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“With the men, of course,” laughingly replied his mother.

“All right,” replied Father. “What shall we do,

Jack?"

“I should like to do whatever Ben wishes,” was Uncle Jack's reply.

“What should you like to do, Ben?” was the next inquiry.

“I should like to go to Fenway Park to see the ball game. Boston and New York play to-day, and we ought to see a good game,” said Ben, who always knew his own mind.

So the women folks went shopping, and the men . folks went to the ball game. . . .

At dinner that night, Belle asked Ben how he had enjoyed the game.

“It was a great game,” he replied. “The best I ever saw, I think. Don't you think so, Uncle Jack?”

“It certainly was a good game, there is no doubt of that. But you haven't told Belle a thing about it, yet, Ben,” said Uncle Jack.

“That is true, - I haven't. You see, Belle, it was this way. The Bostons made two triple plays in the game, which they won 6 to 3.”

“How many innings did they play?” asked Belle.

er S

“Nine,” was the reply.

“And how were the triple plays made?” asked Belle.

“Well,” replied Ben, “the first triple play was made when the catcher scooped up a bunt, there being three on bases, touched home plate and retired men at second and first. The other triple play was when the shortstop caught a liner and then threw to the third baseman, the latter fielding the ball to first.”

“Oh!” said Mother, “that puzzles me as much as the multiplication table puzzles May. Let us talk about something I understand.”

“Very well,” replied Father. “Suppose we talk of some of the historic places we ought to see while we are in Boston.”

“I should like to see the place where they had the Boston Tea Party, first of all,” said Belle. “We were studying about it just before school closed.”

“That is close at hand, and we can see it first thing to-morrow morning,” said Uncle Jack, as they rose from the table and walked to the elevator to go up to their rooms.

They were soon comfortably seated in their sitting room. Then Uncle Jack got out his guide book, from which he read:

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The “Tea Party Wharf” was near the western line of the present Atlantic Avenue, close by Pearl Street. The tablet which we see on the avenue front of the building occupying the northern corner of the two streets marks the site as nearly as possible. The inscription, beneath the model of a tea ship, tells the story of the party thus:

Here formerly stood

GRIFFIN'S WHARF
at which lay moored on Dec. 16, 1773, three
British ships with cargoes of tea. To defeat
King George's trivial but tyrannical tax
of three-pence a pound, about ninety
citizens of Boston, partly disguised
as Indians, boarded the ships,

threw the cargoes, three hun-
dred and forty-two chests

in all, into the sea,
and made the world
ring with the patriotic

exploit of the BOSTON TEA PARTY.

No, ne'er was mingled such a draught

In palace, hall, or arbor,
As freemen brewed and tyrants quaffed

That night in Boston Harbor.

TO THE PUPIL:

1. Nautical, marine, naval, pertaining to ships; quartermaster, a petty officer who attends to the helm, compass, flags, etc.; trivial means trifling, petty, commonplace; exploit, a deed or act; arbor, a shelter of vines or branches, made for shade; quaffed, drank.

2. A. M. means ante meridian, ante meaning before, and meridian, noon. Is there any difference in meaning between ante meridian and forenoon? Post means after. What does post meridian, or P. M., mean?

Analyze the following in this way — Post meridian = post, after; meridian, midday; P. M. = after midday; Postpone (pone=put); postscript (script =written); postlude (lude = play).

3. Write in a column the 13th group of adjectives,

page 429. Consult your dictionary, and after each adjective write its antonym.

TO THE TEACHER:

In Trench, “On the Study of Words”, Lecture VII, will be found a paragraph on trivial and rival that it would be well to read to your class. It may be found on p. 322, Macmillan edition of 1892.

Work of the kind given in Exercise 2 may lead to a desire on the part of the pupil to know something of the derivation of English words, and simple explanations given by the teacher may prove an incentive which will lead him to study the words he uses.

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