the trees stood like pillars of fire, or fell across each other.

The stifling and sickening smoke still rushed over us, and the burnt cinders and ashes fell thick around us.

When morning came, every thing about us was calm; but a dismal smoke still filled the air, and the smell seemed worse than ever. What was to become of us I did not know.

My wife hugged the child to her breast, and wept bitterly; but God had preserved us through the worst of the danger, and the flames had gone past, so I thought it would be both ungrateful to Him and unmanly to despair now.

Hunger once more pressed upon us, but this was soon remedied. Several deer were standing in the water, up to the head, and I shot one of them. Some of its flesh was soon roasted, and after eating it we felt wonderfully strengthened.

By this time the blaze of the burning forest was beyond our sight, although the remains of the fires of the night before were still burning in many places, and it was dangerous to go among the burnt trees.

After resting for some time, we prepared to commence our march. Taking up the child in my arms, I led the way over the hot ground and rocks; and after two weary days and nights of suffering, during which we shifted in the best manner we could, we at last succeeded in reaching the hard woods, which had been free from the fire.

Soon after we came to a house, where we were kindly treated. Since then I have worked hard and constantly as a lumberman; and, thanks to God, we are safe, sound, and happy.

Directions for Reading.-Point out breathing-places in the last paragraph of page 207.

Name the emphatic words in the last sentence of the lesson. Mark inflection in the last line of the lesson.

Pronounce carefully the following words: dark, march, hard, calm, hearts.

Language Lesson.-Let pupils define the following words: complete, attract, locate, inform, procrastinate, separate; then add to each word as a stem, the ending tion, and define the words so formed.

Point out the omissions and additions of letters necessary in joining the stems and endings.

Let pupils make out an analysis in six parts for the last two lessons, and use it in writing or telling the story in their own words,

LESSON

peasants, those who work on farms.

hedgerowş, rows of shrubs or

trees used to inclose a space. tow'ers, very high buildings.

XLIV.

an çès'tral, belonging to a family for a great many years. mŏn'areh, king; ruler. roy'al ty, kings and queens. gifts, things given; presents.

COMMON GIFTS.

The sunshine is a glorious thing,
That comes alike to all,
Lighting the peasant's lowly cot,
The noble's painted hall.

The moonlight is a gentle thing,
Which through the window gleams
Upon the snowy pillow, where
The happy infant dreams.

It shines upon the fisher's boat
Out on the lonely sea,

As well as on the flags which float
On towers of royalty.

The dewdrops of the summer morn
Display their silver sheen

Upon the smoothly shaven lawn,

And on the village green.

There are no gems in monarch's crown

More beautiful than they;

And yet you scarcely notice them,
But tread them off in play.

The music of the birds is heard,
Borne on the passing breeze,
As sweetly from the hedgerows as
From old ancestral trees.

There are as many lovely things,

As many pleasant tones,

For those who dwell by cottage hearths
As those who sit on thrones.

Directions for Reading.-This lesson should be read with a full and clear tone of voice. The thoughts expressed are not of a conversational nature.

In the first stanza, in the contrast between peasant's▾ lowly' cot' and noble's painted^ hall^, the inflections are rising circumflexes and falling circumflexes.

The rising circumflex consists of a downward turn of the voice followed by an upward turn; the falling circumflex, of an upward turn followed by a downward turn.

Let pupils mark the inflections in the last two lines of the poem.

Language Lesson.- Let pupils express the meaning of what is given below in dark type, using a single word for each example.

For those who dwell by cottage hearths

As those who sit on thrones,

LESSON XLV.

re quest', a wish that is expressed; knǎek, an easy way of doing any

"I have not a room in the house; but if you don't mind going down to the cottage, and coming up here to your meals, I can take you, and would be glad to," said Mrs. Grant, in answer to my request for board.

"Where is the cottage ?" and I looked about me, feeling ready to accept any thing in the way of shelter, after the long, hot journey from Boston to breezy York Harbor.

"Right down there-just a step, you see. It's all in order; and next week it will be full, for many folks prefer it because of the quiet.'

At the end of a very steep path, which