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Page 118
He had been accustomed to play in the little inclosure before the cabin;
but the gate having been left open, he had stolen out, reached the edge
of the bank, and was in the act of looking over, when his mother saw
him.
The shriek she uttered only hastened the accident she feared; for the
child, frightened at the cry of his mother, lost his balance and fell
into the stream, which here went foaming and roaring along among rocks
and dangerous rapids.
Several of the men approached the edge of the river, and were on the
point of springing in after the boy. But the sight of the sharp rocks
crowding the channel, the rush and whirl of the waters, and the want of
any knowledge where to look for the child, deterred them, and they gave
up the enterprise.
Not so with the noble youth. His first act was to throw off his coat;
next to spring to the edge of the bank. Here he stood for a moment,
running his eyes rapidly over the scene below, taking in with a glance
the different currents and the most dangerous of the rocks, in order to
shape his course when in the stream.
He had scarcely formed his conclusion, when he saw in the water a white
object, which he knew was the boy's dress; and then he plunged into the
wild and roaring rapids.
"Thank God, he will save my child!" cried the mother; "there he is!--O
my boy, my darling boy! How could I leave you!"
Every one had rushed to the brink of the precipice and were now
following with eager eyes the progress of the youth, as the current bore
him onward, like a feather in the power of a hurricane.
Now it seemed as if he would be dashed against a projecting rock, over
which the water flew in foam, and a whirlpool would drag him in, from
whose grasp escape would appear impossible.
At times, the current bore him under, and he would be lost to sight;
then in a few seconds he would come to the surface again, though his
position would be far from where he had disappeared.
Thus struggling amid the rocks and angry waters, was the noble youth
borne onward, eager to succeed in his perilous undertaking. Those on
shore looked on with breathless interest.
* * * * *
Directions for Reading.--Point out the _emphatic words_ and mark
_inflection_ in the third paragraph on page 295.[17]
What effect has very strong _emphasis_ upon _inflection_? (See
_Directions for Reading_, page 238.)[18]
Should this lesson be read more slowly, or somewhat faster than
conversation?
* * * * *
Language Lesson.--Let pupils fill blanks in the sentences given below,
using in turn, each of the following sets of words:
(1) _saw, knew, was, plunged;_
(2) _sees, knows, is, plunges;_
(3) _perceived, thought, was, jumped;_
(4) _perceives, thinks, is, jumps;_
(5) _noticed, concluded, was, dived;_
(6) _notices, concludes, is, dives_.
He ---- in the water a white object, which he ---- -- the boy's dress.
Then he ---- into the roaring rapids.
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