  THE STORY OF CAPTAIN JOHN SMITH. BY JOHN ESTEN COOKE. I. Copyright laws are changing all over the world, be sure to check the copyright laws for your country before posting these files!! Please take a look at the important information in this header. We encourage you to keep this file on your own disk, keeping an electronic path open for the next readers. Do not remove this. **Etexts Readable By Both Humans and By Computers, Since 1971** *These Etexts Prepared By Hundreds of Volunteers and Donations* The New McGuffey Fourth Reader William H. McGuffey, Compiler October, 1998 [Etext #1490] Etext prepared by Dianne Bean, Phoenix, Arizona, using OmniPage Pro scanner software donated by Caere. We are now trying to release all our books one month in advance of the official release dates, for time for better editing. We produce about two million dollars for each hour we work. The fifty hours is one conservative estimate for how long it we take to get any etext selected, entered, proofread, edited, copyright searched and analyzed, the copyright letters written, etc. This projected audience is one hundred million readers. If our value per text is nominally estimated at one dollar then we produce $2 million dollars per hour this year as we release thirty-two text files per month, or 384 more Etexts in 1998 for a total of 1500+ If these reach just 10% of the computerized population, then the total should reach over 150 billion Etexts given away. We need your donations more than ever! For these and other matters, please mail to: When all other email fails try our Executive Director: We would prefer to send you this information by email ftp uiarchive.cso.uiuc.edu login: anonymous password: your@login cd etext/etext90 through /etext96 or cd etext/articles [get suggest gut for more information] dir [to see files] get or mget [to get files. . .set bin for zip files] GET INDEX?00.GUT for a list of books and GET NEW GUT for general information and MGET GUT* for newsletters. ***START**THE SMALL PRINT!**FOR PUBLIC DOMAIN ETEXTS**START*** Why is this "Small Print!" statement here? You know: lawyers. They tell us you might sue us if there is something wrong with your copy of this etext, even if you got it for free from someone other than us, and even if what's wrong is not our fault. So, among other things, this "Small Print!" statement disclaims most of our liability to you. It also tells you how you can distribute copies of this etext if you want to. To create these etexts, the Project expends considerable efforts to identify, transcribe and proofread public domain works. Despite these efforts, the Project's etexts and any medium they may be on may contain "Defects". Among other things, Defects may take the form of incomplete, inaccurate or corrupt data, transcription errors, a copyright or other intellectual property infringement, a defective or damaged disk or other etext medium, a computer virus, or computer codes that damage or cannot be read by your equipment. If you discover a Defect in this etext within 90 days of receiving it, you can receive a refund of the money (if any) you paid for it by sending an explanatory note within that time to the person you received it from. If you received it on a physical medium, you must return it with your note, and such person may choose to alternatively give you a replacement copy. If you received it electronically, such person may choose to alternatively give you a second opportunity to receive it electronically. THIS ETEXT IS OTHERWISE PROVIDED TO YOU "AS-IS". NO OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, ARE MADE TO YOU AS TO THE ETEXT OR ANY MEDIUM IT MAY BE ON, INCLUDING BUT NOT LIMITED TO WARRANTIES OF MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE.INDEMNITY You will indemnify and hold the Project, its directors, officers, members and agents harmless from all liability, cost and expense, including legal fees, that arise directly or indirectly from any of the following that you do or cause: [1] distribution of this etext, [2] alteration, modification, or addition to the etext, or [3] any Defect. [1] Only give exact copies of it. Among other things, this requires that you do not remove, alter or modify the etext or this "small print!" statement. You may however, if you wish, distribute this etext in machine readable binary, compressed, mark-up, or proprietary form, including any form resulting from conversion by word pro- cessing or hypertext software, but only so long as *EITHER*: [*] The etext, when displayed, is clearly readable, and does *not* contain characters other than those intended by the author of the work, although tilde (~), asterisk (*) and underline (_) characters may be used to convey punctuation intended by the author, and additional characters may be used to indicate hypertext links; OR [*] The etext may be readily converted by the reader at no expense into plain ASCII, EBCDIC or equivalent form by the program that displays the etext (as is the case, for instance, with most word processors); OR [*] You provide, or agree to also provide on request at no additional cost, fee or expense, a copy of the etext in its original plain ASCII form (or in EBCDIC or other equivalent proprietary form). [2] Honor the etext refund and replacement provisions of this "Small Print!" statement. *END*THE SMALL PRINT! FOR PUBLIC DOMAIN ETEXTS*Ver.04.29.93*END* Etext prepared by Dianne Bean, Phoenix, Arizona, using OmniPage Pro scanner software donated by Caere. The New McGuffey Fourth Reader, William H. McGuffey, Compiler PREFACEIt is now nearly three quarters of a century since the appearance of the first edition of McGuffey's Readers, compiled by Dr. William H. McGuffey. Revisions have since been made from time to time as the advancement in educational theories and the changes in methods of teaching seemed to demand. No other school text- books have retained the popular favor so long or have exerted so general and so wholesome an influence as has this series of Readers. In preparing the present revision the aim of thie compiler has been to introduce such new matter and methods as the experience and judgment of the best teachers have found most commendable and desirable. He has at the same time endeavored to preserve those essential features which have always distinguished the McGuffey Readers and have so largely contributed to their success. While the majority of the selections are new to the series, care has been taken to maintain the same high literary and ethical standard that has hitherto so distinctly characterized these books. Lessons inculcating kindness, courage, obedience, industry, thrift, true manliness, patriotism, and other duties and obligations form no small portion of the contents. Selections from the masterpieces of English literature include both the older classical productions, without which no school can be complete, and also choice extracts from many of the latest and most popular writers. The Elocutionary Introduction, by Professor F. Townsend Southwick, presents in brief scope the most important rules for oral reading and those principles of the art that are most necessary for the pupils to master. The teacher should, at the very onset, become thoroughly familiar with the subjects here presented, and the pupils should be referred to this discussion of elocutionary principles as often as occasion may require. The more difficult words are defined, and their pronunciation is indicated by diacritical marks. The object of this is to aid the pupil in the ready preparation of the reading lesson, and not to supply merely an exercise in the study of words. Short explanatory notes are given wherever required for a full understanding of the text. It is assumed, however, that the pupils have already a general knowledge of most of the subjects alluded to, or that they have ready access to the more common books of reference, and therefore only occasional notes of this character are necessary. An alphabetical list of the authors of the various selections, together with the brief biographical and critical notes, is given as an appendix to the volume. Acknowledgments are due to Messrs. Little, Brown & Co., Charles Scribner's Sons, the Century Company, and other publishers who generously permitted the use, in this series, of selections from their copyrighted works. The selections from Hawthorne, Longfellow, Whittier, Emerson, and Lucy Larcom are used by special arrangement with and permission of Messrs. Houghton, Mifflin & Co., the authorized publishers of the writings of these authors. CONTENTSYoung Benjamin Franklin — Nathaniel Hawthorne FOURTH READERYOUNG BENJAMIN FRANKLIN.BY NATHANIEL HAWTHORNE.When Benjamin Franklin was a boy he was very fond of fishing; and many of his leisure hours were spent on the margin of the mill pond catching flounders, perch, and eels that came up thither with the tide. The place where Ben and his playmates did most of their fishing was a marshy spot on the outskirts of Boston. On the edge of the water there was a deep bed of clay, in which the boys were forced to stand while they caught their fish. "This is very uncomfortable," said Ben Franklin one day to his comrades, while they were standing in the quagmire. "So it is," said the other boys. "What a pity we have no better place to stand on!" On the dry land, not far from the quagmire, there were at that time a great many large stones that had been brought there to be used in building the foundation of a new house. Ben mounted upon the highest of these stones. "Boys," said he, "I have thought of a plan. You know what a plague it is to have to stand in the quagmire yonder. See, I am bedaubed to the knees, and you are all in the same plight. "Now I propose that we build a wharf. You see these stones? The workmen mean to use them for building a house here. My plan is to take these same stones, carry them to the edge of the water, and build a wharf with them. What say you, lads? Shall we build the wharf?" "Yes, yes," cried the boys; "let's set about it!" It was agreed that they should all be on the spot that evening, and begin their grand public enterprise by moonlight. Accordingly, at the appointed time, the boys met and eagerly began to remove the stones. They worked like a colony of ants, sometimes two or three of them taking hold of one stone; and at last they had carried them all away, and built their little wharf. "Now, boys," cried Ben, when the job was done, "let's give three cheers, and go home to bed. To-morrow we may catch fish at our ease." "Hurrah! hurrah! hurrah!" shouted his comrades, and all scampered off home and to bed, to dream of to-morrow's sport. In the morning the masons came to begin their work. But what was their surprise to find the stones all gone! The master mason, looking carefully on the ground, saw the tracks of many little feet, some with shoes and some barefoot. Following these to the water side, he soon found what had become of the missing building stones. "Ah! I see what the mischief is," said he; "those little rascals who were here yesterday have stolen the stones to build a wharf with. And I must say that they understand their business well." He was so angry that he at once went to make a complaint before the magistrate; and his Honor wrote an order to "take the bodies of Benjamin Franklin, and other evil-disposed persons," who had stolen a heap of stones. If the owner of the stolen property had not been more merciful than the master mason, it might have gone hard with our friend Benjamin and his comrades. But, luckily for them, the gentleman had a respect for Ben's father, and, moreover, was pleased with the spirit of the whole affair. He therefore let the culprits off easily. But the poor boys had to go through another trial, and receive sentence, and suffer punishment, too, from their own fathers. Many a rod was worn to the stump on that unlucky night. As for Ben, he was less afraid of a whipping than of his father's reproof. And, indeed, his father was very much disturbed. "Benjamin, come hither," began Mr. Franklin in his usual stern and weighty tone. The boy approached and stood before his father's chair. "Benjamin," said his father, "what could induce you to take property which did not belong to you?" "Why, father," replied Ben, hanging his head at first, but then lifting his eyes to Mr. Franklin's face, "if it had been merely for my own benefit, I never should have dreamed of it. But I knew that the wharf would be a public convenience. If the owner of the stones should build a house with them, nobody would enjoy any advantage but himself. Now, I made use of them in a way that was for the advantage of many persons." "My son," said Mr. Franklin solemnly, "so far as it was in your power, you have done a greater harm to the public than to the owner of the stones. I do verily believe, Benjamin, that almost all the public and private misery of mankind arises from a neglect of this great truth,—that evil can produce only evil, that good ends must be wrought out by good means." To the end of his life, Ben Franklin never forgot this conversation with his father; and we have reason to suppose, that, in most of his public and private career, he sought to act upon the principles which that good and wise man then taught him. DEFINITIONS:—In defining words, that meaning is given which is appropriate to them in the connection in which they are used. The pupil should look in the dictionary for the meaning of all the others with which he is not perfectly familiar. Quagmire, soft, wet, miry land. Outskirt, borders. Plague, bother, great trouble. Plight, condition. Wharf, a platform on the shore of a harbor, river, or lake, extending some way into the water. Comrades, companions, playfellows. Magistrate, an officer of the law, justice of the peace. Ringleader, the leader of several persons acting together. Culprits, wrong-doers. Solemnly, with great dignity. Induce, lead persuade. Benefit, profit, accomodation. Verily, truly. EXERCISE.—Where is Boston? How long ago did Benjamin Franklin live? Learn all that you can about his life and work, and repeat it to the class at the next recitation. A HARD WORD."P-o po, p-o po, Popo, c-a-t cat, Popocat—Oh dear, what a hard word! Let me see, Po-po-cat-e-petl. I can never pronounce it, I am sure. I wish they would not have such hard names in geography," said George Gould, quite out of patience. "Will you please tell me how to pronounce the name of this mountain, father?" "Why, do you call that a hard word to pronounce, George? I know much harder words than that." "Well, father this is the hardest word I ever saw," replied George. "I wish they had put the name into the volcano, and burned it up." "I know how to pronounce it," said Jane. "It is Po-po' ca-ta'petl." "Po-po' ca-ta'petl," said George, stopping at each syllable. "Well, it is not so very hard, after all; but I wish they would not have any long words, and then one could pronounce them easily enough." "I do not think so," said his father. "Some of the hardest words I have ever seen are the shortest. I know one little word, with only two letters in it, that very few children, or men either, can always speak." "Oh, I suppose it is borne French or German word; isn't it, father?" "No: it is English; and you may think it strange, but it is just as hard to pronounce in one language as another." "Only two letters! What can it be?" cried both the children. "The hardest word," replied their father, "I have ever met with in any language—and I have learned several—is a little word of two letters—N-o, no." "Now you are making fun of us!" cried the children: "that is one of the easiest words in the world." And, to prove that their father was mistaken, they both repeated, "N-o, no; n-o, no," a great many times. "I am not joking in the least. I really think it is the hardest of all words. It may seem easy enough to you to-night, but perhaps you cannot pronounce it to-morrow." "I can always say it, I know I can;" said George with much confidence—"NO! Why, it is as easy to say it as to breathe." "Well, George, I hope you will always find it as easy to pronounce as you think it is now, and that you will be able to speak it when you ought to." In the morning George went bravely to school, a little proud that he could pronounce so hard a word as "Popocatepetl." Not far frown the schoolhouse was a large pond of very deep water, where the boys used to skate and slide when it was frozen over. Now, the night before, Jack Frost had been busy changing the surface of the pond into beautiful crystals of ice; and when the boys went to school in the morning they found the pond as smooth and clear as glass. The day was cold, and they thought that by noon the ice would be strong enough to skate upon. As soon as school was dismissed the boys all ran to the pond,—some to try the ice, and others merely to see it. "Come, George," said William Green; "now we shall have a glorious time sliding." George hesitated, and said he did not believe it was strong enough, for it had been frozen over only one night. "Oh, come on!" said another boy: "I know it is strong enough. I have known it to freeze over in one night, many a time, so it would bear: haven't you, John?" "Yes," answered John Brown: "it did so one night last winter; and it wasn't so cold as it was last night, either." But George still hesitated, for his father had forbidden him to go on the ice without special permission. "I know why George won't go," said John; "he's afraid he might fall down and hurt himself." "Or the ice might crack," said another; "and the noise would frighten him. Perhaps his mother might not like it." "He's a coward, that's the reason he won't come." George could stand this no longer, for he was rather proud of his courage. "I am not afraid," said he; and he ran to the pond, and was the first one on the ice. The boys enjoyed the sport very much, running and sliding, and trying to catch one another on its smooth surface. More boys kept coming on as they saw the sport, and soon all thought of danger was forgotten. Then suddenly there was a loud cry, "The ice has broken! the ice has broken!" And sure enough, three of the boys had broken through, and were struggling in the water; and one of them was George. The teacher had heard the noise, and was coming to call the boys from the ice just as they broke through. He tore some boards from a fence close by, and shoved them out on the ice until they came within reach of the boys in the water. After a while he succeeded in getting the three boys out of the water, but not until they were almost frozen. George's father and mother were very much troubled when he was brought home, and they learned how narrowly he had escaped drowning. But they were so glad to know that. he was safe that they did not ask him any questions until he was warm and comfortable again. But in the evening, when they were all gathered together about the cheerful fire, his father asked him how he came to disobey his positive command. George answered that he did not want to go on the ice, but the boys made him. "How did they make you? Did they take hold of you, and drag you on?" asked his father. "No," said George, "but they all wanted me to go." "When they asked you, why didn't you say 'No'?" "I was going to do so: but they called me a coward, and said I was afraid to go; and I couldn't stand that." "And so," said his father, "you found it easier to disobey me, and run the risk of losing your life, than to say that little word you thought so easy last night. You could not say 'No.'" George now began to see why this little word"No" was so hard to pronounce. It was not because it was so long, or composed of such difficult sounds; but because it often requires so much real courage to say it,—to say "No" when one is tempted to do wrong. After that, whenever George was tempted to do wrong, he remembered his narrow escape from drowning, and the importance of the little word "No." The oftener he said it, the easier it became; and in time he could say it, when necessary, without much effort. DEFINITIONS:—Popocatepetl, a volcano in Mexico (sometimes inaccurately pronounced po po cat' a petl). Prounounce, say distinctly. Syllable, one of the distinct parts of a word. Attracted, drawn. Hesitated, paused. Importance, value. Special, particular. A SONG*BY JAMES WHITCOMB RILEYThere is ever a song somewhere, my dear, There is ever a song somewhere, my dear, There is ever a song somewhere, my dear, * From "Afterwhiles." Copyright, 1887. By permission of the THE JOURNEY OF LIFE.AN ALLEGORY.Once upon a time, a good many years ago, there was a traveler, and he set out upon a journey. It was a magic journey, and was to seem very long when he began it, and very short when he got halfway through. He traveled along a rather dark path for some little time, without meeting anything, until at last he came to a beautiful child. So he said to the child, "What do you here?" And the child said, "I am always at play. Come and play with me." So he played with the child the whole day long, and they were very merry. The sky was so blue, the sun was so bright, the water was so sparkling, the leaves were so green, the flowers were so lovely, and they heard so many singing birds, and saw so many butterflies, that everything was beautiful. This was in fine weather. When it rained, they loved to watch the falling drops and smell the fresh scents. When it blew, it was delightful to listen to the wind, and fancy what it said, as it came rushing from its home, whistling and howling, and driving the clouds before it, bending the trees, rumbling in the chimneys, shaking the house and making the sea roar in fury. But when it snowed, that was the best of all; for they liked nothing so well as to look up at the white flakes falling fast and thick, like down frown the breasts of millions of white birds, and to see how smooth and deep the drift was, and to listen to the hush upon the paths and roads. But one day of a sudden the traveler lost the child. He called to him over and over again, but got no answer. So he went on for a little while without meeting anything, until at last he came to a handsome boy. He said to the boy, "What do you here?" And the boy said, "I am always learning. Come and learn with me." So he learned with the boy about Jupiter and Juno, and the Greeks and Romans,—more than I could tell, or he either; for he soon forgot a great deal of it. But they were not always learning; they had the merriest games that ever were played. They rowed upon the river in summer, and skated on the ice in winter; they were active afoot and active on horseback; at cricket, and all games of ball; at prisoner's base, hare-and-hounds, follow-my-leader, and more sports than I can think of: nobody could beat them. As to friends, they had such dear friends, and so many of them, that I want the time to reckon them up. They were all young, like the handsome boy, and were never to be strange to one another all their lives through. Still, one day, in the midst of all these pleasures, the traveler lost the boy, as he had lost the child, and, after calling him in vain, went on upon his journey. So he went on for a while without seeing anything, until at last he came to a young man. He said to the young man, "What do you here?" And the young man said, "I am always in love. Come and love with me." But the traveler lost the young man as he had lost the rest of his friends, and, after calling to him to come back, which he never did, went on upon his journey. At last he came to a middle-aged gentleman. So he said to him, "What are you doing here?" And his answer was, "I am always busy. Come and be busy with me." The traveler began to be very busy with the gentleman, and they went on through the wood together. The whole journey was through a wood, only it had been open and green at first, like a wood in spring, and now began to be thick and dark, like a wood in summer; some of the little trees that had come out earliest were even turning brown. The gentleman was not alone, but had a lady of about the same age with him, who was his wife; and they had children, who were with them too. They all went on together through the wood, cutting down the trees, and making a path among the branches, and carrying burdens and working hard. Sometimes they came to a long green avenue that opened into deeper woods. Then they would hear a very distant little voice crying, "Father, father, I am another child! Stop for me!" And presently they would see a very little figure, growing larger as it came along, running to join them. When it came up, they all crowded round it, and kissed and welcomed it; and then they all went on together. Sometimes they came to several avenues at once; and then they all stood still, and one of the children said, "Father, I am going to sea;" and another said, "Father, I am going to India;" and another, "Father, I am going to seek my fortune where I can;" and another, "Father, I am going to heaven." So, with many tears at parting, they went, solitary, down those avenues, each child upon its way; and the child who went to heaven rose into the golden air and vanished. Whenever these partings happened, the traveler looked at the gentleman, and saw him glance up at the sky above the trees, where the day was beginning to decline, and the sunset to come on. He saw, too, that his hair was turning gray. But they could never rest long, for they had their journey to perform, and it was necessary for them to be always busy. At last, there had been so many partings that there were no children left, and only the traveler, the gentleman, and the lady went upon their way in company. And now the wood was yellow; and now brown; and the leaves, even of the forest trees, began to fall. They came to an avenue that was darker than the rest, and were pressing forward on their journey without looking down it, when the lady stopped. "My husband," said the lady, "I am called." They listened, and they heard a voice a long way down the avenue say, "Mother, mother!" It was the voice of the child who had said, "I am going to heaven!" and the father cried, "I pray not yet. The sunset is very near. I pray not yet." But the voice called, "Mother, mother!" without minding him, though his hair was now quite white, and tears were on his face. Then the mother, who was already drawn into the shade of the dark avenue, and moving away with her arms still around his neck, kissed him and said, "My dearest, I am summoned, and I go!" And she was gone. The traveler and he were left alone together. And they went on and on, until they came very near to the end of the wood; so near, that they could see the setting sun shining red before them through the trees. Yet once more, while he broke his way among the branches, the traveler lost his friend. He called and called, but there was no reply, and when he passed out of the wood and saw the peaceful sun going down upon a wide purple prospect, he came to an old man sitting upon a fallen tree. He said to the old man, "What do you here?" And the old man said, with a calm smile, "I am always remembering. Come and remember with me." So the traveler sat down by the side of the old man, face to face with the serene sunset; and all his friends came softly back and stood around him. The beautiful child, the handsome boy, the young man, the father, mother, and children every one of them was there, and he had lost nothing. He loved them all, and was kind and forbearing with them all, and they all honored and loved him. DEFINITIONS:—Scents, smells. Cricket, a game at ball very popular in England.Solitary, alone. Summoned, called. Allegory, a truth related in the form of a story. WHAT I LIVE FOR.I live for those who love me, I live to hail that season, I live for those who love me, DEFINITIONS:—Assigned, allotted, marked out. Emulate, to strive to equal or excel, to rival. Wake, the track left by a vessel in the water; hence, figuratively, in the trail of. Bard, a poet. Martyr, one who scarifices what is of great value to him for the sake of principle. Sage, a wise man. TRY AGAIN!BY CHARLOTTE ELIZABETH."Will you give my kite a lift?" said my little nephew to his sister, after trying in vain to make it fly by dragging it along the ground. Lucy very kindly took it up and threw it into the air, but, her brother neglecting to run off at the same moment, the kite fell down again. "Ah! now, how awkward you are!" said the little fellow. "It was your fault entirely," answered his sister. "Try again, children," said I. Lucy once more took up the kite. But now John was in too great a hurry; he ran off so suddenly that he twitched the kite out of her hand, and it fell flat as before. "Well, who is to blame now?" asked Lucy. "Try again," said I. They did, and with more care; but a side wind coming suddenly, as Lucy let go the kite, it was blown against some shrubs, and the tail became entangled in a moment, leaving the poor kite hanging with its head downward. "There, there!" cried John, "that comes of your throwing it all to one side." "As if I could make the wind blow straight," said Lucy. In the meantime, I went to the kite's assistance; and having disengaged the long tail, I rolled it up, saying, "Come, children, there are too many trees here; let us find a more open space, and then try again." We soon found a fine, open space, covered with green grass, and free from shrubs and trees. Then, all things being ready, I tossed the kite up just as little John ran off. It rose with all the dignity of a balloon, and promised a lofty flight; but John, delighted to find it pulling so hard at the string, stopped short to look upward and admire. The string slackened, the kite wavered, and, the wind not being very strong, down came the kite to the grass. "O John, you should not have stopped," said I. "However, try again." "I won't try any more," replied he, rather sullenly. "It is of no use, you see. The kite won't fly, and I don't want to be plagued with it any longer." "Oh, fie, my little man! would you give up the sport, after all the pains we have taken both to make and to fly the kite? A few disappointments ought not to discourage us. Come, I have wound up your string, and now try again." And he did try, and succeeded, for the kite was carried upward on the breeze as lightly as a feather; and when the string was all out, John stood in great delight, holding fast the stick and gazing on the kite, which now seemed like a little white speck in the blue sky. "Look, look, aunt, how high it flies! and it pulls like a team of horses, so that I can hardly hold it. I wish I had a mile of string: I am sure it would go to the end of it." After enjoying the sight as long as he wished, little John proceeded to roll up the string slowly; and when the kite fell, he took it up with great glee, saying that it was not at all hurt, and that it had behaved very well. "Shall we come out to-morrow, aunt, and try again?" "Yes, my dear, if the weather is fine. And now, as we walk home, tell me, what you have learned from your morning's sport." "I have learned to fly my kite properly." "You may thank aunt for it, brother," said Lucy, "for you would have given it up long ago, if she had not persuaded you to try again." "Yes, dear children, I wish to teach you the value of perseverance, even when nothing more depends upon it than the flying of a kite. Whenever you fail in your attempts to do any good thing, let your motto be,—TRY AGAIN." DEFINITIONS:—Entangled, twisted in, disordered. Assistance, help, aid. Disengaged, cleared, set free. Dignity, majestic manner. Disappointments, failures or defeats of expectation. Discourage, take away courage. Glee, joy. Perseverance, continuance in anything once begun. Motto, a short sentence or a word full of meaning. EXERCISE—What is the subject of this lesson? Why was John discouraged in his attempts to fly his kite? What did his aunt say to him? What may we learn from this? What should be our motto if we expect to be successful? TRUE MANLINESS.I."Please, mother, do sit down and let me try my hand," said Fred Liscom, a bright active boy, twelve years old. Mrs. Liscom, looking pale and worn, was moving languidly about, trying to clear away the breakfast she had scarcely tasted. She smiled, and said, "You, Fred, you wash dishes?" "Yes, indeed, mother," answered Fred; "I should be a poor scholar if I couldn't, when I've seen you do it so many times. Just try me." A look of relief came over his mother's face as she seated herself in her low rocking-chair. Fred washed the dishes and put them in the closet. He swept the kitchen, brought up the potatoes from the cellar for the dinner and washed them, and then set out for school. Fred's father was away from home, and as there was some cold meat in the pantry, Mrs. Liscom found it an easy task to prepare dinner. Fred hurried home from school, set the table, and again washed the dishes. He kept on in this way for two or three days, till his mother was able to resume her usual work, and he felt amply rewarded when the doctor, who happened in one day, said, "Well, madam, it's my opinion that you would have been very sick if you had not kept quiet." The doctor did not know how the "quiet" had been secured, nor how the boy's heart bounded at his words. Fred had given up a great deal of what boys hold dear, for the purpose of helping his mother, coasting and skating being just at this time in perfection. Besides this, his temper and his patience had been severely. tried. He had been in the habit of going early to school, and staying to play after it was dismissed. The boys missed him, and their curiosity was excited when he would give no other reason for not coming to school earlier, or staying after school, than that he was "wanted at home." "I'll tell you," said Tom Barton, "I'll find him out, boys—see if I don't!" So, one morning on his way to school, he called for Fred. As he went around to the side door he walked lightly. and somewhat nearer the kitchen window than was absolutely needful. Looking in, he saw Fred standing at the table with a dishcloth in his hand. Of course he reported this at school, and various were the greetings poor Fred received at recess. "Well, you're a brave one to stay at home washing dishes!" "Girl boy!" "Pretty Bessie!" "Lost your apron, haven't you, Polly!" Fred was not wanting either in spirit or in courage, and he was strongly tempted to resent these insults, and to fight some of his tormentors. But his consciousness of right and his love for his mother helped him. While he was struggling for self mastery, his teacher appeared at the door of the schoolhouse. Fred caught his eye, and it seemed to look, if it did not say, "Don't give up! Be really brave!" He knew the teacher had heard the insulting taunts of his thoughtless schoolmates. The boys received notice during the day that Fred must not be taunted or teased in any manner. They knew that the teacher meant what he said; and so the brave little boy had no further trouble. II."Fire! fire! " The cry crept out on the still night air, and the fire bells began to mug. Fred was wakened by the alarm and the red light streaming into his room. He dressed himself very quickly, and then tapped at the door of his mother's bedroom. "It is Mr. Barton's house, mother. Do let me go," he said in eager, excited tones. Mrs. Liscom thought a moment. He was young, but she could trust him, and she knew how much his heart was in the request. "Yes, you may go," she answered; "but be careful, my boy. If you can help, do so; but do nothing rashly." Fred promised to follow her advice, and hurried to the fire. Mr. and Mrs. Barton were not at home. The house had been left in charge of the servants. The fire spread with fearful speed, for there was a high wind, and it was found impossible to save the house. The servants ran about screaming and lamenting, but doing nothing to any purpose. Fred found Tom outside, in safety. "Where is Katy?" he asked. Tom, trembling with terror, seemed to have had no thought but of his own escape. He said, "Katy is in the house!" "In what room?" asked Fred. "In that one," answered Tom, pointing to a window in the upper story. It was no time for words, but for instant, vigorous action. The staircase was already on fire; there was but one way to reach Katy, and that full of danger. The second floor might fall at any moment, and Fred knew it. But he trusted in an arm stronger than his own, and silently sought help and guidance. A ladder was quickly brought, and placed against the house. Fred mounted it, followed by the hired man, dashed in the sash of the window, and pushed his way into the room where the poor child lay nearly suffocated with smoke. He roused her with some difficulty, carried her to the window, and placed her upon the sill. She was instantly grasped by strong arms, and carried down the ladder, Fred following as fast as possible. They had scarcely reached the ground before a crash of falling timbers told them that they had barely escaped with their lives. Tom Barton never forgot the lesson of that night; and he came to believe, and to act upon the belief, in after years, that true manliness is in harmony with gentleness, kindness, and self-denial. DEFINITIONS:—Languidly, feebly. Amply, fully. Opinion, judgment, belief. Absolutely, wholly, entirely. Resent, to consider as an injury. Consciousness, inward feeling, knowledge of what passes in one's own mind. THE MILLER OF THE DEE.BY CHARLES MACKAY.There dwelt a miller hale and bold "Thou'rt wrong, my friend!" said good King Hal; The miller smiled and doffed his cap: "Good friend," said Hal, and sighed the while, DEFINITIONS:—Hale, hearty, strong. Blithe, happy. Quoth, said. A BOY ON A FARM.BY CHARLES DUDLEY WARNER.Say what you will about the general usefulness of boys, it is my impression that a farm without a boy would very soon come to grief. What the boy does is the life of the farm. He is the factotum, always in demand, always expected to do the thousand indispensable things that nobody else will do. Upon him fall all the odds and ends, the most difficult things. After everybody else is through, he has to finish up. His work is like a woman's,—perpetually waiting on others. Everybody knows how much easier it is to eat a good dinner than it is to wash the dishes afterward. Consider what a boy on a farm is required to do; things that must be done, or life would actually stop. It is understood, in the first place, that he is to do all the errands, to go to the store, to the post office, and to carry all sorts of messages. If he had as many legs as a centiped, they would tire before night. His two short limbs seem to him entirely inadequate to the task. He would like to have as many legs as a wheel has spokes, and rotate about in the same way. This he sometimes tries to do; and the people who have seen him "turning cart wheels" along the side of the road, have supposed that he was amusing himself and idling his time; he was only trying to invent a new mode of locomotion, so that he could economize his legs, and do his errands with greater dispatch. He practices standing on his head, in order to accustom himself to any position. Leapfrog is one of his methods of getting over the ground quickly. He would willingly go an errand any distance if he could leapfrog it with a few other boys. He has a natural genius for combining pleasure with business. This is the reason why, when he is sent to the spring for a pitcher of water, he is absent so long; for he stops to poke the frog that sits on the stone, or, if there is a penstock, to put his hand over the spout, and squirt the water a little while. He is the one who spreads the grass when the men have cut it; he mows it away in the barn; he rides the horse, to cultivate the corn, up and down the hot, weary rows; he picks up the potatoes when they are dug; he drives the cows night and morning; he brings wood and water, and splits kindling; he gets up the horse, and puts out the horse; whether he is in the house or out of it, there is always something for him to do. Just before the school in winter he shovels paths; in summer he turns the grindstone. He knows where there are lots of wintergreens and sweet flags, but, instead of going for them, he is to stay indoors and pare apples, and stone raisins, and pound something in a mortar. And yet, with his mind full of schemes of what he would like to do, and his hands full of occupations, he is an idle boy, who has nothing to busy himself with but school and chores! He would gladly do all the work if somebody else would do the chores, he thinks; and yet I doubt if any boy ever amounted to anything in the world; or was of much use as a man, who did not enjoy the advantages of a liberal education in the way of chores. —From "Being a Boy." DEFINITIONS:—Factotum, a person employed to do all kinds of work. Indispensable, absolutely necessary. Perpetually, continually. Centiped, an insect with a great number of feet. Economize, to save. Dispatch, diligence, haste. Penstock, a wooden tube for conducting water. Chores, the light work of the household either within or without doors. EXERCISE.—Call you tell of anything else that a boy on a farm must do? What advantages has a country boy over a city boy? What advantages has the city boy? MEDDLESOME MATTIE.Oh, how one ugly trick has spoiled Sometimes, she'd lift the teapot lid Her grandmamma went out one day, Forthwith, she placed upon her nose "I know that grandmamma would say, So, thumb and finger went to work Poor eyes, and nose, and mouth, and chin She dashed the spectacles away, Matilda, smarting with the pain, DEFINITIONS:—Qualities, traits of character. Meddling, interfering without right. Forthwith, at once. Spied, saw. Amiss, wrong, faulty. Woeful, sad, sorrowful. TIngling, smarting. Refrain, to keep from. EXERCISE.—Write the story of Meddlesome Mattie, using your own words and not trying to make rhymes. What lesson may be learned from this story? What is a snuffbox? This story was written almost a hundred years ago. Do ladies use snuffboxes now? THE EAGLE.The eagle is called the king of the birds. He is a large, fierce bird of prey, of immense strength and great courage; and he sweeps through the air with a majesty and dignity well becoming to his noble title. The eagle leads a solitary life in the wild places of the earth. He dwells on the crags of mountains or on the lonely peaks of huge rocks, at whose base the ocean dashes its waves. He swoops down through dark forests, and uninhabited prairies, and gloomy glens, seeking his prey. The Golden Eagle is a splendid bird. The female at full growth is three feet and a half in length, while the wings stretch from tip to tip no less than nine feet. The male is not quite so large, but very nearly so. The name "golden" is taken from the color of the plumes of the head and neck, which are of a rich golden red hue. The rest of the body is for the most part covered with rich blackish brown feathers. The eagle is well armed for battle and plunder. The beak is powerful, and bent like a hook, with edges as sharp as a knife. The feet are furnished with four terrible toes, which have long and sharp nails, called talons. The eyes are piercing, and flash forth the proudest glances. The eagle flies with most graceful ease. On his broad wings, moved by strong muscles, he sweeps boldly through the air, rising in circles till he is all but lost to the sight of the beholder. From this high position he can see far and wide beneath him; his keen eye singles out his prey at a long distance; and down he dives with the suddenness of a flash of lightning. This terrible suddenness of attack commonly kills the victim on the instant. The weapon of death is not the beak, but either the wing or the claws; a flap of the wing or a clutch of the talons is usually enough for the purpose. The eagle kills and eats birds that are smaller and weaker than himself, he lives upon the best of the game, and he drags the best of the fish out of the river or the sea. He carries off the farmer's poultry, and often also young pigs or lambs; sometimes, it is said, he has carried off to his nest even a little boy or girl. The eagle's nest, or eyrie, is high up on the ledge of some precipice, where hardly any enemy can come. Of course it is a very large nest; but it is not carefully or nicely built. It is a rough affair, like the rook's nest; a lot of sticks and twigs, and heath or grass, with a more comfortable hollow in the middle, which is padded with softer materials. Here the young are reared; and here the male bird brings home prey for the female and the eaglets; bones and flesh are scattered about everywhere. The eagle is much attached to the spot where he makes his home; he dwells in the same eyrie year after year, and shows little desire to seek his fortunes elsewhere. DEFINITIONS:—Immense, very great. Majesty, stateliness, elevation of manner. Dignity, grace, loftiness of manner. Title, name. Solitary, living by oneself. Crags, steep, rugged rocks. Base, foot, bottom. Plumes, feathers. Talons, claws. Eyrie, the nest of a bird that builds in a lofty place. Ledge, a ridge or projection. Rook, a bird resembling a crow, but smaller. Reared, brought up. Eaglets, young eagles. EXERCISE.—What qualities of the eagle may be admired? What traits has he that are not to be admired? THE OLD EAGLE TREE.BY JOHN TODD.In a distant field stood a large tulip tree, apparently of a century's growth, and one of the most gigantic. It looked like the father of the surrounding forest. A single tree of huge dimensions, standing all alone, is a sublime object. On the top of this tree, an old eagle, commonly called the "Fishing Eagle," had built her nest every year, for many years, and, undisturbed, had raised her young. A remarkable place to choose, as she procured her food from the ocean, and this tree stood full ten miles from the seashore. It had long been known as the "Old Eagle Tree." On a warm, sunny day, the workmen were hoeing corn in an adjoining field. At a certain hour of the day, the old eagle was known to set off for the seaside, to gather food for her young. As she this day returned with a large fish in her claws, the workmen surrounded the tree, and by yelling and hooting, and throwing stones, so scared the poor bird that she dropped her fish, and they carried it off in triumph. The men soon dispersed, but Joseph sat down under a bush near by, to watch, and to bestow unavailing pity. The bird soon returned to her nest, without food. The eaglets at once set up a cry for food, so shrill, so clear, and so clamorous that the boy was greatly moved. The parent bird seemed to try to soothe them; but their appetites were too keen, and it was all in vain. She then perched herself on a limb near them, and looked down into the nest in a manner that seemed to say, "I know not what to do next." Her indecision was but momentary; again she poised herself, uttered one or two sharp notes, as if telling them to "lie still," balanced her body, spread her wings, and was away again for the sea. Joseph was determined to see the result. His eye followed her till she grew small, smaller, a mere speck in the sky, and then disappeared. What boy has not thus watched the flight of the bird of his country! She was gone nearly two hours, about double her usual time for a voyage, when she again returned, on a slow weary wing, flying uncommonly low, in order to have a heavier atmosphere to sustain her, with another fish in her talons. On nearing the field, she made a circuit round it, to see if her enemies were again there. Finding the coast clear, she once more reached the tree, drooping, faint, and weary, and evidently nearly exhausted. Again the eaglets set up their cry, which was soon hushed by the distribution of a dinner, such as, save the cooking, a king might admire. "Glorious bird!" cried the boy, "what a spirit! Other birds can fly more swiftly, others can sing more sweetly, others scream more loudly; but what other bird, when persecuted and robbed, when weary, when discouraged, when so far from the sea, would have done this? "Glorious bird! I will learn a lesson from thee to-day. I will never forget hereafter, that when the spirit is determined it can do almost anything. Others would have drooped, and hung the head, and mourned over the cruelty of man, and sighed over the wants of the nestlings; but thou, by at once recovering the loss, hast forgotten all. "I will learn of thee, noble bird! I will remember this. I will set my mark high. I will try to do something, and to be something in the world; I will never yield to discouragements." DEFINITIONS:—Century, the space of a hundred years. Gigantic, very large. Dimensions, size. Sublime, grand, noble. Disperse, scattered. Unavailing, useless. Eaglets, young eagles. Clamorous, loud, noisy. Indecision, want of fixed purpose. Momentary, for a single moment. Circuit, movement round in a circle. Exhausted, wholly tired out. Nestlings, young birds in the nest. EXERCISE.—What lesson may be learned from this story? Why is the eagle called the bird of our country? What is meant by the expression "finding the coast clear"? What is the advantage of setting one's mark high? Can you think of any other story which teaches the lesson that one should never yield to discouragements? |
|