I. From Damascus to Mount Tabor. [Whittier,-Pope,- 225 II. Mount Tabor to Jerusalem.-Battle of Mount Tabor. 230 [Headley.]-Death and Burial of Moses. [Pierpont, XXIV. A Letter from Ralph Duncan II. An Evening with the Lawyers. [Selections.] VI. Up the Nile. The Ruins of Thebes. [Pope,—Aken- VII. Address to the Mummy. [Horace Smith.] VIII. Thebes As it was, and As it Is. [Rev. H. M. Field.] 276 IX. The Religion of the Ancient Egyptians. [Rev. H. M. VIII. Character of Napoleon. [W. E. Channing.] IX. Onward to the Cape. [Camoens.] X. The Spacious Firmament. [Andrew Marvell.j XXX. Authors and their Writings I. A Love of Books. [Edward Everett Hale,-Shak- speare,― Waller, — Fenelon,-Gibbon,—Petrarch,— II. Laurence Sterne.-The Story of Le Fevre. [Sterne.] 342 III. Leigh Hunt and his Writings. 1. Within Prison Walls. [Leigh Hunt.] I. The Treatment of Animals. [Shakspeare,-Cowper.] 359 II. The Story of Androcles and the Lion. [Adapted.]. 360 III. Poetic Version of the Story. [Cowper.] XXXIII. Around the World, No. 17.-From Bombay to Calcutta I. Life and its Duties. [Emile Souvestre. Adapted.]. 371 II. The Brevity of Human Life. [Quarles.] XXXVII. Around the World, No. 19.-From Singapore to Japan 395 I. The Great Indian Archipelago. [Rev. H. M. Field. II. Hong-Kong, Canton, and the Cantonese. [Bret III. A Chinese Story. [Christopher P. Cranch.] Thought and the Telegraph. [G. A. Hamilton.] XXXVIII. Philosophical and Historical. CHAPTER XXXIX. Around the World, No. 20.-From Japan to San Fran- I. Homeward Route.-Change in our Calendar. XL. Eloquence and Oratory I. The Road to their Attainment II. Hamlet's Instruction to the Players. [Shakspeare.] V. Speech of Rienzi to the Romans. [Miss Milford.] PAGE 422 422 424 426 429 429 432 434 435 435 439 441 441 442 443 444 What the Engines Said. [Bret Harte.] 446 XLII. The Welcome Home 448 PART I. Introductory 448 PART II. The American Indian. [Charles Sprague.] 450 THE FIFTH READER. CHAPTER I.—INTRODUCTORY. 1. At the beginning of a new volume, let it be understood that we are still at Lake-View, and that we have now something additional to record about the school there, which we hope may interest and profit our readers. 2. In connection with the founding and steady growth of the museum, there has been established a school library, of moderate dimensions, but specially adapted to the educational wants of the pupils. The books which it comprises are not only present helps to the pupils in their studies, and in their school exercises, but they are perhaps still more important to them as landmarks and guides to broader fields of knowledge. 3. The practice of giving, to all the pupils, short "gem selections" for memorizing and for recitation, has been continued; while the reading selections, made by the pupils themselves from books other than their regular readingbooks, and from the current literature of the day, have been greatly extended. 4. As might be expected, pupils are found to exhibit a great variety of tastes in their selections; for while some have a fancy for battle pieces, spirited declamations, or scenes of thrilling dramatic interest, there are more, especially among the young ladies, who choose stories of affection and home life, in which the tender and the pathetic prevail; while others delight to dwell on the varied scenes which nature displays, in her thousand forms of beauty, of grandeur, and of power. 11 5. It is in the last two years of school education that the reading selections take the widest range, especially with the young men of the school, who then begin to think seriously of preparation for the active duties of life. With many of them the selections and compositions then assume a decidedly practical character; and the teacher takes special pains in directing pupils to the best sources of information relating to the great industries of life,—the various trades and professions, agriculture, commerce, and the mechanic arts;-for to this line of study the library and the museum are admirably adapted. 6. New and inviting fields of thought are thus opened to the pupils; and the pieces selected, and the sources from which they were obtained, are never-failing topics of conversation with the young people, who have learned, ere this, that there is something more in education than merely conning the lessons of the school-room. 7. Recently still another, and a valuable feature, has been added to the occasional reading exercises of the older pupils. It consists in setting apart particular days for reading from the works of certain distinguished authors. For example, there is one day for Washington Irving, one for Bryant, one for Whittier, one for Holmes, one for Longfellow, one for Tennyson, one for Shakspeare, one for Milton, one for Addison and other essayists of the same era, and one for Homer,-ten in all. These are designated as "Irving's Day," "Longfellow's Day," "Tennyson's Day," etc.; and they are so arranged as to be conveniently distributed, for school purposes, throughout the year. 8. Many of the pupils write out their selected readings on foolscap paper of uniform size, writing on only one side of the paper, and leaving wide margins, so that the contributions of a term, or of a year, may be conveniently bound together, and preserved in the museum. 9. What an amount and variety of selections will thus be gathered here, in the course of a few years!—and with |