McGuffey's Sixth Eclectic Reader

Examples — Sitting 13

Pizarro, hear me! Hear me, chieftains! And thou, All-powerful! whose thunder can shiver into sand the adamantine rock, whose lightnings can pierce the core of the riven and quaking earth, oh let thy power give effect to thy servant's words, as thy Spirit gives courage to his will! Do not, I implore you, chieftains,--do not, I implore, you, renew the foul barbarities your insatiate avarice has inflicted on this wretched, unoffending race. But hush, my sighs! fall not, ye drops of useless sorrow! heart-breaking anguish, choke not my utterance. --E. B. Sheridan.

Note.--Examples of series. See p. 28.

III. ACTION AND REPOSE. (131)

John Ruskin, 1819 ---, is a distinguished English art critic and author. From 1869 to 1884, he was Professor of the Fine Arts at Oxford University. His writings are very numerous, and are noted for their eloquent and brilliant style. ###

About the river of human life there is a wintry wind, though a heavenly sunshine; the iris colors its agitation, the frost fixes upon its repose. Let us beware that our rest become not the rest of stones, which, so long as they are tempest-tossed and thunderstricken, maintain their majesty; but when the stream is silent and the storm passed, suffer the grass to cover them, and are plowed into the dust.

IV. TIME AND CHANGE. (131)

Sir Humphry Davy, 1778-1829, was an eminent chemist of England. He made many important chemical discoveries, and was the inventor of the miner's safety lamp. ###

Time is almost a human word, and Change entirely a human idea; in the system of nature, we should rather say progress than change. The sun appears to sink in the ocean in darkness, but it rises in another hemisphere; the ruins of a city fall, but they are often used to form more magnificent structures: even when they are destroyed so as to produce only dust, Nature asserts her empire over them; and the vegetable world rises in constant youth, in a period of annual successions, by the labors of man--providing food, vitality, and beauty--upon the wrecks of monuments which were raised for the purposes of glory, but which are now applied to objects of utility.

V. THE POET. (132)

William Ellery Channing, 1780-1842, was a distinguished clergyman and orator. He took a leading part in the public affairs of his day, and wrote and lectured eloquently on several topics. ###

It is not true that the poet paints a life which does not exist. He only extracts and concentrates, as it were, life's ethereal essence, arrests and condenses its volatile fragrance, brings together its scattered beauties, and prolongs its more refined but evanescent joys; and in this he does well, for it is good to feel that life is not wholly usurped by cares for subsistence and physical gratifications, but admits, in measures which may be indefinitely enlarged, sentiments and delights worthy of a higher being.

VI. MOUNTAINS. (132)

William Howitt, 1795-1879, was an English author. He published many books, and was associated with his wife, Mary Howitt, in the publication of many others. ###

There is a charm connected with mountains, so powerful that the merest mention of them, the merest sketch of their magnificent features, kindles the imagination, and carries the spirit at once into the bosom of their enchanted regions. How the mind is filled with their vast solitude! How the inward eye is fixed on their silent, their sublime, their everlasting peaks! How our hearts bound to the music of their solitary cries, to the tinkle of their gushing rills, to the sound of their cataracts! How inspiriting are the odors that breathe from the upland turf, from the rock-hung flower, from the hoary and solemn pine! How beautiful are those lights and shadows thrown abroad, and that fine, transparent haze which is diffused over the valleys and lower slopes, as over a vast, inimitable picture!

XXV. THE JOLLY OLD PEDAGOGUE. (133)

George Arnold, 1834--1865, was born in New York City. He never attended school, but was educated at home, by his parents. His literary career occupied a period of about twelve years. In this time he wrote stories, essays, criticisms in art and literature, poems, sketches, etc., for several periodicals. Two volumes of his poems have been published since his death. ###

'T was a jolly old pedagogue, long ago, Tall, and slender, and sallow, and dry; His form was bent, and his gait was slow, And his long, thin hair was white as snow, But a wonderful twinkle shone in his eye: And he sang every night as he went to bed, "Let us be happy down here below; The living should live, though the dead be dead," Said the jolly old pedagogue, long ago.

He taught the scholars the Rule of Three, Reading, and writing, and history too; He took the little ones on his knee, For a kind old heart in his breast had he, And the wants of the littlest child he knew. "Learn while you're young," he often said, "There is much to enjoy down here below; Life for the living, and rest for the dead!" Said the jolly old pedagogue, long ago.

With the stupidest boys, he was kind and cool, Speaking only in gentlest tones; The rod was scarcely known in his school-- Whipping to him was a barbarous rule, And too hard work for his poor old bones; Besides it was painful, he sometimes said: "We should make life pleasant down here below-- The living need charity more than the dead," Said the jolly old pedagogue, long ago.

He lived in the house by the hawthorn lane, With roses and woodbine over the door; His rooms were quiet, and neat, and plain, But a spirit of comfort there held reign, And made him forget he was old and poor. "I need so little," he often said; "And my friends and relatives here below Won't litigate over me when I am dead," Said the jolly old pedagogue, long ago.

But the pleasantest times he had of all, Were the sociable hours he used to pass, With his chair tipped back to a neighbor's wall, Making an unceremonious call, Over a pipe and a friendly glass: This was the finest pleasure, he said, Of the many he tasted here below: "Who has no cronies had better be dead," Said the jolly old pedagogue, long ago.

The jolly old pedagogue's wrinkled face Melted all over in sunshiny smiles; He stirred his glass with an old-school grace, Chuckled, and sipped, and prattled apace, Till the house grew merry from cellar to tiles. "I'm a pretty old man," he gently said, "I've lingered a long time here below; But my heart is fresh, if my youth is fled!" Said the jolly old pedagogue, long ago.

He smoked his pipe in the balmy air Every night, when the sun went down; And the soft wind played in his silvery hair, Leaving its tenderest kisses there, On the jolly old pedagogue's jolly old crown; And feeling the kisses, he smiled, and said: " 'T is it glorious world down here below; Why wait for happiness till we are dead?" Said this jolly old pedagogue, long ago.

He sat at his door one midsummer night, After the sun had sunk in the west, And the lingering beams of golden light Made his kindly old face look warm and bright, While the odorous night winds whispered, "Rest!" Gently, gently, he bowed his head; There were angels waiting for him, I know; He was sure of his happiness, living or dead, This jolly old pedagogue, long ago!

XXVI. THE TEACHER AND SICK SCHOLAR. (135)

Shortly after the schoolmaster had arranged the forms and taken his seat behind his desk, a small white-headed boy with a sunburnt face appeared at the door, and, stopping there to make a rustic bow, came in and took his seat upon one of the forms. He then put an open book, astonishingly dog's-eared, upon his knees, and, thrusting his hands into his pockets, began counting the marbles with which they were filled; displaying, in the expression of his face, a remarkable capacity of totally abstracting his mind from the spelling on which his eyes were fixed.

Soon afterward, another white-headed little boy came straggling in, and after him, a red-headed lad, and then one with a flaxen poll, until the forms were occupied by a dozen boys, or thereabouts, with heads of every color but gray, and ranging in their ages from four years old to fourteen years or more; for the legs of the youngest were a long way from the floor, when he sat upon the form; and the eldest was a heavy, good-tempered fellow, about half a head taller than the schoolmaster.

At the top of the first form--the post of honor in the school--was the vacant place of the little sick scholar; and, at the head of the row of pegs, on which those who wore hats or caps were wont to hang them, one was empty. No boy attempted to violate the sanctity of seat or peg, but many a one looked from the empty spaces to the schoolmaster, and whispered to his idle neighbor, behind his hand.

Then began the hum of conning over lessons and getting them by heart, the whispered jest and stealthy game, and all the noise and drawl of school; and in the midst of the din, sat the poor schoolmaster, vainly attempting to fix his mind upon the duties of the day, and to forget his little sick friend. But the tedium of his office reminded him more strongly of the willing scholar, and his thoughts were rambling from his pupils--it was plain.

None knew this better than the idlest boys, who, growing bolder with impunity, waxed louder and more daring; playing "odd or even" under the master's eye; eating apples openly and without rebuke; pinching each other in sport or malice, without the least reserve; and cutting their initials in the very legs of his desk. The puzzled dunce, who stood beside it to say his lesson "off the book," looked no longer at the ceiling for forgotten words, but drew closer to the master's elbow, and boldly cast his eye upon the page; the wag of the little troop squinted and made grimaces (at the smallest boy, of course), holding no book before his face, and his approving companions knew no constraint in their delight. If the master did chance to rouse himself, and seem alive to what was going on, the noise subsided for a moment, and no eye met his but wore a studious and deeply humble look; but the instant he relapsed again, it broke out afresh, and ten times louder than before.

Oh! how some of those idle fellows longed to be outside, and how they looked at the open door and window, as if they half meditated rushing violently out, plunging into the woods, and being wild boys and savages from that time forth. What rebellious thoughts of the cool river, and some shady bathing place, beneath willow trees with branches dipping in the water, kept tempting and urging that sturdy boy, who, with his shirt collar unbuttoned, and flung back as far as it could go, sat fanning his flushed face with a spelling book, wishing himself a whale, or a minnow, or a fly, or anything but a boy at school, on that hot, broiling day.

Heat! ask that other boy, whose seat being nearest to the door, gave him opportunities of gliding out into the garden, and driving his companions to madness, by dipping his face into the bucket of the well, and then rolling on the grass,--ask him if there was ever such a day as that, when even the bees were diving deep down into the cups of the flowers, and stopping there, as if they had made up their minds to retire from business, and be manufacturers of honey no more. The day was made for laziness, and lying on one's back in green places, and staring at the sky, till its brightness forced the gazer to shut his eyes and go to sleep. And was this a time to be poring over musty books in a dark room, slighted by the very sun itself? Monstrous!

The lessons over, writing time began. This was a more quiet time; for the master would come and look over the writer's shoulder, and mildly tell him to observe how such a letter was turned up, in such a copy on the wall, which had been written by their sick companion, and bid him take it as a model. Then he would stop and tell them what the sick child had said last night, and how he had longed to be among them once again; and such was the poor schoolmaster's gentle and affectionate manner, that the boys seemed quite remorseful that they had worried him so much, and were absolutely quiet; eating no apples, cutting no names, and making no grimaces for full two minutes afterward.

"I think, boys," said the schoolmaster, when the clock struck twelve, "that I shall give you an extra half holiday this afternoon." At this intelligence, the boys, led on and headed by the tall boy, raised a great shout, in the midst of which the master was seen to speak, but could not be heard. As he held up his hand, however, in token of his wish that they should be silent, they were considerate enough to leave off, as soon as the longest-winded among them were quite out of breath. "You must promise me, first," said the schoolmaster, "that you'll not be noisy, or at least, if you are, that you'll go away first, out of the village, I mean. I'm sure you would n't disturb your old playmate and companion."

There was a general murmur (and perhaps a very sincere one, for they were but boys) in the negative; and the tall boy, perhaps as sincerely as any of them, called those about him to witness, that he had only shouted in a whisper. "Then pray do n't forget, there's my dear scholars," said the schoolmaster, "what I have asked you, and do it as a favor to me. Be as happy as you can, and do n't be unmindful that you are blessed with health. Good-by, all."

"Thank 'ee, sir," and "Good-by, sir," were said a great many times in a great variety of voices, and the boys went out very slowly and softly. But there was the sun shining and there were birds singing, as the sun only shines and the birds only sing on holidays and half holidays; there were the trees waving to all free boys to climb, and nestle among their leafy branches; the hay, entreating them to come and scatter it to the pure air; the green corn, gently beckoning toward wood and stream; the smooth ground, rendered smoother still by blending lights and shadows, inviting to runs and leaps, and long walks, nobody knows whither. It was more than boy could bear, and with a joyous whoop, the whole cluster took to their heels, and spread themselves about, shouting and laughing as they went. " 'T is natural, thank Heaven!" said the poor schoolmaster, looking after them, "I am very glad they did n't mind me."

Toward night, the schoolmaster walked over to the cottage where his little friend lay sick. Knocking gently at the cottage door, it was opened without loss of time. He entered a room where a group of women were gathered about one who was wringing her hands and crying bitterly. "O dame!" said the schoolmaster, drawing near her chair, "is it so bad as this?" Without replying, she pointed to another room, which the schoolmaster immediately entered; and there lay his little friend, half-dressed, stretched upon a bed.