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21. Ere hand could stir, with sudden shock,
He threw the infant o'er the rock,
22. They found their bodies in the tide;
And never till the day she died
23. They dragged false Evan from the sea,
And hanged him on a gallows-tree;
MACKAY. COMPOSITION. Make a short prose story out of this poem, and give your thoughts about the incidents related in it.
66. SCHOOL-MASTER JACOB'S SCRAP
1. A well-known professional gentleman made to me, a short time ago, the following statement: I have been to visit the school-master who put me through the common English branches and the rudiments of Latin.
2. He was a genius in his way, very successful as a teacher, and peculiarly gifted in inciting the farmers' boys in the remote region where he established his school, to right thinking and right living. He had peculiar methods of conveying instruction, as well as a peculiar system of reward and punishment. He made very few rules, and in case one was broken in spirit or in letter, the delinquent was set up on a high stool behind a small, long-legged desk, facing the school, and made to read, for a longer or shorter time, as the case might be, from the bad boy's scrap-book.
3. This was a thick, heavy, leather-covered accountbook, in which had been pasted clippings from newspapers for the last twenty years, relating to the misadventures of boys;--not stories, usually, but items of news. There were all sorts of boys represented here; the boy who was drowned while bathing, or fishing, or gathering pond-lilies, against the will of his parents, or came to grief prowling around with his gun when they supposed him to be at school.
4. The boy who broke his leg while stealing his neighbor's cherries; the one who broke his back by falling from a hickory-tree that he was plundering; the boy who was content to remain at the foot of the classall these were shown up, together with those who read bad books on the sly, and those who ran away from home. In fact, there was something to suit nearly every case of a boy whose head was so filled with mischief that he could not conform to the simple rules of Master Jacob's school.
5. These were real happenings,—there was no nonsense about them; the idle boy, the lazy boy, the mischievous boy, the wicked boy, the cruel boy, the profane boy, all came to the same inevitable bad end. An hour's reading of these newspaper paragraphs made a boy's heart sink within him, and caused a resolve to shoot up in it that would turn him right about and classify him in future with quite a different order of boys. On the last page of this scrap-book, written in a fair, bold hand, were the startling words: “How long before some item of your downward career shall go to help fill the pages of this book ?»
6. The other scrap-book was a gem in every way. It was a new, large, elegantly bound blank-book, in which, daintily pasted, were short lives of good men, chronicles of noble deeds, of beneficent acts, of all the sweet and kindly things that go to make this life beautiful, and
to prepare for the enjoyment of a heaven to come. The book was rendered still more attractive by the insertion, at short intervals, of beautiful engravings and many lovely sketches in water-colors.
7. This book was used as a reward of merit. When you saw a lad with that book on the desk before him, you might be sure, without asking, that he had deserved the master's approval in some way. Such was the salutary effect of these two books that there was seldom a time that the good boy's book was not somewhere in demand among the twenty boys, while the bad boy's book was left upon its high desk for the dust to accumulate upon.
8. “I have been counted a successful teacher," my old master said to me on the occasion of my recent visit; “my boys always improved morally and spiritually, as well as mentally, under my charge; my boys have been heard from in the world always as men of integrity who have tried to find the best and truest in life. Oh! I must not forget to show you my good boy's scrap-book. I am constantly making additions to it;” and he brought forward the worn but familiar book, saying, as he pointed to many items penciled with their dates attached, on the margin: “Look there, and there, and there. That tells when they were with me.
Good boys, they were, all good boys.”
9. “And the other book," I asked; “how many have helped to fill that?”
“Not one, my boy; I speak with truth, not one," said the old man, with tears in his eyes now. “It is singular, but it goes to prove my theory, that if you can impress the consequences of wrong-doing upon a child, he is almost sure to prefer the right to the wrong. Then when emulation stirs the breast, a boy is bound to succeed, for competition and emulation have honor for their basis, and that was the spirit that the good boy's book was intended to inspire.”
MRS. ANNIE A. PRESTON.
67. WHAT CONSTITUTES A STATE.
Require pupils to memorize this for recitation.
What constitutes a state?
Thick wall or moated gate;
Not bays and broad-arm ports,
Not starred and spangled courts,
In forest, brake, or den,
Men, who their duties know,
Prevent the long-aimed blow,
These constitute a state;
O'er thrones and globes elate,
SIR WILLIAM JONES.
THE VOICES OF THE DEAD.
Require the boys of the class to memorize this extract for declamation.
1. The world | is filled with the voices of the dead. They speak | not from the public records of the great world only, but from the private history | of our own expérience. They speak to us | in a thousand remembrances, in a thousand incidents, events, and associations. They speak to us, not only from their silent gráres, but from the throng of life. Though they are invisible, yet life is filled with their presence. They are with us
| | by the silent fireside and in the secluded chamber. They are with us | in the paths of society, and in the crowded assemblies of mèn.
2. They speak to us from the lonely wày-side; and they speak to us from the venerable walls that echo to the steps of a múltitude and to the voice of prayer. Go where we will, the déad | are with us. We live, we convèrse with those who once lived and conversed with us. Their well-remembered tone | mingles with the whispering breeze, with the sound of the falling léaf, with the jubilee shout of the spring-time.—The earth | is filled with their shadowy train.
3. But there are more substàntial expressions of the presence of the dead with the living. The earth is filled with the labors, the works, of the dead. Almost all the literature in the world, the discoveries of science, the glories of art, the ever-enduring témples, the dwelling-places of generations, the comforts and improvements of life, the languages, the máxims, the opinions of the líving, the very frame-work of society, the institutions of nations, the fabrics of empires,—all | are the works of the dead;—by these, they | who are dead | yet speak.
WRITTEN SPELLING.-WORDS OFTEN MISSPELLED. diphthong pontiff
crochet judgment epitaph sulphur croquet lodgment sheriff phosphorus charade numskull caliph diphtheria chalice welfare