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Les diagrammes suivants lllustrent la mdthode. 1 2 3 22X 1 2 3 4 5 6 ?;*^ '■■V^-' :,^9: ,'10 ■im I vik l„. •J— ^ h- ~m L-\ WE^^Z^^ ^r^&-^ z^ IN DE LA SALLE SERIES OF READER8 THE INTERMEDIATE READER MONTREAL DTXE STREET. M. M. GRAHAM, in th. Office on.1.0 Miui3ter of Agriculture and Statistics, at Olla^.a. Again nborn ci I For llio ( [ciples of [deeper si But as ■faculties, [heart maj Isentiment Tho qu( guides. ] PREFACE. "•« ^'"^"'cr, &, j arranged as to give variety, an,, ,h„3 enable tl.rZi, „ " |faeility,n„„j„,„,„„ „„,, Henee inJ le T''"" " tati,lic», at Odawa. | '''^ '^«"ersational nature. """^ '"'"^"""'^ "« But to carryout successfully any system whaleve. T u b. devoid Of a„ pe. .„e„rie, a'nd LLa tl te 'alr:^: """ cplesof k„„,,ejge and moral Irutl.s with a f ee eL '""; [w.se appreciation, that bring conviction. ' ""'' """ Ag,ain, many of the selections are oaln„lated to excite then,, V abom curiosity, which sho„MI » , , ""'° •'■T"I'll s iFor the elomcu ry notons t h "'n f "'"*'' """ ™^-"8cd. cipl« of Natural H,s. ^ p'^i,:"""" ^"«""""8 "■» P™- |*cper study hereafter. "'^■' "^^ '"''"" O™ '- h<.rtmay,,.c„,seb It to::,,r; '"™t '^r^"'' "'^' «^' Tha questions at the end of .„), i„.. SU.dc.. It is not supposed that ,hT„™ '"°"'' '"'™*'' " W°«d that they fully anal;,.2e the subject. ' INTERMEDIATE READER. matter, or bring out all the leading ideas of the selection. This is left to the Teacher. - The pupil should be required to follow out the directions that are given after each lesson. Hence, it is well to insist upon the little compositions or letters they are requested to write. There is no exercise bptter calculated to develop a taste for good literature, and to give a habit of correct and refined language. Furthermore, the pupil should be required to study the few short sketches of authors as Home -Exercises, i.:j that he may learn some- thing of tho writers who have afforded him such interesting reading- matter. They are mere hints, and hence give ample opportunities for well-adapted developments, according to the ability of the pupil studying the intermediate beadek. . - W-... IS CONTENTS. Preface. Introduclion. LESSON. 1 2 3 4 5 6 7 8. 9 10 11 12 13 14 15 16 17 18 19 20 SELKrTKlX. Love of God, The Whistlr., TheBirdofChrisduas, Better Than That, The Costly Diamond, The Hoar oj I'raijrr, A Wah-us Hunt, The Children'^ Hour, Franklin and the Gout, The Brook, AUTHOR. Gerald Griffin... Benjamin Franklin... James Johonnot... Felicia, J), llemans... l>r. Eliaha Kane... Jhnry If. Lout /fellow... Benjamin Franhiin.. Alfred Ten. ni/ fit in bt Elizabeth of Hungary, Coun( of Ifonfalmd.ni. Giants of Desert and Plain, . James JohonnoL. Smchc Wreaths, . . ^..^.y ^, ^^,^,^,^.^, TheRamh^o, . . Flieia 1). Heman. .. The Complaint ot Wild Piower.s, . Anonmnon,... The Two Pictures. a _,, ' ' * • Anonymous... The Albatross, />.,„ r , ' • • ■ Juvies Johonnol.., \\ hat a Child can Do, . . , The ThovghtofGod, The Jie,,. F,-ederic W. Fiber. ^. ' ' ' • ^saac Uisraeh.., vn l'A(JK. 17 10 25 28 -'52 3.3 37 3!) ■12 ■lo i'j 51) 51 r>3 59 62 65 CG IV LESSOX. 21 22 23 24 25 2(j 27 28 29 30 31 q.-) 31 35. 30 37 3S 30 40 41 42 43 44 45 46 INTEBMEDIATE READER. • AUTHOR. SKLKOTION. Leaves, . ■ • • • " /,, The Mod lUrrr, • ^^■"':'/ ^\ ■ l'mfcllu^v... Twullunavea Lashes for a Turl.ot . ■ , ,, Adclnid A. J'rorfrr .. One hy Our, Life of Our Lord— L, ■ • • ■".,,' Importance of EnriyM.L.U, M,r. J.-R -V"-""- Slnny-Co»(«, . Ad«rlr.l/,:.m /..-«- ./.■'"'»»« - ,;,Ulo W,lr,-ur»Mt,on, . ',V.,.,- Innuenceof Mu.sic, . Gerahl G'rijfin.. The BcUh of Shandon, Rev. Fra)iris Muhoney.. Peptiles, ,...••• Rain Friendship, . . The Fee. James Casey. The Martyrs of Sandomir, . . . • Daman and Pythias, . . Anonymous. Jtcflcctionsin Westminslor Alil.cy, Jos. Addison. Rivij Out, Wdd Bells, . Alfred Tennyson. Tht; Monk, . . . I.aurenee Sterne. William T.U, Di(),ij;ni])iiical Sketches, .... PAGE. 228 232 2;i7 , 241 . 243 . 246 / 249 . 252 . 255 . 258 . 2G3 . 2()5 ,. 2G7 . 2(:.9 . 271 .. 274 . 27G .. 280 .. 283 .. 285 .. 28G . 289 . 298 PAGE. 'k 228 232 1 1 w 235 1 237 241 > 243 . 246 ! 249 . 252 , . 255 I . 258 i . 203 1 . 205 i . 207 ■< 2(J9 . 271 . 274 5 i , 270 j; . 280 t J. . 283 . 285 1 ,. 286 . 289 . 298 ? ( INTRODUCTION Reading b the key nolo of a compfelo <,l„oa(io„. Jt ,„„,,« ,l,e tlio Co,c„tial principles of good Eoadinir. Tf .e slionM U^ JX I Gesture attitude, and facial oxprossion have little to do with Read- Articulation and Clear Understandino. THE PRINOIPLBS OP READINa Tli:i;;lom..:ttor'^"''"' ^^^""'-"^^ ^^"^^^"- P-^ed idea. wr?;erorpr r:t;^^ '''' V7"^^'^^" «" «- --^«f the what is coLtrl :l^ -P~or wntten or printed .atter. eL: -Sd^J^H^^ir ""^~ ^^' ''' auL taZ' mfl' ^^l''^^--'- understanding of the meaning. This olear understanding may be facilitated : Yin INTEUMEDIATE READER. 1 Bv Icaniing well the meaning of the words employed by the author.-2. By analyzing rapidly the sentences as they come before the mind. ■, . ,, 3- i- „ The meaning of the words will always be found la the dictionary - The rapid analysis of sentences calls attention to the following points : 1. The relation of subject, predicate, and object. 2. The selecting of the parenthetical clauses or phrases. 8. The discovering of Rhetorical Pauses. 4 Strict regard for Grammatical Pauses. 5. The determining of the words that convey the full force of the sentence. , '■, The relation of subject, predicate, and object, demands a know edge of the Clements of (irammur. Ignorance of the elementary knowledge of Grammar cA never be supplied, except by imitation; hence we read the selection for children, who lack this knowledge, before we require them to read it alone. The second rule is : — Determine the Parenthetical clauses or phrases. . ^ ,. . , . , , A Parenthrlieul Phrase is.-l. An Adjective, Participle Adverb, Noun or pronoun, inserted m u sent-nce to explain or inodity one of the leadin- words.-2. A collection of words governed by a prepo- sition or a participle, and inserted to mo.lify or explain some preceding word or idea. , n? . • / The third rule for facilitating analysis \b -.-Discover the Rhetorical The' Rhetorical Pause is the delay that is demanded by the necess- itv of giving the mind of the listener, time to grasp the main words, of the idea which is being enunciated by the reader. No particular- sign is used to mark the Rhetorical Pause. It is determined Dy the- understanding of the reader. . Tlie following rules are suggested t\)r understanding the Rhetorical 1.'. Pause before ami after the principal parts of a sentence. 2 Pause before and after every adverb. ^ ^ 3. Pause before and after every prepodtional anrmined Dy the' tlu! Rhetorical sentence. md 'participial ualtty and not 5. Pause after the j^articij^le. The Rhetorical Pause, then, is merely a short delay in order to mable the word emphasized to prove effective. This delay demanded by the Rhetorical Pause never admits of the rising or falling inflection; it i.s simply a suspension of the voice. The advantage of the Rhetorical Pause is that it makes Reading pleasing to the listener by removing the causes of mental fatigue, and, t.) tlie reader, by allowing him to economize the breath-supply. The fourth rule for facilitating analysis is : — Give strict attention to Gr(t)ti))ialic(il Pauses. Grammatical Pauses are those fi.xod by the rules of Grammar: as, the Period at the end (jf a declarative or imperative sentence, and the like. The Grainniatical Puu.sesare: — Period (.), Interrogation (?), Ex- clamation (!), Colon (.), Semicolon (;), and Comma {,). In Reading those Pauses might be marked thus : 1. The Period takes a falling inflection and a delay sufficiently long to enable the reader to draw a full, deep breath. 2. Tlie Iiilerrogation, generally the rising inflection and a delay equi- va' at to that deinandetl by the Period. 3. The E.Kclamation, the falling inflection and a delay equivalent to that required by tlic period. 4. The Colon, a sus;icnsion of the voice, i, e,, neither a rising nor a falling inflection, and a delay sufliciently long to enable the reader to count six. 5. The Soinicolon, a suspension of the voice and a delay sufficiently long to enable the reader to count four. G. The Comma, a suspension of the voice and a delay sufficiently long to enable the reader to count two. The fifth rule for facilitating mental analysis is: — Determine the words (hat convey (he full force of the sen(ence. We may determine the most imi)ortant words by finding those which convey the main idea of the sentence. Thus in the following sentence,—" The good boy is here. " " Good " is the most important word, because it conveys the distinguisiiing characteristic of this par- ticular boy. We distinguish the important word in reading by Emphasis. X INTERMEDIATE READER. EMPHASIS. minor, ■' ''"'P'«»"3 , anil, % and tnolhtr (lie ARTICOLATION. "-nta'tlirr" n* '" V''"'"''""^ correct uflerancooriho ..o- Accent B classd as ;,n»Mry and sccoWarj, accent J; :7:r"' " ""' "'""" ■"""" ""''""^'' '— -"sn, , a, '.ave a ;rar7 ccen: !: JfT'^^ T" """'■ '" "^'''^"- « , ''^'^y^^*^*^"''!" ^J^^V' ami a secondary accent in ,:..r J :, divi,l,,l as wlows, ^ "''""''' "'">' "" '""y-^'"' ""'l .™ sub. arc't^tm::""* "'^ ''°'' '•">^""' 'y "■« l>-"' a-ne. The, WHin'wh™::;;/, ■;:;'' ^'^ '" »""- «« '" ^'-^. TH in ...in, INTRODUCTION. dsin a sentence, nportant word, in the sentence •Is in a sentence !r, " the words md mother the ice of the ele- ^uisite •slrongth; as ■led only when abitation, we in la'— tion. iinds used in and are siib- 'onnds. 1. They are k, E in eve, , 0\] ill out, . 01 in oil. done. They 'H in tliin Z in axnro, TH i„ Ih.y, „„., NO m 1„„" '' " '"- '^ '" '■•°"-' AIopur.ATioN is (ho af^reomon^ nnUn ,-^;„ -^ ,, ,„,<., wlumc nflhe or,linar>- conversational .H,!™":/"" " ""'•""' '° "« "''■«,>. of a »,ect.on „Ke .he "Only waiting till Ihoroapers Havo (ho ,ast sheaf gathered home, For the Kiiinmor time is faded, Anddioiuiluiiin winds havo come. Quickly, reapers, gather quickly, The last ripe hours of my heart ' For the bloom of life ia witherecl, And I hasten to depart " ^.;".:;'i:r,tr ' "■"*«« -'-'-'y >.-r..in.,.o „„i,„ar, Nn.«;;l,r""'-' ""■''*«'■"' °' "■'«■•'>• '.-li» earnesi, „„,.ed ran*nr, and IjoraUon ''"'"''" ^ '" '''■*'"■<' S"Wimity, 1 11. Pitch is force and feel •nous emotions have (heir in£r combined, by means of which the proper expression XII INTERMEDIATK READER. It niiiy also bo dofiiiod lo be the place upon the musical scalo i which (he sound is littered. By the musical scale wc understand a graded arrangement of a l)<)ssible sounds. Therefore every sound, whether produced by ll vocal organs, or by other means is found .somewhere in this scale. Thus, we speak of the low notes of the organ, the high notes of ll fife; of (he low tones of the male voice, the high tones of the feiii;i voice. Con.si^ijuenlly, excellence in Reading or spe.^king rerjuires soperfr' :i control of the different divisions of iV/cA that at j)leiisurc the vm - can be lowered, or raised according to the feeling or emotion uttenc In music the law governing Pitch is absolute. Two ])ei-sons sin., iiig the same tune, however widely their natural pitch of voice mj differ, use ju'ecisely (he same key. The law governing Pitch in Reading is relative. Two ])er3ons vuiJ read the same selection in widely dilTorent key.s; and, yet, each nij be entirely appropriate. This dillerencc has its existence in the fact (hat in singing, (hekJ is de(ermined by (he immu(ubility of musieal hurmonv : in Picadii (he guide is each one's voice. The divisions of Pi(ch are ;— Vehy llrcii, Huiii, Middlk, l.u- and Very Low. — These divisions should include a compass of, at Iim (wo octaves, but have no definite juisitien on the musical scale, vai ing according lo the natural key of the different voiees. Eaeh one's voice gives him (he Very Low and Very High, tli.' i (ermediate notes should difTer by two or three keys so as to make i coin})lete double octave. The divisions of Pitch may be more readily ajjpreciated by refeivi i to selections embodying these divisions. Vert/ Hiijh Pikh. i "Quick ! Man the life boa! ! See yon bark That drives before the blast ! There's a rock ahead, the night is dark And the storm comes quick and fast. " Hifjh Pilch. "Under his spurning feet, the road Like an arrowy Alpine river flowed, u. INTRODUBTION. XIII 11 the musical scale led arrangoinont of a ■thor produced by l! wh'vo in this scale. I, tlio high notes ol' gh tones of the feiiia^ cing rerjuires soperfc t at j)leasure the voi* ig or emotion utteicci e. Two j)crsons !e{) ! Tho' billows o'er thee roll ; — Thou'rt calmness to the storms that sweep This moment o'er his soul ! " liKill, MlDDLK, Lo .^ a compass of, at leU' le musical .scale, vai t voices. id Very High, the i ceys so as to make i ludhlj/ as applied to Heading is the pecnli.'ir tone of voice used, "he liilTerent qualities or tom^s of llir voice, aie: Pure Tone, )/iin(f, Aspirate, Pectoral, Uallnnil, ()r was "designed d.elhng ast and lasting station V" Mow does he answer ^vhen ,^.ed who claims our ov. 7 What other reasons does he adduce in ^o <,f the love 01 God? How does h. speak of (he power ot (ho reator over all things? Why should you love (Jod ? ^uire tkepuinl u..te the Jlrd sianza in prose, and point out the words that express action. ity, 3auty. rerald Griffin. Lesson II.'" THE WHISTLE.' t^-cQ'mu-lat-t^ng, adj., Jicapimj np .- amassinff. m-bl"^tlt^ds, adj., aspirinij; ca,jcr for fame. 'ar'gsjin, n., an agreement bdu-ccu parties. 'e-nSv'ci-lgnt, adj., havimj a disposition 'to do good. harm'^d, p.p , dcliyhtcd; enchanted ^^s'ti-rr,at^§, v., t., to judge and form an opinion of the value of. ,ri enc sla.p. n., an attaekment to a perron ; personal hindaess. ■J.,/'';:'"-^' " ' 'r''' '""^ ""'"' 'W^^'"%''^'v ^'luipages; ornaments. ou-day ,.., « dau set apart to celebrate an inrportant event in his- 10) ij ; ajestiral. an-kTnd', n., the rare or speeies of human beings. 'Ol l-tios, n., the sei.nee of government. >op-u-!ar'i-ty, w, /«w of the people. nc'ri-ne-ing, ppr., surrendering or suffering to be lost. ol Qn-ta-n-ly, adv., spontaneouslg , of one's own will. jhohcay, fil od mypockets with coppers. I wentclirec'tly ■M> where they sold toys for children ; and, being aiinedjvith^the sound of a whistle that I met by the 20 iNTEEMEBiAtU HEADER. f'mily My l,^i,7 """"'•' >"" '"•^"'Aing all the tin... .s jeh^^^Ti !ri:t;r -- ^ "^'" *>"™" '- C^C^l^: '1";' "''•" «°°'' *■■"«« I »i8l.t have .ivo. .00 mn:h t: hiiVu^r " ■""' '° '"^■^^"'' " "'"-^ ™ '■' .■"ioS'li™!.- i':f T/™"' °f P°'™'-'3', constantly -»V1 I, '• too „,„eh fo/thi, ^iX'' "" '^^y-^' "'J^*J' " fortwl li!w7lHl''"''; "'" ^"™ "'' "-'^^y '^'•"<' of --"- . - mg, all tho pleasure of doing good to others, all Quesdom Who is a coi What did h Wliat did he a man of plea luiinan miser: Iie(j\ure thi m ! 'I ly offered him 'er the liouse, [•bing all the Lisins, iHKler- ad given four - might have ' laughed at :ation. me, the im- ten, when I said to my- and so I bserved the 'ery many, Piivor of the ic dinners, d perhaj)s Thi :;onstantly m affairs, , indeed. " THE WHISTLE. I man," I^d I, "you o " ,rr'"'''"""S -altl,,"r„or whistle. " ^ " '"''™' f'^y too much for y„„r )->'' endclhi, career i„ pio?- 1 'T.^^'fT'^'^ ''«"''■'' I r-1 "oar, very dear, for llil ^Lt.f " ' ^"•' I' " '^ ^-^ y Kad »ade oH Jtltr, t" 1^° ■^^'■'"*^ I too mu,;h for their whistles. ' ^ *'"'"' S'ving -Brnjamin Franklin «i,at did he think of those nlio I0V..H „ ? . ° "'" W™*? .-n „tp,ea„„e? What jj: ,;„ ^X^^rL '"'"' ^^'^ ''» »' I luiman miseries ? §" ^"^^ ^^^ greater part of Jie^uire the pupU (o recite the lesson in hi, o.n u^orke. W, I of eom- •thers, all ^^ INTERMEDIATI-: KKADER Lesson IH. THE BIRD OF CHRISTMAS. _ 1. Wo now como to tlio l.irJ which is a universal favor- ite, especially when, as at Christmas-.linjier, it lies on the platter, well roasted, >>rown, tci.ler, and juicy, and hot from t le oven. How cold and drea,-y would Ciiristmas be without the presence of this silent, roasted friend? 2 Eager eyes of little lolks .Iwc-ll loudly upon the i;>ast fit to set before a king, " and, when tlie carvin- is done spoons must be tlirust into little mouths, to la-ei, them' from crying out " Turkey ! " before time. 3. When no peacocks arc about, the turkey is the most showy of Its companions; and its coat is shiny and always clean. By turning in different ways to the light, the wild turkey appears at one time nearly black, and again it shows a bright green or a rich, deep bronze color. Li the form-yard may be seen turkeys of different hues : some white others brown or bronze, whilst most of them like Joseph, have coats of many colors. 4 The hen-turkey is plain in her dress, so that"she may, as httle as possible, attract the attention of her enemie. She IS shy in her manner, and is disposed to make but few acquaintances. She talks to her young with a soft, cooing note, when she feels safe; but, when danger comes, sh^ bids them hidem the grass by her sharp^' quit, quit !" The little ones in turn, answn- the voice of their mother . bj high-keyed, affectionate, and contented " nepps " that ■ fjeem to say, "• All is well, " ""^ '' ^ THE BIRD OF CHRISTMAS 23 nivor.^al favor- it lies on the "icy, and hot iM Christmus 1 IVicnd ? il'on tlu; i;.>a,st "ving is done, :o Ivecp tlioni y is tluj most y and always gilt, the wild and again it 3lor. In the hues : some )f them, like hat she may, lor enemies, lake but few t soft, cooimr comes, she luit, quit ! " loir mother >eeps, " that 5 The turkey-gobbler wears gayer clothes than tho hen-turkey His feathers shine with deeper, brighter colors; and his tail is more gorgeous than hers. He is a fine-lookn.g follow, and like the peacock, he knows it, and ..M>ro|Kl. He struts about with his red face and wattles with las head drawn back, his tail spread like a, fan his Nvn.gs dropped and dragging on the grotmd ; an.l ho seems to say, I am the finest bird in the world. " 6. Getting foo-y of a person or thing attempted to he concealed, dis-mount'ed, v., t. , to alight from a horse ; to descend or get off. em-ploy^d', v.., i , to occupy the time, attention, and labor of; to use. en-rlcli^d', v., t., to make rich, weaWiij, or opulent. en-trOst'ed, v.,t., to deliver in trust; to confide to the care of. im-p6r'tant, a., weighty ; of great conscquc^vx. in-clud'ed, v., t., to covfine ivithin; to hold; to contain. sfit'is-fl^d, v., t., to gratify wants, icislics, of desires io the full extent. 1. A rich man, feelins' that his end was fnst ar>r)roachine:, and finding the cares of business were too great for Jiini, THE COSTLY DIAMOND resolved to divide liis wealth among hi.s three sons, James, John, and Thomas. He, however, kept a small portion to protect him in his declining days. 2. Being respoctial and dutiful sons, they were satisfied with the share their venerable parent assigned to them. They promised him that they would use it to the best ad- vantage. 3. But there was still another treasure/ It was- a costly diamond. How was it to be awarded ? The hihor, liaving attentively regarded his sons, said : " 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. It shall be awarded to him who shall have mei-ited it by the noblest dc^d. 4. "Go, therefore, attend to your respective duties; travel and observe; and, at the end of a year, we will meet here again, and you shall tell me what you have done. " 5. The sons thereupon departed. Each resolved to do his utmost to gain the prize. They toiled and traveled. They were no idlers. They worked for an end. All their talent and strength was given, in order to attain that end. At the end of the year, tlioy returned. They came to their father to give him an account of tbeir acts. James, Uie eldest son, spoke first. G. " Father, the share you have given me, was pro- ductive of much good. I have not lost any of ->,. As I was crossing the ocean, I fell in wifcli a friend who en- trusted me with a case of very valuable jewels without taking account of them. Indeed, I was well aware that he did not know how many the case contained. so iNTffiRM£DiAtE RfiADER. 7. " I could easily have taken several of them, and they would have never been missed. However, I resistcci the evil thought and returned him the case exactly as I hai* received it. Was not this a noble deed?" 8. "My son," replied the father, "simple honesty cau not be called noble. You did Avhat was ridit, and nothing more. If you had acted otherwise, you would have been dishonest, your deed would have shamed you, and you would have been an luiworthy and undeserving child. Yon have done well, but not nobly. " 9. The second son, John, now spoke. He said : "I too have gained. 'But one day, as I had to undertake an im- portant step, and on my way I saw a poor little child l>lay- ing beside^the bank of a river; and just as I was approach- ing the child, I saw him slip and fall into the water. 10. " I mmediately plunged into the water, and saved the life of the helpless child. Some who haj)pencd to bo near by, came running to my assistance. T thanked tliem for their kindness, and disappeared with many blessing showered upon me. Was not this a noble decxl?" 11. "My son," replied the aged fiither, "you did only what was your duty. You could hardly have left the child to die without exerting yourself to save him. You, too, have acted well, but not nobly. " 12. The youngest son, Thomas, came forward rather timidly to tell his tale. He said : " Father, I had an enemy, who for years had done me much harm and who tried even to take my life. The cosTt.Y DLv^roND. SI !m, and they resistc(il the tly as I ha? honesty cai and nothing L have been )U, and }'oii 5 child. You aid: "I too take an im- e child J>lay- is approach- kvator. , and saved [)encd to bo lanked tlieni my blessing on did only eft the child Yon, too, rard rather , I had an na and who .r IS " One evening during my journey, I was passing along a dangerous road which ran beside the summit of a cliti'. As I rode along, my horse started at the sight of something in the road. J 4. '< I dismounted to see what it was, and l)ehold, there was my enemy sound asleep on the very edge of the cliff. The least movement in his sleep and he must have rolled over and lieen dashed to pieces on the rocks below. " 15. " His life was in my hands. I looked at him and forgave him. I drew him away from the edge and then woke Inm, and told him to go his way in peace. " 16. '• Bravo ! my child, " cried the happy father. " The costly diamond is yonrs, for it is noble and divine to lielp an enemy, and to return good for evil. " Questions. What is to-day's lesson about? Who Avas the owner of the diamond? Was he very wealthy? What di.l he do with his woaltli? What share did he not divide? Wliat did the veneralile man say conocniiiig it'' What (hd he advise them to do? What did James do? Did the lather consider it a nobU; action? Why not? What about John ? Was his deed not noble ? What was the tale of Thomas? Why do you say that his action was noble ? Wliat is it that renders an action noble? Can you mention any one who did a noble action ? What three important lessons are taught ? Do jou know how David spared the life of King Saul? Require thepnpilto write a leller, giving an account of a little history he mai/ have Iceard a bout forgiveness ; or, let him xcrite to-day's lesson in his own simple way, containing the leadi7ig ideas, and such ex- pressio?is as impressed him. *■■% 82 zntbrmediate: header ^- illii Lesson VI. THE HOUR OF PRAYER. I. Child, amidst the flowers at play, While the red light fades away ; Mother, with thine earnest eye, Ever following silently ; Father, by the breeze at eve *Caird thy harvest-work to leave ; — Pray !— Ere yet tlie dark hours be, Lift the heart, and bend the knee. IL Traveler, in the stranger's land, Far from thine own household band ; Mourner, haunted by the tone Of a voice from tliis world gone , Captive, in whose narrow cell Sunshine hath not leave to dwell . Sailor, on the darkening sea ; — Lift the heart, and bend the knee. in. Warrior, that from battle won, Breathest now at set of Hua ' Woman, o'er the lowly Slain Weeping on his burial plain; J ^■ 1 <36 33 ..^ A WALRUS HUNT. Ye that triumph, ye that sigh, Kindred by one holy tie ; Heaven's first star alike ye see, Lift the heart, and bend the knee. Felicia D. ITemans. Quesh .—What is the name of this poem ? Why is it called a poem? What is prayer? How many persons does the pil cloud and water betokened the open sea, they from time to time removed their hoods and listened intently for the animal's voice. 2. After awhile Myouk became convinced, from signs or sounds, or both— for they were inappreciable by Morton- S4 INTERMEDIATE READER. that the Walrus were waiting for him in a small space of re- cently open water that was glazed over with a few days' growth of ice ; and, moving gently on, chey soon heard the characteristic bellow of a male walrus. The walrus is fond of his own music, and will lie for hours listening to himself. His vocalization is something between the lowing of a cow and the deepest baying of a mastiff. 3. The party now formed in a single file and wound be- hind hummocks and ridges in a serpentine approach toward a group of pond-like discolorations— recently frozen ice- spots, but surrounded by firmer and older ice. When within half a mile of these the line broke, and each man crawled toward a separate pool— Morton, on his hands and knees, following Myouk. ^ 4. In a few minutes the walrus were in sight. They were five in number, rising in a body, at intervals, through the ice, and breaking it up with an explosive puff that might have been heard for miles. Two large grim-looking' males were conspicuous as the leaders of the group. 5. Now for the marvel of the craft. When the walrus is above water the hunter is flat and motionless ; when he l)egins to sink, alert and ready for a spring. The animal'^ head is hardly below the water-hue before every man k in a rapid run ; and again, as if by instinct, before the beast returns all are motionless behind protecting knolls of ice. They seem tc know beforehand not only the time he will be absent, but the every spot at • ' 'ch he will re- appear. 6. In this way, hiding and advancing! 7 turns, MyouK with Morton at his heels, has reached a plate of thni ice i f • A WALRUS HUNT. 35 all space of re- h a few days' soon heard the alms is fond of ing to himself, owing of a cow and wound bc- pproach towai\l tly frozen icc- er ice. When and each man n his hands and n sight. 1 Th(^v tervals, through losive puif that go grim-look iiiii; tie group. hen the walrus )nless ; when he T. The animalV 'e every man i- Linct, before the | rotecting knoll^ | )t only the time | ' "ch he will ri- 7 turns, MyouK )late of thin ice hardly strong enough to l,oar them, at the very l,rink of the water-pool in which the walrus are frolicking. Myouk, till now phlegmatic, seems to waken with excit° ment. Hi.s coil of walrus-hide, a well-trimmed line of many fathoms' length, is lying at his side. He fixes one end of it in an iron barb, and fostens tliis loosely, by a socket, upon a shaft of unicorn's horn ; the other end is already looped, or, as sailors would say, " doubled in a bight. " 7. It is the work of a moment. He has grasped the harpoon— the water is in motion. Pufling with pent-up respiration, the walrus is close before him. Myouk rises slowly— his right arm thrown back, the left flat at his side. The walrus looks about him, shaking the water from his crest : Myouk throws up his left arm, and the animal, rismg brea ,t-high, fixes one look before he plunges. It has cost liim all that curiosity can cost— the harpoon is buried under his left flipper. 8. Thougli the walrus is down in a moment, Myouk is running at desperate speed from the scene of his victory paymg oil' his coil freely, but clutching the end by its loop As he runs he seizes a small piece of bone, rudeW pointed with iron, and by a sudden movement drives it xiito the ico; to this he secures his Hue, pressing it down close to the ice-surface with his feet. 9. Now comes the struggles of the wounded animal ; the ine is di-awn tight at one moment, relaxed the next The hunter has not left his station. There is a crash of the ice; and rearing up through it are two walrus, not many yards from where he stands. One of them, the male, is excited and seemingly terrified; the other, the female, is collected and vengeful * 'I J S6 INTERMEDIATE IIEA.DER. "r¥ 10. Down they go again, after one grim survey of tlio tield; and at that instant Myouk changes his position, carrying his coil with him, and fixing it anew. He has hardly fixed it before the pair has again risen, breaking up an area of ten feet in diameter about the very spot he left. As they sink once more he again changes his place. Thus the conflict goes on between address and force, till the victim, half exhausted, receives a second wound, and is played like a trout by the angler. 11. Some idea may be formed of the ferocity of the walrus from the fact that the battle which Morton wit- nessed — not without sharing in its dangers — lasted for four hours, during which time the animal continued to rush at the esquimaux as they approached, tearing ofi" great tables of ice with his tusks, and showing no indication of fear whatever. He received upwards of seventy lance- wounds — Morton counted over sixty — and even then the walrus remained hooked by his tusks to the margin of the ice, either unable or unwilling to retire. Dr. Elisha K. Kane Questions. — What is the walrus? Where is it found? What is said of the bellowing of the walrus? Explain "pond-like, discoloration " " Marvel of the craft"? Give a short description of the manner in which the walrus is taken ? What is a harpoon? Explain "played like trout by the angler" ? What-time does it take to kill the wal- rus? What use is made of it? Give a short biography of Dr. Kane Mention some others who tried to find a North-West passage? Require the pupil to wi'ite a letter tc a friend, (jiving a description of the Walrus Hunt. ''^. ''«-J. .nm ig a description THE CHILDREN S HOUR. Lesson VIII. THE CHILDREN S HOUR. 1. Between the dark and tlio daylight, When the night is beginning to lower, Comes a pause in the day'.s occupations That is known as the Children's Hour. 2. I hear in the chamber above me The patt(3r of little feet, The sound of a door that is opened, And voices soft and sweet. 3. From my study I see in the lamplight, Descending the broad hall stair. Grave Alice, and laughing Attegra, And Edith with golden hair. 4. A whisper, and then a silence ; Yet I know by their merry eyes They are plotting and planning together To take me by surprise. 37 6. A sudden rush from the stairway, A sudden raid from the hall ! ' By three doors left unguarded They enter my castle wall ! *< % 6. They climb up into my turret O'er the arms and back of my chair ; If I try to escape they surround me ; They seem to be everywhere. ' \ 1 % 38 INTERMEDIATE TEADER. 7. They almost devour me with kipses, Their arms about me entwine, Till I think of the Bishop of Bingen In his Mouse-Tower on the Rhine ! 8. Do you think, Iduo-eycd banditti, Because you have scaknl the wall, Such an " Old mustache " as I am Is not a match for you all ? 9. I have you fast in my fortress, And will not let you depart, But })ut you down into the dungeon In the round-tower of my heart. 10. An any kind of you Kay, to )ractico after those friends ce of men of lere you are ■it eligible of accelerating squires helps 1 secretions. \ game, you f living but I fall a prey )ut, did not )se humors, then, Mr. ''ranklin ' But iimid insti ructions I had almost forgot |to administer my wholesome corrections; so take tliat twincre— and that ! I Franklin. Oh ! eh ! oh I As much instruction as you ^please. Madam Gout, and as many reproaches, Ijut pray, ^ madam, a truce with corrections ! i Gout No, sir — no! I will not abate a particle of what ^is so much for your good, therefore — I Franklin. Oh ! eh ! it is not fair to say I take no ex- gerciso, when I do very often go out to dine and return in M my carriage. ;^ Gout. That, of all imaginable exercises, is the most f slight and insignificant, if you allude to the motion of a carriage suspended on sj)rings. ■; By observing the degree of heat obtained by different kinds of motion, we may form an estimate of the quantity of exercise given by each. Thus, for example, if you turn \ out to walk in winter with cold feet, in an hour's time you [will be in a glow all over; ride on horseback, the same : eflect will scarcely be j^erceived by four hours' round trott- : ing; but if you loll in a carriage, such as you have mention- I ed,you may travel all day, and gladly enter the last inn to ' warm your feet by a fire. Flatter yourself, then, no longer that half an hour's lairing in your carriiige deserves the name of exercise. Providence has appointed few to roll in carriages, while all j have a pair of legs, which are machines infinitely more commodious and serviceable. Be grateful, then, and make [ a proper use of yours. Benjamin Franklin, 42 INTERMEDIATE KEADER. Qxrstiuiis—lMwoon whom is tho ronvorsation held? Of what docs Franklin complain? What i.s the Gout '.^ Wiiat ammtion does It make against Franklin ? How docs ho defend himself? Givo the meaning of tho words lippier complniHa„i,jnf, Sedentary, rholorie What prescription does Madam Gout give \xn- patient? Explain stagnant humors? What part of speech is Oh! Kh!> Give hom- onyms of y;,v,y, you, so, all, fair? What pardcular <.x<>rcKso does Ma,lam Gout suggest? Why is waking superior to riding, as an ox- ercise? lieqairc th. pupil to write a similar dialogue r,phuing Uoul hu Dyspepsy. '' \ i Lesson X. THE BROOK. ^ 1. I (;omo from haunts of coot and hern; I make a sudden sally, And sparkle out among the fern, To bicker down a \-allcy. 2. By thirty hills I hurry down, Or slip liotwcen the ridges, By twenty thorps, a little town And half a hu ,ired bridges. I I: 3. I chatter over stony ways, In little sharps and trebles; (1) ror questions au.l suKRcstions on this l.Pautifi.l poem, tl.o teacher is referred to the exeeUftut ii-trao" analysis aua .lUcries to the Lessons in English, " Inter, mediato Cuu.se, Teacher's Edition, pp. , 25, 20, and 27. THK J! ROOK. 1 Ijiihlilo iiitu eT«? ;-Jdying bay," „„d ■• I babble o^ W p'bM,.^""'?, "\ ^'"""^ "'"> brook stay? What i, a brimmin.. rivers p /»'» "t"' os the brook es the brook •Jr? What is ach us ? Wi write the 'yuage, in a en-count'ered, sttd'den-ly, €ru'9i-frx. ap-pS^r'an9e, rfic-ol-lfie'tion, ca-rSss'es, neigh'bor-ing, re-t<^ Charles Forbes, Count Montalemhert. QuQStlOnS. Who Wia CJ(. w 1 ,, „ I'^cnbc tl,„ ,„ee.i„g „f ki„g„„„ , ^Jr Vhl t 7 "'"■"''°"' such acjueslion ? How ,va» 1,° ,l,,„v , fl, . '^ ""= '""« »*' '"■>■ di>i he act ;vh™ he ,, v ,| ' „! , "'"■"J""'«"(liii< thought? How ho- Whether ^lii^'r"^:;';,^,:?' T:' '" '"=->•"' What „,., he do .0 eor„„,e„,;:te.'it;r ''«•'; ™"''"'°°''' inm,„|e,l hy a ei-oss ? What ],.,.„„ i , . ''^' ™ " »'"■- a....n.e...auee»n.a,r^:;-:t":L.S-irs::r Lesson XII. GIANTS OP DESERT AND PLAIN lumdred pouncb The o^ "-''"""■" ^"^^"^ ""■"« «.-^.i..-.staL, and th J ,:; , X'r o7''^''' "'^'" ■■' '"'^ of "'hioh ia enough to kill a tl» ° "''''' °"'-* '^'^'>- - both wa™-,„o^ 1; th^lZ';:,';™'''?- ,^''^'^ . "^7^ia\e 'wk bones, feathered OSes, which he ({lANTS 01^ DESERT AND PLAIN. 4/ wings, hviihi b)V j;uv,s, hollow bones, feathers, ami lay <'ggs iVom which they protluce their young. 3. AntI yet the osii-ich is a (|ueer-looking creatm'O.. ITo h;is a lonf, skinny neck, reaching up into the air like that of a camel. He stamls six to eight feet high, and can carry a man on his Itack. The natives of Africa, where the ostrich is at home, call him the " camel of the desert. " 4. What strange feet he has, with but two toep, and one of these twice as long as the other ! He has a droll appetite lor stones ; some ol those he swallows are as large as hen's eggs. These stones find their way into his gizzard, and help to grind and digest his food, which consists mostly of reptiles, rats, and birds When tame, he has been known to swallow nails, coppoi coins, keys, and the bolts and screws of an iron bridge ; • ,; .. i ' 4« 12^1^ERMEDTATE READEft. i: 5- .0 .tiling brings him into clo.* relation tn tt, l.unm:,.g-bird, namely, his beautiful feathet Wi^ tt" Btubby «ngs he hoa, the ostrich can not fly It J ^teps of tweiveVt^Sin "f„ :r :;i ^ ^ ^'" -or the African plains with the sp:fo;r'rrSr 4i";s::a^:irfrir^^^^^^^ 4:™ri^::hts:fgtrser ^ ■- ™v'r t-n. The male ot^^a ty'ret^^r^"'"/ ''^'■ ^^J;o-stpartoftheaa/thee:;::::Ter.^^^^^^^^^^^^ ..; tender charge/' SrftL?~"«:.'^- thousands of acres, arc devoted tn tl, ' "°»*»""ng i- the profit arising from u!!^ LS^r'"' °' ''' '"^^' » a snt l^vttro7:;tih''"f ' f f ' ''"'' ^«™' '''- ha!i thf sizeTtk A, '■ "f"^' "'"^ '•''^*- It ia but two toes ''™" '"^'^' «"'' '>* three instead ol : I GIANTS OF DESERT AND PLAIN. 49 10. These birds run swiftly, are easily tamed, steal coins and nails to eat, and hate no one but their Indian enemies, who hunt them upon horse-back. The male does all the sitting upon and hatching off the eggs, his gentle compan- ion retiring until he brings of the brood. The egg of the rhea is equal to fifteen hen eggs, and, like the ostrich's egg, is cooked and eaten from the shell. 11. The emu of Australia, is, next to the ostrich, the largest of birds. The male bird alone hatches and broods the young. The female is noisy, quarrelsome, and cruel to her offspring. As a household pet it is cunning, and often mischievous. 3 If iff Q}icstio7is. — What is the subject of to-day's lesson ? To what bird is the ostrich compared? Can you give the comparaison ? Describe the ostrich ? What strange kind of food seems to invite the ostrich's appetite? AVhy does he take that? What is the ordinary food of the ostrich? Does he at times take any other kind of food ? What do you know concerning his wings? Describe tl;e ostrich's egg? Wh;;t care is given the young? What did Dr. Livingstone observe? Who was he? Where is the rhea found? Can you describe him ? What about the Emu? Where is Chili? Australia? Brazil? Peru? Is Brazil a republic, kingdom, or an empire? And Aus- tralia ? Bcquire the jmpil to give a toriUen exercise, cjplaining what they hioiv of the Ostrich and to give some other jiarticidars not inentiotied in (hfi lesson. Define the foUmviiig words : giants, buzzing, skinny, creature, . 50: INTERMEDIATE READER. Lesson XIII. SMOKE- WREATHS. 1. Watcl) tlie curling wreaths of smoke! lTi>vvar|), Fast by tir Etei-nal chain'd, No more o'er earth's domain shall sweep, Awful and unrestrained. 5. It tells that seasons, heat, and c^old. Fixed by His sov'reign will. Shall, in their course, bid . lan ])ehold Seed-time and harvest still. 6. That still the flower shall deck the field, When vernal zephyrs blow ; That still the vine its fruit shall yield, ' When autumn sunbeams glow. 7. Then, child of that fair earth ! which yet Smiles with Ciu-h charm endowed, Bless thou His nanu?. Whose mercy set The rainbow in the cloud. Felicia D. Hemam. Qnestinm. i —What is the subject of the poem? Wliat is a rain- bow? What is said in the first stanza? How is the rainbow de- scribed? What does the rainbow indicate? What does it tell us"? What does it say concerning fiowers? What does the last stanza teach ? Whf t do you mean by giving thanks ? AV'hen wa3 the rum- m\i^a "''*" '*"""'"" '''"^ suggestions, seo "L^ssoua in English, " Master's THE COMPLAINT OF THE WILD FLOWERS. 53 bow first seen? To whom did God give it as a covenant? What is a covenant ? Require the pupil to write and define the verbs of the first four stanzas. Lee him write a letter describing his wonder at seeing the Rainbow and whatever he may have heard at home or elsewhere. ■A :y Lesson XV. THE COMPLAINT OP THE WILD FLOWERS. f1 eld, gre\A^ (groo), m&^d'•o^, bt^Tlt, dan'-de-lT-on, €Ot\Kd, daV-5y, thTs'-tl^. 1. In the corner of a largo field, and close to a swift- running brook, grow a groat many wild flowers. The farmer had not driven his plow near them; and, as it was not a meadow, the cows and sheep had not cropped them off. They had a very pleasant time of it. The sun shone on them all day long, the soft wind played with them. Many, by reaching over a little could see themselves in the water, and they could all hear the sweet songs of birds, who had built their nests in a tree close by. " How gay we look, in our snug little corner ! " said the Daisy one day ; " that last shower has made us all so fresh!" 2. " It is all very well, " said a Dandelion who grew close by, " but this place is too dull for me. I want to go and see the world. " " That is very foolish ! " said a piece of Ivy who had l)oen busy for the last three years covering up sone large 64 INTERMEDIATE READER. I'Vh ' fit i li 11 J il;i Iff if' stonoH that where lying in a heap beside the brook; wandei'ing about is nut the w;iy to get on. " Well, " said the Daisy, "I should be quite content if only tlio little children would come and see us, and vlap their hands, and say how pretty we are ! " 3. A Lark, whose nest was close by, heard what Daisy said, and loved her for it; so he (lew in the air and sonc. as he wont : ° " The Daisy has a gold eye set round with silver. She looks always up into the sky like a little star : but she does not shine at night. But the birds sing on, for they love the little flower, she is so meek and fair." The Daisy heard what the Lark said, and blushed quite red. 4. "It is quite true," said the Buttercup, when the Lark had flown so high they could no longer hear him. " Little children once loved us very much, but now they go by to school, and do not even look at us ! I am as bright a yellow as any flower can be— so bright that they used to put me under their chins to see who loved butter. I made a little chin a bright yellow, and they laughed, and said, "See how he loves butter!" I was merry to hear how they laughed. They called me Buttercup, because I was as yellow as butter. " 5. " I hope I am yellow too, " said the Dandelion, " and larger than Buttercup. The Lark called the Daisy a star; but I am a little sun. I am not a single flower, like Butter- cup, but a great many little flowers made into a large flower. When I go to seed I shall have a round, white head; them my head will blow to pieces, and I shall set THE CuMfLAINT OF THE WILD FLOWERS. 55 out on my travels. Wherever I stop I shall plant one of my »o.e(h. There will be more dandelions than ever next year. 0. '-'Wait till you see if we leave y^u any room ! " naid a grufl" voice, and tlu'V all knew that it was a Thistle who >^poke. "My seeds iiy ahout, Cousin Dandelion, like y'Hir.i; and my prickly leaves take u}) !^o nuieh room, 1 ;nii n.jl ^^ure you will have space to grow. " That was true enough, for the thistle i>' larger than the dandelion, and, though its flower is pretty and red, no one can gather it without pricking himself. 7. " I am glad I have in-ickles, " said a sweet voice, that filled the air v/ith scent. "Hike to be i)lucked by the little children. I send out a sweet smell to meet them, and they cry, " There is a Violet ! " They lift up my green leaves gently one by one ; they find me hidden there, and their eyes s[)arkle with pleasure as they carry me off. " "Every one leaves you, dear Violet," said the Daisy, " and your sweet scent attracts more even than your l)eautiful color and thick green leaves. " 8. " Yes, it must l)e the scent, " said a Dog-Violet, who was growing where every one could see him ; "for my leaves are just like my sisters, and I have a large blossom, yet no one cares to gather me. It surely can not be because I am few shades lighter in color. " "No, No!" said a Cowslip, shaking his long, yellow bells ; " it is scent you lack. But even we who have it ore not loved by the little children as we should be. 9. When they named me Cowslip, because my breath is like that of the cow, so sweet and pure, they used always 86 in <\i INTEnMEtirATE REAMH. fhotrtn^''" """'''■^ '"'^* wine and tea of me b,.t tho httlechadren mack, meinto cow3lip-balls_ro„„,I i" ;, l.ngl.f yellow balls. They tK.ow me in t ai "„"? fil^ 't w.th «ce„t, and dropped down into tl "'ia \ ' f ;f ""; Kfy *i* n,y pfeas.ant flight, " B t now ' ? the Cowslip, in a ., ad voice "the lit.l> in', '■' know how to make eowslipl,,, ■ Anlft ''\'"' inrl fl.mr „ '4' '-•'"is- -^11 the flowers strhcd ;;;1.""'^ wore so sorry the httlo olidren did not love '1.0 liltio speech of the °""-' ' VVh,U ,v,„ lion? What ha,, the Iv/t„ say" wIt did'TTl''' "° """*■ of the daisy? I, it „uL tr„„, ,,,/"'*',"''"''»* "'"g in praise ™y or herself? Di.l the daisvCnZ ^^l""*'' "■» modest violet ™vi„n, „.„r,l, of the „g. Z ?Trvr,T* ' *<"" --'<' ">o ing the eowslip ? Who n ade all ,t, T "? ""^ "''"^ "™™-"- «;o thistle disp'nte with trld'h t" '^'S n^,:T "•"^- *' all countries? '*'*' 'ne nottcrs the same in Jiegoire Ihe pupil to mentwu l/w pronoum sir „,. , ar,M. n..ns the, qualify, a„, thrL^Zlll l^^ °**" Lesson XVI. THE TWO MOTURES. waLn^TongTsleT 0? V^'^'T' ''^'"'" ^^''^' ^^ desponfent ifcont^LCrf " v^ 7' ''^"^'^"'' ""' when he heheld a litH ! I T "^ '"fortune, ^ _ nenew a little boy of s«ch surprising beauty that Tlir. TWO nCTURES. nr he foi'got hi.s own trouble and gloom in looking upon tho almost angelic face before bim. 2. "I must liave tbat face for my studio," said tbo artist to bimself. " Will you come to my room and sit for a picture, my little man ? " The boy was glad to go and SCO the pencils and curious things in the "vi M^t'sroom, and he was still more plei^sed when he saw vvhat s..'(med to bean- other boy, looking just like himself smiliig from the artist's canvns. ^' 3. The artist took great pleasure ni looking nf tlie sweet, innocent fac^e. When he was troubled, irritated, or perplexed he lifted his eyes to that lovely image on the wall, and its beautiful, hopeful features and expression calmed his heart and made him happy again. 4. jMany a visitoi- to Iuh studio wished to purchase that lovely face ; but, though poor, and often in want of money to buy food and clothes, he would not sell his " good angel," as he called this portrait. 5. Years passed by. Oftentimes, as he looked u[) to the face on the glowing canvas, he wondered what had become of that beautiful boy. " I Hhould like to see kow ho looks now, " said h(> ; " I wonder if I .should know him ? Is lie a good man and true, or wicked an i n 1 1 „ -^ ' '"'"■• asked tJie avf ^f Tf was „„g Leforo tl,e y„„„g ,nan ,,,,,1,1 ,,,,,,1 • ,'1,, alo,„l a,.,l .s...™e,l j.ier,,,! with a,-o„v. At It' I , " ->P to the ,.ict„re o„ the wall, a.Td i . h.-ot t ■!' w hM see,«ed to <»me from the heart, sai,l : ' '""'' 10, "Twenty years ago yon asked me to come „n i a".l s,t for a pietnro, a,„l that a,„..l f„, i T ^ Behold ,,,e,,ow a r,.i,,e.l,,,a,.-soMl,,:,^^^'^;^^^^^^^^^^^^^^^ all J.y.nre ,„„, ,„,, ,.,„ ,.„. „^^.^, ,.,.^_,^ ^^^'^^ 'hat hi "w,''::,:i" - Prr:;;'. £ ^"•"■'rr'^ "«"- ho aske,l. ^' " '"^ "•'"'•""' "''« '■I'ange?" 12; The young man then toi,l him his stI m„„ i I'on.g an only .son and very b antifnl if ? ' ''"''■• and spoil,,,] him- i,„„ ,„. , '" , ' ' !«'■«"•■' l«(te,l ioarneS to,ove.:d!:Ua:rt:~ . Ht T:"'"^", "'"" 01 money, he was , tioe,l into wiS,, "; i','«,f:''-^ SintsttT'' ""'^'""r ^'°'*'""" -'"--11 ,1 : "^5*^" CO ,steal, war :^iiM-lit ,111,1 ;..,. • ^ , 'o? ^i*- i.iieedsee,„ed.o.,.ii;:::rr;r'::r^^ iLlk. THE ALBATROSS. 50 13. Tho story was a fearful one, and brought tears into the artist's eyes. He besought the young man to stop in his career of crime, and offered to help him. But, alas ; it was too late. Disease, brought on by dissipation, soon prostrated him, and he died beibre he could reform. 14. The painter hung his portrait opposite that, of the l)e;uitiful boy, and when visitors asked him why he suffered so liideous a face to be there, he replied, " Between the aiigol and the demon there are only twenty years of vice." Qi(<'!ifi(ms. — What is tlie subject of tlie lesson? Who is tlie char- ;;c(er mentioned? Where did he live? Whom did he meet? What said the artist to himself? What was the result of their conver- sation? What did the artist do with the picture? What did he call the youth? What said he to himself when gazing upon it? Did the artist ever meet his angel-faco? What was the contrast? What followed the conversation he held with him? What did the youn" man relate? What became of him? What did the artist do with tlic second jjortrait? What did vi.iitors remark on beholding the (■Inking contrast between the two pictures? What was the reply? What are the iniji-' -tant lessons taught? liequirc the pupil to icritc a short composition on the lesson. 'M ul'ba-tross, cela'-men, Lesson XVII. THE ALBATROSS. hSlms'-man, mSr'i-ner, growl)ad, dis-trSssfc^d', 1. The Albatross in an immense sea-flier, three feet loner, and seven feet or more in the extent of its wint^s. Its O upper feathers are either white or brown, and it is found 60 TNTKRMEDTATE RRADKR. mostly in the .southcrn-soa, whore it visits the village of the P^- to rent a plac. to. its nest. The auXf ir ' ^'""T "' ''^"- ''^^"''"S through the sea air for niany days without rest. com age. Tlie great albatross is often attacked, and some- times torn m pieces, I ry the little sea-mew is ^^^ "7^ '''^"'^ ^"'^^"'^ *'- ^^^^'--^ storms, and Kgauled by the human sailors as a bir- hcpie.: read in order disfro^f i ov ""^ "^^^^ ''^ ^^ok to because 4;atr:eanT '"^ ^'^ -' ^o relieved, her on my rHurn in TJ""^ '^''^''^' I Promised to bring ^n«-ay^;:Zredt«rKT.:r^^"''- trati„gthSo7oufwd r' t""f °' pictures lllu. of each Picture ^LT^a ' ''''P'^'""^ '" ^"^ "'^ meanino- atn picture. She had an excellent memorv »„^ i, I found my mission easy. I tan^ht |7 7' ^^"'='' the " Our Father " nv.mf ■ i ^ ""'' ^"° "* part of ingday. ' ^"""^'"S ''^'- *» ^-Unuo it the follow- that swt.u'^S irm:,'^'f'^'^ "'''> ''^'^ P'^'"-. beside her'Cd 30 hTtt, °P?'' "''"" ™ *» --" repeatedJo^hert,;:„tatXf ^ '"^"••- ''' WHAT A CHILD CAN DO. (Jo 7. When I returned to her the next morning, I was greet^hya pa,r of bright, grateful eyes. Thf glZ nd sullen of her countenance h.ad vanished. I gave he furfcr explanations, and resumed the teaching of 1 "Our Father and also taught her the " Hail Maiy." When r T ,'""'' S''""""™ ™J taJornoss that even J was moved by her piety. of her neglect ot duty. But the child prevented it. " Oh mother ! why d,d you not tell mo all this before ?"said Mar^ -n a reproachful accent. The mother felt the reproth 3 .ud sobbmgly : '■ And is it not enough to break any oL™ heart to see poor little Mary there, having to comfort he m her dymg state, and seeing all the wages spent in drink ' All ! ala.s ! poor, unfortunate me I" 0. I consoled the afflicted mother s n^ promised to aid .or and attend to the want, of her dying iu For manv I"s Ho 1 ,7«'"^'™'-«'' to enter the room of wretch- C^; 1 ? ^ "™''"* '"""''f °f "y invitation, and .t'stxrr'™''^^'^'''*''^''^^'''-'*''^^'^ 10. One day as I was engaged in reading to her parts of the P<.,s.on of our Lord, the door opened suddenlTnd a man entered, of rough and surly aspect. ^' „"fy '""..^r '^'''"8 ^'"'■" ">e exclaimed to me in great anger, I w.„,t no cantmg S.ter of Char.ty m my 64 INTERMEDIATi; READER. mm " But, father, father ! " entreated the poor child, '^she has been so kind to me, you do not know.... and.... "And I do not want her to f^t.y here,' l;e rctorttd, fiercely interrupting her. 11. Days elapsed. I did not sec the dear, sutTering child. But God who had J I is own plans, had allov.od the good seed to tak .; lecp root. Her fatlier in the nieautime was taken suddeniy ill. She crawled to his bed and persisted in remainin:^' 'vitli Uim. 12. Though !-'he was weak, she zealously did her work. She repeated to him all she had learned, and taugiit him his prayers. And as I was one day visiting in tlo neighborhood, I was told that my services were requested at I hastened to the room. 13. The father covered his face and wept bitterly. Maiy joyfully said ; " He can say it all, and ho is never going to be drunk any more ! " I looked at the little apostle, as she lay with her thin, wasted face close to his, and smoothed the hair on her white forehead. 14. Tlie child had fulfilled her mission. She converted her father. Her strength was exliausted. She slept the sweet sleep of the just. Her father was deeply moved. Many years after that he recalled that happy day ; he thanked God for having saved him through his child. Qucslions. — What is the subject of to-day'a lesson ? Who can v . H me why the child fell ill? Was .she a catholic? Why did ;i' not know her religion ? Wh • '.. i.s to bhime ? Describe th' ' ■ 'ref< ' 1 •condition of the child and n; ' -r? How was the change '■ ' ? What dispositions did the child evince? What did she lovt '/- hear ? What do you know of the priest ? How was the father convc ru d ? THE THOUGHT OF GOD. 65 Kow .1.1 the child die ? What mission did «ho accomplish ^ Can w. do any good hhe little Mary? How would you do it? Why did Mary not undertake to convert her father before. Ecnuirelhe pupil to write a IcLter, stating the principal ideas Let /am also jive other instances he may have heard. fl ' ■):J' \ Lesson XIX. THE THOUGHT OP GOD. I 1. The thought of God is hke the tree Beneath whose shade I lie, And watch the fleets of snowy clouds '" Sail o'er the silent sky. 2. It is a thought which ever makes \ Life's sweetest smiles from tears, And is a day-break to our hopes, A sunset to our fears. t .n 3. One while it Lids the tears to flow. Then wipes them from the eyes, Most often fills our souls with joy, And alwavs sanctifies. 4. To think of Thoc is almost prayer, And is outspoken praise; And j)ain can even i)assivc thoughts To actual worship raise, 66 INTERMEDIATE READER 5, All murmurs lie insido Thy "Will Which are to Thee addressed ; To suffer for Thee is our work, To think of Thee our rest. The Rev. Frederie W. Faber. Questions, i — To what does he compare the thought of God? What does he say concerning the power of this thought? What is it farther capable of doing ? Is the thought of God a prayer ? What lesson is taught us? When should we particularly think of God? What sign in the class-room reminds us of this thought? What prayers remind us? Require the pupil to commit this j)oem to memory. Let him 2'>oi7ii out the adjectives and the ivords qualified. Let him mention the verbs, the prepositions and the words they govern. Finally, let him write the ideas in prose. Lesson XX. BOOKS. I have Friends whose society is extremely agreeable to me : they are of all ages, and of every country. They have distinguished themselves both in the cabinet and in the field, and obtained high honors for their knowledge of the sciences. It is easy to gain access to them ; for they are always at my service, and I admit them to my company, and dismiss them from it, whenever I please. Thy are never troublesome, but immediately answer every question (1) For other questions, suggestions ou this poem see "Lessons in English," Master's Edition, pp,, 0, 7, (tade. LEAVES. 67 I ask them. Some relate to me tlie events of j.ast a.^e. while others reveal to mo the secrets of nature. Homo teach me how to live, and others how to die. Some, I.y their vivacity, drive away my cares aii.l enliven my spirit^ while others give fortitu!nes directly from the main stem or branch, and oft^n surrounds the stem. par tiallv rely T. Well said, Paul Now, Peter, when is the leaf said t be simple ? ^ x^ • LEAVES 69 Peter. The loaf is .simple when tli limb consists of one jiiece either quite entire or variously indented. T. Matthias, when is the leaf compound? Matthias. The leaf is compound when it consists of one or more leaflets, each of which is jointed to the common petiole by intermediate ^j)erehends them, for He has made them. How thankfu we should be to Him for having given us these beautilul and inviting shades! Lesson XXIL MAD RIVER. TRAVELLER. Why dost thou widly rush and roar, MadEiver, OMadEiver? Wilt thou not pause and cease to pour Thy burying, headlong waters o'er This rockv shelf forever ? MAD KIVER What secret trouble stirs thv breast ? Why all this fret and flurry ? Dost thou not know that what is best In this too restless world, is rest From over- work and worry ? THE RIVER. What would 'st thou in these mountains seek, stranger from the city ? It is perhaps some foolish freak Of thine, to put the words I speak Into a plaintive ditty ? I TRAVELLER. Yes ; I would learn of thee thy song, With all its flowing numbers, And in a voice as fresh and strong As thine is, sing it all day long, And hear it in my slumbers. THE RIVER. n ' *l m A brooklet nameless and unknown Was I at first, resembling A little child, tliat all alone Comes venturing down the stairs of stone, Irresolute and trembling. ! it ■ ;! - 72 INTERMEDIATE READER. Later, Ijy wayward fancies led, For the wide world I panted : Out of the forest dark and dread Across the open fields I fled. Like one pursued and haunted. I tossed my arms, I sang aloud, My voice exultant blending , With thunder from the passing cloud, The wind, the forest bent and bovv^ed, The rush of rain descending. I heard the distant ocean call, Imploring and entreating : ., Drawn onward, o'er this rocky wall I plunged, and the loud water fall Maxle answer to the greeting. Men call me Mad, and v/ell they may. When, full of rage and trouble, I burst my l)anks of sand and clay, And sweep their wooden bridge away. Like withered reeds or stubble. Now go and write thy littto rhyme, xi.3 of thine own creating. Thou scest the day is past its prime : I can no longer waste my time ; The nulls are tired of waiting. Henry Wadsivorth Longfellow. ABVENTTTRE WITH \ LION 1% Queslions.-llovf does the traveller address the river in the first and second stanzas ? What answer does the river make ? What does the traveller say v/hon lie speaks the second time? Give the meanin- of freak, ditty, brooked. What does the river say when it speaks a°se- condtime? What "stairs of stone" does it venture dow.r^ Ex- plain " Wayward fancies", "thine own creating" "day is past i'a prime. "Give tlie meaning of hamlet, exultant, stubble, reed ? ^rquirr the yv.jnl to wrilc a description of a liiver. Lesson XXIII. ADVENTURE WITH A LION. ar-ti-fi'cial fre'quSnt-ly, nar-rat'ed. ex-er'tion, sit-u-a'tion, Tn'ci-dent, stu'por. de-stroy)^d', fa'-mt^tls, htarl^d, pro-duc^d'. Dr. Livingstone, tlie renowned African traveller and ex- ■ plorer relates the following incident to point out the dangers of lion hunting : 1. The villagers among whom I was staying were much troubled by lions which leaped into their castle-pens and destroyed their cows. 2. As I knew well that, if one of a number of lions jis 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. 3. 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 cd^jd in closer and closer, so that the lions might be'^conpletely surrounded. ,. . ^1 a 74 INTERMEDIATE READER. I! J 4. Presently one of the natives spied a lion sitting on a piece of rock, and fired at him, the ball missing the breast and striking the rock. 5. The lion turned, bit like a dog at the spot where the bullet had struck, and then bouiidod oil' to the sIk.'IU.t of the brushwood. 6. Soon I saw another lion in much the same situation as the former, and, being not more than thirty yards from it, I lot fly with both barrels. 7. As the lion was still on its legs, T hastened to reload mv ffun : but hearinq; a sudden and friffhtful crv from the natives, I looked up and saw the wounded lion spring'" ^ upon me. ^Sfl ADVENTURE WITH A LION, 75 8. 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. 9. The shock produced a stupor, similar to that which seems to be felt by a mouse after the first shake of a cat. 10. The lion then leaped upon one of the natives who had tried to shoot him, and then sprang at the neck of a second native who, armed with a spear, was rushing t(j the rescue. 11. The exertion was too mucli for the wounded beast, and so, with his claws bedded in the spearman's sboulder, he rolled over and died. 12. I had escaped, but with a shoulder so Itroken as to need an artificial joint, and with eleven teeth wounds in my arm. 13. These wounds wore less severe than they would lipve been, had not a heavy jacket which I had on, cleansed tho teeth of the lion in tlieir passage. As it was, they were soon vnved au'l gave me no trouble a,fterward. David Llo'nxjHtonc. Qnestiom.-—\\"\\a,i is llic sulijcrt of (o-day's Icasou? What do you mean by an adventun;:' What is a Hon? Where arc lions to h,. found ? AVho relates the story ? Why do you say he was renowned ? V'here is Africa? (.'an you nanin any of tho divisions of Africa'' What did Livint^'stone for i\w. natives? Why did he lead the hunt? Where did they spy tho lion? Wherein was the danger? Describe the action of fh.f natives? Who was the injured man? What were the extent of his injuries? Why was the bite of the lion's teeth not so dangerous ? Let Ihc j)iq>i.l write the sfon/ in his nini language. 76 INTERMEDIATE REA.DER. Lesson XXIV. TWO HUNDRED LASHES FOR TURBOT. 1. Great prices are sometimes paid for turbots wlii(}h constitute a }»rominent dish at public dinners. A story is told in which the turbot is a silent character, but becomes the occasion of slippery dealing, followed by a merited punishment. 2. A rich noV)leman was about to receive the king, and great preparations were made at his castle for the feast. Everything rare and costly was provided except fish. Both the chief cook and the nobleman himself were surely put out because the sea was so rough that fisherman dared not venture out. However, the very day before tlu^ feast a sturdy fisherman, who had heard of the lord's distress, came from a distant village, bringing an unusually fine turbot, and asked to be admitted. 3. The porter, sporting a fine livery and chain, and feeling important, was quite willing to turn a dishon st penny if he could not turn an honest one. As he refused the fisherman admittance unless he could agree to share with him half the price received from the nobleman for th^- fish. The fisherman said he had worked hard to catch the fish and bring it so long a distance, and that it would b<' ridiculous to give the porter half the price he should get for it. "As you choose, said the porter, sulkily, " only you will not show your fish in yonder kitchen unless you accept my demand. Say yes, and you will get what<.^vcr you choose to ask. Otherwise, you can sttiy outside till your fish spoils." 91! TWO HUNDRED LASHES FOR TURBOT. 77 4. The fisherman tired and angry, felt obliged to accept the unjust demand, and, having shouldered his turbot, was marched into the great kitchen, where he met the noble- man himself, who was delighted at the arrival of the longed-for game. "Do not be afraid, " he said; "name your price, for I will pay anything within reason. " And ho displayed his purse filled with shining, jingling gold. " rfir, " said the fisherman, " I am about to ask a strange price, but it is the only one I will take for the turbot. " - 5. " Speak up, speak up, " cried the lord, impatient to secure his treasure ; "I will pay your own price." "Well, sir, I crave two hundred lashes on my bare back, " said the man, with determination. " Nonsense ! Are you mad ? Tell me your price and be gone, " said the nobleman, ang- rily. " This is my price, and no other will I take, so please you, great sir, " said the fisherman, as he began to repack liis fish. All thought him silly, and joined to persuade him to accept a money price, but with no success, for he repeated, firmly, " Two hundred lashes, or nothing. " 6. The nobleman, concluding that the man must be mad, ordered his men to give him the two hundred blows, saying that he would soon cry " stop, " and that the lashes could be laid on lightly. So the fisherman took off" his jacket, laid bare his big, strong shoulders, and took the firsi hundred lashes, when he cried, " Hold ! hold ! that will da" 7. " I am glad to hear that, " Sii.iil ine lord, clapping hi* hands; " but I thought ycii d:^raanded two hundred lashes?" "Aye, sir, so I dia." replied the fisherman, "but T hnve a partner in the business, and I a«k that your lordship will kindly order him that he may now receive the other half of the pay, " " Why, yi .n do not moan th * 78 INTERMEDIATE HEADER. there is another man as mad as yourself? " cried the lord, deeply puzzled. " Yes, p.ir, and he is not far off, " said the fisherman : "he is your own porter, and he insisted on my keeping outside unless I shared with him whatever you gave mo. " 8. "Oh, now I understand," cried the nobleman. " Fetch him instantly, and let him have his share by all means. Lay it on soundly, my men. Afterward he can go, for I want no such clever gentleman at my doors. " 9. So the porter was paid, and heartily too, at the end of the lash, while the honest fisherman received a silver coin for every blow he had endured, and went on his way rejoicing. Questions. — What is a turbot ?What was the occasion of the feast? Why had they no fish? Describe the interview between the porter and the fisherman ? What was the result ? How did the lord receive the fisherman ? Who can describe what took place ? Why such a strange price? What opinion did the servants entertain ? How did they settle the question ? How many lashes did he receive? What followed the hundred lashes? Did the lord understand now the mcanin" of so strange a request? How did the lord act? How many silver coins did the fisherman receivu for his turbot? How many persons enter into this lesson ? Can you give an idea of their respective characters? How was honesty rewarded and dishonesty punished? What does it teach us? What is the meaning of this proverb: " Honesty is the best policy?" In what must we show our honesty ? How many commandments would you violate by dis- honesty ? Require the pupil to give this story in his own language. Let him give other instances he may have heard. ONE BY ONE. 79 Lhsson XXV, ONE BY ONE. 1. OiiG by one the sands are flowing, One Ijy one the moments fall ; Some are coming, some arc going — Do not strive to gnusp them fJl. 2. One by one thy duties wait thee, Let thy whole strength go to each ; Let no future dreams elate thee, Learn how first what these can teach. 3. One by one (bright gifts from heaven) Joys are sent thee here below ; Take them readily when given, Keady, too, to let them go. 4. One by one thy griefs shall meet thee- Do not fear an armed band ; One will fade as others greet thee ; Shadows passing through the land. 6. Do not look at life's long sorrows : See how small each moment's pain ; God will help thee for to-morrow, So each day begin again. G, Every hour that fleets so slowly Has its task to do or bear ; Luminous the crown, and holy. When each gem is set with care. 80 • INTERMEDIATE READER 7. Do not linger witli rogi'etting, Or for passing hours despond, Nor, the daily toil forgetting, Look too eagerly beyond. 8. Hours arc golden link;j, God'.s token, Keaching heaven ; but one by one Take them, lest the chain be liroken Ere the pilgrimage be done. Adelaide A. Procter. Questions.— Row do our duties wait ^s ? IIow must wo do oarli duty ? What is the meaning of "elate" ? Will all our troubles and griefs come at once ? What will God do for us each day ? What is a •' luminous crown " ? What are the hours of life like ? To what do all these links, joined, reach ? What is a pilgrimage ? What do you mean by the pilgrimage of life ? What are we taught ? ■Require the jnqnl to mention all the adjectives adverbs, and pre- positions. Let him ivrite the x>rincipal ideas in his own lanr/uarjc. ■ Lesson XXVL THE LIFE OF OUR LORD. 1. The whole world was deep in misery and sin. The knowledge of God and his worship, were nearly facts of the past. Empires and kingdoms were being overthrown, nations persecuted, and peace lost in war. The Jews who wore God's chosen people, were unmindful of their religious duties, and gladly offered their services to the Gentiles for money. The life op our lord 81 2. But the time of the coming of the Messiah was at hand. The King of Peace could not take up his abode in a world where all was strife and confusion, God, however, who rules nations and empires, established peace. The Emperor Augustus, after many bloo.dy battles, was now seated upo-n the throne. The turmoil had ceased and peace smiled once more over the face of the earth. 3. Then it was that in the quiet and holy retirement of the temple, a holy and unspotted Virgin was in profound prayer. She earnestly prayed for the fulfilmont of the prophecies. While thus occupied, behold ! there suddenly stood before her, an angel of wonderful beauty and grace. He uttered words, such as she had not been wont to hear. Bowing low, he said : " Hail, full of grace, the Lord is with thee ; blessed art thou among women. Fear not Mary for thou hast found grace with God. Thou shalt bring forth a son, and thou shalt call his name Jesus. He shall be great, and shall be called the Son of the Most High ; and the Lord God shall give unto him the throne of David his father, and he shall reign in the house of Jacob's friends. " 4. These words of praise troubW Mary. The angol, however, told her not to fear. Then, in words, full of humility, she said : " Behold the handmaid of the Lord ; be it done unto me according to thy word, " Thus was accomplished th© great mystery of the Incarnation. 5. The Emperor Augustus desired to know the number of people in his vast empire. He made use of a simple means It consisted in the taking of the censu \ '^.uh om was to go to the seat of his hmily. Mary and Jo;ieph, It t-H,i 8! Q INTEKMKDIATK llKAbHU. bclon"iH,^ 1') tlu! I'aiuily of havi-l, went tlit'i'oforc to Bctli- leliem. On aiTivin<,' at the village, thoy iiuit a crowd of i)00i)l(^ who Hocked to tlic iuns lor lodging. But Mary and Joriciih were poor, and hence refused an entrance. Joseph endeavored in vain to find a lodging. No roof would offer them shelter. At last they came to a cave, a stable, and there remained on that memorable night. 6. Here, in this lonely place, forgotten and despised, was born to the world, Christ, the Son of the living God. The life ok our lord 83 (. A.) so,m,T was our hlcs.nl 8avioui' l.or.,, th,u. un-ols ranie from hoavcii, annouuciu^ir ],!« Mnh to Jowly .shq.herds who wore guarding their f]oriso.hh('m the words thoylioard .ntorod their hearts and fdled them with joy. They resolve.l TO go to Betldeliem to sec the King of heavcm and earth, ihither tliey went, and j.rostrating tlienisolves tliey a.iore.l (lio Infant. They relate messa-e of UK' angelic choirs, a Ahoiit til.' same time there aj. pea red a 1)riglit star in the Ea:;t. Tiu-ee wise men wlio were traveling, noticed it at mid.lay and were astonished at its remarkable hrillian- <'y. They immediat.-ly resolvvd to follow it. Wlu-n they came to Jerusalem, the star disappear^. Here they made nupiirles ahout the newd.orn King of the Jews Herod was alarmed. He called together his wis. men and tl... do(;tors of the law to take their counsel They ••onsulted the Scrip.ture; which pointed toward Bethlehem He tol.l the wise men or magi, that he whom they soui O^. /A Photographic Sciences Corporation 23 WEST MAIN STREET WEBSTER, NY. 14980 (716) 872-4503 84 INTERMEDIATE EEADEE. Qvrs/ioris. — Dcsciibo the comlilion of things at I lie time of tli<' romiiig of our Lord? Who was tho Etnporor ? Wlio was to !"• *hcniolhcr ofC.od ? Whore was .sheat this time ? What was her occu- pation at the instant of the angel's appearance ? What were his remarkable words ? What mystery was accom])lished ? What is lli(! mystery of the Incarnation ? What were the orders of tlie Emperor about the census ? Whither did Mary and Joseph go ? Why could they get no room ? Where did they find shelter? What happened during the night ? To whom was the birth first announ- ced? Describe the scene. Who came after the shepherds? Whence did they comi^ ? When did they se(i the star ? Did they f(jllow tln" star ? Why ? Whither did it bring them ? What happened in Jerusalem ? Can you describe Herod ? Where did they find tli.^ Haviour, and what did they ofier him ? What do each of the offerings si"nify ? Where is Bethlehem ? What was it called ? Why ^ Where is Jerusalem ? Who built the magnificent temple of Jerusa- lem ? Whe.i was our Lord born ? In whose reign ? Wli j was he ,' What do you Iniow about him ? Lesson XXVII. IMPORTANCE OF EARLY HABITS. cor-^iip'tion, v., vnclccdnrss. €har'a-cter§, n., the persons ■wUk their asHcmhlage of qualities. un-cha'ng^-abli^, adj., fixed, immutable ; always the same. f6-lTc'ity, n., happiness. mis-for'tunfe^, n., calamity. pra-pSn'si-iy, n., inclinatio7i. iin-por'tim-at^, ailj., jyressiwj, iiri/nit ; disquieted. | in-stip-port'alDl^, ailj., ititolerahle, uvliearable. tCi-intil'tu-ous, adj., ■noisy, eonfusedly agitated. 1. Wo shall not gather in old age that which was not sown in youth. If you "sow cofruption," says the Apostle, ^you_shall reap coiTUption. '.'-.^t^Yousay ^ every day your- IMrORTANfH OF PIVRLY HABITS. lucli was not selves, that we always die as wo liavo lived ; that char- acters are uncliangoal>le ; that wo carry into advanced life all the faults and |iassions of our early clays, and that there is no greater ha})piness than to form in our youth those laudable inclinations which accustom us, from child- liorxl, "to the yoke of the Lord." 2. Il'vyO regarded only our rcjiose in this life, ami had 110 other interest than to prejuire for ourselves (juiet and liapjty days, what previous enjoyment it would ])e, to stifle in their hirtli, and turn at last to virtue, so many violent passions which afterwards rend the heart, and cause all the bitterness and misfortune of life ! What felic- ity, to have encouraged none but innocent and amiable jiropensities, so be spared the wretched recollection of so laany criminal pleasures, which corrupt the heart and sully the imagination, leaving a thousand shameful and importunate iniages, which accompany us almost into virtue, survive our crimes, and are frequently the cause of new ones ! What happiness to have passed our first years in trancpiil and harmless pleasures, to have accus- tomed ourselves to contentment, and not contracted the mournful necessity of engaging in violent and criminal {pleasures, making the peace and sweetness of innocence ainl virtue insupportable, by the long indulgence of ardent and tumultuous passions ! 3. When youth is jiassed in virtue and in dread of vice, it draws down mercy on the remainder of our lives ; the Lord himself watches over our paths ; we become the beloved objects of his special care and paternal goodness. Mgr. Jcan-B. Jifa-ssillon. (iKCfidoiis. — Wjiat is tiic j^ulijoct of (o-iluy'K Icssuu ? ^^ iuil, is a habit ? What can \vc not gatlicr in old ago ii we sow curruptiou iu ^^m^i'i^ 86 INTERMEDIATE READER. youth ? Explain the meaning. What are the words of the Apostle "> What nieaning«.ilo they convey? What is it that we say to ourselves every clay ? Expjain the words " to the yoke of the Lf>rd." Explain the meaning of the fii-st sentence of paragraph sen md. What is felicity ':" How is it promoted? What is happiness? llow is it attained? What is tho lesson tauglu. ? Lesson XXVIII. SHINYOOATS. 1. Wc will now go, for a little while, to the great temple of wng. We shall learn the value of the throat, and a new use of the beak. We shall hear the music of solo and chorus. Wc shall see that Viirds sing not only to call or charm their mates, V)ut also to express their own joy- 2. And for us, too, they sing. Think of a sum?Mer without song-l>irds. As well have a summer without sunshine, without buds, or blossoms, or fruit. With no robin, no pewce, no bobolink, no mocker, no song-sparrow, June would be December. These bird i are all lyre-birds and poets. They make the heart light and free. The burden of joy or sadness Heats away on their mirthful or plaintive music. Places change, but the birds are always the same. 3. The starlings are our happy songsters of spring. When the curtain of winter rises, the • come in the midst of bursting l>uds and opening flowers. SIIINY-COATS. 87 Amontj; tliptn arc ooliolinks, cow-birds, mcadovz-larks, oriolcp, and black bii-ls. Nature docs not deny a shiny i;loss, but she prefers dark colors lor her musicians. The bobolink's dress is black and white. The cow-bird sings ill lustrotis black. The meadow-lark is happy in yellow, brown, and black. Blackbirds must be black, though they glimmer with blue and green ; while some relieve their lioa«Is or wings with red, or yellow, or white. 4. The cow-bird lays sni.cdl eggs, but shirks work and builds no nest. Into the nests ot other and smaller birds she places luu- treasures, one egg in each. This egg is hatched sooner than its com])anions, and receives the first attention and love from the foster-mother. She V>ecomc3 bewildered over her own weaklings, and tosses them from the nest and broods the little cow-bird alone. 5. The meadow or field lark, which is no lark, but a starling, we are told, loves the broad, sunny, shadeless meadow. She makes her nest in a tuft of grass, and jerks and flutters in the grass before she rises on her wings. The malo sits upon a stump, or a fence, and sings a sweet plaititive note which we can never forget. 0. Of orioles, the Baltimore is best known to us, bring- ing its name from the livery or arms of Lord Baltimore, of ]\raiyland. Its note is a short, simple, rolling one, not so much a song as a tuneful way of talking. The oriole is called a hanging-bird on account of the peculiar nest it builds. On the south side of the house where the siui is brightest, and prote(;ted from the storm, it hangs a woven pouch or [)0cket from a bmber twig, which rocks in the breeze but never breaks. Boblier-birds find it difiicult to plunder this nest. 88 INTERMEDIATE READER. 7. Thero^fl winged blackbird i)ii»cs a flute-like song, and chirps about the willows and bushes of the marsh or creek, where the nest is made, and two broods of young are raised. Blackbirds do not live in }»airs like other birds, but love rather to assemble in groat flocks, covering the groun.s he call them? In what sense does he call Uvm lyre-birds and po(»ts? Is there such a liird as a lyre-bird ? Why the name ? Describe the starling. Mention the different birds of your lesson. Describe (heir dress. Tell me all you know of the cow-bird and its habits. What do you know concerning the meadow -lark ? Which one is best known of the orioles ? Where is Baltimore? Describe the oriole. What is peculiar about the oriole's nest? What do you know of the blackbird ? What of the bobolink ? What does Washington Irving say of the bobolink ? Who was Washington Irving ? Require the pupil to (livc in his own lunijitcKjc what he has learned in to-day's lesson. Lei him write a short letter embodying the chief ideas, LITTLE Wilfrid's petition. 89 Lesson XXIX. LITTLE WILFRID S PETITION. trai,'tor, con-spTr'a-tor, gra'cifc^tis-ness, €ot^rt'ier, eSl'leg^, in-dig'nant, en-€ount'Sr^d mag-nan'i-mt^Cis, con-spIr^d'. 1. In the reign of Athelstan, one of the old Saxon nion- archs, a noMeman, by name of Cendric, conspired with other traitors against tlie life of the king. The plot was discovered, the conspirators were put to death, and their lands taken from them. 2. King Athelstan, who, like his grandfather, Alfred the Great, was a just and merciful ruler, used to set apart certain days on which he received petitions from the poor and appeals from the wronged. At these times his humbl- est subjects could come to him for justice even against the most powerful. 3. On one of these occa'sions, as he sat on his throne, with a group of nobles and courtiers around him, listening to petitioners and giving alms to the poor, ho saw a Saxon lady stantling at the lower end of the hall, holding a little boy by the hand. Both were dressed in mourning ; tlie lady wore a widow's veil and barb— that is, a pioce'^of fine white lawn, covering the lower part of the face— which denoted that she was a widow of high rank. 4. The king waved his hand to these two to approach. Thoy came forward and knelt on the steps of the throne, Who are you?" said the king 90 INTERMEDIATE HEADER. " I fim Ermongardc, the widow of Ceiiflric^ and this child is Wilfrid, his only son," replied the widow, with great dignity. 5. The king started and frowned, and the courtiers looked shocked and indignant that ;iny one should ho so bold as to say or do anything that might he unpleasant to their royal master. " Will your majesty answer ine one question?" said the lady. The king nodded rather stiffly. " Is it right for the innocent to suffor for the guilty ? " " No, " answered Athelstan, with a bluff honesty not often seen in royal personages. 6. " Then, " said Ermengarde, who was a woman of sj)irit, "rt^toro my husband's lands to his son ! It is true Cendric plotted against your life ; but he lost his own life for his crime. This |)Oor boy is not a traitor. Wliy should he be doomed to [)0vcrty and scorn for his father's fault? Be just, king, and give him back his own! " 7. Now, Cendric's estates were extensive, and the king had found them a great addition to the royal domain. So he was about to tell the Lady Ermengarde that her request was unreasonable, and could not bo granted, when his eyes fell again on little Wilfrid. The child was still kneeling on the step of the throne, with his little dimpled hands clas[)od in timid entreaty. Ho was a very pretty boy, with a fair, frank face and wavy golden hair and large blue eyes, which were now swimming in tears. LITTLE WILFRID'S FETITION. 91 8. TIio kii.^^ was more moved l)y his i.moeonce and Leauty than by the eloquent appeal oi'his stately mother; and so, after lookinrr at him tenderly and thonyhtfully for a lew moments, he said that he wouM keep Cendric's pr..].erty hene(>f<,rth only in trust for his son, who should have all when he grew to he a man, provi.h'd he should remain goo.l and loyal. He promised to ],o the api'ily- He was honored by the king, and foved and blessed by the poor. He was the j.ride of the court and the country ; and, what was far nobler in God's sight the comfort of his widowed mother, the sorrowful Lady Ermengarde. Grace Greemoood. Quest-turn ~\Xhai kind of a subject is to-day's lesson ? Who was .• tlulstan ? Who war, Ceiidrio and what was his crime ? What was the runislinient, of the traitor ? What do vou know concerning tho 92 I NTKUM r.lHATR TIKAUKn. justice of giv.> ia r^'ply In lli.- kiu-'s (lurstion ? What AVus the condiut of kin;^ and court whm Ihey h.ard Ihc reply ? What was the rf'picst of (he noMo niotlnr and her reason llinvfor ? Did ihc knii,' willingly grant her request and why not 7 What answer did Iheliuig linaily give ? Ilowdidlhe jiiother act on hearing so favoralile a'Teply ? What did slie promise? What is said of little Wilfrid's coU.'ge course ? Who relates those facts ? Who was she ? ■\Vlii.t do you know concerning the author of the lesson ? What is taught us l)y to-day's lesson '? Jl, quire the l>iqnl lo vrilr. i whieh the lenson nutHrdllj sii>j>jest)i. Lesson XXX. I REMEMBER, I REMEMBER! born^, nitilqt, ITl'y, feE(tti'er§, pe^p'ing, breath, btult, th6t4gl:}t, brot4^1:^t, vi'-o-lgt§, la-bur'-ntiin, blrth'day. 1. I rcnu'inlior, I romcmbcr The liouso where I was 1 •orn- Tho little window where the sura Came peeping in at morn. He never eame a wink too soon, Nor brought too long a day; But now T often wish the night Had borne my bi'cath away ! I KEMEMBEn, I KEMEMIiEIl! 2. T )vinoml)or, I romoinlior The roses red aixl wliid', Tlic viok'trt and tlio lily-cujis, Those flowoi's iiKido of li'dit ! The lilacs where tho rohin Ixiilt, And where my brother set Tlu! laliurniini on lii.s hirthday — The tree is living yet ! 3, 1 reinoniher, I reincniher Wh lere I was used to swing, 93 And thonglit the air must rush as fresli To swallows on the wing. 'My s[)irit flew in feathers then, That And is so heavy now SI uiimer pools could hardly cool The f. ever on niv brow I 4. T rf^noniher, I rcniemher The fir-trees, dark and hiah 1 used to think their der t( Ol IS Were elose against the sky. It was a childish ignorance, But now'tis little joy To know I'm farther off from 1 leaven Than when I was a hoy 1 n lODia-. Hood. (1) Tliis poom breathes intense fwlin^g for home. Absence tends to stronglitlien this feeling ratlier than weaken It. Tliis is true for aU sympathetic and sensitive natiiref*. D4 INTERMFDIATE RnADKR. Qi(rs/i(ni'<. — Of wlial ddCH (lie [himm rriiiiinl us? WluU .si'Oni.-! vividly Ix'l'ori' llic iniiiil (if tlif |>(pc( ':* What dus lu; dcscnln' in (he lirst stanza? What does h(^ I'ailhi r n nn'uilKi'? What is tlif mean- ing of laluirnunr!' Kxiilain th<' nifanin^' cl' "My h\)]vi{ llcu in ffallicrs then" Cnuid it mean tlial hi.s hopes flew lii;c a hnd? " i'liat is so heavy now," how is it to lio iidiM'iirctfd ? l W'lial Ji.m lie imply in (ho fourth stanza? What other word can ])o. iis( d in phuv of sky ? l)ij wo iH't often say that a iiiMintain or tall ine rw'clios tliP sky? Why!* Wiio was Tlunias llooil' Can \on iiitiition any uf his poimlar poems? In what was lie umival!ed? Wliut lesson d(ji'S the poet teach Us? livfpi'.re llir piij}il In inilcu s/ioti CfniijMf^itiuii on Jluincjrl/iini lUi' HDjs (ouf jt/i<(sii)nn/r j>/((C(s u J'tio rcisis of olitain tlioindia-i'ubljor. In Brazil and f^outh Ainoi-ica t]io ti'cc often attains a ifrowtli of sixty foot in height. 1. HikkI was ncvor vi'i-y striii;. His iU.s and pnins (1i(l in spirit iKJCauso of the carca of liis family a-.i.l tln.'ir i'lllllVl' JllOSlU'lts. USEFUL ti:f.f:,s. 95 2. Tli(^ Tiidiaii.', make incision,-; llirou^li tlic Imrk ol' this troo, t'liiol'ly in met wcatlicr. A milky juice onzcs out, usually to the amount of ahout four ounces a day, whidi is sjiivad over moulds of clay. When tho first layer is dry, ;i second is put over it ; and this o|ieratiou is re|)eated till the india-ndih.'r is of tlu; thickness required. After this, it is |)laci d ov. Foi'incrly f^oiith America was the chief suii|>lier of iiKha-rul.licr. To-day we receive a eonsidei'ahle (juantity IVom many places in tlio East Indies. Alany and useful are the things made of india-rul)ber ; for instance, bags, caps, oversho(>s, water-proof coats and cloaks, bottles, rub- bers for effacing lead and iidc inarks, flexible tubes, syringes, and other instruments used l)y surgeons, physi- 06 INTERMEDIATE READER. cians, jukI clioniists. It in also used in the construction of Loat.s. Tn Cavonnc it is said to be used to give light as a candle. Qf/^.-sZ/o)?.?.— Wlifve tlocs the iiulia-rdhbor irop grow? Of wlmt is it made ? How is it made ? What are i\w eliief places which supply this useful article? Mention some of the things made. II.— THE COKK-TUEE. 1. The Cork-Tree grows in the mountainous parts of Spain, Portugal, and the south of France. Algeria pos- sess(\s several forests of this tree in course of working. It is a kind of oak, and grows to a height otMVoni thirty to I'orty i'eet, having a diameter from two to three feet. 2. After havino; attained a ujrowth of about five or six 3^ears, the outer bark which forms the cork, seems to increase in a very marked manner. Its removal from the tree does not .seem to injure it. It has been observed that the tree thrives for a longer time, by having its outer bark stripped. Some have llourished for one hundred and fifty years. 3. When the cork is bo removed from the tree, a longi- tudinal slit is cut, at the extremities of which, incisions are made around the trunk. It can then be stripped oil' with great ease, by means of a carved knife, with a handle at both ends. The first crops of cork are of an inferior fpiality. This is principally used for making floats for fishing-nets. The finest quality is obtained when the tree IS of about forty or fifty years growth. w rSEFT'L TRLES. 97 ■onstnu;tioil 4. When the cork is taken lioni iho tree, it is piled up ill a ditch or pond, and heavy stones are placed upon it, ill order to flatten it. After being dried, it is slightly I'urned or charred, and then packed for exportation. 5. Cork can he eiit into any shape, and, thdugh, it i,s porous none of the common hquids can [.a^s tlirmigh it. Olio principal use of (^ork is to stop bottles, for which pur- pose it is well fitted by its elasticity. Its buoyant effect' ill water, arising from its lightness, renders it useful to those who are learning to swim. For the same reason it is it used in the building of life-boats and making life-pre- scrvei's. The Spaniards make kmp-black of it. Qur.s/inns.—Whoro. docs the Corlc-trrc gnnv ? W'lmf, kind uf a tree is it? How high docs 'it grow ? What part of (lie tree is tlie cork? Does the removal of the bark injure the tree ? Descrilje liow the bark is cut. How is cork made? Are there different qualities? Could you call them inferior, medium, and sujicrior (jualities? Could you exi)lain the different qualities? How is cork made? What are (ho uses indicated in tlio lesson? I'.. I am^mmmmmmiaam 98 INTEEMEDIATE READER. ,f Lesson XXXIL A CHAT ABOUT LIONS.- t6ngn^, Pasha', han"§ry, Shoobra', h T p- f^o- p6 t'a- m ti s, ac-etis'tom^d, Ki^artot^m, C^T'ro. 1. Wlieii I was in AlVicx three or fotir years ago, I saw- more lions than ever before in all my life. I not only saw them, bnt I became very well acquainted with them. 2. After I had travelled for two months over the desert and up the Nile, I came to a large city called Khartoum. A German, who was living there, took me to his house, where I lived for two or three weeks. 3. When I went into the garden, the first thing I saw was a largo lioness tied to a tree. My friend immediately went up to her, patted her sides, and stroked her head while she stretched out her great red tongue, like a cat, and licked his hand. " May I touch her? I asked. "Oh, yes, " said he ; " she is perfectly tame, and would not in- jure any one. " I then went up to her, and for the first time played with a lion. 4. In a short time we were very good friends. She knew mo and always seemed glad to see me, though I sometimes teased her a 1 ittle by getting -^stride of her back, or sitting u})on her when she was lying down. When she was in a playful mood, she would come to meet me as far as the rope would let her, get her fore-paws around my ;e it into her mouth, as if she were going then to eat me up. -D» 13 A CHAT ABOUT LIONS. 99 6. I was a little alarmed when she did this for the first time, but I soon saw that she was merely in play, and had no thought of hurting me; So I took her by the ears, and slapped her sides, until at last she lay down, and licked my hand. Her tongue was as rough as a nutmc"-"-rater, ai}d ray hand felt as if the skin was being rasped off. 6. There was also a leopard in the garden, with which I used to play a good deal, but which I never loved so well as the lioness. He was smaller and more active, ar..l soon learned to jump upon my shoulders when I stooped down, or to climb up the tree to which he was tied, when- ever I commanded him. 7. But he was not so affcctionato as the lioness, and sometimes forgot to draw in his claws when he played, so that he not only tore my clothes, but scratched my hands. I still have the mark of one of his teeth on the back of my right hand. My old lioness was never rough, and I have frequently, when she had stret(?hcd out to take a nap, sat upon her back for half an hour at a time, smoking my l>ipc or reading. • 8. I assure you, I was very sorry to part with her, and when I saw her for the last time, one moonlight night, I gave her a good hug and an affectionate kiss. She would have kissed me back if her mouth had not been too large, but she licked my hand to show that she loved me, then laid her big head upon the ground and went to sleep. Dear old lioness ! I wonder if you ever think of me — I wonder if you would know me, should we ever see each other again ? 100 INTERMEDIATE EEADER, K. — A CHAT ABOUT LIONS. 1. I sailed up the White Nile, two or three hundred miles hcyond Khartoum, until I reached the country where lions, leopards, elephants, giraffes, and many other kinds of beasts run wild in the woods. Every day I used to sec the huge hippopotamus swim- ming and snorting in the v\rater, the beautiful little gazelles leaping along the shore, and the gray monkeys jumping from one tree-top to another. 2. I heard the Hone, too, sometimes at dusk, roarmg in the woods, but the bushes were so thick that I could not see them, though I often know they ^ were near by the smell,' for the skin of a lion has a strong odor like that of a horse or a dog. 3. It was dangerous to~go far from the shore, because they might have leaped out upon me at any time. To be sure, a lion is a noble and dignified beast, and he will not often attack a man unless very hungry ; but I thought it best not to run any risk. 4. Mr. Berne, who went up the Nile farther than I did, wtis walking on shore one day, when he suddenly met a lion face to face. They looked a,t each other steadily for about a minute, when the lion slowly turned around and walked away. 5. This reminds me of a little adventure of my own, which happened while I was staying in Cairo, after my return from the White Nile. I went one day to a place called Shoobra, where the Pasha of Egypt has a grand palace and garden. It was a lovely spot ; the hedges were composed entirely of roBo^, and the garden was filled with orange-trees, covered with ripejruit*^ A CHAT ABOUT LIONS. 101 6. While I was walking about alone, I came ujion a cage in which there was a very large lion. I had not seen a lion for more than two months, and I was so delighted that I ran up to tie cage at once. "How do you do, old fellow?" I said, as I thrust my arm through the bars, seized the lion by the ears, and began rubbing his head. 7. He looked very much astonished, as if ho had not been accustomed to such treatment, but held perfectly still, staring me in the face. All at once I heard a loud outcry, as two or three gardeners came running up with all speed. "0 stranger ! " they exclaimed, "come away ! come away ! that is a ter- ribly wicked lion ; he is not tame<^l, and nobody ever touched him before J " 8. I let go my hold of his head, but he looked so good- humored that I put my hiind back and gave him another pat before I went away. The gardeners were very much frightened. It would not have been safe for them to touch the lion, for he knew they were afraid of him. He was friendly with me because he saw that I had confidence in him. Bayard Taylor. Questions.— Who is the writer of this "Chat about Lions"? Do you know anything concerning him? What may be said to comp- rise his works ? What do you know about the branches that form the Nile ? What city mentioned in Part I is situated at the Junction (1) The White Nile flows from the centre of Africa to the north until it meets th» Blue Nile flowing f^om the east, when they unite and form the Nile. .1 '! 102 INTERMEDIATE READER. of (he two rivors? Who befriended him in that city? What Was llio iirsl thing that attracted his attention in the garden ? What did , the owner say about her? What was he in the habit of doing? What action on her j.art seemed to alarm him? How did he succeed in stopping her? What does lie say about the leopard? Which of' the two was the more aiTectionate ? How is it related? What does he say about his parting with the lioness? Where did he go after that ? Who was his companion for a time ? What adventure does he relate? Did Bayard Tayler also have an adventure with a lion?- When and wherJ? Who is the Pasha ef Egypt? Why were the gardners IViglitened? What reason does he assign? Jiefjuirc (ho pupil to write a letter, rehtimi to a friend this, chat, and let hiin add aomc other facts he viay heard about lions. Let the pupil write the definitions of the words at the head of the lesson. Lesson XXXTTT. OUR NEAR AND KINDLY NEIGHBORS. 1. The poet says : " Somewhat back from the village street Stands the old-fashioned country-seat," and we may add that, from the top of the old mansion rises a chimney or stack of chimneys. In the nights of summer, through the open fire-places, the people who live in this home can hear strange flutterings and chirpings from the flues above, and once i)i a while a young bird or two, half- fledged and covered with soot, would fall into the fire-place. 2. If we watch about sunset, wo shall see a great flock of birds collecting near the house-top. They are chattering and twittering, as though discussing some weighty matter. They are not still an instant, but take short flights, or hop OUR NEAR AND ^INDLY NEIGHBORS. 103 on the roof, or from branch to branch upon tlie trees near l)y. But at last tilings seoni to be settled to their miiuis. As the sun sinks out of sight, they form into line, circle round a little farther than usual, and then the leader flies directly down the chimney, the others following one by one until the whole flock disappears. These are the chimney-swallows. 3. Before chimneys were built, these birds made theiv nests in hollow trees, and often a single old tree would contain hundreds of nests. But owls kept watch above, and weasels invaded the tree from below, makini? sad havoc among the defenseless tenants of the trees. 4. When houses and chimneys were built, the birds soon discovered the tall hollow shafts, so like their old homes. Here they made nests in unused flues, and they soon found they were safe from their old enemies. The smoke, vhich was sometimes disagreeable, was a more tolerable companion than a weasel or a snake, and besides there was a warmth very agreeable on a cold night. 6. The news spread ! and soon, whenever the right kind of chimneys were built, the birds deserted their forest, homes, and became companions to man : flitting above his roof, chirping for him a pleasant little chorus as an evening flirewell, and gliding into his chimney to pass the night in silence, broken only by an occasional soft chirp, expressive of contentment and security. 6. The chimney-swallow is not a true swallow, but be- longs to the swifts, a fomily of birds resembling the swal- lows in form and habits. In t^ie structure of their throats, howev^, they are more akin to the humming-bird. - - ( 't 104 llNTERMEDIATE READER. 7. Tlio tail of the cliininoy-.swallow is square across tlio end, and eaca tail-featlier ends in a stiff, naked spine. When linil(hng its nest, this hird ehn, %« E : Z.fM SSrSr ^ll^-jj ^r^-^m ^'-'^^ 1 cemented stoinucli. 2 used l>y ts, greatly honjiot. indly Heigh- ts us about Lesson XXXTV. USEFUL TTvEES.— PART H. III.— THE OUTTA-PEIICHA TREE. 1. The gutta-percha is the juice of a tree, liardeiu'd by exposure to air. This is a magnificent tree and ])elongsto southern climates. It often attains to a height from sixty to seventy feet, and its trunk from three to four feet in dia- meter. It is found on many of the ishmds of the Eastern Archipelagoes. 2. No -incisions are made into the bark of this tree t,i obtain the juice. But when the tree has grown to full size, it is cut down, and the bark is removed. Between the bark and the wood, the juice is found, which being collected into a trough made of leaves, soon sets and thiclc^ action of the atmosohere. It is next he atmosphere. It is into cakes, and is then ready for the market. ^a( led 106 INTERMEDIATE READEH. 3. Gutta-percha is one of the most useful of vegetable substances. It is very tough, bends easily, and is entirely water-proof. Very slight heat softens it, so that it may be molded into almost any shape. Soles of shoes, water- ])ipes, speaking-tubes, pictui'e-framos, onps, and a great variety of ornaments and articles of use are made from it. 4. One of the valuable uses to which gufta percha is applied is the covering of telegraph-cables that are laid under the sea. It is better adapted than any other known substance, because it serves to keep out the water, and also to prevent the esca}>e of the electricity. Ques(io7is. — What is guila-peroha? Where docs this tree grow? How do you obtain the juice? What is done with it? What do you mean by being "kneaded into cakes?" What do you say of its usefulness? What is one of its most valuable uses? Is this sub- stance plentiful? N. B. — Let (he pupil remember that the tree is cut doivn when it has grown to full size. It is not so with the other trees mentioned. Tliey grow on for years, and, as has been said, even to one hundred and fifty years. But the gutta-percha tree can not grow after it is felled, and hence it is that the article is more scarce and dear. Since it has been known and introduced, one large island of the Eastern Archipelago has been stripped of its trees. IV— THE WADDING-TREE. 1. The tree which bears the wadding, or that quality of fine cotton which is used in cushions, the lining of morn- ing gowns, and for other purposes, grows abundantly in Siam, in the open country, and without culture. USEFUL TREES. 107 2. There arc two kimls of the wadding-tree. The large wadding-trec reaembles the wahmt-tree.s. But the trindc s generally straighter and higher, and not unlike that of the oak. The hark i.s eovered in certain parts with a kind of thorn, .short and thick at the ha.se, and ranged in files and set extremely clo,se. The Ijlo.s.som i.s of thcr.shape and size of an ordinary tulip, hut it ha.s thicker leave.s, and they are covered with a kind of down. 3. The fruit, or more properly speaking, the ca.se which contains the wadding, is of an oblong shape, like that of a lianana fig. 4. The second kind of wadding-tree is much less in size. Its leaves are covered on l»oth sides with short and very soft down. The pod, which enclo.ses the wadding, is com- posed of two tubes, and are from nine to twelve inches in length, and about as thick as the little finger. If opened wide whila they are green, a very white and sticky milk issues forth. The wadding-tree is cultivated in the West ladies, and there called the cotton of Siam, because the grain or seed was brought from that country. It is of a remarkable fineness, even surpassing silk in softness. It is sometimes made into hose, which, for lustre and beauty are preferred to silk ones. They are expensive and Anvare made unless for curiosity. Questions.— Where does the wadding-troe grow ? What is tho use of the wadding-tree? IIow many kinds of this tree are there ? Describe^ the larger kind. What about its hark? Its blossoms? Its fruit? Describe the second kind. Describe the pod containing the wadding What do you know concerning ihe wadding cultivated in the West Indies? Why so called? What do vou sav of it? What do you knowofthehose made of this wadding? Where is Siam? Where are the Weat Indies? Why so called? 1€6 INTErMEDIATK READER. Lesson XX, XV. BERNANDINE DU BORN. Kinct Hcnrv nat upon his throne, Aiul full of wmth aiul .sroni, His eyes a j-ecroaiit knight HiirvoyVl — Sir Bernardino dii Born. And he that haughty glance returned, Like a lion in his lair, While loftily his unchang'd brow Gleamed through his crisped hair. " Thou art a traitor to the realm, Lord of a lawless hand ; The hold in speech, the fierce in hroil, The trouhler of our land. Thy castles and thy rebel towers Are forfeit to the crown, And thou beneath th.c Norman axe Shalt end thy l>a.se renown. "Deign'st thou no word to bar thy doom. Thou with strange madness fired ? Hath reason quite forsook thy breast?" Plantagenet inquired. Sir Bernard turned him toward the king He blenched not in his pride ; " My reason failed, my gracious liege, T' ? year Prince Henry