New National Fourth Reader by Charles J. Barnes and J. Marshall Hawkes

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Several of the men approached the edge of the river, and were on the
point of springing in after the boy. But the sight of the sharp rocks
crowding the channel, the rush and whirl of the waters, and the want of
any knowledge where to look for the child, deterred them, and they gave
up the enterprise.

Not so with the noble youth. His first act was to throw off his coat;
next to spring to the edge of the bank. Here he stood for a moment,
running his eyes rapidly over the scene below, taking in with a glance
the different currents and the most dangerous of the rocks, in order to
shape his course when in the stream.

He had scarcely formed his conclusion, when he saw in the water a white
object, which he knew was the boy's dress; and then he plunged into the
wild and roaring rapids.

"Thank God, he will save my child!" cried the mother; "there he is!--O
my boy, my darling boy! How could I leave you!"

Every one had rushed to the brink of the precipice and were now
following with eager eyes the progress of the youth, as the current bore
him onward, like a feather in the power of a hurricane.

Now it seemed as if he would be dashed against a projecting rock, over
which the water flew in foam, and a whirlpool would drag him in, from
whose grasp escape would appear impossible.

At times, the current bore him under, and he would be lost to sight;
then in a few seconds he would come to the surface again, though his
position would be far from where he had disappeared.

Thus struggling amid the rocks and angry waters, was the noble youth
borne onward, eager to succeed in his perilous undertaking. Those on
shore looked on with breathless interest.

* * * * *

Directions for Reading.--Point out the _emphatic words_ and mark
_inflection_ in the third paragraph on page 295.[17]

What effect has very strong _emphasis_ upon _inflection_? (See
_Directions for Reading_, page 238.)[18]

Should this lesson be read more slowly, or somewhat faster than
conversation?

* * * * *

Language Lesson.--Let pupils fill blanks in the sentences given below,
using in turn, each of the following sets of words:

(1) _saw, knew, was, plunged;_

(2) _sees, knows, is, plunges;_

(3) _perceived, thought, was, jumped;_

(4) _perceives, thinks, is, jumps;_

(5) _noticed, concluded, was, dived;_

(6) _notices, concludes, is, dives_.

He ---- in the water a white object, which he ---- -- the boy's dress.
Then he ---- into the roaring rapids.

When the first, third, and fifth sets of words are used, the action is
represented as something that is past; but when the second, fourth, and
sixth sets are used, the action is represented as going on at the
present time.

The forms of _verbs_ (_action-words_) which are given in the first,
third, and fifth sets are used to indicate past time, and are called
_past tenses_; and the forms given in the second, fourth, and sixth
sets are used to indicate present time, and are called _present
tenses_.

[17] See fifth paragraph from the end of the passage.

[18] See Lesson L.

* * * * *

LESSON LXII.

e merge', _come out_.

vor'tex, _water in whirling motion; a whirlpool_.

con fid'ed, _given into the care of_.

vis'i ble, _in sight_.

spec ta'tors, _those who look on_.

vent'ured, _dared_.

re ward', _that which is received in return for one's acts_.

des'ti nies, _lives and fortunes_.

sup pressed', _kept back_.

re doub'led, _made twice as great_.

* * * * *

ANECDOTE OF WASHINGTON.

PART II.

O, how that mother's straining eyes followed the struggling youth! How
her heart sunk when he went under, and with what joy she saw him emerge
again from the waters, and, flinging the waves aside with his strong
arms, struggle on in pursuit of her boy!

But it seemed as if his generous efforts were not to succeed; for,
though the current was bearing off the boy before his eyes, scarcely ten
feet distant, he could not overtake the drowning child.

Twice the boy went out of sight; and a suppressed shriek escaped the
mother's lips; but twice he reappeared, and then, with hands wrung
wildly together, and breathless anxiety, she followed his progress, as
his form was hurried onward.

The youth now appeared to redouble his exertions, for they were
approaching the most dangerous part of the river.

The rush of waters at this spot was tremendous, and no one ventured to
approach it, even in a canoe, lest he should be dashed to pieces.

What, then, would be the youth's fate, unless he soon overtook the
child? He seemed fully sensible of the increasing peril, and now urged
his way through the foaming current with a desperate strength. Three
times he was on the point of grasping the child, when the water's
whirled the prize from him.

The third effort was made just as they were entering within the
influence of the current above the falls; and when it failed, the
mother's heart sunk within her, and she groaned, fully expecting the
youth to give up his task.

But no; he only pressed forward the more eagerly; and, as they
breathlessly watched, amid the boiling waters, they saw the form of the
youth following close after that of the boy.

And now both pursuer and pursued shot to the brink of the falls. An
instant they hung there, distinctly visible amid the foaming waters.
Every brain grew dizzy at the sight.

But a shout burst from the spectators, when they saw the child held
aloft by the right arm of the youth--a shout that was suddenly changed
to a cry of horror, when they both vanished into the raging waters
below!

The mother ran forward, and then stood gazing with fixed eyes at the
foot of the falls. Suddenly she gave the glad cry, "There they are! See!
they are safe! Great God, I thank Thee!"

And, sure enough, there was the youth still unharmed. He had just
emerged from the boiling vortex below the falls. With, one hand he held
aloft the child, and with the other he was making for the shore.

They ran, they shouted, they scarcely knew what they did, until they
reached his side, just as he was struggling to the bank. They drew him
out almost exhausted.

The boy was senseless; but his mother declared that he still lived, as
she pressed him to her bosom. The youth could scarcely stand, so faint
was he from his exertions.

Who can describe the scene that followed--the mother's calmness while
striving to bring her boy to life, and her wild gratitude to his
preserver, when the child was out of danger, and sweetly sleeping in her
arms?

"God will give you a reward," said she. "He will do great things for you
in return for this day's work, and the blessings of thousands besides
mine will attend you."

And so it was: for, to the hero of that hour were afterward confided the
destinies of a mighty nation. Throughout his long career, what tended to
make him honored and respected beyond all men, was the spirit of
self-sacrifice which, in the rescue of that mother's child, as in the
more important events of his life, characterized George Washington.

* * * * *

Directions for Reading.--Read the first two pages of the lesson
quietly, but not slowly. About the middle of page 299, the manner of
reading should be changed, when the feeling of anxiety is turned to
that of joy.[19]

* * * * *

Language Lesson.--Let pupils rewrite the first paragraph of the lesson,
changing _past tenses_ to _present tenses_ throughout.

What effect will this change have upon the meaning?

[19] This lesson, seventh paragraph from the end.

* * * * *

LESSON LXIII

ex ist'ing, _living_.

mas'sive _large and solid_.

hy e'na, _a beast of prey_.

cau'tion, _great care_.

strat'a gem, _a secret way; trick_.

de pends', _trusts to_.

mar'vel ous, _wonderful_.

jack'al, _a beast of prey_.

pro cure', _obtain_.

a dorn', _make beautiful_.

* * * * *

THE OSTRICH.

The ostrich is the largest of all birds now existing, and is found
chiefly in the sandy deserts of Africa and Arabia.

A full-grown African ostrich stands from seven to nine feet in height,
to the top of its head, and will weigh from two to three hundred pounds.

The body of the ostrich is large and massive; the legs are long,
measuring four feet or more, and the neck is of about the same length as
the legs.

The head is small for so large a bird; but its feet with their two great
toes are of good size, and possess astonishing strength.

An ostrich's beak is short and blunt; its neck slender and covered with
gray down. Its eyes are large and bright, and the sense of sight so keen
that it can readily see a distance of from four to six miles. It hears
and sees equally well, and can only be approached by stratagem.

The feathers of the male ostrich are of a glossy black, with the
exception of the large plumes of the wing-feathers, which in both the
male and female are snowy white.

To procure these beautiful white plumes is the chief object in hunting
the ostrich. Those plumes when plucked are sent to foreign countries,
and used to adorn ladies' hats, and for various other purposes.

The ostrich feeds on vegetable substances; but as an aid to digestion,
it sometimes swallows stones, glass, paper, nails, and pieces of wood.

An incident is related of an ostrich on exhibition in Paris, swallowing
a gold watch and chain. A gentleman approached within reach of the beak
of the bird, and, in the twinkling of an eye, the watch and chain were
snatched from his pocket and swallowed.

Although the ostrich has wings, it can not fly--it depends upon its
strong legs and feet for speed, and can run much faster than a horse.

The strength of the ostrich is marvelous. Its only weapon of defence is
its long and muscular leg.

[Illustration.]

It is accustomed to kick directly forward, and it is said by those who
have observed this habit, that a single blow from its gigantic two-toed
foot is sufficient to kill a panther, a jackal, or a hyena.

No better idea of its strength can be given than the fact of its being
employed for riding. A traveler, writing about two ostriches he saw in a
village in Africa, says:

"These gigantic birds were so tame that two boys mounted together the
larger one. The ostrich no sooner felt their weight, than it started
off at full speed and carried them several times around the village.

"This trial pleased me so much that I wished to have it repeated; and in
order to test their strength, I had a full-grown man mount the smaller
bird, and two men the larger bird.

"At first, they started with caution; but presently they spread their
wings and went off at such a speed that they seemed scarcely to touch
the ground."

The voice of the ostrich is deep and hollow, and is said to resemble at
times the roar of the lion. The bird frequently makes a kind of cackling
noise, and when enraged at an enemy, it hisses very loudly.

Ostriches make their nests in the sand. One female will, in a single
season, lay from twenty to thirty eggs, weighing about three pounds
each.

Most of these she places in the nest, standing them on one end; but some
of them are left outside of the nest as food for her young when they are
hatched.

The natives of Africa are very fond of ostrich eggs, using them for
food. In taking the eggs, they exercise great caution; for should the
birds discover them, they would break all the eggs and leave the nest.

Young ostriches are readily tamed. Some families in Africa keep them as
we do chickens. They play with children, sleep in the houses, and when a
family moves, the ostriches follow the camels, frequently carrying the
children on their backs.

Within the past few years, ostriches have been brought to this country;
and places called ostrich farms have been established in California and
other States, for the purpose of raising them for their feathers.

* * * * *

Language Lesson.--Let pupils point out any points that are omitted from
the following

Analysis.--1. Where the ostrich lives. 2. Its size and appearance--body,
head, neck, eyes, feathers, and plumes. 3. Its food. 4. An incident. 5.
Its speed. 6. Its strength,--leg and foot. 7. Riding ostriches. 8.
Voice of ostrich. 9. Nests and habits of the birds. 10. Ostriches in
this country.

Change such points as may be found necessary, and use the _analysis_ in
describing some well-known bird.

* * * * *

LESSON LXIV.

plead, _urge as a reason_.

breach, _a breaking, as of a promise_.

re buke', _call attention to wrong-doing_.

strew, _spread; scatter_.

chide, _find fault with_.

re sent'nent, _anger on account of an injury_.

un a vail'ing, _useless; not helping in any way_.

jus'tice, _honesty; what is right_.

* * * * *

TO-DAY AND TO-MORROW.

If Fortune, with a smiling face,
Strew roses on our way,
When shall we stoop to pick them up?--
To-day, my friend, to-day.
But should she frown with face of care,
And talk of coming sorrow,
When shall we grieve, if grieve we must?--
To-morrow, friend, to-morrow.

If those who have wronged us own their fault,
And kindly pity pray,
When shall we listen and forgive?--
To-day, my friend, to-day.
But if stern justice urge rebuke,
And warmth from memory borrow,
When shall we chide, if chide we dare?--
To-morrow, friend, to-morrow.

If those to whom we owe a debt
Are harmed unless we pay,
When shall we struggle to be just?--
To-day, my friend, to-day.
But if our debtor fail our hope,
And plead his ruin thorough,
When shall we weigh his breach of faith?--
To-morrow, friend, to-morrow.

For virtuous acts and harmless joys
The minutes will not stay;--
We have always time to welcome them
To-day, my friend, to-day.
But care, resentment, angry words,
And unavailing sorrow,
Come far too soon, if they appear
To-morrow, friend, to-morrow.

* * * * *

Directions for Reading.--Let some pupil in the class state the manner
in which the lesson should be read.

What is the effect of repeating the words _to-day_ and _to-morrow_, in
the fourth and eighth lines of each stanza?

* * * * *

Language Lesson.--Let pupils give the meaning of each stanza in their
own words.

_Warmth from memory borrow_ means become more angry when we remember
our own acts of kindness toward the person now doing us injury.

Explain the meaning of the following expressions.

_Strew roses on our way._

_Breach of faith._

* * * * *

LESSON LXV.

ref'uge, _a place of safety_.

fo'li age, _leaves and branches of trees or shrubs_.

op pressed', _heavily burdened_.

be tray', _give information to an enemy_.

con trived', _managed; arranged_.

rec'og nized, _knew by seeing_.

ren'der, _give; make_.

im'mi nent, _close by; threatening_.

com pel', _make one do any thing_.

cav'al ry, _soldiers mounted on horses_.

false, _not true; unreal_.

re spond'ed, _answered; replied_.

* * * * *

AN INCIDENT OF THE REVOLUTION.

During the Revolutionary War, when the American people were fighting
for independence, a governor of one of the colonies found himself in
great danger of being captured by British soldiers.

The governor, whose name was Griswold, contrived to reach the house of
a relative, and while there, was informed that the soldiers had
discovered his place of refuge and were then on their way to seize him.

Griswold at once realizing that his peril was imminent, determined, if
possible, to reach a small stream, where he had left a boat so hidden,
by the foliage that it could not be seen from the road.

In great haste and excitement, he left the house and proceeded in the
direction of the river. Passing through an orchard, he encountered a
young girl about twelve years old. She was watching some pieces of
linen cloth which were stretched out on the grass for the purpose of
bleaching.

Hetty--that was the girl's name--was seated under a tree with her
knitting, and had near her a pail of water, from which she occasionally
sprinkled the cloths to keep them damp.

She started up and was somewhat frightened when she saw a man leaping
over the fence; but soon recognized him to be her cousin.

"O, is it you, cousin!" exclaimed Hetty; "you frightened me--where are
you going?"

"Hetty," he replied, "the soldiers are seeking for me, and I shall lose
my life, unless I can reach the boat before they come. I want you to
run down toward the shore and meet them."

"They will surely ask for me; and then you must tell them that I have
gone up the road to catch the mail-cart, and they will turn off the
other way."

"But, cousin, how can I say so?--it would not be true. O, why did you
tell me which way you were going?"

"Would you betray me, Hetty, and see me put to death? Hark! they are
coming. I hear the clink of their horses' feet. Tell them I have gone
up the road and Heaven will bless you."

"Those who speak false words will never be happy," said Hetty. "But
they shall not compel me to tell which way you go, even if they kill
me--so run as fast as you can."

"I am afraid it is too late to run, Hetty; where can I hide myself?"

"Be quick, cousin. Get down and lie under this cloth; I will throw it
over you and go on sprinkling the linen."

"I will do it, for it is my last chance."

He was soon concealed under the heavy folds of the long cloth. A few
minutes afterward, a party of cavalry dashed along the road. An officer
saw the girl and called out to her in a loud voice--

"Have you seen a man run this way?"

"Yes, sir," replied Hetty.

"Which way did he go?"

"I promised not to tell, sir."

"But you must tell me this instant; or it will be worse for you."

"I will not tell, for I must keep my word."

"Let me question her, for I think I know the child," said a man who was
guide to the party. "Is your name Hetty Marvin?"

"Yes, sir."

"Perhaps the man who ran past you was your cousin?"

"Yes, sir, he was."

"Well, we wish to speak with him. What did he say to you when, he came
by?"

"He told me that he had to run to save his life."

"Just so--that was quite true. I hope he will not have far to run. Where
was he going to hide himself?"

"My cousin said that he would go to the river to find a boat, and he
wanted me to tell the men in search of him that he had gone the other
way to meet the mail-cart."

"You are a good girl, Hetty, and we know you speak the truth. What did
your cousin say when he heard that you could not tell a lie to save his
life?"

"He asked, would I betray him and see him put to death?"

"And you said you would not tell, if you were killed for it."

Poor Hetty's tears fell fast as she responded, "Yes, sir."

"Those were brave words, and I suppose he thanked you and ran down the
road as fast as he could?"

"I promised not to tell which way he went, sir."

"O yes, I forgot; but tell me his last words, and I will not trouble you
any more."

"He said, 'I will do it, for it is my last chance.'"

Hetty was now oppressed with great fear; she sobbed aloud, and hid her
face in her apron. The soldiers thought they had obtained all the
information they could, and rode off toward the river-side.

While Griswold lay hidden at the farm, he had agreed upon a signal with
his boatmen, that if in trouble he would put a white cloth by day, or a
light at night, in the attic window of his place of concealment. When
either signal was seen, the men were to be on the watch, ready to render
him assistance in case of need.

No sooner had the soldiers ridden away, than Griswold's friends in the
house hung out a white cloth from the window, to warn the boatmen, who
then pulled out to sea.

The boat, with two men in it, was nearly out of sight by the time the
soldiers reached the shore, and this caused them to conclude that
Griswold had effected his escape.

Meantime he lay safe and quiet until the time came for Hetty to go home
to supper. Then he requested her to go and ask her mother to put the
signal-lamp in the window as it grew dark, and send him clothes and
food. The signal was seen, the boat returned, and Griswold made his way
to it in safety.

In better days, when the war was over, and peace declared, he named one
of his daughters Hetty Marvin, that he might daily think of the brave
young cousin whose sense and truth-speaking had saved his life.

* * * * *

LESSON LXVI.

con sume', _use entirely; exhaust_.

cul ti va'tion, _attending to the growth of plants_.

ex'ports, _the products of a country which are sold to other countries_

trans por ta'tion, _carrying_.

o'val, _shaped like an egg_.

prin'ci pal, _chief; that which is most important_.

es'ti mat ed, _stated in regard to quantity_.

se lect'ed, _chosen; picked out_.

ter'mi nates, _comes to an end_.

* * * * *

TROPICAL FRUITS.

Those who have not visited tropical countries, can scarcely imagine the
wonders of their vegetation. There is nothing in the northern half of
the United States, with which to compare the richness of the vegetable
growth of the tropics.

In the Southern States of our Union, as well as in Mexico and Central
America, there are found many of the same plants and trees that grow in
countries lying still nearer the equator.

The various kinds of fruits which grow in these countries, form a very
large portion of the exports. Among those that are most commonly sent to
us, are bananas, oranges, lemons, dates, cocoa-nuts, and figs.

In countries where the banana grows most abundantly, no article of food
which the natives can obtain, requires so little trouble in its
cultivation.

One has only to set out a few banana sprouts, and await the result. In a
short time, a juicy stem shoots up to the height of fifteen or twenty
feet.

It is formed of nothing more than a number of leaf stalks rolled one
over the other, and grows sometimes to a thickness of two feet.

Two gigantic leaves grow out from the top, ten feet long and two feet
broad. They are so very thin and tender that a light wind splits them
into ribbons.

From the center of the leaves a very strong stalk rises up, which
supports the cluster of bananas. There are sometimes over one hundred
bananas to a single stalk.

A cluster of ripe bananas will weigh from sixty to seventy pounds, and
represents a large amount of food. When a stalk has produced and ripened
its fruit, it begins to wither and soon dies.

In a very short time, however, new sprouts spring up from the old root,
and ere long the native has another cluster. So rapidly do they follow
each other, that one cluster is scarcely consumed before another one is
ready to ripen.

Bananas ripened on the stalk will not bear transportation to any great
distance; therefore, when selected for export, the clusters are cut off
while the bananas are very green.

Another valuable fruit of the tropics is the date. This fruit grows on a
tree called the date-palm, that is found in both Asia and Africa.

The date-palm is a majestic tree, rising to the height of sixty feet or
more, without branches, and with a trunk of uniform thickness throughout
its entire length.

It begins to bear fruit about eight years after it has been planted, and
continues to be productive from seventy to one hundred years.

Dates are oval in shape, and have a long solid stone. They form the
principal food of the inhabitants of some of the eastern countries, and
are an important article of commerce.

When they are perfectly ripe, they possess a delightful perfume, and are
very agreeable to the taste.

In preparing dates to be sent to distant countries, they are gathered a
short time before they are quite ripe, dried in the sun on mats, and
finally packed in boxes or straw sacks.

Travelers in the deserts of Africa, often carry dried dates with them
for their chief food, during a journey of hundreds of miles.

The Arabs grind dried dates into a powder which they call date flour. If
this is packed away in a dry place, it will keep for years, and only has
to be moistened with a little water to prepare it for eating.

One of the most valuable and productive of tropical trees is the
cocoa-nut palm. It grows largely in both the East and West Indies, and
elsewhere throughout the torrid zone.

It rises to a height of from sixty to one hundred feet, and terminates
in a crown, of graceful, waving leaves. Some of these leaves reach a
length of twenty feet, and have the appearance of gigantic feathers.

The fruit consists of a thick outward husk of a fibrous structure, and
within this, is the ordinary cocoa-nut of commerce.

The shell of the nut is hard and woody, and a little over a quarter of
an inch in thickness. Next to this shell is the kernel, which is also a
shell about half an inch thick, and composed of a white substance very
pleasant to the taste. Within this white eatable shell, is a milky
liquid, called cocoa-nut milk.

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