Chapter 6
"It was as I had feared; we were in danger of an attack from the Indians.
"Something had happened at the trading-post to provoke them, and rouse their thirst for blood. But a quiet night passed by and the sun shone again over the hills in wonderful beauty.
"Suddenly, there sounded from the forest a scream. I had never heard it before, but I knew it. It was the terrible war-whoop. Then all was confusion and horror.
"I saw Nanito, an Indian that I knew, who had eaten at our table. I saw him strike down our father, while Lizzie fought to save him.
"But it was no use, there was no mercy in the heart of the Indian. They carried Lizzie away from us, and we never saw her again.
"Poor little frightened Mary and I were tied together, our hands fastened behind us, and we were given, to--whom do you think, Robbie?--to Red Feather. Then I hated him, and resolved that I would kill him if I could.
"After a while he took us out of the house, and then I saw that most of the houses in the little village were burning. The women and children were saved alive, but nearly all the men were killed.
"I was very quiet, for I wanted my hands untied, and I thought perhaps Red Feather would pity me and unfasten them.
"Little Mary was frightened nearly to death. She had not spoken since she saw the Indian strike father down,--when she screamed and fell senseless.
"For a good while I thought she was dead. She had revived a great deal, but had not spoken.
"About sundown Red Feather led us down past the spring, out into the woods, but not far away. We could still see the smoke rising from the burning houses. The Indians had gone some distance farther and camped with the white prisoners.
"Red Feather could speak English, so I told him if he would untie my hands, I would make his fire, and bake his corn cake for him.
"He was old and feeble, and had lost much of his natural cunning. He knew me, and trusted me; so without speaking, he took his hunting knife from his belt, cut the cords, and I was free.
"I took the hatchet that he gave me to cut some branches for a fire, and went to work very meekly, with my head down.
"I dared not speak to Mary, for fear he might see me, for his eyes were fixed on me every moment. I baked his corn cake in the ashes, and gave it to him. By this time it was dark, but the light from our fire shone far out into the woods.
"I noticed Red Feather did not watch me so closely, and his eyes would now and then shut, for he was very tired.
"He leaned forward to light his pipe in the ashes, when instantly, almost without thinking, I seized the hatchet, and struck him with all my might.
"With a loud scream, I plunged into the woods toward home. Turning an instant, I saw Mary spring up, totter, and fall. With another sharp report came a twinge of pain in my side. Suddenly I fell, and in the darkness of the woods, they passed on, leaving me stunned and nearly dead.
"I will not tell you now, my dear Robbie, how I was cared for, and who brought home little Mary and laid her to rest under the elm, beside mother--but the bullet that struck me then, I still carry in my side, and shall as long as I live.
"Many years have passed since that terrible day, but I can never forget it. As long as the history of this country lasts, Indian Spring will be remembered, and other boys will listen, with eyes as wide open as yours, to the tale it has to tell."
* * * * *
Directions for Reading.--Should the second or third paragraph of the lesson be read the faster?
When do we speak more rapidly--in telling an exciting story, or in common conversation?
Do our feelings guide us when we speak slowly or rapidly?--when, we speak quietly or forcibly?
Point out three paragraphs in the lesson that you would read as slowly as Lesson XIII.; three that you would read more rapidly.
In reading rapidly, be careful not to omit syllables, and not to run words together. (See Directions for Reading, page 42.)[05]
[05] See Lesson VII.
* * * * *
LESSON XV.
aft, _near the stern of a ship_.
anch'or, _a large iron for holding a ship_.
aimed, _directed or pointed at, as a gun_.
car'tridge, _a small case containing powder and ball_.
mood, _state of mind; temper_.
sul'try, _very hot_.
cleav'ing, _cutting through; dividing_.
dis cov'ered, _found out; seen clearly_.
buoys, _floats, made of wood, hollow iron, or copper_.
re sults', _what follows an act_.
* * * * *
AN ADVENTURE WITH A SHARK.
Our noble ship lay at anchor in the Bay of Tangiers, a town in the north-west part of Africa.
The day had been very mild, with a gentle breeze sweeping to the northward and westward. Toward the close of the day the sea-breeze died away, and hot, sultry breathings came from the great, sunburnt desert of Sahara.
Half an hour before sundown, the captain gave the cheering order to call the hands to "go in swimming"; and, in less than five minutes, the forms of our sailors were seen leaping from the arms of the lower yards into the water.
One of the sails, with its corners fastened from the main yard-arm and the swinging boom, had been lowered into the water, and into this most of the swimmers made their way.
Among those who seemed to be enjoying the sport most heartily were two boys, one of whom was the son of our old gunner; and, in a laughing mood, they started out from the sail on a race.
There was a loud ringing shout of joy on their lips as they put off; they darted through the water like fishes. The surface of the sea was smooth as glass, though its bosom rose in long, heavy swells that set in from the ocean.
One of the buoys which was attached to the anchor, to show where it lay, was far away on the starboard quarter, where it rose and fell with the lazy swell of the waves.
Towards this buoy the two lads made their way, the old gunner's son taking the lead; but, when they were within about sixty yards of the buoy, the other boy shot ahead and promised to win the race.
The old gunner had watched the progress of his son with great pride; and when he saw him drop behind, he leaped upon the quarter-deck, and was just upon the point of urging him on by a shout, when a cry was heard that struck him with instant horror.
"A shark! a shark!" shouted the officer of the deck; and, at the sound of those terrible words, the men who were in the water, leaped and plunged toward the ship.
Three or four hundred yards away, the back of a monster shark was seen cleaving the water. Its course was for the boys.
For a moment the gunner stood like one who had lost his reason; then he shouted at the top of his voice for the boys to turn; but they heard him not.
Stoutly the two swimmers strove, knowing nothing of the danger from the shark. Their merry laughter still rang over the waters, as they were both nearing the buoy.
O, what anxiety filled the heart of the gunner! A boat had put off, but he knew it could not reach the boys in time to prevent the shark from overtaking them.
Every moment he expected to see the monster sink from sight,--then he knew all hope would be gone. At this moment a cry was heard on board the ship, that reached every heart,--the boys had discovered their enemy.
The cry startled the old gunner, and, quicker than thought, he sprung from the quarter-deck. The guns were all loaded and shotted, fore and aft, and none knew their temper better than he.
With steady hand, made strong by sudden hope, the old gunner pricked the cartridge of one of the quarter guns; then he took from his pocket a percussion cap, fixed it on its place, and set back the hammer of the gun-lock.
With great exertions, the old man turned the heavy gun to its bearing, and then seizing the string of the lock, he stood back and watched for the next swell that would bring the shark in range. He had aimed the piece some distance ahead of his mark; but yet a moment would settle his hopes and fears.
Every breath was hushed, and every heart in that old ship beat painfully. The boat was yet some distance from the boys, while the horrid sea-monster was fearfully near.
Suddenly the silence was broken by the roar of the gun; and, as the old man knew his shot was gone, he covered his face with his hands, as if afraid to see the result. If he had failed, he knew that his boy was lost.
For a moment after the report of the gun had died away upon the air, there was an unbroken silence; but, as the thick smoke arose from the surface of the water, there was, at first, a low murmur breaking from the lips of the men,--that murmur grew louder and stronger, till it swelled to a joyous, deafening shout.
The old gunner sprung to his feet, and gazed off on the water, and the first thing that met his sight was the huge body of the shark floating on its back, the shot aimed by him having instantly killed it.
In a few moments the boat reached the daring swimmers, and, greatly frightened, they were brought on board. The old man clasped his boy in his arms, and then, overcome by the powerful excitement, he leaned upon a gun for support.
* * * * *
Directions for Reading.--What paragraphs should be read rapidly? Does the feeling require it?
Use _calling tones_ for the words, "A shark! A shark!"
* * * * *
Language Lesson.--Syllabify, accent, and mark sounds of letters in the following words: _Tangiers, Sahara, percussion, excitement, support_.
Tell the story in your own words, using the points in the following
Analysis.--1. Where the ship was. 2. The race. 3. The shark. 4. The gunner's trial. 5. The result.
* * * * *
LESSON XVI.
scant'y, _not enough for use_.
hu'man, _belonging to man or mankind_.
cubs, _the young of wild animals_.
le'gend, _a story; a tale_.
soot'y, _blackened with smoke_.
scar'let, _of a bright red color_.
self'ish ly, _as if caring only for one's self_.
knead'ed, _pressed and rolled with the hands_.
dough, _unbaked bread or cake_.
* * * * *
A LEGEND OF THE NORTHLAND.
Away, away in the Northland, Where the hours of the day are few, And the nights are so long in winter, They can not sleep them through;
Where they harness the swift reindeer To the sledges when it snows; And the children look like bear's cubs, In their funny, furry clothes:
They tell them a curious story-- I don't believe 'tis true; And yet you may learn a lesson If I tell the tale to you.
Once, when the good Saint Peter Lived in the world below, And walked about it, preaching, Just as he did, you know;
He came to the door of a cottage, In traveling round the earth, Where a little woman was making cakes, In the ashes on the hearth.
And being faint with fasting-- For the day was almost done-- He asked her, from her store of cakes, To give him a single one.
So she made a very little cake, But as it baking lay, She looked at it and thought it seemed Too large to give away.
Therefore she kneaded another, And still a smaller one; But it looked, when she turned it over, As large as the first had done.
Then she took a tiny scrap of dough, And rolled and rolled it flat; And baked it thin as a wafer-- But she couldn't part with that.
For she said, "My cakes that seem so small When I eat of them myself, Are yet too large to give away." So she put them on a shelf.
Then good Saint Peter grew angry, For he was hungry and faint; And surely such, a woman Was enough to provoke a saint.
And he said, "You are far too selfish To dwell in a human form, To have both food and shelter, And fire to keep you warm.
"Now, you shall build as the birds do, And shall get your scanty food By boring, and boring, and boring, All day in the hard dry wood."
Then up she went through the chimney. Never speaking a word; And out of the top flew a woodpecker, For she was changed to a bird.
She had a scarlet cap on her head, And that was left the same, But all the rest of her clothes were burned Black as a coal in the flame.
And every country school-boy Has seen her in the wood; Where she lives in the trees till this very day Boring and boring for food.
And this is the lesson she teaches: Live not for yourselves alone, Lest the needs you will not pity Shall one day be your own.
Give plenty of what is given to you, Listen to pity's call; Don't think the little you give is great, And the much you get is small.
Now, my little boy, remember that, And try to be kind and good, When you see the woodpecker's sooty dress, And see her scarlet hood.
You mayn't be changed to a bird, though you live As selfishly as you can; But you will be changed to a smaller thing-- A mean and selfish man.
* * * * *
Directions for Reading.--In what manner should this lesson be read at the beginning--quietly, or with much spirit?
On page 77, beginning with the second stanza, is what Saint Peter says quiet and slow, or emphatic and somewhat rapid?[06]
Point out three places where two lines are to be joined and read as one.
What two lines in each stanza end with similar sounds?
[06] See stanza number 12 of the poem.
* * * * *
LESSON XVII.
ex pres'sion, _a look showing feeling_.
a maze'ment, _great surprise; astonishment_.
mag'netisnm, _an unknown power of drawing or pulling_.
con tin'ued, _went on; stayed_.
test'ing, _trying_.
con ven'ience, _ease; the saving of trouble_.
ex per'i ments, _the trials made to find out facts_.
* * * * *
A FUNNY HORSESHOE.
"What a funny horseshoe!" said Charlie, "It has no holes for the nails!"
I looked up and saw that he had taken up a small "horseshoe magnet."
"Why that isn't a horseshoe," I said. "It's a magnet."
"Magnet! What's that?"
Charlie turned it over in his hands, and pulled the bar a little. The bar slipped so that it hung only by a corner.
"Never mind," I said, as he looked up with a scared expression. "It isn't broken. Put the bar back."
Charlie put it back, and it sprung into place with a sharp click.
"That's funny!" he cried again. "What made it jump so? And what makes it stick? It doesn't feel sticky."
"We call it magnetism," I said. "Now, take hold of the bar, and see if you can pull it straight off."
"I can't. It sticks fast."
"Pull harder."
Charlie braced himself for a strong pull. Suddenly the bar came off, and he went tumbling backward.
"What did you say makes it hold so hard?" said he, getting up.
"Magnetism," said I again.
"But what is magnetism?"
"I couldn't tell you if I tried; but I think you could learn a great deal about it with that magnet. You will find a lot of things in that box that may help you."
Saying this, I left him to pursue his studies as best he could. When I came back, I found him more puzzled than when I left him.
"That's the queerest thing I ever saw," he said. "Some things just jump at it as though they were alive; some things it pulls; and some things it doesn't pull a bit."
"That's a very long lesson you have learned," I said. "What does it pull?"
"These," he said, pointing to a pile of things on one side of the box. "And these things it doesn't pull."
"Let us see what you have in this pile," I said, looking at the first little heap; "keys?"
"Trunk keys," said Charlie. "It doesn't pull door keys. I tried ever so many."
"Try this key," said I, taking one from my pocket. "This is a trunk key. See if the magnet pulls it."
"No-o," said Charlie, thoughtfully, "it doesn't; but it pulled all the rest of the trunk keys I could find."
"Try this key to my office door."
Charlie tried it, and to his great amazement the key stuck fast to the magnet.
"Surely," said I, "it pulls some door keys, and fails to pull some trunk keys."
Charlie was more puzzled than ever. He looked at the keys, thought a moment, then picked up my trunk key, and said: "This key is brass; the rest are iron."
"That's so," I said.
"And all these door keys that the magnet didn't pull," he continued, "are brass, too. Perhaps it can't pull brass things."
"Suppose you try. But first see if there are any brass things that the magnet pulled."
Charlie looked them over. Then we tried the casters of my chair, and all the other brass things we could find, none of which the magnet would pull.
"There's no use in trying any longer," said Charlie. "It won't pull brass."
"Then, there's another matter settled," I said. "The magnet does not pull brass. Is there any thing else it does not pull?"
"Wood," said Charlie. "I tried lots of pieces."
"Any thing else?"
"Stones," said Charlie, eagerly.
"What are these?" I asked, holding up a couple of heavy stones he had put among the things the magnet pulled.
"I guess I put those there by mistake," said Charlie, testing with, the magnet a number of stones in the other pile.
"Try them," I said.
"O!" he said, as the magnet lifted them; "I forgot. It does lift some stones."
"Well, what else have you in that pile of things the magnet did not pull?"
"Glass, leather, lead, bone, cloth, tin, zinc, corn, and a lot of things."
"Very well. Now let us see what the magnet does pull."
"Iron keys," said Charlie, "and nails."
"Here's a nail in this other pile."
"That's a brass nail. The magnet pulls only iron nails."
"What else have we in this pile?"
"Needles, hair-pins, screws, wire--iron wire," he added quickly. "Brass wire doesn't stick, you know."
"How about this?" I asked, taking a small coil of copper wire from my desk.
"I guess that won't stick," said Charlie. "Because that's copper wire, and the magnet doesn't seem to pull any thing that isn't iron."
Much to Charlie's satisfaction, the magnet did not pull the copper wire. Then I took up two stones, one rusty red, the other black, and said: "What about these?"
"I guess they must have iron in them too," said Charlie. "Have they?"
"They have," I replied. "They are iron ores from which iron is made. Why did you think there was iron in them?"
"Because they wouldn't have stuck to the magnet if there wasn't."
"Quite true. So you have learned another very important fact. Can you tell me what it is?"
"The magnet pulls iron," said Charlie.
"Good," said I; "and it is also true that the magnet does not pull--"
"Things that are not iron," said Charlie.
"True again," I said. "So far as our experiments go, the magnet pulls iron always, and never any thing else."
"But what makes it pull iron?"
"That I can not tell. We see it does pull, but just how the pulling is done, or what makes it, no one has yet found out.
"For convenience we call the pulling power magnetism. You may keep the magnet, and at some other time, I will tell you more about it."
* * * * *
Language Lesson.--Name six words in the lesson, each of which is made up of two words by leaving out letters.
Write out the two words in each case.
What is the name of the mark which shows the omission of letters?
Point out the _statement, command, question_, and _exclamation_ in the sentences given below.
"O, isn't it a funny horseshoe!"
"Put the bar back."
"What made it jump so?"
"The magnet pulls iron."
* * * * *
LESSON XVIII.
ex pos'es, _shows_.
mi mo'sa, _a tree that grows in Africa_.
mot'tled, _marked with spots of different color_.
re sem'bling, _looking like_.
ap proach', _coming near_.
pub'lic, _open to all; free_.
va'ri ous, _different; unlike in kind_.
de fend', _take care of; protect_.
gait, _manner of stepping_.
pre vents', _keeps from; stops_.
ca' pa ble, _having power; able_.
* * * * *
THE GIRAFFE OR CAMELOPARD.
There are few sights more pleasing than a herd of tall and graceful giraffes.
With, their heads reaching a height of from twelve to eighteen feet, they move about in small herds on the open plains of Africa, eating the tender twigs and leaves of the mimosa and other trees.
The legs of a large giraffe are about nine feet long, and its neck nearly six feet; while its body measures only seven feet in length and slopes rapidly from the neck to the tail.
The graceful appearance of the giraffe is increased by the beauty of its skin, which is orange red in color and mottled with dark spots.
Its long tail has at the end a tuft of thick hair which serves the purpose of keeping off the flies and stinging insects, so plentiful in the hot climate of Africa.
Its tongue is very wonderful. It is from thirteen to seventeen inches in length, is slender and pointed, and is capable of being moved in various ways. It is almost as useful to the giraffe as the trunk is to the elephant.
The horns of the giraffe are very short and covered with skin. At the ends there are tufts of short hair. The animal has divided hoofs somewhat resembling those of the ox.
The head of the giraffe is small, and its eyes, large and mild looking. These eyes are set in such a way that the animal can see a great deal of what is behind it without turning its head.
In addition to its wonderful power of sight, the giraffe can scent danger from a great distance; so there is no animal more difficult of approach.
Strange to relate, the giraffe has no voice. In London, some years ago, two giraffes were burned to death in their stables, when the slightest sound would have given notice of their danger, and saved their lives.
The giraffe is naturally both gentle and timid, and he will always try to avoid danger by flight. It is when running that he exposes his only ungraceful point.
He runs swiftly, but as he moves the fore and hind legs on each side at the same time, it gives him a very displeasing and awkward gait.
But though timid, he will, when overtaken, turn even upon the lion or panther, and defend himself successfully by powerful kicks with his strong legs.
The natives of Africa capture the giraffe in pitfalls, which are deep holes covered over with branches of trees and dirt. When captured, he can be tamed, and gives scarcely any trouble during captivity.
Fifty years ago, but little was known about giraffes in Europe or America. Now we can find them in menageries and the public gardens of our large cities.
The giraffe thrives in captivity and seems to be well satisfied with a diet of corn and hay. It is a source of great satisfaction to those who admire this beautiful animal, that there is no reason which prevents him from living in a climate so different from that of his African home.
* * * * *
Language Lesson.--Write statements containing each of the following words, used in such a manner as to show their proper meaning: _feet, feat; red, read; fore, four; gait, gate_.
Model.--
We are coming to _see_ you to-morrow.
He stood watching the ships sailing on the _sea_.
* * * * *
LESSON XIX.
ex pert', _skillful_.
ad vise', _offer advice; give notice of what has happened_.
civ'il ized, _having laws, learning, and good manners_.
quan'ti ty, _a large amount; part_.
in duce', _lead one to think or act_.
pre pared', _made ready for use_.
de part'ed, _went away_.
hence forth', _from this time forward_.
part'ner, _one who shares with another, as a partner in business_.
ar riv'ing, _coming to; reaching a point_.
con vince', _make one believe_.
* * * * *
THE TRADER'S TRICK.
Out in the West, where many Indians live, there are white men who go among them to trade for furs and skins of animals.
These furs and skins are collected and prepared by the Indians, and serve the purpose of money when the traders visit them to dispose of various kinds of goods.
In old times, before the white men came to this country, the Indians had only bows and arrows, and spears with which to hunt.
But the white men soon taught them to use guns, and to-day, nearly all the tribes in America are well supplied with rifles or shotguns.
They are very expert with these fire-arms, and as they use them a great deal, must have a large and constant supply of gunpowder.
A story is told of how, at one time, a tribe of Indians tried to raise gunpowder by planting seed. This shows how little they knew of civilized life and habits.
A trader went to a certain Indian nation to dispose of a stock of goods. Among other things he had a quantity of gunpowder.
The Indians traded for his cloths, hats, axes, beads, and other things, but would not take the powder, saying: "We do not wish for the powder; we have plenty."
The trader did not like to carry all the powder back to his camp; so thought he would play a trick on the Indians, and induce them to buy it.
Going to an open piece of ground near the Indian camp, he dug some little holes in the soft, rich soil; then mixing a quantity of onion seed with his powder, he began to plant it.
The Indians were curious to know what he was doing, and stood by greatly interested.
"What are you doing?" said one. "Planting gunpowder," replied the trader.
"Why do you plant it?" inquired another.
"To raise a crop of powder. How could I raise it without planting?" said the trader. "Do you not plant corn in the ground?"
"And will gunpowder grow like corn?" exclaimed half a dozen at once.
"Certainly it will," said the trader. "Did you not know it? As you do not want my powder, I thought I would plant it, and raise a crop which I could gather and sell to the Crows."
Now the Crows were another tribe of Indians, which was always at war with this tribe. The idea of their enemies having a large supply of powder increased the excitement, and one of the Indians said:
"Well, well, if we can raise powder like corn, we will buy your stock and plant it."
But some of the Indians thought best to wait, and see if the seed would grow. So the trader agreed to wait a few days.
In about a week the tiny sprouts of the onion seed began to appear above the ground.
The trader calling the Indians to the spot, said: "You see now for yourselves. The powder already begins to grow, just as I told you it would."
The fact that some small plants appeared where the trader had put the gunpowder, was enough to convince the Indians.
Every one of them became anxious to raise a crop of gunpowder.
The trader sold them his stock, in which there was a large mixture of onion seeds, at a very high price, and then left.
From this time, the Indians gave no attention to their corn crop. If they could raise gunpowder, they would be happy.
They took great care of the little plants as they came up out of the ground, and watched every day for the appearance of the gunpowder blossoms.
They planned a buffalo hunt which was to take place after the powder harvest.
After a while the onions bore a plentiful crop of seeds, and the Indians began to gather and thresh it.
They believed that threshing the onion seeds would produce the powder. But threshing failed to bring it. Then they discovered that they had been cheated.
Of course the dishonest trader avoided these Indians, and did not make them a second visit.
After some time, however, he sent his partner to them for the purpose of trading goods for furs and skins.
By chance they found out that this man was the partner of the one who had cheated them.
They said nothing to him about the matter; but when he had opened his goods and was ready to trade, they coolly helped themselves to all he had, and walked off.
The trader did not understand this. He became furiously angry, and went to make his complaint to the chief of the nation.
"I am an honest man," said he to the chief. "I came here to trade honestly. But your people are thieves; they have stolen all my goods."
The old chief looked at him some time in silence, and then said: "My children are all honest. They have not stolen your goods. They will pay you as soon as they gather their gunpowder harvest."
The man had heard of the trick played upon the Indians; but did not know before this, that his partner was the one who had cheated them. He could not say a word. He departed at once. Arriving at his home, he said to his partner:
"We must separate. I have learned a lesson. I can not remain in business with a dishonest man. You cheated the Indians for a little gain. You have lost it, and I advise you, henceforth, to deal honestly with all men."
* * * * *
Directions for Reading.--In the first paragraph of the lesson, notice the places marked below (__) where words are likely to be run together in reading, and avoid making such errors.
"Out__in the West, there__are men who trade for furs__and skins__of animals."
Point out similar places in the second paragraph.
Name four _emphatic words_ occurring in the last sentence of the lesson.
* * * * *
Language Lesson. Syllabify, accent, and mark sounds of letters in the following words: _dispose, gunpowder, complaint, henceforth_.
Give reasons for the capital letters and marks of punctuation used in the last paragraph of the lesson.
Tell the story in your own words, using the points given in the following
Analysis.--1. Trading with the Indians. 2. The use of fire-arms among the Indians. 3. The trader's trick. 4. Visit of the trader's partner. 5. What the Indians did. 6. The return of the partner. 7. What he said to the trader.
* * * * *
LESSON XX.
floss'y, _made of silk_.
mag'ic, _unnatural power_.
war'bling, _singing_.
mope, _become stupid or dull_.
boun'ty, _what is given freely_.
lan'guish, _become weak; wither_.
* * * * *
A HAPPY PAIR.
Over my shaded doorway Two little brown-winged birds Have chosen to fashion their dwelling, And utter their loving words; All day they are going and coming On errands frequent and fleet, And warbling over and over, "Sweetest, sweet, sweet, O sweet!"
Their necks are changeful and shining, Their eyes like living gems; And all day long they are busy Gathering straws and stems, Lint and feathers and grasses, And half forgetting to eat, Yet never failing to warble, "Sweetest, sweet, sweet, O sweet!"
I scatter crumbs on the doorstep, And fling them some flossy threads; They fearlessly gather my bounty, And turn up their grateful heads. And chatter and dance and flutter, And scrape with their tiny feet, Telling me over and over, "Sweetest, sweet, sweet, O sweet!"
What if the sky is clouded? What if the rain comes down? They are all dressed to meet it, In water-proof suits of brown. They never mope nor languish, Nor murmur at storm or heat; But say, whatever the weather, "Sweetest, sweet, sweet, O sweet!"
Always merry and busy, Dear little brown-winged birds! Teach me the happy magic Hidden in those soft words, Which always, in shine or shadow, So lovingly you repeat, Over and over and over, "Sweetest, sweet, sweet, O sweet!"
* * * * *
Language Lesson.--Let pupils express, in their own language, the words given below in dark type.
Their eyes are like _living gems_.
Which you always repeat _in shine or shadow_.
What kind of birds are described in the lesson?
Why did they gather straws, stems, lint, feathers, and grasses?
* * * * *
LESSON XXI.
mes'sage, _word; notice_.
mer'chan dise, _things traded; goods_.
guid'ance _leading; directing_.
halt, _stop_.
de cid'ed, _made up their minds_.
re trac'ing, _going back over_.
ho ri'zon, _line where the earth and sky seem to meet_.
en camped', _set up tents_.
sole, _only_.
gushed, _flowed rapidly; poured_.
* * * * *
ALI, THE BOY CAMEL-DRIVER