Part 14

30. "God bless you, my child," said the judge, "you have a good mother. The witness is competent," he continued. "Were I on trial for my life, and innocent of the charge against me, I would pray God for such a witness as this. Let her be examined."

31. She told her story with the simplicity of a child, as she was; but her voice and manner carried conviction of her truthfulness to every heart.

32. The lawyers asked her many perplexing questions, but she did not vary in the least from her first statement.

33. The truth, as spoken by a little child, was sublime. Falsehood and perjury had preceded her testimony; but before her testimony, falsehood was scattered like chaff.

34. The little child, for whom a mother had prayed for strength to be given her to speak the truth as it was before God, broke the cunning device of matured villainy to pieces, like a potter's vessel. The strength that her mother prayed for was given her; and the sublime and terrible simplicity,--terrible to the prisoner and his associates,--was like a revelation from God himself.

DEFINITIONS.--l. Wit'ness, one who gives testimony. Com--mit'ted, done, performed. 2. Coun'sel, a lawyer. 4. Re-ject'ed, refused. 6. As-sured', made bold. Con-fid'ing-ly, with trust. 8. Pro-fane', irreverent, taking the name of God in vain. 33. Per'ju-ry, the act of willfully making a false oath. Chaff, the light dry husk of grains or grasses. 34. Ma-tured', perfected, fully developed. Pot'ter, one whose occupation is to make earthen vessels. Rev--e-la'tion, the act of disclosing or showing what was before unknown.

EXERCISES.--What is this story about? Why did the counsel wish to have Emily refused as a witness? Was she a fit person to be a witness? How was this shown? Which commandment forbids us to bear false witness? What was the result of Emily's testimony?

LXXV. KING SOLOMON AND THE ANTS. (211)

By John Greenleaf Whittier, born near Haverhill, Mass., In 1807, and died at Hampton Falls, N. H., In 1892. Until he was eighteen years old he worked on the farm, and during that time learned the trade at a shoemaker. He afterwards became an editor and one of the first poets of America.

1. Out from Jerusalem The king rode with his great War chiefs and lords of state, And Sheba's queen with them.

2. Proud in the Syrian sun, In gold and purple sheen, The dusky Ethiop queen Smiled on King Solomon.

3. Wisest of men, he knew The languages of all The creatures great or small That trod the earth or flew.

4. Across an ant-hill led The king's path, and he heard Its small folk, and their word He thus interpreted:

5. "Here comes the king men greet As wise and good and just, To crush us in the dust Under his heedless feet."

6. The great king bowed his head, And saw the wide surprise Of the Queen of Sheba's eyes As he told her what they said.

7. "O king!" she whispered sweet, "Too happy fate have they Who perish in thy way Beneath thy gracious feet!

8. "Thou of the God-lent crown, Shall these vile creatures dare Murmur against thee where The knees of kings kneel down?"

9. "Nay," Solomon replied, "The wise and strong should seek The welfare of the weak;" And turned his horse aside.

10. His train, with quick alarm, Curved with their leader round The ant-hill's peopled mound, And left it free from harm.

11. The jeweled head bent low; "O king!" she said, "henceforth The secret of thy worth And wisdom well I know.

12. "Happy must be the State Whose ruler heedeth more The murmurs of the poor Than flatteries of the great."

DEFINITIONS.--4. In-ter'pret-ed, explained the meaning of. 5. Greet, Address, salute. 9. Wel'fare, happiness. 10. Train, a body of followers. 12. Flat'ter-ies, praises for the purpose of gratifying vanity or gaining favor.

LXXVI. RIVERMOUTH THEATER. (213)

From "The Story of a Bad Boy," by Thomas Bailey Aldrich. The author was born at Portsmouth, N. H., in 1836. When quite young his family moved to Louisiana, but he was sent back to New England to be educated, and later he located at New York. He is a well-known writer of both prose and poetry.

1. "Now, boys, what shall we do?" I asked, addressing a thoughtful conclave of seven, assembled in our barn one dismal, rainy afternoon. "Let's have a theater," suggested Binny Wallace.

2. The very thing! But where? The loft of the stable was ready to burst with hay provided for Gypsy, but the long room over the carriage house was unoccupied. The place of all places! My managerial eye saw at a glance its capabilities for a theater.

3. I had been to the play a great many times in New Orleans, and was wise in matters pertaining to the drama. So here, in due time, was set up some extraordinary scenery of my own painting. The curtain, I recollect, though it worked smoothly enough on other occasions, invariably hitched during the performances.

4. The theater, however, was a success, as far as it went. I retired from the business with no fewer than fifteen hundred pins, after deducting the headless, the pointless, and the crooked pins with which our doorkeeper frequently got "stuck." From first to last we took in a great deal of this counterfeit money. The price of admission to the "Rivermouth Theater" was twenty pins. I played all the principal characters myself--not that I was a finer actor than the other boys, but because I owned the establishment.

5. At the tenth representation, my dramatic career was brought to a close by an unfortunate circumstance. We were playing the drama of "William Tell, the Hero of Switzerland." Of course I was William Tell, in spite of Fred Langdon, who wanted to act that character himself. I wouldn't let him, so he withdrew from the company, taking the only bow and arrow we had.

6. I made a crossbow out of a piece of whalebone, and did very well without him. We had reached that exciting scene where Gesler, the Austrian tyrant, commands Tell to shoot the apple from his son's head. Pepper Whitcomb, who played all the juvenile and women parts, was my son.

7. To guard against mischance, a piece of pasteboard was fastened by a handkerchief over the upper portion of Whitcomb's face, while the arrow to be used was sewed up in a strip of flannel. I was a capital marksman, and the big apple, only two yards distant, turned its russet cheek fairly towards me.

8. I can see poor little Pepper now, as he stood without flinching, waiting for me to perform my great feat. I raised the crossbow amid the breathless silence of the crowded audience--consisting of seven boys and three girls, exclusive of Kitty Collins, who insisted on paying her way in with a clothespin. I raised the crossbow, I repeat. Twang! went the whipcord; but, alas! instead of hitting the apple, the arrow flew right into Pepper Whitcomb's mouth, which happened to be open at the time, and destroyed my aim.

9. I shall never be able to banish that awful moment from my memory. Pepper's roar, expressive of astonishment, indignation, and pain, is still ringing in my ears. I looked upon him as a corpse, and, glancing not far into the dreary future, pictured myself led forth to execution in the presence of the very same spectators then assembled.

10. Luckily, poor Pepper was not seriously hurt; but Grandfather Nutter, appearing in the midst of the confusion (attracted by the howls of young Tell), issued an injunction against all theatricals thereafter, and the place was closed; not, however, without a farewell speech from me, in which I said that this would have been the proudest moment of my life if I hadn't hit Pepper Whitcomb in the mouth. Whereupon the audience (assisted, I am glad to state, by Pepper) cried, "Hear! hear!"

11. I then attributed the accident to Pepper himself, whose mouth, being open at the instant I fired, acted upon the arrow much after the fashion of a whirlpool, and drew in the fatal shaft. I was about to explain how a comparatively small maelstrom could suck in the largest ship, when the curtain fell of its own accord, amid the shouts of the audience.

12. This was my last appearance on any stage. It was some time, though, before I heard the end of the William Tell business. Malicious little boys who hadn't been allowed to buy tickets to my theater used to cry out after me in the street,-"'Who killed Cock Robin?'"

DEFINITIONS.--l. Con'clave, a private meeting. 2. Man-a-ge'ri-al, of or pertaining to a manager. 4. De-duct'ing, taking away, subtracting. 5. Ca-reer', course of action. 8. Au'di-ence, an assembly of hearers. 9. Ex-e-cu'tion, a putting to death by law. 10. In-junc'tion, a command. 11. At-trib'ut-ed, assigned, charged. Mael'strom (pro, mal'strum), a whirlpool.

NOTE.--The Revised Fifth Reader of this Series contains the portion of "William Tell" probably alluded to. See McGuffey's Fifth Reader, pp. 207-216.

LXXVII. ALFRED THE GREAT. (217)

1. More than a thousand years ago, (in the year 849), a prince was born in England, who afterwards became one of the most celebrated and best loved kings in the world. His name was Alfred--afterwards called Alfred the Great--and he was the favorite son both of the king and queen.

2. In those days the common people were very ignorant; few of them could even read and write. There were no schools, and the monasteries, where almost the only teaching had been done, were nearly all destroyed in the wars which were continually going on. Only the higher classes had any chance to study, and even they paid much more attention to fighting than to studying.

3. But Alfred was different from most persons of his time. Even when a little boy, he delighted in listening to poems and to the ballads which harpers used to sing, and he learned many of them by heart. When he was twelve years old, his mother, the queen, offered to give a volume of poems to that one of her four sons who would first learn to read it. Alfred was the youngest of them all, yet he easily won the prize of which his brothers thought so little.

4. But, as has been said, these were stirring times, and Alfred was soon called on to show his great abilities as a soldier. The Danes, a warlike people, were continually swooping down in their vessels upon the coast of England. Often they spread over the entire country, plundering and burning the towns, and killing the people.

5. In the midst of these invasions Alfred became king, when he was only twenty-two years old. He proved as good a warrior as he was a student. He thought that whatever is worth doing at all is worth doing well. He was generally successful against the Danes, but at one time they seemed to have the country entirely in their power, and Alfred was compelled to hide for his life.

6. For some time he dressed as a peasant, and lived in the cottage of a cowherd, who was so careful of his king's safety that he did not even tell his wife who he was. So she treated the king as a common peasant, and one day gave him a sharp scolding because he allowed some cakes to burn on the griddle, after she had left him to watch them. She told him he was clever enough at eating cakes though he managed so badly at baking them.

7. When the search for him grew less active, Alfred gradually collected some of his followers, with whom he encamped on a small spot of firm ground in the center of a bog. It was surrounded by almost impassable forests, and Alfred fortified the place so that it could not well be taken. Then he made frequent sudden and successful attacks on the enemy until his troops and the people became encouraged.

8. One victory in particular, when they captured a banner which the Danes thought enchanted, led Alfred to take bolder steps. He wished to find out the exact condition of the enemy, and, for this purpose, disguised himself as a harper and entered their camp. He was so successful in his disguise that he remained there some days, even being admitted to the tent of the Danish leader Guthrum.

9. He found their entire army living in careless security, and so he determined to make a sudden and bold attack on them, to try and rid his country once more of these cruel invaders. He summoned his people about him from far and wide. Many of them had long thought their beloved king dead, but now all eagerly obeyed his call.

10. He at once led them against that part of the camp which he had seen to be most unguarded. The attack was entirely unexpected; and, although the Danes were greater in numbers, they were defeated with great slaughter. Some of them, with their leader, fled to a fortified place, but were soon obliged to surrender.

11. Alfred granted them their lives, and settled them in a part of his kingdom where nearly all his own people had been destroyed. He hoped by this to change obstinate enemies into useful friends who would protect England from further attacks of their own countrymen. However, some years later, when the Danes made another invasion, these people joined them in fighting against Alfred, but he soon succeeded in driving them all out of the country.

12. Much as Alfred did for his people in war, he did more in time of peace. Above all else he gave careful attention to their education. He rebuilt the monasteries and aided the young University of Oxford. He also founded many schools, to which every owner of a certain portion of land was compelled to send his children.

13. But he did as much good by the example that he set as by these acts. His time was divided into three parts. One was given to business, one to refreshment by sleep and food, and the third to study and devotion. Clocks and watches, and probably even sundials, were then unknown, so these divisions were marked by burning candles of equal lengths.

14. Alfred did not study for his own pleasure merely, but translated and wrote many works for the good of his people, using the simple language which they could easily understand and enjoy. His person was handsome and dignified, full of grace and activity. But the more noble beauty was within, in the enlightened mind and virtuous heart of the king. After his name, which has its place on an ancient record of English kings, is written the noble title of "Truth Teller."

DEFINITIONS.--2. Mon'as-ter-y, a religious house where monks live. 5. In-va'sion, the warlike entrance of an army. 8. Dis-guised', hidden by an unusual dress and appearance. 12. U-ni--ver'si-ty, a school of the highest grade, in which are taught all branches of learning. 14. Trans-lat'ed, changed from one language to another. En-light'ened, well informed.

LXXVII. LIVING ON A FARM. (220)

1. How brightly through the mist of years, My quiet country home appears! My father busy all the day In plowing corn or raking hay; My mother moving with delight Among the milk pans, silver-bright; We children, just from school set free, Filling the garden with our glee. The blood of life was flowing warm When I was living on a farm.

2. I hear the sweet churchgoing bell, As o'er the fields its music fell, I see the country neighbors round Gathering beneath the pleasant sound; They stop awhile beside the door, To talk their homely matters o'er The springing corn, the ripening grain, And "how we need a little rain;" "A little sun would do no harm, We want good weather for the farm."

3. When autumn came, what joy to see The gathering of the husking bee, To hear the voices keeping tune, Of girls and boys beneath the moon, To mark the golden corn ears bright, More golden in the yellow light! Since I have learned the ways of men, I often turn to these again, And feel life wore its highest charm. When I was living on the farm.

LXXIX. HUGH IDLE AND MR. TOIL. (221)

Adapted from the story of "Little Daffydowndilly," by Nathaniel Hawthorne. The author was born at Salem, Mass., in 1804, and ranks among the first of American novelists. He died in 1864.

1. Hugh Idle loved to do only what was agreeable, and took no delight in labor of any kind. But while Hugh was yet a little boy, he was sent away from home, and put under the care of a very strict schoolmaster, who went by the name of Mr. Toil.

2. Those who knew him best, affirmed that Mr. Toil was a very worthy character, and that he had done more good, both to children and grown people, than anybody else in the world. He had, however, a severe and ugly countenance; his voice was harsh; and all his ways and customs were disagreeable to our young friend, Hugh Idle.

3. The whole day long this terrible old schoolmaster sulked about among his scholars, with a big cane in his hand; and unless a lad chose to attend constantly and quietly to his book, he had no chance of enjoying a single quiet moment. "This will never do for me," thought Hugh; "I'll run off, and try to find my way home."

4. So the very next morning off he started, with only some bread and cheese for his breakfast, and very little pocket money to pay his expenses. He had gone but a short distance, when he overtook a man of grave and sedate appearance trudging at a moderate pace along the road.

5. "Good morning, my fine lad!" said the stranger; and his voice seemed hard and severe, yet had a sort of kindness in it; "whence do you come so early, and whither are you going?"

6. Now Hugh was a boy of very frank disposition, and had never been known to tell a lie in all his life. Nor did he tell one now, but confessed that he had run away from school on account of his great dislike to Mr. Toil. "Oh, very well, my little friend!" answered the stranger; "then we will go together; for I likewise have had a good deal to do with Mr. Toil, and should be glad to find some place where he was never heard of." So they walked on very sociably side by side.

7. By and by their road led them past a field, where some haymakers were at work. Hugh could not help thinking how much pleasanter it must be to make hay in the sunshine, under the blue sky, than to learn lessons all day long, shut up in a dismal schoolroom, continually watched by Mr. Toil.

8. But in the midst of these thoughts, while he was stopping to peep over the stone wall, he started back and caught hold of his companion's hand. "Quick, quick!" cried he; "let us run away, or he will catch us!"

9. "Who will catch us?" asked the stranger.

10. "Mr. Toil, the old schoolmaster," answered Hugh; "don't you see him among the haymakers?" and Hugh pointed to an elderly man, who seemed to be the owner of the field.

11. He was busily at work in his shirt sleeves. The drops of sweat stood upon his brow; and he kept constantly crying out to his work people to make hay while the sun shone. Strange to say, the features of the old farmer were precisely the same as those of Mr. Toil, who at that very moment must have been just entering the schoolroom.

12. "Don't be afraid," said the stranger; "this is not Mr. Toil, the schoolmaster, but a brother of his, who was bred a farmer. He won't trouble you, unless you become a laborer on his farm."

13. Hugh believed what his companion said, but was glad when they were out of sight of the old farmer who bore such a singular resemblance to Mr. Toil. The two travelers came to a spot where some carpenters were building a house. Hugh begged his companion to stop awhile, for it was a pretty sight to see how neatly the carpenters did their work with their saws, planes, and hammers; and he was beginning to think he too should like to use the saw, and the plane, and the hammer, and be a carpenter himself. But suddenly he caught sight of something that made him seize his friend's hand, in a great fright.

14. "Make haste! quick, quick!" cried he; "there's old Mr. Toil again." The stranger cast his eyes where Hugh pointed his finger, and saw an elderly man, who seemed to be overseeing the carpenters, as he went to and fro about the unfinished house, marking out the work to be done, and urging the men to be diligent; and wherever he turned his hard and wrinkled visage, they sawed and hammered as if for dear life.

15. "Oh, no! this is not Mr. Toil, the schoolmaster," said the stranger; "it is another brother of his who follows the trade of carpenter."

16. "I am very glad to hear it," quoth Hugh; "but if you please, sir, I should like to get out of his way as soon as possible."

DEFINITIONS.--1. A-gree'a-ble, pleasing. 2. Af-firmed', declared. 4. Ex-pens'es, costs. Se-date', calm. Mod'er-ate, neither fast nor slow, Dis-po-si'tion, natural state of mind. Con-fessed', ac-knowledged. So'cia-bly, in a friendly way. 11. Fea'tures, the distinctive marks of the face. 13. Re-sem'blance, likeness. 14. Dil'i-gent, industrious. Vis'age, the face. 16. Quoth, said.

LXXX. HUGH IDLE AND MR. TOIL. (Concluded.) (224)

1. Now Hugh and the stranger had not gone much further, when they met a company of soldiers, gayly dressed, with feathers in their caps, and glittering muskets on their shoulders. In front marched the drummers and fifers, making such merry music that Hugh would gladly have followed them to the end of the world. If he were only a soldier, he said to himself, old Mr. Toil would never venture to look him in the face.

2. "Quickstep! forward! march!" shouted a gruff voice.

3. Little Hugh started in great dismay; for this voice sounded precisely like that which he had heard every day in Mr. Toil's schoolroom. And turning his eyes to the captain of the company, what should he see but the very image of old Mr. Toil himself, in an officer's dress, to be sure, but looking as ugly and disagreeable as ever.

4. "This is certainly old Mr. Toil," said Hugh, in a trembling voice. "Let us away, for fear he should make us enlist in his company."

5. "You are mistaken again, my little friend," replied the stranger very composedly. "This is only a brother of Mr. Toil's, who has served in the army all his life. You and I need not be afraid of him."

6. "Well, well," said Hugh, "if you please, sir, I don't want to see the soldiers any more." So the child and the stranger resumed their journey; and, after awhile, they came to a house by the roadside, where a number of young men and rosy-cheeked girls, with smiles on their faces, were dancing to the sound of a fiddle.

7. "Oh, let us stop here," cried Hugh; "Mr. Toil will never dare to show his face where there is a fiddler, and where people are dancing and making merry."