ran to the fence for a long pole, and quickly killed the adder.

As Mark and Minnie went on into the orchard, the old robin came again and flew round and round their heads, and her notes were sweet and happy now. It seemed as if she could not thank and praise them enough for killing her hateful foe, and saving her little darlings from such a dreadful death.

Copy the following sentences.

Write also a sentence.

of your own, having in it one of these three words of motion: fluttering, waving, floating.

The bird was fluttering among the branches.
The leaf fluttered to the ground.

The flag was waving in the wind.

The trees waved their branches above me.

The feather floated in the air.

LESSON LII.

HOW TO READ.

VIII.

You know, now, three ways by which you can

make a word emphatic, and these ways are:

1. The emphasis of force.

2. The emphasis of time.

3. The emphasis of slides.

The first is marked by italics and CAPITALS. The second is marked by giving the word more s-p-a-c-e.

The third is marked by this sign () for the upward slide of the voice, and this sign (') for the downward slide of the voice, and this sign () for holding the voice suspended.

These different kinds of emphasis are marked in the poem below, and I wish you to read it, obeying carefully the directions given by the marks.

THE NEW MOON.

'O-h, mother, how pretty the m-o-o-n looks tonight!

She was never so cun'ning before;

Her two little h-o-r-n-s are so s-h-a-r-p' and so b-r-i-g-h-t',

I hope they'll not g-r-o-w' any m-o-r-e'.

If I were up th-e-r-e, with y-o-u' and my fri-en-d-s',

We'd rock' in it n-i-c-e-ly, you'd see;

We'd sit in the middle and h-o-l-d by both ends'O-h, what a bright c-r-a'-dle 'twould be!

We'd call to the s-t-a-r-s to keep out of the

w-a-y,

Lest we should rock over their t-o-e-s';

And there we would s-t-a-y till the d-a-w-n of the d-a-y,

And s-e-e where the pretty moon g-o-e-s'.

And t-h-e-r-e we would rock in the b-e-a-u-tiful s-k-i-e-s,

And through the bright c-l-o-u-d-s' we would
r-o-a-m';

We'd s-e-e the s-u-n set', and see the sun r-i-s-e',
And on the next r-a-i-n-bow come h-o-m-e'.

Write answers to the following questions:

Where, in this lesson, can you find a word which has the mark of the emphasis of force?-the mark of the emphasis of time?—the mark of the emphasis of the upward slide?-the mark of the emphasis of the downward slide?

Example: In the third stanza of this poem, in the first line, the word "out" has the mark of the emphasis of force.

LESSON LIII.

Wal'-ter twělve

beau'-tieş

pret'-ti-est

Rob'-ert gǎth'-er fōur'-teen search'-ing eom'-ing moth'-er eŏm'-ie-al eon-sĕnt'-ed

CAUGHT BY THE TIDE.

PART I

Those who have seen the sea know what the

tides are. The water rises slowly, and flows higher and higher up on the land, until the beach is covered; then it turns, and flows out again as slowly as it came in. The coming in of the water is called the "flow of the tide"; the going out is called the "ebb of the tide."

One day, two boys-Robert, who was fourteen years of age, and Walter, a boy of twelvetook their little sister Ettie to the sea-beach to gather shells. They walked up and down on the sand searching for shells, but they could not find any that were very pretty.

"It is too bad!" said Ettie; "some one has been here before us and picked up all the prettiest shells. I think they ought to have left some of them for us."

"They had as

have," said Walter.

much right to them as we "We must try to find some

that no one else has seen."

"That will be rather hard to do, unless we can find a place where no some time," said Robert.

one else has been for "Now, if we could

only go over to Rocky Islet, I am sure we should find as many as we could carry. It is low tide, and the rocks are all standing above the water."

"Let us go, then," said Walter. "There is Jonas the fisherman's boat, just ahead of us; we can borrow that, and row over to the islet easily enough. It is not very far."

Ettie was delighted, and Robert consented to go. They borrowed the fisherman's boat, and, as both of the boys could row very well, they soon reached Rocky Islet. Robert tied the boat to a large stone, and then they all began to search for shells.

They found many beautiful ones, which they placed in the boat. Little Ettie thought she had never seen such fine ones as some of these were. "Will not mother be pleased," she said, "when she sees how many we have?-and such beauties, too!"

There was a pool of water on the islet, and in it were two crabs, which had been left there by the tide. Walter found them, and called to his brother and sister to come and see them.

They watched the crabs for some time, and laughed at their comical looks and ways. At last