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Bride of the Mistletoe

Creator: Allen, James Lane, 1849-1925
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She suddenly felt a desire to go down into the parlor. She kissed her child in each room and she returned and kissed the doctor's children--with memory of their mother; and then she descended by the rear stairway. She set her candle on the table, where earlier in the night she had placed the lamp--near the manuscript--and she sat down and looked at that remorsefully: she had ignored it when he placed it there. He had made her the gift of his work--dedicated to her the triumphs of his toil. It was his deep cry to her to share with him his widening career and enter with him into the world's service. She crossed her hands over it awhile, and then she left it. The low-burnt candle did not penetrate far into the darkness of the immense parlor. There was an easy chair near her piano and her music. After playing when alone, she would often sit there and listen to the echoes of those influences that come into the soul from music only,--the rhythmic hauntings of some heaven of diviner beauty. She sat there now quite in darkness and closed her eyes; and upon her ear began faintly to beat the sad sublime tones of his story. One of her delights in growing things on the farm had been to watch the youth of the hemp--a field of it, tall and wandlike and tufted. If the north wind blew upon it, the myriad stalks as by a common impulse
Aunt Mary\'s Primer

A FEW WORDS TO THE TEACHER. When Little Mary (or any other little girl or boy) knows all the letters perfectly, let the teacher turn over a page and pronounce one of the mono-syllables. Do not say _a, m, am_--but say _am_ at once, and point to the word. When the child knows that word, then point to the next, and say _as_, and be sure to follow the same plan throughout the book. Spelling lessons may be taught at a more advanced age; but it will be found that a young child will learn to read much more quickly if they be dispensed with in the Primer. In words of more than one syllable, it is best to pronounce each syllable separately, _car, pet_,--_po, ker_,--and so on. In the lesson on "Things in the Room," point out each thing as the child reads the word, and indeed, wherever you can, try to associate the word with its actual meaning. Show a child the word _coach_ as a coach goes past, and she will recollect that word again for ever. In the "Lesson on the Senses," make the child understand how to feel cold and heat, by touching a piece of cold iron or marble, and by holding the hand to the fire,--how to smell, to hear, to see, and to taste. In the "Lesson on Colours," be sure to show each colour as it is read; and
swayed southward; if a zephyr from the south crossed it, all heads were instantly bowed before the north. West wind sent it east and east wind sent it west. And so, it had seemed to her, is that ever living world which we sometimes call the field of human life in its perpetual summer. It is run through by many different laws; governed by many distinct forces, each of which strives to control it wholly--but never does. Selfishness blows on it like a parching sirocco, and all things seem to bow to the might of selfishness. Generosity moves across the expanse, and all things are seen responsive to what is generous. Place yourself where life is lowest and everything like an avalanche is rushing to the bottom. Place yourself where character is highest, and lo! the whole world is but one struggle upward to what is high. You see what you care to see, and find what you wish to find. In his story of the Forest and the Heart he had wanted to trace but one law, and he had traced it; he had drawn all things together and bent them before its majesty: the ancient law of Sacrifice. Of old the high sacrificed to the low; afterwards the low to the high: once the sacrifice of others; now the sacrifice of ourselves; but always in ourselves of the lower to the higher in order that, dying, we may live. With this law he had made his story a story of the world.