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While he was enjoying the little relief which his new position afforded him, he met with trouble from a new quarter. A small dog which belonged to him, and had accompanied him in his hunting, but to which he had hitherto been wholly inattentive', now came up to him in apparent agony'; and leaping around him', yelped, whined, and cried, in an unusual manner', greatly to the disturbance of his master. Greg was not in the situation to bear the disturbance, even of affection. He tried, in every way which he could think of, to drive the dog from him'; but he tried in vain.

At length, wearied by his cries and agitations, and not knowing how to put an end to them', he addressed the animal as if he had been a rational being. "If you wish so much to help mé," said he', "go and call some one to my relief." At these words, the creature instantly left him`, and ran through the forest, at full speed', to the great comfort of his master', who now hoped to die quietly.

The dog made his way directly to three men, belonging to the garrison, who were fishing at the distance of a mile from the spot where his master was wounded. As soon as he came up to them, he began to whine and cry, in the same afflicting manner'; and advancing near them, he turned and went slowly back towards the point where his master lay', keeping his eye continually on the men. All this he repeated several times.

At length, one of the men observing to his companions that there was something extraordinary in the actions of the dog', proposed that they should try to find out the cause. His companions agreed to go with him, and they immediately set out with an intention to follow wherever the dog should lead them. But after they had accompanied him some distance, and found nothing', they became discouraged. The sun had set, and the forest was dangerous. They therefore determined to return.

The moment the dog saw them wheel about, he began to cry with increased violence', and, coming up to the men, took hold of the skirts of their coats with his teeth', and attempted to pull them towards the point to which he had before directed their course. When they stopped again, he leaned against the back part of their legs', as if endeavoring to push them onward to his master.

Astonished at this conduct of the dog, the men determined to follow him until he should stop. The animal conducted

them directly to his master. They found him still living. After burying the dead officer, as well as they could, they carried Capt. Greg to the fort. Here his wounds were dressed, and such assistance rendered to him, as proved the means of restoring him to perfect health. I will only add, what I am sure you will regret', that, not long after, a brutal fellow wantonly shot this meritorious and faithful dog.

LESSON VII.

EVILS OF BEING LATE AT SCHOOL.

Do you see those boys on the ice yonder'? The clock struck nine, long ago, and there they are yet! Every one of them knows that the school begins at exactly nine o'clock'; why then do they linger'?

I will tell you why it is. They stopped a minute, just to try the ice, to see if it would bear them'; and finding it would', and that the sliding was excellent', they wished to stay a minute or two longer', and then a minute or two more', and so on, till they had been there a whole quarter of an hour.

Had any one of them been told, when he first went upon the pond', that he would stay there fifteen minutes', I doubt whether he would have gone there. They do not mean to be bad boys. But they love play a little too well', and their books not quite well enough; and when there is a fine pond of ice to go upon', they are greatly tempted just to try it'; and when they begin to slide, the time passes more rapidly than they imagine.

Now if those boys should be punished when they get to school, for being fifteen minutes too late', would it be just', or unjust'? Their parents sent them from home early enough', why, then, did they not arrive seasonably'? Do you say', that as they did not think the time passed so swiftly while they staid on the ice', they are not greatly to blamé? Ay', but they should not have gone there! There was the wrong. It was in taking the first' wrong step. They knew their business was to go directly to school. The ice looked tempting', but they should not have yielded to the temptation. Conscience, the monitor within', told them so', but

they did not mind what she said. Now see them sneaking into school, a quarter of an hour too late! Well, if they get punished', there is no help for it. They should not have taken the first wrong step.

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It is an evil to be punished'; but that' is not the worst evil that will follow from these boys' misconduct. Whât, not if they should get whipped'?" you will say. Nō, not if they get whipped. Do you ask what worse evil there can bé?-In my next lesson, I mean to tell you.

LESSON VIII.

GREATER EVILS THAN THAT OF BEING WHIPPED.

WHAT evil, greater than being whipped', can grow out of the practice of arriving late at school?

1. You make the teacher trouble. When the house is well warmed in the morning', and the hour of nine o'clock has arrived', the teacher wishes to close the doors, and have every thing quiet. Perhaps a class begins to read. Well, they have scarcely begun', before Harry comes in', leading Jane and Samuel. The opened door lets in a stream of cold air', and perhaps a quantity of snow. The scholars look away from their books, to see who has arrived', and some of them lose their places. Harry, who belongs to a class', now interrupts the reading by a dispute with Richard about precedence';-insisting that he is "abôve Richard." The teacher has hardly settled the question before Jane', who had waited for Richard at the pond till her fingers were almost frozen', has warmed them so rapidly at the fire that they begin to ache', and she cries. Now they ache harder', and she roars lustily', so that the whole school is disturbed', and the exercises hindered. Perhaps, too, Harry' is called to an account for his tardiness'; and then the whole school is hindered several minutes longer.

2. You occasion great waste of time. Suppose you hinder the master and the whole school'-(for the scholars will look away from their books to see what is going on'-) suppose, I say', you hinder them all only five minutes. Now if the school consists of 60 scholars', and every one loses five minutes', the whole loss of time is 300 minutes', or five

hours. I leave it to you to say for yourselves, whether it is not a sore evil to cause a loss of 300 minutes of that valuable time which God our Father deals out to us to use', just for the pleasure of a little sliding'. Do not think, however', that I have any objection to the sliding', in itself', if done at a proper time.

3. You are unkind to your parents. They wish you to go directly to school', and please the teacher', and behave well`, and do all in your power to make yourselves' and the school respectable. They furnish you with school house', and books', and teacher', and clothes', and food'; and they-expect that you will learn to read and writé, and behave properly. They expect you to acquire good habits', and good feelings. And is it not the height of unkindness in you to disappoint them', just for the sake of yielding to a momentary gratification'?

When will boys and girls learn to deny themselves those things which their parents and teachers do not wish them to have, or do'? When will they learn to do what their consciences'-those monitors within them'-say is right, and avoid what their consciences tell them is wrong'?—Of one thing you may be certain', young reader'; you never can be very useful in the world, or very happy, till you have learned all this. Do not think that becoming men and women in sīze, merely', will make you happy. Unless you learn to govern yourselves', and do and be, and feel right', your misery will increase as fast, at least, as the size of your bodies'; and probably much faster.

LESSON IX.

THE SAGACIOUS SWAN.

THERE is a nice little amusing toy which is sold in some toy shops', called the Sagacious Swan. This swan is made of very thin tin plate', or other light substance', and is hollow within. Near its mouth, in the inside, is fixed a small magnet', or loadstone. The swan is placed in a large basin full of water', in which it swims. A small rod of metal about five or six inches long, with a piece of bread fastened to one end of it, is held out to the swan', at the distance of an inch

or two from its mouth. The swan then moves forward after the rod, as if it wished to take hold of the piece of bread. If you move the rod gently from the swan, it will swim after it all round the basin', and from one side of it to another, as if it were a living swan swimming after its food. But if you present the other end of the rod to the swan, it will swim backwards, and try to avoid it', as if you were wishing to mock or insult it. The rod on which the piece of bread is fastened is also a loadstone.

A loadstone attracts or draws to it needles, and any small bits of iron or steel that are near it. Every loadstone has two ends, which are called its north and south poles. When the north pole of one loadstone is brought near to the south pole of another, they will attract each other. But when the north pole of one is brought near to the north pole of another', they will repel or move from each other.

When a small loadstone is placed on a piece of cork or light wood, and made to swim in a basin of water, it will turn itself round', till it point nearly north and south. The compass which directs sailors in their course along the sea, consists of a small loadstoné, which moves upon a pivot. It shows them how to steer to the East', and the West', to the North', and the South. By means of this small bit of loadstone, they can find their way over great seas and oceans', to the East Indies and America', and round the whole world. God created the loadstone for this purpose; and if we had never known its properties, we should never have been able to bring tea from Chiná, or sugar from the West Indies', or to send Bibles to the people that dwell in the far distant isles of the sea.

LESSON X.

THE EAGLE.

THE Eagle, among birds, is what the lion is among quadrupeds. His strength and swiftness give him the mastery over nearly all the feathered creation. Like the lion, the eagle is said to be generous', and sometimes so merciful' as not to attack small and weak animals, when he can find those that are larger and stronger. It is not until he has long

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