Chapter 24
O, how that mother's straining eyes followed the struggling youth! How her heart sunk when he went under, and with what joy she saw him emerge again from the waters, and, flinging the waves aside with his strong arms, struggle on in pursuit of her boy!
But it seemed as if his generous efforts were not to succeed; for, though the current was bearing off the boy before his eyes, scarcely ten feet distant, he could not overtake the drowning child.
Twice the boy went out of sight; and a suppressed shriek escaped the mother's lips; but twice he reappeared, and then, with hands wrung wildly together, and breathless anxiety, she followed his progress, as his form was hurried onward.
The youth now appeared to redouble his exertions, for they were approaching the most dangerous part of the river.
The rush of waters at this spot was tremendous, and no one ventured to approach it, even in a canoe, lest he should be dashed to pieces.
What, then, would be the youth's fate, unless he soon overtook the child? He seemed fully sensible of the increasing peril, and now urged his way through the foaming current with a desperate strength. Three times he was on the point of grasping the child, when the water's whirled the prize from him.
The third effort was made just as they were entering within the influence of the current above the falls; and when it failed, the mother's heart sunk within her, and she groaned, fully expecting the youth to give up his task.
But no; he only pressed forward the more eagerly; and, as they breathlessly watched, amid the boiling waters, they saw the form of the youth following close after that of the boy.
And now both pursuer and pursued shot to the brink of the falls. An instant they hung there, distinctly visible amid the foaming waters. Every brain grew dizzy at the sight.
But a shout burst from the spectators, when they saw the child held aloft by the right arm of the youth--a shout that was suddenly changed to a cry of horror, when they both vanished into the raging waters below!
The mother ran forward, and then stood gazing with fixed eyes at the foot of the falls. Suddenly she gave the glad cry, "There they are! See! they are safe! Great God, I thank Thee!"
And, sure enough, there was the youth still unharmed. He had just emerged from the boiling vortex below the falls. With, one hand he held aloft the child, and with the other he was making for the shore.
They ran, they shouted, they scarcely knew what they did, until they reached his side, just as he was struggling to the bank. They drew him out almost exhausted.
The boy was senseless; but his mother declared that he still lived, as she pressed him to her bosom. The youth could scarcely stand, so faint was he from his exertions.
Who can describe the scene that followed--the mother's calmness while striving to bring her boy to life, and her wild gratitude to his preserver, when the child was out of danger, and sweetly sleeping in her arms?
"God will give you a reward," said she. "He will do great things for you in return for this day's work, and the blessings of thousands besides mine will attend you."
And so it was: for, to the hero of that hour were afterward confided the destinies of a mighty nation. Throughout his long career, what tended to make him honored and respected beyond all men, was the spirit of self-sacrifice which, in the rescue of that mother's child, as in the more important events of his life, characterized George Washington.
* * * * *
Directions for Reading.--Read the first two pages of the lesson quietly, but not slowly. About the middle of page 299, the manner of reading should be changed, when the feeling of anxiety is turned to that of joy.[19]
* * * * *
Language Lesson.--Let pupils rewrite the first paragraph of the lesson, changing _past tenses_ to _present tenses_ throughout.
What effect will this change have upon the meaning?
[19] This lesson, seventh paragraph from the end.
* * * * *
LESSON LXIII
ex ist'ing, _living_.
mas'sive _large and solid_.
hy e'na, _a beast of prey_.
cau'tion, _great care_.
strat'a gem, _a secret way; trick_.
de pends', _trusts to_.
mar'vel ous, _wonderful_.
jack'al, _a beast of prey_.
pro cure', _obtain_.
a dorn', _make beautiful_.
* * * * *
THE OSTRICH.
The ostrich is the largest of all birds now existing, and is found chiefly in the sandy deserts of Africa and Arabia.
A full-grown African ostrich stands from seven to nine feet in height, to the top of its head, and will weigh from two to three hundred pounds.
The body of the ostrich is large and massive; the legs are long, measuring four feet or more, and the neck is of about the same length as the legs.
The head is small for so large a bird; but its feet with their two great toes are of good size, and possess astonishing strength.
An ostrich's beak is short and blunt; its neck slender and covered with gray down. Its eyes are large and bright, and the sense of sight so keen that it can readily see a distance of from four to six miles. It hears and sees equally well, and can only be approached by stratagem.
The feathers of the male ostrich are of a glossy black, with the exception of the large plumes of the wing-feathers, which in both the male and female are snowy white.
To procure these beautiful white plumes is the chief object in hunting the ostrich. Those plumes when plucked are sent to foreign countries, and used to adorn ladies' hats, and for various other purposes.
The ostrich feeds on vegetable substances; but as an aid to digestion, it sometimes swallows stones, glass, paper, nails, and pieces of wood.
An incident is related of an ostrich on exhibition in Paris, swallowing a gold watch and chain. A gentleman approached within reach of the beak of the bird, and, in the twinkling of an eye, the watch and chain were snatched from his pocket and swallowed.
Although the ostrich has wings, it can not fly--it depends upon its strong legs and feet for speed, and can run much faster than a horse.
The strength of the ostrich is marvelous. Its only weapon of defence is its long and muscular leg.
It is accustomed to kick directly forward, and it is said by those who have observed this habit, that a single blow from its gigantic two-toed foot is sufficient to kill a panther, a jackal, or a hyena.
No better idea of its strength can be given than the fact of its being employed for riding. A traveler, writing about two ostriches he saw in a village in Africa, says:
"These gigantic birds were so tame that two boys mounted together the larger one. The ostrich no sooner felt their weight, than it started off at full speed and carried them several times around the village.
"This trial pleased me so much that I wished to have it repeated; and in order to test their strength, I had a full-grown man mount the smaller bird, and two men the larger bird.
"At first, they started with caution; but presently they spread their wings and went off at such a speed that they seemed scarcely to touch the ground."
The voice of the ostrich is deep and hollow, and is said to resemble at times the roar of the lion. The bird frequently makes a kind of cackling noise, and when enraged at an enemy, it hisses very loudly.
Ostriches make their nests in the sand. One female will, in a single season, lay from twenty to thirty eggs, weighing about three pounds each.
Most of these she places in the nest, standing them on one end; but some of them are left outside of the nest as food for her young when they are hatched.
The natives of Africa are very fond of ostrich eggs, using them for food. In taking the eggs, they exercise great caution; for should the birds discover them, they would break all the eggs and leave the nest.
Young ostriches are readily tamed. Some families in Africa keep them as we do chickens. They play with children, sleep in the houses, and when a family moves, the ostriches follow the camels, frequently carrying the children on their backs.
Within the past few years, ostriches have been brought to this country; and places called ostrich farms have been established in California and other States, for the purpose of raising them for their feathers.
* * * * *
Language Lesson.--Let pupils point out any points that are omitted from the following
Analysis.--1. Where the ostrich lives. 2. Its size and appearance--body, head, neck, eyes, feathers, and plumes. 3. Its food. 4. An incident. 5. Its speed. 6. Its strength,--leg and foot. 7. Riding ostriches. 8. Voice of ostrich. 9. Nests and habits of the birds. 10. Ostriches in this country.
Change such points as may be found necessary, and use the _analysis_ in describing some well-known bird.
* * * * *
LESSON LXIV.
plead, _urge as a reason_.
breach, _a breaking, as of a promise_.
re buke', _call attention to wrong-doing_.
strew, _spread; scatter_.
chide, _find fault with_.
re sent'nent, _anger on account of an injury_.
un a vail'ing, _useless; not helping in any way_.
jus'tice, _honesty; what is right_.
* * * * *
TO-DAY AND TO-MORROW.
If Fortune, with a smiling face, Strew roses on our way, When shall we stoop to pick them up?-- To-day, my friend, to-day. But should she frown with face of care, And talk of coming sorrow, When shall we grieve, if grieve we must?-- To-morrow, friend, to-morrow.
If those who have wronged us own their fault, And kindly pity pray, When shall we listen and forgive?-- To-day, my friend, to-day. But if stern justice urge rebuke, And warmth from memory borrow, When shall we chide, if chide we dare?-- To-morrow, friend, to-morrow.
If those to whom we owe a debt Are harmed unless we pay, When shall we struggle to be just?-- To-day, my friend, to-day. But if our debtor fail our hope, And plead his ruin thorough, When shall we weigh his breach of faith?-- To-morrow, friend, to-morrow.
For virtuous acts and harmless joys The minutes will not stay;-- We have always time to welcome them To-day, my friend, to-day. But care, resentment, angry words, And unavailing sorrow, Come far too soon, if they appear To-morrow, friend, to-morrow.
* * * * *
Directions for Reading.--Let some pupil in the class state the manner in which the lesson should be read.
What is the effect of repeating the words _to-day_ and _to-morrow_, in the fourth and eighth lines of each stanza?
* * * * *
Language Lesson.--Let pupils give the meaning of each stanza in their own words.
_Warmth from memory borrow_ means become more angry when we remember our own acts of kindness toward the person now doing us injury.
Explain the meaning of the following expressions.
_Strew roses on our way._
_Breach of faith._
* * * * *
LESSON LXV.
ref'uge, _a place of safety_.
fo'li age, _leaves and branches of trees or shrubs_.
op pressed', _heavily burdened_.
be tray', _give information to an enemy_.
con trived', _managed; arranged_.
rec'og nized, _knew by seeing_.
ren'der, _give; make_.
im'mi nent, _close by; threatening_.
com pel', _make one do any thing_.
cav'al ry, _soldiers mounted on horses_.
false, _not true; unreal_.
re spond'ed, _answered; replied_.
* * * * *
AN INCIDENT OF THE REVOLUTION.
During the Revolutionary War, when the American people were fighting for independence, a governor of one of the colonies found himself in great danger of being captured by British soldiers.
The governor, whose name was Griswold, contrived to reach the house of a relative, and while there, was informed that the soldiers had discovered his place of refuge and were then on their way to seize him.
Griswold at once realizing that his peril was imminent, determined, if possible, to reach a small stream, where he had left a boat so hidden, by the foliage that it could not be seen from the road.
In great haste and excitement, he left the house and proceeded in the direction of the river. Passing through an orchard, he encountered a young girl about twelve years old. She was watching some pieces of linen cloth which were stretched out on the grass for the purpose of bleaching.
Hetty--that was the girl's name--was seated under a tree with her knitting, and had near her a pail of water, from which she occasionally sprinkled the cloths to keep them damp.
She started up and was somewhat frightened when she saw a man leaping over the fence; but soon recognized him to be her cousin.
"O, is it you, cousin!" exclaimed Hetty; "you frightened me--where are you going?"
"Hetty," he replied, "the soldiers are seeking for me, and I shall lose my life, unless I can reach the boat before they come. I want you to run down toward the shore and meet them."
"They will surely ask for me; and then you must tell them that I have gone up the road to catch the mail-cart, and they will turn off the other way."
"But, cousin, how can I say so?--it would not be true. O, why did you tell me which way you were going?"
"Would you betray me, Hetty, and see me put to death? Hark! they are coming. I hear the clink of their horses' feet. Tell them I have gone up the road and Heaven will bless you."
"Those who speak false words will never be happy," said Hetty. "But they shall not compel me to tell which way you go, even if they kill me--so run as fast as you can."
"I am afraid it is too late to run, Hetty; where can I hide myself?"
"Be quick, cousin. Get down and lie under this cloth; I will throw it over you and go on sprinkling the linen."
"I will do it, for it is my last chance."
He was soon concealed under the heavy folds of the long cloth. A few minutes afterward, a party of cavalry dashed along the road. An officer saw the girl and called out to her in a loud voice--
"Have you seen a man run this way?"
"Yes, sir," replied Hetty.
"Which way did he go?"
"I promised not to tell, sir."
"But you must tell me this instant; or it will be worse for you."
"I will not tell, for I must keep my word."
"Let me question her, for I think I know the child," said a man who was guide to the party. "Is your name Hetty Marvin?"
"Yes, sir."
"Perhaps the man who ran past you was your cousin?"
"Yes, sir, he was."
"Well, we wish to speak with him. What did he say to you when, he came by?"
"He told me that he had to run to save his life."
"Just so--that was quite true. I hope he will not have far to run. Where was he going to hide himself?"
"My cousin said that he would go to the river to find a boat, and he wanted me to tell the men in search of him that he had gone the other way to meet the mail-cart."
"You are a good girl, Hetty, and we know you speak the truth. What did your cousin say when he heard that you could not tell a lie to save his life?"
"He asked, would I betray him and see him put to death?"
"And you said you would not tell, if you were killed for it."
Poor Hetty's tears fell fast as she responded, "Yes, sir."
"Those were brave words, and I suppose he thanked you and ran down the road as fast as he could?"
"I promised not to tell which way he went, sir."
"O yes, I forgot; but tell me his last words, and I will not trouble you any more."
"He said, 'I will do it, for it is my last chance.'"
Hetty was now oppressed with great fear; she sobbed aloud, and hid her face in her apron. The soldiers thought they had obtained all the information they could, and rode off toward the river-side.
While Griswold lay hidden at the farm, he had agreed upon a signal with his boatmen, that if in trouble he would put a white cloth by day, or a light at night, in the attic window of his place of concealment. When either signal was seen, the men were to be on the watch, ready to render him assistance in case of need.
No sooner had the soldiers ridden away, than Griswold's friends in the house hung out a white cloth from the window, to warn the boatmen, who then pulled out to sea.
The boat, with two men in it, was nearly out of sight by the time the soldiers reached the shore, and this caused them to conclude that Griswold had effected his escape.
Meantime he lay safe and quiet until the time came for Hetty to go home to supper. Then he requested her to go and ask her mother to put the signal-lamp in the window as it grew dark, and send him clothes and food. The signal was seen, the boat returned, and Griswold made his way to it in safety.
In better days, when the war was over, and peace declared, he named one of his daughters Hetty Marvin, that he might daily think of the brave young cousin whose sense and truth-speaking had saved his life.
* * * * *
LESSON LXVI.
con sume', _use entirely; exhaust_.
cul ti va'tion, _attending to the growth of plants_.
ex'ports, _the products of a country which are sold to other countries_
trans por ta'tion, _carrying_.
o'val, _shaped like an egg_.
prin'ci pal, _chief; that which is most important_.
es'ti mat ed, _stated in regard to quantity_.
se lect'ed, _chosen; picked out_.
ter'mi nates, _comes to an end_.
* * * * *
TROPICAL FRUITS.
Those who have not visited tropical countries, can scarcely imagine the wonders of their vegetation. There is nothing in the northern half of the United States, with which to compare the richness of the vegetable growth of the tropics.
In the Southern States of our Union, as well as in Mexico and Central America, there are found many of the same plants and trees that grow in countries lying still nearer the equator.
The various kinds of fruits which grow in these countries, form a very large portion of the exports. Among those that are most commonly sent to us, are bananas, oranges, lemons, dates, cocoa-nuts, and figs.
In countries where the banana grows most abundantly, no article of food which the natives can obtain, requires so little trouble in its cultivation.
One has only to set out a few banana sprouts, and await the result. In a short time, a juicy stem shoots up to the height of fifteen or twenty feet.
It is formed of nothing more than a number of leaf stalks rolled one over the other, and grows sometimes to a thickness of two feet.
Two gigantic leaves grow out from the top, ten feet long and two feet broad. They are so very thin and tender that a light wind splits them into ribbons.
From the center of the leaves a very strong stalk rises up, which supports the cluster of bananas. There are sometimes over one hundred bananas to a single stalk.
A cluster of ripe bananas will weigh from sixty to seventy pounds, and represents a large amount of food. When a stalk has produced and ripened its fruit, it begins to wither and soon dies.
In a very short time, however, new sprouts spring up from the old root, and ere long the native has another cluster. So rapidly do they follow each other, that one cluster is scarcely consumed before another one is ready to ripen.
Bananas ripened on the stalk will not bear transportation to any great distance; therefore, when selected for export, the clusters are cut off while the bananas are very green.
Another valuable fruit of the tropics is the date. This fruit grows on a tree called the date-palm, that is found in both Asia and Africa.
The date-palm is a majestic tree, rising to the height of sixty feet or more, without branches, and with a trunk of uniform thickness throughout its entire length.
It begins to bear fruit about eight years after it has been planted, and continues to be productive from seventy to one hundred years.
Dates are oval in shape, and have a long solid stone. They form the principal food of the inhabitants of some of the eastern countries, and are an important article of commerce.
When they are perfectly ripe, they possess a delightful perfume, and are very agreeable to the taste.
In preparing dates to be sent to distant countries, they are gathered a short time before they are quite ripe, dried in the sun on mats, and finally packed in boxes or straw sacks.
Travelers in the deserts of Africa, often carry dried dates with them for their chief food, during a journey of hundreds of miles.
The Arabs grind dried dates into a powder which they call date flour. If this is packed away in a dry place, it will keep for years, and only has to be moistened with a little water to prepare it for eating.
One of the most valuable and productive of tropical trees is the cocoa-nut palm. It grows largely in both the East and West Indies, and elsewhere throughout the torrid zone.
It rises to a height of from sixty to one hundred feet, and terminates in a crown, of graceful, waving leaves. Some of these leaves reach a length of twenty feet, and have the appearance of gigantic feathers.
The fruit consists of a thick outward husk of a fibrous structure, and within this, is the ordinary cocoa-nut of commerce.
The shell of the nut is hard and woody, and a little over a quarter of an inch in thickness. Next to this shell is the kernel, which is also a shell about half an inch thick, and composed of a white substance very pleasant to the taste. Within this white eatable shell, is a milky liquid, called cocoa-nut milk.
The cocoa-nut is very useful to the natives of the regions in which it grows. The nuts supply a large portion of their food, and the milky fluid inclosed within, forms a pleasant and refreshing drink.
The shell of the nut is made into cups, and from the kernel, cocoa-nut oil is pressed out and largely used in making soap and for other purposes.
In Ceylon, the tree is cultivated extensively. It is estimated that there are twenty million trees in that island, and that each tree produces about sixty nuts yearly. The wealth of a native is based upon the number of cocoa-nut palms he owns.
Another well-known tropical fruit is the fig, which grows on a bush or small tree about eighteen or twenty feet high.
The fig-tree is now cultivated in all the Mediterranean countries, but the larger portion of the American supply comes from western Asia and the south of France.
The varieties are extremely numerous, and the fruit is of various colors, from deep purple to yellow, or nearly white.
The trees usually bear two crops--one in the early summer, the other in the autumn.
When ripe, the figs are picked and spread out to dry in the sun. Thus prepared, the fruit is packed closely in barrels, baskets, or wooden boxes, for commerce.
Oranges and lemons are cultivated in nearly all warm countries. They grow on trees somewhat smaller than apple trees, and must be picked for export while they are hard and green.
They ripen during transportation, so that green oranges put up and sent to us from Sicily or other distant points, change to a golden yellow color by the time they reach us.
Oranges are grown largely in Florida and Louisiana, extensive orange orchards being frequently met with in traveling through those States. The oranges grown there are considered very choice, and are generally sweeter than those brought from Italy.
* * * * *
Language Lesson.--Define the following words, giving the meaning of each part as indicated by hyphens: _ex-port-ing, un-common-ly, dis-trust-ful, pro-vid-ing, un-bear-able, un-hope-ful_.
The syllables _placed before_ a stem are called _prefixes_; those _placed after_ a stem, _suffixes_.
The words _shall_ and _will_ are used to indicate _future time_; as, I shall go; you will go; he will go.
The three tenses of an action may in a general way be represented by the words _yesterday, to-day_, and _to-morrow_.
Let pupils fill blanks in the following statements, and state the tense of each action.
We ---- go to see them next week.
John ---- last night.
You and I ---- in school at the present time.
* * * * *
LESSON LXVII.
found'ed, _established; placed_.
gar'ri son, _soldiers stationed in a fort or town_.
strode, _walked with long steps_.
coun'cil, _a number of men called together for advice_.
in cit'ing, _moving to action_.
de vot'ed, _very much attached_.
de feat'ed, _overcome_.
cul'ture, _a high state of knowledge_.
or'na ment ed, _adorned_.
wam'pum, _shells used by the Indians as money or for ornament_.
fan tas'tic, _wild; irregular_.
* * * * *
THE STORY OF DETROIT.
The early history of Detroit is highly romantic. It was founded in 1701 as a military colony.
It soon became one of the most important of the western outposts of Canada, and as the French and Indians were usually on the most friendly terms, the colony for a long time existed in a state of happiness and contentment.
At the close of the French War, Detroit contained over two thousand inhabitants. Canadian dwellings with their lovely gardens lined the banks of the river for miles.
Within the limits of the settlement were several Indian villages. Here the light-hearted French-Canadian smoked his pipe and told his story, and the friendly Indian supplied him with game and joined in his merry-making.
In the year 1760, Detroit was taken possession of by the English. The Indians hated the English, as much as they had loved the French.
Pontiac, the ruling spirit of the forests at this time, was a most powerful and statesmanlike chief. When he found that his friends, the French, had lost their power, he sought to unite the Indian tribes against the English colonies, and to destroy the English garrison at Detroit by strategy.
He was chief of the Ottawas, but possessed great influence over several other tribes. Pontiac believed, and that truly, that the establishment of English colonies would be fatal to the interests of the Indian race.
He strode through the forests like a giant, inciting the tribes to war. He urged a union of all the Indian nations from the lakes to the Mississippi for the common defense of the race.
There lived near Detroit a beautiful Indian girl, called Catharine. The English commander, Gladwyn, was pleased with her, and showed her many favors, and she formed a warm friendship for him.
One lovely day in May, this girl came to the fort and brought Gladwyn a pair of elk-skin moccasins. She appeared very sad.
"Catharine," said Gladwyn, "what troubles you to-day?"
She did not answer at once. There was a silent struggle going on in her heart. She had formed a strong attachment for the white people, and she was also devoted to her own race.
"To-morrow," she said at length, "Pontiac will come to the fort with sixty of his chiefs. Each will be armed with a gun, which will be cut short and hidden under his blanket. The chief will ask to hold a council. He will then make a speech, and offer a belt of wampum as a peace-offering.
"As soon as he holds up the belt, the chiefs will spring up and shoot the officers, and the Indians outside will attack the English. Every Englishman will be killed. The French inhabitants will be spared."
Gladwyn made immediate preparations to avoid the danger which threatened them. The soldiers were put under arms. Orders were given to have them drawn up in line on the arrival of the Indians the following day.
The next morning Indian canoes approached the fort from the eastern shores. They contained Pontiac and his sixty chiefs. At ten o'clock the chiefs marched to the fort, in fantastic procession. Each wore a colored blanket, and was painted, plumed, or in some way gaily ornamented.
As Pontiac entered the fort, a glance showed him that his plot was discovered. He passed in amazement through glittering rows of steel, he made a speech, expressing friendship; but he did not dare to lift the wampum belt which was to have been the signal for attack. He was allowed to depart peaceably.
When he found that his plot had been discovered, his anger knew no bounds. He gathered his warriors from every hand and laid siege to Detroit. He was defeated, and with his defeat ended the power of the Indian tribes in the region of the Upper Lakes.
Detroit became an English town, and afterward an American city. She has gathered to herself the wealth of the fertile regions which lie around her, as well as the commerce of the broad inland seas on either hand. To-day she has more than one hundred and twenty thousand inhabitants, and is famous for her wealth and culture.
* * * * *
Language Lesson.--Let pupils review, as a written exercise, the spelling of the following words.
treasure rheumatism group desperate release mischievous courtesy separate weary approach redoubled vegetable stealthy caution mighty stratagem peasants exhausted fortnight spectator concealed draughts knowledge necessary freight guidance flickering particular
In the sentences given below, change the verbs so as to represent the action as completed.
"The chiefs march to the fort in fantastic procession. They find that their plot is discovered. Pontiac immediately gathers his warriors from every hand, and lays siege to Detroit. He is defeated, and with his defeat, the power of the Indian tribes is at an end."
In the last two sentences, change the verbs so as to represent future time.
Let pupils make out an _analysis_ and use it in treating the subject--
_The town (or city) that I live in._
_Suggestion_.--Include the location and early history of the town. Its present population. Its different manufactures. How to get to it. Its chief points of interest to a stranger. Anecdotes.
* * * * *
LESSON LXVIII.
heave, _raise; lift_.
mack'er el, _a fish spotted with blue, and largely used for food_.
con geals', _freezes; grows hard from cold_.
ant'lers, _branching horns_.
a main', _suddenly; at once_.
lurks, _lies hidden_.
reels, _frames for winding fishing lines_.
teem'ing, _containing in abundance_.
car'i bou, _a kind of reindeer_.
Mick'mack, _a tribe of Indians_.
* * * * *
THE FISHERMEN.
Hurra! the seaward breezes Sweep down the bay amain; Heave up, my lads, the anchor! Run up the sail again! Leave to the lubber landsmen The rail-car and the steed; The stars of heaven shall guide us The breath of heaven shall speed.
From the hill-top looks the steeple, And the light-house from the sand; And the scattered pines are waving Their farewell from the land. One glance, my lads, behind us, For the homes we leave, one sigh, Ere we take the change and chances Of the ocean and the sky.
Where in mist the rock is hiding, And the sharp reef lurks below, And the white squall smites in summer, And the autumn tempests blow; Where, through gray and rolling vapor, From evening unto morn, A thousand boats are hailing, Horn answering unto horn.
Hurra! for the Red Island, With the white cross on its crown! Hurra! for Meccatina, And its mountains bare and brown! Where the caribou's tall antlers O'er the dwarf-wood freely toss, And the footsteps of the Mickmack Have no sound upon the moss.
There we'll drop our lines, and gather Old ocean's treasures in, Where'er the mottled mackerel Turns up a steel-dark fin. The sea's our field of harvest, Its scaly tribes our grain; We'll reap the teeming waters As at home they reap the plain.
Though the mist upon our jackets In the bitter air congeals, And our lines wind stiff and slowly From off the frozen reels; Though the fog be dark around us, And the storm blow high and loud, We will whistle down the wild wind, And laugh beneath the cloud!
Hurra!--Hurra!--the west wind Comes freshening down the bay, The rising sails are filling-- Give way, my lads, give way! Leave the coward landsman clinging To the dull earth like a weed-- The stars of heaven shall guide us, The breath of heaven shall speed!
* * * * *
Directions for Reading.--Let some pupil in the class state in what manner the lesson should be read.
* * * * *
Language Lesson.--Change the verbs throughout the sixth stanza so as to represent past action.
Give the time indicated in the following sentences.
I _am thinking_ about it. I _am going_ to-morrow.
As _verb-forms_ do not always determine the _time of an action_, we must call an action _past, present_, or _future_, in accordance with the meaning indicated by the verb.
* * * * *
LESSON LXIX.
op er a'tions, _ways of working; deeds_.
e vap'o rat ed, _has the moisture taken from it_.
au'ger, _a tool used in boring holes_.
shan'ty, _a hut; a poor dwelling_.
e nor'mous, _of very large size_.
su per in tend'ing, _directing; taking care of_.
an nounce', _give first notice of; make known_.
de li'cious, _affording great pleasure, especially to the taste_.
de'tails, _small parts of any thing_.
clar'i fied, _made clear or pure_.
* * * * *
MAKING MAPLE SUGAR.