8. The excellence of the fish on the banks of Newfoundland, along the coast of New England, around the Japan Islands and the Aleutian Islands, is owing to

the cold Arctic currents. The mackerel, in its spring migrations northward, appears in dense schools along the coast of New England, in the Gulf of St. Lawrence, and off the British Isles.

9. The cod, migrating northward in spring, gathers in countless millions around the Newfoundland banks, about 300 miles from the mainland, attracted thither by the warm waters of the gulf-stream, and

by the good feeding grounds on the sandy bed of the shoal water.

10. England, France, and America, together, send out annually to "the banks" region 6,000 sloops, manned by 80,000 fishermen. The fishing grounds around the Japan and Aleutian Isles abound in fish.

11. The salmon winters in the ocean, but in spring ascends fresh-water rivers to spawn, or lay its eggs. The Columbia, the Yukon, and the Amoor rivers are annually crowded with myriads of salmon ascending to the head streams. The rivers of

Canada, Maine, Northern Europe, and Northern Asia,

also abound with this valuable food fish.

12. Herring appear in immense schools off the coast of Norway and the northern shores of the British Isles. During the season, 50,000 men are engaged in catching them. The herring-fishery, during the first half of the seventeenth century, was one great source of the wealth of the Dutch. The hardy fishermen manned the Dutch navy and laid the foundation of the naval and commercial greatness of the Netherlands.

III. BIRDS OF THE SEA.

13. There are many kinds of sea-fowl that feed on fish, and build their nests on the sea-coast. The alba

and other islands in the South Polar regions. They swim and dive almost as readily as the seal, and feed exclusively upon fish. Myriads of smaller kinds of penguins make their home on the islands along the western coast of South America. The Chincha Islands, off Peru, are covered hundreds of feet in depth with guano, which is one of the chief sources of revenue for the Peruvian government.

14. Auks and gulls swarm in summer time along the shores of the Arctic lands, feeding on the shoals of fish that migrate into the Arctic Seas. To the Esquimaux, the auk, as an article of food, is second in importance

only to the seal. Ducks and geese migrate in flocks from one shore to another, following the course of the fish.

15. In South America, flamingoes, cormorants, herons, ducks, and geese migrate in immense numbers between the mouths of the Amazon and the Orinoco, following the course of the fish up these great rivers.

IV. THE CORAL POLYP AND THE SPONGE.

16. Corals and sponges are found in all shallow tropical seas. As coral is made up of the limestone skeletons, or dwelling-places of polyps, so the sponge is the framework of a gelatinous animal substance of the lowest type or organization. Corals of the most brilliant hues and most beautiful forms are found among the groups of Coralline Islands, in the Pacific.

17. Coral reefs are built up in the Pacific on an immense scale, often extending hundreds of miles. The little coral polyp, so insignificant in size, and so low in the scale of organization, is an architect that builds islands, and constructs sea-walls which obstruct navigation and wreck ships.

QUESTIONS. Question the class on the leading facts of the lesson. ORAL SPELLING. Dictate all the names of animals in the lesson. COMPOSITION. Write from memory a short account of the fishes of

the sea.

10

WRITTEN SPELLING.-WORDS OFTEN MISSPELLED.

If there are any words in this lesson, or in the following lessons of this series, with which you are not familiar, refer to the dictionary and learn their meaning.

V. VOCAL TRAINING.

I. RHETORICAL PAUSES.

1. Rhetorical pauses are pauses not indicated by punctuation, yet required by emphasis or by the sense. A pause before or after an important word is one way of making the word emphatic, that is, of calling special attention to it.

2. The general tendency of young and untrained pupils to rapid and unexpressive reading, is owing largely to their failure to make rhetorical pauses.

3. In good reading and speaking, the words are run together in groups, with pauses between the groups. In the following sentence, in which there are no pauses indicated by punctuation, the grouping or running together of words is indicated by hyphens, while the pauses are shown by vertical lines or bars:

Who-would-have- thought | that-the-black-clouds | could-hide-the-little-fairies | that-made-the-earth-so-beauti

ful.

4. By carefully noticing the pauses that you naturally make in good reading, you will observe that words are generally grouped by phrases or clauses, with a rhetorical pause before and after these groups. When the subject of a verb is emphatic, there is a pause between the subject and the predicate. The principles that govern the making of rhetorical pauses are more fully brought out by the examples given to illustrate the following rules.

II. GRAMMATICAL PAUSES.

5. Grammatical pauses are those indicated by punctuation. These pauses are to a certain extent rhetorical, since they have no fixed length, but depend, in some measure, on the character of the piece to be read.

When the general movement or rate is slow, the pauses are relatively long; when it is fast, the pauses are short. 6. The general principles that govern grammatical pauses may be summed up as follows:

In general, a slight pause at a comma; a longer pause at a semicolon; and a still longer pause at a period.

A full pause, longer than at a period, is required at the end of a paragraph of prose, or a stanza of poetry.

GENERAL DIRECTION.

Form the habit of renewing the breath at every pause, so that the lungs may be kept well filled with air.

RULES AND EXAMPLES OF RHETORICAL PAUSES.

Rule I. When the subject of a verb is emphatic, or when it consists of a phrase or a clause, make a rhetorical pause between the subject and the verb.

1. Scrooge never painted out | old Marley's name. 2. The history of England | is emphatically the history of progress.

3. The eyes of men | converse as much as their tongues.

4. Who steals my purse | steals trash.

5. Some place the bliss in action, some, | in ease.

Those call it pleasure, and contentment | these. 6. The midnight | brought the signal sound of strife.

Rule II. Make a pause after introductory adverbial words, phrases, or clauses, and before and after adverbs transposed out of their regular grammatical order.

1. Perhaps | in this neglected spot | is laid | Some heart | once pregnant | with celestial fire.