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screamed, and tried to get out between the iron bars: but he only beat and tore himself, and all in, vain.

13. The giant came again, and wished Dick to sing, the same as he did when he was in his own home, and was happy. “Sing! sing! sing !said he: “Why don't you sing?” But Dick was too sad to sing. Who could sing in a prison !

14. At length the giant grew very angry, and took Dick out of his prison to make him sing. He shook him, and his big hand almost forced the breath out of Dick’s body. Dick gave a loud scream, plunged, and struggled, and then sank dead in the giant's hand !

15. “What a story that is'!” said Henry. “Who believes there are any giants'! or that they treat little boys so'!"

16. “Did I say that Dick was a little boy, and that the giant was a big man'? No, no. But I will tell you who they were. Poor Dick was a little bird; and that giant was a cruel boy." RAM'-BLE, stroll; excursion.

c ES-CAPE', get away. pleasure.

d Cap'-TĪVE, prisoner. [LESSON XVIII. is an allegorythat is, a story in which the apparent meaning is not the real one, but is designed to set forth some important truth with greater force. The real truth designed to be illustrated in this lesson, is the wickedness of a boy, in depriving of its liberty, and cruelly treating, a little bird. Birds were made for freedom. See, also, LESSONS XIX, and XLIV.]

DE-LIGHT,

HYMN.
1. There is a land above,

All beautiful and bright;
And those who love and seek the Lord,

Rise to that world of light.

2. There sin is known no more,

Nor tears, nor want, nor care;
There good and happy beings dwell,

And all are holy there.

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1. Time was when I was free as air,
The thistle's downy seed my fare', a

My drink the morning dew';
I perched at will on every spray',
My form genteel', my plumaged gay',

My strains'e forever new'.
2. But gaudy plumage', sprightly strain',
And form gentees, were all in vain,

And of a transients date';
For caught, and caged, and starved to death',
In dying sighs my little breath

Soon passed the wiry grate.
3. Thanks, little miss, for all my woes',
And thanks for this effectual close,

And cure of every ill';

More cruelty could none express';
And I, if you had shown me less',

Had been your prisoner still. -COWPER. a FÂRE, food.

e STRAINS, notes; songs. 6 PERCH'ED, alighted.

Gaud'-y, showy; splendia. © SPRAY, twig ; branch of a tree.

& TRAN'-SIENT, not lasting; of short duraPLU'-MAGE, feathers.

tion. [LESSON XIX. is an additional illustration of the principle embraced in the preceding lesson. The goldfinch first describes its happy state of freedom; then its treatment as an enslaved prisoner, and its release by death ; and in the first three lines of the last verse it ironically thanks the little miss for all its woes. Let the teacher explain what irony means.]

LESSON XX.

THE OLD SLATE. 1“I have a great mind to break this stupid old slate,” said Charles, one morning, as he sat, with tears in his eyes, almost crying over his first lesson in Subtraction.

Why, what has the poor slate done'??asked the pleasant voice of his sister Helen, behind him.

2. “Nothing. That is just what I complain of. It won't make the figures in this lesson for me; and here it is almost school-time !"

“ What a wicked slate, Charles!"

3. “So it is. I mean to throw it out of the window, and break it in pieces on the stones.”

“Will that get your lesson for you, Charley' ?".

“No; but if there were no slates in the world, I should have no such lessons to learn."

4. “Oh, ho'! Indeed' !" But that does not follow, by any means. Did slates make Arithmetic'?' Would people never have to count, and calculate, if there were no slates'?' You forget pens, lead

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pencils, and paper: you forget all about orala arithmetic, Charley' !"

Well, I don't like to cipher; that's all: but I do like to count."

5. “ And so, you hasty boy, you get angry with the poor harmless slate, that is so convenient when you make mistakes and wish to rub them out. This is the way with a great many thoughtless, quick-tempered people. They try to find fault with somebody, or something, and get into a passion, and perhaps do mischief; when, if they would reflect®, they would find that they themselves ought to bear all the blame. Now, Charley', let me see what I can do for you."

6. So Helen sat down in her mother's great easy chair: she tried to look gravel and dignified, like an old lady, though she was but eighteen. Charley came rather unwillingly, laid the slate on her lap, and began to play with the trimmings on her apron. “Why, what is this?” said she; “soldiers, and cats, and dogs, and houses with windows of all shapes and sizes) !=10

7. Charley looked foolish. “Oh, the lesson is on the other side," said he, turning the slate over.

“Ah, silly boy'!10 said Helen; “here you have been sitting half an hour drawing pictures, instead of trying to learn your lesson. And

now,

which do you think ought to be broken', you' or your slate ?" and she held the slate up high, as if she meant to beat his head with it.

8. Charley looked up, with his hands at his ears, but laughing all the while, for he knew she was only playing with him. Presently, however, she put on a serious face, and said, “ Now, my little man, you must go to work in good earnest, to make up for lost time."

9. “Oh, Helen, it wants only twenty minutes of nine: I shall be late to school. Can't you, just this once, make the figures for me' ?”

“No,” said Helen.
“Oh, do'! just this once.”

10. “No, Charley'; there would be no kindness in that. You would never learn arithmetic in that way. If I do it once', you will find it harder to be refused to-morrow. I will do a much kinder thing: I will just show you a little, and you may do all the work yourself.”

11. So she passed her arm gently around him; and though Charley pouted at first, and could hardly see through his tears, she questioned him about the rule, and then began to show him the properb way to get his lesson.

When all was finished, Charley was surprised to find that he should still be in season for school.

12. “Now, to-morrow, Charley,” said Helen,“ do not waste a moment, but begin your lesson at once, and you will find it a great saving, not only of time, but of temper. I hope you will not get into a passion again, with this good old slate of mine. It went to school with me when I was a little girl, and I should be sorry if you had broken it for not doing your work."

13. Away ran Charles to school, thinking to himself, "Well, I suppose I was wrong, and Helen is

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