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22. Poor bird! he had been content to fold his pinion, because his associates did not fly, and now it was too weak to bear him up; and, though his eagle nature was so awakened that he loathed the earth, and longed to track out his way among the clouds, he knew that he was doomed to crawl about like a creeping reptile.

23. "I should think that he might learn to fly, yet," interrupted one of the listeners. "Perhaps, he might," said Mr. Dawson; "being a young bird; very likely he might." "But an eagle couldn't be so kept down," said another; "" you couldn't tame an eagle and make such a goose of him." 24. "Is man, then, inferior to a bírd ?" said Mr. Dawson, with one of his peculiar smiles, "that his high spirits can be kept down, his aspirations tamed, his whole nature degraded, and he made the slave of círcumstances?"

QUESTIONS.—1. What application can you make of this fable? 2. Who may be compared to this young eagle?

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1. It was New Year's night. An aged man was standing at a window. He raised his mournful eyes toward the deep blue sky, where the stars were floating, like white lilies, on the surface of a clear, calm lake. Then he cast them on the

earth, where few more hopeless beings than himself now moved toward their certain goal,—the tomb.

2. Already he had passed sixty of the stages which lead to it, and he had brought from his journey nothing but errors and remorse. His health was destroyed, his mind vacant, his heart sorrowful, and his old age devoid of comfort.

3. The days of his youth rose up, in a vision, before him, and he recalled the solemn moment, when his father had placed him at the entrance of two roads,—one leading into a peaceful, sunny land, covered with a fertile harvest, and resounding with soft, sweet songs; while the other conducted the wanderer into a deep, dark cave, whence there was no issue, where poison flowed, instead of water, and where serpents hissed and crawled.

4. He looked toward the sky, and cried out in his agony: "O youth, return! O my father, place me once more at the entrance to life, that I may choose the better way !" But the days of his youth and his father had both passed

away.

5. He saw wandering lights floating away over dark marshes, and then disappear. These were the days of his wasted life. He saw a star fall from heaven, and vanish in darkness. This was an emblem of himself; and the sharp arrows of unavailing remorse struck home to his heart. Then he remembered his early companions, who entered on life with him, but who, having trod the paths of virtue and of labor, were now honored and happy on this New Year's night.

6. The clock, in the high church-tower, struck, and the sound, falling on his ear, recalled his parents' early love for him, their erring son,-the lessons they had taught him,— the prayers they had offered up on his behalf. Overwhelmed with shame and grief, he dared no longer look toward that Heaven, where his father dwelt; his darkened eyes dropped tears, and, with one despairing effort, he cried aloud: "COME BACK, my early days! COME BACK!"

7. And his youth did return; for all this was but a dream

which visited his slumbers on New Year's night. He was still young; his faults alone were real. He thanked God fervently, that time was still his own; that he had not yet entered the deep, dark cavern; but that he was free to tread the road leading to the peaceful land, where sunny harvests

wave.

8. Ye who still linger on the threshold of life, doubting which path to choose, remember that, when years are passed, and your feet stumble on the dark mountain, you will cry bitterly, but cry in vain : "O YOUTH, RETURN! O, GIVE ME BACK MY EARLY DAYS!"

QUESTIONS.-1. What is meant by the phrase, "he had passed sixty of the stages," &c., 2d paragraph? 2. Describe these two roads. 3. Where did he desire to be again placed? 4. What reminded him of 66 the days of his wasted life?"

What pause after goal, 1st paragraph? See p. 43. What kind of emphasis on one and other, 3d par.? See note VII. p. 22. What kind of emphasis on "Come back," 6th par.? Note VI. p. 21.

LESSON XIII.

WORDS FOR SPELLING AND DEFINING.

VOY A GEB, one who travels by SPELL, charm.

water.

BARK, boat, or vessel.
STRAY' ING, wandering; roving.
DIM PLING, forming dimples.
ZEPHYRS, Soft gentle winds.
RIP PLES, little curling waves.
NAUGHT, nothing.

Low' ER, threaten; frown.
BE DIM MED, made dim.
UN CONSCIOUS, not conscious.
BE GUIL' ING, deluding; deceiv-
ing.
GAY LY, merrily; mirthfully.
BIL' LOW, wave; surge.

THE YOUTHFUL VOYAGER.

1. A boat lay on the summer sea,

J. T. HEADLEY.

The light waves round it leaping;
While laughing sunbeams, bright and free,
Played o'er an infant sleeping;
And far away, that bark, in glee,
Was o'er the bright deep straying;
While all around the dimpling sea
With zephyrs soft was playing.

2. O! it was sweet, around that child,
To see the ripples dancing,
And o'er its brow, so soft and mild
The sunbeams brightly glancing;

And then I prayed that naught might break
The angel-spell that bound it,
Or from its dreams the spirit wake,
That played so oft around it.

3. But, when far-off upon the sky,
(pl.) I saw the tempest lower,

A mournful tear bedimmed mine eye
For that unconscious flower;

For still that bark rocked gay and light,
The rosy hours beguiling,
And still within, as fair and bright,
That infant form lay smiling.

4. I turned away; for who could see
(pl.) That child awake to sorrow?
The brightest smile so swiftly flee,
That Earth from Heaven may borrow?
For well I knew the angry wave
Would soon in wrath surround it,
And make its wild and lonely grave
'Mid ocean weeds that bound it.

5. Ah! thus methought, on life's bright tide
We make our youthful pillow,

And gayly o'er the waters glide,

From billow on to billow;

(pl.) But, oh! too soon the angry storm
Blots out each vision brightest;

And oft, alas! it wraps the form,

In which the heart beats lightest.

QUESTIONS.-1. Where is the scene laid in this piece? 2. Can you describe the condition of the boat and the child? 3. What is meant by calling the infant an "unconscious flower"? 4. What prayer did the observer of the scene offer for the safety of the child? 5. Why did he turn away from the sight? 6. What reflections follow on the events described in this piece?

LESSON XIV.

WORDS FOR SPELLING AND DEFINING.

MISSION, errand; business.
WREATHE, entwine.
LAURELS, flowers for garlands.
AIM, purpose; intention.
CHER ISN ED, dear; loved.

TRAI TORS, betrayers.

SCORN/ ED, despised; disdained
STATE LY, magnificent; grand.
FAME, renown; glory.
SCAN, examine critically.

LET VIRTUE BE YOUR AIM.

1. Whatever be thy lot on earth,
Thy mission here below,

C. JILLSON.

Though Fame may wreathe her laurels fair,
Around your youthful brow,-

If you would rise from earthly things,
And win a deathless náme,

Let all your ways be just and right—
Let virtue be your aim.

2. Though cherished friends may traitors prove,
Their kindness all depart,

And leave a mournful spell around

Thy sad and bleeding heart;

Though you may oft be scorned by men,

Or those who bear the náme,

Let all your ways be just and right-
Let virtue be your aim.

3. Oh! ye who dwell in stately halls,
Where wealth and fame are known,
Remember you may yet be poor,
Neglected and alone!

(o) But, oh! remember this broad truth,

Ere others' faults you scan,

Your wealth may make a thousand fools---
BUT VIRTUE MAKES THE MAN.

QUESTIONS.-1. What principles are inculcated in this piece of poetry? 2. Why does the word Fame begin with capital? Ans. Because Fame is here personified.

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