we pay,
+ When shall we struggle to be just?--
+ To-day, my friend, to-day.
+ But if our debtor fail our hope,
+ And plead his ruin thorough,
+ When shall we weigh his breach of faith?--
+ To-morrow, friend, to-morrow.
+
+ For virtuous acts and harmless joys
+ The minutes will not stay;--
+ We have always time to welcome them
+ To-day, my friend, to-day.
+ But care, resentment, angry words,
+ And unavailing sorrow,
+ Come far too soon, if they appear
+ To-morrow, friend, to-morrow.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let some pupil in the class state the manner
+in which the lesson should be read.
+
+What is the effect of repeating the words _to-day_ and _to-morrow_, in
+the fourth and eighth lines of each stanza?
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils give the meaning of each stanza in their
+own words.
+
+_Warmth from memory borrow_ means become more angry when we remember
+our own acts of kindness toward the person now doing us injury.
+
+Explain the meaning of the following expressions.
+
+ _Strew roses on our way._
+
+ _Breach of faith._
+
+
+ * * * * *
+
+
+
+
+LESSON LXV.
+
+
+ref'uge, _a place of safety_.
+
+fo'li age, _leaves and branches of trees or shrubs_.
+
+op pressed', _heavily burdened_.
+
+be tray', _give information to an enemy_.
+
+con trived', _managed; arranged_.
+
+rec'og nized, _knew by seeing_.
+
+ren'der, _give; make_.
+
+im'mi nent, _close by; threatening_.
+
+com pel', _make one do any thing_.
+
+cav'al ry, _soldiers mounted on horses_.
+
+false, _not true; unreal_.
+
+re spond'ed, _answered; replied_.
+
+
+ * * * * *
+
+
+
+
+AN INCIDENT OF THE REVOLUTION.
+
+
+During the Revolutionary War, when the American people were fighting
+for independence, a governor of one of the colonies found himself in
+great danger of being captured by British soldiers.
+
+The governor, whose name was Griswold, contrived to reach the house of
+a relative, and while there, was informed that the soldiers had
+discovered his place of refuge and were then on their way to seize him.
+
+Griswold at once realizing that his peril was imminent, determined, if
+possible, to reach a small stream, where he had left a boat so hidden,
+by the foliage that it could not be seen from the road.
+
+In great haste and excitement, he left the house and proceeded in the
+direction of the river. Passing through an orchard, he encountered a
+young girl about twelve years old. She was watching some pieces of
+linen cloth which were stretched out on the grass for the purpose of
+bleaching.
+
+Hetty--that was the girl's name--was seated under a tree with her
+knitting, and had near her a pail of water, from which she occasionally
+sprinkled the cloths to keep them damp.
+
+She started up and was somewhat frightened when she saw a man leaping
+over the fence; but soon recognized him to be her cousin.
+
+"O, is it you, cousin!" exclaimed Hetty; "you frightened me--where are
+you going?"
+
+"Hetty," he replied, "the soldiers are seeking for me, and I shall lose
+my life, unless I can reach the boat before they come. I want you to
+run down toward the shore and meet them."
+
+"They will surely ask for me; and then you must tell them that I have
+gone up the road to catch the mail-cart, and they will turn off the
+other way."
+
+"But, cousin, how can I say so?--it would not be true. O, why did you
+tell me which way you were going?"
+
+"Would you betray me, Hetty, and see me put to death? Hark! they are
+coming. I hear the clink of their horses' feet. Tell them I have gone
+up the road and Heaven will bless you."
+
+"Those who speak false words will never be happy," said Hetty. "But
+they shall not compel me to tell which way you go, even if they kill
+me--so run as fast as you can."
+
+"I am afraid it is too late to run, Hetty; where can I hide myself?"
+
+"Be quick, cousin. Get down and lie under this cloth; I will throw it
+over you and go on sprinkling the linen."
+
+"I will do it, for it is my last chance."
+
+He was soon concealed under the heavy folds of the long cloth. A few
+minutes afterward, a party of cavalry dashed along the road. An officer
+saw the girl and called out to her in a loud voice--
+
+"Have you seen a man run this way?"
+
+"Yes, sir," replied Hetty.
+
+"Which way did he go?"
+
+"I promised not to tell, sir."
+
+"But you must tell me this instant; or it will be worse for you."
+
+"I will not tell, for I must keep my word."
+
+"Let me question her, for I think I know the child," said a man who was
+guide to the party. "Is your name Hetty Marvin?"
+
+"Yes, sir."
+
+"Perhaps the man who ran past you was your cousin?"
+
+"Yes, sir, he was."
+
+"Well, we wish to speak with him. What did he say to you when, he came
+by?"
+
+"He told me that he had to run to save his life."
+
+"Just so--that was quite true. I hope he will not have far to run. Where
+was he going to hide himself?"
+
+"My cousin said that he would go to the river to find a boat, and he
+wanted me to tell the men in search of him that he had gone the other
+way to meet the mail-cart."
+
+"You are a good girl, Hetty, and we know you speak the truth. What did
+your cousin say when he heard that you could not tell a lie to save his
+life?"
+
+"He asked, would I betray him and see him put to death?"
+
+"And you said you would not tell, if you were killed for it."
+
+Poor Hetty's tears fell fast as she responded, "Yes, sir."
+
+"Those were brave words, and I suppose he thanked you and ran down the
+road as fast as he could?"
+
+"I promised not to tell which way he went, sir."
+
+"O yes, I forgot; but tell me his last words, and I will not trouble you
+any more."
+
+"He said, 'I will do it, for it is my last chance.'"
+
+Hetty was now oppressed with great fear; she sobbed aloud, and hid her
+face in her apron. The soldiers thought they had obtained all the
+information they could, and rode off toward the river-side.
+
+While Griswold lay hidden at the farm, he had agreed upon a signal with
+his boatmen, that if in trouble he would put a white cloth by day, or a
+light at night, in the attic window of his place of concealment. When
+either signal was seen, the men were to be on the watch, ready to render
+him assistance in case of need.
+
+No sooner had the soldiers ridden away, than Griswold's friends in the
+house hung out a white cloth from the window, to warn the boatmen, who
+then pulled out to sea.
+
+The boat, with two men in it, was nearly out of sight by the time the
+soldiers reached the shore, and this caused them to conclude that
+Griswold had effected his escape.
+
+Meantime he lay safe and quiet until the time came for Hetty to go home
+to supper. Then he requested her to go and ask her mother to put the
+signal-lamp in the window as it grew dark, and send him clothes and
+food. The signal was seen, the boat returned, and Griswold made his way
+to it in safety.
+
+In better days, when the war was over, and peace declared, he named one
+of his daughters Hetty Marvin, that he might daily think of the brave
+young cousin whose sense and truth-speaking had saved his life.
+
+
+ * * * * *
+
+
+
+
+LESSON LXVI.
+
+
+con sume', _use entirely; exhaust_.
+
+cul ti va'tion, _attending to the growth of plants_.
+
+ex'ports, _the products of a country which are sold to other countries_
+
+trans por ta'tion, _carrying_.
+
+o'val, _shaped like an egg_.
+
+prin'ci pal, _chief; that which is most important_.
+
+es'ti mat ed, _stated in regard to quantity_.
+
+se lect'ed, _chosen; picked out_.
+
+ter'mi nates, _comes to an end_.
+
+
+ * * * * *
+
+
+
+
+TROPICAL FRUITS.
+
+
+Those who have not visited tropical countries, can scarcely imagine the
+wonders of their vegetation. There is nothing in the northern half of
+the United States, with which to compare the richness of the vegetable
+growth of the tropics.
+
+In the Southern States of our Union, as well as in Mexico and Central
+America, there are found many of the same plants and trees that grow in
+countries lying still nearer the equator.
+
+The various kinds of fruits which grow in these countries, form a very
+large portion of the exports. Among those that are most commonly sent to
+us, are bananas, oranges, lemons, dates, cocoa-nuts, and figs.
+
+In countries where the banana grows most abundantly, no article of food
+which the natives can obtain, requires so little trouble in its
+cultivation.
+
+One has only to set out a few banana sprouts, and await the result. In a
+short time, a juicy stem shoots up to the height of fifteen or twenty
+feet.
+
+It is formed of nothing more than a number of leaf stalks rolled one
+over the other, and grows sometimes to a thickness of two feet.
+
+Two gigantic leaves grow out from the top, ten feet long and two feet
+broad. They are so very thin and tender that a light wind splits them
+into ribbons.
+
+From the center of the leaves a very strong stalk rises up, which
+supports the cluster of bananas. There are sometimes over one hundred
+bananas to a single stalk.
+
+A cluster of ripe bananas will weigh from sixty to seventy pounds, and
+represents a large amount of food. When a stalk has produced and ripened
+its fruit, it begins to wither and soon dies.
+
+In a very short time, however, new sprouts spring up from the old root,
+and ere long the native has another cluster. So rapidly do they follow
+each other, that one cluster is scarcely consumed before another one is
+ready to ripen.
+
+Bananas ripened on the stalk will not bear transportation to any great
+distance; therefore, when selected for export, the clusters are cut off
+while the bananas are very green.
+
+Another valuable fruit of the tropics is the date. This fruit grows on a
+tree called the date-palm, that is found in both Asia and Africa.
+
+The date-palm is a majestic tree, rising to the height of sixty feet or
+more, without branches, and with a trunk of uniform thickness throughout
+its entire length.
+
+It begins to bear fruit about eight years after it has been planted, and
+continues to be productive from seventy to one hundred years.
+
+Dates are oval in shape, and have a long solid stone. They form the
+principal food of the inhabitants of some of the eastern countries, and
+are an important article of commerce.
+
+When they are perfectly ripe, they possess a delightful perfume, and are
+very agreeable to the taste.
+
+In preparing dates to be sent to distant countries, they are gathered a
+short time before they are quite ripe, dried in the sun on mats, and
+finally packed in boxes or straw sacks.
+
+Travelers in the deserts of Africa, often carry dried dates with them
+for their chief food, during a journey of hundreds of miles.
+
+The Arabs grind dried dates into a powder which they call date flour. If
+this is packed away in a dry place, it will keep for years, and only has
+to be moistened with a little water to prepare it for eating.
+
+One of the most valuable and productive of tropical trees is the
+cocoa-nut palm. It grows largely in both the East and West Indies, and
+elsewhere throughout the torrid zone.
+
+It rises to a height of from sixty to one hundred feet, and terminates
+in a crown, of graceful, waving leaves. Some of these leaves reach a
+length of twenty feet, and have the appearance of gigantic feathers.
+
+The fruit consists of a thick outward husk of a fibrous structure, and
+within this, is the ordinary cocoa-nut of commerce.
+
+The shell of the nut is hard and woody, and a little over a quarter of
+an inch in thickness. Next to this shell is the kernel, which is also a
+shell about half an inch thick, and composed of a white substance very
+pleasant to the taste. Within this white eatable shell, is a milky
+liquid, called cocoa-nut milk.
+
+[Illustration]
+
+The cocoa-nut is very useful to the natives of the regions in which it
+grows. The nuts supply a large portion of their food, and the milky
+fluid inclosed within, forms a pleasant and refreshing drink.
+
+The shell of the nut is made into cups, and from the kernel, cocoa-nut
+oil is pressed out and largely used in making soap and for other
+purposes.
+
+In Ceylon, the tree is cultivated extensively. It is estimated that
+there are twenty million trees in that island, and that each tree
+produces about sixty nuts yearly. The wealth of a native is based upon
+the number of cocoa-nut palms he owns.
+
+Another well-known tropical fruit is the fig, which grows on a bush or
+small tree about eighteen or twenty feet high.
+
+The fig-tree is now cultivated in all the Mediterranean countries, but
+the larger portion of the American supply comes from western Asia and
+the south of France.
+
+The varieties are extremely numerous, and the fruit is of various
+colors, from deep purple to yellow, or nearly white.
+
+The trees usually bear two crops--one in the early summer, the other in
+the autumn.
+
+When ripe, the figs are picked and spread out to dry in the sun. Thus
+prepared, the fruit is packed closely in barrels, baskets, or wooden
+boxes, for commerce.
+
+Oranges and lemons are cultivated in nearly all warm countries. They
+grow on trees somewhat smaller than apple trees, and must be picked for
+export while they are hard and green.
+
+They ripen during transportation, so that green oranges put up and sent
+to us from Sicily or other distant points, change to a golden yellow
+color by the time they reach us.
+
+Oranges are grown largely in Florida and Louisiana, extensive orange
+orchards being frequently met with in traveling through those States.
+The oranges grown there are considered very choice, and are generally
+sweeter than those brought from Italy.
+
+
+ * * * * *
+
+
+Language Lesson.--Define the following words, giving the meaning of
+each part as indicated by hyphens: _ex-port-ing, un-common-ly,
+dis-trust-ful, pro-vid-ing, un-bear-able, un-hope-ful_.
+
+The syllables _placed before_ a stem are called _prefixes_; those
+_placed after_ a stem, _suffixes_.
+
+The words _shall_ and _will_ are used to indicate _future time_; as, I
+shall go; you will go; he will go.
+
+The three tenses of an action may in a general way be represented by the
+words _yesterday, to-day_, and _to-morrow_.
+
+Let pupils fill blanks in the following statements, and state the tense
+of each action.
+
+ We ---- go to see them next week.
+
+ John ---- last night.
+
+ You and I ---- in school at the present time.
+
+
+ * * * * *
+
+
+
+
+LESSON LXVII.
+
+
+found'ed, _established; placed_.
+
+gar'ri son, _soldiers stationed in a fort or town_.
+
+strode, _walked with long steps_.
+
+coun'cil, _a number of men called together for advice_.
+
+in cit'ing, _moving to action_.
+
+de vot'ed, _very much attached_.
+
+de feat'ed, _overcome_.
+
+cul'ture, _a high state of knowledge_.
+
+or'na ment ed, _adorned_.
+
+wam'pum, _shells used by the Indians as money or for ornament_.
+
+fan tas'tic, _wild; irregular_.
+
+
+ * * * * *
+
+
+
+
+THE STORY OF DETROIT.
+
+
+The early history of Detroit is highly romantic. It was founded in 1701
+as a military colony.
+
+It soon became one of the most important of the western outposts of
+Canada, and as the French and Indians were usually on the most friendly
+terms, the colony for a long time existed in a state of happiness and
+contentment.
+
+At the close of the French War, Detroit contained over two thousand
+inhabitants. Canadian dwellings with their lovely gardens lined the
+banks of the river for miles.
+
+Within the limits of the settlement were several Indian villages. Here
+the light-hearted French-Canadian smoked his pipe and told his story,
+and the friendly Indian supplied him with game and joined in his
+merry-making.
+
+In the year 1760, Detroit was taken possession of by the English. The
+Indians hated the English, as much as they had loved the French.
+
+Pontiac, the ruling spirit of the forests at this time, was a most
+powerful and statesmanlike chief. When he found that his friends, the
+French, had lost their power, he sought to unite the Indian tribes
+against the English colonies, and to destroy the English garrison at
+Detroit by strategy.
+
+He was chief of the Ottawas, but possessed great influence over several
+other tribes. Pontiac believed, and that truly, that the establishment
+of English colonies would be fatal to the interests of the Indian race.
+
+He strode through the forests like a giant, inciting the tribes to war.
+He urged a union of all the Indian nations from the lakes to the
+Mississippi for the common defense of the race.
+
+There lived near Detroit a beautiful Indian girl, called Catharine. The
+English commander, Gladwyn, was pleased with her, and showed her many
+favors, and she formed a warm friendship for him.
+
+One lovely day in May, this girl came to the fort and brought Gladwyn a
+pair of elk-skin moccasins. She appeared very sad.
+
+"Catharine," said Gladwyn, "what troubles you to-day?"
+
+She did not answer at once. There was a silent struggle going on in her
+heart. She had formed a strong attachment for the white people, and she
+was also devoted to her own race.
+
+"To-morrow," she said at length, "Pontiac will come to the fort with
+sixty of his chiefs. Each will be armed with a gun, which will be cut
+short and hidden under his blanket. The chief will ask to hold a
+council. He will then make a speech, and offer a belt of wampum as a
+peace-offering.
+
+"As soon as he holds up the belt, the chiefs will spring up and shoot
+the officers, and the Indians outside will attack the English. Every
+Englishman will be killed. The French inhabitants will be spared."
+
+Gladwyn made immediate preparations to avoid the danger which threatened
+them. The soldiers were put under arms. Orders were given to have them
+drawn up in line on the arrival of the Indians the following day.
+
+The next morning Indian canoes approached the fort from the eastern
+shores. They contained Pontiac and his sixty chiefs. At ten o'clock the
+chiefs marched to the fort, in fantastic procession. Each wore a colored
+blanket, and was painted, plumed, or in some way gaily ornamented.
+
+As Pontiac entered the fort, a glance showed him that his plot was
+discovered. He passed in amazement through glittering rows of steel, he
+made a speech, expressing friendship; but he did not dare to lift the
+wampum belt which was to have been the signal for attack. He was allowed
+to depart peaceably.
+
+When he found that his plot had been discovered, his anger knew no
+bounds. He gathered his warriors from every hand and laid siege to
+Detroit. He was defeated, and with his defeat ended the power of the
+Indian tribes in the region of the Upper Lakes.
+
+Detroit became an English town, and afterward an American city. She has
+gathered to herself the wealth of the fertile regions which lie around
+her, as well as the commerce of the broad inland seas on either hand.
+To-day she has more than one hundred and twenty thousand inhabitants,
+and is famous for her wealth and culture.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils review, as a written exercise, the
+spelling of the following words.
+
+
+ treasure rheumatism group desperate
+ release mischievous courtesy separate
+ weary approach redoubled vegetable
+ stealthy caution mighty stratagem
+ peasants exhausted fortnight spectator
+ concealed draughts knowledge necessary
+ freight guidance flickering particular
+
+
+In the sentences given below, change the verbs so as to represent the
+action as completed.
+
+"The chiefs march to the fort in fantastic procession. They find that
+their plot is discovered. Pontiac immediately gathers his warriors from
+every hand, and lays siege to Detroit. He is defeated, and with his
+defeat, the power of the Indian tribes is at an end."
+
+In the last two sentences, change the verbs so as to represent future
+time.
+
+Let pupils make out an _analysis_ and use it in treating the subject--
+
+ _The town (or city) that I live in._
+
+_Suggestion_.--Include the location and early history of the town. Its
+present population. Its different manufactures. How to get to it. Its
+chief points of interest to a stranger. Anecdotes.
+
+
+ * * * * *
+
+
+
+
+LESSON LXVIII.
+
+
+heave, _raise; lift_.
+
+mack'er el, _a fish spotted with blue, and largely used for food_.
+
+con geals', _freezes; grows hard from cold_.
+
+ant'lers, _branching horns_.
+
+a main', _suddenly; at once_.
+
+lurks, _lies hidden_.
+
+reels, _frames for winding fishing lines_.
+
+teem'ing, _containing in abundance_.
+
+car'i bou, _a kind of reindeer_.
+
+Mick'mack, _a tribe of Indians_.
+
+
+ * * * * *
+
+
+
+
+THE FISHERMEN.
+
+
+ Hurra! the seaward breezes
+ Sweep down the bay amain;
+ Heave up, my lads, the anchor!
+ Run up the sail again!
+ Leave to the lubber landsmen
+ The rail-car and the steed;
+ The stars of heaven shall guide us
+ The breath of heaven shall speed.
+
+ From the hill-top looks the steeple,
+ And the light-house from the sand;
+ And the scattered pines are waving
+ Their farewell from the land.
+ One glance, my lads, behind us,
+ For the homes we leave, one sigh,
+ Ere we take the change and chances
+ Of the ocean and the sky.
+
+ Where in mist the rock is hiding,
+ And the sharp reef lurks below,
+ And the white squall smites in summer,
+ And the autumn tempests blow;
+ Where, through gray and rolling vapor,
+ From evening unto morn,
+ A thousand boats are hailing,
+ Horn answering unto horn.
+
+ Hurra! for the Red Island,
+ With the white cross on its crown!
+ Hurra! for Meccatina,
+ And its mountains bare and brown!
+ Where the caribou's tall antlers
+ O'er the dwarf-wood freely toss,
+ And the footsteps of the Mickmack
+ Have no sound upon the moss.
+
+ There we'll drop our lines, and gather
+ Old ocean's treasures in,
+ Where'er the mottled mackerel
+ Turns up a steel-dark fin.
+ The sea's our field of harvest,
+ Its scaly tribes our grain;
+ We'll reap the teeming waters
+ As at home they reap the plain.
+
+ Though the mist upon our jackets
+ In the bitter air congeals,
+ And our lines wind stiff and slowly
+ From off the frozen reels;
+ Though the fog be dark around us,
+ And the storm blow high and loud,
+ We will whistle down the wild wind,
+ And laugh beneath the cloud!
+
+ Hurra!--Hurra!--the west wind
+ Comes freshening down the bay,
+ The rising sails are filling--
+ Give way, my lads, give way!
+ Leave the coward landsman clinging
+ To the dull earth like a weed--
+ The stars of heaven shall guide us,
+ The breath of heaven shall speed!
+
+
+ * * * * *
+
+
+Directions for Reading.--Let some pupil in the class state in what
+manner the lesson should be read.
+
+
+ * * * * *
+
+
+Language Lesson.--Change the verbs throughout the sixth stanza so as
+to represent past action.
+
+Give the time indicated in the following sentences.
+
+ I _am thinking_ about it. I _am going_ to-morrow.
+
+As _verb-forms_ do not always determine the _time of an action_, we
+must call an action _past, present_, or _future_, in accordance with
+the meaning indicated by the verb.
+
+
+ * * * * *
+
+
+
+
+LESSON LXIX.
+
+
+op er a'tions, _ways of working; deeds_.
+
+e vap'o rat ed, _has the moisture taken from it_.
+
+au'ger, _a tool used in boring holes_.
+
+shan'ty, _a hut; a poor dwelling_.
+
+e nor'mous, _of very large size_.
+
+su per in tend'ing, _directing; taking care of_.
+
+an nounce', _give first notice of; make known_.
+
+de li'cious, _affording great pleasure, especially to the taste_.
+
+de'tails, _small parts of any thing_.
+
+clar'i fied, _made clear or pure_.
+
+
+ * * * * *
+
+
+
+
+MAKING MAPLE SUGAR.
+
+PART I.
+
+
+There is no part of farming that a boy enjoys more than the making of
+maple sugar; it is better than "blackberrying," and nearly as good as
+fishing.
+
+And one reason he likes this work is that somebody else does the most of
+it. It is a sort of work in which he can appear to be very active, and
+yet not do much.
+
+In my day maple-sugar-making used to be something between picnicking and
+being shipwrecked on a fertile island, where one should save from the
+wreck, tubs and augers, and great kettles and pork, and hen's-eggs and
+rye-and-indian bread, and begin at once to lead the sweetest life in the
+world.
+
+I am told that it is something different nowadays, and that there is
+more desire to save the sap, and make good, pure sugar, and sell it for
+a large price.
+
+I am told that it is the custom to carefully collect the sap and bring
+it to the house, where there are built brick arches, over which it is
+evaporated in shallow pans, and that pains are taken to keep the leaves,
+sticks, ashes and coals out of it, and that the sugar is clarified.
+
+In short, that it is a money-making business, in which there is very
+little fun, and that the boy is not allowed to dip his paddle into the
+kettle of boiling sugar and lick off the delicious syrup.
+
+As I remember, the country boy used to be on the lookout in the spring
+for the sap to begin running. I think he discovered it as soon as
+anybody.
+
+Perhaps he knew it by a feeling of something starting in his own
+veins--a sort of spring stir in his legs and arms, which tempted him to
+stand on his head, or throw a handspring, if he could find a spot of
+ground from which the snow had melted.
+
+The sap stirs early in the legs of a country boy, and shows itself in
+uneasiness in the toes, which, get tired of boots, and want to come out
+and touch the soil just as soon as the sun has warmed it a little.
+
+The country boy goes barefoot just as naturally as the trees burst their
+buds, which were packed and varnished over in the fall to keep the water
+and the frost out.
+
+Perhaps the boy has been out digging into the maple-trees with his
+jack-knife; at any rate, he is pretty sure to announce the discovery as
+he comes running into the house in a state of great excitement, with
+"Sap's runnin'!"
+
+And then, indeed, the stir and excitement begin. The sap-buckets, which
+have been stored in the wood-house, are brought down and set out on the
+south side of the house and scalded.
+
+The snow is still a foot or more deep in the woods, and the ox-sled is
+got out to make a road to the sugar camp. The boy is every-where
+present, superintending every thing, asking questions, and filled with a
+desire to help the excitement.
+
+It is a great day when the cart is loaded with the buckets, and the
+procession starts into the woods. The sun shines brightly; the snow is
+soft and beginning to sink down; the snow-birds are twittering about,
+and the noise of shouting and of the blows of the axe echoes far and
+wide.
+
+In the first place the men go about and tap the trees, drive in the
+spouts, and hang the buckets under. The boy watches all these operations
+with the greatest interest.
+
+He wishes that some time when a hole is bored into a tree that the sap
+would spout out in a stream, as it does when a cider-barrel is tapped.
+
+But it never does, it only drops, sometimes almost in a stream, but on
+the whole slowly, and the boy learns that the sweet things of the world
+have to be patiently waited for, and do not usually come otherwise than
+drop by drop.
+
+Then the camp is to be cleared of snow. The shanty is re-covered with
+boughs. In front of it two enormous logs are rolled nearly together, and
+a fire is built between them.
+
+Forked sticks are set at each end, and a long pole is laid on them, and
+on this are hung the great iron kettles. The huge hogsheads are turned
+right side up, and cleaned out to receive the sap that is gathered.
+
+The great fire that is kindled is never allowed to go out, night or day,
+so long as the season lasts. Somebody is always cutting wood to feed it;
+somebody is busy most of the time gathering in the sap.
+
+Somebody is required to watch the kettles that they do not boil over,
+and to fill them. It is not the boy, however; he is too busy with things
+in general to be of any use in details.
+
+He has his own little sap-yoke and small pails, with which he gathers
+the sweet liquid. He has a little boiling-place of his own, with small
+logs and a tiny kettle.
+
+
+ * * * * *
+
+
+Directions for Reading.--In the second line of the lesson, after the
+word _more_, a pause should be made for the purpose of giving special
+effect to the words which follow. This is called a _rhetorical pause_.
+
+In the third and fourth lines, point out the _rhetorical pauses_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let some pupil explain the meaning of the third
+paragraph of the lesson.
+
+Change the verbs in the last paragraph so as to indicate _future
+time_.
+
+
+ * * * * *
+
+
+
+
+LESSON LXX.
+
+
+grim'y, _dirty_.
+
+re al i za'tion, _the act of coming true_.
+
+in vent'ed, _found out; contrived_.
+
+per mit'ted, _allowed_.
+
+dis solved', _melted; broken up_.
+
+a vid'i ty, _eagerness_.
+
+re duced', _made smaller in quantity_.
+
+sen sa'tion, _feeling_.
+
+crys'tal lize, _change into hard particles of a regular shape_.
+
+
+ * * * * *
+
+
+
+
+MAKING MAPLE SUGAR.
+
+PART II.
+
+
+In the great kettles the boiling of the sap goes on slowly, and the
+liquid, as it thickens, is dipped from one to another, until in the end
+kettle it is reduced to syrup, and is taken out to cool and settle,
+until enough is made to "sugar off."
+
+To "sugar off" is to boil the syrup until it is thick enough to
+crystallize into sugar. This is the grand event, and is only done once
+in two or three days.
+
+But the boy's desire is to "sugar off" all the time. He boils his kettle
+down as rapidly as possible; he is not particular about chips, scum, or
+ashes.
+
+He is apt to burn his sugar; but if he can get enough to make a little
+wax on the snow, or to scrape from the bottom of the kettle with his
+wooden paddle, he is happy.
+
+A great deal is wasted on his hands, and the outside of his face, and on
+his clothes, but he does not care; he is not stingy.
+
+To watch the operations of the big fire gives him constant pleasure.
+Sometimes he is left to watch the boiling kettles, with a piece of pork
+tied on the end of a stick, which he dips into the boiling mass when it
+threatens to go over.
+
+He is constantly tasting of it, however, to see if it is not almost
+syrup. He has a long, round stick, whittled smooth at one end, which he
+uses for this purpose, at the constant risk of burning his tongue.
+
+The smoke blows in his face; he is grimy with ashes; he is altogether
+such a mass of dirt, stickiness, and sweetness, that his own mother
+wouldn't know him.
+
+He likes to boil eggs with the hired man in the hot sap; he likes to
+roast potatoes in the ashes, and he would live in the camp day and night
+if he were permitted.
+
+To sleep there with the men, and awake in the night and hear the wind in
+the trees, and see the sparks fly up to the sky, is a perfect
+realization of all the stories of adventures he has ever read.
+
+He tells the other boys afterward that he heard something in the night
+that sounded very much like a bear. The hired man says that he was very
+much scared by the hooting of an owl.
+
+The great occasions for the boy, though, are the times of "sugaring
+off." Sometimes this used to be done in the evening, and it was made the
+excuse for a frolic in the camp.
+
+The neighbors were invited; sometimes even the pretty girls from the
+village, who filled all the woods with their sweet voices and merry
+laughter, were there, too.
+
+The tree branches all show distinctly in the light of the fire, which
+lights up the bough shanty, the hogsheads, the buckets on the trees, and
+the group about the boiling kettles, until the scene is like something
+taken out of a fairy play.
+
+At these sugar parties every one was expected to eat as much sugar as
+possible; and those who are practiced in it can eat a great deal.
+
+It is a peculiar fact about eating warm maple sugar, that though you
+may eat so much of it one day as to be sick, you will want it the next
+day more than ever.
+
+At the "sugaring off" they used to pour the hot sugar upon the snow,
+where it congealed into a sort of wax, which I suppose is the most
+delicious substance that was ever invented. And it takes a great while
+to eat it.
+
+If you should close your teeth firmly on a lump of it, you would be
+unable to open your mouth until it dissolved. The sensation while it is
+melting is very pleasant, but it will not do to try to talk, for you can
+not.
+
+The boy used to make a big lump of it and give it to the dog, who seized
+it with great avidity, and closed his jaws on it, as dogs will on any
+thing.
+
+It was funny the next moment to see the expression of perfect surprise
+on the dog's face when he found that he could not open his jaws.
+
+He shook his head; he sat down in despair; he ran round in a circle; he
+dashed into the woods and back again.
+
+He did every thing except climb a tree, and howl. It would have been
+such a relief to him if he could have howled. But that was the one thing
+he could not do.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils change the verbs in the following lines,
+so that they will indicate _present time_.
+
+"He shook his head; he sat down in despair; he ran around in a circle;
+he dashed into the woods and back again."
+
+Suggestion.--Let the teacher, from time to time, select stories, and
+have them read before the class. After the reading, let pupils make
+oral _analyses_. The stories should be short, and the exercise
+conducted without the use of pencils or paper.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXI.
+
+
+en'sign, _flag_.
+
+dis man'tled, _stripped of masts, sails, and guns_.
+
+pa tri ot'ic, _full of love for one's country_.
+
+hulk, _a dismantled ship_.
+
+frig'ate, _a ship of war_.
+
+tat'tered, _torn_.
+
+me'te or, _a fiery body in the heavens_.
+
+van'quished, _conquered; overcome_.
+
+har'pies, _destroyers_.
+
+manned, _supplied with men_.
+
+
+ * * * * *
+
+
+
+
+OLD IRONSIDES.
+
+
+During our second war with Great Britain, which began in the year 1812,
+many battles were fought both on land and sea.
+
+Among the ships of war belonging to the United States Government, was a
+frigate named the Constitution. She was built about the beginning of
+the present century, and owing to her good fortune in many engagements,
+her seamen gave her the name of "Old Ironsides."
+
+She was in active service throughout the entire war, and captured five
+ships of war from the British, two of which were frigates.
+
+In all her service, her success was remarkable. She never lost her
+masts, never went ashore, and though so often in battle, no very serious
+loss of life ever occurred on her decks. Her entire career was that of
+what is called in the navy "a lucky ship."
+
+Perhaps this may be explained by the fact that she always had excellent
+commanders, and that she probably possessed as fine a ship's company as
+ever manned a frigate.
+
+In 1829, the Government ordered the Constitution to be dismantled and
+taken to pieces, because she had become unfit for service.
+
+At that time, Oliver Wendell Holmes, who has since become famous as a
+writer, was a young man twenty years of age, about completing his
+studies at Harvard College.
+
+When he heard of the intended destruction of "Old Ironsides," he went
+directly to his room, and, inspired by patriotic feelings, wrote the
+following poem.
+
+
+OLD IRONSIDES.
+
+ Ay, tear her tattered ensign down!
+ Long has it waved on high,
+ And many an eye has danced to see
+ That banner in the sky;
+ Beneath it rung the battle shout
+ And burst the cannons' roar:
+ The meteor of the ocean air
+ Shall sweep the clouds no more.
+
+ Her deck, once red with heroes' blood,
+ Where knelt the vanquished foe,
+ When winds were hurrying o'er the flood
+ And waves were white below,
+ No more shall feel the victors' tread,
+ Or know the conquered knee:
+ The harpies of the shore shall pluck
+ The eagle of the sea!
+
+ O, better that her shattered hulk
+ Should sink beneath the wave!--
+ Her thunders shook the mighty deep,
+ And there should be her grave.
+ Nail to the mast her holy flag,
+ Set every threadbare sail,
+ And give her to the god of storms,
+ The lightning, and the gale!
+
+
+The effect of this poem upon the people was so great that a general
+outcry arose against the destruction of the gallant old ship.
+
+The Government was induced to reconsider its determination. The old ship
+was saved, repaired, and for many years has delighted the eyes of
+thousands of people who have visited her.
+
+At present, she is used as a receiving-ship at the United States Navy
+Yard, Portsmouth, New Hampshire.
+
+
+ * * * * *
+
+
+Directions for Reading.--With what tone of voice should the prose part
+of the lesson be read?
+
+Read the poetry--first, slowly and quietly; then, in a loud tone of
+voice, expressing the feeling of anger.
+
+Which method of reading the poem do the pupils prefer?
+
+Which do they think represents the poet's feelings?
+
+Let pupils pronounce in concert, and singly, the following words: _hero,
+year, people, deep, eagle, knee, serious, meteor, complete, pieces_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils point out and explain the unusual
+expressions found in the first two stanzas, writing out a list of the
+changes made.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXII.
+
+
+ver'tic al, _upright_.
+
+cat'a ract, _a great fall of water over a precipice_.
+
+pro vis'ions, _stock of food_.
+
+con struct'ed, _made; formed_.
+
+in cred'i ble, _not easily believed_.
+
+sta'tion a ry, _not moving; fixed_.
+
+ex tinct', _inactive; dead_.
+
+de pos'it, _that which is laid or thrown down_.
+
+ap'er ture, _an opening_.
+
+di am'e ter, _distance across or through_.
+
+com pris'es, _includes; contains_.
+
+
+ * * * * *
+
+
+
+
+NATURAL WONDERS OF AMERICA.
+
+PART I.
+
+
+Within the vast extent of territory belonging to the United States,
+there are many wonderful natural curiosities which attract visitors from
+all parts of the world.
+
+A short description of some of the principal attractions is here given,
+with the hope that many who read this lesson, may at some time visit a
+part or all that are noticed.
+
+
+GEYSERS OF THE YELLOWSTONE PARK.
+
+
+The Yellowstone Park is a tract of country fifty-five by sixty-five
+miles in extent, lying mainly in the northwest corner of the Territory
+of Wyoming, but including a narrow belt in southern Montana. It
+contains nearly thirty-six hundred square miles, and is nearly three
+times as large as the State of Rhode Island. No equal extent of country
+on the globe comprises such a union of grand and wonderful scenery.
+
+Numerous hot springs, steam jets, and extinct geyser cones exist in the
+Yellowstone basin. Just beyond the western rim of the basin, lies the
+grand geyser region of Fire-Hole River.
+
+Scattered along both banks of this stream are boiling springs from two
+to twelve feet across, all in active operation.
+
+One of the most noted geysers of this district is "Old Faithful." It
+stands on a mound thirty feet high, the crater rising some six feet
+higher still.
+
+The eruptions take place about once an hour, and continue fifteen or
+twenty minutes, the column of water shooting upward with terrific force,
+from one hundred to one hundred and fifty feet.
+
+The great mass of water falls directly back into the basin, flowing over
+the edges and down the sides in large streams. When the action ceases,
+the water recedes from sight, and nothing is heard but an occasional
+escape of steam until another eruption occurs.
+
+[Illustration]
+
+Just across the river and close to the margin, a small conical mound is
+observed, about three feet high, and five feet in diameter at the base.
+
+No one would suspect it to be an active geyser. But in 1871, a column of
+water entirely filling the crater shot from it, which by actual
+measurement was found to be two hundred and nineteen feet high.
+
+Not more than a hundred yards from the river, there is a large oval
+aperture eighteen feet wide and twenty-five feet long. The sides are
+covered with a grayish-white deposit which is distinctly visible at a
+depth of a hundred feet below the surface.
+
+This geyser is known as the "Giantess," and a visitor in describing it
+states that "no water could be discovered on the first approach, but it
+could be distinctly heard gurgling and boiling at a great distance
+below. Suddenly it began to rise, spluttering and sending out huge
+volumes of steam, causing a general scattering of our company.
+
+"When within about forty feet of the surface, it became stationary, and
+we returned to look upon it. All at once it rose with incredible
+rapidity, the hot water bursting from the opening with terrific force,
+rising in a column the full size of this immense aperture to the height
+of sixty feet.
+
+"Through, and out of the top of this mass, five or six lesser jets or
+round columns of water, varying in size from six to fifteen inches in
+diameter, were projected to the marvelous height of two hundred and
+fifty feet."
+
+[Illustration: View in the Grand Cañon]
+
+
+THE CAÑONS OF THE COLORADO RIVER.
+
+
+The length of the Colorado River, from the sources of the Green River,
+is about two thousand miles.
+
+For five hundred miles of this distance, the river has worn deep cuts or
+gorges through the soft rock, called cañons.
+
+The rocky sides of these cañons form lofty vertical walls, which, in
+some places, rise to a height of more than a mile above the surface of
+the water.
+
+The largest and most noted of these vast gorges is the Grand Cañon,
+which extends a distance of more than two hundred miles. The height of
+the walls of this cañon varies from four thousand to seven thousand
+feet.
+
+The river, as it runs through it, is from fifty to three hundred feet
+wide. So swift is the current, that it is almost impossible to float a
+boat down the stream without having it dashed to pieces against the
+rocky walls on either side.
+
+The first descent through these cañons was made in 1867, from a point on
+Grand River, about thirty miles above its junction with Green River.
+
+Three men were prospecting for gold, and being attacked by Indians and
+one of their number killed, the other two decided to attempt the descent
+of the river, rather than retrace their steps through a country where
+Indians were numerous.
+
+They constructed a raft of a few pieces of drift-wood, and having
+secured their arms and provisions, commenced their journey down the
+stream.
+
+A few days afterward, while the raft was descending a cataract, one of
+the men was drowned and all the provisions were washed overboard.
+
+The third man, hemmed in by the walls of the cañon, continued the
+journey alone amid great perils from cataracts, rocks, and whirlpools.
+
+For ten days he pursued, his lonely way, tasting food but twice during
+the whole time. Once he obtained a few green pods and leaves from bushes
+growing along the stream, and the second time from some friendly
+Indians.
+
+At last he succeeded in reaching Callville in safety, after having
+floated several hundred miles.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXIII.
+
+
+pro por'tions, _relations of parts to each other_.
+
+in te'ri or, _the inside_.
+
+al a bas'ter, _a kind of whitish stone_.
+
+chasm, _a deep opening_.
+
+a're a, _any surface, as the floor of a room_.
+
+an'cient, _belonging to past ages_.
+
+un ex am'pled, _without a similar case_.
+
+co los'sal, _of great size_.
+
+feat'ure, _any thing worthy of notice_.
+
+dra'per y, _hangings of any kind_.
+
+o ver awed', _held in a state of fear_.
+
+sur pass'ing, _exceeding others_.
+
+
+ * * * * *
+
+
+
+
+NATURAL WONDERS OF AMERICA.
+
+PART II.
+
+
+THE MAMMOTH CAVE.
+
+
+In the year 1809, a hunter named Hutchins, while pursuing a bear in
+Edmondson County, Kentucky, was surprised to see the animal disappear
+into a small opening in the side of a hill.
+
+Upon examining the spot, Hutchins found that the opening led into a
+cave. Following up the examination soon after, it was discovered that
+the cave was immense in its proportions.
+
+On account of its great size, it was named Mammoth Cave. It has an area
+of several hundred square miles, and two hundred and twenty-three known
+and numbered avenues, with a united length of from one hundred and
+fifty to two hundred miles.
+
+The interior of this cave is divided by huge columns and walls of stone
+into chambers of various shapes and sizes. Some of these are large
+enough to afford standing room for thousands of people.
+
+One of the largest of these chambers is called Mammoth Dome. This room
+is four hundred feet long, one hundred and fifty feet wide, and two
+hundred and fifty feet in height.
+
+The walls of this grand room are curtained by alabaster drapery in
+vertical folds and present to the eye a scene of unexampled beauty and
+grandeur.
+
+A large gateway at one end of this room opens into another room, in
+which the position of the huge stone pillars, reminds one of the ruins
+of some ancient temple.
+
+Six colossal columns, or pillars, eighty feet high and twenty-five feet
+in diameter, standing in a half circle, are among the imposing
+attractions of this wonderful room.
+
+Another striking feature of Mammoth Cave is what is called the Dead Sea.
+This body of water is four hundred feet long, forty feet wide, and very
+deep.
+
+A curious fish is found in this dark lake. It is without eyes, and, in
+form and color, is different from any fish found outside the cave.
+
+There are found also a blind grasshopper, without wings, and a blind
+crayfish of a whitish color, both of which are very curious and
+interesting.
+
+The fact that these living creatures are blind would seem to indicate
+that nature had produced them for the distinct purpose of inhabiting
+this dark cave.
+
+
+NIAGARA FALLS.
+
+
+Of all the sights to be seen on this continent, there is none that
+equals the great Falls of Niagara River, situated about twelve miles
+north of Buffalo, in the State of New York.
+
+On first beholding this most wonderful of all known cataracts, one is
+overawed by its surpassing grandeur, "and stunned by the sound of the
+falling waters as by a roar of thunder."
+
+For quite a distance above the falls, the Niagara River is about one
+mile wide, and flows with great swiftness.
+
+Just at the edge of the cataract stands Goat Island, which divides the
+waters of the river, and makes two distinct cataracts; one on the
+Canadian side, and one on the American side of the river.
+
+The one on the Canadian side, called from its shape the Horse-shoe Fall,
+is eighteen hundred feet wide, and one hundred, and fifty-eight feet
+high. The other, called the American Fall, is six hundred feet wide, and
+one hundred and sixty-four feet high.
+
+As the immense body of water leaps over this vast precipice, it breaks
+into a soft spray, which waves like a plume in the wind. At times, when
+the rays of the sun strike this spray, a rainbow is formed which
+stretches itself across the deep chasm, and produces a beautiful effect.
+
+During the winter, much of the water and spray freezes, and as each
+moment adds to the frozen mass, some curious and wonderful ice
+formations are produced.
+
+Sometimes, during a very cold winter, the ice at the foot of the falls
+forms a complete bridge from one shore to the other.
+
+An interesting feature of a visit to these falls is a descent to the
+level of the foot of the cataract behind the great sheet of water.
+
+A long flight of steps leads down to a secure footing between the rocky
+precipice and the falling torrent. By a narrow footpath, it is possible
+for the visitor to pass between this column of water and the wall of
+rock.
+
+Once behind the sheet of water, the roar is deafening. One can only
+cling to the narrow railing or his guide, as he picks his way for more
+than a hundred feet behind the roaring torrent.
+
+A single misstep, a slip, or a fall, and nothing remains but a horrible
+death by being dashed to pieces upon the jagged rocks below.
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out four places in the lesson where
+words would likely be run together by a careless reader.
+
+The word _cañon_ is pronounced _can'yon_.
+
+
+ * * * * *
+
+
+Language Lesson.--Give rules for marks of punctuation and capital
+letters used in the first paragraph of the account of Niagara Falls.
+
+Let pupils make out an _analysis_ in five or six parts, treating some
+well-known scene.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXIV.
+
+
+vo ra'cious, _greedy; very hungry_.
+
+o ver whelmed', _overcome by force of numbers_.
+
+a bound'ing, _existing in large numbers_.
+
+as cend'ing, _going up_.
+
+her'ald ed, _gave notice of_.
+
+im pet'u ous, _furious; without care for what happens_.
+
+crim'i nals, _those who have broken the law_.
+
+con'cen trate, _gather in a large mass_.
+
+in tol'er a ble, _not to be borne_.
+
+ir re sist'i ble, _can not be opposed_.
+
+
+ * * * * *
+
+
+
+
+AFRICAN ANTS.
+
+
+A strange kind of ant is very abundant in the whole region I have
+traveled over in Africa, and is the most voracious creature I ever met.
+It is the dread of all living animals, from the leopard to the smallest
+insect.
+
+I do not think that these ants build nests or homes of any kind. At any
+rate they carry nothing away, but eat all their prey on the spot. It is
+their habit to march through the forests in a long, regular line--a line
+about two inches broad and often several miles in length. All along this
+line are larger ants, who act as officers, stand outside the ranks, and
+keep this singular army in order.
+
+If they come to a place where there are no trees to shelter them from
+the sun, whose heat they can not bear, they immediately build
+underground tunnels, through which the whole army passes in columns to
+the forest beyond. These tunnels are four or five feet underground, and
+are used only in the heat of the day, or during a storm.
+
+When, they grow hungry the long file spreads itself through the forest
+in a front line, and attacks and devours all it overtakes with a fury
+which is quite irresistible. The elephant and gorilla fly before this
+attack. The black men run for their lives. Every animal that lives in
+their line of march is chased.
+
+They seem to understand and act upon the tactics of Napoleon, and
+concentrate with great speed their heaviest forces upon the point of
+attack. In an incredibly short space of time the mouse, or dog, or
+leopard, or deer, is overwhelmed, killed, eaten, and the bare skeleton
+only remains.
+
+They seem to travel night and day. Many a time have I been awakened out
+of a sleep, and obliged to rush from the hut and into the water to save
+my life, and after all suffered intolerable agony from the bites of the
+advance-guard, that had got into my clothes.
+
+When they enter a house they clear it of all living things. Cockroaches
+are devoured in an instant. Rats and mice spring round the room in vain.
+An overwhelming force of ants kill a strong rat in less than a minute,
+in spite of the most frantic struggles, and in less than another minute
+its bones are stripped. Every living thing in the house is devoured.
+
+They will not touch vegetable matter. Thus they are in reality very
+useful, as well as dangerous, to the natives, who have their huts
+cleaned of all the abounding vermin, such as immense cockroaches and
+centipedes, at least several times a year.
+
+When on their march the insect world flies before them, and I have often
+had the approach of an ant-army heralded to me by this means. Wherever
+they go they make a clean sweep, even ascending to the tops of the
+highest trees in pursuit of their prey.
+
+Their manner of attack is an impetuous leap. Instantly the strong
+pincers are fastened, and they let go only when the piece gives way.
+
+At such times this little animal seems animated by a kind of fury which
+causes it to disregard entirely its own safety, and to seek only the
+conquest of its prey. The bite of these ants is very painful.
+
+The natives relate that in former times it was the custom to expose
+criminals in the path of these ants, as the most cruel way that was
+known of putting them to death.
+
+
+ * * * * *
+
+
+Directions for Reading.--Name the _emphatic words_ in the last
+paragraph of the lesson, and mark the _inflections_.
+
+In determining upon the _emphasis_ to be given to the words of a
+sentence, the only guide we have to follow is the _meaning_. We must
+ask ourselves, "Which, words are of special importance to the meaning?"
+
+
+ * * * * *
+
+
+Language Lesson.--Change each of the sentences given below to
+_statements_, expressing as nearly as possible the same meaning.
+
+ "What troubles you to-day?"
+
+ "Tell me at once what the matter is!"
+
+ "Let us shout for Meccatina, and its mountains bare and brown!"
+
+Model.--"What is your name?" changed to the form of a _statement_,
+becomes--"I wish you to tell me your name."
+
+Let pupils write four _questions_, and then change them to
+_statements_, expressing as nearly as possible the same meaning.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXV.
+
+
+plun'dered, _stripped of their goods by force_.
+
+surge, _a rolling swell of water; billows_.
+
+verge, _extreme side or edge_.
+
+sheer, _straight up and down_.
+
+frag'ments, _pieces; small portions_.
+
+vis'ion _scene; imaginary picture_.
+
+a byss', _chasm; deep space_.
+
+phan'tom, _ghost; airy spirit_.
+
+
+ * * * * *
+
+
+
+
+THE LEAP OF ROUSHAN BEG.
+
+
+ Mounted on Kyrat strong and fleet,
+ His chestnut steed with four white feet,
+ Roushan Beg, called Kurroglou,
+ Son of the road and bandit chief,
+ Seeking refuge and relief,
+ Up the mountain pathway flew.
+
+ Such was Kyrat's wondrous speed,
+ Never yet could any steed
+ Reach the dust-cloud in his course.
+ More than maiden, more than wife,
+ More than gold, and next to life,
+ Roushan the Robber loved his horse.
+
+ In the land that lies beyond
+ Erzeroum and Trebizond,
+ Garden-girt his fortress stood.
+ Plundered khan, or caravan
+ Journeying north from Koordistan,
+ Gave him wealth and wine and food.
+
+ Seven hundred and fourscore
+ Men at arms his livery wore,
+ Did his bidding night and day.
+ Now, through regions all unknown,
+ He was wandering, lost, alone,
+ Seeking without guide his way.
+
+ Suddenly the pathway ends,
+ Sheer the precipice descends,
+ Loud the torrent roars unseen;
+ Thirty feet from side to side
+ Yawns the chasm; on air must ride
+ He who crosses this ravine.
+
+ Following close in his pursuit,
+ At the precipice's foot,
+ Reyhan the Arab of Orfah
+ Halted with his hundred men,
+ Shouting upward from the glen,
+ "La Illah'illa Allah'!"
+
+ Gently Roushan Beg caressed
+ Kyrat's forehead, neck, and breast;
+ Kissed him upon both his eyes;
+ Sang to him in his wild way,
+ As upon the topmost spray
+ Sings a bird before it flies.
+
+ "O my Kyrat, O my steed,
+ Round and slender as a reed,
+ Carry me this peril through!
+ Satin housings shall be thine,
+ Shoes of gold, O Kyrat mine,
+ O thou soul of Kurroglou!
+
+ "Soft thy skin as silken skein,
+ Soft as woman's hair thy mane,
+ Tender are thine eyes and true;
+ All thy hoofs like ivory shine,
+ Polished bright; O, life of mine,
+ Leap and rescue Kurroglou!"
+
+ Kyrat, then, the strong and fleet,
+ Drew together his four white feet,
+ Paused a moment on the verge,
+ Measured with his eye the space,
+ And into the air's embrace
+ Leaped as leaps the ocean surge.
+
+ As the ocean surge o'er sand
+ Bears a swimmer safe to land,
+ Kyrat safe his rider bore;
+ Rattling down the deep abyss,
+ Fragments of the precipice
+ Rolled like pebbles on a shore.
+
+ Roushan's tassled cap of red
+ Trembled not upon his head,
+ Careless sat he and upright;
+ Neither hand nor bridle shook,
+ Nor his head he turned to look,
+ As he galloped out of sight.
+
+ Flash of harness in the air,
+ Seen a moment, like the glare
+ Of a sword drawn from its sheath;
+ Thus the phantom horseman passed,
+ And the shadow that he cast
+ Leaped the cataract underneath.
+
+ Reyhan the Arab held his breath
+ While this vision of life and death
+ Passed above him. "Allahu!"
+ Cried he. "In all Koordistan
+ Lives there not so brave a man
+ As this Robber Kurroglou!"
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils point out where changes in tone of
+voice occur in reading this lesson.
+
+What lines in the last two stanzas are to be joined in reading?
+
+Keep the lungs sufficiently full of air to avoid stopping to breathe at
+such places as would injure the sense.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils select a subject, and then make out an
+_analysis_ to use in treating it.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXVI
+
+
+mu se'um, _a place where curiosities are exhibited_.
+
+ban'daged, _bound with strips of cloth_.
+
+dy'nas ties, _governments; families of kings_.
+
+ex plored', _searched; examined_.
+
+pop'u lat ed, _peopled; filled with people_.
+
+gen era' tions, _succession of families or peoples_.
+
+e rect'ed, _raised; built_.
+
+cal'cu lat ed, _estimated_.
+
+flour'ished, _prospered; thrived_.
+
+
+ * * * * *
+
+
+
+
+EGYPT AND ITS RUINS.
+
+PART I.
+
+
+Egypt embraces that part of Africa occupied by the valley of the River
+Nile. For many centuries, it was a thickly populated country, and at one
+time possessed great influence and wealth, and had reached an advanced
+state of civilization.
+
+The history of Egypt extends through a period of about six thousand
+years. During this time great cities were built which flourished for
+hundreds of years.
+
+Owing to wars and changes of government many of these cities were
+destroyed, and nothing of them now remains but massive and extensive
+ruins.
+
+Pyramids were built, obelisks erected, canals projected, and many other
+vast enterprises were carried out.
+
+Remains of these are to be seen to-day, some in ruins, some fairly
+preserved, and, altogether, they give present generations an idea of the
+wealth and power of the different dynasties under which they were built.
+
+[Illustration]
+
+Not far from Cairo, which is now the principal city of Egypt, are the
+famous pyramids. These are of such immense proportions, that from a
+distance their tops seem to reach the clouds.
+
+They are constructed of blocks of stone. Some of these blocks are of
+great size, and how the builders ever put them into their places, is a
+question we can not answer.
+
+It is supposed that the construction of one of these pyramids required
+more than twenty years' labor from thousands of men.
+
+The largest pyramid is four hundred and sixty-one feet high, seven
+hundred and forty-six feet long at the base, and covers more than twelve
+acres of ground. In all, sixty-seven of these pyramids have been
+discovered and explored.
+
+They are the tombs in which the ancient kings and their families were
+buried. In the interior of these pyramids, many chambers were
+constructed to contain their stone coffins.
+
+It has been calculated that one of the principal pyramids could contain
+three thousand seven hundred rooms of large size.
+
+The bodies of those who were buried in the pyramids were preserved from
+decay by a secret process, known only to the priests.
+
+[Illustration]
+
+After the bodies were prepared, they were wrapped in bands of fine
+linen, and on the inside of these was spread a peculiar kind of gum.
+There were sometimes a thousand yards of these bands on a single body.
+
+After they were thus prepared, a soft substance was placed around the
+bandaged body. This covering, when it hardened, kept the body in a
+complete state of preservation.
+
+[Illustration]
+
+These coverings are now called mummy-cases, and the bodies they inclose,
+mummies.
+
+These bodies were finally placed, in huge stone coffins, many of which
+were covered with curious carvings.
+
+Some of these mummies have been found, that are said to be over three
+thousand years old. However, when the wrappings are removed from them,
+many of the bodies have been so well preserved, as to exhibit the
+appearance of the features as in life.
+
+Large numbers of these mummies have been carried to other countries and
+placed on exhibition in museums.
+
+Among the mummies brought to this country, are some of the best
+specimens which have yet been discovered.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils mark the _inflection_ and point out
+_emphatic words_ in the first two paragraphs of the lesson.
+
+Show positions of the _rhetorical pauses_ in the first paragraph on
+page 363.[20]
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils review, as a written exercise, the
+spelling of the following words.
+
+
+ receding principal rubbish punctual
+ precipice council orphan microscope
+ justice civilized threshold muscles
+ precious merchandise especially traveler
+ physician recognize anecdote marvelous
+ sufficient apologize character benefited
+ vicious poisonous tremendous intelligent
+
+
+Let pupils select a subject and make out an _analysis_ for its
+treatment.
+
+Each point in the _analysis_ will require a separate paragraph
+for its treatment.
+
+Be careful to use capital letters and marks of punctuation correctly.
+
+
+[20] Paragraph beginning, "Remains of these are to be seen to-day...."
+
+
+ * * * * *
+
+
+
+
+LESSON LXXVII.
+
+
+de vic'es, _curious marks or shapes_.
+
+in scrip'tion, _any thing cut or written on a solid substance_.
+
+trans lat'ing, _expressing in another language_.
+
+mem'o ra ble, _worthy of being remembered_.
+
+spec'i mens, _small portions of things_.
+
+in ge nu'i ty, _skill in inventing_.
+
+tour'ists, _travelers; sight-seers_.
+
+ded'i cat ed, _set apart for a special purpose_.
+
+cer'e mo nies, _forms; special customs_.
+
+site, _the place where any thing is fixed_.
+
+mon'o lith, _a column consisting of a single stone_.
+
+o rig'i nal ly, _in the first place_.
+
+
+ * * * * *
+
+
+
+
+EGYPT AND ITS RUINS.
+
+PART II.
+
+
+The ancient Egyptians erected many obelisks in various parts of their
+country. These were monuments made from single pieces of hard stone, and
+in some cases reached a height of more than a hundred feet.
+
+They were placed before gateways leading to the principal temples and
+palaces, and were covered with curious carvings in the stone, which
+represented the language of the people at that time.
+
+It thus appears that their written language was not composed of letters
+and words alone, like our own; but that they used pictures of animals,
+including birds, human figures, and other devices of a singular nature,
+to express their thoughts and ideas.
+
+Until the year 1799, it was impossible for the scholars of modern
+nations to read this strange language. In that year, however, a stone
+tablet was discovered by a French engineer, containing an inscription
+written in three languages.
+
+One of these was in the characters of the ancient Egyptian and another
+in those of the Greek. Upon translating the Greek writing, it was
+discovered to be a copy of the inscription in the Egyptian language.
+
+By comparing the words of these inscriptions with many others, the
+formation of this peculiar language was ascertained. It was then learned
+that the inscriptions on these obelisks were the records of memorable
+events, and the heroic deeds of their kings and heroes.
+
+Many of these obelisks have been taken from their positions in Egypt and
+transported with great labor to other countries. Nearly two thousand
+years ago the Roman emperors began to carry them to the city of Rome.
+Altogether, nearly fifty of these remarkable monuments were taken away
+and set up in that city. They were then, as now, regarded as curious
+examples of the ingenuity of the ancients who first made them.
+
+[Illustration: The Obelisk in Central Park, New York, and as it appeared
+in Egypt.]
+
+In later years, specimens were taken to Paris and London, and more
+recently one was brought to America, and set up in the Central Park, New
+York City.
+
+This one belongs to the largest class, being nearly seventy feet high
+and about eight feet square at the base.
+
+The accompanying cut shows the position of this obelisk as it appeared
+when standing near the city of Alexandria, Egypt.
+
+The difficulty of transporting one of these huge stone columns is so
+great, that for a long time it was thought impossible to remove it from
+Egypt to this country.
+
+In their large cities, the Egyptians built massive temples which were
+dedicated to religious ceremonies. Some of them, although now in ruins,
+are considered to be among the most remarkable productions of the
+ancients.
+
+Tourists who nowadays sail up the River Nile and visit the site of the
+city of Thebes, the ancient capital of Egypt, are struck with amazement
+at the vast ruins surrounding them.
+
+On the eastern side of the Nile lies what is left of the temple of
+Karnak.
+
+Imagine a long line of courts, gateways, and halls; here and there an
+obelisk rising above the ruins, and shutting off the view of the forest
+of columns!
+
+This mass of ruins, some lying in huge heaps of stone, others perfect
+and pointed as when they were first built, is approached on every side
+by avenues and gateways of colossal grandeur.
+
+The temple originally covered an area of two hundred and seventy acres,
+inclosed within a wall of brick. Parts of this wall are still visible,
+while the rest lies crumbled and broken.
+
+It is difficult to realize the grand appearance of the thirty rows of
+stone columns standing within the wall. Some of them that are still
+perfect, are capped with enormous monolith capitals, and it is said that
+one hundred men could stand on one of them without crowding.
+
+The hall itself is four hundred and twenty-two feet long by one hundred
+and sixty-five feet broad. The stones of the ceiling are supported by
+one hundred and thirty-four columns, which are still standing, and of
+which the largest measures ten feet in diameter, and more than
+seventy-two feet in height. They are covered with carvings and
+paintings whose colors are still bright, even after a lapse of forty
+centuries.
+
+Gazing on what he sees around, the traveler becomes lost in an effort to
+form some idea of the grandeur and vastness of the original.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils read one or more of the paragraphs
+in a whisper, so as to improve _articulation_.
+
+Mark _rhetorical pauses_ in the last paragraph of the lesson.
+
+Name _emphatic words_ in the same paragraph, and state whether the
+_rhetorical pauses _occur before or after these words.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils write _statements_, each containing one
+of the following words, used in such a manner as to show its proper
+meaning: _haul, hall; site, sight; piece, peace; our, hour; sum,
+some_.
+
+Rules for the Analysis of a Subject.--Select such points as are
+necessary to make the treatment of the subject complete.
+
+Add such points as will increase the interest felt in the subject.
+
+Arrange the points in a natural and easy order.
+
+Note.--In treating an historical subject, it is necessary to arrange
+the points in the order in which they occurred. In description, it is
+best to adopt some plan of treatment, and arrange the points according
+to the plan decided upon.
+
+
+ * * * * *
+
+
+
+
+DEFINITIONS
+
+OF NEW WORDS USED IN THIS BOOK, THAT DO NOT APPEAR
+AT THE HEADS OF THE LESSONS.
+
+
+_A_
+
+a board', _on board of_.
+ac cept', _take; receive_.
+ac'ci dents, _effects; unusual results_.
+ac cord'ing ly, _agreeably to a plan_.
+ac count', _statement of facts; bill_.
+ad mit'tance, _permission to enter; entrance_.
+ad vice', _opinion worthy to be followed; counsel_.
+af ford', _give; produce_.
+a'gen cy, _office of an agent; action_.
+aid, _help; assistance_.
+al to geth'er, _with united action;
+ completely_.
+a mid', _in the midst of; surrounded by_.
+anxi' e ty (ang zi'e ty), _concern respecting some future event_.
+ap plause', _praise_.
+ap ply', _suit; agree_.
+arch'es, _places made of stone, brick, etc_.
+art, _skill_.
+a shamed', _affected by a feeling of shame_.
+as sist'ing, _helping; aiding_.
+as sure', _tell truly; make sure or certain_.
+at tempt', _try; make an effort_.
+at ten'tion, _care; notice_.
+av'e nues, _broad streets; openings_.
+a wait'ed, _waited for_.
+a ware', _informed_.
+awk'ward, _clumsy; ungraceful_.
+ay, _yes_.
+
+
+_B_
+
+bade, _said_.
+ban'dit, _robber_.
+ban'ner, _flag_.
+base, _lower part_.
+bid'ding, _command; order_.
+bil'lows, _large waves_.
+bon'ny, _handsome; beautiful_.
+bor'row, _to receive from another with the intention of returning_.
+bore, _carried_.
+bor'ders, _edges; outer parts_.
+braced, _took a firm stand_.
+braid'ed, _woven or twined together_
+brick, _a body made of clay and water and hardened by fire_.
+bri'er, _a prickly plant or shrub_.
+brig, _a vessel with two masts, square-rigged_.
+brill'iant, _splendid; shining_.
+brim'ming, _full; nearly overflowing_.
+bris'tling, _standing erect_.
+bul'let, _small ball of lead_.
+bur'den, _that which is carried_.
+but'ter fly, _a winged insect of many colors_.
+
+
+_C_
+
+cack'ling, _sharp and broken in sounds_.
+ca nals', _water-courses made by man_.
+ca'per ing, _playing; dancing_.
+capped, _covered over at the top_.
+cap tiv'ity, _state of being a prisoner_.
+car'go, _burden; load_.
+cas'ters, _rollers or small wheels_.
+ceil'ing, _the upper surface of a room_.
+cen'ter, _the middle point of any thing_.
+cen'ti pedes, _a kind of insect having a great number of feet_.
+cent'u ry, _one hundred years_.
+chan'nel, _the regular course of a river_.
+cheat'ed, _taken unfair advantage of; robbed_.
+chose, _wished; desired_.
+cin'ders, _small pieces of coal or wood partly burned_.
+cir'cu lar, _round; shaped like a circle_.
+cli'mate, _state or condition of the air as regards heat, cold,
+ and moisture_.
+clink, _sharp ringing sound_.
+clum'sy, _awkward; ungraceful_.
+clus'ter, _number of things of the same kind growing together_.
+cock'roach es, _insects with long, flattish bodies_.
+cof'fins, _cases in which dead bodies are placed_.
+coin, _piece of stamped metal used for money_.
+col'umn, _a dark cloud of regular shape; a shaft of stone_.
+com mand'ed, _had charge of; ordered_.
+com plaint', _expression of anger_.
+com plete', _entire; perfect_.
+con clude', _make up one's mind_.
+con'duct, _manner of action_.
+con fined', _kept within limits_.
+con nect'ed, _joined_.
+con'quered, _subdued; overcome_.
+con'quest, _act of taking by force_.
+con sid'er a bly, _in a manner worthy of notice_.
+con sid'er ing, _thinking; regarding_.
+con'stant ly, _all the time_.
+con'tact, _touching; meeting_.
+con tained', _held_.
+con'ti nent, _a great extent of land unbroken by water_.
+con tin'u ally, _all the time_.
+con verse', _talk_.
+cour' age, _boldness_.
+cow'ard, _one who lacks courage_.
+crack'ling, _sharp noises_.
+creek, _a small river or brook; a bay_.
+crew (kru), _the sailors who man a ship_.
+croak'ing, _making a hoarse noise_.
+crook'ed, _not straight_.
+crop, _what grows in a season_.
+cured, _made well_.
+cu ri os'i ty, _eager desire to find out something_.
+cur'rent, _motion of a river_.
+cus'tom, _way of acting; habit_.
+cut'ter, _small boat used by ships of war_.
+
+
+_D_
+
+dames, _women_.
+debt, _that which is owed_.
+de'cent, _fit; suitable_.
+de clare', _say with firmness_.
+deed, _act; that which is done_.
+de fence', _protection_.
+dense, _thick; close_.
+de scrip'tion, _an account_.
+de sert'ed, _left; given up_.
+de struc'tion, _ruin_.
+de ter'mine, _decided; resolved_.
+di'et, _what is eaten or drunk_.
+di rect'ly, _instantly; immediately_.
+dis ap point'ed, _grieved; filled with regret_.
+dis as'ters, _unfortunate events_.
+dis ease', _illness; sickness_.
+dis hon'est, _not honest; faithless_.
+dis miss' ing, _putting or sending away_.
+dis o beyed', _went contrary to orders_.
+dis pose', _sell; part with_.
+dis re gard', _lose sight of_.
+dis'trict, _part of a country; region_.
+di vide', _separate into equal shares or parts_.
+dome, _very high and broad roof_.
+drag, _pull; draw_.
+drays, _kinds of carts_.
+dread'ful, _full of terror_.
+drift, _borne along by the current of a river_.
+driz'zling, _falling in very small drops_.
+drowned, _deprived of life by water_.
+duck'ing, _plunging into water_.
+
+
+_E_
+
+earth'quake, _a shaking or trembling of the earth_.
+ech'oes, _is heard_.
+ef fects', _results_.
+ef'fort (furt), _struggle; attempt_.
+em brace', _clasp; grasp_.
+em'pire, _the country of an emperor_.
+en'e my, _one who hates another_.
+en gaged', _occupied; taken_.
+en'gines, _machines used for applying force_.
+en raged', _made very angry_.
+en tire', _whole_.
+ere, _before_.
+er'rand, _short journeys on business_.
+ex am'ple, _a pattern; a copy_.
+ex'cel lent (ek), _very good_.
+ex cep'tion, _that which is left out or omitted_.
+ex cite'ment, _intense feeling_.
+ex cla ma'tion, _a cry; that which is cried out_.
+ex'er cise, _bodily exertion_.
+ex hi bi'tion, _show; display_.
+ex pla na'tion, _that which makes clear_.
+ex ten'sive ly, _widely; largely_.
+ex'tra, _more than usual_.
+
+
+_F_
+
+fac'to ries, _places where things are made_.
+fare well', _good-by_.
+fa'vors, _kind acts_.
+fear'less ly, _without fear_.
+feast, _a joyous meal_.
+feat, _a difficult act_.
+fee'ble, _weak; sickly_.
+fer'ry, _a place to cross a river_.
+fig'ured, _ornamented with marks_.
+file, _a row of soldiers ranged behind one another_.
+flanks, _the fleshy parts of the sides of animals_.
+flee, _to run away_.
+flood, _great flow of water_.
+flour, _ground wheat_.
+flu'id, _water, or any liquid_.
+foot'men, _male servants_.
+for ma'tions, _things of certain shape or form_.
+for'tress, _a fort; a castle_.
+fort'une, _chance; luck_.
+frol'ic some, _merry; playful_.
+fu'el, _material for fire_.
+
+
+_G_
+
+gal'lop, _a rapid movement, as of horses_.
+gar'ret, _the upper room of a house_.
+gems, _precious stones_.
+gen'eral ly, _usually; commonly_.
+gleam'ing, _shining brightly_.
+glee, _joy; happiness_.
+glim'mer, _a faint light_.
+glis'ten ing, _sparkling; shining_.
+globe, _the earth; a round body_.
+glo'ri ous, _grand; splendid_.
+glos'sy, _smooth; shining_.
+gor'ges, _narrow passages_.
+gos'sip, _foolish talk_.
+gov'ern ment, _the power that controls a people_.
+grand, _large; imposing_.
+grum'bled, _complained; found fault with_.
+guard, _that which protects_.
+guests, _visitors_.
+gur'gling, _flowing in a noisy current_.
+
+
+_H_
+
+hatch, _the cover for an opening in a vessel's deck_.
+heath, _a meadow; cheerless tract of country_.
+hedg'es, _thickets of bushes_.
+hemmed, _shut in; surrounded_.
+hence forth', _hereafter_.
+he'ro, _a brave man_.
+high'way, _a public road_.
+hint, _something intended to give notice_.
+hitched, _tied; fastened_.
+hith'er, _in this direction_.
+hogs'head, _a large cask_.
+hoot'ing, _crying; shouting_.
+hor'ri ble, _dreadful; terrible_.
+howl'ing, _crying like a dog or wolf_.
+hub'bub, _a great noise; uproar_.
+husk, _the outside covering of certain fruits_.
+hust'le, _shake; push roughly_.
+
+
+_I_
+
+i de'a, _thought_.
+ill'-nat ured, _cross; bad-tempered_.
+im ag'ine, _think; consider_.
+im me'di ate ly, _without delay_.
+im pos'si ble, _not possible_.
+in de pend'ence, _the state of being free_.
+in for ma'tion, _news; knowledge_.
+in formed', _told; gave notice of_.
+in hab'i tants, _persons living in a place_.
+in'jured, _hurt; harmed_.
+in'stant ly, _at once; without loss of time_.
+in tent', _eager; anxious_.
+in vi ta'tions, _requests for one's company_.
+is'sue, _come forth; flow out_.
+
+
+_J_
+
+jag'ged, _having sharp points_.
+jew'els (ju'els), _precious stones_.
+jin'gling, _giving forth fine, sharp sounds_.
+
+
+_K_
+
+kern'el, _the eatable part of a nut; a little grain or corn_.
+
+
+_L_
+
+la'bor, _work; toil_.
+lapse, _passing away_.
+las'sie, _a young girl; a lass_.
+lat'ter, _last-named; nearer_.
+launched, _put into the water_
+laws, _rules of action_.
+leath'er, _the skins of animals prepared for use_.
+ledge, _shelf of rocks_.
+lee'ward, _that part toward which the wind blows_.
+leop'ard, _a large animal of the cat kind_.
+lest, _for fear that_.
+lev'el, _smooth and flat; of equal height_.
+lin'ing, _inside covering_.
+lint, _linen scraped into a soft substance_.
+liq'uid, _any fluid, like water_.
+lisp'ing ly, _with a lisp_.
+liv'er y, _a peculiar dress_.
+load'stone, _a kind of magnetic ore_.
+loft'y, _very high_.
+low'ered, _let down_.
+lub'ber, _a heavy, clumsy fellow_.
+luck'y, _fortunate; meeting with good success_.
+lum'ber, _timber sawed or split for use; boards_.
+
+
+_M_
+
+main'ly, _mostly; chiefly_.
+mam'moth, _of great size_.
+man'aged, _controlled; brought to do one's wishes_.
+mane, _the long hair on a horse's neck_.
+man'tel, _a narrow shelf over a fire-place, with its support_.
+mar'gin, _edge; border_.
+mark'et, _a place where things are sold_.
+mark'ings, _marks; stamped places_.
+mean'time, _during the interval; meanwhile_.
+mel'low ing, _ripening; growing soft_.
+melt'ed, _changed to a liquid form by the action of heat_.
+mem'o ry, _the power of recalling past events_.
+mer'chants, _those who buy goods to sell again_.
+mil'i ta ry, _belonging to soldiers, to arms, or to war_.
+mis'er y, _great unhappiness; extreme pain_.
+mod'ern, _of recent date; belonging to the present time_.
+mon'ster, _something of unusual size, shape, or quality_.
+mon'u ments, _those things which stand to remind us of the past_.
+mound, _a small hill, natural or artificial_.
+mo'tion, _movement; change of position_.
+must'y, _spoiled by age; of a sour smell_.
+
+
+_N_
+
+neigh'bor, _a person who lives near one_.
+nerved, _strengthened; supplied with force_.
+night'-mare, _an unpleasant sensation during sleep_.
+nim'bly, _actively; in a nimble manner_.
+
+
+_O_
+
+o be'di ence, _willingness to submit to commands_.
+o bliged', _forced; compelled_.
+oc'cu pied, _taken possession of; employed_.
+of'fi cer, _one who holds an office_.
+off'ing, _a part of the sea at a distance from the shore_.
+om'ni bus es, _large, four-wheeled carriages_.
+on'ion (un'yun), _a root much used for food_.
+out'posts, _advanced stations, as of an army_.
+o ver come', _affected; overpowered by force_.
+
+
+_P_
+
+pace, _rate of movement_.
+pal'ace, _a splendid dwelling, as of a king_.
+par take', _share; take part in_.
+patch, _small piece of any thing, as of ground_.
+paus'es, _short stops; rests_.
+pave'ments, _coverings for streets, of stone or solid materials_.
+peb'bles, _small, roundish stones, worn by the action of water_.
+per cus'sion, _requiring to be struck; the act of striking_.
+per'fume, _scent or odor of sweet-smelling substances_.
+pe'ri od, _portion of time; an interval_.
+per'ished, _died; were destroyed_.
+per mis'sion, _the act of allowing; consent_.
+pic'nick ing, _having an outdoor party_.
+pier, _a landing-place for vessels_.
+pierce, _force a way into or through an object_.
+pil'lars, _columns; huge masses_.
+pin'cers, _jaws; pinchers_.
+pit'e ous, _fitted to excite pity; sorrowful_.
+pit'falls, _pits slightly covered for concealment_.
+plan ta'tions, _farms of great extent_.
+plots, _small pieces of ground, as garden plots_.
+plucked, _pulled out or off_.
+plunged, _dove; fell_.
+po'et, _a maker of verses_.
+pol'ished, _made bright and smooth by rubbing_.
+po lite', _obliging; pleasant in manner_.
+por'tion, _a part; that which is divided off_.
+prat'tling, _childish; talking like a child_.
+preach'ing, _speaking in public upon a religious subject_.
+pres'ent ly, _soon; in a short time_.
+prey, _any thing taken by force from an enemy_.
+pri'vate, _not publicly known; peculiar to one's self_.
+pro ces'sion, _regular movement, as of soldiers_.
+prod'ucts, _fruits; that which is brought forth_.
+proved, _turned out; showed the truth of_.
+pro vid'ed, _furnished; supplied with necessary articles_.
+puff'ing, _swelling with air; blowing in short, sudden whiffs_.
+pure, _clear; free from other matter_.
+
+
+_Q_
+
+quilt'ed, _stitched together with some soft substance between_.
+quo ta'tions, _portions of writings_.
+
+
+_R_
+
+range, _reach, as of a gun_.
+ranks, _regular rows or lines, as of soldiers_.
+ray, _light; a line of light or heat proceeding from a certain point_.
+read'i ly, _without trouble or difficulty; easily_.
+reap, _gather by cutting, as a harvest_.
+re call'ing, _thinking of; bringing back to mind_.
+re con sid'er, _think of again; change one's mind_.
+rec'ords, _stories; descriptions of events_.
+re gard'ed, _considered; looked at earnestly_.
+re late', _tell_.
+re lig'ious, _relating to religion_.
+re main'der, _the rest; what is left_.
+re mind', _call attention to for a second time_.
+re moved', _moved away; took off_.
+rent'ed, _gave possession of for pay_.
+re paired', _mended_.
+re placed', _put in place of another_.
+rep re sent', _picture; tell about in an effective manner_.
+re quire', _need; demand_.
+re sist', _stand against; oppose with force_.
+re spect', _regard_.
+re tire', _withdraw; turn back_.
+re volv'er, _a fire-arm with several chambers or barrels_.
+rid, _free_.
+ridg'es, _a long range of hills; steep places_.
+ri'fle, _a gun having the inside of the barrel grooved_.
+rind, _the outside coat, as of fruit_.
+risk, _danger; peril_.
+riv'u let, _a small river or brook_.
+rob'ber, _one who commits a robbery_.
+ro man'tic, _strange and interesting, as a romantic story_.
+rouse, _awake; excite_.
+ru'in, _that change of any thing which destroys it_.
+rust'y, _covered with rust on account of long disuse_.
+
+
+_S_
+
+sake, _purpose; reason_.
+sap, _the juice of plants_.
+sat'in, _a glossy cloth made of silk_.
+scene, _picture; view_.
+schol'ars, _men of learning; those who attend school_.
+scorch'ing, _burning slightly; affecting by heat_.
+scoured, _made clean and bright_.
+scram'bled, _moved with difficulty_.
+scum, _that which rises to the surface; worthless matter_.
+se'ri ous, _severe; sad in appearance_.
+serv'ice, _duty, as of a soldier_.
+se vere', _violent; hard_.
+shab'by, _worn to rags; poor in appearance_.
+shag'gy, _rough_.
+shal'lows, _places where the water is not deep_.
+shat'tered, _broken; broken at once into many pieces_.
+sheath, _a covering for a sword_.
+shep'herd, _one who has the care of sheep_.
+shield, _a broad piece of armor carried on the arm_.
+shock, _a sudden striking against_.
+shriek, _a sharp, shrill cry on account of surprise or pain_.
+siege, _a closing in on all sides of a fortified place_.
+sighs, _stifled groans; long breaths_.
+skein, _a number of threads of silk or yarn_.
+skel'e ton, _bony frame-work of the body_.
+skull, _the bony case which encloses the brain_.
+sleet, _frozen mist_.
+slopes, _declines by degrees_.
+slum'ber, _sleep_.
+sly'ness, _cunning; artfulness_.
+smites, _strikes, as with a weapon_.
+snort'ing, _forcing the air through the nose with a loud noise_.
+soaked, _moistened throughout_.
+soar, _fly high_.
+sought (sawt), _tried; went in search of_.
+spared, _saved from death or punishment_.
+splut'ter ing, _boiling noisily; speaking hastily_.
+spout, _run out with force_.
+sprained, _injured by straining_.
+spurred, _urged; encouraged_.
+stale, _not new; not fresh_.
+stee'ples, _high towers ending in a point_.
+stern, _hind part of a boat_.
+stock, _supply on hand_.
+stout, _large; broad_.
+strain'ing, _exerting to the utmost_.
+strict, _severe; exact_.
+stub'by, _short and thick_.
+sub'stan ces, _bodies; matters_.
+suc ceed'ed, _obtained the object desired_.
+suf'fered, _felt pain_.
+sul'try, _very hot; burning_.
+sup port', _prop; pillar_.
+sus pect'ed, _thought; considered quite probable_.
+sus pi'cious, _indicating fear; inclined to suspect_.
+
+
+_T_
+
+tab'let, _a flat piece of stone_.
+tac'tics, _disciplined movements_.
+tem'per, _way of acting_.
+tem'ple, _a place for worship_.
+ten'drils, _tender branches of plants_.
+ter'ri fied, _filled with fear_.
+ter'ri to ry, _a large tract of land_.
+ter'ror, _fear; dread_.
+thieves _persons who steal_.
+thirst, _strong desire for drink_.
+thith'er, _to that place_.
+thorns, _woody points on some trees and shrubs_.
+thor'ough, _complete; perfect_.
+thread'bare, _worn out_.
+thrives, _prospers; flourishes_.
+till'er, _the bar used to turn the rudder of a boat_.
+ti'tle, _a name_.
+tor'rid, _violently hot_.
+trace, _mark; appearance_.
+tract, _a region_.
+treb'les, _the higher parts in music_.
+trick'led, _flowed in drops_.
+trop'ic al, _belonging to the tropics_.
+tuft, _a cluster or bunch_.
+tun'nels, _passages; openings_.
+twinge, _a sudden, sharp pain_.
+twink'ling, _a quick movement_.
+twit'ter ing, _a trembling noise_.
+
+
+_U_
+
+uncom'forta ble, _causing uneasiness; not pleasant_.
+un der neath', _below; beneath_.
+un der take', _attempt_.
+un ea'si ness, _want of ease_.
+un grate'ful, _not thankful_.
+u nit'ed, _joined; combined_.
+un man'ly, _not worthy of a man_.
+un ru'ly, _not submissive_.
+un scarred', _not marked_.
+urg'ing, _encouraging_.
+ut'most, _to the furthest point_.
+
+
+_V_
+
+val'u a ble, _of great value_.
+vel'vet, _a soft material woven from silk_.
+ver'min, _little animals or insects_.
+vic'tims, _persons destroyed in pursuit of an object_.
+vic'tor, _one who conquers_.
+vi'o lence, _force; power_.
+virt'u ous, _inclined to do right_.
+
+
+_W_
+
+wa'ges, _what is paid for services_.
+wa'ter break (breakwater), _that which breaks the force of water_.
+weap'on, _any thing to be used against an enemy_.
+whence, _from which or what place_.
+whiff, _a quick puff of air_.
+whith'er, _to what place_.
+wig, _a covering for the head, made of hair_.
+wine, _a liquor made from grapes_.
+wits, _powers of the mind_.
+wrig'gled, _moved or twisted_.
+wrung, _distressed; twisted about_.
+
+
+_Y_
+
+yawns, _opens wide_.
+youth'ful, _young; belonging to early life_.
+
+
+
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+The Project Gutenberg eBook, New National Fourth Reader, by Charles J.
+Barnes and J. Marshall Hawkes
+
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever. You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
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+
+
+
+
+Title: New National Fourth Reader
+
+
+Author: Charles J. Barnes and J. Marshall Hawkes
+
+Release Date: May 14, 2005 [eBook #15825]
+
+Language: English
+
+Character set encoding: ISO-646-US (US-ASCII)
+
+
+***START OF THE PROJECT GUTENBERG EBOOK NEW NATIONAL FOURTH READER***
+
+
+E-text prepared by Juliet Sutherland, David Gundry, and the Project
+Gutenberg Online Distributed Proofreading Team
+
+
+
+Note: Project Gutenberg also has an HTML version of this
+ file which includes the original illustrations.
+ See 15825-h.htm or 15825-h.zip:
+ (https://www.gutenberg.org/dirs/1/5/8/2/15825/15825-h/15825-h.htm)
+ or
+ (https://www.gutenberg.org/dirs/1/5/8/2/15825/15825-h.zip)
+
+
+Transcriber's Notes
+
+ Where reference is made to page numbers, there is an annotation
+ showing a footnote number and the relative information is appended
+ at the end of each lesson or section.
+
+ Pronunciation marks have been ignored. However, accented syllables
+ precede the single apostrophe, which also serves as a break.
+ Otherwise breaks are shown by spaces.
+
+
+
+
+
+Barnes' New National Readers
+
+NEW NATIONAL FOURTH READER
+
+by
+
+CHARLES J. BARNES and J. MARSHALL HAWKES
+
+1884
+
+
+
+
+
+
+
+[Illustration: Destruction of Pompeii by Vesuvius.]
+
+
+
+
+
+PREFACE
+
+
+It is thought that the following special features of this book will
+commend themselves to Teachers and School Officers.
+
+_The reading matter of the book is more of a descriptive than
+conversational style_, as it is presumed that the pupil, after having
+finished the previous books of the series, will have formed the habit of
+easy intonation and distinct articulation.
+
+_The interesting character of the selections_, so unlike the reading
+books of former times.
+
+_The large amount of information_ which has been combined with incidents
+of an interesting nature, to insure the pupil's earnest and thoughtful
+attention.
+
+_The length of the selections for reading_,--the attention of pupils
+being held more readily by long selections than by short ones, though of
+equal interest.
+
+_The gradation of the lessons_, which has been systematically maintained
+by keeping a careful record of all new words as fast as they appeared,
+and using only such pieces as contained a limited number.
+
+_The simplicity of the lessons_, which becomes absolutely necessary in
+the schools of to-day, owing to the short school life of the pupil, his
+immature age, and inability to comprehend pieces of a metaphysical or
+highly poetical nature.
+
+_The ease with which pupils may pass from the Third Reader of this
+series to this book_, thereby avoiding the necessity of supplementary
+reading before commencing the Fourth Reader, or of using a book of
+another series much lower in grade.
+
+_Language Lessons_, of a nature to secure intelligent observation, and
+lead the pupil to habits of thought and reflection. Nothing being done
+for the learner that he could do for himself.
+
+_Directions for Reading_, which accompany the lessons--specific in their
+treatment and not of that general character which young teachers and
+pupils are unable to apply.
+
+_All new words of special difficulty, at the heads of the lessons_,
+having their syllabication, accent, and pronunciation indicated
+according to Webster. Other new words are placed in a vocabulary at the
+close of the book.
+
+_The type of this book, like that of the previous books of the series,
+is much larger than that generally used_, for a single reason. Parents,
+every-where, are complaining that the eye-sight of their children is
+being ruined by reading from small, condensed type. It is confidently
+expected that this large, clear style will obviate such unfortunate
+results.
+
+_The illustrations have been prepared regardless of expense_, and will
+commend themselves to every person of taste and refinement.
+
+
+
+
+CONTENTS
+
+
+LESSONS IN PROSE.
+
+
+ 1.--"I'M GOING TO" (Part I) _Charlotte Daly_.
+
+ 2.--"I'M GOING TO" (Part II) _Charlotte Daly_.
+
+ 3.--THE BEAN AND THE STONE
+
+ 5.--AN ADVENTURE WITH DUSKY WOLVES (I) _Mayne Reid_.
+
+ 6.--AN ADVENTURE WITH DUSKY WOLVES (II) _Mayne Reid_.
+
+ 7.--THE SAILOR CAT _David Ker_.
+
+ 9.--THE LION
+
+10.--ADVENTURE WITH A LION _Livingstone_.
+
+11.--THE NOBLEST DEED OF ALL
+
+13.--THE STORY OF INDIAN SPRING (I) _Aunt Mary_.
+
+14.--THE STORY OF INDIAN SPRING (II)
+
+15.--AN ADVENTURE WITH A SHARK
+
+17.--A FUNNY HORSESHOE "_Christian Union_."
+
+18.--THE GIRAFFE
+
+19.--THE TRADER'S TRICK
+
+21.--ALI, THE CAMEL DRIVER (I)
+
+22.--ALI, THE CAMEL DRIVER (II)
+
+23.--A QUEER PEOPLE
+
+25.--WATER
+
+26.--THE HIDDEN TREASURE (I)
+
+27.--THE HIDDEN TREASURE (II)
+
+28.--THE HIDDEN TREASURE (III)
+
+30.--AIR _J. Berners_ (Adapted).
+
+31.--A TIMELY RESCUE
+
+33.--TRUE COURTESY (I)
+
+34.--TRUE COURTESY (II)
+
+35.--WHY AN APPLE FALLS
+
+37.--THE JAGUAR
+
+38.--HOLLAND (I) _Mary Mapes Dodge_.
+
+39.--HOLLAND (II) _Mary Mapes Dodge_.
+
+41.--SOMETHING ABOUT PLANTS
+
+42.--FOREST ON FIRE (I) _Audubon_.
+
+43.--FOREST ON FIRE (II) _Audubon_.
+
+45.--A GHOST STORY (I) _Louisa M. Alcott_.
+
+46.--A GHOST STORY (II) _Louisa M. Alcott_.
+
+47.--A GHOST STORY (III) _Louisa M. Alcott_.
+
+49.--THE RHINOCEROS
+
+50.--PRESENCE OF MIND
+
+51.--HALBERT AND HIS DOG
+
+53.--THE CATERPILLAR AND BUTTERFLY
+
+54.--WILD HORSES OF SOUTH AMERICA
+
+55.--AN EMPEROR'S KINDNESS
+
+57.--STORY OF THE SIOUX WAR (I)
+
+58.--STORY OF THE SIOUX WAR (II)
+
+59.--VOLCANOES
+
+61.--ANECDOTE OF WASHINGTON (I)
+
+62.--ANECDOTE OF WASHINGTON (II)
+
+63.--THE OSTRICH
+
+65.--AN INCIDENT OF THE REVOLUTION
+
+66.--TROPICAL FRUITS
+
+67.--STORY OF DETROIT
+
+69.--MAKING MAPLE SUGAR (I) _Charles Dudley Warner_.
+
+70.--MAKING MAPLE SUGAR (II) _Charles Dudley Warner_.
+
+72.--NATURAL WONDERS OF AMERICA (I)
+
+73.--NATURAL WONDERS OF AMERICA (II)
+
+74.--AFRICAN ANTS _Du Chaillu_.
+
+76.--EGYPT AND ITS RUINS (I)
+
+77.--EGYPT AND ITS RUINS (II)
+
+
+
+
+LESSONS IN VERSE.
+
+
+ 4.--TO-MORROW _Mrs. M.R. Johnson_.
+
+ 8.--RESCUED _Celia Thaxter_.
+
+12.--MARJORIE'S ALMANAC _T.B. Aldrich_.
+
+16.--A LEGEND OF THE NORTHLAND _Phoebe Cary_.
+
+20.--A HAPPY PAIR _Florence Percy_.
+
+24.--ILL-NATURED BRIER _Mrs. Anna Bache_.
+
+29.--LOOKING FOR THE FAIRIES _Julia Bacon_.
+
+32.--BIRDS IN SUMMER _Mary Howitt_.
+
+36.--THE MILLER OF THE DEE _Charles Mackay_.
+
+40.--THE WIND IN A FROLIC _William Howitt_.
+
+44.--COMMON GIFTS
+
+48.--WHAT THE CHIMNEY SANG _Bret Harte_.
+
+52.--THE LIGHT-HOUSE
+
+56.--UNITED AT LAST
+
+60.--THE BROOK _Alfred Tennyson_.
+
+64.--TO-DAY AND TO-MORROW _Charles Mackay_.
+
+68.--THE FISHERMAN _John G. Whittier_.
+
+71.--OLD IRONSIDES _Oliver Wendell Holmes_.
+
+75.--THE LEAP OF ROUSHAN BEG _Henry W. Longfellow_.
+
+
+DEFINITIONS
+
+
+GEOGRAPHICAL AND PROPER NAMES
+
+
+
+
+
+
+
+ACKNOWLEDGMENTS.
+
+
+The publishers desire to thank Messrs. Houghton, Mifflin & Co., the
+Century Co., Roberts Brothers, and Charles Scribner's Sons, for
+permission to use and adapt some of their valuable copyright matter.
+
+
+
+
+
+
+
+SUGGESTIONS
+
+To Teachers
+
+
+The following suggestions are submitted for the benefit of young
+teachers.
+
+In order that pupils may learn how to define words at the heads of the
+lessons, let the teacher read the sentences containing such words and
+have pupils copy them upon slate or paper.
+
+Then indicate what words are to be defined, and insist upon the proper
+syllabication, accent, marking of letters, etc.
+
+In this way the pupil learns the meaning of the word as it is used, and
+not an abstract definition that may be meaningless.
+
+Have pupils study their reading lessons carefully before coming to
+recitation.
+
+The position of pupils while reading should be erect, easy, and
+graceful.
+
+Give special attention to the subject of articulation, and insist upon a
+clear and distinct enunciation.
+
+In order to develop a clear tone of voice, let pupils practice, in
+concert, upon some of the open vowel sounds, using such words as _arm,
+all, old_.
+
+In this exercise, the force of utterance should be gentle at first, and
+the words repeated a number of times; then the force should be increased
+by degrees, until "calling tones" are used.
+
+Encourage a natural use of the voice, with such modulations as may be
+proper for a correct rendering of the thoughts which are read.
+
+It should, be remembered that the development of a good tone of voice is
+the result of careful and constant practice.
+
+Concert reading is recommended as a useful exercise, inasmuch as any
+feeling of restraint or timidity disappears while reading with others.
+
+Question individual pupils upon the manner in which lessons should be
+read. In this way they will learn to think for themselves.
+
+Do not interrupt a pupil while reading until a thought or sentence is
+completed, since such a course tends to make reading mechanical and
+deprive it of expression.
+
+Errors in time, force of utterance, emphasis, and inflection should be
+carefully corrected, and then the passage read over again.
+
+The "Directions for Reading" throughout the book are intended to be
+suggestive rather than exhaustive, and can be added to as occasion
+requires.
+
+The "Language Lessons" in this book, should not be neglected. They
+contain only such matter as is necessary to meet the requirements of
+pupils.
+
+Words and expressions not readily understood, must be made intelligible
+to pupils. This has been done in part by definitions, and in part by
+interpreting some of the difficult phrases.
+
+After the habit of acquiring the usual meaning has been formed, the
+original meaning of those words which are made up of stems modified by
+prefixes or affixes should be shown.
+
+The real meaning of such words can be understood far better by a study
+of their formation, than by abstract definitions. It will be found,
+also, that pupils readily become interested in this kind of work.
+
+As the capabilities of classes of the same grade will differ, it may
+sometimes occur that a greater amount of language work can be done
+effectively than is laid down in this book. When this happens, more time
+can be devoted to such special kinds of work as the needs of the classes
+suggest.
+
+Constant drill upon the analysis of lessons, varied at times by the
+analysis of short stories taken from other sources and read to the
+class, will develop the reasoning faculties of pupils and render the
+writing of original compositions a comparatively easy exercise.
+
+Encourage the habit of self-reliance on the part of pupils. Original
+investigation, even if followed at first by somewhat crude results, is
+in the end more satisfactory than any other course.
+
+The Definitions (pages 373-382) and the List of Proper Names (pages
+383 and 384) may be used in the preparation of the lessons.[01]
+
+When exercises are written, particular care should be required in regard
+to penmanship, correct spelling, punctuation, and neatness.
+
+
+[01] "The Definitions" are found at the end of the text, however "the
+List of Proper Names" has not been included in this production.
+
+
+
+
+
+
+
+PHONIC CHART.
+
+
+
+VOWELS.
+
+
+a as in lake
+a " " at
+a " " far
+a " " all
+a " " care
+a " " ask
+a as in what
+e " " be
+e " " let
+i " " ice
+i " " in
+o " " so
+o as in box
+u " " use
+u " " up
+u " " fur
+oo " " too
+oo " " look
+
+
+
+
+
+
+
+DIPHTHONGS.
+
+
+oi, oy (unmarked), as in oil, boy
+ou, ow " " " out, now
+
+
+
+
+
+
+
+CONSONANTS
+
+
+ b as in bad
+ d " " do
+ f " " fox
+ g " " go
+ h " " he
+ j " " just
+ k " " kite
+ l " " let
+ m as in me
+ n " " no
+ p " " put
+ r " " rat
+ s " " so
+ t " " too
+ v " " very
+ w " " we
+ y as in yes
+ z " " froze
+ng " " sing
+ch " " chick
+sh " " she
+th " " think
+th " " the
+wh(hw)," what
+
+
+
+
+
+
+
+EQUIVALENTS.
+
+VOWELS.
+
+
+a like o as in what
+e " a " " where
+e " a " " they
+e " u " " her
+i " u " " girl
+i " e " " police
+o, u like oo as in to, rule
+o " u " " come
+o " a " " for
+u, o " oo " " put, could
+y " i " " by
+y " i " " kit'ty
+
+
+CONSONANTS.
+
+
+c like s as in race
+c " k " " cat
+g " j " " cage
+n like ng as in think
+s " z " " has
+x " ks, or gz " box, exist
+
+
+
+
+
+FOURTH READER
+
+
+
+
+
+LESSON I
+
+
+spokes'man, _one who speaks for others_.
+
+cho'rus, _a number of speakers or singers_.
+
+apt, _likely; ready_.
+
+folks, _people; family_.
+
+mis'er a ble, _very unhappy; very poor_.
+
+lone'some, _without friends; lonely_.
+
+score, _twenty_.
+
+wretch'ed, _unhappy; very sad_.
+
+
+ * * * * *
+
+
+
+
+"I'M GOING TO."
+
+PART I.
+
+
+Once upon a time, there was a little boy, whose name was Johnny.
+"Johnny," said his mamma, one day, "will you bring me an armful of
+wood?"
+
+"Yes," said Johnny, "I'm going to"; but just then he heard Carlo, the
+dog, barking at a chipmunk over in the meadow, so he ran off as fast as
+he could go.
+
+Now this was not the first time that Johnny had said to his mamma, "Yes,
+I'm going to." He never thought of that wood again until about
+dinner-time, when he began to feel hungry.
+
+When he got back, he found that dinner was over, and papa and mamma had
+gone to ride. He found a piece of bread and butter, and sat down on a
+Large rock, with his back against the stump of a tree, to eat it.
+
+When it was all gone, Johnny began to think what he should do next. He
+closed his eyes as people are apt to do when they think.
+
+Presently he heard a score of voices about him. One was saying, "Wait a
+bit"; another, "Pretty soon"; another, "In a minute"; another, "By and
+by"; and still another, louder than the rest, kept screaming as loud as
+it could, "Going to, going to, going to," till Johnny thought they were
+crazy.
+
+"Who in the world are you?" said he, in great surprise, "and what are
+you making such a noise about?"
+
+"We are telling our names," said they; "didn't you ask us to tell our
+names?"
+
+"No," said Johnny, "I didn't."
+
+"O what a story!" cried they all in a breath.
+
+[Illustration]
+
+"Let's shake him for it," said one.
+
+"No, let us carry him to the king," said another.
+
+So they began to spin about him like so many spiders; for each one of
+them carried a long web, and when that gets wound around a boy or a
+girl, it is a very difficult thing to get rid of.
+
+In a few minutes they had him all wound up--hands and feet, nose and
+eyes, all tied up tight. Then they took him among them, and flew away
+with him, miles and miles, over the hills, and up to a big cave in the
+mountain. There he heard ever so many more voices, and it was noisier
+than ever.
+
+"Where am I?" he said, as soon as he could speak.
+
+"O you're safe at home," answered Wait-a-bit, for he seemed to be the
+spokesman; "and they have been expecting you for some time."
+
+"This isn't my home," said Johnny, feeling very miserable and beginning
+to cry.
+
+"O yes, it is," said a chorus of voices. "This is just where such folks
+as you belong. There are many of your fellows here, and you won't be
+lonesome a bit."
+
+They had begun to unwind the web from his eyes now, so he opened them
+and looked about him. O what a wretched place it was!
+
+Against the sides of the cave, stood long rows of boys and girls, with
+very sorry faces, all of them saying over as fast as they could speak,
+"Going to, going to!" "Wait a bit, wait a bit!" "Pretty soon, pretty
+soon!" "In a minute, in a minute!" studying the names just as hard as if
+they were lessons.
+
+There were Delays, and Tardys, and Put-offs, with ever so many more; and
+in a corner by themselves, and looking more unhappy than all the rest,
+were the poor little fellows whose names were "Too late."
+
+
+ * * * * *
+
+
+Directions for Reading.--Pupils should read loud enough for all the
+class to hear them.
+
+The words forming a _quotation_ should usually be spoken in a louder
+tone than the other words in the lesson, as--
+
+_"Johnny,"_ said his mamma, one day, _"will you bring me an armful of
+wood?"_
+
+
+ * * * * *
+
+
+Language Lesson.--Divide into syllables, accent, and mark the sounds
+of the letters in the following words: _Carlo, armful, mountain,
+unwind_.
+
+What two words can be used for each of the following: _I'm, didn't,
+let's, you're, isn't, won't?_
+
+What other words could be used instead of _got_ (page 16, line 4)?[02]
+
+Proper names should begin with capital letters: as, _Johnny, Carlo_.
+
+Give three other words used as proper names in this lesson.
+
+
+[02] paragraph 4 of this lesson
+
+
+ * * * * *
+
+
+
+
+LESSON II.
+
+
+de spair', _loss of hope_.
+
+pro cras' ti na tor, _one who puts off doing any thing_.
+
+res o lu'tions, _promises made to one's self; resolves_.
+
+yon'der, _there; in that place_.
+
+mon'strous, _of great size_.
+
+gi'ant, _an unreal person, supposed to be of great size_.
+
+hor'rid, _causing great fear or alarm_.
+
+ex pect'ed, _thought; looked for_.
+
+
+ * * * * *
+
+
+
+
+"I'M GOING TO."
+
+PART II.
+
+
+"O dear, dear! Where am I?" said Johnny in despair. "Please let me out!
+I want my mamma!"
+
+"No, you don't," said Wait-a-bit. "You don't care much about her, and
+this is really where you belong. This is the kingdom of Procrastination,
+and yonder comes the king."
+
+"The kingdom of what?" said Johnny, who had never heard such a long word
+in his life before.
+
+But just then he heard a heavy foot-fall, and a great voice that sounded
+like a roar, saying, "Has he come? Did you get him?"
+
+"Yes, here he is," said Wait-a-bit, "and he'd just been saying it a
+little while before we picked him up."
+
+Johnny looked up and saw a monstrous giant, with a bright green body and
+red legs, and a yellow head and two horrid coal-black eyes.
+
+"Let me have him," said the giant. So he took him up just as if he had
+been a rag-baby, and looked him all over, turning him from side to side,
+and from head to feet.
+
+O but Johnny was frightened, and expected every moment to be swallowed!
+
+"Let's see," said the giant; "he always says 'Pretty soon.' No, that
+isn't it. What is it, my fine fellow, that you always say to your mamma
+when she asks you to do any thing for her?
+
+"It isn't 'Pretty soon,' nor 'In a minute.' What is it? They all mean
+about the same thing, to be sure, and bring every body to me in the end;
+but I must know exactly, or I can't put you in the right place."
+
+Johnny hung his head, and did not want to tell; but an extra hard poke
+of the giant's big finger made him open his mouth and say with shame,
+that he always said, "I'm going to."
+
+"O that's it!" said the giant. "Well, then, you stand there."
+
+So he unwound a bit of the web from his fingers--just enough so that he
+could hold the Procrastinator's Primer--and stood him at the end of a
+long row of children, who were saying over and over again, just as fast
+as they could speak, "Going to, going to, going to, going to," just
+that, and nothing else in the world.
+
+Johnny was tired and hungry by this time, and longed to see his mamma,
+thinking that, if he could only get back: to her, he would always mind
+the very moment she told him to do any thing.
+
+He made a great many good resolutions while he stood there. At last the
+giant called him to come and say his lesson.
+
+"You shall have a short one to-day," said he, "and need say it only a
+thousand times, because it is your first day here. To-morrow, you must
+say it a million."
+
+Johnny tried to step forward, but the web was still about his feet, so
+he fell with, a bang to the floor.
+
+Just then he opened his eyes to find that he had rolled from the rock
+to the grass, and that mamma was calling him in a loud voice to come to
+supper, and this time he didn't say, "I'm going to."
+
+
+ * * * * *
+
+
+Directions for Reading.--The words in quotation marks should be read in
+the same manner as in Lesson I.
+
+Read words in dark type in the following sentences with more force than
+the other words:
+
+ "Has he _come?_ Did you _get_ him?"
+
+Words that are read more forcibly than other words in a sentence are
+called _emphatic words_.
+
+Which are the _emphatic words_ in the following sentences?
+
+ "You shall have a short one to-day."
+
+ "I must know exactly."
+
+
+ * * * * *
+
+
+Language Lesson.--Divide into syllables, accent, and mark the sounds
+of the letters in the following words: _extra, primer, moment,
+coal-black_.
+
+
+ * * * * *
+
+
+
+
+LESSON III.
+
+
+remark'able, _worthy of notice; unusual_.
+
+moist'ure, _wetness; that which makes wet_.
+
+absorbed', _sucked up; drunk up_.
+
+with'er, _lose freshness_.
+
+starched, _stiffened, as starch_.
+
+germ, _that from which the plant grows; bud_.
+
+hand'some, _pleasing in appearance; very pretty_.
+
+clasped, _surrounded; inclosed_.
+
+
+ * * * * *
+
+
+
+
+THE BEAN AND THE STONE.
+
+
+"I think I ought to be doing something in the world!" said a little
+voice out in the garden.
+
+"Pray, what can you do?" asked another and somewhat stronger voice.
+
+"I think I can grow," answered the little voice.
+
+If you had seen the owner of the little voice, perhaps you would not
+have thought him any thing remarkable.
+
+It is true he had on a clean white coat, so smooth and shining that it
+looked as if it had been newly starched and ironed, and inside of this,
+he hugged two stout packages.
+
+The coat had only one fastening; but that fastening extended down the
+back, and was a curious thing to see.
+
+It looked just as if the coat had been cut with a knife, and had
+afterward grown together again. It was like a scar on your hand; and a
+scar it is called.
+
+"Yes, I ought to be growing," said the little voice, "for I am a bean,
+and in the spring a bean ought to grow."
+
+Now you know how the coat came by its scar, for the scar was the spot
+which showed where the bean had been broken from the pod.
+
+"What do you mean by growing?" said the other voice, which came from a
+large red stone.
+
+"Why," said the bean, "don't you know what growing means? I thought
+every thing knew how to grow. You see, when I grow, my root goes down
+into the soil to get moisture, and my stem goes up into the light to
+find heat. Heat and moisture are my food and drink.
+
+"By and by, I shall be a full-grown plant, and that is wonderful! In the
+ground, my roots will travel far and wide.
+
+"In the air, how happy my stem will be! I shall learn a great deal, and
+see beautiful things every day. O how I long for that time to come!"
+
+"What you say is very strange," said the red stone. "Here I have been in
+this same place for many years, and I have not grown at all. I have no
+root; I have no stem; or, if I have, they never move upward nor
+downward, as you say. Are you sure you are not mistaken?"
+
+"Why, of course I'm not mistaken," cried the bean. "I feel within myself
+that I can grow; and I have absorbed so much moisture that I must soon
+begin."
+
+Just then the bean's coat split from end to end, and for one or two
+minutes neither the stone nor the bean spoke. The stone was astonished,
+and the bean was a little frightened. However, he soon recovered his
+courage.
+
+"There!" said he, showing the two packages he had been carrying; "these
+are my seed-leaves. In them is the food on which I intend to live when I
+begin growing.
+
+"When my stem is strong enough to do without them, they will wither away.
+My coat is all worn-out, too. I shall not need it any longer. Look
+inside the seed-leaves, and you will see the germ. Part of it is root,
+and part of it is stem. Do you see?"
+
+"I see two little white lumps," replied the stone; "but I can not
+understand how they will ever be a root and a stem."
+
+"I do believe you are a poor, dull mineral, after all," said the bean;
+"and if so, of course you can not understand what pleasure a vegetable
+has in growing.
+
+"I wouldn't be a mineral for the world! I would not lie still and do
+nothing, year after year. I would rather spread my branches in the
+sunshine, and drink in the sweet spring air through my leaves."
+
+"What you say must be all nonsense," said the stone. "I can't understand
+it."
+
+But the bean grew on without minding him. The roots pushed down into the
+soil and drank up the moisture from the ground. Then this moisture went
+into the stem, and the stem climbed bravely up into the light.
+
+"How happy I am!" cried the bean.
+
+It ran over the red stone, and clasped it with long green branches,
+covered with white bean flowers.
+
+"O indeed!" said the stone. "Is this what you call growing? I thought
+you were only in fun. How handsome you are!"
+
+"May I hang my pods on you, so that they can ripen in the sun?" said the
+bean.
+
+"Certainly, friend," said the stone.
+
+He was very polite, now that he saw the bean was a full-grown vine.
+
+
+ * * * * *
+
+
+Directions for Reading.--Read in a conversational tone of voice, as in
+Lessons I and II.
+
+What word is emphatic in the third paragraph?
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+words, _broken, packages, courage, polite_.
+
+Tell in your own words how the bean grew.
+
+
+ * * * * *
+
+
+
+
+LESSON IV.
+
+
+elf, _a very small person; an unreal being_.
+
+vex, _make angry; trouble_.
+
+pon'dered, _thought about with care_.
+
+streak, _line; long mark_.
+
+
+ * * * * *
+
+
+
+
+TO-MORROW.
+
+
+ A bright little boy with laughing face,
+ Whose every motion was full of grace,
+ Who knew no trouble and feared no care,
+ Was the light of our household--the youngest there.
+
+ He was too young--this little elf--
+ With troublesome questions to vex himself;
+ But for many days a thought would rise,
+ And bring a shade to the dancing eyes.
+
+ He went to one whom he thought more wise
+ Than any other beneath the skies:
+ "Mother,"--O word that makes the home!--
+ "Tell me, when will to-morrow come?"
+
+ "It is almost night," the mother said,
+ "And time for my boy to be in bed;
+ When you wake up and it's day again,
+ It will be to-morrow, my darling, then."
+
+ The little boy slept through all the night,
+ But woke with the first red streak of light;
+ He pressed a kiss on his mother's brow,
+ And whispered, "Is it to-morrow now?"
+
+ "No, little Eddie, this is to-day;
+ To-morrow is always one night away."
+ He pondered awhile, but joys came fast,
+ And this vexing question quickly passed.
+
+ But it came again with the shades of night:
+ "Will it be to-morrow when it is light?"
+ From years to come, he seemed care to borrow,
+ He tried so hard to catch to-morrow.
+
+ "You can not catch it, my little Ted;
+ Enjoy to-day," the mother said;
+ "Some wait for to-morrow through many a year--
+ It always is coming, but never is here."
+
+
+ * * * * *
+
+
+Directions for Reading.--In reading poetry, pupils should notice the
+emphatic words, and give them proper force.
+
+Example.
+
+ "_Mother_,"--O word that makes the home!--
+
+ "_Tell_ me, when will _to-morrow_ come?"
+
+The two dashes in the first line of the preceding example are used
+instead of a parenthesis, and have the same value.
+
+When there is no pause at the end of a line (see first line, third
+stanza), it should be closely joined in reading to the line which
+follows it, thus making the two lines read as one.
+
+
+ * * * * *
+
+
+
+
+LESSON V.
+
+
+ap'pe tite, _wish for food_.
+
+a muse'ment, _play; enjoyment_.
+
+gaunt, _lean; hungry looking_.
+
+spe'cies, _kind_.
+
+oc curred', _took place; happened_.
+
+en cour'age ment, _hope given by another's words or actions_.
+
+di rec'tion, _way; course_.
+
+dusk'y, _very dark; almost black_.
+
+sin'gu lar, _unusual; strange_.
+
+
+ * * * * *
+
+
+
+
+AN ADVENTURE WITH DUSKY WOLVES.
+
+PART I.
+
+
+"During the summer and winter, we had several adventures in the
+trapping and killing of wild animals. One of them was of such a
+singular and dangerous kind, that you may feel interested in hearing
+it.
+
+"It occurred in the dead of winter, when there was snow upon the ground.
+The lake was frozen over, and the ice was as smooth as glass. We spent
+much of our time in skating about over its surface, as the exercise
+gave us health and a good appetite.
+
+"Even Cudjo, our colored servant, had taken a fancy for this amusement,
+and was a very good skater. Frank was fonder of it than the rest of us,
+and was, in fact, the best skater among us.
+
+"One day, however, neither Cudjo nor I had gone out, but only Frank and
+Harry. The rest of us were busy at some carpenter work within doors.
+
+"We could hear the merry laugh of the boys, and the ring of their skates
+as they glided over the smooth ice. All at once, a cry reached our
+ears, which we knew meant the presence of some danger.
+
+"'O Robert!' cried my wife, 'they have broken through the ice!'
+
+"We all dropped what we held in our hands, and rushed to the door. I
+seized a rope as I ran, while Cudjo took his long spear, thinking it
+might be of use to us. This was the work of a moment, and the next we
+were outside the house.
+
+"What was our astonishment to see both the boys, away at the farthest
+end of the lake, but skating toward us as fast as they could!
+
+"At the same time, our eyes rested upon a terrible sight. Close behind
+them upon the ice, and following at full gallop, was a pack of wolves!
+
+"They were not the small prairie wolves, which either of the boys might
+have chased with a stick, but of a species known as the 'Great Dusky
+Wolf' of the Rocky Mountains.
+
+"There were six of them in all. Each of them was twice the size of the
+prairie wolf, and their long, dark bodies, gaunt with hunger, and
+crested from head to tail with a high, bristling mane, gave them a most
+fearful appearance.
+
+"They ran with their ears set back and their jaws apart, so that we
+could see their red tongues and white teeth.
+
+"We did not stop a moment, but rushed toward the lake. I threw down the
+rope, and seized hold of a large rail as I ran, while Cudjo hurried
+forward armed with a spear. My wife, with presence of mind, turned back
+into the house for my rifle.
+
+"I saw that Harry was foremost, and that the fierce wolves were fast
+closing upon Frank. This was strange, for we knew that Frank was by far
+the better skater. We all called out to him, uttering loud shouts of
+encouragement. Both were bearing themselves manfully, but Frank was
+most in danger.
+
+"The wolves were upon his heels! 'O they will kill him!' I cried,
+expecting the next moment to see him thrown down upon the ice. What was
+my joy at seeing him suddenly wheel and dart off in a new direction."
+
+
+ * * * * *
+
+
+Directions for Reading.--This lesson should be read with spirit, and
+in a full, clear tone of voice.
+
+
+ * * * * *
+
+
+Language Lesson.--_Presence of mind_ is the power to act quickly when
+sudden danger threatens.
+
+_Upon his heels_ means very close to.
+
+_Dead of winter_ is the middle of winter, as that is supposed to be
+the quietest or most lifeless time.
+
+Syllabify, accent, and mark sounds of letters in the following words:
+_fancy, gallop, prairie, bristling, rifle_.
+
+
+ * * * * *
+
+
+
+
+LESSON VI.
+
+
+e lud'ed, _got away from; avoided_.
+
+ex cit'ing, _causing deep interest_.
+
+marks'man, _one who shoots well_.
+
+re treat'ing, _going away from_.
+
+en a'bled, _helped; made able_.
+
+sim'i lar, _like; nearly the same_.
+
+pur suit', _following after_.
+
+nim'bly, _with a quick motion_.
+
+com menced', _began_.
+
+
+ * * * * *
+
+
+
+
+AN ADVENTURE WITH DUSKY WOLVES.
+
+PART II.
+
+
+"The wolves, thus nimbly eluded, now kept on after Harry, who, in turn,
+became the object of our anxiety.
+
+"In a moment they were close upon him; but he, already warned by his
+brother, wheeled in a similar manner, while the fierce brutes, swept
+along by the force of their running, were carried a long distance upon
+the ice before they could turn themselves.
+
+"Their long, bushy tails, however, soon enabled them to turn about and
+follow in the new direction, and they galloped after Harry, who was now
+the nearest to them.
+
+"Frank, in the meantime, had again turned, and came sweeping past behind
+them, at the same time shouting loudly, as if to tempt them away from
+their pursuit of Harry.
+
+"They heeded him not, and again he changed his direction, and, as though
+he was about to skate into their midst, followed the wolves.
+
+"This time he skated up close behind them, just at the moment when Harry
+had turned again, and thus made his second escape.
+
+"At this moment, we heard Frank calling out to his brother to make for
+the shore, while, instead of retreating himself, he stopped until Harry
+had passed, and then dashed off, followed closely by the whole pack.
+
+"Another slight turn brought him nearly in our direction; but there was
+a large hole broken through the ice close by the shore, and we saw
+that, unless he turned again, he would skate into it.
+
+"We thought he was watching the wolves too intently to see it, and we
+shouted to warn him. Not so; he knew better than we what he was about.
+
+"When he had reached within a few feet of the hole, he wheeled sharply
+to the left, and came dashing up to the point where we stood to receive
+him.
+
+"The wolves, too intent upon their chase to see any thing else, went
+sweeping past the point where he had turned, and the next moment
+plunged through the broken ice into the water.
+
+"Then Cudjo and I ran forward, shouting loudly, and, with the heavy rail
+and the long spear, commenced dealing death among them.
+
+"It was but a short, though exciting scene. Five of them were speared
+and drowned, while the sixth crawled out upon the ice and was rapidly
+making off, frightened enough at his cold ducking.
+
+[Illustration]
+
+"At that moment I heard the crack of a rifle and saw the wolf tumble
+over.
+
+"On turning round I saw Harry with, my rifle, which my wife had brought
+down and handed to him, as a better marksman than herself.
+
+"The wolf, only wounded, was kicking furiously about on the ice; but
+Cudjo now ran out, and, after a short struggle, finished the business
+with his spear.
+
+"This was, indeed, a day of great excitement in our forest home. Frank,
+who was the hero of the day, although he said nothing, was no doubt not
+a little proud of his skating feat.
+
+"And well he might be, as, but for his skill, poor Harry would no doubt
+have fallen a prey to the fierce wolves."
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+ Again he _changed his direction_.
+
+ He then _dashed off_.
+
+ He wheeled _sharply_ to the left.
+
+ Cudjo and I commenced _dealing death among them_.
+
+ Cudjo _finished the business_ with his spear.
+
+ Harry would have _fallen a prey to_ the fierce wolves.
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. Frank and Harry go to skate. 2. The alarm. 3. The
+wolves. 4. The pursuit. 5. The escape. 6. Death of the wolves.
+
+
+ * * * * *
+
+
+
+
+LESSON VII.
+
+
+craft, _ship; a boat of any kind_.
+
+mew'ing, _crying, like a cat_.
+
+a dopt'ed, _received as one's own_.
+
+ad mir'er, _one who likes another_.
+
+voy'age, _journey by water_.
+
+dain'ty, _nice in form or taste_.
+
+a loft', _on high; in the air_.
+
+wind'ward, _the point from which the wind blows_.
+
+star'board, _the right-hand side of a ship_.
+
+bruised, _injured, hurt_.
+
+
+ * * * * *
+
+
+
+
+OUR SAILOR CAT.
+
+
+She was a sailor cat, indeed, and it was a sailor who first brought her
+on board.
+
+Our steamer was lying at her pier in the North River, at New York,
+taking in cargo.
+
+One of our men, who had been ashore, came back with a little
+gray-and-white kitten in his arms. She was very poor and thin, and her
+little furry coat was sadly soiled with dirt and grease.
+
+But she had not lost all her fun, for she was making play with her tiny
+fore-paws at the ends of the sailor's red beard, to honest Jack's great
+delight.
+
+"Where did you pick that up, Jack?" asked the third officer.
+
+"Well, your honor," said Jack Harmon, touching his cap with a grin,
+"seems to me she must have left her ship and gone to look for another,
+for I found her tramping along the pier there, and mewing as if she was
+calling out for somebody to show her the road.
+
+"So I thought that, as we have many rats aboard the old craft, she would
+be able to pick up a good living there; and I called to her, and she
+came at once, and here she is."
+
+Here she was, sure enough; and as Jack ended his story, she chimed in
+with a plaintive little "Me-ow," which said, as plainly as ever any cat
+spoke yet, "I'm very cold and hungry, and I do wish somebody would take
+me below and give me some food!"
+
+She had not long to wait. Half an hour later she was the best-fed cat in
+that part of New York City, and that night she lay snugly curled up with
+a good warm blanket over her.
+
+Of course, the first thing to do with an adopted cat is to give it a
+name, and Jack Harmon, who was a bit of a wag in his way, and a great
+admirer of the monster elephant which was just then making such a stir
+in New York, called his new pet "Jumbo."
+
+Jumbo soon became the pet of the whole crew, and of the passengers, too,
+when they came on board, a few days later, for the voyage back to
+England.
+
+Before we were half-way across the ocean, the bits of meat or cake, and
+bits of white bread soaked in milk, which were being constantly given
+her by one and another, had made her look as round as an apple.
+
+The ladies were never tired of stroking her soft fur and admiring her
+dainty white paws, which were now as spotless as snow. The children
+romped all day with this new playmate, who seemed to enjoy the sport
+quite as much as themselves.
+
+But Jumbo was not content with mere play. She seemed to think herself
+bound to do something to "work her passage." Whenever any of the crew
+went aloft to take in sail, Jumbo would always climb up, too, as if to
+help them.
+
+Jack Harmon was still her favorite, and whenever it came his turn to
+stand at the bow and keep watch, there was Jumbo going backward and
+forward.
+
+On the eighth night of the voyage, the stars looked dim and
+watery, and a low bank of clouds began to rise to windward of us, just
+between sea and sky.
+
+The old sailors shook their heads and looked grave, as if they expected
+an unusual storm. Suddenly the wind began to blow strongly upon the
+starboard quarter, stirring up a cross-sea which tossed the great ship
+like a toy.
+
+Nearly all the passengers had gone below, and the few who remained on
+deck buttoned their water-proof coats, and held tightly on by any thing
+they could seize.
+
+Jack Harmon had shut up his cat below, but poor puss escaped somehow,
+for all at once a shrill cry was heard, and there was Jumbo clinging to
+a rail, with a great mountain of a wave coming right down upon her.
+
+Several men sprang toward the spot, but Jack was foremost, and he had
+just reached his little pet when down came the great wave upon them
+both.
+
+Instantly the whole after-deck was one roaring, foaming waterfall, the
+flying spray of which blinded one for a moment. But when it cleared,
+there stood our brave Jack--dripping, bruised, and bleeding from a cut
+on the head.
+
+But his little favorite was safe in his arms, and as he came back with
+her, such a cheer went up from all who were on deck, as the old ship had
+not heard for many a day.
+
+"Let's send round the hat for him," said one of the passengers.
+
+And the hat was sent around, so successfully that Jack got enough money
+to give his poor old mother a happy Christmas, and still have something
+left over for himself and Jumbo, who was his mother's pet ever after.
+
+
+ * * * * *
+
+
+Directions for Reading.--Should this lesson be read with the same tone
+of voice as Lessons V. and VI.?
+
+In the first paragraph, do not say _pier rin_ for _pier in; dir' tand_
+for _dirt and_.
+
+Point out two other places in the lesson where mistakes similar to those
+just given might occur.
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark the sounds of letters in
+the following words: _cargo, officer, blanket, passengers, instantly,
+bleeding_.
+
+_Work her passage_ means to pay her fare by making herself useful.
+
+Make out an _analysis_ in six parts for this lesson, and use it in
+telling the story in your own words.
+
+
+ * * * * *
+
+
+
+
+LESSON VIII.
+
+
+loi'ter ing, _going slowly, lingering_.
+
+pro tect'or, _one who keeps another from harm_.
+
+throng'ing, _gathering in large numbers_.
+
+wrecked, _dashed to pieces_.
+
+thatched, _covered with straw or twigs_.
+
+bronzed, _brown, darked-colored_.
+
+bleach'ing, _whitening_.
+
+van'ished, _gone out of sight; departed suddenly_.
+
+rapt'ure, _great joy; delight_.
+
+
+ * * * * *
+
+
+
+
+RESCUED.
+
+
+ "Little lad, slow wandering across the sands so yellow,
+ Leading safe a lassie small--O tell me, little fellow,
+ Whither go you, loitering in the summer weather,
+ Chattering like sweet-voiced birds on a bough together?"
+
+ "I am Robert, if you please, and this is Rose, my sister,
+ Youngest of us all"--he bent his curly head and kissed her,
+ "Every day we come and wait here till the sun is setting,
+ Watching for our father's ship, for mother dear is fretting.
+
+ "Long ago he sailed away, out of sight and hearing,
+ Straight across the bay he went, into sunset steering.
+ Every day we look for him, and hope for his returning,
+ Every night my mother keeps the candle for him burning.
+
+ "Summer goes, and winter comes, and spring returns but never
+ Father's step comes to the gate. O, is he gone forever?
+ The great, grand ship that bore him off, think you some tempest wrecked her?"
+ Tears shone in little Rose's eyes, upturned to her protector.
+
+ Eagerly the bonny boy went on: "O, sir, look yonder!
+ In the offing see the sails that east and westward wander;
+ Every hour they come and go, the misty distance thronging.
+ While we watch and see them fade, with sorrow and with longing."
+
+ "Little Robert, little Rose!" The stranger's eyes were glistening
+ At his bronzed and bearded face, upgazed the children, listening;
+ He knelt upon the yellow sand, and clasped them to his bosom,
+ Robert brave, and little Rose, as bright as any blossom.
+
+ "Father, father! Is it you?" The still air rings with rapture;
+ All the vanished joy of years the waiting ones recapture!
+ Finds he welcome wild and sweet, the low-thatched cottage reaching,
+ But the ship that into sunset steered, upon the rocks lies bleaching.
+
+[Illustration]
+
+
+ * * * * *
+
+
+Directions for Reading.--Read the conversational parts of this poem
+like conversation in prose.
+
+Point out the _emphatic words_ in the first line of the last stanza.
+
+
+ * * * * *
+
+
+Language Lesson.--_Into sunset steering_, means sailing westward.
+
+_The misty distance thronging_, means gathering together in the
+distance.
+
+_The still air rings with rapture_, means that the air becomes full of
+joyful shouts.
+
+_All the vanished joy of years the waiting ones recapture_, means that
+the children regain the happiness lost during their father's absence.
+
+
+ * * * * *
+
+
+
+
+LESSON IX.
+
+
+impos'ing, _grand looking; of great size_.
+
+glar'ing, _fierce looking_.
+
+lim'its, _space_.
+
+e nor'mous, _very large; huge_.
+
+start'led, _suddenly alarmed; surprised_.
+
+au'dible, _that may be heard_.
+
+maj'esty, _greatness; nobility_.
+
+increas'ing, _growing larger_.
+
+
+ * * * * *
+
+
+
+
+THE LION.
+
+
+There is, in the appearance of the lion, something both noble and
+imposing. Nature has given him wonderful strength and beauty.
+
+His body, when full grown, is only about seven feet long and less than
+four feet high; but his large and shapely head, with its powerful jaws,
+his glaring eye, and long, flowing mane, give him an air of majesty that
+shows him worthy of the name--"King of Beasts."
+
+Yet we are told that a lion will not willingly attack man, unless first
+attacked himself or driven by hunger to forget his habits.
+
+On meeting man suddenly, he will turn, retreat slowly for a short
+distance, and then run away.
+
+The lion belongs to the cat family, and his teeth and claws are similar
+in form and action to those of the house cat.
+
+His food is the flesh of animals; and so great is his appetite, that it
+must require several thousand other animals to supply one lion with food
+during his life-time.
+
+His strength is so enormous that he can crush the skull of an ox with a
+single blow of his powerful paw, and then grasp it in his jaws and bound
+away.
+
+Unless driven by hunger to bolder measures, he will hide in the bushes,
+or in the tall reeds along the banks of rivers, and spring suddenly upon
+the unlucky animal that chances to come near him.
+
+Many lions have been captured, and their habits and appearance carefully
+studied. Although there is a difference in color--some being of a
+yellowish brown, others of a deep red, and a few silvery gray--the
+general form and appearance of all lions is the same.
+
+The mane is of a dark brown, or of a dusky color, and the tail nearly
+three feet long, with a bunch of hair at the tip.
+
+The lioness, or female lion, is smaller in every way than the male and
+has no mane.
+
+It is in the night-time that the lion goes out from his den to seek for
+food, and his color is so dark and his movements so silent, that his
+presence is not known even at the distance of a few yards.
+
+These dangerous beasts are no longer found in Europe, although they
+lived there in numbers many hundred years ago. It is only in the deserts
+and rocky hills of Asia and Africa that they are met with.
+
+Those who have visited a menagerie, and have seen a lion within the
+limits of a narrow iron cage, can form no idea of the majesty of the
+brute when roaming about freely on his native soil.
+
+The voice of the lion is loud and strong. It is likely to strike terror
+to the bravest heart.
+
+"It consists," says a well-known writer, "at times of a low, deep
+moaning, repeated five or six times, and ending in scarcely audible
+sighs; at other times, the forest is startled with loud, deep-toned,
+solemn roars, increasing in loudness to the third or fourth, and then
+dying away in sounds like distant thunder."
+
+
+ * * * * *
+
+
+Directions for Reading.--This lesson should be read a little more
+slowly than conversation. When we wish to describe any thing, we must
+give time for those who listen to us to get the meaning of what we say.
+
+Do not run the words together when reading. (See Directions for Reading,
+page 42.)[03]
+
+Example.--"There is, in the appearance of the lion, something both
+noble and imposing."
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _meeting, require, Europe, idea, terror, measures,
+unlucky, narrow, bolder_.
+
+_Air of majesty_ means the noble appearance supposed to belong to
+kings.
+
+
+[03] See Lesson VII.
+
+
+ * * * * *
+
+
+
+
+LESSON X.
+
+
+ar ti fi' cial, _not real; made by human skill_.
+
+ex er'tion, _great effort; attempt_.
+
+destroyed', _killed; put an end to_.
+
+cleansed, _cleaned; freed from dirt_.
+
+sit u a'tion, _position_.
+
+fa'mous, _much talked of; well known_.
+
+fre'quent ly, _often_.
+
+in'ci dent, _adventure; event_.
+
+nar rat'ed, _told_.
+
+hurled, _thrown with force_.
+
+stu'por, _sleepy feeling_.
+
+
+ * * * * *
+
+
+
+
+ADVENTURE WITH A LION.
+
+
+The dangers of lion-hunting may be understood from the following
+incident, narrated by Livingstone, the famous African traveler:
+
+"The villagers among whom I was staying were much troubled by lions,
+which leaped into their cattle-pens and destroyed their cows.
+
+"As I knew well that, if one of a number of lions is killed, the others
+frequently take the hint and leave that part of the country, I gave the
+villagers advice to that end, and, to encourage them, offered to lead
+the hunt.
+
+"The lions were found hiding among the rocks on a hill covered with
+trees, and about a quarter of a mile in length. The men circled the
+hill, and slowly edged in closer and closer, so that the lions might be
+completely surrounded.
+
+"Presently one of the natives spied a lion sitting on a piece of rock,
+and fired at him, the ball missing the beast and striking the rock.
+
+"The lion turned, bit like a dog at the spot where the bullet had
+struck, and then bounded off to the shelter of the brushwood.
+
+"Soon I saw another lion in much the same situation as the former, and,
+being not more than thirty yards from it, let fly with both barrels.
+
+"As the lion was still on its legs, I hastened to reload my gun; but
+hearing a sudden and frightful cry from the natives, I looked up and
+saw the wounded lion springing upon me.
+
+"I was caught by the shoulder and hurled to the ground. Growling
+terribly in my ear, the lion shook me as a dog does a rat.
+
+"The shock produced a stupor, similar to that which seems to be felt by
+a mouse after the first shake of a cat.
+
+"The lion then leaped upon one of the natives who had tried to shoot at
+him, and then sprang at the neck of a second native who, armed with a
+spear, was rushing to the rescue.
+
+[Illustration]
+
+"The exertion was too much for the wounded beast, and so, with his claws
+bedded in the spearman's shoulder, he rolled over and died.
+
+"I had escaped, but with a shoulder so broken as to need an artificial
+joint, and with eleven teeth wounds in my arm.
+
+"These wounds were less severe than they would have been, had not a
+heavy jacket which I had on, cleansed the teeth of the lion in their
+passage. As it was, they were soon cured and gave me no trouble
+afterward."
+
+
+ * * * * *
+
+
+Directions for Reading.--Read this lesson in a full and clear
+conversational tone of voice.
+
+Those parts of the lesson to which we wish to call attention, should be
+read slowly.
+
+Example.--"The men edged in closer and closer, so that the lions might
+be completely surrounded."
+
+Should the slow and clear reading be kept up throughout pages 51 and 52,
+or should those pages be read more rapidly?[04]
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Livingstone, bullet, growling, jacket, offered,
+advice, severe_.
+
+_Edged in closer and closer_ means went slowly nearer and nearer.
+
+_Let fly with both barrels_ means fired both barrels of his gun at the
+same time.
+
+_Still on its legs_ means not so badly wounded but that it was able to
+stand up.
+
+Tell the story in your own words.
+
+
+[04] See this lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON XI.
+
+
+en riched', _made rich_.
+
+de tec'tion, _being found out_.
+
+dis mount'ed, _got down from_.
+
+sat' is fied, _supplied with all one wants_.
+
+sum'mit, _top; highest point_.
+
+en trust'ed, _gave the care of_.
+
+em ployed', _used; made use of_.
+
+im por'tant, _worthy of attention_.
+
+ad dressed', _spoke to_.
+
+di' a mond, _a very valuable stone_.
+
+in clud' ed, _put in as a part_.
+
+
+ * * * * *
+
+
+
+
+THE NOBLEST DEED OF ALL.
+
+
+A rich Persian, feeling himself growing old, and finding that the cares
+of business were too great for him, resolved, to divide his goods among
+his three sons, keeping a very small part to protect him from want in
+his old age.
+
+The sons were all well satisfied, and each took his share with thanks,
+and promised that it should be well and properly employed. When this
+important business was thus finished, the father addressed the sons in
+the following words:
+
+"My sons, there is one thing which I have not included in the share of
+any one of you. It is this costly diamond which you see in my hand. I
+will give it to that one of you who shall earn it by the noblest deed.
+
+"Go, therefore, and travel for three months; at the end of that time,
+we will meet here again, and you shall tell me what you have done."
+
+The sons thereupon departed, and traveled for three months, each in a
+different direction. At the end of that time they returned; and all came
+together to their father to give an account of their journey. The eldest
+son spoke first.
+
+"Father, on my journey a stranger entrusted to me a great number of
+valuable jewels, without taking any account of them. Indeed, I was well
+aware that he did not know how many the package contained.
+
+"One or two of them would never have been missed, and I might easily
+have enriched myself without fear of detection. But I gave back the
+package exactly as I had received it. Was not this a noble deed?"
+
+"My son," replied the father, "simple honesty cannot be called noble.
+You did what was right, and nothing more. If you had acted otherwise,
+you would have been dishonest, and your deed would have shamed you. You
+have done well, but not nobly."
+
+The second son now spoke. He said: "As I was riding along on my
+journey, I one day saw a poor child playing by the shore of a lake; and
+just as I rode by, it fell into the water, and was in danger of being
+drowned.
+
+"I at once dismounted from my horse, and plunging into the water,
+brought it safe to land. All the people of the village where this
+happened will tell you that what I say is true. Was it not a noble
+action?"
+
+"My son," replied the old man, "you did only what was your duty. You
+could hardly have left the child to die without exerting yourself to
+save it. You, too, have acted well, but not nobly."
+
+Then the third son came forward to tell his tale. He said: "Father, I
+had an enemy, who for years had done me much harm and tried to take my
+life.
+
+"One evening during my journey, I was passing along a dangerous road
+which ran beside the summit of a cliff. As I rode along, my horse
+started at sight of something in the road.
+
+"I dismounted to see what it was, and found my enemy lying fast asleep
+on the very edge of the cliff. The least movement in his sleep and he
+must have rolled over and been dashed to pieces on the rocks below.
+
+"His life was in my hands. I drew him away from the edge and then woke
+him, and told him to go on his way in peace."
+
+Then the old Persian cried out with great joy, "Dear son, the diamond is
+yours, for it is a noble and godlike thing to help an enemy and return
+good for evil."
+
+
+ * * * * *
+
+
+Directions for Reading.--Read this lesson in a conversational tone of
+voice, and somewhat more slowly than Lesson III.
+
+Read what is said by each one of the four different persons, as you
+think each one of them would speak.
+
+How would you read the third and fourth paragraphs?--the last paragraph?
+
+Point out the _emphatic words_ in the last paragraph.
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Persian, therefore, valuable, account, jewels, aware,
+contained, dishonest, duty, enemy_.
+
+Let pupils use other words, to express the following:
+
+ To go on his way in peace. Return good for evil.
+
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. The father divides his goods. 2. What he said to his
+sons. 3. What the eldest son did. 4. What the second son did. 5. What
+the third son did. 6. What the father said.
+
+
+ * * * * *
+
+
+
+
+LESSON XII.
+
+
+a new', _over again_.
+
+al'ma nac, _a book giving days, weeks, and months of the year_.
+
+rus'tling, _shaking with a gentle sound_.
+
+scents, _smells_.
+
+drow'sy, _sleepy; making sleepy_.
+
+larch, _a kind of tree_.
+
+flue, _an opening for air or smoke to pass through_.
+
+haunt'ing, _staying in; returning often_.
+
+mur'mur, _a low sound_.
+
+fra' grant, _sweet smelling_.
+
+
+ * * * * *
+
+
+
+
+MARJORIE'S ALMANAC.
+
+
+ Robins in the tree-top,
+ Blossoms in the grass,
+ Green things a-growing
+ Every-where you pass;
+ Sudden fragrant breezes,
+ Showers of silver dew,
+ Black bough and bent twig
+ Budding out anew;
+ Pine-tree and willow-tree,
+ Fringed elm and larch,--
+ Don't you think that May-time's
+ Pleasanter than March?
+
+ Apples in the orchard
+ Mellowing one by one;
+ Strawberries upturning
+ Soft cheeks to the sun;
+ Roses faint with sweetness,
+ Lilies fair of face,
+ Drowsy scents and murmurs
+ Haunting every place;
+ Lengths of golden sunshine,
+ Moonlight bright as day,--
+ Don't you think that summer's
+ Pleasanter than May?
+
+ Roger in the corn-patch
+ Whistling negro songs;
+ Pussy by the hearth-side
+ Romping with the tongs;
+ Chestnuts in the ashes
+ Bursting through the rind;
+ Red leaf and gold leaf
+ Rustling down the wind;
+ Mother "doin' peaches"
+ All the afternoon,--
+ Don't you think that autumn's
+ Pleasanter than June?
+
+ Little fairy snow-flakes
+ Dancing in the flue;
+ Old Mr. Santa Claus,
+ What is keeping you?
+ Twilight and firelight,
+ Shadows come and go;
+ Merry chime of sleigh-bells
+ Tinkling through the snow;
+ Mother knitting stockings
+ (Pussy's got the ball!)--
+ Don't you think that winter's
+ Pleasanter than all?
+
+
+ * * * * *
+
+
+Directions for Reading.--Read the lesson with spirit, and avoid
+anything like sing-song.
+
+Do not make the last word of each line _emphatic_, unless it is really
+an _emphatic word_.
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words; _Marjorie's, chestnuts, peaches, afternoon_.
+
+What part of the year is described in each stanza?
+
+What two words can be used for each of the following: _May-time's,
+summer's_.
+
+
+ * * * * *
+
+
+
+
+LESSON XIII.
+
+
+col'o ny, _a number of people living together in one place_.
+
+set'tlers, _those people who form a colony_.
+
+shy, _easily frightened; timid_.
+
+es tab'lished, _formed; settled_.
+
+war'rior, _a soldier; one who fights in war_.
+
+fur'ni ture, _articles used in a house_.
+
+dread'ed, _feared very much_.
+
+pros' per ous, _successful; rich_.
+
+
+ * * * * *
+
+
+
+
+THE STORY OF INDIAN SPRING.
+
+PART I.
+
+
+"You want to know why this is called Indian Spring, Robbie? I will tell
+you.
+
+"When Mary and I were little girls, father moved away from our pleasant
+home on the bank of the Delaware River, and came to this part of the
+country. There were five of us: father, mother, Mary, our dear nurse
+Lizzie, and I.
+
+"Lizzie was a colored woman, who had lived with us a long time. She was
+very handsome, and straight as an arrow. She was a few years older than
+mother.
+
+"Grandfather Thorpe, your great grandfather, boys, gave her to mother
+when she was married. Your grandfather was a miller. The old mill that
+I went to see to-day, was his. It was the first mill built in this part
+of Pennsylvania.
+
+"O, this was a beautiful country! my eyes never were tired of looking
+out over these mountains and valleys. But I saw that mother's face was
+getting thinner and whiter every day; they said she was homesick, and
+before we had been in the colony a year, a grave was made under an
+elm-tree close by, and that grave was mother's.
+
+"I thought my heart was broken then, but I soon forgot my sorrow: I
+still had father, sister Mary, and Lizzie.
+
+"In this part of Pennsylvania at that time there were very few white
+people, and besides our own, there was no other colony within ten
+miles. But our people being so near together, and well armed, felt
+quite safe.
+
+"Ten miles away on the Susquehanna, was a small village established by a
+colony from the north, which was used as a trading-post. There the
+friendly Indians often came to trade.
+
+"Father went twice a year to this village to get supplies that came up
+the river. He often spoke of Red Feather, an old Indian warrior. Father
+liked Red Feather, and he learned to trust him almost as he would have
+trusted a white man.
+
+"Time passed on until I was thirteen years old, a tall, strong girl, and
+very brave for a girl. I could shoot almost as well as father.
+
+"Little Mary was very quiet and shy, not like me at all. I loved
+fishing, and often went out hunting with father, but she staid at home
+with Lizzie, or sat down under the trees by the spring, watching the
+shadow of the trees moving in it.
+
+"Our colony had by this time become quite prosperous. A good many of the
+settlers had built houses for themselves more like those they had left
+behind on the Delaware.
+
+"The spring that I was fourteen, father built this house. The mill had
+already been grinding away for two years. We were very happy when we
+moved out of our little log cabin into this pleasant house.
+
+"We had but little furniture, but we had plenty of room. Up to this
+time, there had not been much trouble with the Indians, and though we
+had often dreaded it, and lived in fear many days at a time, only four
+of our men had been killed by them.
+
+"We had trusted many of the friendly Indians, and Red Feather had
+frequently spent days at our settlement. He seemed to like the mill.
+
+"I became quite attached to the old man; but Mary was always afraid of
+him, and Lizzie kept her sharp eyes on him whenever he came into the
+house. She hated him, and he knew it.
+
+"One beautiful clear morning in August of that year, father went down to
+the mill as usual. Lizzie was busy with her work, and little Mary was
+playing with some tame doves, when looking up, I saw Lizzie start
+suddenly.
+
+"She had seen something in the woods that frightened her. Without
+speaking, she went to the door, closed and fastened it, then turned and
+looked out of the window. She never told mo what she saw.
+
+"Father came home early that day; he looked anxious, and I knew that
+something troubled him. Without waiting to eat his supper, he went out,
+and very soon most of the men of the colony had gathered round him at
+the spring."
+
+
+ * * * * *
+
+
+Directions for Reading.--With what tone of voice should this lesson be
+read?
+
+What other lessons before this, have been read with the same tone of
+voice?
+
+Name two _emphatic words_ in the following _exclamation_:
+
+ "O, this was a beautiful country!"
+
+
+ * * * * *
+
+
+Language Lesson.--Change the _exclamation_ given above to a
+_statement_. What word would be omitted? How would the punctuation be
+changed?
+
+Syllabify, accent, and mark sounds of letters in the following words:
+_Delaware, thinner, Susquehanna, grinding_.
+
+
+ * * * * *
+
+
+
+
+LESSON XIV.
+
+
+con fu'sion, _disorder_.
+
+sense'less, _without the power of thinking or acting; seemingly lifeless_.
+
+re vived', _came back to life; recovered_.
+
+cun'ning, _slyness; skill_.
+
+pro voke', _make angry_.
+
+stunned_, made senseless by a blow on the head_.
+
+meek'ly, _in a gentle manner_.
+
+his'to ry, _what is told of the past; a story_.
+
+tot'ter, _shake as if about to fall_.
+
+
+ * * * * *
+
+
+
+
+THE STORY OF INDIAN SPRING.
+
+PART II.
+
+
+"It was as I had feared; we were in danger of an attack from the
+Indians.
+
+"Something had happened at the trading-post to provoke them, and rouse
+their thirst for blood. But a quiet night passed by and the sun shone
+again over the hills in wonderful beauty.
+
+"Suddenly, there sounded from the forest a scream. I had never heard it
+before, but I knew it. It was the terrible war-whoop. Then all was
+confusion and horror.
+
+"I saw Nanito, an Indian that I knew, who had eaten at our table. I saw
+him strike down our father, while Lizzie fought to save him.
+
+"But it was no use, there was no mercy in the heart of the Indian. They
+carried Lizzie away from us, and we never saw her again.
+
+"Poor little frightened Mary and I were tied together, our hands
+fastened behind us, and we were given, to--whom do you think,
+Robbie?--to Red Feather. Then I hated him, and resolved that I would
+kill him if I could.
+
+"After a while he took us out of the house, and then I saw that most of
+the houses in the little village were burning. The women and children
+were saved alive, but nearly all the men were killed.
+
+"I was very quiet, for I wanted my hands untied, and I thought perhaps
+Red Feather would pity me and unfasten them.
+
+"Little Mary was frightened nearly to death. She had not spoken since
+she saw the Indian strike father down,--when she screamed and fell
+senseless.
+
+"For a good while I thought she was dead. She had revived a great deal,
+but had not spoken.
+
+"About sundown Red Feather led us down past the spring, out into the
+woods, but not far away. We could still see the smoke rising from the
+burning houses. The Indians had gone some distance farther and camped
+with the white prisoners.
+
+"Red Feather could speak English, so I told him if he would untie my
+hands, I would make his fire, and bake his corn cake for him.
+
+"He was old and feeble, and had lost much of his natural cunning. He
+knew me, and trusted me; so without speaking, he took his hunting knife
+from his belt, cut the cords, and I was free.
+
+"I took the hatchet that he gave me to cut some branches for a fire, and
+went to work very meekly, with my head down.
+
+"I dared not speak to Mary, for fear he might see me, for his eyes were
+fixed on me every moment. I baked his corn cake in the ashes, and gave
+it to him. By this time it was dark, but the light from our fire shone
+far out into the woods.
+
+"I noticed Red Feather did not watch me so closely, and his eyes would
+now and then shut, for he was very tired.
+
+"He leaned forward to light his pipe in the ashes, when instantly,
+almost without thinking, I seized the hatchet, and struck him with all
+my might.
+
+"With a loud scream, I plunged into the woods toward home. Turning an
+instant, I saw Mary spring up, totter, and fall. With another sharp
+report came a twinge of pain in my side. Suddenly I fell, and in the
+darkness of the woods, they passed on, leaving me stunned and nearly
+dead.
+
+"I will not tell you now, my dear Robbie, how I was cared for, and who
+brought home little Mary and laid her to rest under the elm, beside
+mother--but the bullet that struck me then, I still carry in my side,
+and shall as long as I live.
+
+"Many years have passed since that terrible day, but I can never forget
+it. As long as the history of this country lasts, Indian Spring will be
+remembered, and other boys will listen, with eyes as wide open as
+yours, to the tale it has to tell."
+
+
+ * * * * *
+
+
+Directions for Reading.--Should the second or third paragraph of the
+lesson be read the faster?
+
+When do we speak more rapidly--in telling an exciting story, or in
+common conversation?
+
+Do our feelings guide us when we speak slowly or rapidly?--when, we
+speak quietly or forcibly?
+
+Point out three paragraphs in the lesson that you would read as slowly
+as Lesson XIII.; three that you would read more rapidly.
+
+In reading rapidly, be careful not to omit syllables, and not to run
+words together. (See Directions for Reading, page 42.)[05]
+
+
+[05] See Lesson VII.
+
+
+ * * * * *
+
+
+
+
+LESSON XV.
+
+
+aft, _near the stern of a ship_.
+
+anch'or, _a large iron for holding a ship_.
+
+aimed, _directed or pointed at, as a gun_.
+
+car'tridge, _a small case containing powder and ball_.
+
+mood, _state of mind; temper_.
+
+sul'try, _very hot_.
+
+cleav'ing, _cutting through; dividing_.
+
+dis cov'ered, _found out; seen clearly_.
+
+buoys, _floats, made of wood, hollow iron, or copper_.
+
+re sults', _what follows an act_.
+
+
+ * * * * *
+
+
+
+
+AN ADVENTURE WITH A SHARK.
+
+
+Our noble ship lay at anchor in the Bay of Tangiers, a town in the
+north-west part of Africa.
+
+The day had been very mild, with a gentle breeze sweeping to the
+northward and westward. Toward the close of the day the sea-breeze died
+away, and hot, sultry breathings came from the great, sunburnt desert of
+Sahara.
+
+Half an hour before sundown, the captain gave the cheering order to call
+the hands to "go in swimming"; and, in less than five minutes, the forms
+of our sailors were seen leaping from the arms of the lower yards into
+the water.
+
+One of the sails, with its corners fastened from the main yard-arm and
+the swinging boom, had been lowered into the water, and into this most
+of the swimmers made their way.
+
+Among those who seemed to be enjoying the sport most heartily were two
+boys, one of whom was the son of our old gunner; and, in a laughing
+mood, they started out from the sail on a race.
+
+There was a loud ringing shout of joy on their lips as they put off;
+they darted through the water like fishes. The surface of the sea was
+smooth as glass, though its bosom rose in long, heavy swells that set in
+from the ocean.
+
+One of the buoys which was attached to the anchor, to show where it lay,
+was far away on the starboard quarter, where it rose and fell with the
+lazy swell of the waves.
+
+Towards this buoy the two lads made their way, the old gunner's son
+taking the lead; but, when they were within about sixty yards of the
+buoy, the other boy shot ahead and promised to win the race.
+
+The old gunner had watched the progress of his son with great pride; and
+when he saw him drop behind, he leaped upon the quarter-deck, and was
+just upon the point of urging him on by a shout, when a cry was heard
+that struck him with instant horror.
+
+"A shark! a shark!" shouted the officer of the deck; and, at the sound
+of those terrible words, the men who were in the water, leaped and
+plunged toward the ship.
+
+Three or four hundred yards away, the back of a monster shark was seen
+cleaving the water. Its course was for the boys.
+
+For a moment the gunner stood like one who had lost his reason; then he
+shouted at the top of his voice for the boys to turn; but they heard him
+not.
+
+Stoutly the two swimmers strove, knowing nothing of the danger from the
+shark. Their merry laughter still rang over the waters, as they were
+both nearing the buoy.
+
+O, what anxiety filled the heart of the gunner! A boat had put off, but
+he knew it could not reach the boys in time to prevent the shark from
+overtaking them.
+
+Every moment he expected to see the monster sink from sight,--then he
+knew all hope would be gone. At this moment a cry was heard on board
+the ship, that reached every heart,--the boys had discovered their
+enemy.
+
+The cry startled the old gunner, and, quicker than thought, he sprung
+from the quarter-deck. The guns were all loaded and shotted, fore and
+aft, and none knew their temper better than he.
+
+With steady hand, made strong by sudden hope, the old gunner pricked the
+cartridge of one of the quarter guns; then he took from his pocket a
+percussion cap, fixed it on its place, and set back the hammer of the
+gun-lock.
+
+With great exertions, the old man turned the heavy gun to its bearing,
+and then seizing the string of the lock, he stood back and watched for
+the next swell that would bring the shark in range. He had aimed the
+piece some distance ahead of his mark; but yet a moment would settle his
+hopes and fears.
+
+Every breath was hushed, and every heart in that old ship beat
+painfully. The boat was yet some distance from the boys, while the
+horrid sea-monster was fearfully near.
+
+[Illustration]
+
+Suddenly the silence was broken by the roar of the gun; and, as the old
+man knew his shot was gone, he covered his face with his hands, as if
+afraid to see the result. If he had failed, he knew that his boy was
+lost.
+
+For a moment after the report of the gun had died away upon the air,
+there was an unbroken silence; but, as the thick smoke arose from the
+surface of the water, there was, at first, a low murmur breaking from
+the lips of the men,--that murmur grew louder and stronger, till it
+swelled to a joyous, deafening shout.
+
+The old gunner sprung to his feet, and gazed off on the water, and the
+first thing that met his sight was the huge body of the shark floating
+on its back, the shot aimed by him having instantly killed it.
+
+In a few moments the boat reached the daring swimmers, and, greatly
+frightened, they were brought on board. The old man clasped his boy in
+his arms, and then, overcome by the powerful excitement, he leaned upon
+a gun for support.
+
+
+ * * * * *
+
+
+Directions for Reading.--What paragraphs should be read rapidly? Does
+the feeling require it?
+
+Use _calling tones_ for the words, "A shark! A shark!"
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _Tangiers, Sahara, percussion, excitement, support_.
+
+Tell the story in your own words, using the points in the following
+
+Analysis.--1. Where the ship was. 2. The race. 3. The shark. 4. The
+gunner's trial. 5. The result.
+
+
+ * * * * *
+
+
+
+
+LESSON XVI.
+
+
+scant'y, _not enough for use_.
+
+hu'man, _belonging to man or mankind_.
+
+cubs, _the young of wild animals_.
+
+le'gend, _a story; a tale_.
+
+soot'y, _blackened with smoke_.
+
+scar'let, _of a bright red color_.
+
+self'ish ly, _as if caring only for one's self_.
+
+knead'ed, _pressed and rolled with the hands_.
+
+dough, _unbaked bread or cake_.
+
+
+ * * * * *
+
+
+
+
+A LEGEND OF THE NORTHLAND.
+
+
+ Away, away in the Northland,
+ Where the hours of the day are few,
+ And the nights are so long in winter,
+ They can not sleep them through;
+
+ Where they harness the swift reindeer
+ To the sledges when it snows;
+ And the children look like bear's cubs,
+ In their funny, furry clothes:
+
+ They tell them a curious story--
+ I don't believe 'tis true;
+ And yet you may learn a lesson
+ If I tell the tale to you.
+
+ Once, when the good Saint Peter
+ Lived in the world below,
+ And walked about it, preaching,
+ Just as he did, you know;
+
+ He came to the door of a cottage,
+ In traveling round the earth,
+ Where a little woman was making cakes,
+ In the ashes on the hearth.
+
+ And being faint with fasting--
+ For the day was almost done--
+ He asked her, from her store of cakes,
+ To give him a single one.
+
+ So she made a very little cake,
+ But as it baking lay,
+ She looked at it and thought it seemed
+ Too large to give away.
+
+ Therefore she kneaded another,
+ And still a smaller one;
+ But it looked, when she turned it over,
+ As large as the first had done.
+
+ Then she took a tiny scrap of dough,
+ And rolled and rolled it flat;
+ And baked it thin as a wafer--
+ But she couldn't part with that.
+
+ For she said, "My cakes that seem so small
+ When I eat of them myself,
+ Are yet too large to give away."
+ So she put them on a shelf.
+
+ Then good Saint Peter grew angry,
+ For he was hungry and faint;
+ And surely such, a woman
+ Was enough to provoke a saint.
+
+ And he said, "You are far too selfish
+ To dwell in a human form,
+ To have both food and shelter,
+ And fire to keep you warm.
+
+ "Now, you shall build as the birds do,
+ And shall get your scanty food
+ By boring, and boring, and boring,
+ All day in the hard dry wood."
+
+ Then up she went through the chimney.
+ Never speaking a word;
+ And out of the top flew a woodpecker,
+ For she was changed to a bird.
+
+ She had a scarlet cap on her head,
+ And that was left the same,
+ But all the rest of her clothes were burned
+ Black as a coal in the flame.
+
+ And every country school-boy
+ Has seen her in the wood;
+ Where she lives in the trees till this very day
+ Boring and boring for food.
+
+ And this is the lesson she teaches:
+ Live not for yourselves alone,
+ Lest the needs you will not pity
+ Shall one day be your own.
+
+ Give plenty of what is given to you,
+ Listen to pity's call;
+ Don't think the little you give is great,
+ And the much you get is small.
+
+ Now, my little boy, remember that,
+ And try to be kind and good,
+ When you see the woodpecker's sooty dress,
+ And see her scarlet hood.
+
+ You mayn't be changed to a bird, though you live
+ As selfishly as you can;
+ But you will be changed to a smaller thing--
+ A mean and selfish man.
+
+
+ * * * * *
+
+
+Directions for Reading.--In what manner should this lesson be read at
+the beginning--quietly, or with much spirit?
+
+On page 77, beginning with the second stanza, is what Saint Peter says
+quiet and slow, or emphatic and somewhat rapid?[06]
+
+Point out three places where two lines are to be joined and read as
+one.
+
+What two lines in each stanza end with similar sounds?
+
+
+[06] See stanza number 12 of the poem.
+
+
+ * * * * *
+
+
+
+
+LESSON XVII.
+
+
+ex pres'sion, _a look showing feeling_.
+
+a maze'ment, _great surprise; astonishment_.
+
+mag'netisnm, _an unknown power of drawing or pulling_.
+
+con tin'ued, _went on; stayed_.
+
+test'ing, _trying_.
+
+con ven'ience, _ease; the saving of trouble_.
+
+ex per'i ments, _the trials made to find out facts_.
+
+
+ * * * * *
+
+
+
+
+A FUNNY HORSESHOE.
+
+
+"What a funny horseshoe!" said Charlie, "It has no holes for the nails!"
+
+I looked up and saw that he had taken up a small "horseshoe magnet."
+
+"Why that isn't a horseshoe," I said. "It's a magnet."
+
+"Magnet! What's that?"
+
+Charlie turned it over in his hands, and pulled the bar a little. The
+bar slipped so that it hung only by a corner.
+
+"Never mind," I said, as he looked up with a scared expression. "It
+isn't broken. Put the bar back."
+
+Charlie put it back, and it sprung into place with a sharp click.
+
+"That's funny!" he cried again. "What made it jump so? And what makes it
+stick? It doesn't feel sticky."
+
+"We call it magnetism," I said. "Now, take hold of the bar, and see if
+you can pull it straight off."
+
+"I can't. It sticks fast."
+
+"Pull harder."
+
+Charlie braced himself for a strong pull. Suddenly the bar came off, and
+he went tumbling backward.
+
+"What did you say makes it hold so hard?" said he, getting up.
+
+"Magnetism," said I again.
+
+"But what is magnetism?"
+
+"I couldn't tell you if I tried; but I think you could learn a great
+deal about it with that magnet. You will find a lot of things in that
+box that may help you."
+
+Saying this, I left him to pursue his studies as best he could. When I
+came back, I found him more puzzled than when I left him.
+
+"That's the queerest thing I ever saw," he said. "Some things just jump
+at it as though they were alive; some things it pulls; and some things
+it doesn't pull a bit."
+
+"That's a very long lesson you have learned," I said. "What does it
+pull?"
+
+"These," he said, pointing to a pile of things on one side of the box.
+"And these things it doesn't pull."
+
+"Let us see what you have in this pile," I said, looking at the first
+little heap; "keys?"
+
+"Trunk keys," said Charlie. "It doesn't pull door keys. I tried ever so
+many."
+
+"Try this key," said I, taking one from my pocket. "This is a trunk key.
+See if the magnet pulls it."
+
+"No-o," said Charlie, thoughtfully, "it doesn't; but it pulled all the
+rest of the trunk keys I could find."
+
+"Try this key to my office door."
+
+Charlie tried it, and to his great amazement the key stuck fast to the
+magnet.
+
+"Surely," said I, "it pulls some door keys, and fails to pull some trunk
+keys."
+
+Charlie was more puzzled than ever. He looked at the keys, thought a
+moment, then picked up my trunk key, and said: "This key is brass; the
+rest are iron."
+
+"That's so," I said.
+
+"And all these door keys that the magnet didn't pull," he continued,
+"are brass, too. Perhaps it can't pull brass things."
+
+"Suppose you try. But first see if there are any brass things that the
+magnet pulled."
+
+Charlie looked them over. Then we tried the casters of my chair, and all
+the other brass things we could find, none of which the magnet would
+pull.
+
+"There's no use in trying any longer," said Charlie. "It won't pull
+brass."
+
+"Then, there's another matter settled," I said. "The magnet does not
+pull brass. Is there any thing else it does not pull?"
+
+"Wood," said Charlie. "I tried lots of pieces."
+
+"Any thing else?"
+
+"Stones," said Charlie, eagerly.
+
+"What are these?" I asked, holding up a couple of heavy stones he had
+put among the things the magnet pulled.
+
+"I guess I put those there by mistake," said Charlie, testing with, the
+magnet a number of stones in the other pile.
+
+"Try them," I said.
+
+"O!" he said, as the magnet lifted them; "I forgot. It does lift some
+stones."
+
+"Well, what else have you in that pile of things the magnet did not
+pull?"
+
+"Glass, leather, lead, bone, cloth, tin, zinc, corn, and a lot of
+things."
+
+"Very well. Now let us see what the magnet does pull."
+
+"Iron keys," said Charlie, "and nails."
+
+"Here's a nail in this other pile."
+
+"That's a brass nail. The magnet pulls only iron nails."
+
+"What else have we in this pile?"
+
+"Needles, hair-pins, screws, wire--iron wire," he added quickly. "Brass
+wire doesn't stick, you know."
+
+"How about this?" I asked, taking a small coil of copper wire from my
+desk.
+
+"I guess that won't stick," said Charlie. "Because that's copper wire,
+and the magnet doesn't seem to pull any thing that isn't iron."
+
+Much to Charlie's satisfaction, the magnet did not pull the copper wire.
+Then I took up two stones, one rusty red, the other black, and said:
+"What about these?"
+
+"I guess they must have iron in them too," said Charlie. "Have they?"
+
+"They have," I replied. "They are iron ores from which iron is made. Why
+did you think there was iron in them?"
+
+"Because they wouldn't have stuck to the magnet if there wasn't."
+
+"Quite true. So you have learned another very important fact. Can you
+tell me what it is?"
+
+"The magnet pulls iron," said Charlie.
+
+"Good," said I; "and it is also true that the magnet does not pull--"
+
+"Things that are not iron," said Charlie.
+
+"True again," I said. "So far as our experiments go, the magnet pulls
+iron always, and never any thing else."
+
+"But what makes it pull iron?"
+
+"That I can not tell. We see it does pull, but just how the pulling is
+done, or what makes it, no one has yet found out.
+
+"For convenience we call the pulling power magnetism. You may keep the
+magnet, and at some other time, I will tell you more about it."
+
+
+ * * * * *
+
+
+Language Lesson.--Name six words in the lesson, each of which is made
+up of two words by leaving out letters.
+
+Write out the two words in each case.
+
+What is the name of the mark which shows the omission of letters?
+
+Point out the _statement, command, question_, and _exclamation_ in
+the sentences given below.
+
+ "O, isn't it a funny horseshoe!"
+
+ "Put the bar back."
+
+ "What made it jump so?"
+
+ "The magnet pulls iron."
+
+
+ * * * * *
+
+
+
+
+LESSON XVIII.
+
+
+ex pos'es, _shows_.
+
+mi mo'sa, _a tree that grows in Africa_.
+
+mot'tled, _marked with spots of different color_.
+
+re sem'bling, _looking like_.
+
+ap proach', _coming near_.
+
+pub'lic, _open to all; free_.
+
+va'ri ous, _different; unlike in kind_.
+
+de fend', _take care of; protect_.
+
+gait, _manner of stepping_.
+
+pre vents', _keeps from; stops_.
+
+ca' pa ble, _having power; able_.
+
+
+ * * * * *
+
+
+
+
+THE GIRAFFE OR CAMELOPARD.
+
+
+There are few sights more pleasing than a herd of tall and graceful
+giraffes.
+
+With, their heads reaching a height of from twelve to eighteen feet,
+they move about in small herds on the open plains of Africa, eating the
+tender twigs and leaves of the mimosa and other trees.
+
+The legs of a large giraffe are about nine feet long, and its neck
+nearly six feet; while its body measures only seven feet in length and
+slopes rapidly from the neck to the tail.
+
+The graceful appearance of the giraffe is increased by the beauty of its
+skin, which is orange red in color and mottled with dark spots.
+
+Its long tail has at the end a tuft of thick hair which serves the
+purpose of keeping off the flies and stinging insects, so plentiful in
+the hot climate of Africa.
+
+[Illustration]
+
+Its tongue is very wonderful. It is from thirteen to seventeen inches in
+length, is slender and pointed, and is capable of being moved in various
+ways. It is almost as useful to the giraffe as the trunk is to the
+elephant.
+
+The horns of the giraffe are very short and covered with skin. At the
+ends there are tufts of short hair. The animal has divided hoofs
+somewhat resembling those of the ox.
+
+The head of the giraffe is small, and its eyes, large and mild looking.
+These eyes are set in such a way that the animal can see a great deal of
+what is behind it without turning its head.
+
+In addition to its wonderful power of sight, the giraffe can scent
+danger from a great distance; so there is no animal more difficult of
+approach.
+
+Strange to relate, the giraffe has no voice. In London, some years ago,
+two giraffes were burned to death in their stables, when the slightest
+sound would have given notice of their danger, and saved their lives.
+
+The giraffe is naturally both gentle and timid, and he will always try
+to avoid danger by flight. It is when running that he exposes his only
+ungraceful point.
+
+He runs swiftly, but as he moves the fore and hind legs on each side at
+the same time, it gives him a very displeasing and awkward gait.
+
+But though timid, he will, when overtaken, turn even upon the lion or
+panther, and defend himself successfully by powerful kicks with his
+strong legs.
+
+The natives of Africa capture the giraffe in pitfalls, which are deep
+holes covered over with branches of trees and dirt. When captured, he
+can be tamed, and gives scarcely any trouble during captivity.
+
+Fifty years ago, but little was known about giraffes in Europe or
+America. Now we can find them in menageries and the public gardens of
+our large cities.
+
+The giraffe thrives in captivity and seems to be well satisfied with a
+diet of corn and hay. It is a source of great satisfaction to those who
+admire this beautiful animal, that there is no reason which prevents him
+from living in a climate so different from that of his African home.
+
+
+ * * * * *
+
+
+Language Lesson.--Write statements containing each of the following
+words, used in such a manner as to show their proper meaning: _feet,
+feat; red, read; fore, four; gait, gate_.
+
+ Model.--
+
+ We are coming to _see_ you to-morrow.
+
+ He stood watching the ships sailing on the _sea_.
+
+
+ * * * * *
+
+
+
+
+LESSON XIX.
+
+
+ex pert', _skillful_.
+
+ad vise', _offer advice; give notice of what has happened_.
+
+civ'il ized, _having laws, learning, and good manners_.
+
+quan'ti ty, _a large amount; part_.
+
+in duce', _lead one to think or act_.
+
+pre pared', _made ready for use_.
+
+de part'ed, _went away_.
+
+hence forth', _from this time forward_.
+
+part'ner, _one who shares with another, as a partner in business_.
+
+ar riv'ing, _coming to; reaching a point_.
+
+con vince', _make one believe_.
+
+
+ * * * * *
+
+
+
+
+THE TRADER'S TRICK.
+
+
+Out in the West, where many Indians live, there are white men who go
+among them to trade for furs and skins of animals.
+
+These furs and skins are collected and prepared by the Indians, and
+serve the purpose of money when the traders visit them to dispose of
+various kinds of goods.
+
+In old times, before the white men came to this country, the Indians had
+only bows and arrows, and spears with which to hunt.
+
+But the white men soon taught them to use guns, and to-day, nearly all
+the tribes in America are well supplied with rifles or shotguns.
+
+They are very expert with these fire-arms, and as they use them a great
+deal, must have a large and constant supply of gunpowder.
+
+A story is told of how, at one time, a tribe of Indians tried to raise
+gunpowder by planting seed. This shows how little they knew of civilized
+life and habits.
+
+A trader went to a certain Indian nation to dispose of a stock of goods.
+Among other things he had a quantity of gunpowder.
+
+The Indians traded for his cloths, hats, axes, beads, and other things,
+but would not take the powder, saying: "We do not wish for the powder;
+we have plenty."
+
+The trader did not like to carry all the powder back to his camp; so
+thought he would play a trick on the Indians, and induce them to buy it.
+
+Going to an open piece of ground near the Indian camp, he dug some
+little holes in the soft, rich soil; then mixing a quantity of onion
+seed with his powder, he began to plant it.
+
+The Indians were curious to know what he was doing, and stood by greatly
+interested.
+
+"What are you doing?" said one. "Planting gunpowder," replied the
+trader.
+
+"Why do you plant it?" inquired another.
+
+"To raise a crop of powder. How could I raise it without planting?" said
+the trader. "Do you not plant corn in the ground?"
+
+"And will gunpowder grow like corn?" exclaimed half a dozen at once.
+
+"Certainly it will," said the trader. "Did you not know it? As you do
+not want my powder, I thought I would plant it, and raise a crop which I
+could gather and sell to the Crows."
+
+Now the Crows were another tribe of Indians, which was always at war
+with this tribe. The idea of their enemies having a large supply of
+powder increased the excitement, and one of the Indians said:
+
+"Well, well, if we can raise powder like corn, we will buy your stock
+and plant it."
+
+But some of the Indians thought best to wait, and see if the seed would
+grow. So the trader agreed to wait a few days.
+
+In about a week the tiny sprouts of the onion seed began to appear above
+the ground.
+
+The trader calling the Indians to the spot, said: "You see now for
+yourselves. The powder already begins to grow, just as I told you it
+would."
+
+The fact that some small plants appeared where the trader had put the
+gunpowder, was enough to convince the Indians.
+
+Every one of them became anxious to raise a crop of gunpowder.
+
+The trader sold them his stock, in which there was a large mixture of
+onion seeds, at a very high price, and then left.
+
+From this time, the Indians gave no attention to their corn crop. If
+they could raise gunpowder, they would be happy.
+
+They took great care of the little plants as they came up out of the
+ground, and watched every day for the appearance of the gunpowder
+blossoms.
+
+They planned a buffalo hunt which was to take place after the powder
+harvest.
+
+After a while the onions bore a plentiful crop of seeds, and the Indians
+began to gather and thresh it.
+
+They believed that threshing the onion seeds would produce the powder.
+But threshing failed to bring it. Then they discovered that they had
+been cheated.
+
+Of course the dishonest trader avoided these Indians, and did not make
+them a second visit.
+
+After some time, however, he sent his partner to them for the purpose of
+trading goods for furs and skins.
+
+By chance they found out that this man was the partner of the one who
+had cheated them.
+
+They said nothing to him about the matter; but when he had opened his
+goods and was ready to trade, they coolly helped themselves to all he
+had, and walked off.
+
+The trader did not understand this. He became furiously angry, and went
+to make his complaint to the chief of the nation.
+
+"I am an honest man," said he to the chief. "I came here to trade
+honestly. But your people are thieves; they have stolen all my goods."
+
+The old chief looked at him some time in silence, and then said: "My
+children are all honest. They have not stolen your goods. They will pay
+you as soon as they gather their gunpowder harvest."
+
+The man had heard of the trick played upon the Indians; but did not know
+before this, that his partner was the one who had cheated them. He could
+not say a word. He departed at once. Arriving at his home, he said to
+his partner:
+
+"We must separate. I have learned a lesson. I can not remain in business
+with a dishonest man. You cheated the Indians for a little gain. You
+have lost it, and I advise you, henceforth, to deal honestly with all
+men."
+
+
+ * * * * *
+
+
+Directions for Reading.--In the first paragraph of the lesson, notice
+the places marked below (__) where words are likely to be run together
+in reading, and avoid making such errors.
+
+ "Out__in the West, there__are men who trade for furs__and skins__of
+ animals."
+
+Point out similar places in the second paragraph.
+
+Name four _emphatic words_ occurring in the last sentence of the
+lesson.
+
+
+ * * * * *
+
+
+Language Lesson. Syllabify, accent, and mark sounds of letters in the
+following words: _dispose, gunpowder, complaint, henceforth_.
+
+Give reasons for the capital letters and marks of punctuation used in
+the last paragraph of the lesson.
+
+Tell the story in your own words, using the points given in the
+following
+
+Analysis.--1. Trading with the Indians. 2. The use of fire-arms among
+the Indians. 3. The trader's trick. 4. Visit of the trader's partner. 5.
+What the Indians did. 6. The return of the partner. 7. What he said to
+the trader.
+
+
+ * * * * *
+
+
+
+
+LESSON XX.
+
+
+floss'y, _made of silk_.
+
+mag'ic, _unnatural power_.
+
+war'bling, _singing_.
+
+mope, _become stupid or dull_.
+
+boun'ty, _what is given freely_.
+
+lan'guish, _become weak; wither_.
+
+
+ * * * * *
+
+
+
+
+A HAPPY PAIR.
+
+
+ Over my shaded doorway
+ Two little brown-winged birds
+ Have chosen to fashion their dwelling,
+ And utter their loving words;
+ All day they are going and coming
+ On errands frequent and fleet,
+ And warbling over and over,
+ "Sweetest, sweet, sweet, O sweet!"
+
+ Their necks are changeful and shining,
+ Their eyes like living gems;
+ And all day long they are busy
+ Gathering straws and stems,
+ Lint and feathers and grasses,
+ And half forgetting to eat,
+ Yet never failing to warble,
+ "Sweetest, sweet, sweet, O sweet!"
+
+ I scatter crumbs on the doorstep,
+ And fling them some flossy threads;
+ They fearlessly gather my bounty,
+ And turn up their grateful heads.
+ And chatter and dance and flutter,
+ And scrape with their tiny feet,
+ Telling me over and over,
+ "Sweetest, sweet, sweet, O sweet!"
+
+ What if the sky is clouded?
+ What if the rain comes down?
+ They are all dressed to meet it,
+ In water-proof suits of brown.
+ They never mope nor languish,
+ Nor murmur at storm or heat;
+ But say, whatever the weather,
+ "Sweetest, sweet, sweet, O sweet!"
+
+ Always merry and busy,
+ Dear little brown-winged birds!
+ Teach me the happy magic
+ Hidden in those soft words,
+ Which always, in shine or shadow,
+ So lovingly you repeat,
+ Over and over and over,
+ "Sweetest, sweet, sweet, O sweet!"
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils express, in their own language, the words
+given below in dark type.
+
+ Their eyes are like _living gems_.
+
+ Which you always repeat _in shine or shadow_.
+
+What kind of birds are described in the lesson?
+
+Why did they gather straws, stems, lint, feathers, and grasses?
+
+
+ * * * * *
+
+
+
+
+LESSON XXI.
+
+
+mes'sage, _word; notice_.
+
+mer'chan dise, _things traded; goods_.
+
+guid'ance _leading; directing_.
+
+halt, _stop_.
+
+de cid'ed, _made up their minds_.
+
+re trac'ing, _going back over_.
+
+ho ri'zon, _line where the earth and sky seem to meet_.
+
+en camped', _set up tents_.
+
+sole, _only_.
+
+gushed, _flowed rapidly; poured_.
+
+
+ * * * * *
+
+
+
+
+ALI, THE BOY CAMEL-DRIVER
+
+PART I.
+
+
+Hassan was a camel-driver who dwelt at Gaza. It was his business to go
+with caravans, backwards and forwards, across the desert to Suez, to
+take care of the camels. He had a wife and one young son, called Ali.
+
+Hassan had been, absent for many weeks, when his wife received from him
+a message, brought by another camel-driver, who had returned with a
+caravan from Suez.
+
+It said: "Send the boy with the camel to Suez with the next caravan. I
+have some merchandise to bring home, and I will stop at Suez till he
+comes."
+
+Ali's mother was pained at the thought of sending her young son away to
+such a distance for the first time; but she said to herself that Ali
+was now quite old enough to be helping his father, and she at once set
+about doing what was required for his journey.
+
+Ali got out the trappings for the camel, and looked to the water-bottles
+to see that they did not leak. His mother did all that was needed to
+make him quite ready to join the next caravan that started.
+
+Ali was delighted to think that he was to go to his father, and that at
+last the day was come when, he too was to be a camel-driver, and to take
+a journey with the dear old camel which he was so fond of.
+
+He had long wanted to ride on its back across the desert, and to lie
+down by its side to rest at night. He had no fear.
+
+The camel, of which Ali was so fond, had been bought by his father with
+the savings of many a year's hard work, and formed the sole riches of
+the family.
+
+Hassan was looked upon as quite a rich man by the other camel-drivers,
+and Ali, besides having a great love for the animal, was proud of his
+father being a camel owner.
+
+Though it was a great creature by the side of the young boy, it would
+obey the voice of Ali, and come and go at his bidding, and lie down and
+rise up just as he wished. Hassan called his camel by an Arabian word,
+which meant "Meek-eye."
+
+At last, there was a caravan about to start for Suez which Ali could
+join. The party met near the gates of the city, where there were some
+wells, at which the water-bottles could be filled. Ali's mother
+attended, and bid her son a loving farewell.
+
+The caravan started. The camels which were to lead the way, had around
+their necks jingling bells, which the others hearing, followed without
+other guidance.
+
+Ali looked about and saw his mother standing near the city gate. He took
+his cap off and waved it above his head, and his mother took off the
+linen cloth which she wore over her head, and waved it.
+
+Tramp, tramp, tramp went the camels, their soft spongy feet making a
+noise as they trod the ground. The camel-drivers laughed, and talked to
+each other.
+
+Ali was the only boy in the caravan, and no one seemed to notice him. He
+had a stout heart, and tried not to care.
+
+He could talk to Meek-eye, and this he did, patting the creature's back,
+and telling him they would soon see his father.
+
+The sun rose higher and higher, and the day grew hotter and hotter. The
+morning breeze died away, and the noon was close and sultry.
+
+The sand glowed like fire. There was nothing to be seen but sand and
+sky. At mid-day a halt was made at one of the places well known to the
+drivers, where shade and water could be had.
+
+The water-bottles were not to be touched that day, for at this place a
+little stream, which gushed from a rock, supplied enough for the men,
+while the camels needed no water for many days.
+
+After resting a short time, the kneeling camels were made to rise, the
+riders first placing themselves on their backs, and the caravan then
+moved on.
+
+At night the party encamped for rest, the camels lying down, while fires
+were lighted and food was prepared.
+
+Several days were thus passed, and Ali found that he liked this kind of
+life as well as he thought he should.
+
+No Arabs were met with, nor even seen; but a danger of the desert, worse
+than a party of Arabs, came upon them.
+
+There arose one day at noon, one of those fearful burning winds which do
+such mischief to the traveler and his camel. The loose sand was raised
+like a cloud. It filled the nostrils and blinded the eyes.
+
+The only thing to be done, was for the men to get off the backs of the
+camels, and lie down with their faces to the earth.
+
+After the storm had passed, they arose to continue their journey. But
+the sand had been so blown as to cover the beaten track, and thus all
+trace of the road was lost.
+
+The camel-drivers who led the way stood still, and said that they did
+not know which way to turn.
+
+No distant rock or palm-tree was to be seen, and no one could say which
+was the south, towards which their faces ought to be turned.
+
+They wandered on, now turning to the right, and now to the left; and
+sometimes, when they had gone some distance in one direction, retracing
+their steps and trying another.
+
+The caravan made a halt, and it was now decided to journey towards the
+setting sun, in hopes of finding once more the right track.
+
+Night came on, however, and they had not found it, nor had they reached
+any place where they could fill their water-bottles, which were empty.
+
+Once or twice, some one of the party fancied that he saw in the distance
+the top of a palm-tree; but no, it turned out to be but a little cloud
+upon the horizon.
+
+They had not yet found the old track; neither had they supplied
+themselves with water to cool their parched lips.
+
+
+ * * * * *
+
+
+Directions for Reading.--Always take breath before beginning to read a
+sentence. If the sentence is a long one, choose such places for breathing
+as will not injure the sense.
+
+When we are out of breath, we are likely either to read too fast, or
+stop to breathe at such places as to injure the sense.
+
+In the first sentence of the second paragraph on page 101, we may make
+slight pauses to take breath after _noon_ and after _winds_.[07]
+
+Point out breathing-places in the last paragraph on page 100.[08]
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _jingling, nostrils, farewell_.
+
+Let pupils use other words to express the following:
+
+ A stout heart. Towards the setting sun.
+
+
+[07] See paragraph 22 beginning, "There arose one day at noon...."
+
+[08] See paragraph 21 beginning, "Several days were thus passed...."
+
+
+ * * * * *
+
+
+
+
+LESSON XXII.
+
+
+pro pose', _offer; advise_.
+
+group, _a number of persons or things together_.
+
+grief, _great sorrow; distress_.
+
+draughts (drafts), _quantities of water taken at one time_.
+
+quenched, _satisfied; put out_.
+
+re' cently, _newly; lately_.
+
+flick'er ing, _fluttering; keeping in motion_.
+
+greed'ily, _very eagerly_
+
+pre'cious, _of great price; costly_.
+
+wea'ry, _very tired_.
+
+refresh'ing, _cooling; reviving_.
+
+
+ * * * * *
+
+
+
+
+ALI, THE BOY CAMEL-DRIVER.
+
+PART II.
+
+
+Poor Ali suffered like the rest from terrible thirst. He drank the last
+drop of water from his water-bottle, and thought of the morrow with
+fear.
+
+He was so tired when night came, he was glad to lie down by the side of
+Meek-eye and go to sleep. Ali slept, but before morning, was awakened by
+the sound of voices.
+
+He listened, and heard the chief driver tell one of the merchants that,
+if they did not find water very soon, the next day a camel must be
+killed, in order to get the water contained in its stomach.
+
+This is often done in cases of great need in the desert, the stomach of
+the camel being so formed as to hold a great quantity of water.
+
+Ali was not surprised to hear such a thing spoken of; but what was his
+distress and alarm, when he heard the merchant propose that it should be
+"the boy's camel" that should be killed!
+
+The merchant said the other camels were of too good a kind, and of too
+much value; while, as to this young boy, what business had he to have a
+camel of his own?
+
+It would be better far, they said, for him to lose his camel than for
+him to die, like the rest, of thirst. And so it was decided that
+Meek-eye should be killed, unless water were found the next morning.
+
+Ali slept no more. His heart was full of grief; but his grief was mixed
+with courage and resolution. He said to himself that Meek-eye should not
+die.
+
+His father had trusted him to bring the camel, and what would he say if
+he should arrive at Suez without it? He would try to find his way alone,
+and leave the caravan as soon as possible.
+
+That night when all was quiet, and the merchant and camel-driver had
+gone to sleep, Ali arose, and gently patting the neck of Meek-eye, awoke
+him.
+
+He placed his empty bag and water-bottles on his back, and seating
+himself on him, made signs for the creature to rise, and then suddenly
+started off.
+
+Tramp, tramp, tramp, went Meek-eye over the soft sand. The night was
+cool and refreshing, and Ali felt stronger and braver with every tramp.
+The stars were shining brightly, and they were his only guides.
+
+He knew the star which was always in the north, and the one which was in
+the west after the sun had gone down. He must keep that star to the
+right, and he would be sure to be going towards the south.
+
+He journeyed on till day began to dawn. The sun came up on the edge of
+the desert, and rose higher and higher. Ali felt faint, weary, and
+thirsty, and could scarcely hold himself on to Meek-eye. When he thought
+of his father and mother, he took courage again, and bore up bravely.
+
+The sun was now at its height. Ali fancied he saw a palm-tree in the
+distance. It seemed as if Meek-eye saw it also, for he raised his head
+and quickened his step.
+
+It was not long before Ali found himself at one of those pleasant green
+islands which are found throughout the desert, and are called oases.
+
+He threw himself from the camel's back, and hunted out the pool of water
+that he knew he should find in the midst of the reeds and long grass
+which grew there.
+
+He dipped in his water-bottle and drank, while Meek-eye, lying down,
+stretched out his long neck, and greedily sucked up great draughts of
+the cool water.
+
+How sweet was the sleep which crept over them as they lay down in the
+shade of the great palm-tree, now that they had quenched their thirst!
+
+Refreshed and rested, Ali was able to satisfy his hunger on some ripe
+dates from the palm-tree, while Meek-eye began to feed upon the grass
+and leaves around.
+
+Ali noticed, while eating his dates, that other travelers had been there
+recently: as the grass at the side of the pool was trampled down. This
+greatly cheered him. He quickly followed in their track, still going in
+a southerly direction.
+
+He kept the setting sun to his right, and when it had gone down, he
+noticed the bright star that had guided him before.
+
+He traveled on, tired and faint with hunger for many a mile, till at
+last he saw, a long way off, the fires of a caravan which had halted for
+the night.
+
+Ali soon came up to them. He got down, from Meek-eye, and leading him by
+the bridle, came towards a group of camel-drivers, who were sitting in a
+circle.
+
+He told them his story, and asked permission to join the party, and
+begged a little rice, for which he was ready to pay with the piece of
+money that his mother had given him when he left home.
+
+Ali was kindly received by them, and allowed to partake of their supper.
+The men admired the courage with which he had saved his favorite camel.
+After supper Ali soon closed his weary eyes, and slept soundly by the
+side of Meek-eye.
+
+In the midst of a pleasant dream, Ali was suddenly aroused by the sound
+of tinkling bells, and on waking up he saw that another caravan had
+arrived, which had come from the south.
+
+The merchants sat down to wait until their supper was brought to them,
+and a party of camel-drivers drew round the fire near which Ali had
+been sleeping. They raked up its ashes, put on fresh fuel, and then
+prepared to boil their rice.
+
+What voice was that which roused Ali just as he was falling asleep
+again? He listened, he started to his feet, he looked about him, and
+waited for a flash of flame from the fire to fall on the faces of the
+camel-drivers who stood around it.
+
+It came flickering up at first, and then all at once blazing out,
+flashed upon the camel-driver who stood stooping over it, and lighted up
+the face of Ali's father!
+
+The father had waited at Suez many days, wondering why Ali did not come;
+and then, thinking there had been some mistake, determined to return
+home with the caravan, which was starting for Gaza.
+
+We need hardly describe the joy of both father and son at thus meeting,
+nor the pleasure with which the father listened to the history of Ali
+the fears and dangers to which his young son had been exposed. He was
+glad, too, that their precious Meek-eye had been saved.
+
+There was no one in the whole caravan so happy as Hassan, when, the next
+morning, he continued, his journey to Gaza in company with Meek-eye and
+his beloved son Ali.
+
+
+ * * * * *
+
+
+Language Lesson.--Syllabify, accent, and mark sounds of letters in the
+following words: _suffered, permission, partake, merchants, beloved_.
+
+Let pupils use other words to express the meaning of what is given below
+in dark type.
+
+ Ali _bore up bravely_.
+
+ Meek-eye _quickened his step_.
+
+ _The sun_ was now _at its height_.
+
+Write statements containing each of the following words, used in such a
+manner as to show their proper meaning: _herd, heard; need, knead; no,
+know; way, weigh; knew, new_.
+
+Make out an _analysis_ of the two lessons, and use it in telling the
+story in your own words.
+
+
+ * * * * *
+
+
+
+
+LESSON XXIII.
+
+
+ob served', _saw; noticed_.
+
+trans par'ent, _clear; easily seen through_.
+
+ma te'ri al, _that of which any thing is made or to be made_.
+
+ob tained', _taken from; received_.
+
+gar'ments, _articles of clothing_.
+
+verd'ure, _any green growth_.
+
+a dorn', _dress with taste; beautify_.
+
+par tic'ular, _of an unusual kind_.
+
+va ri'e ty, _a number of different kinds_.
+
+del'i cate, _gentle; tender_.
+
+ca ressed', _treated with fondness_.
+
+
+ * * * * *
+
+
+
+
+A QUEER PEOPLE.
+
+
+One evening, as Captain Perry was sitting by the fireside at his home in
+Liverpool, his children asked him to tell them a story.
+
+[Illustration]
+
+"What shall it be about?" said the captain.
+
+"O," said Harry, "tell us about other countries, and the curious people
+you have seen in them."
+
+"Yes, yes!" exclaimed Mary. "We were much interested, while you were
+away the last time, in reading 'Gulliver's Travels' and 'Sindbad the
+Sailor.'"
+
+"You have seen as wonderful things as they did, haven't you, father?"
+said Harry.
+
+"No, my dears," said the captain. "I never met such wonderful people as
+they tell about, I assure you; nor have I seen the 'Black Loadstone
+Mountain' or the 'Valley of Diamonds.'"
+
+"But," said Mary, "you have seen a great many people, and their
+different manners and ways of living."
+
+"Yes," said the captain, "and if it will interest you, I will tell you
+some of the curious things that I have observed."
+
+"Pray, do so!" cried Harry, as both the children drew close to him.
+
+"Well, then," began the captain, "I was once in a country where it was
+very cold, and the poor people could scarcely keep themselves from
+starving.
+
+"They were clothed partly in the skins of beasts, made smooth and soft
+by some particular art; but chiefly in garments made from the outer
+covering of an animal cruelly stripped off its back while alive.
+
+"They lived in houses partly sunk below the ground. These houses were
+mostly built of stones or of earth hardened by fire.
+
+"The walls of the houses had holes to let in light; but to prevent the
+cold air and rain from coming in, they were covered with a sort of
+transparent stone, made of melted sand.
+
+"As wood was rather scarce, they used for fuel a certain kind of stone
+which they dug out of the earth, and which, when put among burning
+wood, catches fire and makes a bright flame."
+
+"Dear me!" said Harry. "What a wonderful stone! Why didn't you
+bring a piece home with you, father?"
+
+"I have a piece, which I will show you some time," replied the captain.
+"But to go on with my story.
+
+"What these people eat is remarkable, too. Some of the poor people eat
+fish which had been hung up and smoked until quite dry and hard, and
+along with it they eat the roots of plants, or coarse, black cake made
+of powdered seeds.
+
+"The rich people have a whiter kind of cake upon which they spread a
+greasy matter that is obtained from a large animal. They eat also the
+flesh of many birds and beasts when they can get it, and the leaves and
+other parts of a variety of vegetables--some raw and others cooked.
+
+"For drink they use the water in which certain dry leaves have been
+steeped. These leaves, I was told, came from a country a great distance
+away.
+
+"I was glad to leave this country because it was so very cold; but about
+six months after, I was obliged to go there again. What was my surprise
+to find that great changes had taken place!
+
+"The climate was mild and warm, and the country was full of beauty and
+verdure. The trees and shrubs bore a great variety of fruits, which,
+with other vegetable products, were used largely as food.
+
+"The people were gentle and civilized. Their dress was varied. Many wore
+cloth woven from a sort of wool grown in pods on bushes.
+
+"Another singular material was a fine, glossy stuff used chiefly by the
+rich people. I was told that it was made out of the webs of
+caterpillars, which to me seemed quite wonderful, as it must have taken
+a great number of caterpillars to produce the large quantity of the
+stuff that I saw.
+
+"These people have queer ideas about their dress. The women wear
+strangely figured garments, and adorn their heads, like some Indian
+nations, with feathers and other fanciful head-dresses.
+
+"One thing surprised me very much. They bring up in their houses an
+animal of the tiger species, having the same kind of teeth and claws as
+the tiger.
+
+"In spite of the natural fierceness of this little beast, it is played
+with and caressed by the most timid and delicate of their women and
+children."
+
+"I am sure I would not play with it," said Harry.
+
+"You might get an ugly scratch, if you did," said the captain.
+
+"Aha!" cried Mary; "I've found you out: you have been telling us of our
+country and what is done at home all this while!"
+
+"But we don't burn stones, or eat grease and powdered seeds, or wear
+skins and caterpillars' webs, or play with tigers," said Harry.
+
+"No?" said the captain. "Pray, what is coal but a kind of stone; and is
+not butter, grease; and wheat, seeds; and leather, skins; and silk, the
+web of a kind of caterpillar; and may we not as well call a cat an
+animal of the tiger kind, as a tiger an animal of the cat kind?"
+
+"So, if you will remember what I have been describing, you will find
+that all the other wonderful things that I have told you of, are well
+known among ourselves."
+
+"I have told you the story to show that a foreigner might easily
+represent every thing among us as equally strange and wonderful, as we
+could with respect to his country."
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out breathing-places in the last
+paragraph.
+
+Name the _emphatic words_ in the last paragraph.
+
+Pronounce carefully the following words: _vegetable, foreigner, beasts,
+products, across, again, also, apron_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils express the meaning of what is given below
+in dark type, using a single word for each example.
+
+ Houses built of _earth hardened by fire_.
+
+ The walls have _holes to let in the light_.
+
+ They were covered with _a sort of transparent stone_.
+
+ They drink _water in which dry leaves have been steeped_.
+
+ Many wore cloth woven from _a sort of wool grown in pods_.
+
+
+ * * * * *
+
+
+
+
+LESSON XXIV.
+
+
+lin'net, _a kind of bird_.
+
+com pare', _be equal; have similar appearance_.
+
+wor'ried, _troubled; anxious_.
+
+hum'ble, _meek; lowly_.
+
+mis'chiev ous, _full of mischief; troublesome_.
+
+grub, _dig up by the roots_.
+
+
+ * * * * *
+
+
+
+
+THE ILL-NATURED BRIER
+
+
+ Little Miss Brier came out of the ground,
+ She put out her thorns, and scratched ev'ry thing 'round.
+ "I'll just try," said she,
+ "How bad I can be;
+ At pricking and scratching, there are few can match me."
+
+ Little Miss Brier was handsome and bright,
+ Her leaves were dark green, and her flowers pure white;
+ But all who came nigh her
+ Were so worried by her,
+ They'd go out of their way to keep clear of the Brier.
+
+ Little Miss Brier was looking one day
+ At her neighbor, the Violet, over the way;
+ "I wonder," said she,
+ "That no one pets me,
+ While all seem so glad little Violet to see."
+
+ A sober old Linnet, who sat on a tree,
+ Heard the speech of the Brier, and thus answered he:
+ "'Tis not that she's fair,
+ For you may compare
+ In beauty with even Miss Violet there;
+
+ "But Violet is always so pleasant and kind,
+ So gentle in manner, so humble in mind,
+ E'en the worms at her feet
+ She would never ill-treat,
+ And to Bird, Bee, and Butterfly always is sweet."
+
+ Then the gardener's wife the pathway came down,
+ And the mischievous Brier caught hold of her gown;
+ "O dear, what a tear!
+ My gown's spoiled, I declare!
+ That troublesome Brier!--it has no business there;
+ Here, John, grub it up; throw it into the fire."
+ And that was the end of the ill-natured Brier.
+
+
+ * * * * *
+
+
+Directions for Reading.--This lesson should be read in a spirited
+manner.
+
+It is suggested to vary the reading exercise by having one pupil read
+each stanza, and the class repeat it in concert.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+ There are few can _match_ me.
+
+ They'd go out of their way to _keep clear of_ the Brier.
+
+Supply letters omitted from the following words: _they'd, gown's, e'en,
+'round_. Write the words in full.
+
+
+ * * * * *
+
+
+
+
+LESSON XXV.
+
+
+ply, _make regular journeys_.
+
+com'merce, _trade between places or peoples_.
+
+might'y, _of great power_.
+
+trav'erse, _pass over; cross_.
+
+re'al ize, _understand the truth of_.
+
+pro pel', _drive forward_.
+
+prop'erty, _any thing that belongs to a person_.
+
+or'chards, _numbers of fruit-trees_.
+
+im mense', _very large_.
+
+glit'ter ing, _sparkling with light_.
+
+
+ * * * * *
+
+
+
+
+WATER.
+
+
+It is difficult to realize that nearly three-fourths of the surface of
+the earth is water; yet it is a fact.
+
+Think of the immense space covered by oceans, seas, lakes, and rivers,
+and how useful all this water is to mankind.
+
+Sailing ships and steam-ships traverse the oceans and lakes. Steam-boats
+ply along the rivers, carrying people and merchandise to and fro, going
+sometimes as far as three thousand miles from their starting point.
+
+It is by water that men float their rafts of logs or lumber to distant
+places. Water turns the great wheels of many of our mills, and thus
+harnessed to mighty machines, does more work than thousands of men and
+horses.
+
+These machines produce paper, cloth, flour, lumber, and many other
+useful articles.
+
+When water is heated and turned into steam, it moves powerful engines.
+These engines propel our great steam-ships and steam-boats and drive
+machines of all kinds in mills and factories.
+
+Many of you have seen water, clear and cool, trickling from the rocks in
+the side of a hill. This water first forms a spring.
+
+From this spring, the water escapes in a tiny stream, called a rivulet
+or creek, and flows along until it enters a river. Many springs make
+many rivulets; many rivulets make large rivers.
+
+Rivers sometimes receive such great quantities of water that they
+overflow their banks, and destroy much valuable property. This is called
+a freshet or a flood.
+
+Many people who live near some of our rivers have lost their houses,
+furniture, and cattle, which were all swept away by these floods.
+
+In the winter of 1883, the Ohio River received so much water from the
+thousands of rivulets flowing into it, that it overflowed its banks.
+
+The result of this overflow was one of the greatest floods ever known,
+and many, no doubt, who read this, were there to see its terrible
+effects.
+
+But where does all this water come from? you may ask.
+
+Let me see if I can explain it to you. The water in all these rivers,
+lakes, and oceans is constantly rising into the air in what is called
+moisture or vapor. We can not see this moisture, neither can we see the
+air.
+
+If the air is cold, moisture does not rise rapidly; but, as the air
+becomes heated, it takes up more moisture, so that the more heat there
+is in the air, the more moisture rises.
+
+Heated air is light, and rises higher and higher from the ground, taking
+the moisture with it, until it reaches a point where it begins to cool.
+
+Then as the air cools, the moisture forms into clouds, and these clouds
+are, in a certain sense, floating water.
+
+Floating water! How can water float! do you ask?
+
+Well, I will tell you. Cold air is heavier than heated air, and until
+the clouds become so full of moisture as to return some of it to the
+earth, in the shape of rain, they float because they are lighter than
+the air underneath them.
+
+The winds, by the flapping of their mighty wings, drive the clouds over
+the land to the hills and the mountains and the thirsty fields; and
+there they pour their blessings on the farms, pastures, orchards, and
+the dusty roads and way-side grass, bringing greenness and gladness
+every-where.
+
+Without water nothing would grow; every thing would dry up and wither.
+
+All animals drink water, for it forms a part of their blood and thus
+helps to keep them alive. All trees and plants drink it by drawing it
+through their roots or leaves, for it helps to form their sap.
+
+Sometimes on a summer morning you will see drops of clear sparkling
+water on flowers and grass.
+
+To look at them you would think it had rained during the night; but,
+noticing that the ground is dry, you know that no rain has fallen.
+
+What then are these glittering drops of water? Where do they come from?
+
+I will tell you. These drops are called dew. As night comes on, the
+grass and the leaves of flowers and plants become cool.
+
+When the warm air touches them, it becomes chilled, and as the air can
+not then carry so much moisture as before, it leaves some of its
+moisture on the flowers and grass.
+
+A moisture like dew sometimes collects in the house. Did you ever
+observe it in drops on the outside of a pitcher of cold water? Some
+people suppose that the water comes through the pitcher, but it does
+not.
+
+The water being cold makes the pitcher cold, and as the warm air of the
+room strikes it, a moisture like dew is left on the pitcher, in the same
+manner as dew is left on grass, leaves, and flowers.
+
+In cold weather, when the dew gathers on plants and flowers, it
+sometimes freezes and forms frost, and when the clouds throw off their
+moisture in rain drops, the rain becomes sleet, hail, or snow.
+
+So you see that dew, rain, frost, sleet, snow, and hail are only
+different forms of water.
+
+
+ * * * * *
+
+
+
+
+LESSON XXVI.
+
+
+treas'ure, _a large quantity of money; valuable things_.
+
+for'mer ly, _in time past; heretofore_.
+
+mod'er ate, _not great; limited in quantity_.
+
+or'phan, _a child whose father and mother are dead_.
+
+at tract'ive, _inviting; having power to draw toward_.
+
+em'er y, _a kind of hard, sharp sand_.
+
+ex treme', _last point or limit_.
+
+rub'bish, _things of no value_.
+
+fit'tings, _things needed in making an article ready for use_.
+
+
+ * * * * *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART I.
+
+
+On a pleasant street in the old town of Fairfield, stands a neat, little
+cottage. This was formerly the home of Mrs. Reed, an old lady respected
+by her neighbors and loved by all the young people of the place.
+
+There was about Mrs. Reed a kindly manner which pleased all who knew
+her. Although very poor, she took much interest in her young friends and
+tried to make them happy.
+
+Mrs. Reed had not always been poor. Her husband when alive was supposed
+to be rich; but after his death, it was found that nothing was left to
+his widow but two small cottages.
+
+In one of these cottages, Mrs. Reed lived; the other, she rented. But
+the rent received was no more than enough to enable her to live with
+moderate comfort. She had little or nothing left with which to do for
+others.
+
+One cold winter morning, two persons were talking together in the cozy
+sitting-room of the cottage. One was Mrs. Reed, and the other, Alice
+Brown, a poor orphan girl, who lived with some distant relatives in
+Fairfield.
+
+"You are very kind to come to see me so often, Alice," said Mrs. Reed.
+"I wonder why you do; because there is nothing attractive here."
+
+"Why, Mrs. Reed!" replied Alice; "how can you talk so? are you not here?
+do I not always receive a kind word and a welcome smile from you?"
+
+"Well, you know I love you, Alice, and am always delighted to have you
+come," said Mrs. Reed; "I am sure that were it in my power to do so, I
+would have you here all the time.
+
+"I would like to give you books, have you attend school, and do every
+thing to make you happy. But alas! Alice, you know I am too poor to do
+what I wish, and at times it makes me feel very sad."
+
+"O, indeed you are too good, Mrs. Reed! My greatest pleasure is to come
+and see you, and I hope you will always love me.
+
+"I wish I could stay here all day; but you know that the day after
+to-morrow will be Christmas, and I must hurry home now, as auntie wants
+me to help her prepare for it. So good-by."
+
+"But, Alice, you will come to see me Christmas morning, will you not?"
+asked Mrs. Reed.
+
+"Yes," replied Alice, "for a little while." And with a kiss and another
+good-by, she left Mrs. Reed alone.
+
+"What a dear good girl she is," said Mrs. Reed to herself, as she
+watched Alice tripping down the street toward her home.
+
+"She was so good to me last summer when I was ill! and here is Christmas
+and I have no money with which to buy her a present.
+
+"O dear, dear! why was I left so poor! I am sure my husband had some
+money; what could he have done with it!"
+
+Mrs. Reed sat down in her rocking-chair and for a full half hour looked
+thoughtfully into the fire. Starting up suddenly, she again exclaimed to
+herself:
+
+"I do really believe that if I go up into the garret, I can find,
+something for a Christmas present, that will please Alice.
+
+"I remember a curious old box that Mr. Reed had, that was sent to him
+from India. If I can find some bits of ribbon, and silk, I will line it
+and make it into a nice little work-box for Alice."
+
+Then Mrs. Reed climbed up the narrow stairway into the garret, and,
+after searching some time among the rubbish that lay around in all the
+nooks and corners, discovered the box.
+
+Taking it down-stairs and finding some pieces of silk, she spent the
+rest of the day in making it into a work-box.
+
+She made a pretty needle-book, a tiny pincushion, and an emery bag like
+a big strawberry. Then from her own scanty stock she added needles,
+pins, thread, and her only pair of small scissors, scoured to the last
+extreme of brightness.
+
+One thing only she had to buy--a thimble; and that she bought for a
+penny. The thimble was of brass and so bright that it was quite as
+handsome as gold.
+
+When full, the little box was very pretty. In the bottom lay a quilted
+lining, which had always been there, and upon which she had placed the
+fittings.
+
+
+ * * * * *
+
+
+Directions for Reading.--The conversational parts of this lesson may
+be read as a dialogue by two pupils.
+
+Which is the most _emphatic word_ in the following sentence?
+
+ "O dear, dear! Why was I left so poor!"
+
+Point out the _emphatic words_ in the third paragraph of the lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON XXVII.
+
+
+hand'y, _convenient; ready for use_.
+
+ad join'ing, _next to; neighboring_.
+
+sin cere'ly, _honestly; truly_.
+
+fort'u nate, _favored; lucky_.
+
+act'u al ly, _really; truly_.
+
+suf fi'cient, _enough; plenty_.
+
+carv'ings, _figures cut in wood or stone_.
+
+mys'ter y, _something entirely unknown_.
+
+thresh'old, _a piece of board which lies under a door_.
+
+tile, _a thin piece of baked clay_.
+
+ex am'ine, _look at with care_.
+
+
+ * * * * *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART II.
+
+
+Christmas morning came, and soon Alice Brown entered Mrs. Reed's cottage
+and received a warm welcome.
+
+"Merry Christmas! Mrs. Reed," said Alice.
+
+"Thank you, my dear," replied Mrs. Reed; "it will indeed be a 'Merry
+Christmas' if you can remain with me this forenoon."
+
+"Well, I can stay till dinner-time," said Alice. "See what a pretty
+present cousin John sent me!" and Alice held up a new pocket-book.
+
+"That is very nice, Alice," said Mrs. Reed; "now if you had some one to
+fill it with money, it would be better still."
+
+"Yes, indeed," cried Alice, laughingly; "but as I was not so fortunate
+as to receive any money, and have none of my own to put in it, the
+pocket-book is not likely to be worn out for a long time."
+
+"Well, well, Alice," replied Mrs. Reed, "it is always handy to have
+things in the house; for some time they may be needed.
+
+"Excuse me a moment, Alice," continued Mrs. Reed; "sit down here by the
+fire and warm yourself."
+
+Alice took a seat by the fire and warmed her fingers; for, although it
+was a bright sunshiny day, it was very cold.
+
+Mrs. Reed stepped into the adjoining room, and with a light heart and
+an expression on her face that no one had seen for many a day, took up
+the little work-box she had prepared for Alice.
+
+Returning again to the sitting-room with the box in her hand, she
+approached Alice and said;
+
+"Here, my dear, is a little Christmas present I have for you. I
+sincerely wish it were something better. It will be useful, I know, and
+I hope it will please you."
+
+"O how beautiful!" exclaimed Alice, as she caught sight of the curious
+carvings on the outside of the box. "And a work-box, too!" she
+continued, as she took it in her hands and lifted the cover; "is it
+really for me?"
+
+"For no one else, I assure you," replied Mrs. Reed, as her face lighted
+up with joy, at seeing Alice so happy.
+
+"O how can I ever thank you enough!" exclaimed Alice, as she threw her
+arms around Mrs. Reed's neck and kissed her again and again.
+
+Then taking a seat by Mrs. Reed, Alice began to examine the contents of
+the new work-box, lifting out the articles one by one, and placing them
+in her lap.
+
+She then admired the beautiful lining which. Mrs. Reed had put in the
+box, asking her where she got such pretty pieces of silk.
+
+"That piece of silk at the top, Alice, is a bit of my wedding-dress; and
+that on the sides, is a part of my wedding-sash. Those remind me of
+happy days, Alice.
+
+"I had plenty then: a good husband, a happy home, and never thought that
+I should come to poverty."
+
+"What is this from?" asked Alice, touching the silk lining at the
+bottom of the box.
+
+"O that was always in the box, Alice. It was there when my husband
+received it, and must be a piece of India silk.
+
+"Is any thing the matter with it?" continued Mrs. Reed, as she noticed
+Alice picking at one corner of it.
+
+"O nothing is the matter," replied Alice; "it only seemed to me to be a
+little loose."
+
+"Let me look," said Mrs. Reed. "I don't think it can be loose, or I
+should have seen it when I was lining the box."
+
+"It is actually quite loose," said Alice, as she examined it further,
+and picked up one corner with, a pin; "and here is a little piece of
+paper underneath it."
+
+"That is remarkable," said Mrs. Reed, as she put on her spectacles and
+drew up her chair a little closer to Alice.
+
+"And there is some writing on it too," said Alice, as she drew it from
+its hiding-place and handed it to Mrs. Reed.
+
+"Why, it's my husband's writing!" exclaimed Mrs. Reed, as she closely
+examined the faded letters. "What can it mean? I never saw it before.
+Read it, Alice; your eyes are younger than mine."
+
+Alice read: "'Look and ye shall find,' and underneath this," continued
+Alice, "is a picture of a mantel-piece, and underneath that, it reads:
+'A word to the wise is sufficient.'"
+
+Mrs. Reed again took the paper. Her hand trembled and her face became a
+little pale.
+
+"Alice," said she, "this is a picture of the old tile mantel-piece in
+the other room. There is some mystery about this. What can it mean?"
+
+"Yes," said Alice, "the tiles in that mantel have quotations on them."
+
+In an instant, Alice was on her feet and sprung into the other room,
+leaving Mrs. Reed in a state of wonderment.
+
+Hastily examining the tiles in the mantel, Alice cried out: "O Mrs.
+Reed, do come! here is a tile with exactly the same words on it!"
+
+Mrs. Reed hurried into the room, and had scarcely passed the threshold,
+when the tile fell to the hearth and broke into a dozen pieces.
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out breathing-places in the last
+paragraph.
+
+Pronounce carefully the following words: _fortunate, adjoining,
+clothes, hearth, sitting-room, wedding-dress_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+the following sentences.
+
+ _Alice received a warm welcome_.
+
+ _Mrs. Reed stepped into the adjoining room with a light heart_.
+
+ _Her face lighted up with joy_.
+
+ _Those things remind me of happy days_.
+
+ "_A word, to the wise is sufficient_."
+
+Change the _statements_ given above to _questions_.
+
+Change the following _exclamations_ to complete _statements_.
+
+ Do come! Let me look! Read it, Alice!
+
+Model.--See my pocket-book! = I wish you would look at my pocket-book.
+
+
+ * * * * *
+
+
+
+
+LESSON XXVIII.
+
+
+be fall'en, _happened to_.
+
+thrust, _move suddenly or with force_.
+
+mis hap', _something which has occurred to cause pain or sorrow_.
+
+ex cit'ed ly, _in a very earnest manner_.
+
+min'gled, _joined closely; united_.
+
+le'gal ly, _as the law requires_.
+
+a bun'dant, _beyond one's need; plentiful_.
+
+com'fort a ble, _having everything needed to keep one from pain or want_.
+
+re la'tions, _the feelings or acts of people toward each other_.
+
+charm'ing, _very pleasant_.
+
+
+ * * * * *
+
+
+
+
+THE HIDDEN TREASURE.
+
+PART III.
+
+
+"O what have I done! what have I done!" cried Alice. "O Mrs. Reed, I'm
+so sorry--I have broken the tile!"
+
+"How did it happen, Alice? Was it loose?"
+
+"Why yes," replied Alice; "I put my hand on it, and thought it appeared
+to move a little. Having my scissors with, me, I, through curiosity, ran
+the points in between that tile and the next one."
+
+"Never mind, child," said Mrs. Reed kindly, seeing that Alice was
+feeling sad over the mishap; "perhaps the tile can be mended--let us
+see."
+
+As they both stooped down to pick up the pieces, Alice noticed that
+there was a hollow space back of where the tile had been, and that it
+contained something of a dingy white color.
+
+"O Mrs. Reed!" cried she; "there is something in there! See, it looks
+like a bag tied up! May I take it out?"
+
+Mrs. Reed turned deadly pale. "Yes," she replied, scarcely knowing what
+she expected or dared hope.
+
+Alice thrust her hand into the hole to pull the hag out, but as it was
+very old, it fell apart, and O wonder of wonders! as many as a hundred
+pieces of gold coin fell with a jingle on the hearth and rolled every
+way.
+
+"My husband's money!" exclaimed Mrs. Reed, as she leaned on Alice to
+keep from falling.
+
+Alice was nearly wild and talked like a crazy person.
+
+"O goody, goody!" she cried, clapping her hands and jumping up and down.
+"Now you can have everything you want! you won't be poor any longer!"
+
+But Mrs. Reed was too much overcome to hear what Alice said.
+
+[Illustration]
+
+She could scarcely realize the good fortune that had so suddenly
+befallen her.
+
+Presently, however, with the tenderness of a mother, she placed her arms
+around Alice and said: "O you precious child! but for you, I should
+never have known this!"
+
+"And if you had not given me the work-box," said Alice, "perhaps no one
+would ever have found it out.
+
+"But," continued she, excitedly, "let us see if there is any thing more
+in there."
+
+Again reaching into the hole in the mantel-piece, she sprung back with a
+look of amazement that frightened Mrs. Reed.
+
+"Why, Alice, what is the matter?" inquired the old lady.
+
+"Matter!" exclaimed Alice. "Why, dear me! Mrs. Reed, there are lots and
+lots of bags in there yet!"
+
+"Is it possible!" said Mrs. Reed hoarsely. Then reaching her hand into
+the hole, she drew out bag after bag, handling them very carefully, so
+that they would not fall to pieces as the first one had done.
+
+In the meantime Alice had pushed a table up near the fire-place. The
+bags were emptied upon it, until the glittering gold made a heap that
+struck Mrs. Reed and Alice with greater amazement than ever.
+
+"Alice," said Mrs. Reed, "this is a blessing from Heaven that I do not
+deserve. I can not tell you how thankful I am for it. My happiness now
+will be in doing for others."
+
+Alice said nothing; her heart was too full. A look of sadness came over
+her face.
+
+She was wondering whether Mrs. Reed would continue to love her, and
+thinking, with a mingled feeling of fear and dread, that now her friend
+was rich, perhaps she, the poor orphan girl, might not be so welcome at
+the cottage as before.
+
+Mrs. Reed seemed to understand somewhat the nature of Alice's thoughts.
+"Cheer up, Alice," said she; "this is not a time to be sad! Come, help
+me put away this gold.
+
+"By the way, Alice, now is the time to use your pocket-book; you know I
+told you it was handy to have things in the house, they might be
+needed," she continued, smilingly.
+
+"Why, certainly, Mrs. Reed; do you want to borrow my pocket-book? here
+it is."
+
+"Yes, my dear," replied Mrs. Reed, "I shall want a new one myself, and I
+want to see yours. I wonder how many pieces of gold it will hold."
+
+Then Mrs. Reed crammed the pocket-book full of gold pieces.
+
+"There!" said she, handing it to Alice; "that is the Christmas present I
+wanted to give you this morning, but did not have it."
+
+"What! this for me! O no, no! I do not deserve it!" cried Alice.
+
+"But you must take it, Alice, and listen; for I have something to tell
+you. I want you to be my daughter now. I will have abundant means to
+make both of us comfortable and happy."
+
+"O Mrs. Reed," said Alice, bursting into tears; "I would love to be your
+daughter, nothing could make me happier."
+
+In a very short time every thing was changed in the little cottage. Mrs.
+Reed had legally adopted Alice as her daughter and was sending her to
+school.
+
+Fresh paint, inside and out, and many new comforts, made the old house
+charming and bright. But nothing could change the happy relations
+between the two friends, and a more contented and cheerful household
+could not be found anywhere.
+
+
+ * * * * *
+
+
+Language Lesson.--Tell the story in your own words, using the points
+given in the following
+
+Analysis.--1. Mrs. Reed's home. 2. Her talk with Alice. 3. Mrs. Reed
+prepares a present for Alice. 4. Alice receives the work-box. 5. What
+was found in it. 6. The broken tile and the discovery of the money. 7.
+What happened after that.
+
+
+ * * * * *
+
+
+
+
+LESSON XXIX.
+
+
+dells, _small valleys_.
+
+bow'ers, _covered places made of boughs_.
+
+troupe, _a number of living beings; a company_.
+
+daf'fo dils, _yellow flowers_.
+
+sheen, _brightness; splendor_.
+
+sprite, _an unreal person_.
+
+sus pend'ed, _stopped for a time; hung_.
+
+va'ries, _is different; changes_.
+
+blue'bell, _a kind of flower_.
+
+ram'bling, _wandering_.
+
+rev'el, _play in a noisy manner_.
+
+
+ * * * * *
+
+
+
+
+LOOKING FOR THE FAIRIES.
+
+
+ I've peeped in many a bluebell,
+ And crept among the flowers,
+ And hunted in the acorn cups,
+ And in the woodland bowers;
+ And shook the yellow daffodils,
+ And searched the gardens round,
+ A-looking for the little folk
+ I never, never found.
+
+ I've linger'd till the setting sun
+ Threw out a golden sheen,
+ In hope to see a fairy troupe
+ Come dancing on the green;
+ And marveled that they did not come
+ To revel in the air,
+ And wondered if they slept, and where
+ Their hiding-places were.
+
+ I've wandered with a timid step
+ Beneath the moon's pale light,
+ And every blazing dew-drop seemed
+ To be a tiny sprite;
+ And listened with suspended breath,
+ Among the grand, old trees,
+ For fairy music floating soft
+ Upon the evening breeze.
+
+ Ah me! those pleasant, sunny days,
+ In youthful fancies wild,--
+ Rambling through the wooded dells,
+ A careless, happy child!
+ And now I sit and sigh to think
+ Age from childhood varies,
+ And never more may we be found
+ Looking for the fairies.
+
+
+ * * * * *
+
+
+Directions for Reading.--Which one of the stanzas should be read more
+slowly than the others?
+
+Point out the _emphatic words_ in the last four lines of the lesson.
+
+
+ * * * * *
+
+
+Language Lesson.--Which lines in each stanza end in similar sounds?
+
+Let pupils explain the meaning of what is given below in dark type.
+
+ I've hunted in the _acorn cups_.
+
+ I've wandered with a _timid step_.
+
+ _Age from childhood varies._
+
+
+ * * * * *
+
+
+
+
+LESSON XXX.
+
+
+poi'son ous, _likely to do great harm or injury_.
+
+sep'a rate, _apart from other things_.
+
+con di'tion, _state; situation_.
+
+nec'es sa ry, _really needed_.
+
+dis a gree'a ble, _very unpleasant_.
+
+sen'si ble, _wise; knowing what is proper_.
+
+ac cus'tomed, _being used to_.
+
+es pe'cial ly, _more than usual_.
+
+
+ * * * * *
+
+
+
+
+AIR.
+
+
+We all know very well that we can not live without breathing.
+
+What we do not all know, or do not all think of, is that we want not
+only air, but good air. We are apt to take it for granted that any air
+will do for us; stale air, dirty air, even poisonous air.
+
+What makes the matter worse is, that we can not help spoiling air
+ourselves by the very act of breathing.
+
+If people are shut up in rooms where the bad air can not get out and the
+good air can not get in at all, they are sure to be made ill.
+
+Some people in Scotland thought they would have a merry Christmas party,
+and invited their friends to come to a dance.
+
+As it was very cold weather, they shut all the doors and windows tight,
+and then they began to dance.
+
+It was a small room with a low ceiling, and there were thirty-six people
+dancing in it all night. By the time morning came the air was so bad
+that it was really like poison; and very soon seven of the poor dancers
+were seized with a terrible fever, and two of them actually died.
+
+The air we breathe out is different from the air we take in. We send
+away some things with our breath which were not in the air when we took
+it in.
+
+One of these is water. Sometimes you can see this for yourself. On a
+cold, frosty day, you know we can see the clouds of steam coming out of
+our mouths. This steam is only very fine particles of water.
+
+In warm weather we do not see the steam, but the water is there all the
+same; if you will breathe on a looking-glass at any time, you will make
+it dim and damp directly with the water that is contained in your
+breath.
+
+We also breathe out animal matter, little particles of our own bodies
+just ready to decay. We can not see them, but they soon give the air a
+close, disagreeable smell. Good air has no smell at all.
+
+And now I have something to say to you about the use of noses.
+
+I dare say you can not see much use in the sense of smell. Seeing,
+hearing, touching, are very needful to us, we all know; but as to
+smelling, that does not seem to have any particular value.
+
+It is pleasant to smell a sweet rose or violet; and, I believe, smelling
+really forms a good part of what we call tasting.
+
+Of all our senses, smell is the one that soonest gets out of practice.
+If people would always accustom themselves to use their noses, they
+never would consent to live in the horrid air they do.
+
+If you go from the fresh air into a close room, you will notice the
+smell at once. Then, if you remain there, you will soon get accustomed
+to the smell and not notice it; but it will still be there, and will be
+doing you a great deal of harm.
+
+In good air there are, mainly, two sorts of gas.
+
+The first is a very lively sort of gas, called oxygen; it is very fond
+of joining itself with other things, and burning them, and things burn
+very fast indeed in oxygen.
+
+The second is a very slow, dull gas, called nitrogen; and nothing will
+burn in it at all. Pure oxygen would be too active for us to live in, so
+it is mixed with nitrogen.
+
+When we breathe, the air goes down into our lungs, which are something
+like sponges, inside our chests.
+
+These sponges have in them an immense quantity of little blood-vessels,
+and great numbers of little air-vessels; so that the blood almost
+touches the air; there is only a very, very thin skin between them.
+
+Through that skin, the blood sends away the waste and useless things it
+has collected from all parts of the body, and takes in the fresh oxygen
+which the body wants.
+
+You have often heard man's life compared to a candle. I will show you
+some ways in which they are much alike.
+
+When a candle or lamp burns, if we keep it from getting any new air, it
+soon uses all the lively gas, or oxygen, and then it goes out. This is
+easily shown by placing a glass jar over a lighted candle.
+
+If the candle gets only a little fresh air, it burns dim and weak. If we
+get only a little fresh air, we are sickly and weak.
+
+The candle makes another kind of gas. It is called carbonic acid gas,
+which, is unhealthy and not fit for breathing. The heat of our bodies
+also makes this gas, and we throw it off in our breath.
+
+Oxygen and carbon, in a separate condition, make up a good part of our
+flesh, blood, and bones; but when they are joined together, and make
+carbonic acid gas, they are of no further use to us.
+
+You might go to a store and buy sand and sugar; but if they became mixed
+together as you brought them home, you would not be able to use either
+one of them, unless some clever fairy could pick them apart for you.
+
+You see now one great way of spoiling the air. How are we to get rid of
+this bad air, and obtain fresh air, without being too cold?
+
+In summer time this is quite simple, but in winter it is more difficult;
+because it is a very bad thing to be cold, and a thin, cold draught of
+air is especially bad.
+
+The bad air loaded with carbonic acid gas, when we first breathe it out,
+is warm. Warm gases are much lighter than cold ones, therefore the bad
+air at first goes up to the ceiling.
+
+If there is an opening near the top of the room, the bad air goes out;
+but if there is no opening, it by and by grows cold and heavy, and comes
+down again. Then we have to breathe it.
+
+If you open the window at the top, it will let out the bad air, and you
+will not feel a draught. It is not often so very cold that you cannot
+bear the window open, even a little way from the top, and that is the
+best way of airing a room.
+
+This is just as necessary by night as by day. People who shut in the bad
+air, and shut out the good air, all night long, can never expect to
+awake refreshed, feeling better for their sleep.
+
+What becomes of the carbonic acid gas which the body throws off through
+our breath? Can any thing pick the carbon and oxygen in it apart, and
+make them fit for us to use again?
+
+Yes. Every plant, every green leaf, every blade of grass, does that for
+us. When the sun shines on them, they pick the carbon out and send back
+the oxygen for us to breathe. They keep the carbon and make that fit
+for us and animals to eat.
+
+The grass makes the carbon fit for sheep and cows, and then we eat their
+flesh or drink their milk; and the corn makes the carbon fit to eat; so
+do potatoes, and all the other vegetables and fruits which we eat. Is
+not this a wonderful arrangement?
+
+But perhaps you think, considering what an amazing number of people
+there are in the world, besides all the animals--for all creatures that
+breathe, spoil the air just as we do--there can hardly be trees and
+plants enough to set all the air right again.
+
+Round about cities and large towns there are certainly more people than
+there are trees, but in many other parts of the world there are a great
+many more trees than there are people.
+
+I have heard of forests in South America so thick and so large, that the
+monkeys might run along the tops of the trees for a hundred miles. So
+you see there are plenty of trees in the world to do the work.
+
+But then, how does all the bad air leave the towns and cities where men
+live, and get to the forests and meadows?
+
+The air is constantly moving about; rising and falling, sweeping this
+way or that way, and traveling from place to place.
+
+Not only the little particles out of our breath, but any thing that
+gives the air any smell, does it some harm. Even nice smells, like those
+of roses, are unhealthy, if shut up in a room for some time.
+
+Dirty walls, ceilings, and floors give the air a musty, close, smell; so
+do dirty clothes, muddy boots, cooking, and washing. Some of these ought
+not to be in the house at all; others remind us to open our windows
+wide.
+
+All the things I have been saying to you about pure air, apply still
+more to sick people than to healthy ones.
+
+
+ * * * * *
+
+
+Directions for Reading.--Read the following sentences carefully, and
+avoid running the words together.
+
+ The good__air can not get__in at__all.
+
+ We are__apt to take__it for granted.
+
+ It__is sure to make them__ill.
+
+Point out three other places in the lesson where similar errors are
+likely to occur.
+
+
+ * * * * *
+
+
+Language Lesson.--Add _ment_ to each of the following words, and then
+give the meaning of the words so formed.
+
+ _arrange move settle encourage_
+
+
+ * * * * *
+
+
+
+
+LESSON XXXI.
+
+
+dis tinct'ly, _clearly; plainly_.
+
+a roused', _wakened_.
+
+re ced'ing, _going backward or away from_
+
+vig'i lant, _watchful; careful_.
+
+ex haust'ed, _tired out with work_.
+
+pre ced'ing, _going before_.
+
+fort'night, _two weeks' time_.
+
+con vul'sive, _irregular in movement_.
+
+tar'ried, _delayed; remained_.
+
+grad'u al ly, _step by step; slowly_.
+
+
+ * * * * *
+
+
+
+
+A TIMELY RESCUE.
+
+
+It was in the month of February, 1831, a bright moonlight night, and
+extremely cold, that the little brig I commanded lay quietly at her
+anchors inside the bay.
+
+We had had a hard time of it, beating about for eleven days, with
+cutting north-easters blowing, and snow and sleet falling for the
+greater part of the time.
+
+When at length we made the port, all hands were almost exhausted, and we
+could not have held out two days longer without relief.
+
+"A bitter cold night, Mr. Larkin," I said to my mate, as I tarried for a
+moment on deck to finish my pipe. "The tide is running out swift and
+strong; it will be well to keep a sharp look-out for this floating ice,
+Mr. Larkin."
+
+"Ay, ay, sir," answered the mate, and I went below.
+
+Two hours afterwards I was aroused from a sound sleep by the vigilant
+officer. "Excuse me for disturbing you, captain," said he, as he
+detected an expression of vexation on my face; "but I wish you would
+turn out, and come on deck as soon as possible."
+
+"Why--what's the matter, Mr. Larkin?"
+
+"Why, sir, I have been watching a cake of ice that swept by at a little
+distance a moment ago; I saw something black upon it--something that I
+thought moved."
+
+We were on deck before either spoke another word. The mate pointed out,
+with no little difficulty, the cake of ice floating off to leeward, and
+its white, glittering surface was broken by a black spot.
+
+"Get me a spy-glass, Mr. Larkin--the moon will be out of that cloud in a
+moment, and then we can see distinctly." I kept my eye on the receding
+mass of ice, while the moon was slowly working its way through a heavy
+bank of clouds.
+
+The mate stood by with a spy-glass. When the full light fell at last
+upon the water, I put the glass to my eye. One glance was enough..
+
+"Forward, there!" I shouted at the top of my voice; and with, one bound
+I readied the main hatch, and began to clear away the ship's cutter. Mr.
+Larkin had received the glass from my hand to take a look for himself.
+
+"O, pitiful sight!" he said in a whisper, as he set to work to aid me in
+getting out the boat; "there are two children on that cake of ice!"
+
+In a very short space of time we launched the cutter, into which Mr.
+Larkin and myself jumped, followed by two men, who took the oars. I held
+the tiller, and the mate sat beside me.
+
+"Do you see that cake of ice with something black upon it, lads?" I
+cried; "put me alongside of that, and I will give you a month's extra
+wages when you are paid off."
+
+The men were worn out by the hard duty of the preceding fortnight; and,
+though they did their best, the boat made little more way than the tide.
+This was a long chase; and Mr. Larkin, who was suffering as he saw how
+little we gained, cried out--
+
+"Pull, lads--I'll double the captain's prize. Pull, lads, for the sake
+of mercy, pull!"
+
+A convulsive effort at the oars told how willing the men were to obey,
+but their strength was gone. One of the poor fellows splashed us twice
+in recovering his oar, and then gave out; the other was nearly as far
+gone. Mr. Larkin sprung forward and seized the deserted oar.
+
+"Lie down in the bottom of the boat," said he to the man; "and, captain,
+take the other oar; we must row for ourselves." I took the second man's
+place.
+
+Larkin had stripped to his Guernsey shirt; as he pulled the bow I waited
+the signal stroke. It came gently, but firmly; and the next moment we
+were pulling a long, steady stroke, gradually increasing in rapidity
+until the wood seemed to smoke in the oar-locks.
+
+We kept time with each other by our long, deep breathing. Such a pull!
+At every stroke the boat shot ahead like an arrow. Thus we worked at the
+oars for fifteen minutes--it seemed to me as many hours.
+
+"Have we almost come to it, Mr. Larkin?" I asked.
+
+"Almost, captain,--don't give up: for the love of our dear little ones
+at home, don't give up, captain," replied Larkin.
+
+The oars flashed as the blades turned up to the moonlight. The men who
+plied them were fathers, and had fathers' hearts; the strength which
+nerved them at that moment was more than human.
+
+Suddenly Mr. Larkin stopped pulling, and my heart for a moment almost
+ceased its beating; for the terrible thought that he had given out
+crossed my mind. But I was quickly reassured by his saying--
+
+"Gently, captain, gently--a stroke or two more--there, that will
+do"--and the next moment the boat's side came in contact with something.
+
+Larkin sprung from the boat upon the ice. I started up, and, calling
+upon the men to make fast the boat to the ice, followed.
+
+We ran to the dark spot in the centre of the mass, and found two little
+boys--the head of the smaller nestling in the bosom of the larger. Both
+were fast asleep!
+
+They were benumbed with cold, and would surely have frozen to death, but
+for our timely rescue.
+
+Mr. Larkin grasped one of the lads, cut off his shoes, tore off his
+jacket; and then, loosening his own garments to the skin, placed the
+chilled child in contact with his own warm body, carefully wrapping over
+him his great-coat.
+
+I did the same with the other child; and we then returned to the boat;
+and the men having partly recovered, pulled slowly back.
+
+The children, as we learned when we afterwards had the delight of
+returning them to their parents, were playing on the ice, and had
+ventured on the cake.
+
+A movement of the tide set the ice in motion, and the little fellows
+were borne away on that cold night, and would certainly have perished,
+had not Mr. Larkin seen them as the ice was sweeping out to sea.
+
+"How do you feel?" I said to the mate, the next morning after this
+adventure.
+
+"A little stiff in the arms, captain," the noble fellow replied, while
+the big tears of grateful happiness gushed from his eyes--"a little
+stiff in the arms, captain, but very easy here," and he laid his hand on
+his manly heart.
+
+
+ * * * * *
+
+
+Language Lesson.--Change the following _commands_ to _statements_.
+
+ Take the other oar. Don't give up!
+
+Give the meaning of the word _lads_ in the third and fourth lines of
+page 152, and in the fourth line of page 154.[09]
+
+Make out an _analysis_ of the lesson, and use it in telling the story
+in your own words.
+
+
+[09] See Lesson XXXI.
+
+
+ * * * * *
+
+
+
+
+LESSON XXXII.
+
+
+re'gion, _place; space_.
+
+furze, _a thorny shrub with yellow flowers_.
+
+list'eth, _wishes; pleases_.
+
+mirth, _joy; fun_.
+
+boon, _gay; merry_.
+
+shaft, _an arrow; the stem of an arrow_.
+
+up borne', _held or borne up_.
+
+crest'ing, _touching the tops of_.
+
+
+ * * * * *
+
+
+
+
+BIRDS IN SUMMER.
+
+
+ How pleasant the life of a bird must be,
+ Flitting about in each leafy tree;--
+ In the leafy trees so broad and tall,
+ Like a green and beautiful palace hall,
+ With its airy chambers, light and boon,
+ That open to sun, and stars, and moon;
+ That open unto the bright blue sky,
+ And the frolicsome winds, as they wander by!
+
+[Illustration]
+
+ They have left their nests in the forest bough;
+ Those homes of delight they need not now;
+ And the young and old they wander out,
+ And traverse their green world round about;
+ And hark! at the top of this leafy hall,
+ How, one to the other, they lovingly call:
+ "Come up, come up!" they seem to say,
+ "Where the topmost twigs in the breezes play!
+
+ "Come up, come up, for the world is fair,
+ Where the merry leaves dance in the summer air!"
+ And the birds below give back the cry,
+ "We come, we come to the branches high!"
+ How pleasant the life of the birds must be,
+ Living in love in a leafy tree;
+ And away through the air what joy to go,
+ And to look on the green, bright earth below!
+
+ How pleasant the life of a bird must be,
+ Skimming about on the breezy sea,
+ Cresting the billows like silvery foam,
+ And then wheeling away to its cliff-built home!
+ What joy it must be to sail, upborne
+ By a strong, free wing, through the rosy morn,
+ To meet the young sun, face to face,
+ And pierce, like a shaft, the boundless space!
+
+ How pleasant the life of a bird must be,
+ Wherever it listeth there to flee:
+ To go, when a joyful fancy calls,
+ Dashing down, 'mong the waterfalls;
+ Then wheeling about, with its mates at play,
+ Above and below, and among the spray,
+ Hither and thither, with screams as wild
+ As the laughing mirth of a rosy child!
+
+ What a joy it must be, like a living breeze,
+ To flutter among the flowering trees;
+ Lightly to soar, and to see beneath,
+ The wastes of the blossoming purple heath,
+ And the yellow furze, like fields of gold,
+ That gladden some fairy region old.
+ On mountain tops, on the billowy sea,
+ On the leafy stems of the forest tree,
+ How pleasant the life of a bird must be!
+
+
+ * * * * *
+
+
+Directions for Reading.--The words of the first line of the poem, when
+repeated on pages 157 and 158, should be slightly emphasized.[10]
+
+Point out the lines on page 157 which would be joined in reading.
+
+Let the class read one or more stanzas of the poem in concert.
+
+
+[10] This lesson, Lesson XXXII.
+
+
+ * * * * *
+
+
+
+
+LESSON XXXIII.
+
+
+stroll'ing, _wandering on foot_.
+
+quaint, _unusual; curious looking_.
+
+con sult'ed, _asked advice of_.
+
+roy'al, _belonging to a king or a queen_.
+
+en ter tain', _receive and care for_.
+
+court'esy, _politeness of manners_.
+
+bod'ice, _an article of clothing_.
+
+loy'al ty, _love of one's country or ruler_.
+
+a miss', _out of the way; wrong_.
+
+tri'fles, _articles small in size or value_.
+
+mut'tered, _said in a low voice_.
+
+ad mis'sion, _permission to enter_.
+
+
+ * * * * *
+
+
+
+
+TRUE COURTESY.
+
+PART I.
+
+
+Prince George, the husband of Queen Anne of England, one time visited
+the town of Bristol, having with him as a companion, an officer of his
+household.
+
+While strolling about the town, looking at the people and the quaint old
+buildings, they stepped into the Exchange, where all the great merchants
+of the town had come together doing business.
+
+Prince George walked about, talking quite freely, first to one and then
+to another. As the towns-people had not expected him, no preparation had
+been made to receive him with honor; and the merchants stood in little
+groups, and consulted together with, a look of anxiety upon their faces.
+
+"What is to be done?" asked one.
+
+"I do not know," replied another. "If his Royal Highness does not give
+us notice of his coming, how can we entertain him in a proper manner?"
+
+"Would it be well to ask him to come to one of our homes?" inquired a
+third.
+
+"No, no!" cried another. "We could not ask him to partake of our humble
+fare, or even come to our homes, after the splendor to which he has been
+accustomed. For my part, I shall go home to dinner."
+
+"And I also," said the first one. "I do not care to remain here, and
+stare at the Prince, when we have nothing to offer."
+
+Then one by one, the merchants slipped away, afraid or ashamed to ask
+the great Prince to their homes.
+
+Prince George and the officer wondered at seeing the merchants
+disappear. At last there was but one man left, and as he walked toward
+the Prince, he bowed low, and said--
+
+"Excuse me, sir; are you the husband of our Queen Anne, as folks here
+say you are?"
+
+"Yes, I am," was the answer; "and have come for a few hours to see the
+sights of the good town of Bristol."
+
+"Sir," said the man, "I have seen with much distress that none of our
+great merchants have invited you to their homes. Think not, sir, that it
+is because they are wanting in love and loyalty. They doubtless were all
+afraid to ask one so high as yourself to dine with them.
+
+"I am one John Duddlestone, sir, only a bodice-maker, and I pray you not
+to take it amiss if I ask you and the gentleman who is with, you, to
+come to my humble home, where you will be most welcome."
+
+"Indeed," answered the Prince, laughing, "I am only too delighted to
+accept your kind invitation, and I thank you for it very heartily. If
+you lead the way, we will follow at once."
+
+So Prince George, the officer, and Duddlestone, passed out of the
+Exchange together.
+
+"Ours is but humble fare," said Duddlestone; "for, sir, I can offer you
+only roast beef and plum-pudding."
+
+"Very good, very good indeed!" exclaimed the Prince; "it is food to
+which I bring a hearty appetite."
+
+They stopped before a small house. John pulled the latch, and, walking
+in, looked for his wife; but she was upstairs.
+
+"Here, wife, wife!" he called in a loud whisper, as he put his head up
+the narrow staircase; "put on a clean apron, and make haste and come
+down, for the Queen's husband and a soldier-gentleman have come to dine
+with, us."
+
+As you may think, Mrs. Duddlestone was strangely surprised at the news;
+but she did not become excited; she very seldom did, I believe.
+
+"Ay, ay!" she called. "I'm coming;" and then muttered, "The Queen's
+husband! the Queen's husband! Sure, that can never be--however, I'll go
+down and see."
+
+She ran to her closet, and pulled out a nice, clean apron and cap, and
+tied, the one round her waist, and the other round her comely face,
+saying all the time, "Dear me, dear me, to think of it!" and away she
+ran down stairs, where stood her husband and the two gentlemen.
+
+The good woman bowed low, first to one and then to the other.
+
+"Indeed, but I'm proud," she said, turning to Prince George, "to welcome
+you to our home. 'Tis but poor and humble, but we shall think more of it
+after this. I'll hurry and get dinner at once. I dare say you are
+hungry, gentlemen."
+
+Prince George laughed gayly, as he thanked her for her kind welcome, and
+sat down.
+
+The table was soon spread, and the Prince ate well, and appeared to
+enjoy himself so much, that Mrs. Duddlestone could scarcely believe he
+had always been accustomed to lords and ladies and footmen, and had
+never before sat down in such an humble way.
+
+Prince George inquired about their business and pleasures.
+
+"Do you never come up to London?" he asked; "I think you would find it
+worth your while to take a holiday some time, and see the great city."
+
+"Ah well," said Mrs. Duddlestone, "if that is not just the thing I long
+for. I've never been yet, nor am I likely to go, but John has been once
+or twice."
+
+"And why, John, have you never taken your wife as well, to see the great
+sights?"
+
+"Well, to say the truth," answered John, "I do not go to see the sights;
+for though I've been two or three times, I don't think I've seen any.
+
+"I must needs go sometimes to buy whalebone, and other trifles which I
+must have for my business here. So I just go and come back, and meddle
+with none."
+
+"Well, well," said the Prince, "the next time you come to London, you
+must bring your wife with you, and pay me a visit."
+
+Mrs. Duddlestone clasped her fat little hands with delight.
+
+"And shall I see the Queen?" she exclaimed.
+
+"And see both the Queen and myself," answered the Prince. "Come, John,
+say you will do so!"
+
+"Surely, sir," said John, "I should like to give the good woman a bit of
+pleasure in that way, but your grand servants would shut the doors
+before us, and never let us in, perhaps."
+
+"I can soon set that right!" and taking a card from his pocket, Prince
+George wrote a few words on it, and gave it to them.
+
+"That will gain you ready admission," he said, "and now I must leave
+you. Next time we meet, I shall entertain and care for you. For the
+present, I thank you for your kind welcome and good dinner, which I have
+heartily enjoyed."
+
+Then rising, he and the officer bade farewell to the good people and
+took their leave.
+
+
+ * * * * *
+
+
+Language Lesson--Let pupils use other words to express what is given
+below in dark type.
+
+ I _must needs go_.
+
+ Indeed, _but I'm proud_.
+
+ Ours is _but humble fare_.
+
+ He _pulled the latch_.
+
+ So I _meddle with none_.
+
+ To see _the great sights_.
+
+Notes.--Queen Anne ruled over England from 1702 to 1714. Royal
+Highness is a title belonging to all persons in a royal family.
+
+
+ * * * * *
+
+
+
+
+LESSON XXXIV.
+
+
+de sired', _asked; expressed a wish_.
+
+as sem'bled, _come together_.
+
+in tro duce', _make known_.
+
+sum'moned, _called_.
+
+knight, _a man of noble position_.
+
+grat'i tude, _thankfulness_.
+
+el'e gant, _beautiful; handsome_.
+
+pos sess'ing, _having; holding_.
+
+dis play', _a grand show_.
+
+e vent', _anything that takes place_.
+
+
+ * * * * *
+
+
+
+
+TRUE COURTESY.
+
+PART II.
+
+
+It was some weeks later that John Duddlestone found his stock of
+whalebone was growing low.
+
+"Wife," said he, "the whalebone's nearly gone, and I must have some more
+at once."
+
+"Surely, John, I know well it's nearly gone!" she answered. "Haven't I
+watched every bit as you've used it? and haven't I pretty near cried to
+see it go so slowly?"
+
+"Pooh! you foolish woman!" he cried.
+
+"But, John, you'll take me, and go to see the King and Queen?" she
+inquired.
+
+"Why, you silly woman, do you think I should leave you behind, when I
+know you're nearly crazed to go?"
+
+"O John, John, you dear, good man! I've mended all my dresses, and made
+myself trim and neat. I've seen to your coats; and all's done; and I
+feel as if I could scarcely live till I see the Queen."
+
+"You'd best keep alive," said her husband; "and if all goes well we'll
+start by the coach on Monday."
+
+Monday was as lovely a day as heart could wish; and John and his wife
+walked down the Bristol streets to the public-house from which the coach
+was to start.
+
+It was a great event in Mrs. Duddlestone's life, for she had never been
+beyond her own town, except for a drive into the country in a neighbor's
+cart.
+
+They were quiet people; but it had got about the town, that they were
+going to London to visit the Queen, and numbers came out to see them go.
+
+Perhaps some of the great merchants wished they had been simple and
+humble enough to offer to entertain Prince George when he had visited
+their town.
+
+They journeyed straight to London, where John bought his whalebone, and
+then found their way to St. James' Palace, where, presenting the
+Prince's card, they gained ready admittance.
+
+They were shown into a room, more beautiful than any that they had ever
+seen. Very shortly the door opened, and the well-remembered face of
+their guest appeared. Almost before he had greeted them, a quiet-looking
+lady followed him, and came smilingly to greet them.
+
+"This is the Queen," said Prince George; and then, turning to her, he
+added, "These are the good people who showed me such kindness in
+Bristol."
+
+The Queen was so gentle and courteous that neither John nor his wife
+felt confused in her presence. She talked kindly to them, asking after
+their trade, and how they had fared in their journey.
+
+She then asked them to dine with her that evening, and said dresses
+would be provided for them, so that they should not feel strange by
+seeing that they were dressed differently from all her other guests.
+
+She then called an attendant, and desired that refreshment should be
+given them, and that they should be well cared for, and shown all that
+might interest them until dinner time.
+
+It was a long, wonderful day to them, as they walked about from place to
+place. Before dinner they were taken to the room that was prepared for
+them, and there they found elegant court dresses of purple velvet ready
+to put on.
+
+"Surely, John, they can not be for us!" cried Mrs. Duddlestone.
+
+"Yes, but they must be! Did not the Queen say she would give us dresses?
+and do not these dresses look as if they had been given by a queen?"
+
+"John, I shall feel very strange before all the grand ladies!"
+
+"Then you need not, wife, for the Queen and Prince will be there; and
+the others will not trouble you; but this is a queer dress. It's like
+being somebody else."
+
+And very queer they felt, as for the first time they walked down the
+grand stairs, in such, splendid dresses, to dine at the Queen's table,
+with the Queen's servants to wait on them.
+
+"You must go first, John," said his wife, for shyness came over her.
+
+"Be not so foolish, wife," whispered John; and, though feeling rather
+awkward in his new dress, he walked simply forward, as he might have
+done in a friend's house.
+
+The Queen met them at the door, and, turning to her other guests, who
+were assembled, she said, "Gentlemen, I have to introduce to you, with
+great pleasure, the most loyal people in the town of Bristol."
+
+At these words they all rose and bowed low, while John and his wife did
+the same, and then sat down, and ate a good dinner.
+
+After the dinner was over, the Prince summoned John Duddlestone to the
+Queen.
+
+At her command John knelt before her, and she laid a sword lightly on
+his shoulder, with the words, "Rise up, Sir John Duddlestone"; and the
+simple, kind-hearted bodice-maker of Bristol rose up a knight.
+
+His wife stood by, watching with eagerness, and could hardly believe
+that from plain Mistress Duddlestone she had become Lady Duddlestone.
+
+She would, have been very proud if the Queen had laid the sword upon her
+also; but she heard that was not needed. However, she was made very
+happy by being called to the Queen's side.
+
+"Lady Duddlestone," said Her Majesty, "allow me to present you with my
+gold watch, in remembrance of your visit to St. James' Palace, and of
+the Prince's visit to Bristol, which led to our knowing two such loyal
+and courteous subjects."
+
+Lady Duddlestone bowed lower and lower, almost unable to find any words
+in which to express her gratitude.
+
+A gold watch! Was it possible? Watches were not common in those times.
+She had heard of watches, and had even seen some; but had never dreamt
+of possessing one.
+
+Such a big beauty it was! She was glad to fall back behind the other
+guests, and get time to think quietly, and realize that all was true,
+and not a dream from which she would wake, and find herself in her
+little attic bed-room at Bristol.
+
+Queen Anne then spoke to Sir John, offering to give him a position under
+Government; but he begged to be excused.
+
+"It would be strange, your Majesty, very strange, up in London, and my
+work at Bristol suits me far the best. We want for nothing, and should
+never feel so well and home-like as in our little house at Bristol."
+
+The Queen understood him, and did not press him; and in another day or
+two the couple were again on their way home.
+
+"You're glad, wife, that we're going home?" John asked; "and you think I
+did well not to take some office in London?"
+
+"Well! You could have clone no better. It's been grand to see, and grand
+to hear; but it would be very strange and uncomfortable to live always
+like that, and I'll be right glad to be back once more.
+
+"I'm more than proud of it all. But I should never like our own room, in
+which Prince George sat so home-like with us, to belong to another."
+
+"No, no--we will keep our own snug home," replied John with earnestness.
+
+And so they did, living on quietly as of old; and the only display ever
+made by Lady Duddlestone was, that whenever she went to church or to
+market, she always wore the Queen's big gold watch.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils use other words to express the meaning of
+what is given below in dark type.
+
+ You'd _best keep_ alive.
+
+ It's been _grand_ to see.
+
+ _Then you need not_.
+
+ You're _nearly crazed to go_.
+
+_Attendant_ is made up of two parts--the stem, _attend_, and the
+ending, _ant_ (meaning one who).
+
+The meaning of the word _attendant_ is _one who attends_.
+
+Make out an _analysis_ of the last two lessons, and use it in telling
+the story in your own words.
+
+
+ * * * * *
+
+
+
+
+LESSON XXXV.
+
+
+pre sume', _suppose; think without being sure_.
+
+mus'cles, _those parts of the body which give us
+ motion, and by which we exert our strength_.
+
+ex tent', _space; distance_.
+
+or'di na ry, _common; usual_.
+
+knowl'edge, _that which is known through study_.
+
+de gree', _measure, as of space or time_.
+
+spent, _used up; exhausted_.
+
+snapped, _broken off_.
+
+de tached', _taken away from_.
+
+
+ * * * * *
+
+
+
+
+WHY AN APPLE FALLS.
+
+
+"Father," said Lucy, "I have been reading to-day that Sir Isaac Newton
+was led to make a great discovery, by seeing an apple fall from a tree.
+What was there wonderful about the apple falling?"
+
+"Nothing very wonderful in that," replied her father; "but it set him to
+thinking of what made it fall."
+
+"Why, I could have told him that," said Lucy; "because the stem snapped
+and there was nothing to support it."
+
+"And what then?" asked her father.
+
+"Why, then, of course it must fall."
+
+"Ah!" said her father, "that is the point: why must it fall?"
+
+"I am sure I don't know," said Lucy. "I presume it was because there was
+nothing to keep it up."
+
+"Well, Lucy, suppose there was not--does it follow that it must come to
+the ground?"
+
+"Yes, certainly," replied Lucy, wonderingly.
+
+"Let us see," said her father; "but first answer this question: What is
+an animate object?"
+
+"Any thing that has animal life, and power to move at will," replied
+Lucy.
+
+"Very good," said her father; "now, what is an inanimate object?"
+
+"Any thing that does not possess animal life, or can not move at will."
+
+"Very good again," said her father. "Now an apple is, of course, an
+inanimate object; and therefore it could not move itself, and Sir Isaac
+Newton thought that he would try to find out what power moved it."
+
+"Well, then," said Lucy; "did he find that the apple fell, because it
+was forced to fall?"
+
+"Yes," replied her father; "he found that there was some force outside
+of the apple itself that acted upon it, otherwise it would have remained
+forever where it was, no matter if it were detached from the tree."
+
+"Would it, indeed?" asked Lucy.
+
+"Yes, without doubt," replied her father, "for there are only two ways
+in which it could be moved--by its own power of motion, or the power of
+something else moving it. Now the first power, you know it does not
+have; so the cause of its motion must be the second."
+
+"But every thing falls to the ground as well as an apple, when there is
+nothing to keep it up," said Lucy.
+
+"True. There must therefore be some power or force which causes things
+to fall," said her father.
+
+"And what is it?" asked Lucy.
+
+"If things away from the earth can not move themselves to it," said her
+father, "there can be no other cause of their falling than that the
+earth pulls them."
+
+"But," said Lucy, "the earth is no more animate than they are; so how
+can it pull?"
+
+"That is not an ordinary question, but I will try an explanation," said
+her father. "Sir Isaac Newton discovered that there was a law in nature
+called attraction, and that all bodies exert this force upon each
+other. The greater the body, the greater is its power of attraction.
+
+"Now, the earth is an immense mass of matter, with which nothing near it
+can compare in size. It draws therefore with mighty force all things
+within its reach, which is the cause of their falling. Do you understand
+this?"
+
+"I think that I do," said Lucy; "the earth is like a great magnet."
+
+"Yes," said her father; "but the attraction of the magnet is of a
+particular kind and is only over iron, while the attraction of the earth
+acts upon every thing alike."
+
+"Then it is pulling you and me at this moment!" said Lucy.
+
+"Certainly it is," replied her father; "and as I am the larger, it is
+pulling me with more force than it is pulling you. This attraction is
+what gives every thing weight.
+
+"If I lift up any thing, I am acting against this force, for which
+reason the article seems heavy; and the more matter it contains, the
+greater is the force of attraction and the heavier it appears to me."
+
+"Then," said Lucy, "if this attraction is so powerful, why do we not
+stick to the ground?"
+
+"Because," replied her father, "we are animate beings, and have the
+power of motion, by which, to a limited degree, we overcome the
+attraction of the earth."
+
+"Well then, father," said Lucy, "if our power of motion can overcome the
+attraction, why can not we jump a mile high as well as a foot?"
+
+"Because," replied her father, "as I said before, we can only overcome
+the attraction to a certain extent. As soon as the force our muscles
+give to the jump is spent, the attraction of the earth pulls us back."
+
+"Did Sir Isaac Newton think of all these things, because he saw the
+apple fall?" inquired Lucy.
+
+"Yes; of all these and many more. He was a man of great knowledge. The
+name by which the force he discovered is generally known, is the
+Attraction of Gravitation, and some time you will learn how this force
+keeps the earth, and the sun, moon, and stars, all in their places."
+
+
+ * * * * *
+
+
+
+
+LESSON XXXVI.
+
+
+en'vy, _wish one's self in another's place_.
+
+doffed, _took off, as an article of dress_.
+
+blithe, _very happy; gay_.
+
+fee, _what is received as pay for service done_.
+
+boast, _object of pride_.
+
+quoth, _spoke_.
+
+hale, _in good health; strong_.
+
+
+ * * * * *
+
+
+
+
+THE MILLER OF THE DEE.
+
+
+ There dwelt a miller, hale and bold,
+ Beside the river Dee;
+ He worked and sang from morn till night--
+ No lark so blithe as he;
+ And this the burden of his song
+ Forever used to be:
+ "I envy nobody--no, not I,
+ And nobody envies me!"
+
+ "Thou'rt wrong, my friend," said good King Hal;
+ "As wrong as wrong can be;
+ For could my heart be light as thine,
+ I'd gladly change with thee.
+ And tell me now, what makes thee sing,
+ With voice so loud and free.
+ While I am sad, though I'm a king,
+ Beside the river Dee?"
+
+ The miller smiled and doffed his cap:
+ "I earn my bread," quoth he;
+ "I love my wife, I love my friend,
+ I love my children three;
+ I owe no penny I can not pay;
+ I thank the river Dee,
+ That turns the mill that grinds the corn
+ That feeds my babes and me."
+
+ "Good friend," said Hal, and sighed the while,
+ "Farewell! and happy be!
+ But say no more, if thou'dst be true,
+ That no one envies thee.
+ Thy mealy cap is worth my crown;
+ Thy mill, my kingdom's fee;
+ Such men as thou are England's boast,
+ O miller of the Dee!"
+
+
+ * * * * *
+
+
+Directions for Reading.--In the second stanza of the lesson, _wrong_
+becomes very _emphatic_ on account of _repetition_ (being repeated a
+number of times). _My_ and _thine_, in the same stanza, are
+_emphatic_ on account of _contrast_ (contrary meaning of the words).
+
+Point out an example of _emphasis_ by _repetition_, and an example
+of _emphasis_ by _contrast_, in the third stanza.
+
+
+ * * * * *
+
+
+Language Lesson.--Hal = Harry = Henry.
+
+Let pupils place _un_ before each of the following words, and give
+their meaning.
+
+ changed burdened envied
+
+
+ * * * * *
+
+
+
+
+LESSON XXXVII.
+
+
+fero'cious, _savage; fierce_.
+
+rosette', _an article made to resemble a rose_.
+
+aban'doned, _left forever; given up_.
+
+encoun'ter, _meet face to face_.
+
+in'fluence, _power over others_.
+
+keen, _sharp; piercing_.
+
+reputa'tion, _what is known of a person_.
+
+wit'ness, _see or know by personal presence_.
+
+trail, _track; footsteps_.
+
+alert', _on the watch; careful_.
+
+
+ * * * * *
+
+
+
+
+THE JAGUAR.
+
+
+The jaguar, or as he is sometimes called, the American tiger, is the
+largest and most ferocious of the cat family found on this continent.
+
+Some jaguars have been seen equal in size to the Asiatic tiger; but in
+most cases the American, animal is smaller. He is strong enough,
+however, to drag a horse or an ox to his den--sometimes to a long
+distance; and this feat has been frequently observed.
+
+The jaguar is found in all the tropical parts of North and South
+America.
+
+While he bears a considerable likeness to the tiger, both in shape and
+habits, the markings of his skin are quite different. Instead of being
+striped like the tiger, the skin of the jaguar is beautifully spotted.
+
+Each spot resembles a rosette, and consists of a black ring with a
+single dark-colored spot in the middle.
+
+Jaguars are not always of the same color; some have skins of an orange
+color, and these are the most beautiful. Others are lighter colored; and
+some few have been seen that were very nearly white.
+
+There, is a "black jaguar," which is thought to be of a different
+species. It is larger and fiercer than the other kinds, and is found
+only in South America.
+
+This animal is more dreaded by the inhabitants than the other kinds and
+is said always to attack man wherever it may encounter him. All the
+other beasts fear it.
+
+Its roar produces terror and confusion among them and causes them to
+flee in every direction. It is never heard by the natives without a
+feeling of fear, and no wonder; for a year does not pass without a
+number of these people falling victims to its ferocity.
+
+It is difficult for one living in a country where such fierce animals
+are unknown, to believe that they have an influence over man, to such
+an extent as to prevent his settling in a particular place; yet such is
+the fact.
+
+In many parts of South America, not only plantations, but whole
+villages, have been abandoned solely from fear of the jaguars.
+
+There are men, however, who can deal single-handed with the jaguar; and
+who do not fear to attack the brute in its own haunts.
+
+They do not trust to fire-arms, but to a sharp spear. On their left arm
+they carry a strong shield.
+
+This shield is held forward and is usually seized by the jaguar. While
+it is busied with this, the hunter thrusts at the animal with his sharp
+spear, and generally with deadly effect.
+
+A traveler in South America relates the following incident as having
+come under his observation:
+
+"Desiring to witness a jaguar hunt, I employed two well-known Indian
+hunters, and set out for the forest. The names of these hunters were
+Nino and Guapo. Both of them had long been accustomed to hunt the
+jaguar, and I felt perfectly safe in their company.
+
+"Guapo, the larger of the two, was a man of wonderful muscular power,
+and had the reputation of having at one time killed a black jaguar with
+only a stout club.
+
+"When all the preparations had been made for our start, we looked as if
+we might capture all the jaguars that came in our way.
+
+"Some hours after we had entered the forest, the quick eye of Guapo
+discovered the trail of a large jaguar which he assured me was recently
+made.
+
+"Stopping for a moment, both Guapo and Nino looked carefully about in
+every direction, and listened attentively, in order that they might see
+or hear the animal if he were near.
+
+"Then motioning me to follow at a little distance behind them, they
+stepped off quietly in the direction of the trail, Guapo being about
+thirty feet in advance of Nino.
+
+"We went forward in this manner several hundred yards, not a word being
+spoken, and the keen eyes of both the hunters constantly on the alert.
+
+"Guapo, in the meantime, who seemed to have no fear and became more and
+more excited as he approached to where he thought the animal must be,
+had increased the distance between himself and Nino considerably.
+
+[Illustration]
+
+"Suddenly a terrific roar, and at the same time a cry of pain and a
+shout, warned us that Guapo had met the jaguar.
+
+"Nino bounded forward, and I followed as quickly as I could. A fearful
+sight met our eyes!
+
+"The jaguar, which had been hiding in the branches of a large tree, had
+sprung down upon Guapo and fastened its terrible teeth in his thigh.
+
+"With a shout filled with fury and determination, Nino at once sprung
+forward and savagely attacked the beast with his spear.
+
+"This caused the jaguar to let go its hold of Guapo, who, made furious
+from the pain of the wound the animal had given him, turned, and with
+his spear attacked it with a mad ferocity as savage as that of the
+beast itself.
+
+"In a moment all was over, and the jaguar lay dead at our feet. I
+dressed Guapo's wound the best I could, while Nino took the skin from
+the body of the animal, which proved to be nearly eight feet long.
+
+"We returned very slowly to the village with the wounded man and our
+prize. In a few weeks Guapo had entirely recovered from his wounds, and
+was ready for another hunt."
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils pronounce in concert, and singly,
+the following words: _O, most, ferocious, only, whole, hold, slowly,
+over, both, roar_.
+
+What tone of voice should be used in reading this lesson?
+
+
+ * * * * *
+
+
+Language Lesson.--Place _re_ before each of the following words, and
+then give the meaning of each.
+
+ turned told join capture call
+
+
+ * * * * *
+
+
+
+
+LESSON XXXVIII.
+
+
+dikes, _high banks of earth_.
+
+con'tra ry, _quite different from what is usual_.
+
+dis as'trous, _causing great loss or suffering_.
+
+keels, _strong timbers extending along the bottom of boats_.
+
+stork, _a kind of bird_.
+
+bus'tle, _quick and excited motion_.
+
+mire, _soft and wet earth_.
+
+scorn'ing, _turning from any thing as if of no value_.
+
+sat'u rat ed, _wet through and through_.
+
+moored, _tied fast, as a ship to land_.
+
+slouched, _hung down_.
+
+mim'ic, _copied in a smaller form_.
+
+
+ * * * * *
+
+
+
+
+HOLLAND.
+
+PART I.
+
+
+Holland is one of the queerest countries under the sun. It should be
+called Odd-land, or Contrary-land; for, in nearly every thing, it is
+different from other parts of the world.
+
+In the first place, a large portion of the country is lower than the
+level of the sea. Great dikes have been built at a heavy cost of money
+and labor, to keep the ocean where it belongs.
+
+On certain parts of the coast it sometimes leans with all its weight
+against the land, and it is as much as the poor country can do to stand
+the pressure.
+
+Sometimes the dikes give way, or spring a leak, and the most disastrous
+results follow. They are high and wide, and the tops of some of them are
+covered with buildings and trees. They have even fine public roads upon
+them, from which horses may look down upon wayside cottages.
+
+Often the keels of floating ships are higher than the roofs of the
+dwellings. The stork, on the house-peak, may feel that her nest is
+lifted far out of danger, but the croaking frog in the neighboring
+bulrushes is nearer the stars than she.
+
+Water-bugs dart backward and forward above the heads of the chimney
+swallows; and willow-trees seem drooping with shame, because they can
+not reach so high as the reeds near by.
+
+Ditches, canals, ponds, rivers, and lakes are every-where to be seen.
+High, but not dry, they shine in the sunlight, catching nearly all the
+bustle and the business, quite scorning the tame fields, stretching
+damply beside them. One is tempted to ask: "Which is Holland--the shores
+or the water?"
+
+The very verdure that should be confined to the land has made a mistake
+and settled upon the fish ponds. In fact the entire country is a kind of
+saturated sponge, or, as the English poet Butler called it--
+
+ "A land that rides at anchor, and is moored,
+ In which they do not live, but go aboard."
+
+Persons are born, live, and die, and even have their gardens on
+canal-boats. Farmhouses, with roofs like great slouched hats pulled over
+their eyes, stand on wooden legs, with a tucked up sort of air, as if to
+say, "We intend to keep dry if we can."
+
+Even the horses wear a wide stool on each hoof to lift them out of the
+mire.
+
+It is a glorious country in summer for bare-footed girls and boys. Such
+wadings! Such mimic ship sailing! Such rowing, fishing, and swimming!
+Only think of a chain of puddles where one can launch chip boats all
+day long, and never make a return trip!
+
+But enough. A full recital would set all Young America rushing in a body
+toward the Zuyder Zee.
+
+
+ * * * * *
+
+
+Directions for Reading.--In reading the first line of page 187, there
+will be a slight rising of the voice after each of the words,
+_ditches', canals', ponds', rivers'_, and a slight falling of the voice
+after _lakes'_.[11]
+
+This rising or falling of the voice is called _inflection_, and may be
+indicated as above.
+
+
+Language Lesson.--What is the meaning of "Young America"?
+
+
+[11] See paragraph 7.
+
+
+ * * * * *
+
+
+
+
+LESSON XXXIX.
+
+
+freight, _cargo; that which forms a load_.
+
+convey'ance, _the act of carrying_.
+
+jum'ble, _a number of things crowded together without order_.
+
+bobbed, _cut off short_.
+
+bewil'dering, _confusing_.
+
+gild'ed, _covered with a thin, surface of gold_.
+
+yoked, _joined together with harness_.
+
+rare'ly, _not often_.
+
+impris'oned, _shut up or confined, as in a prison_.
+
+clat'tering, _making a loud noise_.
+
+
+ * * * * *
+
+
+
+
+HOLLAND.
+
+
+PART II.
+
+Dutch cities seem, at first sight, to be a bewildering jumble of
+houses, bridges, churches, and ships, sprouting into masts, steeples,
+and trees. In some cities boats are hitched, like horses, to their
+owners' door-posts, and receive their freight from the upper windows.
+
+[Illustration]
+
+Mothers scream to their children not to swing on the garden gate for
+fear they may be drowned. Water roads are more frequent there than
+common roads and railroads; water-fences, in the form of lazy green
+ditches, inclose pleasure-ground, farm, and garden.
+
+Sometimes fine green hedges are seen; but wooden fences, such as we
+have in America, are rarely met with in Holland. As for stone fences, a
+Hollander would lift his hands with astonishment at the very idea.
+
+There is no stone there excepting those great masses of rock that have
+been brought from other lands to strengthen and protect the coast.
+
+All the small stones or pebbles, if there ever were any, seem to be
+imprisoned in pavements, or quite melted away. Boys, with strong, quick
+arms, may grow from aprons to full beards without ever finding one to
+start the water-rings, or set the rabbits flying.
+
+The water roads are nothing less than canals crossing the country in
+every direction. These are of all sizes, from the great North Holland
+Ship Canal, which is the wonder of the world, to those which a boy can
+leap.
+
+Water-omnibuses constantly ply up and down these roads for the
+conveyance of passengers; and water-drays are used for carrying fuel and
+merchandise.
+
+Instead of green country lanes, green canals stretch from field to barn,
+and from barn to garden; and the farms are merely great lakes pumped
+dry. Some of the busiest streets are water, while many of the country
+roads are paved with brick.
+
+The city boats, with their rounded sterns, gilded bows, and gayly-painted
+sides, are unlike any others under the sun; a Dutch wagon with its
+funny little crooked pole is a perfect mystery of mysteries.
+
+One thing is clear, you may think that the inhabitants need never be
+thirsty. But no, Odd-land is true to itself still. With the sea pushing
+to get in, and the lakes struggling to get out, and the overflowing
+canals, rivers, and ditches, in many districts there is no water that is
+fit to swallow.
+
+Our poor Hollanders must go dry, or send far inland for that precious
+fluid, older than Adam, yet young as the morning dew.
+
+Sometimes, indeed, the inhabitants can swallow a shower, when they are
+provided with any means of catching it; but generally they are like the
+sailors told of in a famous poem, who saw
+
+ "Water, water, every-where,
+ Nor any drop to drink!"
+
+Great flapping windmills all over the country make it look as if flocks
+of huge sea birds were just settling upon it. Every-where one sees the
+funniest trees, bobbed into all sorts of odd shapes, with their trunks
+painted a dazzling' white, yellow, or red.
+
+Horses are often yoked three abreast. Men, women, and children, go
+clattering about in wooden shoes with loose heels.
+
+Husbands and wives lovingly harness themselves side by side on the bank
+of the canal and drag their produce to market.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils practice upon the inflections
+marked in the following
+
+Model.--Houses', bridges', churches', and ships', sprouting into
+masts', steeples', and trees'.
+
+Which words take the _falling inflection_?
+
+
+ * * * * *
+
+
+
+
+LESSON XL.
+
+
+whisk'ing, _pulling suddenly and with force_.
+
+lus'ti er, _stronger; louder_.
+
+of fend'ed, _made angry_.
+
+fa mil'iar, _friendly; as of a friend_.
+
+ma'tron ly, _elderly; motherly_.
+
+com mo'tion, _noise; confusion_.
+
+pant'ed, _breathed quickly_.
+
+sa lute', _greeting_.
+
+mute, _silent; unable to speak_.
+
+stur'dy, _strong; powerful_.
+
+ker'chiefs, _pieces of cloth worn about the head_.
+
+a do', _trouble; delay_.
+
+in'mates, _the persons in a house_.
+
+
+ * * * * *
+
+
+
+
+THE WIND IN A FROLIC.
+
+
+ The wind one morning sprung up from sleep,
+ Saying, "Now for a frolic! Now for a leap!
+ Now for a madcap galloping chase!
+ I'll make a commotion in every place!"
+
+ So it swept with a bustle right through a great town,
+ Creaking the signs and scattering down
+ Shutters, and whisking with merciless squalls,
+ Old women's bonnets and gingerbread stalls.
+ There never was heard a much lustier shout,
+ As the apples and oranges tumbled about.
+
+ Then away to the fields it went blustering and humming,
+ And the cattle all wondered whatever was coming.
+ It pulled by their tails the grave, matronly cows,
+ And tossed the colts' manes all about their brows,
+ Till, offended at such a familiar salute,
+ They all turned their backs and stood silently mute.
+
+ So on it went, capering and playing its pranks;
+ Whistling with reeds on the broad river banks;
+ Puffing the birds, as they sat on the spray,
+ Or the traveler grave on the king's highway.
+ It was not too nice to hustle the bags
+ Of the beggar, and flutter his dirty rags.
+ 'Twas so bold that it feared not to play its joke
+ With the doctor's wig, and the gentleman's cloak.
+
+ Through the forest it roared, and cried gayly, "Now
+ You sturdy old oaks, I'll make you bow!"
+ And it made them bow without more ado,
+ Or it cracked their great branches through and through.
+
+ Then it rushed like a monster o'er cottage and farm,
+ Striking their inmates with sudden alarm;
+ And they ran out like bees in a midsummer swarm.
+ There were dames with their kerchiefs tied over their caps,
+ To see if their poultry were free from mishaps;
+ The turkeys they gobbled, the geese screamed aloud,
+ And the hens crept to roost in a terrified crowd;
+ There was raising of ladders, and logs laying on,
+ Where the thatch from the roof threatened soon to be gone.
+
+ But the wind had passed on, and had met in a lane
+ With a school-boy, who panted and struggled in vain;
+ For it tossed him, and whirled him, then passed, and he stood
+ With his hat in a pool, and his shoe in the mud.
+
+ Then away went the wind in its holiday glee,
+ And now it was far on the billowy sea;
+ And the lordly ships felt its powerful blow,
+ And the little boats darted to and fro.
+
+ But, lo! it was night, and it sunk to rest
+ On the sea-birds' rock in the gleaming west,
+ Laughing to think, in its frolicsome fun,
+ How little of mischief it really had done.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let some pupil in the class state the manner
+in which the lesson should be read.
+
+Point out four lines that should be read more quietly than the rest of
+the lesson.
+
+Vary the reading by having parts of lesson read as a concert exercise.
+
+What effect has the repetition of the word _now_, in the second and
+third lines?
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils write six sentences, each containing one
+of the following words, used in such a manner as to show its proper
+meaning: _right, write; reed, read; tied, tide_.
+
+Let pupils make out an _analysis_ of the lesson, and use it in
+giving the story in their own words.
+
+
+ * * * * *
+
+
+
+
+LESSON XLI.
+
+
+veg e ta'tion, _every thing that grows out of the ground_.
+
+meth'od, _way; manner_.
+
+ta'per ing, _growing smaller toward the end_.
+
+men'tioned, _spoken of_.
+
+struct'ure, _arrangement of parts; a building of any kind_.
+
+marsh'y, _wet_.
+
+swamp, _low ground filled with water_.
+
+sprung, _started; begun_.
+
+
+ * * * * *
+
+
+
+
+SOMETHING ABOUT PLANTS.
+
+
+The name plant belongs in a general way to all vegetation, from the
+tiniest spear of grass or creeping flower one sees on the rocks by the
+brook-side, to the largest and tallest of forest trees.
+
+Plants are divided into numerous groups of families, and the study of
+the many species belonging to each family, is very interesting.
+
+There are thousands of kinds of grasses, shrubs, and trees, scattered
+over the different parts of the earth, and the larger portion of them
+are in some way useful to mankind.
+
+In speaking of grasses, we are apt to think only of the grass in the
+meadows, which is the food for our horses and cattle; but there are
+other kinds of grasses which are just as important to man as the grass
+of the meadow is to the beast. These are oats, rye, barley, wheat, corn,
+and others, all of which belong to the grass family.
+
+Perhaps it appears strange to you to hear wheat and corn called grass,
+and you ask how can that be.
+
+In the first place, all plants that have the same general form and
+method of growth, belong to the same family.
+
+Now, if you will pull up a stalk of grass and a stalk of wheat or rye
+and compare them, you will find that they are alike in all important
+respects.
+
+The roots of each look like a little bundle of strings or fibers, and
+are therefore called fibrous; the stalks you will find jointed and
+hollow; and the leaves are long and narrow, tapering to a point at their
+ends.
+
+Then, if you examine the seeds, you will see that they are placed near
+together and form what we call an ear or head, as in an ear of corn, or
+a head of wheat.
+
+This same general form or structure applies to every one of the plants
+belonging to the grass family; and in this family are included all the
+different kinds of canes and reeds that grow in swamps and marshy
+places, as well as the bamboo of the tropics.
+
+Shrubs are those plants which have woody stems and branches. They are
+generally of small size, rarely reaching over twenty feet in height.
+Small shrubs are usually called bushes.
+
+In this class of plants, the branches generally start close to the
+ground, and in some cases, a little below the surface of the ground,
+rising and spreading out in all directions.
+
+The common currant bushes, blackberry bushes, and rose bushes which we
+see in gardens, are shrubs.
+
+So also are grape-vines, honeysuckles, ivy, and all other creeping
+vines. These are called climbing plants, because little tendrils or
+claspers which grow out of their branches, wind around and fasten
+themselves to any thing in their way.
+
+Trees are the largest and strongest of all plants.
+
+They have woody stems or trunks, and branches. These branches do not, as
+in shrubs, start close to the ground, but at some distance above, from
+which height they extend in different directions.
+
+It is difficult to believe that some of the large trees we see, sprung
+from small seeds; yet it is true that all trees started in this manner.
+
+The seeds are scattered about by birds and tempests, and falling on the
+soft ground, where they become covered with, leaves and earth, they take
+root and grow.
+
+Thus the little acorn sprouts, and from it springs the sturdy oak, which
+is not only the noblest of trees, but lives hundreds of years.
+
+The trunks and branches of trees are protected by a covering called
+bark. This bark is thicker near the base or root of the tree than it is
+higher up among the branches.
+
+On some trees, the bark is very rough and shaggy looking, as on the oak,
+ash, walnut, and pine; on others, the bark is smooth, as on the beech,
+apple, and birch.
+
+Some trees live for only a few years, rapidly reaching their full
+growth, and rapidly decaying. The peach-tree is one of this kind.
+
+Other trees live to a great age. An elm-tree has been known to live for
+three hundred years; a chestnut-tree, six hundred years; and oaks, eight
+hundred years.
+
+The baobab-tree of Africa lives to be many hundred years old. There is a
+yew-tree in England that is known to be over two thousand years old.
+
+The "big trees" of California are the largest in the world, although not
+of so great an age as some that have been mentioned. The tallest of
+these trees that has yet been discovered, measures over three hundred
+and fifty feet in height, and the distance around it near the ground is
+almost one hundred feet. The age of this tree must be between one
+thousand five hundred and two thousand years.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let, pupils pronounce in concert and singly,
+the following words: _corn, stalks, important, form, tall, walnut,
+horses_.
+
+In the fifth paragraph on page 199, why are _some_ and _others_
+emphatic?[12]
+
+Mark _inflections_ of _oak, ash, walnut_, and _pine_; and of _beech,
+apple_, and _birch_.
+
+
+ * * * * *
+
+
+Language Lesson.--Place _dis_ before each of the following words,
+and then give the meaning of each of the words so formed.
+
+ appear covered able like believe
+
+[12] See fifth paragraph from the end of the lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON XLII.
+
+
+flush, _bright red color_.
+
+low'ing, _the bellowing or cry of cattle_.
+
+rang'ing, _wandering_.
+
+in tent', _determined_.
+
+striv'ing, _making great efforts_.
+
+pre serve', _keep in safety_.
+
+re flect'ed, _shining back; thrown back, as by a looking-glass_.
+
+pro ceed'ed, _went forward_.
+
+checked, _stopped_.
+
+blasts, _sounds made by blowing_.
+
+
+ * * * * *
+
+
+
+
+A FOREST ON FIRE.
+
+PART I.
+
+
+We were sound asleep one night, when, about two hours before day, the
+snorting of our horses and lowing of our cattle, which were ranging in
+the woods, suddenly awoke us.
+
+I took my rifle and went to the door to see what beast had caused the
+hubbub, when I was struck by the glare of light reflected on all the
+trees before me, as far as I could see through the woods.
+
+My horses were leaping about, snorting loudly, and the cattle ran among
+them in great confusion.
+
+On going to the back of the house I plainly heard the crackling made by
+the burning brushwood, and saw the flames coming toward us in a
+far-extended line.
+
+I ran to the house, told my wife to dress herself and the child as
+quickly as possible, and take the little money we had, while I managed
+to catch and saddle two of the best horses.
+
+All this was done in a very short time, for I felt that every moment was
+precious to us.
+
+We then mounted our horses, and made off from the fire. My wife, who is
+an excellent rider, kept close to me; and my daughter, who was then a
+small child, I took in one arm.
+
+When making off, I looked back and saw that the frightful blaze was
+close upon us, and had already laid hold of the house.
+
+By good luck there was a horn attached to my hunting-clothes, and I blew
+it, to bring after us, if possible, the remainder of my live-stock, as
+well as the dogs.
+
+The cattle followed for a while; but before an hour had passed they all
+ran, as if mad, through the woods, and that was the last we saw of them.
+
+My dogs, too, although at all other times easily managed, ran after the
+deer that in great numbers sprung before us as if fully aware of the
+death, that was so rapidly approaching.
+
+We heard blasts from the horns of our neighbors as we proceeded, and
+knew that they were in the same unfortunate condition that we were in
+ourselves.
+
+Intent on striving to the utmost to preserve our lives, I thought of a
+large lake, some miles off, where the flames might possibly be checked,
+and we might find a place of safety.
+
+Urging my wife to whip up her horse, we set off at full speed, making
+the best way we could over the fallen trees and the brush heaps, which
+lay like so many articles placed on purpose to keep up the terrific
+fires that advanced with a broad front upon us.
+
+By this time we were suffering greatly from the effects of the heat, and
+we were afraid that our horses would be overcome and drop down at any
+moment.
+
+A singular kind of breeze was passing over our heads, and the glare of
+the burning trees shone more brightly than the daylight. I was sensible
+of a slight faintness, and my wife looked pale.
+
+The heat had produced such a flush in the child's face that, when she
+turned toward either of us, our grief and anxiety were greatly
+increased.
+
+
+ * * * * *
+
+
+Directions for Reading.--What tone of voice should be used in reading
+the lesson?
+
+Should the rate of reading be slow or rapid?
+
+Point out two paragraphs requiring a somewhat different rate.
+
+Should the feelings expressed in the lesson be rendered in a quiet or
+loud tone?
+
+Different inflections are sometimes used, simply to give variety to the
+reading and not for emphasis.
+
+In the first paragraph, mark _inflection_ of _night, day, horses,
+cattle, woods, us_.
+
+
+ * * * * *
+
+
+
+
+LESSON XLIII.
+
+
+de voured', _eaten up greedily, as by wild animals_.
+
+por'cu pine, _a kind of animal_.
+
+smold'der ing, _burning slowly; smoking_.
+
+in suf'fer a ble, _not to be borne_.
+
+shift'ed, _moved about; changed position_.
+
+sti'fling, _stopping the breath_.
+
+dismal, _gloomy; cheerless_.
+
+un grate'ful, _not thankful_.
+
+rem'e died, _relieved; cured_.
+
+
+ * * * * *
+
+
+
+
+A FOREST ON FIRE.
+
+PART II.
+
+
+Ten miles are soon gone over on swift horses; but yet, when we reached
+the borders of the lake we were quite exhausted, and our hearts failed
+us. The heat of the smoke was insufferable, and sheets of blazing fire
+flew over us in a manner beyond belief.
+
+[Illustration]
+
+We reached the shore, however, coasted the lake for a while, and got
+round to the sheltered side. There we gave up our horses, which we never
+saw again.
+
+We plunged down among the rushes, by the edge of the water, and laid
+ourselves down flat, to await the chance of escaping from being burned
+or devoured. The water greatly refreshed us, and we enjoyed the
+coolness.
+
+On went the fire, rushing and crashing through the woods. Such a morning
+may we never again see! The heavens themselves, I thought, were
+frightened.
+
+All above us was a bright, red glare, mingled with, dark, threatening
+clouds and black smoke, rolling and sweeping away in the distance.
+
+Our bodies were cool enough, but our heads were scorching; and the
+child, who now seemed to understand the matter, cried so as nearly to
+break our hearts.
+
+The day passed on, and we became hungry. Many wild beasts came plunging
+into the water beside us, and others swam across to our side, and stood
+still. Although faint and weary, I managed to shoot a porcupine, and we
+all tasted its flesh.
+
+The night passed, I cannot tell you how. Smoldering fires covered the
+ground, and the trees stood like pillars of fire, or fell across each
+other.
+
+The stifling and sickening smoke still rushed over us, and the burnt
+cinders and ashes fell thick around us.
+
+When morning came, every thing about us was calm; but a dismal smoke
+still filled the air, and the smell seemed worse than ever. What was to
+become of us I did not know.
+
+My wife hugged the child to her breast, and wept bitterly; but God had
+preserved us through the worst of the danger, and the flames had gone
+past, so I thought it would be both ungrateful to Him and unmanly to
+despair now.
+
+Hunger once more pressed upon us, but this was soon remedied. Several
+deer were standing in the water, up to the head, and I shot one of them.
+Some of its flesh was soon roasted, and after eating it we felt
+wonderfully strengthened.
+
+By this time the blaze of the burning forest was beyond our sight,
+although the remains of the fires of the night before were still burning
+in many places, and it was dangerous to go among the burnt trees.
+
+After resting for some time, we prepared to commence our march. Taking
+up the child in my arms, I led the way over the hot ground and rocks;
+and after two weary days and nights of suffering, during which we
+shifted in the best manner we could, we at last succeeded in reaching
+the hard woods, which had been free from the fire.
+
+Soon after we came to a house, where we were kindly treated. Since then
+I have worked hard and constantly as a lumber-man; and, thanks to God,
+we are safe, sound, and happy.
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out, breathing-places in the last
+paragraph of page 207.[13]
+
+Name the _emphatic words_ in the last sentence of the lesson.
+
+Mark _inflection_ in the last line of the lesson.
+
+Pronounce carefully the following words: _dark, march, hard, calm,
+hearts_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils define the following words: _complete,
+attract, locate, intent, procrastinate, separate_; then add to each
+word as a stem, the ending _ion_, and define the words so formed.
+
+Point out the omissions of letters necessary in joining the stems and
+endings.
+
+Let pupils make out an _analysis_ in six parts for the last two
+lessons, and use it in writing or telling the story in their own words.
+
+
+[13] See third paragraph from the end of the lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON XLIV.
+
+
+peas'ants, _those who work on farms_.
+
+hedge'rows, _rows of shrubs or trees used to inclose a space_.
+
+tow'ers, _very high buildings_.
+
+an ces'tral, _belonging to a family for a great many years_.
+
+mon'arch, _king; ruler_.
+
+roy'al ty, _kings and queens_.
+
+gifts, _things given; presents_.
+
+
+ * * * * *
+
+
+
+
+COMMON GIFTS.
+
+
+ The sunshine is a glorious thing,
+ That comes alike to all,
+ Lighting the peasant's lowly cot,
+ The noble's painted hall.
+
+ The moonlight is a gentle thing,
+ Which through the window gleams
+ Upon the snowy pillow, where
+ The happy infant dreams.
+
+ It shines upon the fisher's boat
+ Out on the lonely sea,
+ As well as on the flags which float
+ On towers of royalty.
+
+ The dewdrops of the summer morn
+ Display their silver sheen
+ Upon the smoothly shaven lawn,
+ And on the village green.
+
+ There are no gems in monarch's crown
+ More beautiful than they;
+ And yet you scarcely notice them,
+ But tread them off in play.
+
+ The music of the birds is heard,
+ Borne on the passing breeze,
+ As sweetly from the hedgerows as
+ From old ancestral trees.
+
+ There are as many lovely things,
+ As many pleasant tones,
+ For those who dwell by cottage hearths
+ As those who sit on thrones.
+
+
+ * * * * *
+
+
+Directions for Reading.--This lesson should be read with a full and
+clear tone of voice. The thoughts expressed are not of a conversational
+nature.
+
+In the first stanza, in the contrast between _peasant's lowly cot_ and
+_noble's painted hall_, the inflections are _rising circumflexes_
+and _falling circumflexes_.
+
+The _rising circumflex_ consists of a downward turn of the voice
+followed by an upward turn; the _falling circumflex_, of an upward
+turn followed by a downward turn.
+
+Let pupils mark the inflections in the last two lines of the poem.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils express the meaning of what is given
+below in dark type, using a single word for each example.
+
+ For _those who dwell by cottage hearths_
+
+ As _those who sit on thrones_.
+
+
+ * * * * *
+
+
+
+
+LESSON XLV.
+
+
+re quest', _a wish that is expressed; desire_.
+
+har'bor, _a sheltered place where ships can anchor_.
+
+lo'cate, _place; choose as a place to live_.
+
+both'er, _trouble_.
+
+beach, _the shore of the sea_.
+
+knack, _an easy way of doing any thing_.
+
+in dulged', _gave way to, as to appetite_.
+
+ban'quet, _a very good dinner or other meal_.
+
+rheu'ma tism, _a painful trouble in the muscles or joints_.
+
+
+ * * * * *
+
+
+
+
+A GHOST STORY.
+
+PART I.
+
+
+"I have not a room in the house; but if you don't mind going down to the
+cottage, and coming up here to your meals, I can take you, and would be
+glad to," said Mrs. Grant, in answer to my request for board.
+
+"Where is the cottage?" and I looked about me, feeling ready to accept
+any thing in the way of shelter, after the long, hot journey from Boston
+to breezy York Harbor.
+
+"Right down there--just a step, you see. It's all in order; and next
+week it will be full, for many folks prefer it because of the quiet."
+
+At the end of a very steep path, which offered every chance for
+accidents of all sorts, from a sprained ankle to a broken neck, stood
+the cottage--a little white building, with a pretty vine over the door,
+gay flowers in the garden, and the blue Atlantic rolling up at the foot
+of the cliff.
+
+"A regular 'Cottage by the Sea.' It will suit me exactly if I can have
+the upper front room. I don't mind being alone; so have my trunk taken
+down, please, and I'll get ready for tea," said I, feeling very happy on
+account of my good luck.
+
+Alas, how little I knew what a night of terror I was to pass in that
+pretty white cottage!
+
+An hour later, refreshed by my tea and the coolness of the place, I
+plunged into the pleasures of the season, and accepted two invitations
+for the evening--one to a, walk on Sunset Hill, the other to a clam-bake
+on the beach.
+
+The stroll came first, and on the hill-top we met an old gentleman with
+a spy-glass, who welcomed me with the remark--
+
+"Pretty likely place for a prospect."
+
+After replying to what he said, I asked the old gentleman if he knew any
+legend or stories about the old houses all around us.
+
+"Yes, many of them," he replied; "and it isn't always the old places
+that have the most stories about 'em.
+
+"Why, that cottage down yonder isn't more'n fifty years old, and they do
+say there's been a lot of ghosts seen there, owin' to a man's killin' of
+himself in the back bed-room."
+
+"What! that house at the end of the lane?" I asked, with sudden
+interest.
+
+"Just so; nice place, but lonesome and dampish. Ghosts and toadstools
+are apt to locate in houses of that sort," was his mild reply.
+
+The dampness scared me more than the ghosts, for I had never seen a
+ghost yet; but I had been haunted by rheumatism, and found it a hard
+thing to get rid of.
+
+"I've taken a room there, so I'm rather interested in knowing what
+company I'm to have."
+
+"Taken a room, have you? Well, I dare say you won't be troubled. Some
+folks have a knack of seeing spirits, and then again some haven't.
+
+"My wife is uncommon powerful that way, but I an't; my sight's dreadful
+poor for that sort."
+
+There was such a sly look in the starboard eye of the old fellow as he
+spoke, that I laughed outright, and asked, sociably--
+
+"Has she ever seen the ghosts of the cottage? I think I have rather a
+knack that way, and I'd like to know what to expect."
+
+"No, her sort is the rapping kind. Down yonder, the only ghost I take
+much stock in is old Bezee Tucker's. Some folks say they've heard him
+groaning there nights, and a dripping sound; he bled to death, you know.
+
+"It was kept quiet at the time, and is forgotten now by all but a few
+old fellows like me. Bezee was always polite to the ladies, so I guess
+he won't bother you, ma'am;" and the old fellow laughed.
+
+"If he does, I'll let you know;" and with that I left him, for I was
+called and told that the beach party was anxious for my company.
+
+In the delights of that happy hour, I forgot the warning of the old
+gentleman on the hill, for I was about to taste a clam for the first
+time in my life, and it was a most absorbing moment.
+
+Perched about on the rocks like hungry birds, we sat and watched the
+happy cooks with breathless interest, as they struggled with
+frying-pans, fish that refused to brown, steaming sea-weed, and hot
+ashes.
+
+Little Margie Grant waited upon me so prettily, that I should have been
+tempted to try a sea porcupine if she had offered it, so charming was
+her way of saying, "O here's a perfectly lovely one! Do take him by his
+little black head and eat him quick!"
+
+I indulged without thought, in clams, served hot between two shells,
+little dreaming what a price I was to pay for that banquet.
+
+
+ * * * * *
+
+
+Language Lesson--Let pupils use other words to express the meaning of
+the parts given below in dark type.
+
+ "Right down there--_just a step_, you see."
+
+ "_Pretty likely_ place for a prospect."
+
+ "The only one I _take much stock in_."
+
+Write out in full the words for which _'em_ and _an't_ are used.
+
+
+ * * * * *
+
+
+
+
+LESSON XLVI.
+
+
+quaked, _shook, as with fear_.
+
+cha'os, _a great number of things without order_.
+
+gi gan'tic, _of very great size_.
+
+stealth'y, _very quiet, so as to escape notice_.
+
+fa'tal, _causing great harm_.
+
+mis'sion, _what one is sent to do_.
+
+in'ter vals, _spaces of time_.
+
+thrill, _feeling, as of pain or pleasure_.
+
+af fect'ing, _making a show of_.
+
+a pol'o gize, _express sorrow for an act_.
+
+ret ri bu'tion, _paying back for one's acts; punishment_.
+
+
+ * * * * *
+
+
+
+
+A GHOST STORY.
+
+PART II.
+
+
+We staid up till late, and then I was left, at my own door by my
+friends, who informed me that York was a very quiet, safe place, where
+people slept with unlocked doors, and nothing ever went amiss o' nights.
+
+I said nothing of ghosts, being ashamed to own that I quaked, a little
+at the idea of the "back bed-room," as I shut out the friendly faces and
+fastened myself in.
+
+A lamp and matches stood in the hall, and lighting the lamp, I whisked
+up stairs with suspicious rapidity, locking my door, and went to bed,
+firmly refusing to own even to myself that I had ever heard the name of
+Bezee Tucker.
+
+Being very tired, I soon fell asleep; but fried potatoes and a dozen or
+two of hot clams are not kinds of food best fitted to bring quiet sleep,
+so a fit of nightmare brought me to a realizing sense of my foolishness.
+
+From a chaos of wild dreams was finally brought forth a gigantic clam,
+whose mission it was to devour me as I had devoured its relatives. The
+sharp shells were open before me, and a solemn voice said, "Take her by
+her little head and eat her quick."
+
+Retribution was at hand, and, with a despairing effort to escape by
+diving, I bumped my head smartly against the wall, and woke up feeling
+as if there was an earthquake under the bed.
+
+Collecting my scattered wits, I tried to go to sleep again; but alas!
+that fatal feast had destroyed sleep, and I vainly tried to quiet my
+wakeful senses with the rustle of leaves about the window and the
+breaking waves upon the beach.
+
+In one of the pauses between the sounds of the waves, I heard a curious
+noise in the house--a sort of moan, coming at regular intervals.
+
+And, as I sat up to make out where it was, another sound caught my
+attentive ear. Drip, drip, drip, went something out in the hall, and in
+an instant the tale told me on Sunset Hill came back with unpleasant
+reality.
+
+"Nonsense! It is raining, and the roof leaks," I said to myself, while
+an unpleasant thrill went through me, and fancy, aided by indigestion,
+began to people the house with ghostly inmates.
+
+No rain had fallen for weeks, and peeping through my curtain, I saw the
+big, bright stars shining in a cloudless sky; so that explanation
+failed, and still the drip, drip, drip went on.
+
+Likewise the moaning--so distinctly now that it was clear that the
+little back bed-room was next the chamber in which I was quaking at that
+very moment.
+
+"Some one is sleeping there," I said, and then remembered that all the
+rooms were locked, and all the keys but mine in Mrs. Grant's pocket, up
+at the house.
+
+"Well, let the ghosts enjoy themselves; I won't disturb them if they let
+me alone. Some of the ladies thought me brave to dare to sleep here,
+and it never will do to own I was scared by a foolish story and an odd
+sound."
+
+So down I lay, and said the multiplication table with great
+determination for several minutes, trying to turn a deaf ear to the
+outside world and check my unruly thoughts.
+
+But it was a failure; and when I found myself saying over and over "Four
+times twelve is twenty-four," I gave up affecting courage, and went in
+for a good, honest scare.
+
+As a cheerful subject for midnight consideration, I kept thinking of B.
+Tucker, in spite of every effort to give it up. In vain I remembered the
+fact that the departed gentleman was "always polite to ladies."
+
+I still was in great fear lest he might think it necessary to come and
+apologize in person for "bothering" me.
+
+Presently a clock struck three, and I gave a moan that beat the ghost's
+all hollow, so full of deep suffering was I at the thought of several
+hours of weary waiting.
+
+I was not sure at what time the daylight would appear, and I was
+bitterly sorry for not gathering useful information about sunrise,
+tides, and such things, instead of listening to the foolish gossip of
+Uncle Peter on the hill-top.
+
+Minute after minute dragged slowly on, and I was just thinking that I
+should be obliged to shout "Fire!" as the only means of relief in my
+power, when, a stealthy step under the window gave me a new feeling.
+
+
+ * * * * *
+
+
+Directions for Reading.--To give greater effect to certain parts of
+the lesson, read them very slowly.
+
+The first line of the last paragraph is a good example of adding
+_emphasis_ by reading slowly.
+
+Point oat two other places in the lesson where slow reading would be
+best.
+
+What word in the last paragraph may be made very emphatic, even to the
+extent of using the _calling tone_ of voice?
+
+Let pupils pronounce in concert, and singly, the following words:
+_soon, do, two, foolish, roof, food, room_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils write statements, each containing one of
+the following words, used in such a manner as to show its proper
+meaning: _beech, beach; sense, scents; fourth, forth; hear, here_.
+
+Give rules for the capital letters in the first three paragraphs of the
+lesson.
+
+Let pupils place _un_ before each of the following words, and then
+define them.
+
+ safe lock heard pleasant fit
+
+Define each of the following words formed from _please_, and state in
+each case what change of meaning occurs.
+
+ please pleasant pleasantly unpleasantly
+
+
+ * * * * *
+
+
+
+
+LESSON XLVII.
+
+
+dag'ger, _a short sword_.
+
+spell, _a feeling which prevents one from moving_.
+
+bran'dished, _raised, and moved in different directions_.
+
+in spir'ing, _making one feel_.
+
+awe, _deep fear_.
+
+de mand'ed, _asked as a right_.
+
+punct'u al, _always on time_.
+
+ro mance, _a story of surprising adventures_.
+
+bur'glar, _one who breaks into a house at night_.
+
+cus'tom, _a way or a manner of doing things_.
+
+reigned, _ruled; held power_.
+
+
+ * * * * *
+
+
+
+
+A GHOST STORY.
+
+PART III.
+
+
+This was a start, not a scare--for the new visitor was a human foe, and
+I had little fear of such, being possessed of good lungs, strong arms,
+and a Roman dagger nearly as big as a carving-knife.
+
+The step that I had just heard broke the spell, and creeping noiselessly
+to the window, I peeped out to see a dark figure coming up the stem of
+the tall tree close by, hand-over-hand, like a sailor or a monkey.
+
+"Two can play at that game, my friend; you scare me, and I'll scare
+you." And with an actual sense of relief in breaking the silence, I
+suddenly flung up the curtain, and leaned out.
+
+I brandished my dagger with what I intended to be an awe-inspiring
+screech; but, owing to the flutter of my breath, the effort ended in a
+curious mixture of howl and bray.
+
+A most effective sound, nevertheless; for the burglar dropped to the
+ground as if he had been shot, and, with one upward glance at the white
+figure dimly seen in the starlight, fled as if a thousand ghosts were at
+his heels.
+
+"What next?" thought I, wondering whether this eventful night would ever
+come to a close.
+
+I sat and waited, chilly but brave, while the strange sounds went on
+within the house and silence reigned without, till the cheerful crow of
+the punctual "cockadoo," as Margie called him, told me that it was
+sunrise and laid the ghosts.
+
+A red glow in the east drove away my last fear, and I soon lay down and
+slept quietly, quite worn out.
+
+The sun shining upon my face waked me, and a bell ringing warned me to
+hurry. A childish voice calling out, "Betfast is most weady, Miss Wee,"
+assured me that sweet little spirits haunted the cottage as well as
+ghostly ones.
+
+As I left my room to join Margie, who was waiting for me, I saw two
+things which caused me to feel that the horrors of the night were not
+all unreal.
+
+Just outside the back bed-room door was a damp place, as if that part of
+the floor had been newly washed; and when led by curiosity, I peeped
+through the keyhole of the haunted chamber, my eye distinctly saw an
+open razor lying on a dusty table.
+
+My seeing was limited to that one object, but it was quite enough. I
+went up the hill thinking over the terrible secret hidden in my breast.
+
+I longed to tell some one, but was ashamed; and, when asked why I was so
+pale and absent-minded, I answered with a gloomy smile--
+
+"It is the clams."
+
+All day I hid my sufferings pretty well, but as night approached and I
+thought of sleeping again in that haunted cottage, my heart began to
+fail. As we sat telling stories in the dusk, a bright idea came into my
+head.
+
+I would relate my ghost story, and rouse the curiosity of my hearers, so
+that some of them would offer to stay at the cottage in hopes of seeing
+the spirit of the restless Tucker.
+
+Cheered by this fancy, when my turn came I made a thrilling tale about
+Bezee Tucker and my night's adventure. After my hearers were worked up
+to a proper state of excitement, I paused for applause.
+
+It came in a most unexpected form, however, for Mrs. Grant burst out
+laughing, and the two boys--Johnny and Joe--rolled about in convulsions
+of merriment.
+
+Much displeased, I demanded the cause of their laughter, and then joined
+in the general shout when Mrs. Grant informed me that Bezee Tucker
+lived, died in, and haunted the tumble-down house at the other end of
+the lane, and not the cottage where I was staying.
+
+"Then who or what made those mysterious noises?" I asked, relieved but
+rather displeased at the downfall of my romance.
+
+"My brother Seth," replied Mrs. Grant, still laughing. "I thought you
+might be afraid to be there all alone, so he slipped into the bed-room,
+and I forgot to tell you. He's a powerful snorer, and that's one of the
+awful sounds.
+
+"The other was the dripping of salt water; for you wanted some, and the
+girl got it in a leaky pail. Seth swept out the water when he left the
+cottage early in the morning."
+
+I said nothing about having seen through the keyhole the harmless razor;
+but wishing to get some praise for my heroic encounter with the burglar,
+I mildly asked if it was the custom in York for men as well as turkeys
+to roost in trees.
+
+Another burst of laughter from the boys did away with my last hope of
+glory. As soon as he could speak, Joe answered--
+
+"Johnny planned to be up early to pick the last cherries off that tree.
+I wanted to get ahead of him, and as I was going a-fishing, I went off
+quietly before daylight."
+
+"Did you get the cherries?" I asked, bound to have some laugh on my
+side.
+
+"Guess I didn't," grumbled Joe, rubbing his knees, while Johnny added--
+
+"He got a horrid scare and a right good scraping, for he didn't know
+any one was down there. Couldn't go a-fishing, either--he was so
+lame--and I had the cherries after all. Served him right, didn't it?"
+
+No answer was necessary. Mrs. Grant went off to repeat the tale in the
+kitchen, and the sounds of hearty laughter that I heard, assured me that
+Seth was enjoying the joke as well as the rest of us.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils make out an _analysis_ for so much of the
+last three lessons as may be included under the subject--"A Night at
+the Cottage."
+
+Suggestion.--The _analysis_ of _simple subjects_, and their treatment
+orally or in writing, are valuable exercises, and should be assigned to
+pupils as frequently as possible during the whole of their school life.
+
+
+ * * * * *
+
+
+
+
+LESSON XLVIII.
+
+
+mel'o dy, _sounds pleasant to the ear_.
+
+chant'ed, _sung in a simple melody_.
+
+witch, _a person supposed to deal with evil spirits_.
+
+trump'et, _a hollow piece of metal used to make music_.
+
+har'mo ny, _the effect produced by uniting two or
+ more different parts in music_.
+
+
+ * * * * *
+
+
+
+
+WHAT THE CHIMNEY SANG.
+
+
+ Over the chimney the night-wind sang
+ And chanted a melody no one knew;
+ And the Woman stopped, as her babe she tossed,
+ And thought of the one she had long since lost:
+ And said, as her tear-drop back she forced,
+ "I hate the wind in the chimney."
+
+ Over the chimney the night-wind sang
+ And chanted a melody no one knew;
+ And the Children said, as they closer drew,
+ "'Tis some witch that is cleaving the black night through--
+ 'Tis a fairy trumpet that just then blew,
+ And we fear the wind in the chimney."
+
+ Over the chimney the night-wind sang
+ And chanted a melody no one knew;
+ And the Man, as he sat on his hearth below,
+ Said to himself, "It will surely snow,
+ And fuel is dear and wages low,
+ And I'll stop the leak in the chimney."
+
+ Over the chimney the night-wind sang
+ And chanted a melody no one knew;
+ But the Poet listened and smiled, for he
+ Was Man, and Woman, and Child--all three,
+ And said, "It is God's own harmony,
+ This wind we hear in the chimney."
+
+
+ * * * * *
+
+
+Directions for Reading.--The first two lines of each stanza may be read
+more slowly and with a fuller tone of voice than the rest of the
+stanza.
+
+Notice that the words of special _emphasis_ throughout the poem begin
+with capital letters.
+
+Mark _inflections_ in the last four lines of the first and last
+stanzas.
+
+
+ * * * * *
+
+
+
+
+LESSON XLIX.
+
+
+sel'dom, _not often; rarely_.
+
+jun'gles, _places covered with trees and brushwood_.
+
+tough (tuf), _not easily separated_.
+
+ap par'ent ly, _seemingly; in appearance_.
+
+a cute', _quick in action; sharp_.
+
+charg'es, _rushes forward_.
+
+gram'p us, _a kind of fish_.
+
+re sumed', _started again; took up again_.
+
+hid'e ous, _horrid to look at_.
+
+de struc'tion, _death; entire loss_.
+
+re sist', _stand against_.
+
+des'per ate, _without hope or care_.
+
+ex cur'sions, _journeys; rambles_.
+
+
+ * * * * *
+
+
+
+
+THE RHINOCEROS.
+
+
+Next to the mighty elephant, the rhinoceros is the largest and strongest
+of animals. There are several species of the rhinoceros, some of which
+are found in Asia, and others in different parts of Africa.
+
+In the latter country there are four varieties--the black rhinoceros,
+having a single horn; the black species having two horns; the
+long-horned white rhinoceros; and the common white species, which has a
+short, stubby horn.
+
+The largest of the African species is the long-horned, white, or
+square-nosed rhinoceros. When full-grown, it sometimes measures eighteen
+feet in length, and about the same around the body. Its horn frequently
+reaches a length of thirty inches.
+
+The black rhinoceros, although much, smaller than the white, and seldom
+having a horn over eighteen inches long, is far more ferocious than the
+white species, and possesses a wonderful degree of strength.
+
+The form of the rhinoceros is clumsy, and its appearance dull and heavy.
+The limbs are thick and powerful, and each, foot has three toes, which
+are covered with broad, hoof-like nails.
+
+The tail is small; the head very long and large. Taken altogether, there
+are few--if any--animals that compare with the rhinoceros in ugliness.
+
+The eyes are set in such a manner that the animal can not see any thing
+exactly in front of it; but the senses of hearing and smelling are so
+keen that sight is not required to detect an enemy, whether it be man or
+beast.
+
+The skin of the African rhinoceros is smooth, and has only a few
+scattering hairs here and there. It is, however, very thick and tough,
+and can resist the force of a rifle-ball unless it is fired from a very
+short distance.
+
+The largest known species of the rhinoceros is found in Asia. It lives
+chiefly in the marshy jungles, and on the banks of lakes and rivers in
+India. Some of this species are over live feet in height, and have horns
+three feet in length and eighteen inches around the base.
+
+Unlike the African rhinoceros, the skin of the Asiatic species is not
+smooth, but lies in thick folds upon the body, forming flaps which can
+be lifted with the hand.
+
+The food of the rhinoceros consists of roots, and the young branches and
+leaves of trees and shrubs.
+
+It plows up the roots with the aid of its horn, and gathers the branches
+and leaves with the upper lip which is long and pointed, and with which
+the food is rolled together before placing it in the mouth.
+
+The flesh of the rhinoceros is good to eat; and its strong, thick skin
+is made by the natives, into shields, whips, and other articles.
+
+Though clumsy and apparently very stupid, the rhinoceros is a very
+active animal when attacked or otherwise alarmed, dashing about with
+wonderful rapidity.
+
+It is very fierce and savage--so much so that the natives dread it more
+than they do the lion. In hunting the animal, it is dangerous for a man
+to fire at one unless he is mounted upon a swift horse, and can easily
+reach some place of safety.
+
+When attacking an enemy, the rhinoceros lowers its head and rushes
+forward like an angry goat. Though it may not see the object of its
+attack, the sense of smell is so acute that it knows about when the
+enemy is reached.
+
+Then begins a furious tossing of the head, and if the powerful horn
+strikes the foe, a terrible wound is the result.
+
+When wounded itself, the rhinoceros loses all sense of fear, and charges
+again and again with such desperate fury that the enemy is almost always
+overcome.
+
+A famous traveler in South Africa relates the following incident that
+happened during one of his hunting excursions:
+
+"Having proceeded about two miles, I came upon a black rhinoceros,
+feeding on some Wait-a-bit thorns within fifty yards of me.
+
+"I fired from the saddle, and sent a bullet in behind his shoulder, when
+he rushed forward, blowing like a grampus, and then stood looking about
+him.
+
+"Presently he started off, and I followed. I expected that he would come
+to bay, but it seems a rhinoceros never does that--a fact I did not
+know at that time.
+
+"Suddenly he fell flat upon the ground; but soon recovering his feet, he
+resumed his course as if nothing had happened.
+
+"I spurred on my horse, dashed ahead, and rode right in his path. Upon
+this, the hideous monster charged me in the most resolute manner,
+blowing loudly through his nostrils.
+
+"Although I quickly turned about, he followed me at such a furious pace
+for several hundred yards, with his horrid horny snout within a few
+yards of my horse's tail, that I thought my destruction was certain.
+
+"The animal, however, suddenly turned and ran in another direction. I
+had now become so excited with the incident, that I determined to give
+him one more shot any way.
+
+"Nerving my horse again, I made another dash, after the rhinoceros, and
+coming up pretty close to him, I again fired, though with little
+effect, the ball striking some thick portion of his skin and doing no
+harm.
+
+"Feeling that I did not care to run the chance of the huge brute again
+charging me, and believing that my rifle-ball was not powerful enough
+to kill him, I determined to give up the pursuit, and accordingly let
+him run off while I returned to the camp."
+
+[Illustration]
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils mark _inflections_ in the first
+sentence of the lesson.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils express in other words the meaning of
+what is given below in dark type.
+
+ "I expected that he would _come to bay_."
+
+
+ * * * * *
+
+
+
+
+LESSON L.
+
+
+per'il, _great danger that is near one_.
+
+pru'dent, _careful in regard to what may happen_.
+
+con'fi dence, _courage; freedom from doubt_.
+
+oc ca'sion, _a chance event; an incident_.
+
+tor'rents, _violent streams, as of water_.
+
+ford, _a place to cross a river_.
+
+per suad'ed, _influenced by advice_.
+
+op'po site, _on the other side; in front of_.
+
+fran'tic, _without power to act properly_.
+
+her'o ism, _great courage, which makes one willing to face
+ danger of any kind_.
+
+res'o lute, _decided; firm_.
+
+af fec'tion ate, _kind and loving_.
+
+
+ * * * * *
+
+
+
+
+PRESENCE OF MIND.
+
+
+Many years ago, there lived on the banks of the Naugatuck River, in
+Connecticut, a family by the name of Bishop.
+
+The father was not wealthy, but a good man, and respected by all who
+knew him. He had fought in the battles of his country during the
+Revolutionary War, and was familiar with scenes of danger and peril.
+
+He had learned that it is always more prudent to preserve an air of
+confidence in danger, than to show signs of fear, and especially so,
+since his conduct might have a great influence upon the minds of those
+about him.
+
+On one occasion he sent his son James, a boy twelve years old, across
+the river to the house of a relative, on an errand. As there was no
+bridge or ferry, all who crossed the river were obliged to ford it.
+
+James was familiar with every part of the fording-place, and when the
+water was low, which was the case at this time, there was no danger in
+crossing.
+
+Mounted on one of his father's best horses, James set out. He crossed
+the river, and soon reached the house of his relatives.
+
+He was ready to start on his return, when suddenly the heavens became
+black with clouds, the wind blew with great violence, and the rain fell
+in torrents.
+
+It was late in the afternoon, and as his relatives feared to have him
+attempt to reach home in such a storm, they persuaded him to remain over
+night and wait until daylight before starting for home.
+
+His father suspected the cause of James' delay, and was not over anxious
+on his account. He knew that the boy was prudent, and did not fear that
+any accident would happen to him during the night.
+
+But he knew that he had taught James to obey his commands in every
+particular, and as the boy possessed, a daring and fearless spirit, that
+he would attempt to ford the river as soon as it was light enough in the
+morning.
+
+He knew, also, that the immense quantity of water that appeared to be
+falling, would cause the river to rise to a considerable height by
+morning, and make it very dangerous even for a strong man to attempt to
+cross it.
+
+The thought of what might befall his child caused Mr. Bishop to pass a
+sleepless night; for although he was very strict with his children, he
+possessed an affectionate nature and loved them dearly.
+
+The day dawned; the storm had ceased; the wind was still, and nothing
+was to be heard but the roar of the river.
+
+The rise of the river was even greater than Mr. Bishop expected, and as
+soon as it was light enough, for him to see objects across it, he took
+up a position on the bank to watch for the approach of his son.
+
+James arrived on the opposite shore at the same time, and his horse was
+beginning to enter the stream.
+
+All his father's feelings were roused into action, for he knew that his
+son was in fearful danger. James had already proceeded too far to
+return--in fact, to go forward or back was equally dangerous.
+
+His horse had arrived at the deepest part of the river, and was
+struggling against the current. The animal was being hurried down the
+stream, and apparently making but little progress toward the shore.
+
+James became very much alarmed. Raising his eyes toward the
+landing-place, he discovered his father. Almost frantic with fear, he
+exclaimed, "O father, father! I shall drown! I shall drown!"
+
+"No," replied his father, in a stern and resolute tone of voice,
+dismissing for a moment his feelings of tenderness; "if you do, I will
+whip you severely. Cling to your horse! Cling to your horse!"
+
+The son, who feared his father more than he did the raging river, obeyed
+the command; and the noble animal on which he was mounted, struggling
+for some time, carried him safe to shore.
+
+"My son!" exclaimed the glad father, bursting into tears, "remember,
+hereafter, that in danger you must possess courage, and being determined
+to save your life, cling to the last hope!
+
+"If I had replied to you with the tenderness and fear which I felt, you
+might have lost your life; you would have lost your presence of mind,
+been carried away by the current, and I should have seen you no more."
+
+What a noble example is this! The heroism of this father and his
+presence of mind saved the life of his boy.
+
+
+ * * * * *
+
+
+Directions for Reading.--In _calling tones_, as on pages 237 and 238,
+notice that the falling inflections only can be used.[14]
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils make out an _analysis_, and use it in
+telling the story in their own words.
+
+
+[14] See the last six paragraphs.
+
+
+ * * * * *
+
+
+
+
+LESSON LI.
+
+
+rug'ged, _full of rough places_.
+
+con cealed', _covered over; hidden_.
+
+ra vines', _deep and narrow hollow places_.
+
+prec'i pice, _a very steep place_.
+
+dis'lo cate ed, _thrown out of joint_.
+
+mis'er y, _great unhappiness_.
+
+ev'i dence, _signs; that which is shown_.
+
+de scent', _going down_.
+
+haz'ards, _dangers; difficulties_.
+
+toil, _hard work_.
+
+pro ject'ing, _hanging over_.
+
+
+ * * * * *
+
+
+
+
+HALBERT AND HIS DOG.
+
+
+Far up in the Highlands of Scotland lived Malcolm, a shepherd, with his
+wife and his son Halbert.
+
+Their little cottage was far from any village, and could only be reached
+by a rugged path through the mountains.
+
+One evening Halbert's mother was taken very ill, and Malcolm made
+preparations to go to the village to obtain some medicine for her.
+
+"Father," said Halbert, "I know the path through the dark glen better
+than you. Shag will walk before me, and I will be quite safe. Let me go
+for the doctor, and you stay at home and comfort mother."
+
+Old Shag, the dog, stood by, wagging his tail and looking up into
+Malcolm's face as if to say, "Yes, master, I will take good care of
+Halbert. Let him go."
+
+Malcolm did not like to have his boy undertake a journey of so much
+peril, as the snow was falling in heavy flakes, and it was growing very
+dark. But the boy again repeated his request, and Malcolm gave his
+consent.
+
+Halbert had been accustomed to the mountains from his earliest boyhood,
+and Shag set out with his young master, not seeming to care for wind,
+snow, or storm.
+
+They reached the village safely. Halbert saw the doctor, received some
+medicine for his mother, and then started on his return home with a
+cheerful heart.
+
+Shag trotted along before him to see that all was right. Suddenly,
+however, in one of the most dangerous parts of the rocky path, he
+stopped and began snuffing and smelling about.
+
+"Go on, Shag," said Halbert.
+
+Shag would not stir.
+
+"Shag, go on, sir," repeated the boy. "We are nearly at the top of the
+glen. Look through the dark, and you can see the candle shining through
+our window."
+
+Shag disobeyed for the first time in his life, and Halbert advanced
+ahead of him, heedless of the warning growl of his companion.
+
+He had proceeded but a few steps when he fell over a precipice, the
+approach to which had been concealed by the snow.
+
+It was getting late in the night, and Malcolm began to be alarmed at the
+long absence of Halbert. He placed the candle so as to throw the light
+over his boy's path, piled wood on the great hearth fire, and often went
+to the door.
+
+But no footstep sounded on the crackling ice; no figure darkened the
+wide waste of snow.
+
+"Perhaps the doctor is not at home, and he is waiting for him," said
+Halbert's mother. She felt so uneasy at her boy's absence, that she
+almost forgot her own pain.
+
+It was midnight when Malcolm heard the well-known bark of the faithful
+Shag.
+
+"O there is Halbert!" cried both parents at the same moment. Malcolm
+sprang to the door and opened it, expecting to see his son.
+
+But alas! Halbert was not there. Shag was alone. The old dog entered
+the door, and began to whine in a piteous manner.
+
+"O Malcolm, Malcolm, my brave son has perished in the snow!" exclaimed
+the mother.
+
+Malcolm stood wondering. His heart beat rapidly. A fear that the worst
+had happened almost overcame him. At that moment he saw a small package
+around the dog's neck.
+
+Seizing it in his hands, he exclaimed, "No, wife; look! Our boy lives!
+Here is the medicine, tied with his handkerchief; he has fallen into one
+of the deep ravines, but he is safe.
+
+"I will go out, and Shag shall go with me. He will conduct me safely to
+the rescue of my child."
+
+In an instant Shag was again on his feet, and gave evidence of great joy
+as he left the cottage with his old master.
+
+You may imagine the misery and grief the poor mother suffered--alone in
+her mountain dwelling; the certainty of her son's danger, and the fear
+that her husband also might perish.
+
+Shag went on straight and steadily for some distance after he left the
+cottage. Suddenly he turned down a path which led to the foot of the
+precipice over which Halbert had fallen.
+
+The descent was steep and dangerous, and Malcolm was frequently obliged
+to support himself by clinging to the frozen branches of the trees.
+
+At last Malcolm stood on the lower and opposite edge of the pit into
+which his son had fallen. He called to him, "Halbert! Halbert!" He
+looked in every direction, but could not see or hear any thing.
+
+Shag was making his way down a very steep and dangerous ledge of rocks,
+and Malcolm resolved at all hazards to follow him.
+
+After getting to the bottom, Shag scrambled to a projecting rock, which
+was covered with snow, and commenced whining and scratching in a violent
+manner.
+
+Malcolm followed, and after some search found what appeared to be the
+dead body of his son. He hastily tore off the jacket, which was soaked
+with blood and snow, and wrapping Halbert in his great cloak, took him
+upon his shoulders, and with much toil and difficulty reached the path
+again, and soon had his boy at home.
+
+Halbert was placed in his mother's bed, and by using great exertion,
+they aroused him from his dangerous sleep.
+
+He was much bruised and had his ankle dislocated, but was not otherwise
+hurt. When he recovered his senses, he fixed his eyes on his mother, and
+his first words were, "Did you get the medicine, mother?"
+
+When he fell, Shag had descended after him. The affectionate son used
+what little strength he had left to tie the medicine that he had
+received from the doctor around the dog's neck, and then sent him home
+with it.
+
+You may be sure that Shag was well taken care of after this incident.
+Even after Halbert became a man Shag was his constant companion, and he
+lived to a good old age.
+
+
+ * * * * *
+
+
+Language Lesson--Let pupils add _ship_ to each of the following
+words, and then give their meaning.
+
+ friend hard relation partner fellow
+
+Make out an _analysis_ of the lesson, and use it in telling the story
+in your own words.
+
+
+ * * * * *
+
+
+
+
+LESSON LII.
+
+
+ebb'ing, _flowing out; falling_.
+
+break'ers, _waves breaking into foam against_
+ the shore_.
+
+main, _the great sea; the ocean_.
+
+reef, _a row or chain of rocks_.
+
+dis mayed', _having lost courage_.
+
+strand, _beach; shore_.
+
+treach'er ous, _likely to do harm_.
+
+vic'tor, _a successful warrior_.
+
+shroud'ing, _covering over_.
+
+murk'y, _gloomy; dark_.
+
+bea'con, _a signal fire or light_.
+
+
+ * * * * *
+
+
+
+
+THE LIGHT-HOUSE.
+
+
+ The tide comes up, and the tide goes down,
+ Over the rocks, so rugged and brown,
+ And the cruel sea, with a hungry roar,
+ Dashes its breakers along the shore;
+ But steady and clear, with a constant ray,
+ The star of the light-house shines alway.
+
+ The ships come sailing across the main,
+ But the harbor mouth is hard to gain,
+ For the treacherous reef lies close beside,
+ And the rocks are bare at the ebbing tide,
+ And the blinding fog comes down at night,
+ Shrouding and hiding the harbor light.
+
+ The sailors, sailing their ships along,
+ Will tell you a tale of the light-house strong;
+ How once, when the keeper was far away,
+ A terrible storm swept down the bay,
+ And two little children were left to keep
+ Their awesome watch with the angry deep.
+
+ The fair little sister wept, dismayed,
+ But the brother said, "I am not afraid;
+ There's One who ruleth on sea and land,
+ And holds the sea in His mighty hand;
+ For mercy's sake I will watch to-night,
+ And feed, for the sailors, the beacon light."
+
+ So the sailors heard through the murky shroud
+ The fog-bell sounding its warning loud!
+ While the children, up in the lonely tower,
+ Tended the lamp in the midnight hour,
+ And prayed for any whose souls might be
+ In deadly peril by land or sea.
+
+ Ghostly and dim, when the storm was o'er,
+ The ships rode safely, far off the shore,
+ And a boat shot out from the town that lay
+ Dusk and purple, across the bay,
+ She touched her keel to the light-house strand,
+ And the eager keeper leaped to land.
+
+ And swiftly climbing the light-house stair,
+ He called to his children, young and fair;
+ But, worn with their toilsome watch, they slept,
+ While slowly o'er their foreheads crept,
+ The golden light of the morning sun,
+ Like a victor's crown, when his palm is won.
+
+ "God bless you, children!" the keeper cried;
+ "God bless thee, father!" the boy replied.
+ "I dreamed that there stood beside my bed
+ A beautiful angel, who smiled and said,
+ 'Blessed are they whose love can make
+ Joy of labor, for mercy's sake!'"
+
+[Illustration]
+
+ * * * * *
+
+
+Directions for Reading.--Mark the _inflection_ of the following lines.
+
+ The tide comes up, and the tide goes down.
+
+ The fair little sister wept, dismayed,
+ But the brother said, "I am not afraid."
+
+Name the _emphatic words_ in the lines just quoted. State whether the
+emphasis falls upon words that are inflected.
+
+
+ * * * * *
+
+
+Language Lesson.--Why is the sea called _cruel_ and its roar _hungry?_
+Give two examples of a similar use of words.
+
+
+ * * * * *
+
+
+
+
+LESSON LIII.
+
+
+oc'cu pant, _one who is in possession of a thing_.
+
+ac quired', _gained_.
+
+mi'cro scope, _a glass so formed as to make small_
+ _objects appear large_.
+
+slug'gish, _slow; stupid_.
+
+in spect'ing, _looking at with attention_.
+
+com posed', _made up_.
+
+se'ries, _a number of things in order_.
+
+stub'bed, _short and thick_.
+
+dis turbed', _interfered with_.
+
+
+ * * * * *
+
+
+
+
+THE CATERPILLAR AND BUTTERFLY.
+
+
+Last summer, when the trees were covered with green leaves, and when the
+little stream was sparkling and dancing in the sun, there appeared in
+the garden, a large caterpillar of many colors, and about as pretty as a
+caterpillar could be.
+
+All day long it was nibbling the green leaves, and leaf after leaf
+disappeared before it with wonderful rapidity. It seemed to live only
+for eating.
+
+As autumn came on, it quite lost its appetite; so much so, that even the
+tenderest and most juicy leaves could not tempt it to eat any more. It
+grew dull and stiff, and lost all interest in life.
+
+Feeling that some change was about to happen, it crawled into a little
+hole in the old garden wall. It wrapped itself up in a cobweb, and fell
+into a long sleep, during which it became changed from a caterpillar
+into a dried-up, dead-looking grub or chrysalis.
+
+It remained in this state through all the long winter, till the snow and
+frost had gone, and the cold March winds were over.
+
+In April the trees burst forth with their bright green leaves, and the
+grass looked fresh under the power of the warm rains.
+
+In May the many-tinted flowers appeared, filling the air with their
+sweetness, and brightening the fields and gardens with their gay colors.
+
+At this time another great change came over the old grub. It showed
+signs of life again; but it was now no longer a caterpillar--it was
+something else.
+
+It wriggled and turned in its narrow little home, and seemed anxious to
+get out and look at the sunshine and flowers. It bumped its head up and
+down until it succeeded in pushing off a little door.
+
+When the door was off, and the bright sunlight shone in, this little
+occupant of the chrysalis took a look at itself.
+
+It saw that during its long winter's nap, it had acquired a pair of
+beautiful wings, and its legs had grown longer and stronger than they
+were before.
+
+Crawling out of the chrysalis, and taking a position on a branch of the
+tree, it discovered that instead of a caterpillar, it was now a
+beautiful butterfly.
+
+It was a kind that is called the swallow-tail butterfly, because each of
+its wings tapered to a point, something like the tail of a swallow. We
+will call the butterfly, Miss Swallow-tail, and now let us see what her
+next move was.
+
+Her wings were damp and heavy, and she stood shivering and trembling;
+for although she had six legs, they were weak, having never before borne
+such a weight.
+
+But fresh air brings strength; so she soon felt like trying to walk. At
+first her movements were sluggish, but she finally reached a sunny spot
+where she dried and warmed herself, giving her wings a little shake now
+and then, until they opened grandly above her back.
+
+And how beautiful they were! Dark brown, bordered with two rows of
+yellow spots; and there were seven blue spots on each of the hind
+wings.
+
+As she stood there in the sun, a little wind came along and raised Miss
+Swallow-tail off her feet. She spread her wings to keep from falling,
+and found herself floating in the air.
+
+This proved to be such a delightful way of traveling, that she lifted
+her wings occasionally, and so kept herself floating; and in a short
+time she learned to turn in any direction she chose.
+
+As she flew along, growing stronger every minute, she was attracted by
+the bright colors of a flower, and stopped to admire it.
+
+The sweet perfume tempted her to taste, and unrolling her long tongue
+from under her chin, where she carried it, she put it down into the
+flower and drew up the honey hidden there.
+
+Miss Swallow-tail had wonderful eyes. All butterflies have wonderful
+eyes. If you will look at them through a microscope you will find that
+each eye is composed of a great many smaller ones, that can see in all
+directions.
+
+They have great need of such eyes, because there are so many birds and
+other hungry creatures, that want to eat them.
+
+One day a whiff of celery coming from a garden near by, reminded Miss
+Swallow-tail of the time when she was a baby and liked to eat celery.
+
+So she flew over into the garden, and fastened her eggs to a celery bush
+with some glue that she carried with her. Then she left them, and never
+thought of them again.
+
+In about ten days the babies that had been growing inside of the eggs,
+broke open the shells and crawled out. And what do you think they were?
+Butterflies? like their mamma, only very much smaller?
+
+No, indeed! for you know butterflies never grow any larger. They were
+the smallest green and black worms you ever saw!
+
+As soon as they were out of the shells, they began eating the celery,
+and grew so fast that in a week they were quite large worms.
+
+They were covered with green rings and black rings dotted with yellow.
+They each had sixteen short legs, and they had a flesh-colored, Y-shaped
+horn hidden away under a ring above the head, that they would show when
+they were disturbed.
+
+One morning the gardener discovered that something was eating his
+celery. Searching among the leaves he found all but one of the little
+worms, and put them where they could do no more mischief.
+
+Soon the little worm that had escaped his notice, had grown so fat that
+he was too stupid to eat any more; so he crawled away to a dark place on
+the fence and fastened himself there.
+
+But first he covered a small spot of the fence with a white, silken
+carpet, that he wove from a web which he drew from his under lip.
+
+He then glued the end of a web to the carpet, carried the rest of it up
+over his breast, and down on the other side and fastened it there.
+
+He then bent his head down under it, letting it pass over his head, and
+by bending forward and backward worked it down near the middle of his
+back. After inspecting his work, he bent his head upon his breast, and
+leaned against the fence.
+
+After resting two days, he began a series of twistings and turnings
+that burst open his skin from the corners of his mouth down a short way,
+and worked it all off himself.
+
+He drew his head in out of sight, and sent out a stubbed horn on each
+side of it, and lo! no worm was to be seen!--but a chrysalis, like the
+one his mother was sleeping in when we first found her.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils read the following lines, and then
+mark the _inflection_.
+
+
+ "And what do you think they were? Butterflies? like their mamma,
+ only very much smaller?"
+
+
+Does the first question expect the answer _yes_ or _no?_
+
+Do the last two questions expect the answer _yes_ or _no?_
+
+What would be the inflections used in the following questions?
+
+What kind of an answer is expected to each question?
+
+ "Where are you going?"
+
+ "Are you coming back again?"
+
+Fill blanks in the following statements.
+
+Questions which may be answered by _yes_ or _no_, regularly require
+the ---- inflection.
+
+Questions which can not be answered by _yes_ or _no_, regularly
+require the ---- inflection.
+
+
+ * * * * *
+
+
+Language Lesson. Let pupils copy the following words.
+
+ seize chief grief fear beach receive
+
+ relief believe weary beacon
+
+Write sentences, each containing one of the preceding words, used in
+such a way as to show its meaning.
+
+
+ * * * * *
+
+
+
+
+LESSON LIV.
+
+
+ob'sti nate, _determined to have one's own way_.
+
+vi'cious, _not well tamed; given to bad tricks_.
+
+sub dued', _made gentle; overcome_.
+
+swerve, _turn from a direct line_.
+
+squad'ron, _a number of horses drawn up together_.
+
+pli'able, _capable of being turned or bent_.
+
+strove, _attempted; tried hard_.
+
+ex ceed'ed, _went beyond_.
+
+thong, _a long strip of leather_.
+
+
+ * * * * *
+
+
+
+
+WILD HORSES OF SOUTH AMERICA.
+
+
+At the time of the discovery of America there were no wild horses in any
+part of the continent.
+
+Soon, however, some of the horses brought over from Europe by the early
+settlers, wandered away, and now wild horses are to be met with in large
+numbers, in some cases as many as a thousand at a time.
+
+They appear to be under the command of a leader, the strongest and
+boldest of the herd, whom they obey.
+
+When threatened with danger, at some signal, understood by them all,
+they either close together and trample their enemy to death, or form
+themselves into a circle and welcome him with their heels.
+
+The leader first faces the danger, and when he finds it prudent to
+retreat, all follow his rapid flight.
+
+Byron thus describes a troop of wild horses:
+
+ "A trampling troop; I see them come!
+ In one vast squadron they advance!
+ I strove to cry--my lips were dumb.
+ The steeds rush on in plunging pride;
+ But where are they the reins to guide?
+ A thousand horse--and none to ride!
+ With flowing tail, and flying mane,
+ Wide nostrils--never stretch'd by pain,
+ Mouths bloodless to the bit or rein
+ And feet that iron never shod,
+ And flanks unscarr'd by spur or rod,
+ A thousand horse, the wild, the free,
+ Like waves that follow o'er the sea.
+ On came the troop....
+ They stop--they start--they snuff the air,
+ Gallop a moment here and there,
+ Approach, retire, wheel round and round,
+ Then plunging back with sudden bound,
+ They snort--they foam--neigh--swerve aside,
+ And backward to the forest fly."
+
+The capture and breaking in of wild horses in America are described by
+Miers as follows--
+
+"The lasso is used by the natives of South America. It is a very strong
+braided thong, half an inch thick, and forty feet long, made of many
+strips of rawhide, braided like a whip-thong, and made soft and pliable
+by rubbing with grease.
+
+"It has at one end an iron ring, about an inch and a half in diameter,
+through which the thong is passed, forming a running noose.
+
+"The herdsmen--gauchos, as they are called--are generally mounted on
+horseback when they use the lasso. One end of the thong is attached to
+the saddle; the remainder is coiled in the left hand, except about
+twelve feet belonging to the noose end, which is held in a coil in the
+right hand.
+
+"This long noose is then swung around the head, the weight of the iron
+ring at the end of the noose assisting in giving to it, by a continued
+circular motion, a sufficient force to project it the whole length of
+the line.
+
+"The gauchos drive the wild horses into a corral, which is a circular
+space surrounded by rough posts firmly driven into the ground. The
+corral," relates Miers, "was quite full of horses, most of which were
+young ones about two or three years old.
+
+"The chief gaucho, mounted on a strong, steady horse, rode into the
+corral, and threw his lasso over the neck of a young horse and dragged
+him to the gate.
+
+"For some time he was very unwilling to lose his companions; but the
+moment he was forced out of the corral his first idea was to gallop
+away; however, a timely jerk of the lasso checked him.
+
+"Some of the gauchos now ran after him on foot, and threw a lasso over
+his fore legs, and jerking it, they pulled his legs from under him so
+suddenly that I really thought the fall had killed him.
+
+"In an instant a gaucho was seated on his head. They then put a piece of
+hide in his mouth to serve for a bit, and a strong hide halter on his
+head, and allowed him to get on his feet.
+
+"While two men held the horse by his ears, the gaucho who was to mount
+him fastened on the saddle, and then quickly sprung into it.
+
+"The horse instantly began to jump in a manner which made it very
+difficult for the rider to keep his seat; however, the gaucho's spurs
+soon set him going, and off he galloped, doing every thing in his power
+to throw his rider.
+
+"Then another horse was brought from the corral; and so quickly was
+every thing done that twelve gauchos were mounted in less than an hour.
+
+"It was wonderful to see the different manner in which different horses
+behaved. Some would actually scream while the gauchos were fastening
+the saddle upon their backs, and some would instantly lie down and roll
+upon it.
+
+"Others would stand without being held, their legs stiff and in
+unnatural positions, their necks half bent towards their tails, and
+looking vicious and obstinate.
+
+"It was now curious to look around and see the gauchos trying to bring
+their horses back to the corral, which is the most difficult part of
+their work, for the poor creatures had been so scared there that they
+were unwilling to return to the place.
+
+"At last they brought the horses back, apparently subdued and broken in.
+The saddles and bridles were taken off, and the young horses trotted
+off towards the corral, neighing to one another.
+
+"When a gaucho wishes to take a wild horse, he mounts a horse that has
+been used to the sport, and gallops over the plain.
+
+"As soon as he comes near his victim, the lasso is thrown round the two
+hind-legs, and as the gaucho rides a little on one side, the jerk
+throws the wild horse without doing injury to his knees or his face.
+
+[Illustration]
+
+"Before the horse can recover from the shock, the rider dismounts, and
+snatching his cloak from his shoulders, wraps it round the fallen
+animal's head.
+
+"He then forces into his mouth one of the powerful bridles of the
+country, fastens a saddle on his back, and, mounting him, removes the
+cloak.
+
+"Upon this the astonished horse springs to his feet, and attempts to
+throw off his new master, who sits calmly on his back.
+
+"By a treatment which never fails, the gaucho brings the horse to such
+complete obedience that he is soon trained to give his whole speed and
+strength to the capture of his companions."
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils pronounce in concert, and singly,
+the following words: _I, hide, side, rides, flight, wild, finds,
+retire, describe_.
+
+Mark the inflection of the last six lines of poetry on page 256.[15]
+
+What _inflection_ is used (1) to keep up the interest?--(2) to show
+hesitation?--(3) to express a decided opinion?--(4) to give the
+conclusion of a story?--(5) to ask a question that may be answered by
+_yes_ or _no_?--(6) to ask a question that can not be answered by
+_yes_ or _no_?
+
+Let pupils state the special uses of _inflection_ shown in the
+following examples.
+
+ I, I think perhaps you may go.
+
+ I know that you may go.
+
+ They silently went away.
+
+Yesterday, about three o'clock, just as we were preparing to go home,
+suddenly we heard a band of music.
+
+
+[15] This lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON LV.
+
+
+career', _course of life_.
+
+gen'erous, _free in giving aid to others_.
+
+char'ity, _goodwill; desire to aid others_.
+
+in her'ited, _came into possession of_.
+
+in jus'tice, _wrong-doing_.
+
+ac cused', _charged with a fault_.
+
+hes i ta'tion, _delay_.
+
+pre scrip'tion, _an order for medicine_.
+
+flor'ins, _pieces of money, each valued at about fifty cents_.
+
+pen'sion, _money paid for service in war_.
+
+re stor'ing, _giving back_.
+
+phy si'cian, _doctor of medicine_.
+
+
+ * * * * *
+
+
+
+
+AN EMPEROR'S KINDNESS.
+
+
+Joseph II., Emperor of Austria, was a generous, warm-hearted man, who
+took great delight in doing acts of kindness and charity.
+
+One time, as he was passing through the streets of Vienna, dressed as a
+private gentleman, his attention was attracted to a boy about twelve
+years old, who timidly approached, and seemed, anxious to speak to him.
+
+"What do you wish, my little friend?" said the gentleman. His voice was
+so tender, and he had such a kindly look in his eyes, that the boy had
+courage to say:
+
+"O sir, you are very good to speak to me so kindly. I believe you will
+not refuse to do something for me."
+
+"I should be sorry to refuse you," replied the gentleman; "but why are
+you begging? You appear to be something better than a beggar; your voice
+and your manner show it."
+
+"I am not a beggar, sir," replied the boy, as a tear trickled down his
+cheek. "My father was a brave officer in the army. Owing to illness, he
+was obliged to leave the service, and was granted a pension by the
+emperor.
+
+"With this pension he supported our family; but a few months ago he
+died, and we are left very poor indeed."
+
+"Poor child!" said the gentleman. "Is your mother living?"
+
+"Yes, sir, she is; and I have two brothers who are at home with her now.
+She has been unable to leave her bed for weeks, and one of us must watch
+beside her, while the others go out to beg."
+
+Saying this, the poor boy tried very hard to keep back the great tears,
+but they would come in spite of all he could do to stop them.
+
+"Well, well, my boy," said the gentleman, "do not feel so unhappy; I
+will see what can be done to help you. Is there a physician to be found
+near you?"
+
+"There are two, sir, only a little way from where we live."
+
+"That is well. Now you go at once and have one of them visit your
+mother. Here is money, not only for the physician, but for other things
+to feed you and make you comfortable."
+
+"O sir," said the boy, as he looked upon the gentleman in amazement,
+"how can I thank you enough? This money will save my mother's life, and
+keep my brothers from want."
+
+"Never mind, my child; go and get the physician."
+
+The boy obeyed, and the good emperor having learned the situation of the
+house where the boy's mother lived, bent his steps in that direction,
+and soon arrived there.
+
+The room in which he found the poor woman gave evidence of great misery.
+
+She was lying on a low bedstead, and though still young, her face was
+pale and thin from sickness and want. Very little furniture of any kind
+was to be seen, for the mother had disposed of nearly all she possessed
+to obtain bread for her children.
+
+When the emperor entered the room, the widow and her children looked at
+him in astonishment. They did not know he was their emperor.
+
+"I am a physician, madam," said he, bowing respectfully; "your neighbors
+have informed me of your illness, and I am come to offer what service
+may be in my power."
+
+"Alas! sir," she answered with some hesitation, "I have no means of
+paying you for your attention."
+
+"Do not distress yourself on that account; I shall be fully repaid if I
+have the happiness of restoring you to health."
+
+With these words, the emperor approached the bed and inquired all about
+her illness, after which he wrote a few lines and placed them on the
+chimney-piece.
+
+"I will leave you this prescription, madam; and on my next visit, I hope
+to find you much better." He then withdrew. Almost immediately after
+this, the eldest son of the widow came in with a medical man.
+
+"O mother!" cried the boy, "a kind, good gentleman has given me all
+this!" and he placed in his mother's hand, the money which the emperor
+had given him. "There now, don't cry, mother; this money will pay the
+doctor and buy every thing till you are well and strong again."
+
+"A physician has already been here, my child, and has left his
+prescription. See, there it is." and she pointed to the paper on the
+chimney-piece. The boy took the paper, and no sooner had he glanced at
+its contents, than he uttered an exclamation of joyful surprise.
+
+"O mother! It's the best prescription a physician ever wrote; it's an
+order for a pension, mother--a pension for you--signed by the emperor
+himself; listen, mother; hear what he says:--
+
+
+ "'_Madam:_--Your son was fortunate enough to meet me in the city,
+ and informed me of the fact that the widow of one of my bravest
+ officers was suffering from poverty and sickness, without any means
+ of assistance. I had no knowledge of this, therefore I can not be
+ accused of injustice.
+
+ "'It is difficult for me to know every thing that takes place in my
+ empire. Now that I do know of your distress, I should indeed be
+ ungrateful, did I not render you all the help in my power. I shall
+ immediately place your name on the pension list for the yearly sum
+ of two thousand florins, and trust that you may live many years to
+ enjoy it.
+
+ "'_Joseph II_.'"
+
+
+The widow and her children were taken under the especial care of the
+emperor, and a brilliant career was opened up for the boys, who had
+inherited all their father's bravery as well as their mother's gentle
+nature.
+
+
+ * * * * *
+
+
+Directions for Reading.--Mark the _inflection_ of the following
+questions.
+
+ Where do you live?
+
+ Is your name Harry or John?
+
+ Why are you begging?
+
+ Do you wish to walk?
+
+In such a question as the last one, if _emphasis_ be given in turn to
+the words _you, wish, walk_, the answer might still be _yes_ or
+_no_; and yet the meaning of the answer would be different in each
+case.
+
+Do _you_ wish to walk? Yes, I do.
+
+Do you _wish_ to walk? No, I do not _wish_ to walk; but suppose I
+must.
+
+Do you wish to _walk?_ No, I would rather _ride_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils write a letter to some friend, using the
+last paragraph of the lesson as a subject.
+
+
+ * * * * *
+
+
+
+
+LESSON LVI.
+
+
+persist'ed, _continued_.
+
+crip'ples, _those who have lost the use of a limb_.
+
+merged, _united; joined_.
+
+stal'wart, _strong; powerful_.
+
+in'nocent, _harmless_.
+
+pass'port, _what enables one to go in safety_.
+
+gal'lant, _brave; noble_.
+
+riv'en, _taken away; deprived_.
+
+
+ * * * * *
+
+
+
+
+UNITED AT LAST.
+
+
+ "O mother! What do they mean by blue?
+ And what do they mean by gray?"
+ Was heard from the lips of a little child
+ As she bounded in from play.
+ The mother's eyes filled up with tears;
+ She turned to her darling fair,
+ And smoothed away from the sunny brow
+ Its treasure of golden hair.
+
+ "Why, mother's eyes are blue, my sweet,
+ And grandpa's hair is gray,
+ And the love we bear our darling child
+ Grows stronger every day."
+ "But what did they mean?" persisted the child;
+ "For I saw two cripples to-day,
+ And one of them said he fought for the blue,
+ The other, he fought for the gray.
+
+ "Now he of the blue had lost a leg,
+ And the other had but one arm,
+ And both seemed worn and weary and sad,
+ Yet their greeting was kind and warm.
+ They told of the battles in days gone by,
+ Till it made my young blood thrill;
+ The leg was lost in the Wilderness fight,
+ And the arm on Malvern Hill.
+
+ "They sat on the stone by the farm-yard gate,
+ And talked for an hour or more,
+ Till their eyes grew bright and their hearts seemed warm
+ With fighting their battles o'er;
+ And they parted at last with a friendly grasp,
+ In a kindly, brotherly way,
+ Each calling on God to speed the time
+ Uniting the blue and the gray."
+
+ Then the mother thought of other days--
+ Two stalwart boys from her riven;
+ How they knelt at her side and lispingly prayed,
+ "Our Father which art in heaven;"
+ How one wore the gray and the other the blue;
+ How they passed away from sight,
+ And had gone to the land where gray and blue
+ Are merged in colors of light.
+
+ And she answered her darling with golden hair,
+ While her heart was sadly wrung
+ With the thoughts awakened in that sad hour
+ By her innocent, prattling tongue:
+ "The blue and the gray are the colors of God,
+ They are seen in the sky at even,
+ And many a noble, gallant soul
+ Has found them a passport to heaven."
+
+
+ * * * * *
+
+
+
+
+LESSON LVII.
+
+
+declin'ing, _failing_.
+
+expe'rience, _that which happens to any one_.
+
+regard', _look at; consider_.
+
+robust', _sound in health_.
+
+ben'efit ed, _made better; helped_.
+
+intense', _extreme_.
+
+moc'ca sin, _a kind of shoe made of deer-skin_.
+
+tem'po ra ry, _for a time_.
+
+pe cul'iar, _strange; unusual_.
+
+in tel'li gent, _showing good sense_.
+
+
+ * * * * *
+
+
+
+
+A STORY OF THE SIOUX WAR.
+
+PART I.
+
+
+In the summer of 1862, while we were living in the State of Minnesota, I
+had an experience which I regard as one of the most remarkable that I
+ever met with.
+
+We lived at Lac Qui Parle, or rather quite close to it, for we were
+about a mile from the place.
+
+There were only three of us--father, mother, and myself. We had moved to
+Minnesota three years before, the main object of my parents being to
+restore their health; for they were feeble and needed a change of
+climate.
+
+The first year, both father and mother were much benefited; but not long
+after, father began to fail.
+
+I remember that he used to take his chair out in front of the house in
+pleasant weather and sit there, with his eyes turned toward the blue
+horizon, or into the depths of the vast wilderness which was not more
+than a stone's throw from our door.
+
+Mother would sometimes go out and sit beside father, and they would talk
+long and earnestly in low tones. I was too young to understand all this
+at the time, but it was not long afterward that I learned the truth.
+
+Father was steadily and surely declining in health; but mother had
+become strong and robust, and her disease seemed to have left her
+altogether. She tried to encourage father, and really believed his
+weakness was only temporary.
+
+Scarcely a day passed that I did not see some of the Sioux Indians who
+were scattered through that portion of the State. In going to, and
+coming from the agency, they would sometimes stop at our house.
+
+Father was very quick in picking up languages, and he was able to
+converse quite easily with the red men.
+
+How I used to laugh to hear them talk in their odd language, which
+sounded to me just as if they were grunting at each other.
+
+But the visits used to please father and mother, and I was always glad
+to see some of the rather ragged and not over-clean warriors stop at the
+house.
+
+I remember one hot day in June, when father was sitting under a tree in
+front of the house, and I was inside helping mother, we heard the
+peculiar noises which told us that father had an Indian visitor. We both
+went to the door, and I passed outside to laugh at their queer talk.
+
+Sure enough, an Indian was seated in the other chair, and he and father
+were talking with great animation.
+
+The Indian was of a stout build, and wore a straw hat with a broad, red
+band around it; he had on a fine, black broad-cloth coat, but his
+trousers were shabby and his shoes were pretty well worn.
+
+His face was bright and intelligent, and I watched it very closely as he
+talked in his earnest way with father, who was equally animated in
+answering him.
+
+The Indian carried a rifle and a revolver--the latter being in plain
+sight at his waist--but I never connected the thought of danger with
+him as he sat there talking with father.
+
+I describe this Indian rather closely, as he was no other than the
+well-known chief, Little Crow, who was at the head of the frightful
+Sioux war, which broke out within sixty days from that time.
+
+The famous chieftain staid until the sun went down. Then he started up
+and walked away rapidly in the direction of Lac Qui Parle. Father called
+good-by to him, but he did not reply and soon disappeared in the woods.
+
+The sky was cloudy, and it looked as if a storm was coming; so, as it
+was dark and blustering, we remained within doors the rest of the
+evening. A fine drizzling rain began to fall, and the darkness was
+intense.
+
+The evening was well advanced, and father was reading to us, when there
+came a rap upon the door.
+
+It was so gentle and timid that it sounded like the pecking of a bird,
+and we all looked in the direction of the door, uncertain what it
+meant.
+
+"It is a bird, scared by the storm," said father, "and we may as well
+admit it."
+
+I sat much nearer the door than either of my parents, and instantly
+started up and opened it. As I did so, I looked out into the gloom, but
+sprung back the next moment with a low cry of alarm.
+
+"What's the matter?" asked father, hastily laying down his book and
+walking rapidly toward me.
+
+"It isn't a bird; it's a person." As I spoke, a little Indian girl,
+about my own age, walked into the room, and looking in each of our
+faces, asked in the Sioux language whether she could stay all night.
+
+I closed the door and we gathered around her. She had the prettiest,
+daintiest moccasins, but her limbs were bare from the knee downward. She
+wore a large shawl about her shoulders, while her coarse, black hair
+hung loosely below her waist.
+
+Her face was very pretty, and her eyes were as black as coal and seemed
+to flash fire whenever she looked upon any one.
+
+Of course, her clothing was dripping with moisture, and her call filled
+us all with wonder. She could speak only a few words of English, so her
+face lighted up with pleasure when father addressed her in the Sioux
+language.
+
+As near as we could find out, her name was Chitto, and she lived with
+her parents at Lac Qui Parle. She told us that there were several
+families in a spot by themselves, and that day they had secured a
+quantity of strong drink, of which they were partaking very freely.
+
+At such times Indians are dangerous, and Little Chitto was terrified
+almost out of her senses. She fled through the storm and the darkness,
+not caring where she went, but only anxious to get away from the
+dreadful scene.
+
+Entering, without any intention on her part, the path in the woods, she
+followed it until she saw in the distance the glimmer of the light in
+our window, when she hastened to the house and asked for admission.
+
+I need scarcely say it was gladly granted. My mother removed the damp
+clothes from the little Sioux girl, and replaced them with some warm,
+dry ones belonging to me. At the same time she gave her hot, refreshing
+tea, and did every thing to make her comfortable.
+
+I removed the little moccasins from the wondering Chitto's feet, kissed
+her dark cheeks, and, as I uttered expressions of pity, though in an
+unknown tongue, I am quite sure that they were understood by Chitto, who
+looked the gratitude she could not express.
+
+She soon began to show signs of drowsiness and was put to bed with me,
+falling asleep as soon as her head touched the pillow.
+
+I lay awake a little longer and noticed that the storm had ceased. The
+patter of the rain was heard no more upon the roof, and the wind blew
+just as it sometimes does late in the fall. At last I sunk into a sound
+sleep.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils write a short letter to some friend,
+taking as a subject, "A Visit from Little Crow," as given on pages 272
+and 273.[16]
+
+Let pupils add _y_ to each of the following words, make such other
+changes as may be necessary, and then define them.
+
+ earth air fire water sleep
+
+ rain rust fun fur stick
+
+What two words double their final letter before adding _y_? _Fiery_,
+from _fire_, is irregular in spelling.
+
+
+[16] This lesson.
+
+
+ * * * * *
+
+
+
+
+LESSON LVIII.
+
+
+de'mons, _spirits; evil spirits_.
+
+groped, _found one's way by feeling with the hands_.
+
+pre'vi ous, _going before in time; preceding_.
+
+in clined', _leaning towards; disposed_.
+
+dis tract'ed, _confused by grief_.
+
+ex pired', _died_.
+
+stat'ue, _a figure carved to represent a living being_.
+
+stag'gered, _walked with trembling steps_.
+
+as cer tained', _found out by inquiring_.
+
+re tain', _keep possession of_.
+
+
+ * * * * *
+
+
+
+
+A STORY OF THE SIOUX WAR.
+
+PART II.
+
+
+I awoke in the morning and saw the rays of the sun entering the window.
+Recalling the incidents of the previous evening, I turned to speak to my
+young friend.
+
+To my surprise she was gone, and supposing she had risen a short time
+before, I hurriedly dressed myself and went down stairs to help keep her
+company.
+
+But she was not there, and father and mother had seen nothing of her.
+She had no doubt risen in the night and gone quietly away.
+
+There was something curious and touching in the fact that she had groped
+about in the darkness, until she found her own clothing, which she put
+on and departed without taking so much as a pin that belonged to us.
+
+We all felt a strong interest in Chitto, and father took me with him a
+few days later when he visited Lac Qui Parle. He made many inquiries for
+the little girl, but could learn nothing about her.
+
+I felt very much disappointed, for I had built up strong hopes of taking
+her out home with me to spend several days.
+
+Father and I went a number of times afterward, and always made an effort
+to discover Chitto; but we did not gain any knowledge of her.
+
+On the afternoon of August 19, father was sitting in his accustomed seat
+in front of the house, and mother was engaged, as usual about her
+household duties. I was playing and amusing myself as a girl of my age
+is inclined to do at all times.
+
+The day was sultry and close, and I remember that father was unusually
+pale and weak. He coughed a great deal, and sat for a long time so still
+that I thought he must be asleep.
+
+"Mother," said I, "what is that smoke yonder?"
+
+I pointed in the direction of Lac Qui Parle. She saw a dark column of
+smoke floating off in the horizon, its location being such, that there
+could be no doubt that it was at the Agency.
+
+"There is a fire of some kind there," she said, while she shaded her
+eyes with her hand and gazed long and earnestly in that direction.
+
+"The Indians are coming, Edward," she called to father; "they will be
+here in a few minutes!"
+
+Suddenly, a splendid black horse came galloping from the woods, and with
+two or three powerful bounds, halted directly in front of me. As it did
+so, I saw that the bareback rider was a small girl, and she was our
+little Sioux friend, Chitto.
+
+She made a striking picture, with her long, black hair streaming over
+her shoulders, and her dress fluttering in the wind.
+
+"Why, Chitto," said I, in amazement, "where did you come from?"
+
+"Must go--must go--must go!" she exclaimed, in great excitement. "Indian
+soon be here!"
+
+So it seemed that, in the few weeks since she had been at our house,
+she had picked up enough of the English language to make herself
+understood.
+
+"What do you mean?" asked mother, as she and I advanced to the side of
+the black steed upon which the little Sioux sat; "what are the Indians
+doing?"
+
+"They burn buildings--have killed people--coming this way!"
+
+Chitto spoke the truth, for the Sioux were raging like demons at that
+very hour at Lac Qui Parle.
+
+"What shall we do, Chitto?" asked my mother.
+
+"Get on horse--he carry you."
+
+"But my husband; the horse can not carry all three of us."
+
+My poor distracted mother scarcely knew what to do. All this time father
+sat like a statue in his chair. A terrible suspicion suddenly entered
+her mind, and she ran to him.
+
+Placing her hand upon his shoulder, she addressed him in a low tone, and
+then uttered a fearful shriek, as she staggered backward, saying: "He is
+dead! he is dead!"
+
+Such was the fact. The shock of the news brought by the little Indian
+girl was too much, and he had expired in his chair without a struggle.
+The wild cry which escaped my mother was answered by several whoops from
+the woods, and Chitto became frantic with terror.
+
+"Indian be here in minute!" said she.
+
+Mother instantly helped me upon the back of the horse and then followed
+herself. She was a skillful rider, but she allowed Chitto to retain the
+bridle, and we started off.
+
+Looking back I saw a half-dozen Sioux horsemen come out of the woods and
+start on a trot toward us.
+
+Just then Chitto spoke to the horse, and he bounded off at a terrible
+rate, never halting until he had gone two or three miles.
+
+Then, when we looked back, we saw nothing of the Indians, and the horse
+was brought down to a walk; and finally, when the sun went down, we
+entered a dense wood, where we staid all night.
+
+I shall not attempt to describe those fearful hours. Not one of us slept
+a wink. Mother sat weeping over the loss of father, while I was
+heart-broken, too.
+
+Chitto, like the Indian she was, kept on the move continually. Here and
+there she stole as noiselessly through the wood as a shadow, while
+playing the part of sentinel.
+
+At daylight we all fell into a feverish slumber, which lasted several
+hours. When we awoke, we were hungry and miserable.
+
+Seeing a settler's house in the distance, Chitto offered to go to it for
+food. We were afraid she would get into trouble, but she was sure there
+was no danger and went.
+
+In less than an hour she was back again with an abundance of bread. She
+said there was no one in the house, and we supposed the people had
+become alarmed and escaped.
+
+We staid where we were for three days, during which time we saw a party
+of Sioux warriors burn the house where Chitto had obtained the food for
+us.
+
+It seemed to mother that the Indians would not remain at Lac Qui Parle
+long, and that we would be likely to find safety there. Accordingly, she
+induced Chitto to start on the return.
+
+When we reached our house nothing was to be seen of father's body; but
+we soon, discovered a newly-made grave, where we had reason to believe
+he was buried.
+
+As was afterward ascertained, he had been given a decent burial by
+orders of Little Crow himself, who, doubtless, would have protected us,
+had we awaited his coming.
+
+We rode carefully through the woods, and when we came out on the other
+side, our hearts were made glad by the sight of the white tents of
+United States soldiers. Colonel Sibley was encamped at Lac Qui Parle,
+and we were safe at last.
+
+Chitto disappeared from this post in the same sudden manner as before;
+but I am happy to say that I have seen her several times since. Mother
+and I were afraid her people would punish her for the part she took in
+helping us, but they did not.
+
+Probably the friendship which Little Crow showed toward our family, may
+have had something to do with the gentle treatment which the Indians
+showed her.
+
+
+ * * * * *
+
+
+Language Lesson.--Supply the words omitted from the following
+sentences.
+
+ "Must go! Indian soon be here!"
+
+ "Indian be here in minute!"
+
+Let pupils make out an _analysis_ for the subject--
+
+ "Our Second Visit from Chitto,"
+
+and use it in giving that part of the story in their own words.
+
+
+ * * * * *
+
+
+
+
+LESSON LIX.
+
+
+e mit', _send forth_.
+
+con'trast, _difference in form or appearance_.
+
+molt'en, _melted_.
+
+con'ic al, _having the shape of a cone_.
+
+vol'umes, _quantities; masses_.
+
+char'ac ter, _kind; formation_.
+
+del'uge, _flood; drown_.
+
+com pre hen'sion, _the power of the mind to understand_.
+
+ap pall'ing, _terrifying_.
+
+grand'eur, _majesty; vastness of size_.
+
+lu'rid, _gloomy; dismal_.
+
+tre men'dous, _terrific; awful_.
+
+
+ * * * * *
+
+
+
+
+VOLCANOES.
+
+
+In various parts of the earth, there are mountains that send out from
+their highest peaks, smoke, ashes, and fire.
+
+Mountains of this class are called volcanoes, and they present a
+striking contrast to other mountains, on account of their conical form
+and the character of the rocks of which they are composed.
+
+All volcanoes have at their summits what are called craters. These are
+large, hollow, circular openings, from which the smoke and fire escape.
+
+Nearly all volcanoes emit smoke constantly. This smoke proceeds from
+fires that are burning far down in the depths of the earth.
+
+Sometimes these fires burst forth from the crater of the volcano with
+tremendous force. The smoke becomes thick and black, and lurid flames
+shoot up to a height of hundreds of feet, making a scene of amazing
+grandeur.
+
+[Illustration]
+
+With the flames there are thrown out stones, ashes, and streams of
+melted rock, called lava. This lava flows down the sides of the
+mountain, and, being red-hot, destroys every thing with which it comes
+in contact. At such times, a volcano is said to be in eruption.
+
+A volcanic eruption is generally preceded by low, rumbling sounds, and
+trembling of the earth's surface. Then follows greater activity of the
+volcano, from which dense volumes of smoke and steam issue, and fire and
+molten lava make their appearance.
+
+Such is the force of some of these eruptions, that large rocks have been
+hurled to great distances from the crater, and towns and cities have
+been buried under a vast covering of ashes and lava.
+
+The quantity of lava and ashes which sometimes escapes from volcanoes
+during an eruption, is almost beyond comprehension.
+
+In 1772, a volcano in the island of Java, threw out ashes and cinders
+that covered the ground fifty feet deep, for a distance of seven miles
+all around the mountain. This eruption destroyed nearly forty towns and
+villages.
+
+In 1783, a volcano in Iceland sent out two streams of lava; one forty
+miles long and seven miles wide, and the other fifty miles long and
+fifteen miles wide. These streams were from one hundred to six hundred
+feet deep.
+
+Near the city of Naples, Italy, is situated the volcano Mt. Vesuvius.
+This fiery monster has probably caused more destruction than any other
+volcano known.
+
+In the year 79 A.D., it suddenly burst forth in a violent eruption, that
+resulted in one of the most appalling disasters that ever happened.
+
+Such immense quantities of ashes, stones, and lava were poured forth
+from its crater, that within the short space of twenty hours, two large
+cities were completely destroyed. These cities were Herculaneum and
+Pompeii.
+
+At this eruption of Vesuvius, the stream of lava flowed directly through
+and over the city of Herculaneum into the sea. The quantity was so great
+that, as it cooled and became hardened, it gradually filled up all the
+streets and ran over the tops of the houses.
+
+While the lava was thus turning the city into a mass of solid stone,
+the inhabitants were fleeing from it along the shore toward Naples, and
+in boats on the sea.
+
+At the same time, too, the wind carried the ashes and cinders in such a
+direction as to deluge the city of Pompeii.
+
+Slowly and steadily the immense volume of ashes and small stones,
+blocked up the streets and settled on the roofs of houses.
+
+The light of the flames that burst out from the awful crater, aided the
+people in their escape; but many who for some reason could not get away,
+perished.
+
+Pompeii was so completely covered that, nothing could be seen of it.
+Thus it remained buried under the ground until the year 1748, when it
+was discovered by accident.
+
+Since that time much of the city has been uncovered, and now one can
+walk along the streets, look into the houses, and form some idea how the
+people lived there eighteen hundred years ago.
+
+
+ * * * * *
+
+
+_Language Lesson_.--Let pupils write an account of a supposed journey
+from their homes to Naples, telling about the route they would take, and
+the particulars as to time and distance. Be very particular about
+handwriting, spelling, punctuation, and capital letters.
+
+
+ * * * * *
+
+
+
+
+LESSON LX.
+
+
+coot, _a water-bird_.
+
+hern (her'on), _a wading bird_.
+
+ed'dying, _moving in small circles_.
+
+mal'low, _a kind of plant_.
+
+bick'er, _move quickly; quarrel_.
+
+fal'low, _plowed land_.
+
+gray'ling, _a kind of fish_.
+
+cress'es, _a kind of water-plant_.
+
+sal'ly, _a rushing or bursting forth_.
+
+thorps, _villages_.
+
+bram'bly, _full of rough shrubs_.
+
+
+ * * * * *
+
+
+
+
+THE BROOK.
+
+
+ I come from haunts of coot and hern,
+ I make a sudden sally,
+ And sparkle out among the fern,
+ To bicker down a valley.
+
+ By thirty hills I hurry down,
+ Or slip between the ridges,
+ By twenty thorps, a little town,
+ And half a hundred bridges.
+
+ Till last by Philip's farm I flow
+ To join the brimming river,
+ For men may come, and men may go,
+ But I go on forever.
+
+ I chatter over stony ways,
+ In little sharps and trebles,
+ I bubble into eddying bays,
+ I babble on the pebbles.
+
+ With many a curve my bank I fret
+ By many a field and fallow,
+ And many a fairy foreland set
+ With willow-wood and mallow.
+
+ I chatter, chatter, as I flow
+ To join the brimming river,
+ For men may come, and men may go,
+ But I go on forever.
+
+ I wind about, and in and out,
+ With here a blossom sailing,
+ And here and there a lusty trout,
+ And here and there a grayling.
+
+ And here and there a foamy flake
+ Upon me, as I travel
+ With many a silvery waterbreak
+ Above the golden gravel.
+
+ And draw them all along, and flow
+ To join the brimming river,
+ For men may come, and men may go,
+ But I go on forever.
+
+ I steal by lawns and grassy plots,
+ I slide by hazel covers;
+ I move the sweet forget-me-nots
+ That grow for happy lovers.
+
+ I slip, I slide, I gloom, I glance,
+ Among my skimming swallows;
+ I make the netted sunbeam dance
+ Against my sandy shallows.
+
+ I murmur under moon and stars
+ In brambly wildernesses;
+ I linger by my shingly bars;
+ I loiter round my cresses.
+
+ And out again I curve and flow
+ To join the brimming river,
+ For men may come, and men may go,
+ But I go on forever.
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out the places in the poem where two
+lines should be joined in reading.
+
+Mark the _inflection_ of the following lines.
+
+ "I slip, I slide, I gloom, I glance,
+ Among my skimming swallows."
+
+ "For men may come, and men may go,
+ But I go on forever."
+
+Read the last two lines, and state whether the _inflected words_ are
+also _emphatic words_.
+
+Find a similar example of _inflection_ and _emphasis_ upon the same
+words in the last stanza of Lesson XXXVI.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils explain the meaning of the following
+expressions.
+
+ _Join the brimming river_.
+
+ _Netted sunbeam_.
+
+
+ * * * * *
+
+
+
+
+LESSON LXI.
+
+
+de terred', _kept from_.
+
+en'ter prise, _an undertaking_.
+
+im'ple ments, _articles used in a trade_.
+
+sur vey'ing, _measuring land_.
+
+in'di cated, _showed; pointed out_.
+
+re clin'ing, _partly lying down_.
+
+re lease', _let go_.
+
+con clu'sion, _final decision_.
+
+suc ces'sion, _following one after another_.
+
+hur'ri cane, _a high wind_.
+
+an'ec dote, _incident; story_.
+
+com pact', _closely put together_.
+
+
+ * * * * *
+
+
+
+
+ANECDOTE OF WASHINGTON.
+
+PART I
+
+
+It was a calm, sunny day in the year 1750; the scene, a piece of forest
+land in the north of Virginia, near a noble stream of water.
+
+Implements of surveying were lying about, and several men reclining
+under the trees, indicated by their dress and appearance, that they were
+engaged in laying out the wild lands of the country.
+
+These persons had just finished their dinner. Apart from the group
+walked a young man of a tall and compact frame, who moved with the firm
+and steady tread of one accustomed to constant exercise in the open air.
+
+His face wore a look of decision and manliness not usually found in one
+so young, for he was but little over eighteen years of age.
+
+Suddenly there was a shriek, then another, and then several more in
+rapid succession. The voice was that of a woman, and seemed to proceed
+from the other side of a small piece of wooded land.
+
+At the first scream, the youth turned his head in the direction of the
+sound; but when it was repeated, he pushed aside the undergrowth and
+soon dashed into an open space on the banks of the stream, where stood a
+small log-cabin.
+
+As the young man broke from the undergrowth, he saw his companions
+crowded together on the banks of the river, while in their midst stood a
+woman, from whom proceeded the shrieks he had heard. She was held by two
+of the men, but was struggling to free herself.
+
+The instant the woman saw the young man, she exclaimed, "O sir, you will
+do something for me! Make them release me. My boy--my poor boy is
+drowning, and they will not let me go!"
+
+"It would be madness; she will jump into the river," said one of the
+men, "and the rapids would dash her to pieces in a moment!"
+
+The youth had scarcely waited for these words; for he remembered the
+child, a bold little boy four years of age, whose beautiful blue eyes
+and flaxen ringlets made him a favorite with every one.
+
+He had been accustomed to play in the little inclosure before the cabin;
+but the gate having been left open, he had stolen out, reached the edge
+of the bank, and was in the act of looking over, when his mother saw
+him.
+
+The shriek she uttered only hastened the accident she feared; for the
+child, frightened at the cry of his mother, lost his balance and fell
+into the stream, which here went foaming and roaring along among rocks
+and dangerous rapids.
+
+Several of the men approached the edge of the river, and were on the
+point of springing in after the boy. But the sight of the sharp rocks
+crowding the channel, the rush and whirl of the waters, and the want of
+any knowledge where to look for the child, deterred them, and they gave
+up the enterprise.
+
+Not so with the noble youth. His first act was to throw off his coat;
+next to spring to the edge of the bank. Here he stood for a moment,
+running his eyes rapidly over the scene below, taking in with a glance
+the different currents and the most dangerous of the rocks, in order to
+shape his course when in the stream.
+
+He had scarcely formed his conclusion, when he saw in the water a white
+object, which he knew was the boy's dress; and then he plunged into the
+wild and roaring rapids.
+
+"Thank God, he will save my child!" cried the mother; "there he is!--O
+my boy, my darling boy! How could I leave you!"
+
+Every one had rushed to the brink of the precipice and were now
+following with eager eyes the progress of the youth, as the current bore
+him onward, like a feather in the power of a hurricane.
+
+Now it seemed as if he would be dashed against a projecting rock, over
+which the water flew in foam, and a whirlpool would drag him in, from
+whose grasp escape would appear impossible.
+
+At times, the current bore him under, and he would be lost to sight;
+then in a few seconds he would come to the surface again, though his
+position would be far from where he had disappeared.
+
+Thus struggling amid the rocks and angry waters, was the noble youth
+borne onward, eager to succeed in his perilous undertaking. Those on
+shore looked on with breathless interest.
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out the _emphatic words_ and mark
+_inflection_ in the third paragraph on page 295.[17]
+
+What effect has very strong _emphasis_ upon _inflection_? (See
+_Directions for Reading_, page 238.)[18]
+
+Should this lesson be read more slowly, or somewhat faster than
+conversation?
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils fill blanks in the sentences given below,
+using in turn, each of the following sets of words:
+
+ (1) _saw, knew, was, plunged;_
+
+ (2) _sees, knows, is, plunges;_
+
+ (3) _perceived, thought, was, jumped;_
+
+ (4) _perceives, thinks, is, jumps;_
+
+ (5) _noticed, concluded, was, dived;_
+
+ (6) _notices, concludes, is, dives_.
+
+He ---- in the water a white object, which he ---- -- the boy's dress.
+Then he ---- into the roaring rapids.
+
+When the first, third, and fifth sets of words are used, the action is
+represented as something that is past; but when the second, fourth, and
+sixth sets are used, the action is represented as going on at the
+present time.
+
+The forms of _verbs_ (_action-words_) which are given in the first,
+third, and fifth sets are used to indicate past time, and are called
+_past tenses_; and the forms given in the second, fourth, and sixth
+sets are used to indicate present time, and are called _present
+tenses_.
+
+
+[17] See fifth paragraph from the end of the passage.
+
+[18] See Lesson L.
+
+
+ * * * * *
+
+
+
+
+LESSON LXII.
+
+
+e merge', _come out_.
+
+vor'tex, _water in whirling motion; a whirlpool_.
+
+con fid'ed, _given into the care of_.
+
+vis'i ble, _in sight_.
+
+spec ta'tors, _those who look on_.
+
+vent'ured, _dared_.
+
+re ward', _that which is received in return for one's acts_.
+
+des'ti nies, _lives and fortunes_.
+
+sup pressed', _kept back_.
+
+re doub'led, _made twice as great_.
+
+
+ * * * * *
+
+
+
+
+ANECDOTE OF WASHINGTON.
+
+PART II.
+
+
+O, how that mother's straining eyes followed the struggling youth! How
+her heart sunk when he went under, and with what joy she saw him emerge
+again from the waters, and, flinging the waves aside with his strong
+arms, struggle on in pursuit of her boy!
+
+But it seemed as if his generous efforts were not to succeed; for,
+though the current was bearing off the boy before his eyes, scarcely ten
+feet distant, he could not overtake the drowning child.
+
+Twice the boy went out of sight; and a suppressed shriek escaped the
+mother's lips; but twice he reappeared, and then, with hands wrung
+wildly together, and breathless anxiety, she followed his progress, as
+his form was hurried onward.
+
+The youth now appeared to redouble his exertions, for they were
+approaching the most dangerous part of the river.
+
+The rush of waters at this spot was tremendous, and no one ventured to
+approach it, even in a canoe, lest he should be dashed to pieces.
+
+What, then, would be the youth's fate, unless he soon overtook the
+child? He seemed fully sensible of the increasing peril, and now urged
+his way through the foaming current with a desperate strength. Three
+times he was on the point of grasping the child, when the water's
+whirled the prize from him.
+
+The third effort was made just as they were entering within the
+influence of the current above the falls; and when it failed, the
+mother's heart sunk within her, and she groaned, fully expecting the
+youth to give up his task.
+
+But no; he only pressed forward the more eagerly; and, as they
+breathlessly watched, amid the boiling waters, they saw the form of the
+youth following close after that of the boy.
+
+And now both pursuer and pursued shot to the brink of the falls. An
+instant they hung there, distinctly visible amid the foaming waters.
+Every brain grew dizzy at the sight.
+
+But a shout burst from the spectators, when they saw the child held
+aloft by the right arm of the youth--a shout that was suddenly changed
+to a cry of horror, when they both vanished into the raging waters
+below!
+
+The mother ran forward, and then stood gazing with fixed eyes at the
+foot of the falls. Suddenly she gave the glad cry, "There they are! See!
+they are safe! Great God, I thank Thee!"
+
+And, sure enough, there was the youth still unharmed. He had just
+emerged from the boiling vortex below the falls. With, one hand he held
+aloft the child, and with the other he was making for the shore.
+
+They ran, they shouted, they scarcely knew what they did, until they
+reached his side, just as he was struggling to the bank. They drew him
+out almost exhausted.
+
+The boy was senseless; but his mother declared that he still lived, as
+she pressed him to her bosom. The youth could scarcely stand, so faint
+was he from his exertions.
+
+Who can describe the scene that followed--the mother's calmness while
+striving to bring her boy to life, and her wild gratitude to his
+preserver, when the child was out of danger, and sweetly sleeping in her
+arms?
+
+"God will give you a reward," said she. "He will do great things for you
+in return for this day's work, and the blessings of thousands besides
+mine will attend you."
+
+And so it was: for, to the hero of that hour were afterward confided the
+destinies of a mighty nation. Throughout his long career, what tended to
+make him honored and respected beyond all men, was the spirit of
+self-sacrifice which, in the rescue of that mother's child, as in the
+more important events of his life, characterized George Washington.
+
+
+ * * * * *
+
+
+Directions for Reading.--Read the first two pages of the lesson
+quietly, but not slowly. About the middle of page 299, the manner of
+reading should be changed, when the feeling of anxiety is turned to
+that of joy.[19]
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils rewrite the first paragraph of the lesson,
+changing _past tenses_ to _present tenses_ throughout.
+
+What effect will this change have upon the meaning?
+
+
+[19] This lesson, seventh paragraph from the end.
+
+
+ * * * * *
+
+
+
+
+LESSON LXIII
+
+
+ex ist'ing, _living_.
+
+mas'sive _large and solid_.
+
+hy e'na, _a beast of prey_.
+
+cau'tion, _great care_.
+
+strat'a gem, _a secret way; trick_.
+
+de pends', _trusts to_.
+
+mar'vel ous, _wonderful_.
+
+jack'al, _a beast of prey_.
+
+pro cure', _obtain_.
+
+a dorn', _make beautiful_.
+
+
+ * * * * *
+
+
+
+
+THE OSTRICH.
+
+
+The ostrich is the largest of all birds now existing, and is found
+chiefly in the sandy deserts of Africa and Arabia.
+
+A full-grown African ostrich stands from seven to nine feet in height,
+to the top of its head, and will weigh from two to three hundred pounds.
+
+The body of the ostrich is large and massive; the legs are long,
+measuring four feet or more, and the neck is of about the same length as
+the legs.
+
+The head is small for so large a bird; but its feet with their two great
+toes are of good size, and possess astonishing strength.
+
+An ostrich's beak is short and blunt; its neck slender and covered with
+gray down. Its eyes are large and bright, and the sense of sight so keen
+that it can readily see a distance of from four to six miles. It hears
+and sees equally well, and can only be approached by stratagem.
+
+The feathers of the male ostrich are of a glossy black, with the
+exception of the large plumes of the wing-feathers, which in both the
+male and female are snowy white.
+
+To procure these beautiful white plumes is the chief object in hunting
+the ostrich. Those plumes when plucked are sent to foreign countries,
+and used to adorn ladies' hats, and for various other purposes.
+
+The ostrich feeds on vegetable substances; but as an aid to digestion,
+it sometimes swallows stones, glass, paper, nails, and pieces of wood.
+
+An incident is related of an ostrich on exhibition in Paris, swallowing
+a gold watch and chain. A gentleman approached within reach of the beak
+of the bird, and, in the twinkling of an eye, the watch and chain were
+snatched from his pocket and swallowed.
+
+Although the ostrich has wings, it can not fly--it depends upon its
+strong legs and feet for speed, and can run much faster than a horse.
+
+The strength of the ostrich is marvelous. Its only weapon of defence is
+its long and muscular leg.
+
+[Illustration.]
+
+It is accustomed to kick directly forward, and it is said by those who
+have observed this habit, that a single blow from its gigantic two-toed
+foot is sufficient to kill a panther, a jackal, or a hyena.
+
+No better idea of its strength can be given than the fact of its being
+employed for riding. A traveler, writing about two ostriches he saw in a
+village in Africa, says:
+
+"These gigantic birds were so tame that two boys mounted together the
+larger one. The ostrich no sooner felt their weight, than it started
+off at full speed and carried them several times around the village.
+
+"This trial pleased me so much that I wished to have it repeated; and in
+order to test their strength, I had a full-grown man mount the smaller
+bird, and two men the larger bird.
+
+"At first, they started with caution; but presently they spread their
+wings and went off at such a speed that they seemed scarcely to touch
+the ground."
+
+The voice of the ostrich is deep and hollow, and is said to resemble at
+times the roar of the lion. The bird frequently makes a kind of cackling
+noise, and when enraged at an enemy, it hisses very loudly.
+
+Ostriches make their nests in the sand. One female will, in a single
+season, lay from twenty to thirty eggs, weighing about three pounds
+each.
+
+Most of these she places in the nest, standing them on one end; but some
+of them are left outside of the nest as food for her young when they are
+hatched.
+
+The natives of Africa are very fond of ostrich eggs, using them for
+food. In taking the eggs, they exercise great caution; for should the
+birds discover them, they would break all the eggs and leave the nest.
+
+Young ostriches are readily tamed. Some families in Africa keep them as
+we do chickens. They play with children, sleep in the houses, and when a
+family moves, the ostriches follow the camels, frequently carrying the
+children on their backs.
+
+Within the past few years, ostriches have been brought to this country;
+and places called ostrich farms have been established in California and
+other States, for the purpose of raising them for their feathers.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils point out any points that are omitted from
+the following
+
+Analysis.--1. Where the ostrich lives. 2. Its size and appearance--body,
+head, neck, eyes, feathers, and plumes. 3. Its food. 4. An incident. 5.
+Its speed. 6. Its strength,--leg and foot. 7. Riding ostriches. 8.
+Voice of ostrich. 9. Nests and habits of the birds. 10. Ostriches in
+this country.
+
+Change such points as may be found necessary, and use the _analysis_ in
+describing some well-known bird.
+
+
+ * * * * *
+
+
+
+
+LESSON LXIV.
+
+
+plead, _urge as a reason_.
+
+breach, _a breaking, as of a promise_.
+
+re buke', _call attention to wrong-doing_.
+
+strew, _spread; scatter_.
+
+chide, _find fault with_.
+
+re sent'nent, _anger on account of an injury_.
+
+un a vail'ing, _useless; not helping in any way_.
+
+jus'tice, _honesty; what is right_.
+
+
+ * * * * *
+
+
+
+
+TO-DAY AND TO-MORROW.
+
+
+ If Fortune, with a smiling face,
+ Strew roses on our way,
+ When shall we stoop to pick them up?--
+ To-day, my friend, to-day.
+ But should she frown with face of care,
+ And talk of coming sorrow,
+ When shall we grieve, if grieve we must?--
+ To-morrow, friend, to-morrow.
+
+ If those who have wronged us own their fault,
+ And kindly pity pray,
+ When shall we listen and forgive?--
+ To-day, my friend, to-day.
+ But if stern justice urge rebuke,
+ And warmth from memory borrow,
+ When shall we chide, if chide we dare?--
+ To-morrow, friend, to-morrow.
+
+ If those to whom we owe a debt
+ Are harmed unless we pay,
+ When shall we struggle to be just?--
+ To-day, my friend, to-day.
+ But if our debtor fail our hope,
+ And plead his ruin thorough,
+ When shall we weigh his breach of faith?--
+ To-morrow, friend, to-morrow.
+
+ For virtuous acts and harmless joys
+ The minutes will not stay;--
+ We have always time to welcome them
+ To-day, my friend, to-day.
+ But care, resentment, angry words,
+ And unavailing sorrow,
+ Come far too soon, if they appear
+ To-morrow, friend, to-morrow.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let some pupil in the class state the manner
+in which the lesson should be read.
+
+What is the effect of repeating the words _to-day_ and _to-morrow_, in
+the fourth and eighth lines of each stanza?
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils give the meaning of each stanza in their
+own words.
+
+_Warmth from memory borrow_ means become more angry when we remember
+our own acts of kindness toward the person now doing us injury.
+
+Explain the meaning of the following expressions.
+
+ _Strew roses on our way._
+
+ _Breach of faith._
+
+
+ * * * * *
+
+
+
+
+LESSON LXV.
+
+
+ref'uge, _a place of safety_.
+
+fo'li age, _leaves and branches of trees or shrubs_.
+
+op pressed', _heavily burdened_.
+
+be tray', _give information to an enemy_.
+
+con trived', _managed; arranged_.
+
+rec'og nized, _knew by seeing_.
+
+ren'der, _give; make_.
+
+im'mi nent, _close by; threatening_.
+
+com pel', _make one do any thing_.
+
+cav'al ry, _soldiers mounted on horses_.
+
+false, _not true; unreal_.
+
+re spond'ed, _answered; replied_.
+
+
+ * * * * *
+
+
+
+
+AN INCIDENT OF THE REVOLUTION.
+
+
+During the Revolutionary War, when the American people were fighting
+for independence, a governor of one of the colonies found himself in
+great danger of being captured by British soldiers.
+
+The governor, whose name was Griswold, contrived to reach the house of
+a relative, and while there, was informed that the soldiers had
+discovered his place of refuge and were then on their way to seize him.
+
+Griswold at once realizing that his peril was imminent, determined, if
+possible, to reach a small stream, where he had left a boat so hidden,
+by the foliage that it could not be seen from the road.
+
+In great haste and excitement, he left the house and proceeded in the
+direction of the river. Passing through an orchard, he encountered a
+young girl about twelve years old. She was watching some pieces of
+linen cloth which were stretched out on the grass for the purpose of
+bleaching.
+
+Hetty--that was the girl's name--was seated under a tree with her
+knitting, and had near her a pail of water, from which she occasionally
+sprinkled the cloths to keep them damp.
+
+She started up and was somewhat frightened when she saw a man leaping
+over the fence; but soon recognized him to be her cousin.
+
+"O, is it you, cousin!" exclaimed Hetty; "you frightened me--where are
+you going?"
+
+"Hetty," he replied, "the soldiers are seeking for me, and I shall lose
+my life, unless I can reach the boat before they come. I want you to
+run down toward the shore and meet them."
+
+"They will surely ask for me; and then you must tell them that I have
+gone up the road to catch the mail-cart, and they will turn off the
+other way."
+
+"But, cousin, how can I say so?--it would not be true. O, why did you
+tell me which way you were going?"
+
+"Would you betray me, Hetty, and see me put to death? Hark! they are
+coming. I hear the clink of their horses' feet. Tell them I have gone
+up the road and Heaven will bless you."
+
+"Those who speak false words will never be happy," said Hetty. "But
+they shall not compel me to tell which way you go, even if they kill
+me--so run as fast as you can."
+
+"I am afraid it is too late to run, Hetty; where can I hide myself?"
+
+"Be quick, cousin. Get down and lie under this cloth; I will throw it
+over you and go on sprinkling the linen."
+
+"I will do it, for it is my last chance."
+
+He was soon concealed under the heavy folds of the long cloth. A few
+minutes afterward, a party of cavalry dashed along the road. An officer
+saw the girl and called out to her in a loud voice--
+
+"Have you seen a man run this way?"
+
+"Yes, sir," replied Hetty.
+
+"Which way did he go?"
+
+"I promised not to tell, sir."
+
+"But you must tell me this instant; or it will be worse for you."
+
+"I will not tell, for I must keep my word."
+
+"Let me question her, for I think I know the child," said a man who was
+guide to the party. "Is your name Hetty Marvin?"
+
+"Yes, sir."
+
+"Perhaps the man who ran past you was your cousin?"
+
+"Yes, sir, he was."
+
+"Well, we wish to speak with him. What did he say to you when, he came
+by?"
+
+"He told me that he had to run to save his life."
+
+"Just so--that was quite true. I hope he will not have far to run. Where
+was he going to hide himself?"
+
+"My cousin said that he would go to the river to find a boat, and he
+wanted me to tell the men in search of him that he had gone the other
+way to meet the mail-cart."
+
+"You are a good girl, Hetty, and we know you speak the truth. What did
+your cousin say when he heard that you could not tell a lie to save his
+life?"
+
+"He asked, would I betray him and see him put to death?"
+
+"And you said you would not tell, if you were killed for it."
+
+Poor Hetty's tears fell fast as she responded, "Yes, sir."
+
+"Those were brave words, and I suppose he thanked you and ran down the
+road as fast as he could?"
+
+"I promised not to tell which way he went, sir."
+
+"O yes, I forgot; but tell me his last words, and I will not trouble you
+any more."
+
+"He said, 'I will do it, for it is my last chance.'"
+
+Hetty was now oppressed with great fear; she sobbed aloud, and hid her
+face in her apron. The soldiers thought they had obtained all the
+information they could, and rode off toward the river-side.
+
+While Griswold lay hidden at the farm, he had agreed upon a signal with
+his boatmen, that if in trouble he would put a white cloth by day, or a
+light at night, in the attic window of his place of concealment. When
+either signal was seen, the men were to be on the watch, ready to render
+him assistance in case of need.
+
+No sooner had the soldiers ridden away, than Griswold's friends in the
+house hung out a white cloth from the window, to warn the boatmen, who
+then pulled out to sea.
+
+The boat, with two men in it, was nearly out of sight by the time the
+soldiers reached the shore, and this caused them to conclude that
+Griswold had effected his escape.
+
+Meantime he lay safe and quiet until the time came for Hetty to go home
+to supper. Then he requested her to go and ask her mother to put the
+signal-lamp in the window as it grew dark, and send him clothes and
+food. The signal was seen, the boat returned, and Griswold made his way
+to it in safety.
+
+In better days, when the war was over, and peace declared, he named one
+of his daughters Hetty Marvin, that he might daily think of the brave
+young cousin whose sense and truth-speaking had saved his life.
+
+
+ * * * * *
+
+
+
+
+LESSON LXVI.
+
+
+con sume', _use entirely; exhaust_.
+
+cul ti va'tion, _attending to the growth of plants_.
+
+ex'ports, _the products of a country which are sold to other countries_
+
+trans por ta'tion, _carrying_.
+
+o'val, _shaped like an egg_.
+
+prin'ci pal, _chief; that which is most important_.
+
+es'ti mat ed, _stated in regard to quantity_.
+
+se lect'ed, _chosen; picked out_.
+
+ter'mi nates, _comes to an end_.
+
+
+ * * * * *
+
+
+
+
+TROPICAL FRUITS.
+
+
+Those who have not visited tropical countries, can scarcely imagine the
+wonders of their vegetation. There is nothing in the northern half of
+the United States, with which to compare the richness of the vegetable
+growth of the tropics.
+
+In the Southern States of our Union, as well as in Mexico and Central
+America, there are found many of the same plants and trees that grow in
+countries lying still nearer the equator.
+
+The various kinds of fruits which grow in these countries, form a very
+large portion of the exports. Among those that are most commonly sent to
+us, are bananas, oranges, lemons, dates, cocoa-nuts, and figs.
+
+In countries where the banana grows most abundantly, no article of food
+which the natives can obtain, requires so little trouble in its
+cultivation.
+
+One has only to set out a few banana sprouts, and await the result. In a
+short time, a juicy stem shoots up to the height of fifteen or twenty
+feet.
+
+It is formed of nothing more than a number of leaf stalks rolled one
+over the other, and grows sometimes to a thickness of two feet.
+
+Two gigantic leaves grow out from the top, ten feet long and two feet
+broad. They are so very thin and tender that a light wind splits them
+into ribbons.
+
+From the center of the leaves a very strong stalk rises up, which
+supports the cluster of bananas. There are sometimes over one hundred
+bananas to a single stalk.
+
+A cluster of ripe bananas will weigh from sixty to seventy pounds, and
+represents a large amount of food. When a stalk has produced and ripened
+its fruit, it begins to wither and soon dies.
+
+In a very short time, however, new sprouts spring up from the old root,
+and ere long the native has another cluster. So rapidly do they follow
+each other, that one cluster is scarcely consumed before another one is
+ready to ripen.
+
+Bananas ripened on the stalk will not bear transportation to any great
+distance; therefore, when selected for export, the clusters are cut off
+while the bananas are very green.
+
+Another valuable fruit of the tropics is the date. This fruit grows on a
+tree called the date-palm, that is found in both Asia and Africa.
+
+The date-palm is a majestic tree, rising to the height of sixty feet or
+more, without branches, and with a trunk of uniform thickness throughout
+its entire length.
+
+It begins to bear fruit about eight years after it has been planted, and
+continues to be productive from seventy to one hundred years.
+
+Dates are oval in shape, and have a long solid stone. They form the
+principal food of the inhabitants of some of the eastern countries, and
+are an important article of commerce.
+
+When they are perfectly ripe, they possess a delightful perfume, and are
+very agreeable to the taste.
+
+In preparing dates to be sent to distant countries, they are gathered a
+short time before they are quite ripe, dried in the sun on mats, and
+finally packed in boxes or straw sacks.
+
+Travelers in the deserts of Africa, often carry dried dates with them
+for their chief food, during a journey of hundreds of miles.
+
+The Arabs grind dried dates into a powder which they call date flour. If
+this is packed away in a dry place, it will keep for years, and only has
+to be moistened with a little water to prepare it for eating.
+
+One of the most valuable and productive of tropical trees is the
+cocoa-nut palm. It grows largely in both the East and West Indies, and
+elsewhere throughout the torrid zone.
+
+It rises to a height of from sixty to one hundred feet, and terminates
+in a crown, of graceful, waving leaves. Some of these leaves reach a
+length of twenty feet, and have the appearance of gigantic feathers.
+
+The fruit consists of a thick outward husk of a fibrous structure, and
+within this, is the ordinary cocoa-nut of commerce.
+
+The shell of the nut is hard and woody, and a little over a quarter of
+an inch in thickness. Next to this shell is the kernel, which is also a
+shell about half an inch thick, and composed of a white substance very
+pleasant to the taste. Within this white eatable shell, is a milky
+liquid, called cocoa-nut milk.
+
+[Illustration]
+
+The cocoa-nut is very useful to the natives of the regions in which it
+grows. The nuts supply a large portion of their food, and the milky
+fluid inclosed within, forms a pleasant and refreshing drink.
+
+The shell of the nut is made into cups, and from the kernel, cocoa-nut
+oil is pressed out and largely used in making soap and for other
+purposes.
+
+In Ceylon, the tree is cultivated extensively. It is estimated that
+there are twenty million trees in that island, and that each tree
+produces about sixty nuts yearly. The wealth of a native is based upon
+the number of cocoa-nut palms he owns.
+
+Another well-known tropical fruit is the fig, which grows on a bush or
+small tree about eighteen or twenty feet high.
+
+The fig-tree is now cultivated in all the Mediterranean countries, but
+the larger portion of the American supply comes from western Asia and
+the south of France.
+
+The varieties are extremely numerous, and the fruit is of various
+colors, from deep purple to yellow, or nearly white.
+
+The trees usually bear two crops--one in the early summer, the other in
+the autumn.
+
+When ripe, the figs are picked and spread out to dry in the sun. Thus
+prepared, the fruit is packed closely in barrels, baskets, or wooden
+boxes, for commerce.
+
+Oranges and lemons are cultivated in nearly all warm countries. They
+grow on trees somewhat smaller than apple trees, and must be picked for
+export while they are hard and green.
+
+They ripen during transportation, so that green oranges put up and sent
+to us from Sicily or other distant points, change to a golden yellow
+color by the time they reach us.
+
+Oranges are grown largely in Florida and Louisiana, extensive orange
+orchards being frequently met with in traveling through those States.
+The oranges grown there are considered very choice, and are generally
+sweeter than those brought from Italy.
+
+
+ * * * * *
+
+
+Language Lesson.--Define the following words, giving the meaning of
+each part as indicated by hyphens: _ex-port-ing, un-common-ly,
+dis-trust-ful, pro-vid-ing, un-bear-able, un-hope-ful_.
+
+The syllables _placed before_ a stem are called _prefixes_; those
+_placed after_ a stem, _suffixes_.
+
+The words _shall_ and _will_ are used to indicate _future time_; as, I
+shall go; you will go; he will go.
+
+The three tenses of an action may in a general way be represented by the
+words _yesterday, to-day_, and _to-morrow_.
+
+Let pupils fill blanks in the following statements, and state the tense
+of each action.
+
+ We ---- go to see them next week.
+
+ John ---- last night.
+
+ You and I ---- in school at the present time.
+
+
+ * * * * *
+
+
+
+
+LESSON LXVII.
+
+
+found'ed, _established; placed_.
+
+gar'ri son, _soldiers stationed in a fort or town_.
+
+strode, _walked with long steps_.
+
+coun'cil, _a number of men called together for advice_.
+
+in cit'ing, _moving to action_.
+
+de vot'ed, _very much attached_.
+
+de feat'ed, _overcome_.
+
+cul'ture, _a high state of knowledge_.
+
+or'na ment ed, _adorned_.
+
+wam'pum, _shells used by the Indians as money or for ornament_.
+
+fan tas'tic, _wild; irregular_.
+
+
+ * * * * *
+
+
+
+
+THE STORY OF DETROIT.
+
+
+The early history of Detroit is highly romantic. It was founded in 1701
+as a military colony.
+
+It soon became one of the most important of the western outposts of
+Canada, and as the French and Indians were usually on the most friendly
+terms, the colony for a long time existed in a state of happiness and
+contentment.
+
+At the close of the French War, Detroit contained over two thousand
+inhabitants. Canadian dwellings with their lovely gardens lined the
+banks of the river for miles.
+
+Within the limits of the settlement were several Indian villages. Here
+the light-hearted French-Canadian smoked his pipe and told his story,
+and the friendly Indian supplied him with game and joined in his
+merry-making.
+
+In the year 1760, Detroit was taken possession of by the English. The
+Indians hated the English, as much as they had loved the French.
+
+Pontiac, the ruling spirit of the forests at this time, was a most
+powerful and statesmanlike chief. When he found that his friends, the
+French, had lost their power, he sought to unite the Indian tribes
+against the English colonies, and to destroy the English garrison at
+Detroit by strategy.
+
+He was chief of the Ottawas, but possessed great influence over several
+other tribes. Pontiac believed, and that truly, that the establishment
+of English colonies would be fatal to the interests of the Indian race.
+
+He strode through the forests like a giant, inciting the tribes to war.
+He urged a union of all the Indian nations from the lakes to the
+Mississippi for the common defense of the race.
+
+There lived near Detroit a beautiful Indian girl, called Catharine. The
+English commander, Gladwyn, was pleased with her, and showed her many
+favors, and she formed a warm friendship for him.
+
+One lovely day in May, this girl came to the fort and brought Gladwyn a
+pair of elk-skin moccasins. She appeared very sad.
+
+"Catharine," said Gladwyn, "what troubles you to-day?"
+
+She did not answer at once. There was a silent struggle going on in her
+heart. She had formed a strong attachment for the white people, and she
+was also devoted to her own race.
+
+"To-morrow," she said at length, "Pontiac will come to the fort with
+sixty of his chiefs. Each will be armed with a gun, which will be cut
+short and hidden under his blanket. The chief will ask to hold a
+council. He will then make a speech, and offer a belt of wampum as a
+peace-offering.
+
+"As soon as he holds up the belt, the chiefs will spring up and shoot
+the officers, and the Indians outside will attack the English. Every
+Englishman will be killed. The French inhabitants will be spared."
+
+Gladwyn made immediate preparations to avoid the danger which threatened
+them. The soldiers were put under arms. Orders were given to have them
+drawn up in line on the arrival of the Indians the following day.
+
+The next morning Indian canoes approached the fort from the eastern
+shores. They contained Pontiac and his sixty chiefs. At ten o'clock the
+chiefs marched to the fort, in fantastic procession. Each wore a colored
+blanket, and was painted, plumed, or in some way gaily ornamented.
+
+As Pontiac entered the fort, a glance showed him that his plot was
+discovered. He passed in amazement through glittering rows of steel, he
+made a speech, expressing friendship; but he did not dare to lift the
+wampum belt which was to have been the signal for attack. He was allowed
+to depart peaceably.
+
+When he found that his plot had been discovered, his anger knew no
+bounds. He gathered his warriors from every hand and laid siege to
+Detroit. He was defeated, and with his defeat ended the power of the
+Indian tribes in the region of the Upper Lakes.
+
+Detroit became an English town, and afterward an American city. She has
+gathered to herself the wealth of the fertile regions which lie around
+her, as well as the commerce of the broad inland seas on either hand.
+To-day she has more than one hundred and twenty thousand inhabitants,
+and is famous for her wealth and culture.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils review, as a written exercise, the
+spelling of the following words.
+
+
+ treasure rheumatism group desperate
+ release mischievous courtesy separate
+ weary approach redoubled vegetable
+ stealthy caution mighty stratagem
+ peasants exhausted fortnight spectator
+ concealed draughts knowledge necessary
+ freight guidance flickering particular
+
+
+In the sentences given below, change the verbs so as to represent the
+action as completed.
+
+"The chiefs march to the fort in fantastic procession. They find that
+their plot is discovered. Pontiac immediately gathers his warriors from
+every hand, and lays siege to Detroit. He is defeated, and with his
+defeat, the power of the Indian tribes is at an end."
+
+In the last two sentences, change the verbs so as to represent future
+time.
+
+Let pupils make out an _analysis_ and use it in treating the subject--
+
+ _The town (or city) that I live in._
+
+_Suggestion_.--Include the location and early history of the town. Its
+present population. Its different manufactures. How to get to it. Its
+chief points of interest to a stranger. Anecdotes.
+
+
+ * * * * *
+
+
+
+
+LESSON LXVIII.
+
+
+heave, _raise; lift_.
+
+mack'er el, _a fish spotted with blue, and largely used for food_.
+
+con geals', _freezes; grows hard from cold_.
+
+ant'lers, _branching horns_.
+
+a main', _suddenly; at once_.
+
+lurks, _lies hidden_.
+
+reels, _frames for winding fishing lines_.
+
+teem'ing, _containing in abundance_.
+
+car'i bou, _a kind of reindeer_.
+
+Mick'mack, _a tribe of Indians_.
+
+
+ * * * * *
+
+
+
+
+THE FISHERMEN.
+
+
+ Hurra! the seaward breezes
+ Sweep down the bay amain;
+ Heave up, my lads, the anchor!
+ Run up the sail again!
+ Leave to the lubber landsmen
+ The rail-car and the steed;
+ The stars of heaven shall guide us
+ The breath of heaven shall speed.
+
+ From the hill-top looks the steeple,
+ And the light-house from the sand;
+ And the scattered pines are waving
+ Their farewell from the land.
+ One glance, my lads, behind us,
+ For the homes we leave, one sigh,
+ Ere we take the change and chances
+ Of the ocean and the sky.
+
+ Where in mist the rock is hiding,
+ And the sharp reef lurks below,
+ And the white squall smites in summer,
+ And the autumn tempests blow;
+ Where, through gray and rolling vapor,
+ From evening unto morn,
+ A thousand boats are hailing,
+ Horn answering unto horn.
+
+ Hurra! for the Red Island,
+ With the white cross on its crown!
+ Hurra! for Meccatina,
+ And its mountains bare and brown!
+ Where the caribou's tall antlers
+ O'er the dwarf-wood freely toss,
+ And the footsteps of the Mickmack
+ Have no sound upon the moss.
+
+ There we'll drop our lines, and gather
+ Old ocean's treasures in,
+ Where'er the mottled mackerel
+ Turns up a steel-dark fin.
+ The sea's our field of harvest,
+ Its scaly tribes our grain;
+ We'll reap the teeming waters
+ As at home they reap the plain.
+
+ Though the mist upon our jackets
+ In the bitter air congeals,
+ And our lines wind stiff and slowly
+ From off the frozen reels;
+ Though the fog be dark around us,
+ And the storm blow high and loud,
+ We will whistle down the wild wind,
+ And laugh beneath the cloud!
+
+ Hurra!--Hurra!--the west wind
+ Comes freshening down the bay,
+ The rising sails are filling--
+ Give way, my lads, give way!
+ Leave the coward landsman clinging
+ To the dull earth like a weed--
+ The stars of heaven shall guide us,
+ The breath of heaven shall speed!
+
+
+ * * * * *
+
+
+Directions for Reading.--Let some pupil in the class state in what
+manner the lesson should be read.
+
+
+ * * * * *
+
+
+Language Lesson.--Change the verbs throughout the sixth stanza so as
+to represent past action.
+
+Give the time indicated in the following sentences.
+
+ I _am thinking_ about it. I _am going_ to-morrow.
+
+As _verb-forms_ do not always determine the _time of an action_, we
+must call an action _past, present_, or _future_, in accordance with
+the meaning indicated by the verb.
+
+
+ * * * * *
+
+
+
+
+LESSON LXIX.
+
+
+op er a'tions, _ways of working; deeds_.
+
+e vap'o rat ed, _has the moisture taken from it_.
+
+au'ger, _a tool used in boring holes_.
+
+shan'ty, _a hut; a poor dwelling_.
+
+e nor'mous, _of very large size_.
+
+su per in tend'ing, _directing; taking care of_.
+
+an nounce', _give first notice of; make known_.
+
+de li'cious, _affording great pleasure, especially to the taste_.
+
+de'tails, _small parts of any thing_.
+
+clar'i fied, _made clear or pure_.
+
+
+ * * * * *
+
+
+
+
+MAKING MAPLE SUGAR.
+
+PART I.
+
+
+There is no part of farming that a boy enjoys more than the making of
+maple sugar; it is better than "blackberrying," and nearly as good as
+fishing.
+
+And one reason he likes this work is that somebody else does the most of
+it. It is a sort of work in which he can appear to be very active, and
+yet not do much.
+
+In my day maple-sugar-making used to be something between picnicking and
+being shipwrecked on a fertile island, where one should save from the
+wreck, tubs and augers, and great kettles and pork, and hen's-eggs and
+rye-and-indian bread, and begin at once to lead the sweetest life in the
+world.
+
+I am told that it is something different nowadays, and that there is
+more desire to save the sap, and make good, pure sugar, and sell it for
+a large price.
+
+I am told that it is the custom to carefully collect the sap and bring
+it to the house, where there are built brick arches, over which it is
+evaporated in shallow pans, and that pains are taken to keep the leaves,
+sticks, ashes and coals out of it, and that the sugar is clarified.
+
+In short, that it is a money-making business, in which there is very
+little fun, and that the boy is not allowed to dip his paddle into the
+kettle of boiling sugar and lick off the delicious syrup.
+
+As I remember, the country boy used to be on the lookout in the spring
+for the sap to begin running. I think he discovered it as soon as
+anybody.
+
+Perhaps he knew it by a feeling of something starting in his own
+veins--a sort of spring stir in his legs and arms, which tempted him to
+stand on his head, or throw a handspring, if he could find a spot of
+ground from which the snow had melted.
+
+The sap stirs early in the legs of a country boy, and shows itself in
+uneasiness in the toes, which, get tired of boots, and want to come out
+and touch the soil just as soon as the sun has warmed it a little.
+
+The country boy goes barefoot just as naturally as the trees burst their
+buds, which were packed and varnished over in the fall to keep the water
+and the frost out.
+
+Perhaps the boy has been out digging into the maple-trees with his
+jack-knife; at any rate, he is pretty sure to announce the discovery as
+he comes running into the house in a state of great excitement, with
+"Sap's runnin'!"
+
+And then, indeed, the stir and excitement begin. The sap-buckets, which
+have been stored in the wood-house, are brought down and set out on the
+south side of the house and scalded.
+
+The snow is still a foot or more deep in the woods, and the ox-sled is
+got out to make a road to the sugar camp. The boy is every-where
+present, superintending every thing, asking questions, and filled with a
+desire to help the excitement.
+
+It is a great day when the cart is loaded with the buckets, and the
+procession starts into the woods. The sun shines brightly; the snow is
+soft and beginning to sink down; the snow-birds are twittering about,
+and the noise of shouting and of the blows of the axe echoes far and
+wide.
+
+In the first place the men go about and tap the trees, drive in the
+spouts, and hang the buckets under. The boy watches all these operations
+with the greatest interest.
+
+He wishes that some time when a hole is bored into a tree that the sap
+would spout out in a stream, as it does when a cider-barrel is tapped.
+
+But it never does, it only drops, sometimes almost in a stream, but on
+the whole slowly, and the boy learns that the sweet things of the world
+have to be patiently waited for, and do not usually come otherwise than
+drop by drop.
+
+Then the camp is to be cleared of snow. The shanty is re-covered with
+boughs. In front of it two enormous logs are rolled nearly together, and
+a fire is built between them.
+
+Forked sticks are set at each end, and a long pole is laid on them, and
+on this are hung the great iron kettles. The huge hogsheads are turned
+right side up, and cleaned out to receive the sap that is gathered.
+
+The great fire that is kindled is never allowed to go out, night or day,
+so long as the season lasts. Somebody is always cutting wood to feed it;
+somebody is busy most of the time gathering in the sap.
+
+Somebody is required to watch the kettles that they do not boil over,
+and to fill them. It is not the boy, however; he is too busy with things
+in general to be of any use in details.
+
+He has his own little sap-yoke and small pails, with which he gathers
+the sweet liquid. He has a little boiling-place of his own, with small
+logs and a tiny kettle.
+
+
+ * * * * *
+
+
+Directions for Reading.--In the second line of the lesson, after the
+word _more_, a pause should be made for the purpose of giving special
+effect to the words which follow. This is called a _rhetorical pause_.
+
+In the third and fourth lines, point out the _rhetorical pauses_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let some pupil explain the meaning of the third
+paragraph of the lesson.
+
+Change the verbs in the last paragraph so as to indicate _future
+time_.
+
+
+ * * * * *
+
+
+
+
+LESSON LXX.
+
+
+grim'y, _dirty_.
+
+re al i za'tion, _the act of coming true_.
+
+in vent'ed, _found out; contrived_.
+
+per mit'ted, _allowed_.
+
+dis solved', _melted; broken up_.
+
+a vid'i ty, _eagerness_.
+
+re duced', _made smaller in quantity_.
+
+sen sa'tion, _feeling_.
+
+crys'tal lize, _change into hard particles of a regular shape_.
+
+
+ * * * * *
+
+
+
+
+MAKING MAPLE SUGAR.
+
+PART II.
+
+
+In the great kettles the boiling of the sap goes on slowly, and the
+liquid, as it thickens, is dipped from one to another, until in the end
+kettle it is reduced to syrup, and is taken out to cool and settle,
+until enough is made to "sugar off."
+
+To "sugar off" is to boil the syrup until it is thick enough to
+crystallize into sugar. This is the grand event, and is only done once
+in two or three days.
+
+But the boy's desire is to "sugar off" all the time. He boils his kettle
+down as rapidly as possible; he is not particular about chips, scum, or
+ashes.
+
+He is apt to burn his sugar; but if he can get enough to make a little
+wax on the snow, or to scrape from the bottom of the kettle with his
+wooden paddle, he is happy.
+
+A great deal is wasted on his hands, and the outside of his face, and on
+his clothes, but he does not care; he is not stingy.
+
+To watch the operations of the big fire gives him constant pleasure.
+Sometimes he is left to watch the boiling kettles, with a piece of pork
+tied on the end of a stick, which he dips into the boiling mass when it
+threatens to go over.
+
+He is constantly tasting of it, however, to see if it is not almost
+syrup. He has a long, round stick, whittled smooth at one end, which he
+uses for this purpose, at the constant risk of burning his tongue.
+
+The smoke blows in his face; he is grimy with ashes; he is altogether
+such a mass of dirt, stickiness, and sweetness, that his own mother
+wouldn't know him.
+
+He likes to boil eggs with the hired man in the hot sap; he likes to
+roast potatoes in the ashes, and he would live in the camp day and night
+if he were permitted.
+
+To sleep there with the men, and awake in the night and hear the wind in
+the trees, and see the sparks fly up to the sky, is a perfect
+realization of all the stories of adventures he has ever read.
+
+He tells the other boys afterward that he heard something in the night
+that sounded very much like a bear. The hired man says that he was very
+much scared by the hooting of an owl.
+
+The great occasions for the boy, though, are the times of "sugaring
+off." Sometimes this used to be done in the evening, and it was made the
+excuse for a frolic in the camp.
+
+The neighbors were invited; sometimes even the pretty girls from the
+village, who filled all the woods with their sweet voices and merry
+laughter, were there, too.
+
+The tree branches all show distinctly in the light of the fire, which
+lights up the bough shanty, the hogsheads, the buckets on the trees, and
+the group about the boiling kettles, until the scene is like something
+taken out of a fairy play.
+
+At these sugar parties every one was expected to eat as much sugar as
+possible; and those who are practiced in it can eat a great deal.
+
+It is a peculiar fact about eating warm maple sugar, that though you
+may eat so much of it one day as to be sick, you will want it the next
+day more than ever.
+
+At the "sugaring off" they used to pour the hot sugar upon the snow,
+where it congealed into a sort of wax, which I suppose is the most
+delicious substance that was ever invented. And it takes a great while
+to eat it.
+
+If you should close your teeth firmly on a lump of it, you would be
+unable to open your mouth until it dissolved. The sensation while it is
+melting is very pleasant, but it will not do to try to talk, for you can
+not.
+
+The boy used to make a big lump of it and give it to the dog, who seized
+it with great avidity, and closed his jaws on it, as dogs will on any
+thing.
+
+It was funny the next moment to see the expression of perfect surprise
+on the dog's face when he found that he could not open his jaws.
+
+He shook his head; he sat down in despair; he ran round in a circle; he
+dashed into the woods and back again.
+
+He did every thing except climb a tree, and howl. It would have been
+such a relief to him if he could have howled. But that was the one thing
+he could not do.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils change the verbs in the following lines,
+so that they will indicate _present time_.
+
+"He shook his head; he sat down in despair; he ran around in a circle;
+he dashed into the woods and back again."
+
+Suggestion.--Let the teacher, from time to time, select stories, and
+have them read before the class. After the reading, let pupils make
+oral _analyses_. The stories should be short, and the exercise
+conducted without the use of pencils or paper.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXI.
+
+
+en'sign, _flag_.
+
+dis man'tled, _stripped of masts, sails, and guns_.
+
+pa tri ot'ic, _full of love for one's country_.
+
+hulk, _a dismantled ship_.
+
+frig'ate, _a ship of war_.
+
+tat'tered, _torn_.
+
+me'te or, _a fiery body in the heavens_.
+
+van'quished, _conquered; overcome_.
+
+har'pies, _destroyers_.
+
+manned, _supplied with men_.
+
+
+ * * * * *
+
+
+
+
+OLD IRONSIDES.
+
+
+During our second war with Great Britain, which began in the year 1812,
+many battles were fought both on land and sea.
+
+Among the ships of war belonging to the United States Government, was a
+frigate named the Constitution. She was built about the beginning of
+the present century, and owing to her good fortune in many engagements,
+her seamen gave her the name of "Old Ironsides."
+
+She was in active service throughout the entire war, and captured five
+ships of war from the British, two of which were frigates.
+
+In all her service, her success was remarkable. She never lost her
+masts, never went ashore, and though so often in battle, no very serious
+loss of life ever occurred on her decks. Her entire career was that of
+what is called in the navy "a lucky ship."
+
+Perhaps this may be explained by the fact that she always had excellent
+commanders, and that she probably possessed as fine a ship's company as
+ever manned a frigate.
+
+In 1829, the Government ordered the Constitution to be dismantled and
+taken to pieces, because she had become unfit for service.
+
+At that time, Oliver Wendell Holmes, who has since become famous as a
+writer, was a young man twenty years of age, about completing his
+studies at Harvard College.
+
+When he heard of the intended destruction of "Old Ironsides," he went
+directly to his room, and, inspired by patriotic feelings, wrote the
+following poem.
+
+
+OLD IRONSIDES.
+
+ Ay, tear her tattered ensign down!
+ Long has it waved on high,
+ And many an eye has danced to see
+ That banner in the sky;
+ Beneath it rung the battle shout
+ And burst the cannons' roar:
+ The meteor of the ocean air
+ Shall sweep the clouds no more.
+
+ Her deck, once red with heroes' blood,
+ Where knelt the vanquished foe,
+ When winds were hurrying o'er the flood
+ And waves were white below,
+ No more shall feel the victors' tread,
+ Or know the conquered knee:
+ The harpies of the shore shall pluck
+ The eagle of the sea!
+
+ O, better that her shattered hulk
+ Should sink beneath the wave!--
+ Her thunders shook the mighty deep,
+ And there should be her grave.
+ Nail to the mast her holy flag,
+ Set every threadbare sail,
+ And give her to the god of storms,
+ The lightning, and the gale!
+
+
+The effect of this poem upon the people was so great that a general
+outcry arose against the destruction of the gallant old ship.
+
+The Government was induced to reconsider its determination. The old ship
+was saved, repaired, and for many years has delighted the eyes of
+thousands of people who have visited her.
+
+At present, she is used as a receiving-ship at the United States Navy
+Yard, Portsmouth, New Hampshire.
+
+
+ * * * * *
+
+
+Directions for Reading.--With what tone of voice should the prose part
+of the lesson be read?
+
+Read the poetry--first, slowly and quietly; then, in a loud tone of
+voice, expressing the feeling of anger.
+
+Which method of reading the poem do the pupils prefer?
+
+Which do they think represents the poet's feelings?
+
+Let pupils pronounce in concert, and singly, the following words: _hero,
+year, people, deep, eagle, knee, serious, meteor, complete, pieces_.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils point out and explain the unusual
+expressions found in the first two stanzas, writing out a list of the
+changes made.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXII.
+
+
+ver'tic al, _upright_.
+
+cat'a ract, _a great fall of water over a precipice_.
+
+pro vis'ions, _stock of food_.
+
+con struct'ed, _made; formed_.
+
+in cred'i ble, _not easily believed_.
+
+sta'tion a ry, _not moving; fixed_.
+
+ex tinct', _inactive; dead_.
+
+de pos'it, _that which is laid or thrown down_.
+
+ap'er ture, _an opening_.
+
+di am'e ter, _distance across or through_.
+
+com pris'es, _includes; contains_.
+
+
+ * * * * *
+
+
+
+
+NATURAL WONDERS OF AMERICA.
+
+PART I.
+
+
+Within the vast extent of territory belonging to the United States,
+there are many wonderful natural curiosities which attract visitors from
+all parts of the world.
+
+A short description of some of the principal attractions is here given,
+with the hope that many who read this lesson, may at some time visit a
+part or all that are noticed.
+
+
+GEYSERS OF THE YELLOWSTONE PARK.
+
+
+The Yellowstone Park is a tract of country fifty-five by sixty-five
+miles in extent, lying mainly in the northwest corner of the Territory
+of Wyoming, but including a narrow belt in southern Montana. It
+contains nearly thirty-six hundred square miles, and is nearly three
+times as large as the State of Rhode Island. No equal extent of country
+on the globe comprises such a union of grand and wonderful scenery.
+
+Numerous hot springs, steam jets, and extinct geyser cones exist in the
+Yellowstone basin. Just beyond the western rim of the basin, lies the
+grand geyser region of Fire-Hole River.
+
+Scattered along both banks of this stream are boiling springs from two
+to twelve feet across, all in active operation.
+
+One of the most noted geysers of this district is "Old Faithful." It
+stands on a mound thirty feet high, the crater rising some six feet
+higher still.
+
+The eruptions take place about once an hour, and continue fifteen or
+twenty minutes, the column of water shooting upward with terrific force,
+from one hundred to one hundred and fifty feet.
+
+The great mass of water falls directly back into the basin, flowing over
+the edges and down the sides in large streams. When the action ceases,
+the water recedes from sight, and nothing is heard but an occasional
+escape of steam until another eruption occurs.
+
+[Illustration]
+
+Just across the river and close to the margin, a small conical mound is
+observed, about three feet high, and five feet in diameter at the base.
+
+No one would suspect it to be an active geyser. But in 1871, a column of
+water entirely filling the crater shot from it, which by actual
+measurement was found to be two hundred and nineteen feet high.
+
+Not more than a hundred yards from the river, there is a large oval
+aperture eighteen feet wide and twenty-five feet long. The sides are
+covered with a grayish-white deposit which is distinctly visible at a
+depth of a hundred feet below the surface.
+
+This geyser is known as the "Giantess," and a visitor in describing it
+states that "no water could be discovered on the first approach, but it
+could be distinctly heard gurgling and boiling at a great distance
+below. Suddenly it began to rise, spluttering and sending out huge
+volumes of steam, causing a general scattering of our company.
+
+"When within about forty feet of the surface, it became stationary, and
+we returned to look upon it. All at once it rose with incredible
+rapidity, the hot water bursting from the opening with terrific force,
+rising in a column the full size of this immense aperture to the height
+of sixty feet.
+
+"Through, and out of the top of this mass, five or six lesser jets or
+round columns of water, varying in size from six to fifteen inches in
+diameter, were projected to the marvelous height of two hundred and
+fifty feet."
+
+[Illustration: View in the Grand Canon]
+
+
+THE CANONS OF THE COLORADO RIVER.
+
+
+The length of the Colorado River, from the sources of the Green River,
+is about two thousand miles.
+
+For five hundred miles of this distance, the river has worn deep cuts or
+gorges through the soft rock, called canons.
+
+The rocky sides of these canons form lofty vertical walls, which, in
+some places, rise to a height of more than a mile above the surface of
+the water.
+
+The largest and most noted of these vast gorges is the Grand Canon,
+which extends a distance of more than two hundred miles. The height of
+the walls of this canon varies from four thousand to seven thousand
+feet.
+
+The river, as it runs through it, is from fifty to three hundred feet
+wide. So swift is the current, that it is almost impossible to float a
+boat down the stream without having it dashed to pieces against the
+rocky walls on either side.
+
+The first descent through these canons was made in 1867, from a point on
+Grand River, about thirty miles above its junction with Green River.
+
+Three men were prospecting for gold, and being attacked by Indians and
+one of their number killed, the other two decided to attempt the descent
+of the river, rather than retrace their steps through a country where
+Indians were numerous.
+
+They constructed a raft of a few pieces of drift-wood, and having
+secured their arms and provisions, commenced their journey down the
+stream.
+
+A few days afterward, while the raft was descending a cataract, one of
+the men was drowned and all the provisions were washed overboard.
+
+The third man, hemmed in by the walls of the canon, continued the
+journey alone amid great perils from cataracts, rocks, and whirlpools.
+
+For ten days he pursued, his lonely way, tasting food but twice during
+the whole time. Once he obtained a few green pods and leaves from bushes
+growing along the stream, and the second time from some friendly
+Indians.
+
+At last he succeeded in reaching Callville in safety, after having
+floated several hundred miles.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXIII.
+
+
+pro por'tions, _relations of parts to each other_.
+
+in te'ri or, _the inside_.
+
+al a bas'ter, _a kind of whitish stone_.
+
+chasm, _a deep opening_.
+
+a're a, _any surface, as the floor of a room_.
+
+an'cient, _belonging to past ages_.
+
+un ex am'pled, _without a similar case_.
+
+co los'sal, _of great size_.
+
+feat'ure, _any thing worthy of notice_.
+
+dra'per y, _hangings of any kind_.
+
+o ver awed', _held in a state of fear_.
+
+sur pass'ing, _exceeding others_.
+
+
+ * * * * *
+
+
+
+
+NATURAL WONDERS OF AMERICA.
+
+PART II.
+
+
+THE MAMMOTH CAVE.
+
+
+In the year 1809, a hunter named Hutchins, while pursuing a bear in
+Edmondson County, Kentucky, was surprised to see the animal disappear
+into a small opening in the side of a hill.
+
+Upon examining the spot, Hutchins found that the opening led into a
+cave. Following up the examination soon after, it was discovered that
+the cave was immense in its proportions.
+
+On account of its great size, it was named Mammoth Cave. It has an area
+of several hundred square miles, and two hundred and twenty-three known
+and numbered avenues, with a united length of from one hundred and
+fifty to two hundred miles.
+
+The interior of this cave is divided by huge columns and walls of stone
+into chambers of various shapes and sizes. Some of these are large
+enough to afford standing room for thousands of people.
+
+One of the largest of these chambers is called Mammoth Dome. This room
+is four hundred feet long, one hundred and fifty feet wide, and two
+hundred and fifty feet in height.
+
+The walls of this grand room are curtained by alabaster drapery in
+vertical folds and present to the eye a scene of unexampled beauty and
+grandeur.
+
+A large gateway at one end of this room opens into another room, in
+which the position of the huge stone pillars, reminds one of the ruins
+of some ancient temple.
+
+Six colossal columns, or pillars, eighty feet high and twenty-five feet
+in diameter, standing in a half circle, are among the imposing
+attractions of this wonderful room.
+
+Another striking feature of Mammoth Cave is what is called the Dead Sea.
+This body of water is four hundred feet long, forty feet wide, and very
+deep.
+
+A curious fish is found in this dark lake. It is without eyes, and, in
+form and color, is different from any fish found outside the cave.
+
+There are found also a blind grasshopper, without wings, and a blind
+crayfish of a whitish color, both of which are very curious and
+interesting.
+
+The fact that these living creatures are blind would seem to indicate
+that nature had produced them for the distinct purpose of inhabiting
+this dark cave.
+
+
+NIAGARA FALLS.
+
+
+Of all the sights to be seen on this continent, there is none that
+equals the great Falls of Niagara River, situated about twelve miles
+north of Buffalo, in the State of New York.
+
+On first beholding this most wonderful of all known cataracts, one is
+overawed by its surpassing grandeur, "and stunned by the sound of the
+falling waters as by a roar of thunder."
+
+For quite a distance above the falls, the Niagara River is about one
+mile wide, and flows with great swiftness.
+
+Just at the edge of the cataract stands Goat Island, which divides the
+waters of the river, and makes two distinct cataracts; one on the
+Canadian side, and one on the American side of the river.
+
+The one on the Canadian side, called from its shape the Horse-shoe Fall,
+is eighteen hundred feet wide, and one hundred, and fifty-eight feet
+high. The other, called the American Fall, is six hundred feet wide, and
+one hundred and sixty-four feet high.
+
+As the immense body of water leaps over this vast precipice, it breaks
+into a soft spray, which waves like a plume in the wind. At times, when
+the rays of the sun strike this spray, a rainbow is formed which
+stretches itself across the deep chasm, and produces a beautiful effect.
+
+During the winter, much of the water and spray freezes, and as each
+moment adds to the frozen mass, some curious and wonderful ice
+formations are produced.
+
+Sometimes, during a very cold winter, the ice at the foot of the falls
+forms a complete bridge from one shore to the other.
+
+An interesting feature of a visit to these falls is a descent to the
+level of the foot of the cataract behind the great sheet of water.
+
+A long flight of steps leads down to a secure footing between the rocky
+precipice and the falling torrent. By a narrow footpath, it is possible
+for the visitor to pass between this column of water and the wall of
+rock.
+
+Once behind the sheet of water, the roar is deafening. One can only
+cling to the narrow railing or his guide, as he picks his way for more
+than a hundred feet behind the roaring torrent.
+
+A single misstep, a slip, or a fall, and nothing remains but a horrible
+death by being dashed to pieces upon the jagged rocks below.
+
+
+ * * * * *
+
+
+Directions for Reading.--Point out four places in the lesson where
+words would likely be run together by a careless reader.
+
+The word _canon_ is pronounced _can'yon_.
+
+
+ * * * * *
+
+
+Language Lesson.--Give rules for marks of punctuation and capital
+letters used in the first paragraph of the account of Niagara Falls.
+
+Let pupils make out an _analysis_ in five or six parts, treating some
+well-known scene.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXIV.
+
+
+vo ra'cious, _greedy; very hungry_.
+
+o ver whelmed', _overcome by force of numbers_.
+
+a bound'ing, _existing in large numbers_.
+
+as cend'ing, _going up_.
+
+her'ald ed, _gave notice of_.
+
+im pet'u ous, _furious; without care for what happens_.
+
+crim'i nals, _those who have broken the law_.
+
+con'cen trate, _gather in a large mass_.
+
+in tol'er a ble, _not to be borne_.
+
+ir re sist'i ble, _can not be opposed_.
+
+
+ * * * * *
+
+
+
+
+AFRICAN ANTS.
+
+
+A strange kind of ant is very abundant in the whole region I have
+traveled over in Africa, and is the most voracious creature I ever met.
+It is the dread of all living animals, from the leopard to the smallest
+insect.
+
+I do not think that these ants build nests or homes of any kind. At any
+rate they carry nothing away, but eat all their prey on the spot. It is
+their habit to march through the forests in a long, regular line--a line
+about two inches broad and often several miles in length. All along this
+line are larger ants, who act as officers, stand outside the ranks, and
+keep this singular army in order.
+
+If they come to a place where there are no trees to shelter them from
+the sun, whose heat they can not bear, they immediately build
+underground tunnels, through which the whole army passes in columns to
+the forest beyond. These tunnels are four or five feet underground, and
+are used only in the heat of the day, or during a storm.
+
+When, they grow hungry the long file spreads itself through the forest
+in a front line, and attacks and devours all it overtakes with a fury
+which is quite irresistible. The elephant and gorilla fly before this
+attack. The black men run for their lives. Every animal that lives in
+their line of march is chased.
+
+They seem to understand and act upon the tactics of Napoleon, and
+concentrate with great speed their heaviest forces upon the point of
+attack. In an incredibly short space of time the mouse, or dog, or
+leopard, or deer, is overwhelmed, killed, eaten, and the bare skeleton
+only remains.
+
+They seem to travel night and day. Many a time have I been awakened out
+of a sleep, and obliged to rush from the hut and into the water to save
+my life, and after all suffered intolerable agony from the bites of the
+advance-guard, that had got into my clothes.
+
+When they enter a house they clear it of all living things. Cockroaches
+are devoured in an instant. Rats and mice spring round the room in vain.
+An overwhelming force of ants kill a strong rat in less than a minute,
+in spite of the most frantic struggles, and in less than another minute
+its bones are stripped. Every living thing in the house is devoured.
+
+They will not touch vegetable matter. Thus they are in reality very
+useful, as well as dangerous, to the natives, who have their huts
+cleaned of all the abounding vermin, such as immense cockroaches and
+centipedes, at least several times a year.
+
+When on their march the insect world flies before them, and I have often
+had the approach of an ant-army heralded to me by this means. Wherever
+they go they make a clean sweep, even ascending to the tops of the
+highest trees in pursuit of their prey.
+
+Their manner of attack is an impetuous leap. Instantly the strong
+pincers are fastened, and they let go only when the piece gives way.
+
+At such times this little animal seems animated by a kind of fury which
+causes it to disregard entirely its own safety, and to seek only the
+conquest of its prey. The bite of these ants is very painful.
+
+The natives relate that in former times it was the custom to expose
+criminals in the path of these ants, as the most cruel way that was
+known of putting them to death.
+
+
+ * * * * *
+
+
+Directions for Reading.--Name the _emphatic words_ in the last
+paragraph of the lesson, and mark the _inflections_.
+
+In determining upon the _emphasis_ to be given to the words of a
+sentence, the only guide we have to follow is the _meaning_. We must
+ask ourselves, "Which, words are of special importance to the meaning?"
+
+
+ * * * * *
+
+
+Language Lesson.--Change each of the sentences given below to
+_statements_, expressing as nearly as possible the same meaning.
+
+ "What troubles you to-day?"
+
+ "Tell me at once what the matter is!"
+
+ "Let us shout for Meccatina, and its mountains bare and brown!"
+
+Model.--"What is your name?" changed to the form of a _statement_,
+becomes--"I wish you to tell me your name."
+
+Let pupils write four _questions_, and then change them to
+_statements_, expressing as nearly as possible the same meaning.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXV.
+
+
+plun'dered, _stripped of their goods by force_.
+
+surge, _a rolling swell of water; billows_.
+
+verge, _extreme side or edge_.
+
+sheer, _straight up and down_.
+
+frag'ments, _pieces; small portions_.
+
+vis'ion _scene; imaginary picture_.
+
+a byss', _chasm; deep space_.
+
+phan'tom, _ghost; airy spirit_.
+
+
+ * * * * *
+
+
+
+
+THE LEAP OF ROUSHAN BEG.
+
+
+ Mounted on Kyrat strong and fleet,
+ His chestnut steed with four white feet,
+ Roushan Beg, called Kurroglou,
+ Son of the road and bandit chief,
+ Seeking refuge and relief,
+ Up the mountain pathway flew.
+
+ Such was Kyrat's wondrous speed,
+ Never yet could any steed
+ Reach the dust-cloud in his course.
+ More than maiden, more than wife,
+ More than gold, and next to life,
+ Roushan the Robber loved his horse.
+
+ In the land that lies beyond
+ Erzeroum and Trebizond,
+ Garden-girt his fortress stood.
+ Plundered khan, or caravan
+ Journeying north from Koordistan,
+ Gave him wealth and wine and food.
+
+ Seven hundred and fourscore
+ Men at arms his livery wore,
+ Did his bidding night and day.
+ Now, through regions all unknown,
+ He was wandering, lost, alone,
+ Seeking without guide his way.
+
+ Suddenly the pathway ends,
+ Sheer the precipice descends,
+ Loud the torrent roars unseen;
+ Thirty feet from side to side
+ Yawns the chasm; on air must ride
+ He who crosses this ravine.
+
+ Following close in his pursuit,
+ At the precipice's foot,
+ Reyhan the Arab of Orfah
+ Halted with his hundred men,
+ Shouting upward from the glen,
+ "La Illah'illa Allah'!"
+
+ Gently Roushan Beg caressed
+ Kyrat's forehead, neck, and breast;
+ Kissed him upon both his eyes;
+ Sang to him in his wild way,
+ As upon the topmost spray
+ Sings a bird before it flies.
+
+ "O my Kyrat, O my steed,
+ Round and slender as a reed,
+ Carry me this peril through!
+ Satin housings shall be thine,
+ Shoes of gold, O Kyrat mine,
+ O thou soul of Kurroglou!
+
+ "Soft thy skin as silken skein,
+ Soft as woman's hair thy mane,
+ Tender are thine eyes and true;
+ All thy hoofs like ivory shine,
+ Polished bright; O, life of mine,
+ Leap and rescue Kurroglou!"
+
+ Kyrat, then, the strong and fleet,
+ Drew together his four white feet,
+ Paused a moment on the verge,
+ Measured with his eye the space,
+ And into the air's embrace
+ Leaped as leaps the ocean surge.
+
+ As the ocean surge o'er sand
+ Bears a swimmer safe to land,
+ Kyrat safe his rider bore;
+ Rattling down the deep abyss,
+ Fragments of the precipice
+ Rolled like pebbles on a shore.
+
+ Roushan's tassled cap of red
+ Trembled not upon his head,
+ Careless sat he and upright;
+ Neither hand nor bridle shook,
+ Nor his head he turned to look,
+ As he galloped out of sight.
+
+ Flash of harness in the air,
+ Seen a moment, like the glare
+ Of a sword drawn from its sheath;
+ Thus the phantom horseman passed,
+ And the shadow that he cast
+ Leaped the cataract underneath.
+
+ Reyhan the Arab held his breath
+ While this vision of life and death
+ Passed above him. "Allahu!"
+ Cried he. "In all Koordistan
+ Lives there not so brave a man
+ As this Robber Kurroglou!"
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils point out where changes in tone of
+voice occur in reading this lesson.
+
+What lines in the last two stanzas are to be joined in reading?
+
+Keep the lungs sufficiently full of air to avoid stopping to breathe at
+such places as would injure the sense.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils select a subject, and then make out an
+_analysis_ to use in treating it.
+
+
+ * * * * *
+
+
+
+
+LESSON LXXVI
+
+
+mu se'um, _a place where curiosities are exhibited_.
+
+ban'daged, _bound with strips of cloth_.
+
+dy'nas ties, _governments; families of kings_.
+
+ex plored', _searched; examined_.
+
+pop'u lat ed, _peopled; filled with people_.
+
+gen era' tions, _succession of families or peoples_.
+
+e rect'ed, _raised; built_.
+
+cal'cu lat ed, _estimated_.
+
+flour'ished, _prospered; thrived_.
+
+
+ * * * * *
+
+
+
+
+EGYPT AND ITS RUINS.
+
+PART I.
+
+
+Egypt embraces that part of Africa occupied by the valley of the River
+Nile. For many centuries, it was a thickly populated country, and at one
+time possessed great influence and wealth, and had reached an advanced
+state of civilization.
+
+The history of Egypt extends through a period of about six thousand
+years. During this time great cities were built which flourished for
+hundreds of years.
+
+Owing to wars and changes of government many of these cities were
+destroyed, and nothing of them now remains but massive and extensive
+ruins.
+
+Pyramids were built, obelisks erected, canals projected, and many other
+vast enterprises were carried out.
+
+Remains of these are to be seen to-day, some in ruins, some fairly
+preserved, and, altogether, they give present generations an idea of the
+wealth and power of the different dynasties under which they were built.
+
+[Illustration]
+
+Not far from Cairo, which is now the principal city of Egypt, are the
+famous pyramids. These are of such immense proportions, that from a
+distance their tops seem to reach the clouds.
+
+They are constructed of blocks of stone. Some of these blocks are of
+great size, and how the builders ever put them into their places, is a
+question we can not answer.
+
+It is supposed that the construction of one of these pyramids required
+more than twenty years' labor from thousands of men.
+
+The largest pyramid is four hundred and sixty-one feet high, seven
+hundred and forty-six feet long at the base, and covers more than twelve
+acres of ground. In all, sixty-seven of these pyramids have been
+discovered and explored.
+
+They are the tombs in which the ancient kings and their families were
+buried. In the interior of these pyramids, many chambers were
+constructed to contain their stone coffins.
+
+It has been calculated that one of the principal pyramids could contain
+three thousand seven hundred rooms of large size.
+
+The bodies of those who were buried in the pyramids were preserved from
+decay by a secret process, known only to the priests.
+
+[Illustration]
+
+After the bodies were prepared, they were wrapped in bands of fine
+linen, and on the inside of these was spread a peculiar kind of gum.
+There were sometimes a thousand yards of these bands on a single body.
+
+After they were thus prepared, a soft substance was placed around the
+bandaged body. This covering, when it hardened, kept the body in a
+complete state of preservation.
+
+[Illustration]
+
+These coverings are now called mummy-cases, and the bodies they inclose,
+mummies.
+
+These bodies were finally placed, in huge stone coffins, many of which
+were covered with curious carvings.
+
+Some of these mummies have been found, that are said to be over three
+thousand years old. However, when the wrappings are removed from them,
+many of the bodies have been so well preserved, as to exhibit the
+appearance of the features as in life.
+
+Large numbers of these mummies have been carried to other countries and
+placed on exhibition in museums.
+
+Among the mummies brought to this country, are some of the best
+specimens which have yet been discovered.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils mark the _inflection_ and point out
+_emphatic words_ in the first two paragraphs of the lesson.
+
+Show positions of the _rhetorical pauses_ in the first paragraph on
+page 363.[20]
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils review, as a written exercise, the
+spelling of the following words.
+
+
+ receding principal rubbish punctual
+ precipice council orphan microscope
+ justice civilized threshold muscles
+ precious merchandise especially traveler
+ physician recognize anecdote marvelous
+ sufficient apologize character benefited
+ vicious poisonous tremendous intelligent
+
+
+Let pupils select a subject and make out an _analysis_ for its
+treatment.
+
+Each point in the _analysis_ will require a separate paragraph
+for its treatment.
+
+Be careful to use capital letters and marks of punctuation correctly.
+
+
+[20] Paragraph beginning, "Remains of these are to be seen to-day...."
+
+
+ * * * * *
+
+
+
+
+LESSON LXXVII.
+
+
+de vic'es, _curious marks or shapes_.
+
+in scrip'tion, _any thing cut or written on a solid substance_.
+
+trans lat'ing, _expressing in another language_.
+
+mem'o ra ble, _worthy of being remembered_.
+
+spec'i mens, _small portions of things_.
+
+in ge nu'i ty, _skill in inventing_.
+
+tour'ists, _travelers; sight-seers_.
+
+ded'i cat ed, _set apart for a special purpose_.
+
+cer'e mo nies, _forms; special customs_.
+
+site, _the place where any thing is fixed_.
+
+mon'o lith, _a column consisting of a single stone_.
+
+o rig'i nal ly, _in the first place_.
+
+
+ * * * * *
+
+
+
+
+EGYPT AND ITS RUINS.
+
+PART II.
+
+
+The ancient Egyptians erected many obelisks in various parts of their
+country. These were monuments made from single pieces of hard stone, and
+in some cases reached a height of more than a hundred feet.
+
+They were placed before gateways leading to the principal temples and
+palaces, and were covered with curious carvings in the stone, which
+represented the language of the people at that time.
+
+It thus appears that their written language was not composed of letters
+and words alone, like our own; but that they used pictures of animals,
+including birds, human figures, and other devices of a singular nature,
+to express their thoughts and ideas.
+
+Until the year 1799, it was impossible for the scholars of modern
+nations to read this strange language. In that year, however, a stone
+tablet was discovered by a French engineer, containing an inscription
+written in three languages.
+
+One of these was in the characters of the ancient Egyptian and another
+in those of the Greek. Upon translating the Greek writing, it was
+discovered to be a copy of the inscription in the Egyptian language.
+
+By comparing the words of these inscriptions with many others, the
+formation of this peculiar language was ascertained. It was then learned
+that the inscriptions on these obelisks were the records of memorable
+events, and the heroic deeds of their kings and heroes.
+
+Many of these obelisks have been taken from their positions in Egypt and
+transported with great labor to other countries. Nearly two thousand
+years ago the Roman emperors began to carry them to the city of Rome.
+Altogether, nearly fifty of these remarkable monuments were taken away
+and set up in that city. They were then, as now, regarded as curious
+examples of the ingenuity of the ancients who first made them.
+
+[Illustration: The Obelisk in Central Park, New York, and as it appeared
+in Egypt.]
+
+In later years, specimens were taken to Paris and London, and more
+recently one was brought to America, and set up in the Central Park, New
+York City.
+
+This one belongs to the largest class, being nearly seventy feet high
+and about eight feet square at the base.
+
+The accompanying cut shows the position of this obelisk as it appeared
+when standing near the city of Alexandria, Egypt.
+
+The difficulty of transporting one of these huge stone columns is so
+great, that for a long time it was thought impossible to remove it from
+Egypt to this country.
+
+In their large cities, the Egyptians built massive temples which were
+dedicated to religious ceremonies. Some of them, although now in ruins,
+are considered to be among the most remarkable productions of the
+ancients.
+
+Tourists who nowadays sail up the River Nile and visit the site of the
+city of Thebes, the ancient capital of Egypt, are struck with amazement
+at the vast ruins surrounding them.
+
+On the eastern side of the Nile lies what is left of the temple of
+Karnak.
+
+Imagine a long line of courts, gateways, and halls; here and there an
+obelisk rising above the ruins, and shutting off the view of the forest
+of columns!
+
+This mass of ruins, some lying in huge heaps of stone, others perfect
+and pointed as when they were first built, is approached on every side
+by avenues and gateways of colossal grandeur.
+
+The temple originally covered an area of two hundred and seventy acres,
+inclosed within a wall of brick. Parts of this wall are still visible,
+while the rest lies crumbled and broken.
+
+It is difficult to realize the grand appearance of the thirty rows of
+stone columns standing within the wall. Some of them that are still
+perfect, are capped with enormous monolith capitals, and it is said that
+one hundred men could stand on one of them without crowding.
+
+The hall itself is four hundred and twenty-two feet long by one hundred
+and sixty-five feet broad. The stones of the ceiling are supported by
+one hundred and thirty-four columns, which are still standing, and of
+which the largest measures ten feet in diameter, and more than
+seventy-two feet in height. They are covered with carvings and
+paintings whose colors are still bright, even after a lapse of forty
+centuries.
+
+Gazing on what he sees around, the traveler becomes lost in an effort to
+form some idea of the grandeur and vastness of the original.
+
+
+ * * * * *
+
+
+Directions for Reading.--Let pupils read one or more of the paragraphs
+in a whisper, so as to improve _articulation_.
+
+Mark _rhetorical pauses_ in the last paragraph of the lesson.
+
+Name _emphatic words_ in the same paragraph, and state whether the
+_rhetorical pauses _occur before or after these words.
+
+
+ * * * * *
+
+
+Language Lesson.--Let pupils write _statements_, each containing one
+of the following words, used in such a manner as to show its proper
+meaning: _haul, hall; site, sight; piece, peace; our, hour; sum,
+some_.
+
+Rules for the Analysis of a Subject.--Select such points as are
+necessary to make the treatment of the subject complete.
+
+Add such points as will increase the interest felt in the subject.
+
+Arrange the points in a natural and easy order.
+
+Note.--In treating an historical subject, it is necessary to arrange
+the points in the order in which they occurred. In description, it is
+best to adopt some plan of treatment, and arrange the points according
+to the plan decided upon.
+
+
+ * * * * *
+
+
+
+
+DEFINITIONS
+
+OF NEW WORDS USED IN THIS BOOK, THAT DO NOT APPEAR
+AT THE HEADS OF THE LESSONS.
+
+
+_A_
+
+a board', _on board of_.
+ac cept', _take; receive_.
+ac'ci dents, _effects; unusual results_.
+ac cord'ing ly, _agreeably to a plan_.
+ac count', _statement of facts; bill_.
+ad mit'tance, _permission to enter; entrance_.
+ad vice', _opinion worthy to be followed; counsel_.
+af ford', _give; produce_.
+a'gen cy, _office of an agent; action_.
+aid, _help; assistance_.
+al to geth'er, _with united action;
+ completely_.
+a mid', _in the midst of; surrounded by_.
+anxi' e ty (ang zi'e ty), _concern respecting some future event_.
+ap plause', _praise_.
+ap ply', _suit; agree_.
+arch'es, _places made of stone, brick, etc_.
+art, _skill_.
+a shamed', _affected by a feeling of shame_.
+as sist'ing, _helping; aiding_.
+as sure', _tell truly; make sure or certain_.
+at tempt', _try; make an effort_.
+at ten'tion, _care; notice_.
+av'e nues, _broad streets; openings_.
+a wait'ed, _waited for_.
+a ware', _informed_.
+awk'ward, _clumsy; ungraceful_.
+ay, _yes_.
+
+
+_B_
+
+bade, _said_.
+ban'dit, _robber_.
+ban'ner, _flag_.
+base, _lower part_.
+bid'ding, _command; order_.
+bil'lows, _large waves_.
+bon'ny, _handsome; beautiful_.
+bor'row, _to receive from another with the intention of returning_.
+bore, _carried_.
+bor'ders, _edges; outer parts_.
+braced, _took a firm stand_.
+braid'ed, _woven or twined together_
+brick, _a body made of clay and water and hardened by fire_.
+bri'er, _a prickly plant or shrub_.
+brig, _a vessel with two masts, square-rigged_.
+brill'iant, _splendid; shining_.
+brim'ming, _full; nearly overflowing_.
+bris'tling, _standing erect_.
+bul'let, _small ball of lead_.
+bur'den, _that which is carried_.
+but'ter fly, _a winged insect of many colors_.
+
+
+_C_
+
+cack'ling, _sharp and broken in sounds_.
+ca nals', _water-courses made by man_.
+ca'per ing, _playing; dancing_.
+capped, _covered over at the top_.
+cap tiv'ity, _state of being a prisoner_.
+car'go, _burden; load_.
+cas'ters, _rollers or small wheels_.
+ceil'ing, _the upper surface of a room_.
+cen'ter, _the middle point of any thing_.
+cen'ti pedes, _a kind of insect having a great number of feet_.
+cent'u ry, _one hundred years_.
+chan'nel, _the regular course of a river_.
+cheat'ed, _taken unfair advantage of; robbed_.
+chose, _wished; desired_.
+cin'ders, _small pieces of coal or wood partly burned_.
+cir'cu lar, _round; shaped like a circle_.
+cli'mate, _state or condition of the air as regards heat, cold,
+ and moisture_.
+clink, _sharp ringing sound_.
+clum'sy, _awkward; ungraceful_.
+clus'ter, _number of things of the same kind growing together_.
+cock'roach es, _insects with long, flattish bodies_.
+cof'fins, _cases in which dead bodies are placed_.
+coin, _piece of stamped metal used for money_.
+col'umn, _a dark cloud of regular shape; a shaft of stone_.
+com mand'ed, _had charge of; ordered_.
+com plaint', _expression of anger_.
+com plete', _entire; perfect_.
+con clude', _make up one's mind_.
+con'duct, _manner of action_.
+con fined', _kept within limits_.
+con nect'ed, _joined_.
+con'quered, _subdued; overcome_.
+con'quest, _act of taking by force_.
+con sid'er a bly, _in a manner worthy of notice_.
+con sid'er ing, _thinking; regarding_.
+con'stant ly, _all the time_.
+con'tact, _touching; meeting_.
+con tained', _held_.
+con'ti nent, _a great extent of land unbroken by water_.
+con tin'u ally, _all the time_.
+con verse', _talk_.
+cour' age, _boldness_.
+cow'ard, _one who lacks courage_.
+crack'ling, _sharp noises_.
+creek, _a small river or brook; a bay_.
+crew (kru), _the sailors who man a ship_.
+croak'ing, _making a hoarse noise_.
+crook'ed, _not straight_.
+crop, _what grows in a season_.
+cured, _made well_.
+cu ri os'i ty, _eager desire to find out something_.
+cur'rent, _motion of a river_.
+cus'tom, _way of acting; habit_.
+cut'ter, _small boat used by ships of war_.
+
+
+_D_
+
+dames, _women_.
+debt, _that which is owed_.
+de'cent, _fit; suitable_.
+de clare', _say with firmness_.
+deed, _act; that which is done_.
+de fence', _protection_.
+dense, _thick; close_.
+de scrip'tion, _an account_.
+de sert'ed, _left; given up_.
+de struc'tion, _ruin_.
+de ter'mine, _decided; resolved_.
+di'et, _what is eaten or drunk_.
+di rect'ly, _instantly; immediately_.
+dis ap point'ed, _grieved; filled with regret_.
+dis as'ters, _unfortunate events_.
+dis ease', _illness; sickness_.
+dis hon'est, _not honest; faithless_.
+dis miss' ing, _putting or sending away_.
+dis o beyed', _went contrary to orders_.
+dis pose', _sell; part with_.
+dis re gard', _lose sight of_.
+dis'trict, _part of a country; region_.
+di vide', _separate into equal shares or parts_.
+dome, _very high and broad roof_.
+drag, _pull; draw_.
+drays, _kinds of carts_.
+dread'ful, _full of terror_.
+drift, _borne along by the current of a river_.
+driz'zling, _falling in very small drops_.
+drowned, _deprived of life by water_.
+duck'ing, _plunging into water_.
+
+
+_E_
+
+earth'quake, _a shaking or trembling of the earth_.
+ech'oes, _is heard_.
+ef fects', _results_.
+ef'fort (furt), _struggle; attempt_.
+em brace', _clasp; grasp_.
+em'pire, _the country of an emperor_.
+en'e my, _one who hates another_.
+en gaged', _occupied; taken_.
+en'gines, _machines used for applying force_.
+en raged', _made very angry_.
+en tire', _whole_.
+ere, _before_.
+er'rand, _short journeys on business_.
+ex am'ple, _a pattern; a copy_.
+ex'cel lent (ek), _very good_.
+ex cep'tion, _that which is left out or omitted_.
+ex cite'ment, _intense feeling_.
+ex cla ma'tion, _a cry; that which is cried out_.
+ex'er cise, _bodily exertion_.
+ex hi bi'tion, _show; display_.
+ex pla na'tion, _that which makes clear_.
+ex ten'sive ly, _widely; largely_.
+ex'tra, _more than usual_.
+
+
+_F_
+
+fac'to ries, _places where things are made_.
+fare well', _good-by_.
+fa'vors, _kind acts_.
+fear'less ly, _without fear_.
+feast, _a joyous meal_.
+feat, _a difficult act_.
+fee'ble, _weak; sickly_.
+fer'ry, _a place to cross a river_.
+fig'ured, _ornamented with marks_.
+file, _a row of soldiers ranged behind one another_.
+flanks, _the fleshy parts of the sides of animals_.
+flee, _to run away_.
+flood, _great flow of water_.
+flour, _ground wheat_.
+flu'id, _water, or any liquid_.
+foot'men, _male servants_.
+for ma'tions, _things of certain shape or form_.
+for'tress, _a fort; a castle_.
+fort'une, _chance; luck_.
+frol'ic some, _merry; playful_.
+fu'el, _material for fire_.
+
+
+_G_
+
+gal'lop, _a rapid movement, as of horses_.
+gar'ret, _the upper room of a house_.
+gems, _precious stones_.
+gen'eral ly, _usually; commonly_.
+gleam'ing, _shining brightly_.
+glee, _joy; happiness_.
+glim'mer, _a faint light_.
+glis'ten ing, _sparkling; shining_.
+globe, _the earth; a round body_.
+glo'ri ous, _grand; splendid_.
+glos'sy, _smooth; shining_.
+gor'ges, _narrow passages_.
+gos'sip, _foolish talk_.
+gov'ern ment, _the power that controls a people_.
+grand, _large; imposing_.
+grum'bled, _complained; found fault with_.
+guard, _that which protects_.
+guests, _visitors_.
+gur'gling, _flowing in a noisy current_.
+
+
+_H_
+
+hatch, _the cover for an opening in a vessel's deck_.
+heath, _a meadow; cheerless tract of country_.
+hedg'es, _thickets of bushes_.
+hemmed, _shut in; surrounded_.
+hence forth', _hereafter_.
+he'ro, _a brave man_.
+high'way, _a public road_.
+hint, _something intended to give notice_.
+hitched, _tied; fastened_.
+hith'er, _in this direction_.
+hogs'head, _a large cask_.
+hoot'ing, _crying; shouting_.
+hor'ri ble, _dreadful; terrible_.
+howl'ing, _crying like a dog or wolf_.
+hub'bub, _a great noise; uproar_.
+husk, _the outside covering of certain fruits_.
+hust'le, _shake; push roughly_.
+
+
+_I_
+
+i de'a, _thought_.
+ill'-nat ured, _cross; bad-tempered_.
+im ag'ine, _think; consider_.
+im me'di ate ly, _without delay_.
+im pos'si ble, _not possible_.
+in de pend'ence, _the state of being free_.
+in for ma'tion, _news; knowledge_.
+in formed', _told; gave notice of_.
+in hab'i tants, _persons living in a place_.
+in'jured, _hurt; harmed_.
+in'stant ly, _at once; without loss of time_.
+in tent', _eager; anxious_.
+in vi ta'tions, _requests for one's company_.
+is'sue, _come forth; flow out_.
+
+
+_J_
+
+jag'ged, _having sharp points_.
+jew'els (ju'els), _precious stones_.
+jin'gling, _giving forth fine, sharp sounds_.
+
+
+_K_
+
+kern'el, _the eatable part of a nut; a little grain or corn_.
+
+
+_L_
+
+la'bor, _work; toil_.
+lapse, _passing away_.
+las'sie, _a young girl; a lass_.
+lat'ter, _last-named; nearer_.
+launched, _put into the water_
+laws, _rules of action_.
+leath'er, _the skins of animals prepared for use_.
+ledge, _shelf of rocks_.
+lee'ward, _that part toward which the wind blows_.
+leop'ard, _a large animal of the cat kind_.
+lest, _for fear that_.
+lev'el, _smooth and flat; of equal height_.
+lin'ing, _inside covering_.
+lint, _linen scraped into a soft substance_.
+liq'uid, _any fluid, like water_.
+lisp'ing ly, _with a lisp_.
+liv'er y, _a peculiar dress_.
+load'stone, _a kind of magnetic ore_.
+loft'y, _very high_.
+low'ered, _let down_.
+lub'ber, _a heavy, clumsy fellow_.
+luck'y, _fortunate; meeting with good success_.
+lum'ber, _timber sawed or split for use; boards_.
+
+
+_M_
+
+main'ly, _mostly; chiefly_.
+mam'moth, _of great size_.
+man'aged, _controlled; brought to do one's wishes_.
+mane, _the long hair on a horse's neck_.
+man'tel, _a narrow shelf over a fire-place, with its support_.
+mar'gin, _edge; border_.
+mark'et, _a place where things are sold_.
+mark'ings, _marks; stamped places_.
+mean'time, _during the interval; meanwhile_.
+mel'low ing, _ripening; growing soft_.
+melt'ed, _changed to a liquid form by the action of heat_.
+mem'o ry, _the power of recalling past events_.
+mer'chants, _those who buy goods to sell again_.
+mil'i ta ry, _belonging to soldiers, to arms, or to war_.
+mis'er y, _great unhappiness; extreme pain_.
+mod'ern, _of recent date; belonging to the present time_.
+mon'ster, _something of unusual size, shape, or quality_.
+mon'u ments, _those things which stand to remind us of the past_.
+mound, _a small hill, natural or artificial_.
+mo'tion, _movement; change of position_.
+must'y, _spoiled by age; of a sour smell_.
+
+
+_N_
+
+neigh'bor, _a person who lives near one_.
+nerved, _strengthened; supplied with force_.
+night'-mare, _an unpleasant sensation during sleep_.
+nim'bly, _actively; in a nimble manner_.
+
+
+_O_
+
+o be'di ence, _willingness to submit to commands_.
+o bliged', _forced; compelled_.
+oc'cu pied, _taken possession of; employed_.
+of'fi cer, _one who holds an office_.
+off'ing, _a part of the sea at a distance from the shore_.
+om'ni bus es, _large, four-wheeled carriages_.
+on'ion (un'yun), _a root much used for food_.
+out'posts, _advanced stations, as of an army_.
+o ver come', _affected; overpowered by force_.
+
+
+_P_
+
+pace, _rate of movement_.
+pal'ace, _a splendid dwelling, as of a king_.
+par take', _share; take part in_.
+patch, _small piece of any thing, as of ground_.
+paus'es, _short stops; rests_.
+pave'ments, _coverings for streets, of stone or solid materials_.
+peb'bles, _small, roundish stones, worn by the action of water_.
+per cus'sion, _requiring to be struck; the act of striking_.
+per'fume, _scent or odor of sweet-smelling substances_.
+pe'ri od, _portion of time; an interval_.
+per'ished, _died; were destroyed_.
+per mis'sion, _the act of allowing; consent_.
+pic'nick ing, _having an outdoor party_.
+pier, _a landing-place for vessels_.
+pierce, _force a way into or through an object_.
+pil'lars, _columns; huge masses_.
+pin'cers, _jaws; pinchers_.
+pit'e ous, _fitted to excite pity; sorrowful_.
+pit'falls, _pits slightly covered for concealment_.
+plan ta'tions, _farms of great extent_.
+plots, _small pieces of ground, as garden plots_.
+plucked, _pulled out or off_.
+plunged, _dove; fell_.
+po'et, _a maker of verses_.
+pol'ished, _made bright and smooth by rubbing_.
+po lite', _obliging; pleasant in manner_.
+por'tion, _a part; that which is divided off_.
+prat'tling, _childish; talking like a child_.
+preach'ing, _speaking in public upon a religious subject_.
+pres'ent ly, _soon; in a short time_.
+prey, _any thing taken by force from an enemy_.
+pri'vate, _not publicly known; peculiar to one's self_.
+pro ces'sion, _regular movement, as of soldiers_.
+prod'ucts, _fruits; that which is brought forth_.
+proved, _turned out; showed the truth of_.
+pro vid'ed, _furnished; supplied with necessary articles_.
+puff'ing, _swelling with air; blowing in short, sudden whiffs_.
+pure, _clear; free from other matter_.
+
+
+_Q_
+
+quilt'ed, _stitched together with some soft substance between_.
+quo ta'tions, _portions of writings_.
+
+
+_R_
+
+range, _reach, as of a gun_.
+ranks, _regular rows or lines, as of soldiers_.
+ray, _light; a line of light or heat proceeding from a certain point_.
+read'i ly, _without trouble or difficulty; easily_.
+reap, _gather by cutting, as a harvest_.
+re call'ing, _thinking of; bringing back to mind_.
+re con sid'er, _think of again; change one's mind_.
+rec'ords, _stories; descriptions of events_.
+re gard'ed, _considered; looked at earnestly_.
+re late', _tell_.
+re lig'ious, _relating to religion_.
+re main'der, _the rest; what is left_.
+re mind', _call attention to for a second time_.
+re moved', _moved away; took off_.
+rent'ed, _gave possession of for pay_.
+re paired', _mended_.
+re placed', _put in place of another_.
+rep re sent', _picture; tell about in an effective manner_.
+re quire', _need; demand_.
+re sist', _stand against; oppose with force_.
+re spect', _regard_.
+re tire', _withdraw; turn back_.
+re volv'er, _a fire-arm with several chambers or barrels_.
+rid, _free_.
+ridg'es, _a long range of hills; steep places_.
+ri'fle, _a gun having the inside of the barrel grooved_.
+rind, _the outside coat, as of fruit_.
+risk, _danger; peril_.
+riv'u let, _a small river or brook_.
+rob'ber, _one who commits a robbery_.
+ro man'tic, _strange and interesting, as a romantic story_.
+rouse, _awake; excite_.
+ru'in, _that change of any thing which destroys it_.
+rust'y, _covered with rust on account of long disuse_.
+
+
+_S_
+
+sake, _purpose; reason_.
+sap, _the juice of plants_.
+sat'in, _a glossy cloth made of silk_.
+scene, _picture; view_.
+schol'ars, _men of learning; those who attend school_.
+scorch'ing, _burning slightly; affecting by heat_.
+scoured, _made clean and bright_.
+scram'bled, _moved with difficulty_.
+scum, _that which rises to the surface; worthless matter_.
+se'ri ous, _severe; sad in appearance_.
+serv'ice, _duty, as of a soldier_.
+se vere', _violent; hard_.
+shab'by, _worn to rags; poor in appearance_.
+shag'gy, _rough_.
+shal'lows, _places where the water is not deep_.
+shat'tered, _broken; broken at once into many pieces_.
+sheath, _a covering for a sword_.
+shep'herd, _one who has the care of sheep_.
+shield, _a broad piece of armor carried on the arm_.
+shock, _a sudden striking against_.
+shriek, _a sharp, shrill cry on account of surprise or pain_.
+siege, _a closing in on all sides of a fortified place_.
+sighs, _stifled groans; long breaths_.
+skein, _a number of threads of silk or yarn_.
+skel'e ton, _bony frame-work of the body_.
+skull, _the bony case which encloses the brain_.
+sleet, _frozen mist_.
+slopes, _declines by degrees_.
+slum'ber, _sleep_.
+sly'ness, _cunning; artfulness_.
+smites, _strikes, as with a weapon_.
+snort'ing, _forcing the air through the nose with a loud noise_.
+soaked, _moistened throughout_.
+soar, _fly high_.
+sought (sawt), _tried; went in search of_.
+spared, _saved from death or punishment_.
+splut'ter ing, _boiling noisily; speaking hastily_.
+spout, _run out with force_.
+sprained, _injured by straining_.
+spurred, _urged; encouraged_.
+stale, _not new; not fresh_.
+stee'ples, _high towers ending in a point_.
+stern, _hind part of a boat_.
+stock, _supply on hand_.
+stout, _large; broad_.
+strain'ing, _exerting to the utmost_.
+strict, _severe; exact_.
+stub'by, _short and thick_.
+sub'stan ces, _bodies; matters_.
+suc ceed'ed, _obtained the object desired_.
+suf'fered, _felt pain_.
+sul'try, _very hot; burning_.
+sup port', _prop; pillar_.
+sus pect'ed, _thought; considered quite probable_.
+sus pi'cious, _indicating fear; inclined to suspect_.
+
+
+_T_
+
+tab'let, _a flat piece of stone_.
+tac'tics, _disciplined movements_.
+tem'per, _way of acting_.
+tem'ple, _a place for worship_.
+ten'drils, _tender branches of plants_.
+ter'ri fied, _filled with fear_.
+ter'ri to ry, _a large tract of land_.
+ter'ror, _fear; dread_.
+thieves _persons who steal_.
+thirst, _strong desire for drink_.
+thith'er, _to that place_.
+thorns, _woody points on some trees and shrubs_.
+thor'ough, _complete; perfect_.
+thread'bare, _worn out_.
+thrives, _prospers; flourishes_.
+till'er, _the bar used to turn the rudder of a boat_.
+ti'tle, _a name_.
+tor'rid, _violently hot_.
+trace, _mark; appearance_.
+tract, _a region_.
+treb'les, _the higher parts in music_.
+trick'led, _flowed in drops_.
+trop'ic al, _belonging to the tropics_.
+tuft, _a cluster or bunch_.
+tun'nels, _passages; openings_.
+twinge, _a sudden, sharp pain_.
+twink'ling, _a quick movement_.
+twit'ter ing, _a trembling noise_.
+
+
+_U_
+
+uncom'forta ble, _causing uneasiness; not pleasant_.
+un der neath', _below; beneath_.
+un der take', _attempt_.
+un ea'si ness, _want of ease_.
+un grate'ful, _not thankful_.
+u nit'ed, _joined; combined_.
+un man'ly, _not worthy of a man_.
+un ru'ly, _not submissive_.
+un scarred', _not marked_.
+urg'ing, _encouraging_.
+ut'most, _to the furthest point_.
+
+
+_V_
+
+val'u a ble, _of great value_.
+vel'vet, _a soft material woven from silk_.
+ver'min, _little animals or insects_.
+vic'tims, _persons destroyed in pursuit of an object_.
+vic'tor, _one who conquers_.
+vi'o lence, _force; power_.
+virt'u ous, _inclined to do right_.
+
+
+_W_
+
+wa'ges, _what is paid for services_.
+wa'ter break (breakwater), _that which breaks the force of water_.
+weap'on, _any thing to be used against an enemy_.
+whence, _from which or what place_.
+whiff, _a quick puff of air_.
+whith'er, _to what place_.
+wig, _a covering for the head, made of hair_.
+wine, _a liquor made from grapes_.
+wits, _powers of the mind_.
+wrig'gled, _moved or twisted_.
+wrung, _distressed; twisted about_.
+
+
+_Y_
+
+yawns, _opens wide_.
+youth'ful, _young; belonging to early life_.
+
+
+
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