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2. One day he was playing with an ax in the yard of the school, and while he was chopping a stick, the teacher's little kitten came along.

3. Duncan accidentallya let the ax fall on the kitten's head, and killed her.

4. What to do, Duncan did not know. The kitten was a peto of the master, and used to sit on a cushion at his side while he was hearing the lessons.

5. Duncan stood and looked at the dead creature. His face grew very red, and the tears filled

his eyes.

6. All the boys came running up, and every one had something to say. One of them whispered to the others, and said,

7. “Now, boys, we shall see if Duncan can tell a fib as well as the rest of us."

8. “Not he'!” said little Thomas Wilson, who was Duncan's friend. “Not he'! I'll warrant you. Duncan will be as true as gold.”

9. John Jones stepped up, and, taking the kitten by the tail, said, “Here, boys, I'll just fling her into the alley, and we can tell Mr. Cole that the butcher's dog killed her. You know he caught her and hurt her last week."

10. Several of them thought this would do very well; but Duncan looked quite angry. His face swelled, and his cheeks grew redder than before.

11. “No'!" said he,“ no! Do you think I would lie for such a creature as that'? It would be a lie, a LIE, a LIE!” And every time he said the word, his voice grew louder and louder.

12. Then he picked up the poor thing in his arms, and carried it into the school-room; and the boys followed to see what would happen.

13. The master looked up, and said, “What is this? My faithful kitten dead'! Who could have donel this?"

14. All were silent for a little while. As soon as Duncan could get his voice, he said, “Mr. Cole, I am very sorry, but here is the truth. I will not tell a lie, sir. I killed the kitten. But I am very sorry for it. It was an accident; but I ought to have been more careful. I am very sorry, indeed,


15. The boys expected that Mr. Cole would take down his long ratan. But he put on a pleasant smile, and said,

16. “Duncan, you are a brave boy! I saw and heard all that passed," from my window above. I would rather lose a hundred kittens, than miss such an example of truth and honor in my school.

17. “Your best reward is what you now feel in your own conscience; but I beg you to accept this handsome penknife as a token' of my approbation."

18. Duncan took out his handkerchief, and wiped his eyes. The boys could no longer restrain themselves; and when Thomas Wilson cried, “ Three cheers for True Duncan,” all joined in a hearty hurrah.

19. The teacher then said, “My boys, I am glad you know what is right, and that you approve of it; though I am afraid some of you would not have done as Duncan did.

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20. Learn, from this time, that nothing can make a falsehood necessary. Suppose Duncan had taken your evil advice, and had come to me with a lie: it would have been instantly detected, for I was a witness of what passed.

21. “I trust Duncan has been governed" in this by a sense of right, and I exhorti


all to follow his example. He is a brave boy who at all times dares to do right. A lie is always cowardly.”

a AC-CI-DENT'-AL-LY, without design; by e TO'-KEN, mark; evidence; sign. chance.

! AP-PRO-BA'-TION, approval. 6 PET, any little animal fondled and in. & DE-TECT'-ET), discovered; exposed. dulged.

h Gov'-ERNED, influenced. • Ex-PECT'-ED, thought; believed.

Ex-HORT', urge; earnestly advise. d PASSED, occurred; took place.

FOL'-Low, imitate. (LESSON IX. This is a lesson on character. The story of “True Duncan” is an illustration of truthfulness and honor on the part of a little boy, who was urged by his companions to tell a falsehood to shield himself from anticipated punishment. Why is a lie always cowardly?]

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1. Can you tell me what this is a picture of' ?' Why does the man ride in that manner'? Why does he leano forward so'? Why is his hat drawn down over his face'? Can he see as well when his hat is over his eyes' ?'

2. You can see that it is a windy day. Can you tell which way the wind blows'? How can you tell ? Do you see how the wind blows the hair of the horse's tail'? The wind blows strong in the man's face. Perhaps it rains, also. Perhaps it is

very cold.

3. Do you see how the man braces himself against the wind'?" If he should sit up straight, could he ride just as well’? If he should not pull his hat over his face, what do you think would be. come of his hat'?3

4. The man's hat keeps the wind and the rain out of his face. Now the hat will not be blown away. Now the man sits easy on the horse. He will not fall.

5. But why are the horse's ears turned back? Because, if they were not turned back, the wind would blow into them, and the rain would beat into them, and that would not be pleasant. The horse knows what to do with his ears, to keep the wind and the rain out of them.

6. If the wind blew against the back of the man, would he sit in that manner'?' How would he sit' ? How would he put his hat on? How would the horse turn his ears? Would the hairs of the horse's tail look as they do now'?

7. What a change would be made in the picture, if the wind should change!" The man, the horse, and the clouds would all be changed! If the wind should blow against the man's back, can you tell how the picture would be changed? Very much depends, in this world, upon which way the wind blows.

* LEAN, bend; incline.

| Bra'-CE8, supports, by leaning forward. [Lesson X. is another illustration of how much may be told by a very simple picture. It furnishes good examples of object teaching. Let the teacher ask the pupil additional questions about the picture. An important moral is suggested at the close of the lesson. Many people go just as the wind blows—that is, they move along with the current of public opin



1. 'Twas God who made this world so fair,

The shining sun, the sky, the air;
'Twas God who made the sea, the ground,

And all the things we see around.
2. When He began this world to make,

These are the mighty words he spake:
“Let there be light'!” 10 His voice was heard,

And then the light of day appeared. 3. The angels saw the light arise,

And with their praises filled the skies:
“How great our God'! How wise'! How strong'!” 10

Such is their never-ending song. [Lesson XI. is a simple hymn, descriptive of the Creation. See Genesis, i., 3.]


1. Kpowest thou how many stars

There are shining in the sky'?1
Knowest thou how many clouds

Every day go floating by'?1

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