|
|
* * * * *
Language Lesson.--Change each of the sentences given below to
_statements_, expressing as nearly as possible the same meaning.
"What troubles you to-day?"
"Tell me at once what the matter is!"
"Let us shout for Meccatina, and its mountains bare and brown!"
Model.--"What is your name?" changed to the form of a _statement_,
becomes--"I wish you to tell me your name."
Let pupils write four _questions_, and then change them to
_statements_, expressing as nearly as possible the same meaning.
* * * * *
LESSON LXXV.
plun'dered, _stripped of their goods by force_.
surge, _a rolling swell of water; billows_.
verge, _extreme side or edge_.
sheer, _straight up and down_.
frag'ments, _pieces; small portions_.
vis'ion _scene; imaginary picture_.
a byss', _chasm; deep space_.
phan'tom, _ghost; airy spirit_.
* * * * *
THE LEAP OF ROUSHAN BEG.
Mounted on Kyrat strong and fleet,
His chestnut steed with four white feet,
Roushan Beg, called Kurroglou,
Son of the road and bandit chief,
Seeking refuge and relief,
Up the mountain pathway flew.
Such was Kyrat's wondrous speed,
Never yet could any steed
Reach the dust-cloud in his course.
More than maiden, more than wife,
More than gold, and next to life,
Roushan the Robber loved his horse.
In the land that lies beyond
Erzeroum and Trebizond,
Garden-girt his fortress stood.
Plundered khan, or caravan
Journeying north from Koordistan,
Gave him wealth and wine and food.
Seven hundred and fourscore
Men at arms his livery wore,
Did his bidding night and day.
Now, through regions all unknown,
He was wandering, lost, alone,
Seeking without guide his way.
Suddenly the pathway ends,
Sheer the precipice descends,
Loud the torrent roars unseen;
Thirty feet from side to side
Yawns the chasm; on air must ride
He who crosses this ravine.
Following close in his pursuit,
At the precipice's foot,
Reyhan the Arab of Orfah
Halted with his hundred men,
Shouting upward from the glen,
"La Illah'illa Allah'!"
Gently Roushan Beg caressed
Kyrat's forehead, neck, and breast;
Kissed him upon both his eyes;
Sang to him in his wild way,
As upon the topmost spray
Sings a bird before it flies.
"O my Kyrat, O my steed,
Round and slender as a reed,
Carry me this peril through!
Satin housings shall be thine,
Shoes of gold, O Kyrat mine,
O thou soul of Kurroglou!
"Soft thy skin as silken skein,
Soft as woman's hair thy mane,
Tender are thine eyes and true;
All thy hoofs like ivory shine,
Polished bright; O, life of mine,
Leap and rescue Kurroglou!"
Kyrat, then, the strong and fleet,
Drew together his four white feet,
Paused a moment on the verge,
Measured with his eye the space,
And into the air's embrace
Leaped as leaps the ocean surge.
As the ocean surge o'er sand
Bears a swimmer safe to land,
Kyrat safe his rider bore;
Rattling down the deep abyss,
Fragments of the precipice
Rolled like pebbles on a shore.
Roushan's tassled cap of red
Trembled not upon his head,
Careless sat he and upright;
Neither hand nor bridle shook,
Nor his head he turned to look,
As he galloped out of sight.
Flash of harness in the air,
Seen a moment, like the glare
Of a sword drawn from its sheath;
Thus the phantom horseman passed,
And the shadow that he cast
Leaped the cataract underneath.
Reyhan the Arab held his breath
While this vision of life and death
Passed above him. "Allahu!"
Cried he. "In all Koordistan
Lives there not so brave a man
As this Robber Kurroglou!"
* * * * *
Directions for Reading.--Let pupils point out where changes in tone of
voice occur in reading this lesson.
What lines in the last two stanzas are to be joined in reading?
Keep the lungs sufficiently full of air to avoid stopping to breathe at
such places as would injure the sense.
* * * * *
Language Lesson.--Let pupils select a subject, and then make out an
_analysis_ to use in treating it.
* * * * *
LESSON LXXVI
mu se'um, _a place where curiosities are exhibited_.
ban'daged, _bound with strips of cloth_.
dy'nas ties, _governments; families of kings_.
ex plored', _searched; examined_.
pop'u lat ed, _peopled; filled with people_.
gen era' tions, _succession of families or peoples_.
e rect'ed, _raised; built_.
cal'cu lat ed, _estimated_.
flour'ished, _prospered; thrived_.
* * * * *
EGYPT AND ITS RUINS.
PART I.
Egypt embraces that part of Africa occupied by the valley of the River
Nile. For many centuries, it was a thickly populated country, and at one
time possessed great influence and wealth, and had reached an advanced
state of civilization.
The history of Egypt extends through a period of about six thousand
years. During this time great cities were built which flourished for
hundreds of years.
Owing to wars and changes of government many of these cities were
destroyed, and nothing of them now remains but massive and extensive
ruins.
Pyramids were built, obelisks erected, canals projected, and many other
vast enterprises were carried out.
Remains of these are to be seen to-day, some in ruins, some fairly
preserved, and, altogether, they give present generations an idea of the
wealth and power of the different dynasties under which they were built.
[Illustration]
Not far from Cairo, which is now the principal city of Egypt, are the
famous pyramids. These are of such immense proportions, that from a
distance their tops seem to reach the clouds.
They are constructed of blocks of stone. Some of these blocks are of
great size, and how the builders ever put them into their places, is a
question we can not answer.
It is supposed that the construction of one of these pyramids required
more than twenty years' labor from thousands of men.
The largest pyramid is four hundred and sixty-one feet high, seven
hundred and forty-six feet long at the base, and covers more than twelve
acres of ground. In all, sixty-seven of these pyramids have been
discovered and explored.
They are the tombs in which the ancient kings and their families were
buried. In the interior of these pyramids, many chambers were
constructed to contain their stone coffins.
It has been calculated that one of the principal pyramids could contain
three thousand seven hundred rooms of large size.
The bodies of those who were buried in the pyramids were preserved from
decay by a secret process, known only to the priests.
[Illustration]
After the bodies were prepared, they were wrapped in bands of fine
linen, and on the inside of these was spread a peculiar kind of gum.
There were sometimes a thousand yards of these bands on a single body.
After they were thus prepared, a soft substance was placed around the
bandaged body. This covering, when it hardened, kept the body in a
complete state of preservation.
[Illustration]
These coverings are now called mummy-cases, and the bodies they inclose,
mummies.
These bodies were finally placed, in huge stone coffins, many of which
were covered with curious carvings.
Some of these mummies have been found, that are said to be over three
thousand years old. However, when the wrappings are removed from them,
many of the bodies have been so well preserved, as to exhibit the
appearance of the features as in life.
Large numbers of these mummies have been carried to other countries and
placed on exhibition in museums.
Among the mummies brought to this country, are some of the best
specimens which have yet been discovered.
* * * * *
Directions for Reading.--Let pupils mark the _inflection_ and point out
_emphatic words_ in the first two paragraphs of the lesson.
Show positions of the _rhetorical pauses_ in the first paragraph on
page 363.[20]
* * * * *
Language Lesson.--Let pupils review, as a written exercise, the
spelling of the following words.
receding principal rubbish punctual
precipice council orphan microscope
justice civilized threshold muscles
precious merchandise especially traveler
physician recognize anecdote marvelous
sufficient apologize character benefited
vicious poisonous tremendous intelligent
Let pupils select a subject and make out an _analysis_ for its
treatment.
Each point in the _analysis_ will require a separate paragraph
for its treatment.
Be careful to use capital letters and marks of punctuation correctly.
[20] Paragraph beginning, "Remains of these are to be seen to-day...."
* * * * *
LESSON LXXVII.
de vic'es, _curious marks or shapes_.
in scrip'tion, _any thing cut or written on a solid substance_.
trans lat'ing, _expressing in another language_.
mem'o ra ble, _worthy of being remembered_.
spec'i mens, _small portions of things_.
in ge nu'i ty, _skill in inventing_.
tour'ists, _travelers; sight-seers_.
ded'i cat ed, _set apart for a special purpose_.
cer'e mo nies, _forms; special customs_.
site, _the place where any thing is fixed_.
mon'o lith, _a column consisting of a single stone_.
o rig'i nal ly, _in the first place_.
* * * * *
EGYPT AND ITS RUINS.
PART II.
The ancient Egyptians erected many obelisks in various parts of their
country. These were monuments made from single pieces of hard stone, and
in some cases reached a height of more than a hundred feet.
They were placed before gateways leading to the principal temples and
palaces, and were covered with curious carvings in the stone, which
represented the language of the people at that time.
It thus appears that their written language was not composed of letters
and words alone, like our own; but that they used pictures of animals,
including birds, human figures, and other devices of a singular nature,
to express their thoughts and ideas.
Until the year 1799, it was impossible for the scholars of modern
nations to read this strange language. In that year, however, a stone
tablet was discovered by a French engineer, containing an inscription
written in three languages.
One of these was in the characters of the ancient Egyptian and another
in those of the Greek. Upon translating the Greek writing, it was
discovered to be a copy of the inscription in the Egyptian language.
By comparing the words of these inscriptions with many others, the
formation of this peculiar language was ascertained. It was then learned
that the inscriptions on these obelisks were the records of memorable
events, and the heroic deeds of their kings and heroes.
Many of these obelisks have been taken from their positions in Egypt and
transported with great labor to other countries. Nearly two thousand
years ago the Roman emperors began to carry them to the city of Rome.
Altogether, nearly fifty of these remarkable monuments were taken away
and set up in that city. They were then, as now, regarded as curious
examples of the ingenuity of the ancients who first made them.
[Illustration: The Obelisk in Central Park, New York, and as it appeared
in Egypt.]
In later years, specimens were taken to Paris and London, and more
recently one was brought to America, and set up in the Central Park, New
York City.
This one belongs to the largest class, being nearly seventy feet high
and about eight feet square at the base.
The accompanying cut shows the position of this obelisk as it appeared
when standing near the city of Alexandria, Egypt.
The difficulty of transporting one of these huge stone columns is so
great, that for a long time it was thought impossible to remove it from
Egypt to this country.
In their large cities, the Egyptians built massive temples which were
dedicated to religious ceremonies. Some of them, although now in ruins,
are considered to be among the most remarkable productions of the
ancients.
Tourists who nowadays sail up the River Nile and visit the site of the
city of Thebes, the ancient capital of Egypt, are struck with amazement
at the vast ruins surrounding them.
On the eastern side of the Nile lies what is left of the temple of
Karnak.
Imagine a long line of courts, gateways, and halls; here and there an
obelisk rising above the ruins, and shutting off the view of the forest
of columns!
This mass of ruins, some lying in huge heaps of stone, others perfect
and pointed as when they were first built, is approached on every side
by avenues and gateways of colossal grandeur.
The temple originally covered an area of two hundred and seventy acres,
inclosed within a wall of brick. Parts of this wall are still visible,
while the rest lies crumbled and broken.
It is difficult to realize the grand appearance of the thirty rows of
stone columns standing within the wall. Some of them that are still
perfect, are capped with enormous monolith capitals, and it is said that
one hundred men could stand on one of them without crowding.
The hall itself is four hundred and twenty-two feet long by one hundred
and sixty-five feet broad. The stones of the ceiling are supported by
one hundred and thirty-four columns, which are still standing, and of
which the largest measures ten feet in diameter, and more than
seventy-two feet in height. They are covered with carvings and
paintings whose colors are still bright, even after a lapse of forty
centuries.
Gazing on what he sees around, the traveler becomes lost in an effort to
form some idea of the grandeur and vastness of the original.
* * * * *
Directions for Reading.--Let pupils read one or more of the paragraphs
in a whisper, so as to improve _articulation_.
Mark _rhetorical pauses_ in the last paragraph of the lesson.
Name _emphatic words_ in the same paragraph, and state whether the
_rhetorical pauses _occur before or after these words.
* * * * *
Language Lesson.--Let pupils write _statements_, each containing one
of the following words, used in such a manner as to show its proper
meaning: _haul, hall; site, sight; piece, peace; our, hour; sum,
some_.
Rules for the Analysis of a Subject.--Select such points as are
necessary to make the treatment of the subject complete.
Add such points as will increase the interest felt in the subject.
Arrange the points in a natural and easy order.
Note.--In treating an historical subject, it is necessary to arrange
the points in the order in which they occurred. In description, it is
best to adopt some plan of treatment, and arrange the points according
to the plan decided upon.
* * * * *
DEFINITIONS
OF NEW WORDS USED IN THIS BOOK, THAT DO NOT APPEAR
AT THE HEADS OF THE LESSONS.
_A_
a board', _on board of_.
ac cept', _take; receive_.
ac'ci dents, _effects; unusual results_.
ac cord'ing ly, _agreeably to a plan_.
ac count', _statement of facts; bill_.
ad mit'tance, _permission to enter; entrance_.
ad vice', _opinion worthy to be followed; counsel_.
af ford', _give; produce_.
a'gen cy, _office of an agent; action_.
aid, _help; assistance_.
al to geth'er, _with united action;
completely_.
a mid', _in the midst of; surrounded by_.
anxi' e ty (ang zi'e ty), _concern respecting some future event_.
ap plause', _praise_.
ap ply', _suit; agree_.
arch'es, _places made of stone, brick, etc_.
art, _skill_.
a shamed', _affected by a feeling of shame_.
as sist'ing, _helping; aiding_.
as sure', _tell truly; make sure or certain_.
at tempt', _try; make an effort_.
at ten'tion, _care; notice_.
av'e nues, _broad streets; openings_.
a wait'ed, _waited for_.
a ware', _informed_.
awk'ward, _clumsy; ungraceful_.
ay, _yes_.
_B_
bade, _said_.
ban'dit, _robber_.
ban'ner, _flag_.
base, _lower part_.
bid'ding, _command; order_.
bil'lows, _large waves_.
bon'ny, _handsome; beautiful_.
bor'row, _to receive from another with the intention of returning_.
bore, _carried_.
bor'ders, _edges; outer parts_.
braced, _took a firm stand_.
braid'ed, _woven or twined together_
brick, _a body made of clay and water and hardened by fire_.
bri'er, _a prickly plant or shrub_.
brig, _a vessel with two masts, square-rigged_.
brill'iant, _splendid; shining_.
brim'ming, _full; nearly overflowing_.
bris'tling, _standing erect_.
bul'let, _small ball of lead_.
bur'den, _that which is carried_.
but'ter fly, _a winged insect of many colors_.
_C_
cack'ling, _sharp and broken in sounds_.
ca nals', _water-courses made by man_.
ca'per ing, _playing; dancing_.
capped, _covered over at the top_.
cap tiv'ity, _state of being a prisoner_.
car'go, _burden; load_.
cas'ters, _rollers or small wheels_.
ceil'ing, _the upper surface of a room_.
cen'ter, _the middle point of any thing_.
cen'ti pedes, _a kind of insect having a great number of feet_.
cent'u ry, _one hundred years_.
chan'nel, _the regular course of a river_.
cheat'ed, _taken unfair advantage of; robbed_.
chose, _wished; desired_.
cin'ders, _small pieces of coal or wood partly burned_.
cir'cu lar, _round; shaped like a circle_.
cli'mate, _state or condition of the air as regards heat, cold,
and moisture_.
clink, _sharp ringing sound_.
clum'sy, _awkward; ungraceful_.
clus'ter, _number of things of the same kind growing together_.
cock'roach es, _insects with long, flattish bodies_.
cof'fins, _cases in which dead bodies are placed_.
coin, _piece of stamped metal used for money_.
col'umn, _a dark cloud of regular shape; a shaft of stone_.
com mand'ed, _had charge of; ordered_.
com plaint', _expression of anger_.
com plete', _entire; perfect_.
con clude', _make up one's mind_.
con'duct, _manner of action_.
con fined', _kept within limits_.
con nect'ed, _joined_.
con'quered, _subdued; overcome_.
con'quest, _act of taking by force_.
con sid'er a bly, _in a manner worthy of notice_.
con sid'er ing, _thinking; regarding_.
con'stant ly, _all the time_.
con'tact, _touching; meeting_.
con tained', _held_.
con'ti nent, _a great extent of land unbroken by water_.
con tin'u ally, _all the time_.
con verse', _talk_.
cour' age, _boldness_.
cow'ard, _one who lacks courage_.
crack'ling, _sharp noises_.
creek, _a small river or brook; a bay_.
crew (kru), _the sailors who man a ship_.
|
