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16. “Here then," said the master, “is one reason for having prickles around the chestnuts when they are small. But then it is not necessary to have all chestnuts guarded from boys in this way; a great many of the trees are in the woods, and the boys do not see them. What good do the burs do in these trees'?"
17. The boys hesitated. Presently the boy who had the green satchel under the tree with Roger, who was sitting in one corner of the room, said:
“I should think they would keep the squirrels from eating them.
“And besides,” continued he, after thinking a moment," I should suppose, if the meat of the chestnut had no covering, the rain might wet it and make it rot, or the sun might dry and wither it.”
18. “ Yes,” said the master,“ these are very good reasons why the nut should be carefully guarded :S First, the meats are packed away in a hard brown shell, which the water can not get through. This keeps them dry, and away from dust, and other things which might injure them. Then several nuts, thus protected, grow closely together, inside this green prickly covering, which spreads over them, and guards them from the animals which would eat them, and from the boys. When the chestnut gets its full growth, and is ripe, this covering, you know, splits open, and the nuts drop out.”
19. The boys were then all satisfied that it was better that chestnuts should grow in burs.
“But why," asked one of the boys,“ do not apples grow so'?"
“Can any body answer that question' ?" asked the master.
The boy with the green satchel said, that apples had a smooth, tight skin, which kept out the wet; but he did not see how they were guarded from animals.
20. The master said it was by their taste. “They are hard and sour before they are full-grown, and so the taste is not pleasant, and nobody wants to eat them-except sometimes a few foolish boys, and these are punished by being made sick. When the apples are full-grown they change their taste, acquired an agreeable flavor,' and become mellow: then they can be eaten. Can you tell me of any other fruits which are preserved in this way' ?"
21. One boy answered, “Strawberries and blackberries;” and another said,“ Peaches and pears.
Another boy asked why the peach-stone was not outside the peach, so as to keep the peach from being eaten.
eaten. But the master said he would explain this another time. Then he dismissed the scholars, after asking Roger to wait until the rest had gone, as he wished to see him alone.—Mount Vernon Reader. a GATA'-ER-ING, collecting.
HES'-I-TA-TED, paused in doubt. 6 IM-PAS-TIENT, unquiet; uneasy.
& GUARD'-ED, protected from injury. VILE, mean; ugly; troublesome.
AC-QUIRE', have; obtain. d PRO-FANE', with an oath.
· FLA'-VOR, taste; savor. e Satch'-EL, a little sack, or bag.
[LESSON LIV. In the story of “The Chestnut-bur,” an impatient, fault-finding boy, who could not see why chestnuts are made to grow in burs, is reproved; and good reasons are shown why the chestnut has such a prickly covering. It guards the nut, while the latter is small and unripe: it prevents the rain from wetting it, and the sun from drying it, etc. Why apples, strawberries, blackberries, etc., do not need such protection. The moral to be deduced from the lesson is, that infinite wisdom is shown in all the Creator's works. Let the teacher illustrate, farther.]
1. Yes, go, little butterfly,
Fan the warm air
So brilliant and fair;
No longer you'll be;
You are free-you are free! 2. Go, rest on the bosom
Of some favorite flower;
Your brief little hour;
Is scarcely a span :
Be gay while you can.
3. As for me, I have something
More useful to do:
Though I play sometimes, too.
Bright thing, you may spend;
Mine never shall end.-T. S. ARTHUR. # PIN'-IONS, wings.
C FA'-VOR-ITE, preferred; beloved. • FLUT'-TER-ING, flapping the wings. 4 SPAN, short epace of time.
[LESSON LV. is an address to a butterfly, set free by the maiden who had held it a prisoner. While the butterfly is told to go and enjoy itself, in gayety and pleasure, because its days will end with the blossoms of summer, the maiden reflects that she has something more useful to do,” as her days will never end. A future life is to be provided for.]
1. In the summer time, when the grass in the meadows has grown to its full height, the farmer cuts it down with the scythe, or with a machine called a mower, which is drawn by horses. In the picture at the beginning of this lesson, a man may be seen cutting the grass with a mower, and others cutting it with the scythe.
2. When the grass has been dried in the sun, it is called hay. The farmer rakes this fresh hay into winrows, sometimes with a hand-rake, but now
more frequently with a rake drawn by a horse, and called 'a horse-rake. In the little picture in the margin' a man is shown raking hay with the horse-rake.
3. Men pitch the hay on wagons, and
it is then drawn into the barn, and piled away on the hay-mow; or it is placed in the open field, in large heaps called haystacks. The hay is the food, or fodder, which is given to the cattle, and horses, and sheep, in the winter season, when they can no longer find any green grass in the fields.
4. The haying season is a busy time for the farmer. He knows he must“ make hay while the sun shines.” When the grass has been cut down, and has become nearly dry, the hay will be much injured if it get wet. So the farmer must watch the clouds; and if they threateno rain, he must hastend to get the hay into the barn.