Chapter 7

19. "The birds are flying past the window to go home and take care of their little ones. I am glad the birds are not afraid to live in our garden, and to build nests in our trees."

20. "Our garden is full of flowers--pinks, lilies, and roses. Mother calls this the month of roses. My birthday will come in a week, and we can have all the flowers we wish for wreaths and bouquets."

21. "There, Susie," said Mrs. Smith, "that is a very nice composition, indeed." "A composition!" exclaimed Susie, "is that a composition?" "Yes, my dear, and a very good one, too," replied her mother. "When it hasn't even a subject?"

22. "We can find one for it, and I do not doubt it will please your teacher, as it does me. You see, my dear," continued her mother, "that it is easy enough to write if you have anything interesting to write about."

23. The next morning Susie copied her composition very neatly, and started to school with a happy heart, saying, as she gave her mother a kiss, "Just think how funny it is, dear mother, that I should have written so long a composition without knowing it."

DEFINITIONS.--Com-po-si'tion, that which is thought out and arranged, a written or literary work. 3. Rum'pled, wrinkled, creased. Themes, subjects or topics on which a person writes. 10. Re-quest', that which is asked. 14. Oc-cu-pa'tion, that which employs the time. 20. Bou-quets' (pro. boo-kas'), bunches of flowers.

EXERCISES.--What is a composition? Why was Susie so troubled? Why could she not write about "Time," "Temperance," or "Industry"? What did her mother have her do? What did Susie write? Was it a composition? Did she know, at the time, that it was? What fault did she find with it? Can you give her composition a proper subject?

XXXVIII. THE SUMMER SHOWER. (109)

The author, Thomas Buchanan Read, was born in Chester Co., Pa., March 12, 1822. His life was devoted to the fine arts, and he attained a high reputation both as artist and poet. He died in New York, May 11, 1872.

1. Before the stout harvesters falleth the grain, As when the strong stormwind is reaping the plain, And loiters the boy in the briery lane; But yonder aslant comes the silvery rain, Like a long line of spears brightly burnished and tall.

2. Adown the white highway like cavalry fleet, It dashes the dust with its numberless feet. Like a murmurless school, in their leafy retreat, The wild birds sit listening the drops round them beat; And the boy crouches close to the blackberry wall.

3. The swallows alone take the storm on the wing, And, taunting the tree-sheltered laborers, sing. Like pebbles the rain breaks the face of the spring, While a bubble darts up from each widening ring; And the boy in dismay hears the loud shower fall.

4. But soon are the harvesters tossing their sheaves; The robin darts out from his bower of leaves; The wren peereth forth from the moss-covered eaves; And the rain-spattered urchin now gladly perceives That the beautiful bow bendeth over them all.

DEFINITIONS.--l. A-slant', toward one side. 2. High'way, a public road. Re-treat', a place of refuge or safety, Crouch'es, stoops low. 3. Taunt'ing, deriding, mocking. 4. Ur'chin, a child.

XXXIX. CONSEQUENCES OF IDLENESS. (110)

1. Many young persons seem to think it of not much consequence if they do not improve their time well in youth, vainly expecting that they can make it up by diligence when they are older. They also think it is disgraceful for men and women to be idle, but that there can be no harm for persons who are young to spend their time in any manner they please.

2. George Jones thought so. When he was twelve years old, he went to an academy to prepare to enter college. His father was at great expense in obtaining books for him, clothing him, and paying his tuition. But George was idle. The preceptor of the academy would often tell him that if he did not study diligently when young he would never succeed well.

3. But George thought of nothing but present pleasure. He would often go to school without having made any preparation for his morning lesson; and, when called to recite with his class, he would stammer and make such blunders that the rest of the class could not help laughing at him. He was one of the poorest scholars in the school, because he was one of the most idle.

4. When recess came, and all the boys ran out of the academy upon the playground, idle George would come moping along. Instead of studying diligently while in school, he was indolent and half asleep. When the proper time for play came, he had no relish for it. I recollect very well, that, when "tossing up" for a game of ball, we used to choose everybody on the playground before we chose George; and if there were enough without him we used to leave him out. Thus he was unhappy in school and out of school.

5. There is nothing which makes a person enjoy play so well as to study hard. When recess was over, and the rest of the boys returned, fresh and vigorous, to their studies, George might be seen lagging and moping along to his seat. Sometimes he would be asleep in school; sometimes he would pass his time in catching flies, and penning them up in little holes, which he cut in his seat; and sometimes, when the preceptor's back was turned, he would throw a paper ball across the room.

6. When the class was called up to recite, George would come drowsily along, looking as mean and ashamed as though he were going to be whipped. The rest of the class stepped up to the recitation with alacrity, and appeared happy and contented. When it came George's turn to recite, he would be so long in doing it, and make such blunders, that all most heartily wished him out of the class.

7. At last, George went with his class to enter college. Though he passed a very poor examination, he was admitted with the rest; for those who examined him thought it was possible that the reason why he did not answer questions better was because he was frightened. Now came hard times for poor George. In college there is not much mercy shown to bad scholars; and George had neglected his studies so long that he could not now keep up with his class, let him try ever so hard.

8. He could, without much difficulty, get along in the academy, where there were only two or three boys of his own class to laugh at him. But now he had to go into a large recitation room, filled with students from all parts of the country. In the presence of all these, he must rise and recite to a professor. Poor fellow! He paid dearly for his idleness.

9. You would have pitied him if you could have seen him trembling in his scat, every moment expecting to be called upon to recite. And when he was called upon, he would stand up and take what the class called a "dead set;" that is, he could not recite at all. Sometimes he would make such ludicrous blunders that the whole class would burst into a laugh. Such are the applauses an idler gets. He was wretched, of course. He had been idle so long that he hardly knew how to apply his mind to study. All the good scholars avoided him; they were ashamed to be seen in his company. He became discouraged, and gradually grew dissipated.

10. The officers of the college were soon compelled to suspend him. He returned in a few months, but did no better; and his father was then advised to take him from college. He left college, despised by everyone. A few months ago, I met him, a poor wanderer, without money and without friends. Such are the wages of idleness. I hope every reader will, from this history, take warning, and "stamp improvement on the wings of time."

DEFINITIONS.--1. Con'se-quence, importance, influence. 2. A-cad'e-my, a school of high order. Col'lege, a seminary of learning of the highest order. Pre-cep'tor, a teacher. 3. Prep-a-ra'-tion, a making ready. 5. Vig'or-ous, full of activity and strength. 6. A-lac'ri-ty, cheerfulness, sprightliness. 8. Pro-fess'or, a teacher in a college. 9. Lu'di-crous, adapted to raise laughter. Ap--plaus'es, praises. Dis'-si-pa-ted, given up to bad habits. 10. Im-prove'ment, increase of knowledge.

XL. ADVANTAGES OF INDUSTRY. (113)

1. I gave you, in the last lesson, the history of George Jones, an idle boy, and showed you the consequences of his idleness. I shall now give you the history of Charles Bullard, a classmate of George. Charles was about the same age as George, and did not possess superior talents. Indeed, I doubt whether he was equal to him in natural powers of mind.

2. But Charles was a hard student. When quite young, he was always careful and diligent in school. Sometimes, when there was a very hard lesson, instead of going out to play during recess, he would stay in to study. He had resolved that his first object should be to get his lessons well, and then he could play with a good conscience. He loved play as well as anybody, and was one of the best players on the ground. I hardly ever saw any boy catch a ball better than he could. When playing any game, everyone was glad to get Charles on his side.

3. I have said that Charles would sometimes stay in at recess. This, however, was very seldom; it was only when the lessons were very hard indeed. Generally, he was among the first on the playground, and he was also among the first to go into school when called. Hard study gave him a relish for play, and play again gave him a relish for hard study; so he was happy both in school and out. The preceptor could not help liking him, for he always had his lessons well committed, and never gave him any trouble.

4. When he went to enter college, the preceptor gave him a good recommendation. He was able to answer all the questions which were put to him when he was examined. He had studied so well when he was in the academy, and was so thoroughly prepared for college, that he found it very easy to keep up with his class, and had much time for reading interesting books.

5. But he would always get his lesson well before he did anything else, and would review it just before recitation. When called upon to recite, he rose tranquil and happy, and very seldom made mistakes. The officers of the college had a high opinion of him, and he was respected by all the students.

6. There was, in the college, a society made up of all the best scholars. Charles was chosen a member of that society. It was the custom to choose some one of the society to deliver a public address every year. This honor was conferred on Charles; and he had studied so diligently, and read so much, that he delivered an address which was very interesting to all who heard it.

7. At last he graduated, as it is called; that is, he finished his collegiate course, and received his degree. It was known by all that he was a good scholar, and by all that he was respected. His father and mother, brothers and sisters, came on the commencement day to hear him speak.

8. They all felt gratified, and loved Charles more than ever. Many situations of usefulness and profit were opened to him; for Charles was now an intelligent man, and universally respected. He is still a useful and a happy man. He has a cheerful home, and is esteemed by all who know him.

9. Such are the rewards of industry. How strange it is that any person should be willing to live in idleness when it will certainly make him unhappy! The idle boy is almost invariably poor and miserable; the industrious boy is happy and prosperous.

10. But perhaps some child who reads this, asks, "Does God notice little children in school?" He certainly does. And if you are not diligent in the improvement of your time, it is one of the surest evidences that your heart is not right with God. You are placed in this world to improve your time. In youth you must be preparing for future usefulness. And if you do not improve the advantages you enjoy, you sin against your Maker.

With books, or work, or healthful play, Let your first years be passed; That you may give, for every day, Some good account, at last.

DEFINITIONS.--l. His'to-ry, a description or a narration of events. 2. Con'science, our own knowledge of right and wrong. Game, play, sport. 3. Com-mit'ted, fixed in mind. 4. Rec-om-men-da'tion, what is said in praise of anyone. 5. Re view', to examine again. Tran'quil, quiet, calm. 6. Con-ferred', given to or bestowed upon anyone. 7. Grad'u-a-ted, received a degree from a college. Com-mence'ment, the day when students receive their degree. 8. U-ni-ver'sal-ly, by all, without exception. 9. In-va'ri-a-bly, always, uniformly. 10. Ev'i-den-ces, proofs. Ad-van'ta-ges, opportunities for improvement.

EXERCISES.--What was the character of George Jones? Of Charles Bullard? How did George appear in the class at school? How did he behave at recess? How did Charles differ from him in these respects? Relate what happened when George went to college. What became of him? Did Charles succeed at college? Which of them do you think more worthy of imitation? What is said of the idle? What is said of the industrious? Who watches all our actions wherever we may be? For what are we placed in this world? Should you not then be diligent in your studies?

XLI. THE FOUNTAIN. (116)

By James Russell Lowell, one of the most noted of American poets; also well known as an essayist and lecturer. He was born at Cambridge, Mass., in 1819, and died there in 1891.

1. Into the sunshine, Full of the light, Leaping and flashing, From morn till night!

2. Into the moonlight, Whiter than snow, Waving so flower-like When the winds blow!

3. Into the starlight, Rushing in spray, Happy at midnight, Happy by day!

4. Ever in motion, Blithesome and cheery, Still climbing heavenward, Never aweary;

5. Glad of all weathers, Still seeming best, Upward or downward, Motion, thy rest;

6. Full of a nature Nothing can tame, Changed every moment, Ever the same;

7. Ceaseless aspiring, Ceaseless content, Darkness or sunshine Thy element;

8. Glorious fountain! Let my heart be Fresh, changeful, constant, Upward like thee!

DEFINITIONS.--4. Blithe'some, gay. Cheer'y, in good spirits. A-wea'ry, weary, tired. 7. As-pir'ing, ambitious. El'e-ment, the proper habitation or sphere of anything, suitable state. 8. Con'-stant, fixed, not to be changed.

XLII. COFFEE. (117)

1. The coffee tree is a native of eastern Africa, but it was in Arabia that it first became known to the people of Europe, and until about the year 1700 A. D. that country afforded the entire supply.

2. Then the coffee seeds found their way to Java, by means of some traders, and one of the first plants grown on that island was sent as a present to the governor of the Dutch East India Company, who lived in Holland.

3. It was planted in the Botanical Gardens at Amsterdam, and in a few years seeds taken from it were sent to South America, where the cultivation of coffee has steadily increased, extending to the West Indies, until now the offspring of this one plant produce more coffee than is obtained from all the other plants in the world.

4. The plant is an evergreen, and is from six to twelve feet high, the stem being from ten to fifteen inches in diameter. The lower branches bend down when the tree begins to grow old, and extend themselves into a round form somewhat like an umbrella; and the wood is so pliable that the ends of the largest branches may be bent down to within two or three feet of the earth.

5. The bark is whitish and somewhat rough. A tree is never without leaves, which are at small distances from one another, and on almost opposite sides of a bough. Blossoms and green and ripe fruit may be seen on the same tree at the same time. When the blossom falls off, there grows in its place a small green fruit, which becomes dark red as it ripens.

6. This fruit is not unlike a cherry, and is very good to eat. Under the pulp of this cherry is found the bean or berry we call coffee, wrapped in a fine, thin skin. The berry is at first very soft, and has a bad taste; but as the cherry ripens the berry grows harder, and the dried-up fruit becomes a shell or pod of a deep brown color.

7. The berry is now solid, and its color is a translucent green. Each shell contains two seeds, rounded on one side and flat on the other. The seeds lie with the flat sides together, and, in one highly prized variety, the two seeds grow together, forming one: this is known as the pea berry. When the fruit is so ripe that it can be shaken from the tree, the husks are separated from the berries, and are used, in Arabia, by the natives, while the berries are sold.

8. The young plants are inserted in holes from twelve to eighteen inches deep, and six or eight feet apart. If left to themselves, they would grow to the height of eighteen or twenty feet; but they are usually dwarfed by pruning, so that the fruit may be easily got at by the gatherer.

9. Thus dwarfed, they extend their branches until they cover the whole space about them. They begin to yield fruit the third year. By the sixth or seventh year they are at full bearing, and continue to bear for twenty years or more.

l0. Before the berry can be used, it undergoes a process of roasting. The amount of aromatic oil brought out in roasting has much to do with the market value of coffee, and it has been found that the longer the raw coffee is kept, the richer it becomes in this peculiar oil, and so the more valuable. But after the coffee is roasted, and especially after it is ground, it loses its aroma rapidly.

11. Arabia produces the celebrated Mocha, or "Mokha," coffee, which is the finest in the world; but little or none of the best product is ever taken out of that country. The Java coffee from the East Indies is next prized, but the best quality of this kind is also quite difficult to obtain, and many, therefore, prefer the finest grades of Rio coffee from South America to such Mocha and Java as can be had in our country.

DEFINITIONS.--l. Af-ford'ed, yielded, produced. 3. Off'spring, descendants, however remote, from, the stock. 4. Pli'a-ble, easily bent. 7. Trans-lu'cent, permitting the passage of light. 8. Prun'-ing, trimming. 10. Ar-o-mat'ic, containing aroma, fragrant.

EXERCISES.--What country first supplied coffee? How did the plant come to be grown in other countries? Describe the plant. What is said of the fruit? How are the plants cultivated? What is said about the roasting of coffee? What are the three principal kinds of coffee used, and how are they valued?

XLIII. THE WINTER KING. (120)

1. Oh! what will become of thee, poor little bird? The muttering storm in the distance is heard; The rough winds are waking, the clouds growing black, They'll soon scatter snowflakes all over thy back! From what sunny clime hast thou wandered away? And what art thou doing this cold winter day?

2. "I'm picking the gum from the old peach tree; The storm doesn't trouble me. Pee, dee, dee!"

3. But what makes thee seem so unconscious of care? The brown earth is frozen, the branches are bare: And how canst thou be so light-hearted and free, As if danger and suffering thou never should'st see, When no place is near for thy evening nest, No leaf for thy screen, for thy bosom no rest?

4. "Because the same Hand is a shelter for me, That took off the summer leaves. Pee, dee, dee!"

5. But man feels a burden of care and of grief, While plucking the cluster and binding the sheaf: In the summer we faint, in the winter we're chilled, With ever a void that is yet to be filled. We take from the ocean, the earth, and the air, Yet all their rich gifts do not silence our care.

6. "A very small portion sufficient will be, If sweetened with gratitude. Pee, dee, dee!"

7. But soon there'll be ice weighing down the light bough, On which thou art flitting so playfully now; And though there's a vesture well fitted and warm, Protecting the rest of thy delicate form, What, then, wilt thou do with thy little bare feet, To save them from pain, mid the frost and the sleet?

8. "I can draw them right up in my feathers, you see, To warm them, and fly away. Pee, dee, dee!"

9. I thank thee, bright monitor; what thou hast taught Will oft be the theme of the happiest thought; We look at the clouds; while the birds have an eye To Him who reigns over them, changeless and high. And now little hero, just tell me thy name, That I may be sure whence my oracle came.

10. "Because, in all weather, I'm merry and free, They call me the Winter King. Pee, dee, dee!"

DEFINITIONS.--l. Mut'ter-ing, murmuring, rumbling. 3. Un-con'scious, not knowing, not perceiving. 5. Clus'ter, a bunch. 7. Flit'ing, moving about in a lively manner. Ves'ture, clothing, covering. 9. Mon'i-tor, one who warns of faults. Or'a-cle, a wise sentence or decision.

XLIV. THE NETTLE. (121)

1. Anna. O papa! I have stung my hand with that nettle.

2. Father. Well, my dear, I am sorry for it; but pull up that large dock leaf you see near it; now bruise the juice out of it on the part which is stung. Well, is the pain lessened?

3. A. Oh, very much indeed, I hardly feel it now. But I wish there was not a nettle in the world. I am sure I do not know what use there can be in them.

4. F. If you knew anything of botany, Nanny, you would not say so.

5. A. What is botany, papa?

6. F. Botany, my dear, is the knowledge of plants.

7. A. Some plants are very beautiful. If the lily were growing in our fields, I should not complain. But this ugly nettle! I do not know what beauty or use there can be in that.

8. F. And yet, Nanny, there is more beauty, use, and instruction in a nettle, than even in a lily.

9. A. O papa, how can you make that out?

10. F. Put on your gloves, pluck up that nettle, and let us examine it. First, look at the flower.

11. A. The flower, papa? I see no flower, unless those little ragged knobs are flowers, which have neither color nor smell, and are not much larger than the heads of pins.

12. F. Here, take this magnifying glass and examine them.

13. A. Oh, I see now; every little knob is folded up in leaves, like a rosebud. Perhaps there is a flower inside.

14. F. Try; take this pin and touch the knob. Well, what do you see?

15. A. Oh, how curious!

16. F. What is curious?

17. A. The moment I touched it, it flew open. A little cloud rose out like enchantment, and four beautiful little stems sprung up as if they were alive; and, now that I look again with the glass, I see an elegant little flower as nice and perfect as a lily itself.

18. F. Well, now examine the leaves.

19. A. Oh, I see they are all covered over with little bristles; and when I examine them with the glass, I see a little bag, filled with a juice like water, at the bottom of each. Ha! these are the things which stung me.

20. F. Now touch the little bag with the point of the pin.

21. A. When I press the bag, the juice runs up and comes out at the small point at the top; so I suppose the little thorn must be hollow inside, though it is finer than the point of my cambric needle.

22. F. Have all the leaves those stings?

23. A. No, papa; some of the young ones are quite green and soft, like velvet, and I may handle them without any danger.

24. F. Now look at the stem, and break it.

25. A. I can easily crack it, but I can not break it asunder, for the bark is so strong that it holds it together.

26. F. Well, now you see there are more curious things in the nettle than you expected.

27. A. Yes, indeed, I see that. But you have often told me that God makes nothing without its use; and I am sure I can not see any use in all these things.