The heat had produced such a flush in the child's face that, when she turned toward either of us, our grief and anxiety were greatly increased.

Directions for Reading.-What tone of voice should be used in reading the lesson?

Should the rate of reading be slow or rapid?

Point out two paragraphs requiring a somewhat different rate. Should the feelings expressed in the lesson be rendered in a quiet or loud tone?

Different inflections are sometimes used, simply to give variety to the reading and not for emphasis.

In the first paragraph, mark inflection of night, day, horses, cattle, woods, us.

LESSON XLIII.

de voured', eaten up greedily,
as by wild animals.
pôr'eu pīne, a kind of animal.
smol'der ing, burning slowly;
smoking.

in suffer a ble, not to be borne.

shift'ed, moved about; changed position.

sti' fling, stopping the breath. diş'mal, gloomy; cheerless. un grāteful, not thankful. rèm'e died, relieved; cured.

A FOREST ON FIRE.

PART II.

Ten miles are soon gone over on swift horses; but yet, when we reached the

borders of the lake we

were

quite

quite ex

hausted, and our hearts failed us. The

heat of the smoke was insufferable, and sheets of blazing fire flew over us in a manner beyond belief.

We reached the shore, however, coasted the lake for a while, and got round to the sheltered side. There we gave up our horses, which we never saw again.

We plunged down among the rushes, by the edge of the water, and laid ourselves down flat, to await the chance of escaping from being burned or devoured. The water greatly refreshed us, and we enjoyed the coolness.

On went the fire, rushing and crashing through the woods. Such a morning may we never again see! The heavens themselves, I thought, were frightened.

All above us was a bright, red glare, mingled with dark, threatening clouds and black smoke, rolling and sweeping away in the distance.

Our bodies were cool enough, but our heads were scorching; and the child, who now seemed to understand the matter, cried so as nearly to break our hearts.

The day passed on, and we became hungry. Many wild beasts came plunging

into the water beside us, and others swam across to our side, and stood still. Although faint and weary, I managed to shoot a porcupine, and we all tasted its flesh.

The night passed, I can not tell you how. Smoldering fires covered the ground, and

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, everything 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.

to

After resting for some time, we prepared 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, intent, procrastinate, separate; then add to each word as a stem, the ending ion, and define the words so formed.

Point out the omissions 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.

T