“Some one is sleeping there,” I said, and then remembered that all the rooms were locked, and all the keys but mine in Mrs. Grant’s pocket, up at the house.

“Well, let the ghosts enjoy themselves; I won’t disturb them if they let me alone.  Some of the ladies thought me brave to dare to sleep here, and it never will do to own I was scared by a foolish story and an odd sound.”

So down I lay, and said the multiplication table with great determination for several minutes, trying to turn a deaf ear to the outside world and check my unruly thoughts.

But it was a failure; and when I found myself saying over and over “Four times twelve is twenty-four,” I gave up affecting courage, and went in for a good, honest scare.

As a cheerful subject for midnight consideration, I kept thinking of B. Tucker, in spite of every effort to give it up.  In vain I remembered the fact that the departed gentleman was “always polite to ladies.”

I still was in great fear lest he might think it necessary to come and apologize in person for “bothering” me.

Presently a clock struck three, and I gave a moan that beat the ghost’s all hollow, so full of deep suffering was I at the thought of several hours of weary waiting.

I was not sure at what time the daylight would appear, and I was bitterly sorry for not gathering useful information about sunrise, tides, and such things, instead of listening to the foolish gossip of Uncle Peter on the hill-top.

Minute after minute dragged slowly on, and I was just thinking that I should be obliged to shout “Fire!” as the only means of relief in my power, when, a stealthy step under the window gave me a new feeling.

* * * * *

Directions for Reading.—­To give greater effect to certain parts of the lesson, read them very slowly.

The first line of the last paragraph is a good example of adding emphasis by reading slowly.

Point oat two other places in the lesson where slow reading would be best.

What word in the last paragraph may be made very emphatic, even to the extent of using the calling tone of voice?

Let pupils pronounce in concert, and singly, the following words:  soon, do, two, foolish, roof, food, room.

* * * * *

Language Lesson.—­Let pupils write statements, each containing one of the following words, used in such a manner as to show its proper meaning:  beech, beach; sense, scents; fourth, forth; hear, here.

Give rules for the capital letters in the first three paragraphs of the lesson.

Let pupils place un before each of the following words, and then define them.

    safe lock heard pleasant fit

Define each of the following words formed from please, and state in each case what change of meaning occurs.