The Blind Brother

Language Arts & Literature L E VEL S EVEN

Principles Behind the Course • This course is mainly student directed but allows parental par cipa on whenever desired. An answer key allows parents to check children’s work. The course takes small incremental steps so that students can learn complex concepts without becoming overwhelmed or confused. about this course • This course is faith-based (geared toward Chris ans of all faiths) with the goal of producing not only intelligent minds but also high character. his course is designed to teach high academics and foster a true • This course does not follow Common Core standards. Rather, this Tlove of learning by exposing children to and helping them love the course strives to teach everything moral and sound that is being good and the beau ful: God, family, nature, and high moral principles. taught in public schools while also going well above and beyond Items Included in the Course Set the standard core curriculum of public schools. • Language Arts & Literature Course Book: Level 7 • Level 7 places a strong emphasis on wri ng. Children are taught “good and beau ful” style wri ng—wri ng that is eﬀ ec ve and • Course Companion: Level 7 engaging while having high literary and moral value.

• Geography & Grammar Flashcards (Levels 4-7) Addi onal Materials Needed • Level 7 Favorite Classics Reader Gather the following items before the course is started: • Daily Checklist • A large index card (for use with the ladders in the Course Companion) Subjects Covered in the Course • A mer (Child will me himself/herself periodically throughout the • Literature course.) • Wri ng • A set of drawing pencils (with eraser) Sugges ons from Amazon.com: search for RSET-KCSS OR 497BP • Grammar and Usage • A sketchbook (9x 12) • Punctua on Sugges ons from Amazon.com: search for B0027ACAPY OR • Spelling B0027A39PY • Vocabulary • A blank notebook with lined paper for use with wri ng assignments

• Geography Note: Child will also need access to a computer to occasionally watch a • Art video and to o en type wri ng assignments, some which are done in a notebook and some on a computer.

Th e Good & the Beautiful 3 © Jenny Phillips Level 7 • Rudi by Johanna Spyri The course set comes with the following • Moni the Goat Boy by Johanna Spyri items: • Dick Whi ngton and His Cat by Mary Rea Lewis • Language Arts & Literature Course Book: Level 7 The reader corresponds to lessons in the course and is a necessary component of the course. This 11 x 8.5 (landscape oriented), full-color, 208-page course book • Daily Checklist Notepad is spiral bound. Child should complete one lesson in this course This 25-page 8.5 x 11 black-and-white notepad is used daily as the book each day (or more if desired). child proceeds through the course. Comes on 60# uncoated paper. Note: If you are not purchasing the physical course set, you will need • Course Companion: Level 7 to print and assemble all of the items. Physical items are off ered for the following reasons: This 8.5 x 11, black-and-white, 190-page companion to the course book is spiral 1. Purchasing the course set is usually much less expensive than bound and includes an answer key (for all having the materials printed on your own. We print in large work in the course book), a quick reference quan es and are able to keep the prices very low. sec on, States and Capitals Ladders, poetry memoriza on, spelling dicta on, and 2. The quality of the printed course set is very high, which is selected readings for use with the course especially important for the artwork in the course book. book. Comes with tabbed dividers. 3. The readers are forma ed for 6x9 prin ng to feel more like reading books. 6x9 books are harder to print and bind at home. • Geography & Grammar Cards How the Course Works 124 double-sided, full-color fl ashcards come on high-quality, coated card stock. The same The Levels Pre-K-3 courses require almost constant parental/teacher set of fl ashcards is used for Levels 4-7. Once guidance and par cipa on. With Levels 4 and above, child will prac ce child has mastered all the cards, they should self-governance and do much of the learning on his or her own. The be reviewed once a week through Level 7. lessons are designed to be engaging and very clear, and they go in small, incremental steps, so that child is not confused or overwhelmed. • Level 7 Favorite Classics Reader Each day, child will mark off a daily checklist containing the following items: This 6 x 9, black-and-white, 281-page, illustrated, Sentence Dicta on non-consumable reader is perfect bound and includes short stories by Leo Tolstoy and the Ladders or Poetry Memoriza on (alternate days) following play and full-length books: Geography or Grammar Cards (alternate days) • The Blind Brother by Homer Greene One lesson in the course book • Mary Jones and Her Bible by Mary Emily Personal Reading: ______minutes Ropes Instruc ons at the beginning of the Daily Checklist Notepad give more • Toni the Woodcarver by Johanna Spyri

Th e Good & the Beautiful 4 © Jenny Phillips Level 7 Completed 

informa on about the checklist. Make Sure Child Reads and Understands the Following The parent or teacher must do the following each day: Instruc ons • Dictate sentences 1. Each day, simply follow the instruc ons in the course book. Mark the check boxes when you have completed a sec on to keep • Check child’s work using the answer key track of what you have already completed within a lesson. Mark • Work with child on occasional parts of the course book that the check box in the upper right-hand corner of a page when you indicate parental/teacher interac on have completed all the work on a page. You should complete one lesson each day, but you can do more than one lesson if desired. The following items can be done solely by the student or with help 2. Go through the lessons in order. Lessons build on each other, from a parent, according to child’s needs: and some lessons include a review of principles. However, if you • Ladders and poetry memoriza on are stuck in a par cular place and your parent or teacher is not immediately available to help you, move on to the next sec on or • Geography or grammar cards lesson and come back to where you were when possible.

• Course book 3. Refer to the “Quick Reference” sec on in your Course Companion • Personal reading whenever needed. Take a look at this sec on before star ng the course so you are aware of what is included. If you cannot fi gure No ma er what level child is on, parents should check child’s work on a something out a er using the Quick Reference sec on, ask your daily basis, giving feedback. When needed, adjust the level of parental parent or teacher for help. Learn to communicate well. If you are involvement. Parent should also occasionally quiz child on grammar feeling overwhelmed or confused, ask for help rather than si ng and geography fl ashcards to assess progress. and doing nothing. Course Reading Challenge 4. If you are partway through an exercise and are unsure if you are doing it right, ask your parent or teacher to use the answer A “Course Reading Challenge” is included in the beginning of this key and check the answers you have completed. That way, the course. The reading challenge exposes child to diff erent genres of exercise will be much more eff ec ve. books and specifi c books that correlate with the course. It is highly recommended that child select books from The Good & the Beau ful Spelling Book List so that he or she is reading books of the highest literary, A er years of study and tes ng, the creators of The Good & the moral, and educa onal value. Beau ful curriculum have determined that the best way to improve spelling skills for upper elementary grades is through the child It is suggested that, outside of the assigned readings done as part of consistently doing the following: daily coursework (such as a reading assignment in the readers or Course Companion), child read between 30-45 minutes a day. 1. Reading large amounts of high quality literature 2. Learning and applying basic spelling rules* 3. Prac cing spelling pa erns and targeted words (rule breakers and commonly misspelled words) with repe on

Th e Good & the Beautiful 5 © Jenny Phillips Level 7 Completed 

*Some spelling rules are so complex and/or have so many excep ons Wri ng instruc on and assignments are integrated into many lessons, that they tend to not be helpful, so they are not included in this connec ng wri ng with the other learning taking place in the course course. book, such as geography, art, and literature. Sentence dicta on exercises are a vital part of the course and have Geography and Grammar Cards been carefully designed to target the following items: Each day child should prac ce either the geography or grammar cards 1. Spelling rules and pa erns for 5-7 minutes. 2. A list of words which are rule breakers and commonly misspelled Child is not expected to master all the cards un l the end of Level 7, at words which point the cards should be reviewed weekly through Level 10 (in 3. Grammar and punctua on rules addi on to working on the Level 8-10 fl ashcards). If child masters cards 4. Homophones before the end of Level 7, child should just review the cards weekly. It is not suggested for child to start on the Level 8-10 fl ashcards un l he or 5. Commonly confused word pairs she starts the Level 8 course. The creators of The Good & the Beau ful curriculum also found that causing students to u lize and process grammar skills through Grammar Cards sentence dicta on more eff ec vely helps students understand and retain grammar skills than worksheets and exercises alone. 1. Store the cards in sliding zip-lock bags with the labels: LEARNING, MASTERED, and NOT LEARNED. Sentence dicta on is an important part of the course and should not be 2. Have child prac ce 5-10 cards at a me (which are stored as skipped. LEARNING). The sentence dicta on sec on is in your Course Companion and gives 3. Once child has mastered a card (can say the answer without more detailed instruc ons on how to dictate sentences. hesita on the fi rst me), store the card as MASTERED. Review the mastered cards once every 1-2 weeks. Wri ng Geography Cards Learning to write well is an important skill that will impact many areas of a child’s life—now and in her/his future adult life. This course strives 1. Store the cards in sliding zip-lock bags with the labels: to develop excellent wri ng skills by having child read high-quality LEARNING, MASTERED, and NOT LEARNED. literature; prac ce specifi c skills in wri ng eff ec ve sentences, 2. Have child prac ce 5-10 cards at a me (which are stored as paragraphs, and complete composi ons; and analyze and model the LEARNING). wri ng of master authors. 3. Once child has mastered a card (can say the answer without Children can become overwhelmed with large wri ng projects. hesita on the fi rst me), store the card as MASTERED. Review This course breaks wri ng into small assignments, making wri ng the mastered cards once every 1-2 weeks. achievable and enjoyable.

Th e Good & the Beautiful 6 © Jenny Phillips Level 7 Completed  Geography days a week, child will fi nish the course in one average school year. This allows for 20 vaca on days and/or sick days in addi on to normal In addi on to general geography concepts, this course explores the school breaks for Thanksgiving, Christmas, and spring break. geography of Russia as child studies stories by Russian author Leo Tolstoy; the geography of Pennsylvania as child studies ar st Benjamin In addi on to the items above, child should work on handwri ng and West and reads the book by Homer Greene (set in Pennsylvania); and typing on a daily basis. the geography of Wales and the United Kingdom as child reads Mary Remember that the subjects of wri ng and reading are important Jones and Her Bible (set in Wales). The course also covers regions and founda onal subjects for which a large amount of me should be sub-regions of the United States, plate tectonics, and demographics. devoted each day. Also remember that this course covers several subjects. Art Answer Key This course combines art with mul ple subjects. For example, while The answer key is in the last sec on of your Course Companion. Pages studying and prac cing diff erent styles of wri ng, child prac ces that contain only subjec ve answers (answers that are the child's own diff erent styles of line drawing; while wri ng an essay about opinions or thoughts) are not included in the answer key. nature, child prac ces drawing trees and landscapes; while studying rela onships in literature, child prac ces drawing people. Videos In addi on to learning about the life and works of diff erent ar sts, an Child will be directed to watch a few videos during the course at www. emphasis is placed on learning to appreciate and fi nd beauty in art. jennyphillips.com/Level7. Some lessons focus mainly on art, while art is also integrated within language arts, literature, wri ng, and geography lessons. Establishing connec ons across the content areas in this way makes learning more meaningful and interes ng. The password is p7 Hands-on art projects are included in the course, focusing on line art drawing skills. (Pastels and pain ng are not included in this course level.)

Length of Daily Work/Length of Course The length needed to complete coursework each day will vary according to child. Here is a sample schedule for an average child: 10 minutes: Sentence Dicta on 6 minutes: Ladders or Poetry Memoriza on (alternate days) 6 minutes: Geography or Grammar Cards (alternate days) 40 minutes: Course Book 28 minutes: Reading for Course Reading Challenge TOTAL=90 minutes This course includes 140 lessons. If child completes one lesson four

Th e Good & the Beautiful 7 © Jenny Phillips Level 7 Completed  Level 7—At-a-Glance Grammar, Usage, & Punctuation

• ac ve and passive voice • helping verbs adverbs • antonyms and synonyms • homophones Step 13: preposi onal phrases • apostrophes • Iden fying dependent and independent Step 14: indirect objects • avoiding shi s in person, voice, number clauses in complex and compound-complex Step 15: gerund phrases sentences • avoiding shi s in verb tense • sentence types • iden fying simple, compound, complex, and • capitaliza on rules: days of the week, compound/complex sentence structures • subjects, predicates, direct objects, indirect seasons, north, south, east, west objects • implied subjects in impera ve sentences • capitaliza on rules: family rela onships • subject-verb agreement • inﬁ ni ve phrases • capitaliza on rules: proper nouns • subordina ng conjunc ons • interjec ons • comma splices • verb phrases • linking verbs • commas and coordina ng conjunc ons • par ciples and par cipial phrases • commas in a series • parts of speech Level 7—At-a-Glance • commas in geographical names • phrase versus clause • commas when people are directly Geography addressed • predicate adjec ves • commas with dependent clauses • preposi onal phrases and commas • geography of Russia • commas with introductory words or phrases • quota on punctua on • run-on sentences • geography of Wales and the United • commas with nonessen al words or Kingdom phrases • semicolons • geography of Pennsylvania • commas with the word TOO • sentence diagramming (steps 1-15) • regions and sub-regions of the United States • commonly confused words Steps 1-5: subjects, verbs, ar cles, adjec ves, • United States capitals (review from Level 5) • compound subjects, verbs, direct objects, adverbs, possessive adjec ves, pronouns, direct and indirect objects objects • geography principles (plate tectonics, map reading and drawing, demographics, natural • coordinate adjec ves and commas Step 6: commands resources, coun es, municipali es, land Step 7: compound sentences • coordina ng conjunc ons eleva ons, biomes, convergent zones, • determining the meaning of unfamiliar Step 8: compound subjects, verbs, direct objects con nental dri , core, crust, divergent words Step 9: verb phrases margins, fault, lithosphere, magma, mantle, mid-ocean ridges, ri valley, subduc on • edi ng Step 10: complex sentences zone) • gerunds Step 11: predicate adjec ves • Greek and La n roots Step 12: adverbs modifying adjec ves or other

Th e Good & the Beautiful 8 © Jenny Phillips Level 7 Completed  Level 7—At-a-Glance Literature and Art

Literature Toni the Woodcarver by Johanna Spyri • iden fying main ideas and themes This short book by the author of Heidi follows the • literary analysis Authors and Poets Studied story of a boy in the alps of Switzerland named • literary devices (simile, metaphor, hyperbole, allitera on, assonance, anaphora, personifi ca- Toni who has a beau ful rela onship with his • Homer Greene (fi c on) on, sensory language) widowed mother and longs to be a woodcarver. • Edgar Guest (poetry) • mood and tone • Johanna Spyri (fi c on) Rudi by Johanna Spyri • poe c sound devices • Leo Tolstoy (short stories) Orphaned Rudi has never had a friend and is • poetry terms • Emily Mary Ropes (biography) ruthlessly made fun of. When Franz Mar n, the well-loved herdsman, shows a simple kindness • Mary Rea Lewis (drama) Arte to Rudi, the fi rst kindness Rudi has ever received, Included in the Reader Rudi becomes loyally devoted to the herdsman Ar sts & Periods Studied and eventually saves his life. This is a beau ful- • Benjamin West The Blind Brother by Homer Greene ly-wri en story of friendship, love, compassion, • Goscombe John This classic adventure about 14-year-old Tom and and loyalty. his 12-year-old blind brother takes place in the late • Winslow Homer Moni the Goat Boy by Johanna Spyri 1800s in the coal mines of Pennsylvania and has • Caspar David Friedrich powerful messages about honesty and integrity, Moni the Goat Boy is a fun, powerfully-wri en • Walter Curlee selfl essness, repentance, love, and loyalty. short book that promotes honesty. • Ivan Bilibin

Mary Jones and Her Bible by Mary Emily Ropes Dick Whi ngton and His Cat by Mary Rea Lewis • Roman c Era Taking place in Wales in the late 1700s, this true This play, based on the the well-loved English tale Techniques and Principles Studied story describes how a young girl, Mary Jones, of the London waif whose cat helps Dick become and Prac ced a successful merchant and mayor of London, is saved up money for six years and walked 50 miles • line art drawing barefoot to buy her own Welsh Bible. Her ac ons an engaging way to explore wholesome messages • drawing styles led to millions of copies of the Bible being made and the genre of drama. • hatching and cross-hatching available to others in their na ve tongue. Concepts Studied • s ppling Short Stories by Leo Tolstoy by Leo Tolstoy • analyzing the moral, educa onal, and literary • perspec ve Three of Leo Tolstoy's best short stories contain merit of literature • vanishing point intriguing plots, model wri ng, and meaningful • author’s purpose • framing messages. • comparing and contras ng literature

Th e Good & the Beautiful 9 © Jenny Phillips Level 7 Completed  Level 7—At-a-Glance Writing

• annota ng and paraphrasing challenging • varying sentence structures Level 7—At-a-Glance texts • using or avoiding ac ve voice • avoiding plagiarism • wri ng a literary analysis essay Other • ci ng sources • wri ng a persuasive essay • crea ng emo on rather than sta ng facts • wri ng an informa ve essay • focusing paragraphs on one main idea • wri ng concisely • iden fying and wri ng thesis statements • wri ng dialogue • building character • using literary devices (simile, metaphor, • wri ng eff ec ve body paragraphs hyperbole, allitera on, assonance, personi- • choosing literature with high literary and fi ca on, sensory language) • wri ng eff ec ve conclusions moral merit • maintaining a consistent style in wri ng • wri ng eff ec ve opening paragraphs • idioms • wri ng narra ves • wri ng eff ec ve thesis statements • note taking • prewri ng • wri ng fi c onal biography • poetry memoriza on • revising and rewri ng • wri ng outlines • proverbs and maxims • using transi ons • wri ng poetry • spelling (spelling pa erns, spelling rules, rule breakers, challenging words) • using a rich and varied vocabulary • wri ng summaries • the power of language • using descrip ve language • wri ng thank you notes • vocabulary • using strong verbs • wri ng topic sentences

Th e Good & the Beautiful 10 © Jenny Phillips Level 7 Completed  Course Reading Challenge

Your Daily Checklist will direct you to read each day for this Course Reading Challenge. You and your parent will decide how much me should be spent reading each day. That me may change throughout the course as you evaluate how long you need to read each day in order to complete the reading challenge. Choose books from “The Good & the Beau ful Book List” that are between Reading Level 5 and your reading level. Take the reading level assessment on www.jennyphillips.com/good-beau ful-book-list. You should ﬁ ll in each box of this challenge by the me you complete this course.

Heidi Benjamin West and His Biography Cat Grimalkin by Johanna Spyri by Marguerite Henry Name of Book ______Completed Completed Completed

Historical Fiction Historical Fiction Historical Fiction Name of Book Name of Book Name of Book ______Completed Completed Completed

Fiction Fiction Nonfiction Name of Book Name of Book Name of Book ______Completed Completed Completed

Th e Good & the Beautiful 11 © Jenny Phillips Level 7 Completed 

to the sentence dicta on instruc ons on page 101 and read the Lesson 1 instruc ons with your parent or teacher. Have your parent or teacher ini al here when you have read the instruc ons together: Read and complete: ////////// Welcome to this course! You will guide yourself through this course. In this lesson, you will learn 5. To complete some of your wri ng assignments, you will need a how the course works. blank notebook to use as your "Writer's Notebook." Your longer wri ng assignments will be done on a computer. Some Th ings You Need to Know How To Complete Th is Course Book 1. This course includes a Daily Checklist for you to use each day you have school. Read the instruc ons on the ﬁ rst page of the Daily 1. Each day you will complete one or more lessons in this course book. Checklist with your parent or teacher. Have your parent or teacher Simply follow the instruc ons and mark the check box when you ini al here when you have read the instruc ons together: have completed a sec on. Check the box in the top corner of the page when the en re page is completed. If desired, keep a s cky /////////// note on the current lesson so you can quickly ﬁ nd your place each day.

2. Open your Course Companion to page 5 tled “Poetry 2. Your parent or teacher will use the answer key in your Course Memoriza on” and read the instruc ons. Then, answer the Companion to check your work and make sure you understand ques ons: what you are reading and learning. How many poems should you work on at a me? /////// 3. If you do not understand something, look up informa on in your Once you complete a poem and start on the next one, should you Course Companion or ask your parent or teacher for help. Also, if also recite the poem or poems you have already memorized each you are part of the way through a worksheet and you are not sure if you are doing it correctly, ask your parent or teacher to check the me you work on poetry memoriza on? /////// answer key. Choose two of the poems from this sec on to memorize during the 4. The beginning of this book reviews basic principles taught in course and circle them. previous course levels. If you already know the principles, don't worry! The course will quickly dive deeper into new concepts. 3. Your Course Companion contains “States and Capitals Ladders" on page 1. Read the instruc ons. All right, you are 4. Each day your parent or teacher will dictate three sentences to you, meaning he or she will say a sentence out loud and you ready to get started! will write it on a white board or paper. These sentences are in your Course Companion and will help you prac ce spelling words, spelling pa erns, spelling rules, commonly confused words, and grammar and punctua on rules. Open your Course Companion

Th e Good & the Beautiful 12 © Jenny Phillips Level 7 Completed 

easy, like riding a roller coaster. Riding a roller coaster occasionally Lesson 2 may be just good fun, but riding roller coasters all the me, in place of more produc ve ac vi es, would be using me unwisely (Note: This page is included in other levels, but, because of its great and would likely create an appe te solely for fun, fast-paced importance, it is repeated here with slight varia ons as a review.) thrills and instant gra fi ca on. Children who read too many "roller Read this page with your parent or teacher: coaster" books o en fi nd good & beau ful books diffi cult to read, boring, and uninteres ng. • Unworthy Books o en include profanity or crude language; they include graphic descrip ons that shock, disturb and desensi ze; and/or they make Satan's teachings seem acceptable, normal, or desirable such as nega vity, disunity of family members, greediness, disrespect, laziness, and dishonesty. Large or small parts of "unworthy books" may teach and inspire, but that does not make the unwholesome parts of the book right. It's important to remember that it is acceptable for a book to contain things Judging Books such as dishonesty and nega vity as long as it is clearly portrayed as wrong and undesirable. Also, it is important that nega ve In the Bible we are commanded to " judge righteous judgment." (John things are not wri en in vulgar, graphic, or disturbing ways or in a 7:24) Does this apply to the books we read? Defi nitely! Books are way that makes the book feel depressing, uninspiring, dark, or too powerful. They help shape our minds, hearts, and characters—whether heavy or in a way that makes those behaviors seem normal. we realize it or not. In this course, you will study how to discern what is right and wrong in Let's explore how to become be er at making righteous judgments with literature. We live in a world that is fl ooded with literature that is not the books we read. These principles also apply well to our choices in praiseworthy or virtuous, yet is given awards, is praised, and is popular. music, movies, the Internet, video games, social media, and TV shows. In the Bible we read: "And they shall teach my people the diff erence Books can be placed into three categories that Jenny Phillips created: between the holy and profane, and cause them to discern between the unclean and the clean." (Ezekiel 44:23) • Good & Beau ful Books teach, inspire, and help you become more like Christ. They are completely truthful, praiseworthy, and As we go through this course, we will learn not only to discern, but virtuous. These books also entertain, some mes they are even we will also learn that there is so much powerful, fun, interes ng, and exci ng or humorous, but they usually require more eff ort to read exci ng literature in our world—literature that entertains while leaving and do not off er constant nor instant fun and thrill. Reading good you feeling good and upli ed. & beau ful books exercises your spirit and intellect and makes “We may have to search for the great books. Th ey them stronger. are not always the popular ones. Th ey are not • Roller Coaster Books do not contain inappropriate content, but always those that are honored by the famous and their underlying purpose is to entertain and amuse rather than to the learned.” ~ Vaughn J. Featherstone teach or inspire. Roller coaster books are usually fast-paced and

Th e Good & the Beautiful 13 © Jenny Phillips Level 7 Completed 

Parts of Speech Exercise 2: Underline all the preposi ons in the following two sentences. Open your Course Companion to page 16 tled “Terms to Know.” Refer to the page when needed for this lesson and any future lessons. 1. We went to the mountains a er school ended on April 20th. Exercise 1: For each sentence, indicate the part of speech for the underlined word by underlining the correct choice. 2. The two cubs in the ﬁ eld sat by their mother on CAPACIOUS: capable of holding much, spacious or roomy the grass and listened to the birds.

1. I le my hat inside the capacious cave. Exercise 3: Abstract nouns are things you cannot noun verb preposition adverb adjective pronoun article touch such as PEACE, HOPE, and STRENGTH. Underline all the words below that are abstract nouns. 2. The new barn was very capacious; it held 20 horses. noun verb preposition adverb adjective pronoun article weakness grief hopeful science determined 3. The new barn was very capacious; it held 20 horses. noun verb preposition adverb adjective pronoun article determination weak kindness kind prayer

4. She put it in her capacious bag. patience patient minute hour sing noun verb preposition adverb adjective pronoun article

5. We walked leisurely through the peaceful, capacious gardens. noun verb preposition adverb adjective pronoun article Helping Verbs  6. The capacious room held over three hundred people. Read: noun verb preposition adverb adjective pronoun article A helping verb, also called an auxiliary verb, helps show the tense of the main verb. For example, in this sentence the helping verb, which is 7. The mansion has a capacious entryway. underlined, helps show that the ac on will happen in the future. noun verb preposition adverb adjective pronoun article I will go to the store. (will=helping verb, go=main verb) 8. David said that he has visited Mr. Carson's capacious mansion. The most common helping verbs are forms of “to be,” “to do,” and “to have.” noun verb preposition adverb adjective pronoun article I am reading the book. (am=helping verb, reading=main verb) 9. Her capacious library was decorated so nicely. Amy does like the book. (does=helping verb, like=main verb) noun verb preposition adverb adjective pronoun article I have read the book. (have=helping verb, read=main verb) 10. Inside the capacious store, we found a plethora of great books. noun verb preposition adverb adjective pronoun article Some mes more than one auxiliary is used. For example, "We should have been careful." Generally, verb phrases using "have" use perfect tense 11. Inside the capacious store, we found a plethora of great books. and verb phrases using a form of "to be" are called progressive tenses. noun verb preposition adverb adjective pronoun article

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Exercise: Underline the helping verb or verbs and circle the main verb in each sentence. Lesson 3

1. I am wai ng for the rain to stop. 2. He was watering Grandma’s garden. Subjects 3. I had hoped for a miracle. Read and complete the exercises: 4. We had been si ng on the porch for an hour. The two necessary parts of a sentence are the subject and the predicate. 5. The student is trying his best. The simple subject is who or what is doing or being. Modiﬁ ers, words 6. We should help that lady. that provide addi onal informa on, are not part of the simple subject. 7. The baby can crawl now. The simple subjects are underlined in the sentences below. 8. They shall spend the night in a tent. That cute bunny eats a huge carrot. 9. I might want some help. Our though ul Aunt Be y is cooking a wonderful dinner.

10. I have always wanted a puppy. The complete subject is the simple subject with all its modiﬁ ers. The 11. We will be going to the lake tomorrow. complete subjects are underlined in the sentences below. 12. A sincere prayer does make a diﬀ erence. That cute bunny eats a huge carrot. Our though ul Aunt Be y is cooking a wonderful dinner.

Verb Phrases O en there is more than one noun in a sentence. Not all nouns are subjects. To determine the subject, iden fy the main verb or verb phrase A verb phrase is the helping verb or verbs plus the main verb. The verb in the sentence and ask who or what is doing or being. phrases are underlined in the following examples: I have been hoping to ride a pony. | I am having a great day! Exercise 1: Underline the simple subject in each sentence.

Exercise: Underline the verb phrase in each sentence. 1. The li le girl made a nice apron. 1. I am wai ng for the rain to stop. 2. An old man down the street wrote a lovely story.

2. He was watering Grandma’s garden. 3. I watched the beau ful sunset. 3. I had hoped for a miracle. 4. Luckily, my mom packed me a huge lunch. 4. We had been si ng on the porch for an hour. 5. The hummingbird zoomed around our yard. 5. The student is trying his best. 6. A bright yellow bu erﬂ y landed on the pink rose. 6. We should help that lady. 7. The baby can crawl now.

Th e Good & the Beautiful 15 © Jenny Phillips Level 7 Completed 

Exercise 2: Underline the complete subject in each sentence. Exercise 2: Underline the complete predicate in each sentence.

1. The li le girl made a nice apron. 1. The ny fairy built a cute home on the tree branch.

2. An old man down the street wrote a lovely story. 2. A new fairy moved into the neighborhood. 3. The brave knight fought the two-headed dragon. 3. I watched the beau ful sunset. 4. The en re group of elves has been picking berries by the stream. 4. Luckily, my mom packed me a huge lunch. 5. The king will be sending a message in the morning. 5. The hummingbird zoomed around our yard. 6. A bright yellow bu erﬂ y landed on the pink rose. Direct Object & Indirect Objects

7. My family watched a fat worm. Read and complete the exercise:

8. Jake kicked the ball into the goal. A direct object receives the ac on performed by the subject. The direct objects are underlined in the sentences below. Predicates Amy kicked the ball. | David washed the window. Read and complete the exercises: Not all sentences have direct objects. The simple predicate is the verb or verb phrase that tells the ac on or being of the subject. The simple predicates are underlined in the An indirect object indirectly receives the ac on of the verb. If there is an sentences below. indirect object, it will answer the ques on to or for whom or what. The indirect object is underlined in the sentences below. We have been picking the lovely fl owers. | The bear sleeps in a cave. Give the fl owers to Mom. Dad gave me a new baseball. The complete predicate is the simple predicate with all its modifi ers. The complete predicates are underlined in the sentences below. Exercise: Underline the direct objects and circle the indirect objects. We have been picking the lovely fl owers. | The bear sleeps in a cave. 1. Dad made a delicious cake for Kevin. Exercise 1: Underline the simple predicate in each sentence. 2. Aunt Jane read a funny book to Kate. 1. The ny fairy built a cute home on the tree branch. 3. The knight gave the princess a bouquet of fl owers. 2. A new fairy moved into the neighborhood. 4. I gave my dog a bath last night. 3. The brave knight fought the two-headed dragon. 5. Can you pour me a drink? 4. The en re group of elves has been picking berries by the stream. 6. Helen wrote a nice le er to Mrs. Davis. 5. The king will be sending a message in the morning. 7. I sewed a pillowcase for Becky.

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Line Art How to Measure the Worth of Books Read and complete: Like a lighthouse can guide a ship to safety, the gospel of Jesus Christ is a In this course you will study and prac ce many diff erent styles and light that helps us to clearly see the dangers around us and the safe path techniques of drawing. The fi rst style of drawing you will study is line art. to take. As the Bible says, "The Lord shall be unto thee an everlas ng light." (Isaiah 60:19) Line art consists of black and white drawings with no shading other than hatching or cross-hatching (which you will learn about later in the course) Only through the Lord's light can we discern truth and error. To discern and with li le or no solid areas. The following illustra ons of lighthouses means to detect or tell the diff erence. To discern good from evil means to are examples of line art without hatching or cross-hatching. Using a high clearly see what is good and what is evil. Satan tries to trick and deceive quality graphite pencil, draw two of these lighthouses in your sketch people about what is good and evil. He uses many tac cs to do this in book, and then draw another lighthouse from your imagina on. literature, and it is important to be aware of the tac cs he uses.

One way we can become confused is by judging books by how popular they are or by how important and worthy other people say they are. But the Lord has given us the true way to judge: Whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report; if there be any virtue, and if there be any praise, think on these things. (Philippians 4:8) The Lord has given us a perfect way to measure the worth of a story or a book! Is it honest, just, pure, lovely, of good report (by the Lord's standards), virtuous, and praiseworthy (by the Lord's standards)? Those things should be our measuring s ck for judging books!

r Notebook In your writer's notebook (a blank notebook you will use for wri ng assignments), tle a page “How to Measure the Worth of Books." Draw the line art image on this page of the measuring Read the following sec on with your parent or teacher: s ck. Then, write the scripture above (Philippians 4:8).

Th e Good & the Beautiful 17 © Jenny Phillips Level 7 Completed  police and fi re departments, housing services, emergency Lesson 4 medical services, municipal courts, transporta on services (including public transporta on), and public works (streets, States, Counties, and Cities/Towns sewers, snow removal, and so forth). (whitehouse.gov) Various kinds of districts also provide func ons in local government, such  Read and complete: as school districts or fi re protec on districts. As we know, there are 50 states in the United States. The word "united" is used in the tle of the country because the fi y states are united together under one federal government. The federal government has certain laws that apply to all 50 states. Powers not granted to the federal government are reserved for the local state governments. Just as the United States has a cons tu on, each state has its own cons tu on outlining the laws and organiza on pertaining to the unique quali es and people of the state.

Within each state are two ers of local government: coun es and ci es/ towns, which are also called municipali es.

Let's ﬁ rst take a look at coun es. A county is a poli cal and geographic subdivision of a state. There are county level governments. Look at the map on this page of Utah and all of its coun es.

Forty-eight of the 50 states divide their state into coun es. Instead of coun es, Louisiana is divided into 64 parishes which func on similar to coun es. Alaska is divided into 19 boroughs.

Some states have as few as three coun es and some states have as many as 254 coun es.

Within coun es are ci es and towns (municipali es).

The governing system of ci es and towns can be structured in many ways, as deﬁ ned by state cons tu ons. Ci es and towns generally take responsibility for parks and recrea on services,

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Reading Check: Underline or write the correct answer: Types of Sentences

1. There are two ers of local government: /////////// There are four types of sentences:

and ci es/towns. Statement (declara ve): David is in the barn. Ques on (interroga ve): Do you like dogs? 2. All 50 states are subdivided into coun es. TRUE | FALSE Exclama on (exclamatory): This is amazing! Command (impera ve): Sit down. 3. A county is a //////////////////////// Exercise 1: Underline the sentence type for each sentence.

////////////////////////////// 3. Milk the cows before you eat breakfast. Statement Question Exclamation Command ////////////////////////////// | | |

////////////////////////////// 4. Did you go to the hospital yesterday? Statement | Question | Exclamation | Command Commas in a Series An impera ve sentence gives a direct command. The subject in this type Insert commas where needed. Use commas in a series of sentence is o en implied. For example, if you say “Sit down,” the of three or more words or phrases unless all items are implied subject is “you”: “(You) sit down.” Or, you could say, "Jane, sit down." joined by OR, AND, or NOR. Exercise 2: Put an X in the box before each sentence that is 1. A solitary bird sat on a branch and sang. impera ve (a command).

2. The brawny man carried a suitcase a trunk and a box. 1 Please put your shoes by the front door, James. 2 Were you able to procure all the signatures you needed? 3. My capacious bag holds a binder four books and my lunch. 3 Tell me which puppy you like the most. 4. The physical exer on did not make me sweaty nor thirsty nor red. 4 Tabitha, do not worry about the burned cake. 5 Do not worry about the burned cake. 5. You can augment your faith by studying and praying and serving. 6 Rob, please save some of that pie for Dad. 6. The contemptuous man was neither kind nor merciful nor pa ent. 7 Jason always sits at the head of the table. 8 Listen to the wind blowing in the trees.

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Independent and Dependent Clauses / Phrases Exercise 1: Underline the correct choice for each ques on. For further help, refer to page 35 tled “Independent and Dependent 1. When considering phrases, dependent clauses, and independent Clauses" in your Course Companion. clauses, which must have a subject AND a verb?

Read and complete: A. a phrase, an independent clause, and a dependent clause There are two kinds of clauses: B. an independent clause and a dependent clause

An independent clause can func on by itself as a sentence C. an independent clause because it contains a subject, a verb, and a complete idea. 2. The following group of words is a phrase because it is missing what?

A dependent clause has a subject and a verb but not a to listen carefully complete idea (because it indicates more to come). Thus, a dependent clause cannot func on by itself as a sentence. A. a subject ______B. a verb HINT: A dependent clause always starts with a subordinating 3. The following group of words is a phrase because it is missing what? conjunction (such as BECAUSE, AFTER, or INSTEAD OF). When the red wagon you add a subordinating conjunction to the beginning of an independent clause, it changes it to a dependent clause because A. a subject it indicates more to come. Look at the following examples. B. a verb Because Jane smiled Exercise 2: For each sentence, indicate if the underlined group of When Dad arrived words is an independent clause or a dependent clause by circling the correct choice. (Hint: dependent clauses indicate more to come.) As soon as Dad arrived 1. Although we watched carefully, we did not see a shoo ng star. These are dependent clauses because they indicate more to come. But, if you took off the words in bold (which are subordinating dependent clause | independent clause conjunctions), you would be left with independent clauses 2. Although we watched carefully, we did not see a shoo ng star. (complete sentences). Put your fi nger over the words in bold and see how complete sentences are left! dependent clause | independent clause ______3. The sunlight danced on the fi eld, and the clouds fl oated by merrily. If a group of related words is missing a subject or a verb it is not a clause dependent clause | independent clause at all—it is a phrase. There are many types of phrases: infi ni ve phrases, preposi onal phrases, gerund phrases, and more. We will learn about all 4. The sunlight danced on the fi eld, and the clouds fl oated by merrily. these types of phrases later in the course. dependent clause | independent clause

Th e Good & the Beautiful 20 © Jenny Phillips Level 7 Completed  Lesson 5

Regions of the United States As shown on the image on this page, the United States is o en divided into the following major geographical regions:

• West • Midwest • Northeast • South The image on this page also shows subdivisions of the major regions. For example, the Paciﬁ c West and Mountain West are both subdivisions of the West.

The government divides the United States into regions for things such as the United States Census Bureau (which you will learn about later in the course), but there are no government structure or laws for the regions. Regions simply help to describe larger areas or help group together states that are similar in features such as climate, geography, history, or culture. Since these are not offi cially defi ned regions, the states included in /////////////// some regions vary according to the mapmaker. 3. List the states in the Pacifi c West:

In this course, as well as learning to iden fy regions of the United States, /////////////// /////////////// you will study the Northeast regions: Middle Atlan c and New England. /////////////// /////////////// Exercise: List the correct answer(s) for each ques on. 4. List four of the many states in the South: 1. In which major region of the United States do you live? /////////////////////////// /////////////// /////////////// 2. In which subdivision of the United States regions do you live? /////////////// /////////////// ///////////////////////////

Th e Good & the Beautiful 21 © Jenny Phillips Level 7 Completed  Sentence Diagramming Diagram the sentences below. Refer to Steps 1-5 on page 18 of Diagram the sentences below. Refer to Step 9 on page 19 of your your Course Companion if needed. Then, in your sketchbook, draw Course Companion if needed. You must draw the lines for the last the line art images. (Hint: ITS, MY, HIS, and HER are possessive sentence. (Hint: TODAY is modifying the verb so it is an adverb.) pronouns, and func on like an adjec ves.) David saw a wide, spo ed ﬁ sh. I have been feeding the lovely birds today.

The cute, li le ﬁ sh swims speedily. Mom will bake her special cake today.

The striped ﬁ sh puckers its li le lips. Today the farmer will likely plant his summer crop.

I watched the huge, orange ﬁ sh. My though ul uncle mowed the en re lawn.

Hint: ENTIRE is modifying the word LAWN.

Th e Good & the Beautiful 22 © Jenny Phillips Level 7 Completed  Lesson 6 7. Mrs. pepper's spirit was unusually blithe as she decorated the christmas tree. 8. The toddler waved blithely to everyone crossing Story bridge, Proper Nouns & Prepositional Phrases over the Brisbane river in australia. If needed, open your Course Companion to the following pages for help 9. I blithely put on my new nike shoes and ran to central park. with these exercises: 24 (Capitaliza on Rules 1-4) and 39 (Preposi ons and Preposi onal Phrases). Author Homer Greene • Remember that speciﬁ c names of people, pets, places (businesses, parks, Read: libraries, schools), geographical areas (oceans, lakes, rivers, con nents, states, ci es, street names), religions, holidays, na onali es, brand Years before the electric light bulb and cars were invented, a baby boy names, historical events, and organiza ons are capitalized. Seasons are named Homer Greene was born in Pennsylvania to an employee of the not capitalized. Courtesy tles are capitalized: Dr., Mrs., Mr., Miss. Pennsylvania Coal Company.

• Remember that preposi onal phrases start with the preposi on and When Homer was a young man, he graduated from college as a civil include any words that modify the preposi on. engineer and worked as a surveyor for a few years with the Pennsylvania Coal Company. His taste, however, was for books and law, and he Exercise: For each sentence, put three underlines under le ers that should be capitalized but are not. Circle preposi onal phrases. eventually graduated from law school and became a successful lawyer. Homer was just sixteen years old when he had his fi rst piece of wri ng, a Example: The colorado river curves around those cliff s. short story, published in a magazine. Over the years, he had many stories, poems, and books published. BLITHE: happy and without worry In this course you will read a book by Homer tled The Blind Brother. This 1. Everyone loved bethany's blithe spirit. story won fi rst place in a story compe on for which he was awarded $1,500—a large sum of money at that me. The story was published in a 2. Through the fields beneath mount helen, we ran blithely. magazine and was eventually made into a book. The Blind Brother will take you back in me to the coal mines of 3. During the great depression, Grandma smith retained a Pennsylvania in the 1800s. Because Homer grew up near the coal mines blithe attitude. and even worked at the coal mines for a me, he gained the knowledge he needed to create the se ng for his book. It is also interes ng to note 4. The young, blithe girl from arizona sings like a lark. that the book contains a court trial—another topic of which Homer had knowledge since he had worked for years as a lawyer. 5. A blithe, beautiful child came bouncing into the room. The Blind Brother is an engaging book of adventure that also contains 6. Uncle james always had a blithe attitude, even during the powerful and praiseworthy messages about repentance, redemp on, civil war. family, honesty, selfl essness, and love.

Th e Good & the Beautiful 23 © Jenny Phillips Level 7 Completed 

Many books today are kept in print for just a few years. The Blind Brother revel: to take or the act of taking great pleasure in; to celebrate. was ﬁ rst published in 1887, and it is s ll in print today, over 130 years We reveled in the thought of our upcoming cruise. later! Several diﬀ erent edi ons have been printed over the years. Below The revel lasted all a ernoon; it was quite the celebra on! are images of two edi ons of the book. Which cover do you like best?

Fill in each blank with a vocabulary word from above.

1. The slabs of slate were ______from the gray rocks of the island.

2. Do not ______in sin.

3. Admirers always ______the famous actor when he tries to go somewhere in public.

4. When I reached the peak, I let out an ______shout.

5. The bandits o en ______stagecoaches on this road.

6. The ______crowd cheered for the winner.

7. The great forest was ______down in one month.

Th e Blind Brother: Chapter 1 8. Winning the compe on le me feeling ______.

Read the following vocabulary words from Chapter 1 of The Blind 9. The statue was ______from solid marble. Brother, and read the deﬁ ni ons and example sentences. waylay: to stop someone who is going somewhere or to a ack 10. The fes val was held on Sunday, so we did not join the ______. someone by surprise The actress was waylaid by a group of fans as she entered the building. Open your Course Companion to page 99 tled "Challenging Words We were waylaid by a band of robbers who had been hiding in the trees. Prac ce #1." Read the words on this page to your parent or teacher and have him or her circle any words you cannot read or pronounce hewn: something cut, chiseled, or shaped with a tool immediately. He had roughly hewn features. In the Level 7 Favorite Classics Reader, read Chapter 1 of The Blind Brother. The statue was hewn from Italian marble. exultant: triumphant and happy The winning team let out an exultant cheer. The exultant army had won the ba le.

Th e Good & the Beautiful 24 © Jenny Phillips Level 7 Completed  Lesson 7 Read the following: In Chapter 2 of The Blind Brother, a reference is made to the story of Lot in the Bible. Refresh your memory of this part of the Bible by reading the Th e Blind Brother: Chapter 2 following story: Many long years before the Read the following vocabulary words, defi ni ons, and example birth of Jesus Christ, two ci es sentences. stood upon the plain which the waters of the Dead Sea quandary: a situa on in which you are confused about what to do now cover. These ci es were Kevin is in a quandary; neither op on seems good to him. named Sodom and Gomorrah. Whenever I'm in a quandary, I seek guidance through prayer. Their inhabitants were very wicked, so God destroyed inherent: belonging to the basic nature of someone or something their ci es by raining Mothers have an inherent desire to nurture. brimstone and fi re upon them. Sorrow is an inherent part of repentance. Before God destroyed these redress: the se ng right of what is wrong ci es, He sent two angels to The man sought redress for his injuries. Lot, Abraham's nephew, who She demanded redress; she wanted jus ce! dwelt in Sodom, commanding him to fl ee from it, taking his duly: properly, fi ng or in due me family with him. The angels A er fas ng all day, the feast was duly appreciated. hastened him, saying, "Arise, James was unduly anxious; there was nothing to fear. take thy wife, and thy two daughters, which are here; lest thou be consumed in the iniquity of the city." Then the angels took all four by Fill in each blank with a vocabulary word from above. Some words are the hand and led them out, and said to Lot, "Escape for thy life; look not used more than once. behind thee, neither stay thou in all the plain; escape to the mountain, lest thou be consumed." 1. The family sought ______for their losses. Lot pleaded that he might take refuge in a li le city, named Zoar, not 2. The situa on le Dave in a ______; he wasn't sure very far distant; and having obtained the angels' permission to do so, what to do next. he took his wife and daughters, and hastened away. In our picture we see him and his daughters entering Zoar, and Sodom burning in the 3. The laws were ______followed. distance—but what is that strange fi gure standing on the plain? Alas! That is Lot's wife; the angel had commanded them that none were to 4. Mankind has an ______desire to worship God. look back, but she did so, and was turned into a pillar of salt.

5. You will be______instructed before you start the task. Turn to page 99 of your Course Companion tled "Challenging Words Prac ce #1." Read the circled words on this page to your parent or 6. Grandfather has natural, ______integrity. teacher.

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Read the following: Digging Deeper: Read and complete: Before you read Chapter 2 of the Blind Brother, it will be helpful to Author Homer Greene is skilled at using clever literary devices in his understand that a coal breaker is a coal processing plant which breaks wri ng to make it more powerful. coal into various useful sizes. Coal breakers also remove impuri es from Open your Course Companion to page 17 tled "Literary Terms." Refer to the coal (typically slate). Here is a photograph of a coal breaker from around the same me as the se ng of the book: this page to help you complete the following assignment. Below are sentences from Chapter 2 of The Blind Brother. Underline the literary device or devices (there may be more than one) used in each sentence. (Note: Some mes a metaphor is also a hyperbole.)

1. Tom was absolutely afraid to whisper a word of what he knew. personiﬁ ca on | metaphor | hyperbole | simile | allitera on

2. The ﬂ ame curled around the coal-black mbers and sent up li le red tongues. personiﬁ ca on | metaphor | hyperbole | simile | allitera on

3. The man stepped forward, a very giant in size. personiﬁ ca on | metaphor | hyperbole | simile | allitera on

4. His heart pounded like a hammer against his breast. personiﬁ ca on | metaphor | hyperbole | simile | allitera on

5. His head was in a whirl. personiﬁ ca on | metaphor | hyperbole | simile | allitera on

r Notebook In the Level 7 Favorite Classics Reader, read Chapter 2 of The Blind Brother. In your notebook, write the defi ni ons of personifi ca on, hyperbole, and allitera on (from page 17 of your Course Reading Check: Underline the correct answers. Companion), and write an example sentence of your own crea on 1. Jack Rennie, the same man who talked to Bennie in the fi rst chapter, that illustrates each defi ni on. set fi re to the coal breaker. TRUE | FALSE 2. What insight into Tom's character is given in this chapter? A. When frail Bennie gets red, Tom says he needs a break himself. B. Tom goes barefoot so that Bennie can have really good shoes.

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Lesson 8 1. Compared to what the rich man gave, the poor woman gave but a pi ance. The pi ance she made from washing clothes was barely enough to Th e Blind Brother: Chapter 3 keep food on the table. in a pi ful manner | something shameful | a very small amount Read the following vocabulary words, defi ni ons, and example 2. The mean old man looked down grimly at the naughty children. sentences. "I guess I'll try again," said the discouraged woman, smiling grimly. fu le: having no successful or eff ec ve results in a rough manner | harshly | in a gloomy, stern, or discouraged manner I tried my best to make it work, but my a empts were fu le. Despite the heroic eff orts of the fi remen, trying to save the house was 3. The new law will increase military expenditures. fu le. Our expenditures put into the carnival made it a great success. something spent, such as me or money | promises | requirements amicable: friendly She was an amicable girl, friendly in every way. 4. I didn’t want to implicate him in se ng the fi re if he didn't do it. At fi rst they thought the policeman would be angry, but he was amicable The dog’s innocent eyes lied; I knew whom to implicate. instead. to falsely charge | to show to be involved, as in a crime | to realize

fallacious: decep ve; misleading In the Level 7 Favorite Classics Reader, read Chapter 3 of The Blind Brother. The words of the man in the courthouse were fallacious. Reading Check: Underline the correct answer. When he tricked us, we knew his nice words had been fallacious. 1. To keep the interest of readers, authors create suspense. Underline Write a sentence that uses the vocabulary word: the ques on or ques ons that Homer Greene uses to create suspense by the end of Chapter 3 of the Blind Brother. 1. fu le: ______A. Will Bennie tell Mommie how Tom got the $100? ______B. Will Bennie get his sight back eventually?

2. amicable: ______C. Will Tom be able to get himself out of his predicament and have the burden weighing on his conscience removed? ______Digging Deeper: Read and complete:

3. fallacious: ______A er Tom takes the bribe, he feels bad for doing so. The author could have simply said, "Tom felt bad inside for taking the bribe." Instead, the ______author follows Tom's story for several pages, using descrip ve words to really connect the reader with the Tom's feelings. Below are some of the Read each pair of sentences. Then, based on the context of the words the author uses. First, read the words aloud and try to no ce the sentences, select the deﬁ ni on of the underlined word.

Th e Good & the Beautiful 27 © Jenny Phillips Level 7 Completed  emo ons the words create. Then, on each blank line, write if the word is Lesson 9 used as a NOUN or an ADJECTIVE: 1. haunted ______Commas with Nonessential Phrases 2. trouble ______Read the following 3. perplexing ______Nonessen al words, phrases, or clauses in a sentence that interrupt the 4. doubts ______sentence are set oﬀ with commas. This means you place commas before and a er the nonessen al words, phrases, or clauses. 5. weight ______How do you know if a word, phrase, or clause is essen al or nonessen al? 6. dismal ______If an essen al element is removed, it changes the meaning of the sentence 7. suﬀ ering ______or makes it unclear. If a nonessen al element is removed, the meaning of the sentence does not change and is not unclear. Nonessen al informa on 8. unhappy ______might add interes ng and helpful informa on, but it is not essen al.

9. misery ______For example, read the following sentences with and without the underlined words, and see how the basic meanings of the sentences don't r Notebook change when you take out the nonessen al underlined word or phrase: In your notebook, write the heading "Joy." Then, write a list of nouns Lincoln, luckily, obeyed his parents' warning. and adjec ves that could connect a reader with the feeling of joy. The birds, chirping excitedly, ate all the seeds in the feeder. Now, read the following sentences with and without the underlined words Direct and Indirect Objects and see how the basic meanings of the sentences change if you take out Read and complete: the essen al phrases: A direct object receives the ac on performed by the subject. (Amy kicked The person si ng in the third chair over is my father. the ball.) The indirect object indirectly receives the object. (John gave The man who broke the window came and ﬁ xed it. mom the book. John cooks for Mother. The prize goes to Ellen.) Exercise 1: For each sentence, place commas before and a er Exercise 1: Underline direct objects and circle the indirect objects. nonessen al phrases.

1. Dad sent his daughter a rose. TIP: Remember that nonessen al phrases may add HELPFUL informa on, but not ESSENTIAL informa on. 2. I bought Jake lunch. 3. Unfortunately, he gave a fallacious report to the commi ee. 1. Debbie who lives on a farm taught me how to ride a horse. 4. Mrs. Jones made dinner for our family. 2. The man standing on the stage is my older brother. 5. The amicable toddler gave everyone a hug. 3. Li le Gabby like most of the toddlers in the room was asleep.

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4. Derek Pra who sits next to me explained his absence to the teacher. State abbrevia on: ______Capital: ______

5. Mr. Wilson who is a re red teacher tutors me in math each Friday. State ﬂ ower: ______

6. The road which was lined by huge trees led up to the castle. Largest city: ______

Exercise 2: Homer Greene, the author of The Blind Brother, uses How did Pennsylvania get its name? nonessen al phrases and clauses in his wri ng. For each sentence he ______wrote below, place commas before and a er nonessen al phrases. ______TIP: Words such as THEREFORE, NEVERTHELESS, and HOWEVER are also nonessen al interrupters and are always set oﬀ with commas. ______

1. But that vision of Bennie with eyes that could look into his eyes was ______the vision that crowded out from Tom’s mind the sharp dis nc on between right and wrong. ______

2. But he felt the shame of it nevertheless as he answered. ______

3. They induced Bennie who seemed to be weak and nervous to lie ______down on it and try to sleep. ______4. You would have no objec on I presume to giving a descrip on of the Who founded the ﬁ rst public zoo, man you saw pass by you in the shadow. which was in Pennsylvania? 5. Luckily the district school was open, and Tom went there instead. ______Pennsylvania Why is the Liberty Bell in Philadelphia, Pennsylvania Read and complete: famous?

The Blind Brother takes place in Pennsylvania, which is in the Northeast ______region of the United States. Circle Pennsylvania on the map on this page. ______Pennsylvania was one of the original 13 colonies, and it was the second state to join the new United States of America. ______

Using the Internet, ﬁ nd and write the following informa on: ______

State nickname: ______

Reason it has this nickname: ______

Th e Good & the Beautiful 29 © Jenny Phillips Level 7 Completed  Paraphrasing Information/Avoiding Plagiarism ///////////////////////// To paraphrase means to rewrite informa on in your own words. There is a ﬁ ne line between plagiarism and paraphrasing. If the wording of ////////////////////////// the paraphrase is too close to the wording of the original wri ng, it is considered plagiarism. When paraphrasing, the main ideas need to be expressed, but the wording has to be your own. //////////////////////////

Here is an example of plagiarism because the wri ng is too close to the original passage. //////////////////////////

Original Passage Paraphrasing is a valuable skill because it is be er than quo ng ////////////////////////// informa on from an undis nguished passage; it helps you control the tempta on to quote too much; the mental process ////////////////////////// required for successful paraphrasing helps you to grasp the full meaning of the original. (Purdue Online Wri ng Lab) ////////////////////////// Plagiarized Passage Paraphrasing is a valuable skill. First, it is be er than quo ng informa on from an undis nguished passage. Second, it helps ////////////////////////// you control the tempta on to quote too o en. Third, the mental process required for successful paraphrasing helps you ////////////////////////// understand the full meaning of the original text.

Exercise 1: Paraphrase the original passage above (the one with a ////////////////////////// green heading) by rewri ng it in your own words. TIPS: ////////////////////////// • Remember to keep all the main ideas. For example, the passage lists three reasons paraphrasing is important; make sure to include ////////////////////////// all those reasons, but write them in your own words.

• When paraphrasing, try changing the order of the material if it does not need to go in a certain sequence. ////////////////////////// /////////////////////////

Th e Good & the Beautiful 30 © Jenny Phillips Level 7 Completed 

called jurors. During the court case, jurors listen to evidence Lesson 10 from both the accused, who is called the defendant (the one who was indicted), and the prosecutors (the ones trying to show that the defendant is guilty of the crime). The jury Th e Blind Brother: Chapter 4 then takes these arguments, talks about them in private, and reaches a verdict (a decision) of whether the indicted person Read each pair of sentences and then, based on the context of the is guilty or not guilty. sentences, select the defi ni on of the underlined word. 1. The offi cious man ordered us to be quiet and listen to his complaint. On page 99 of your Course Companion tled "Challenging Words The bystander had no reason to be so offi cious and tell everyone Prac ce #1," read the circled words on the page to your parent or what to do. teacher. courageous | bossy | impressive In the Level 7 Favorite Classics Reader, read Chapter 4 of The Blind Brother. 2. The sick girl raised her hand from the bed, her face so terribly pallid. If he weren’t so very pallid, I’d have thought him strong and healthy. Quotation Punctuation sweet | disgusted | pale Study quota on punctua on on page 40 of your Course Companion. Then, write each incorrectly punctuated sentence below correctly. 3. “Don’t be da ; I need you to be serious for a moment,” said Tom. If she wasn't ac ng so da , people would take her seriously. 1. Tina replied "that is a brilliant idea"! silly | clumsy | awkward ______

2. "If you leave now," Mindy said "you will not be late." Digging Deeper: Read: ______A court trial takes place in Chapter 4 of The Blind Brother. Before you read the chapter, read the following informa on, which will help you 3. "Look at this" Blake said "I found a tadpole". be er understand the terminology used in the chapter. ______If someone is charged with a serious crime, he is indicted (pronounced "IN - DIE - TED"), which means that an offi cial 4. "When the sun rises" Blake said "We'll start the hike". has given him an indictment. An indictment is a formal, ______wri en accusa on telling the person where, when, and how he allegedly commi ed a crime, and that he must appear in r Notebook court. To arraign someone is when the indicted person fi rst Set your mer for seven minutes and write a fi c onal scene that comes to court and is formally no fi ed of the things he is takes place in a court room. Use the words DEFENDANT and accused of doing. This is when he says whether he is guilty or PROSECUTOR at least once. Make up the story as you go. Use not guilty. Indictable crimes are normally given a trial by jury. dialogue with correct punctua on. A jury is usually made of twelve people from the community

Th e Good & the Beautiful 31 © Jenny Phillips Level 7 Completed 

classic books; but they should be clear and concise (not including Lesson 11 unnecessary informa on) and avoid redundant (repe ve) words.

Exercise: Rewrite the wordy sentences more concisely. First cover Direct Objects & Indirect Objects up the example answers with an index card. A er rewri ng the sentence, compare the example answer to yours. There is not one Read and complete: right way to make a sentence more concise. The example answer A direct object receives the ac on performed by the subject. (Amy kicked just shows one possible way. the ball.) The indirect object indirectly receives the object. (John gave mom the book. John cooks for Mother. The prize goes to Ellen.) TIP: Remove duplicates of the same word within a sentence. Exercise: Underline direct objects and circle the indirect objects. Draw TIP: Look for ways to say the same thing more concisely, but be careful the line art image in your sketchbook. not to lose needed informa on or emphasis. 1. The cute dog gave the ball to me.

2. We gave the lost dog a warm bath. #1: The reason that we did not come to the party, even though we really wanted to come to the party, is that our car would not start when we tried 3. The adorable dog gave me a lick. to turn it on because the ba ery was dead. 4. I made the red dog a warm bed. /////////////////////////// 5. We made the dog a new doghouse.

6. My aunt gave me a new book about dogs. ///////////////////////////

7. The librarian read us a story about dogs. Example Answer: We wanted to come to the party, but our car ba ery died. 8. I gave the dog to Mom.

9. The loyal dog brought me my slippers. #2: If a sentence has any redundant words, you should remove those redundant words from the sentence to make the sentence clearer. Eﬀ ective Writing: Avoiding Wordiness and Redundancy /////////////////////////// Read and complete: Some mes writers believe that long and wordy sentences make /////////////////////////// higher quality wri ng. However, that is not usually the case. Avoiding unnecessary words makes wri ng less clu ered and easier to read. Example Answer: However, your sentences do not have to be short or simple. In fact, they To make sentences clearer, remove redundant words. can be beau fully complex, such as sentences o en found in well-wri en,

Th e Good & the Beautiful 32 © Jenny Phillips Level 7 Completed 

Proper Nouns & Prepositional Phrases Diagramming Imperative Sentences If needed, open your Course Companion to the following pages for help When you diagram an impera ve sentence, the subject may or may not with these exercises: 24 (Capitaliza on Rules 1-4) and 39 (Preposi ons be implied. For example, the subject in this sentence is BEN: "Sit down, and Preposi onal Phrases). Ben." The subject in this sentence is implied, and would be diagrammed as (YOU): "Sit down." Exercise: For each sentence, put three underlines under le ers that should be capitalized but are not. Circle preposi onal phrases. Diagram the sentences below. These exercises include Step 12 (page 20 in your Course Companion). Note: the word PLEASE (used as a Example: The colorado river curves around those cliﬀ s. polite request) is an adverb. In your sketchbook, draw the line art images. ENSHROUD: envelop completely; hide Dave, please wash the quite dirty poodle. 1. Heavy, grey clouds enshrouded central park in New york city.

2. I believe that christianity helps bring light to a world enshrouded by darkness.

3. The catholic priest within the Florence cathedral was

enshrouded in a long robe. Pet my new, cute dog very gently, please.

4. The peak of mount Fuji in Japan is enshrouded with clouds.

5. Thick fog enshrouded the entire stadium at davis high school.

6. The town of porterville was still enshrouded with smoke from the volcano, so the trucks from the red cross could not Kindly walk the rather energe c dog, dearest Jack. enter the area.

7. In front of the Jefferson library, the salvation army is collecting money for christmas.

Th e Good & the Beautiful 33 © Jenny Phillips Level 7 Completed  Lesson 12 4. Eating well, sleeping longer, and exercising regularly augments my ability to work hard. Words | Phrases

Th e Blind Brother: Chapter 5 5. I hope to exercise more oft en, to be more cheerful, and to keep my room organized. In the Level 7 Favorite Classics Reader, read Chapter 5 of The Blind Brother. Words | Phrases Reading Check: Underline the correct answers. To "thicken the plot" is an idiom that means to make things more Read and complete: complicated or interes ng. Underline the two ways that Homer Greene Use commas in a series of three or more words or phrases unless all items thickens the plot of the book in Chapter 5. are joined by OR, AND, or NOR. A. Jack Rennie is startled and apparently very distraught that Tom Greene is the boy who is the witness, and we get hints that Jack Examples: (Both sentences are correct.) knew Tom's father. I bought a cow and a pig and a duck. | I bought a cow, pig, and duck. B. Jack Rennie shouts a threat to Tom during the trial, and Tom believes Jack will have a friend carry out the threat. Even Exercise 2: Insert commas where needed. though Tom bravely tells the truth, the reader is le wondering if the threat will be carried out. BRAWNY: muscular or powerful C. Jack Rennie escapes, and that leaves the reader wondering if he will be found and what Jack will do while he is free. 1. Th e brawny man fl exed the muscles in his arms legs and back.

Commas in a Series 2. Not only was the mountaineer a brawny fellow who looked like he could lift a mountain goat, but he was also skill- Exercise 1: Determine if the commas in each sentence are separa ng ful with a compass and a map and a rope. words or phrases. Underline the correct answer.

AUGMENT: to increase in size, number, or strength 3. My brawny guide carried my backpack while I carried the compass the map and the canteen. 1. Th e moaning of the wind, the clouds covering the moon, and her father's absence all augmented her fear. 4. We used a compass and map on the trip. Words | Phrases 5. Th e brawny man lift ed the large case of com- 2. Dave sells cookies, cakes, and cupcakes to augment his income. passes with ease and threw it into the truck. Words | Phrases 6. Th e brawny man augmented his muscles by lift ing weights digging 3. I am striving to augment my faith, hope, and perseverance. ditches and climbing ropes. Words | Phrases

Th e Good & the Beautiful 34 © Jenny Phillips Level 7 Completed 

Latin and Greek Roots Draw a line to match each word to the La n root from which it is derived. Read: visum nominal - in name only In past centuries, many people who wanted to be well educated studied other languages. verbum magniﬁ cent - great This was not usually in order to converse with people from other na ons, but to be er nomen unicycle - a one-wheeled vehicle understand and communicate in English.

Words have meaning according to their unas verb - a word for an ac on or state of being origins. English is made up of words from many sources; however, the major sources are annus visual - able to be seen La n, Greek, and Anglo-Saxon. You will gain a be er understanding and use of the English magnus annual - yearly language as you learn some basic roots from source languages. Write the Greek root words from which each word is made. Write the basic meaning of the words. A root word is a word that is o en used by itself, in compounds with other roots, or with aﬃ xes. Once you know the meaning of the root word, you Example: can understand the meaning of many other words that contain it. photograph - photos and graph light drawing Anglo-Saxon words are the most basic words in English and express the ideas most related to everyday life such as house, man, think, eat. They telephone - ______most o en do not use aﬃ xes.

Here are some common La n roots and their meanings: autograph - ______visum – see verbum – word biology - ______nomen – name unus – one annus - year magnus – large or great telegraph - ______mobile - to move

Here are some common Greek roots and their meanings: Some words are a mix of both Greek and La n roots. Write the roots and the basic meaning for each. photos – light hono – sound television - ______graph – to write or draw tele – far or distant autos – self bios – life automobile - ______ology – knowledge or study

Th e Good & the Beautiful 35 © Jenny Phillips Level 7 Completed 

As you can see from the relief map on this page, the majority of Lesson 13 Pennsylvania is covered with mountains, ridges, and valleys that are part of the Appalachian Mountains. Relief Maps / Appalachian Mountains / Pennsylvania Let's learn more about Pennsylvania.

A relief map uses diﬀ erent colors or textures to show the depth or Like all mountainous states, the four seasons in Pennsylvania diﬀ er height of hills, mountains, and valleys rela ve to sea level. The relief map greatly according to eleva on. Summers tend to be hot and humid of Pennsylvania on this page shows how the Appalachian Mountains run but are cooler and less humid at higher eleva ons. The winters in diagonally across the state. Pennsylvania are cold and snowy, especially in the mountains. Paraphrase the following paragraph:

Original Passage Pennsylvania's 63,200 farms (occupying nearly 8 million acres) are the backbone of the state's economy, producing a wide variety of crops. Leading commodi es are dairy products, corn, ca le and calves, mushrooms, poultry and eggs, a variety of fruits, sweet corn, potatoes, maple syrup, and Christmas trees. (factmonster.com)

Paraphrased Passage

Factmonster.com explains that ////////////// The Appalachian Mountains are a 1,500-mile-long mountain chain that extends ////////////////////////// from Canada through the Eastern United States. ////////////////////////// The Appalachian Trail is a 2,160-mile-long hiking trail. ////////////////////////// That is a long trail! In fact it is the longest hiking-only ////////////////////////// footpath in the world. It starts in Maine and goes all the way to Georgia.

Th e Good & the Beautiful 36 © Jenny Phillips Level 7 Completed 

Appalachian Landscapes by Artist Walt Curlee resembles a pencil, but it can be used as many types of tools: diﬀ erent kinds of brushes, pencils, markers, pastels, charcoals, and erasers. Digital Read: pain ngs can look so much like non-digital pain ngs that it is hard to tell the diﬀ erence between them. Let's explore two pain ngs set in the Appalachian Mountains by modern ar st Walt Curlee. Complete the following instruc ons with a parent or teacher:

Curlee said of his pain ngs: 1. Take the two pain ngs from this lesson out of your book so you can look at them while you read this page. Set a mer for 90 seconds and I invite you take a stroll into my pain ngs, to a slower me when observe the beauty and details of the two pain ngs. life was simpler. A meless world of rolling hills, patchwork 2. Observe and discuss the following: farms; where you can almost smell the fresh air and fresh cut hay and hear the sounds of nature. I strive to create an • Framing is a technique used in pain ng and photography. enchan ng world in my folksy Regionalism style, with a nostalgic No ce how one pain ng is framed at the bo om with feel of good mes past. blackberry bushes and the other with pumpkins. Framing can give the photo context, helping you understand the se ng and Curlee's beau ful pain ngs used in this lesson are oil pain ngs, but they subject of the image. Framing can also give focus to the subject are painted digitally with a digital brush and tablet. and give a sense of depth and layer.

Computers changed many aspects of modern society, including art. • Curlee uses small details and textures, but he also focuses on With digital pain ng, mistakes are easily ﬁ xed, changes are easily made, overall smooth shapes, lines, swellings, and curves. In each you don't have to wait for layers to dry, you don't have to scan the pain ng, point out all the circles you see (such as in the trees), ﬁ nished work, and art can look more sharp and realis c. A tablet pen straight lines you see, and swelling curves you see.

• The pain ngs are organized to draw your eyes along the lines and pa erns, almost as if you were taking a journey through the pain ng. What diﬀ erent paths do your eyes want to follow in these pain ngs?

• Discuss the use of perspec ve in the picture, no ng how images are smaller the farther away they are meant to appear. Can you see a blackberry that is shown about the same size as a steamship? Can you see a ﬂ ower shown larger than a cow?

Note: The pain ngs in this lesson are used with paid permission and are copyrighted by Walt Curlee. To see more pain ngs by Walt Curlee, visit h p://www.waltcurleeart.com and click on "Art Gallery."

Th e Good & the Beautiful 37 © Jenny Phillips Level 7

"Appalachian Blackberry Patch Farm," Walt Curlee, 2007

Th e Good & the Beautiful 39 © Jenny Phillips Level 7 "Appalachian Pumpkin Patch," Walt Curlee, 2007

Th e Good & the Beautiful 40 © Jenny Phillips Level 7 Completed  Lesson 14 13. Because the mountain is steep it took a long time to climb. 14. It took a long time to climb because the mountain is so steep.

Commas with Dependent Clauses Sentence Structures When a dependent clause is at the beginning of a sentence, set it off with  a comma. When a dependent clause is at the end of a sentence, usually For each sentence below, underline the type of sentence structure. If do not set it off with a comma. (A dependent clause has a subject and needed, refer to page 43 of your Course Companion. a verb but is not a full sentence because it indicates more to come and 1. Li le wooden houses dot the mountain side, and here and there a does not express a complete thought.) turbulent stream comes tumbling down the slope. Examples: When you fi nish the book, we will go to the park. simple | compound | complex

We will go to the park when you ﬁ nish the book. 2. Not one of the co ages stands on level ground; it seems as though they Underline the dependent clauses and insert commas where needed. had somehow been thrown against the mountain and had stuck there. simple | compound | complex 1. Although the sun is shining I am cold. 3. I have been sleeping like a bear ever since Rudi went away 2. I am cold although the sun is shining. simple | compound | complex

3. When I say my prayers I am strengthened. 4. You had to leave all the nice li le plants because we had to go a er Mäggerli. 4. I am strengthened when I say my prayers. simple | compound | complex

5. In case you get cold I brought your coat. 5. Moni brought out bread and a small piece of dried meat and invited Jörgli to share his midday meal. 6. I brought your coat in case you get cold. simple | compound | complex 7. Whenever I feel discouraged you cheer me up. 6. It sparkled wonderfully in his hand, for the sun shone straight into it. 8. You cheer me up whenever I feel discouraged. simple | compound | complex

9. After the sun set we roasted hot dogs. 7. He said goodnight to Moni and whistled for his two companions. simple | compound | complex 10. We roasted hot dogs after the sun set. 8. When Jörgli had gone some distance down the mountain, Moni also 11. Even if I make a mistake you still love me. started along with his ﬂ ock simple | compound | complex 12. You still love me even if I make a mistake.

Th e Good & the Beautiful 41 © Jenny Phillips Level 7 Completed 

Sentence Diagramming Diagram the following sentences. Only the ﬁ rst line is given; you must draw the other lines. Diagram the sentences below. Add the le ers AJ under adjec ves and the le ers AV under adverbs. Refer to pages 19-20 in your The exultant team cheered loudly, and the amicable crowd waved. Course Companion if needed. This lesson focuses on Steps 7, 9, and 12. In your sketchbook, draw the line art images.

Our puppy never sleeps well, but our new ki en always sleeps soundly.

The blithe li le girl was singing merrily, but the young boy did not sing.

We can pick the apples very quickly, or we can work rather slowly.

Hint: NOT is an adverb because it is modifying the verb SING.

Th e Good & the Beautiful 42 © Jenny Phillips Level 7 Completed  Th e Blind Brother: Chapter 6 1. It was indeed a labor of love. 2. The newspapers however were soon corrected. In the Level 7 Favorite Classics Reader, read Chapter 6 of The Blind Brother. 3. Some mes indeed there came upon him a sudden fear of the Reading Check: Underline the correct answer. vengeance he might meet at Rennie’s hands. 1. Which sentence best describes the way Tom and Bennie feel about their mother? 4. He ate none of it himself however and the boys ate but sparingly. A. They love her, but they feel she is always so worried and 5. The fall extended across the old chambers to the west wall of the mine, stressed that they don't enjoy being around her too much. therefore it was more than likely they're shut in beyond hope of escape. B. They adore her and want to help her as much as they can. 6. Tom grasped Bennie’s hand more ghtly in his and hurried almost ran C. They are frustrated because she is so grumpy and gloomy all the down the wide chamber. me. 7. Her sons had grown both in stature and in grace un l they had 2. Which sentence is true? become indeed her crown of rejoicing.

A. Bennie felt that there was going to be a fall before it happened. 8. But he felt the shame of it nevertheless as he answered. B. Bennie was taken by total surprise when the fall happened; he 9. The man stepped forward a very giant in size with a great beard did not no ce any signs of a possible fall. ﬂ oa ng on his breast. Lesson 15 10. Nevertheless he laid his por on back in the basket. 11. Then straightening up there came into his face a look of heroic resolu on. Commas with Nonessential Phrases

Read the following: Th e Blind Brother: Chapter 7

Let's review. Nonessen al words (such as "indeed" and "however), In the Level 7 Favorite Classics Reader, read Chapter 7 of The Blind Brother. phrases, or clauses in a sentence that interrupt the sentence are set oﬀ with commas. How do you know if a word, phrase, or clause is essen al Reading Check: Underline the correct answer. or nonessen al? If an essen al element is removed, it changes the What kind things did Jack Rennie do for the boys in this chapter? meaning of the sentence or makes it unclear. If a nonessen al element is removed, the meaning of the sentence does not change and is not unclear. A. He did not eat his share of food, he entertained them with Nonessen al informa on might add interes ng and helpful informa on, stories, and he oﬀ ered to die instead of the boys. but it is not essen al. B. He did not eat his share of food, he bandaged their wounds Exercise: For each sentence (from The Blind Brother), place commas with strips of his shirt, and he read to them from his Bible. before and a er nonessen al phrases. TIP: Remember that nonessen al phrases may add HELPFUL informa on, but not ESSENTIAL informa on.

Th e Good & the Beautiful 43 © Jenny Phillips Level 7 Completed 

Introduction to Essay Writing 6. A short, interes ng story A er his wife died, Paul Stutzma Read: took a remarkable 2,176-mile hike Throughout your life, for diff erent school subjects, at college, at work, for in search of peace. your church organiza on, and in other situa ons, you may be required to 7. Historical background write many diff erent kinds of essays, papers, talks, speeches, le ers, or other nonfi c on wri ngs. Learning to organize informa on and write well The idea of taking a walk through are skills that will bless your life. the countryside for pleasure developed in the 18th century. Introductory Paragraphs 8. Vivid descrip on First impressions are important. You do not want to start an essay by The 15,781-foot, snow-peaked fl atly sta ng what you are going to be wri ng about. Think of your fi rst mountain looms above as the trail sentence as a hook that grabs your audience’s a en on and interest. dips down into the green valley. Be crea ve and show your personal style. r Writer's Notebook Eight Ways to Start an Introductory Paragraph In your writer's notebook, tle a page “Ways to Begin an Introductory An introduc on could include any of the following: Paragraph.” Then, write the eight ways listed on this page. 1. An interes ng fact or surprising sta s c Read and complete instruc ons: In 2007, almost 30 million Americans par cipated in hiking. The illustra on of a backpack on this 2. A thought-provoking ques on page has HATCHING, which is an ar s c technique used to create tonal or shading Would you like to improve your health, sleep be er at night, and eff ects by drawing closely spaced parallel experience something beau ful? lines. Hatching is o en Note: Avoid cliche phrases such as "Did you know . . . " used in pencil sketching and pen-and-ink drawing. 3. A short personal experience Anywhere you put hatching Last summer my friend invited me to go hiking . . . in a drawing, that area will appear darker or in shadow, 4. A short but interes ng and applicable quote and anywhere you do not will Margaret Young said, “Climbing is as close as we can come to fl ying.” appear as a highlight.

5. An a en on-grabbing statement In your sketchbook, draw the If I could be anywhere in the world, I would be on the side of a backpack and the watering mountain. can shown on this page, making sure to use hatching.

Th e Good & the Beautiful 44 © Jenny Phillips Level 7 Completed  Lesson 16 Sentence Diagramming Diagram the sentences below. This exercise focuses on Step 7.

Th e Blind Brother: Chapter 8 The gentle mother helped David, and he smiled pleasantly. Open your Course Companion to page number 99 tled "Challenging Words Prac ce #1" and read the circled words to your parent or teacher. In the Level 7 Favorite Classics Reader, read Chapter 8 of The Blind Brother. Reading Check: Underline the correct answer: Which sentence is true? A. Tom's father saved Jack Rennie's life, but Jack was so disturbed about the death of Tom's father that he has never been the same. B. Jack Rennie stole $1,000 from Tom's father before Tom's father died. C. Jack Rennie accidentally killed Tom's father in a ﬁ ght, and Jack saved $1,000 and wants to give it to Tom. I kicked the ball hard, and it bounced high.

Independent and Dependent Clauses Exercise: Circle all the dependent clauses in the sentences below and underline the independent clauses. The sentences are from The Blind Brother. If needed, refer to page 35 in your Course Companion tled "Independent and Dependent Clauses."

1. When they thought it was morning, they all arose and walked around a li le.

2. The man started down the heading, but, a er he had gone a short distance, a thought seemed to strike him, and he came back to where Bennie was s ll si ng. On a separate sheet of paper, diagram the sentences below. This exercise focuses on Step 11 (predicate adjec ves). 3. Unless he could produce some strong evidence in his favor, his convic on was almost assured. 1. The cute, wooden cabinets are white. 2. Your homemade lasagna tastes extra delicious. 4. Let’s listen and see if we can hear it now. 3. My li le sister can be so sweet! 5. She didn’t have much me to cry because she had to work so hard. 4. All the ki ens are ﬁ nally asleep.

Th e Good & the Beautiful 45 © Jenny Phillips Level 7 Completed  Conjunctions Lesson 17 Read and complete. There are seven coordina ng conjunc ons: FOR, AND, NOR, BUT, OR, YET, Th e Blind Brother: Chapter 9 SO. The acronym for remembering coordina ng conjunc ons is FANBOYS. A coordina ng conjunc on joins together two independent clauses. An In the Level 7 Favorite Classics Reader, read Chapter 9 of The Blind Brother. independent clause can stand on its own as a sentence because it has a subject, a verb, and a complete thought. Diagram the following sentences on a separate sheet of paper. Have your parent or teacher check the answers in your Course Companion. These Fill in the blank. Coordina ng conjunc ons can join together two sentences focus on Steps 8 and 9.

////////////////// clauses. 1. Hank and Frank have quickly eaten the delicious cake. Underline the independent clauses and circle the coordina ng 2. The complete package will defi nitely include candy and fl owers. conjunc ons in the following sentences: 3. Dogs and cats really enjoy love and a en on. 1. The berries are ripe, so I picked all of them. 2. You can pick berries with me, or you can help Mom. Lesson 18 3. I love cherries, and I love blackberries. In the sentences above, does an independent clause come on both sides Note Taking of each coordina ng conjunc on? Circle the correct answer: YES | NO Read: Read and complete: Taking eff ec ve notes while in a class is an important skill to develop. A subordina ng conjunc on joins an independent clause and a Not only does eff ec ve note taking make you more ac vely involved dependent clause together. There are only seven coordina ng in learning and improve your a en on during class, but it also helps conjunc ons, but there are many subordina ng conjunc ons. A you understand and remember informa on. One study shows that subordina ng conjunc on always comes at the beginning of a dependent informa on wri en in notes has a 34% chance of being remembered, clause. Following are some of the most common subordina ng but informa on not recorded in notes has only a 5% chance of being conjunc ons: remembered. (Howe, 1970, in Longman and Atkinson, 1999) because even though when while a er before Note Taking Tips • Listen carefully; don't let your mind wander, or you might miss Underline the dependent clauses and circle the important informa on. subordina ng conjunc ons in the following sentences. • Write down only important points, using short phrases or key 1. When the lemons are ripe, we will pick them. words. You don't need to use full sentences, and you shouldn't 2. We will pick the lemons when they are ripe. try to write down exact wording unless it is a specifi c quote or 3. While we wait for Dad, let's make lemon pie! phrase that is very important.

Th e Good & the Beautiful 46 © Jenny Phillips Level 7

States and Capitals Ladders...... 1

Poetry Memorization...... 5

Quick Reference ...... 11

Course Readings ...... 49

Editing...... 87

Challenging Words Practice...... 97

Sentence Dictation...... 101

Answer Key ...... 119 STATES AND CAPITALS LADDERS

Instructions Note: States and Capitals Ladders are also included in the Level 5 course. They are included here as a review. If you remember most of the states and capitals, you will master the ladders quickly. You can then use the extra time to complete work in your course book.

Work on States and Capitals Ladders for 5–10 minutes. You will not work on States and Capitals Ladders every day. Do States and Capitals Ladders one day and poetry memorization the day after that.

1. Using an index card, cover up the capital column. Say the capital for each state. Move the index card to reveal the capital and see if you are correct.

2. Using an index card, cover up the state column. Say the state for each capital. Move the index card to reveal the state and see if you are correct.

3. Once a chart is mastered, check the mastered box.

4. Once all ladders have been mastered, review all the ladders.

The Good and the Beautiful 1 © Jenny Phillips Level 7 STATES AND CAPITALS LADDERS

Ladder #1 Ladder #2 CAPITAL STATE CAPITAL STATE

Montgomery Alabama Honolulu Hawaii

Juneau Alaska Boise Idaho

Phoenix Arizona Springfield Illinois

Little Rock Arkansas Indianapolis Indiana

Sacramento California Des Moines Iowa

Denver Colorado Topeka Kansas

Hartford Connecticut Frankfort Kentucky

Dover Delaware Baton Rouge Louisiana

Tallahassee Florida Augusta Maine

Atlanta Georgia Annapolis Maryland

Have your parent or teacher mark a box when you Have your parent or teacher mark a box when you correctly say the capital for each state in the column while correctly say the capital for each state in the column while the capitals are covered. Each one must be correct on the the capitals are covered. Each one must be correct on the first try. first try. o o o o o o

Have your parent or teacher mark a box when you Have your parent or teacher mark a box when you correctly say the state for each capital while the states are correctly say the state for each capital while the states are covered. Each one must be correct on the first try. covered. Each one must be correct on the first try. o o o o o o

Mark this box when all the check boxes above are marked. Mark this box when all the check boxes above are marked. Ladder Mastered! o Ladder Mastered! o

The Good and the Beautiful 2 © Jenny Phillips Level 7 POETRY MEMORIZATION

Instructions 1. Read through the poems on the next few pages, and choose two poems to memorize. Write the titles of the poems here. Note: Some of the poems are also included in other courses. ///////////////////////////////////////// /////////////////////////////////////////

2. The Daily Checklist guides you to practice poetry memorization. You will practice States and Capitals Ladders one day and work on poetry memorization the day after that.

Here are some tips and ideas for memorizing your poems: • Learn one poem at a time. Once you have mastered a poem, move on to the next poem, but still recite each poem you have already learned each time you practice poetry memorization.

• First, spend several days reading the poem out loud over and over again. Then read a line, look away from the paper, and recite the line. Do this for all the lines.

• Type or write the poem by hand several times. Each time, try to write more of it from memory.

• Cover a line with an index card and try to say it out loud. If you can't remember the line, move the index card so you see just the first word or two, and see if you can remember the line then.

• To remember how each stanza begins, draw a picture that reminds you of the first line of each stanza.

• Write just the first word of each line, and try to recite the poem.

3. Once you have memorized a poem, practice reciting it with feeling and expression. Then, recite the poem for at least three people—a friend, a grandparent, a neighbor, a parent, a sibling, an aunt or uncle, etc. Your poem is then considered mastered!

4. When you have mastered all your poems, simply recite each of them out loud during poetry memorization time. You will keep doing this until you complete the entire course.

The Good and the Beautiful 5 © Jenny Phillips Level 7 I Have Memorized These Poems

#1 ______

I recited the poem to 1. ______2. ______3. ______

#2______

I recited the poem to 1. ______2. ______3. ______

Why Spend Time on Poetry Memorization?

Poetry memorization is a wonderful exercise for the young, growing mind. I believe that memorization of poetry and beautiful, powerful literature is a critical part of forming intelligent minds that appreciate and recognize the good and the beautiful. Author Laura M. Berquist wrote, “Familiarity with truly good poetry will encourage children to love the good.” (The Harp and Laurel Wreath, pg 9)

Memorization also gives confidence, increases focus and attention span, strengthens the capacity of the brain, and builds into children’s minds an ability to understand and use complex language. Children learn by example, and their minds are most impressionable in the younger years. Ingraining their minds with examples of beautifully crafted language will help them build a solid foundation for life-long learning and love of the good.

The Good and the Beautiful 6 © Jenny Phillips Level 7 Picture Books The scoffer’s jeer at power divine. by Edgar Guest When doubt is high and faith is low, Back to the woods and fields I go, I hold the finest picture-books And say to violet and tree: Are woods and fields and running brooks; “No mortal hand has fashioned thee.” And when the month of May has done Her painting, and the morning sun Is lighting just exactly right Silence Each gorgeous scene for mortal sight, by Edgar Guest I steal a day from toil and go I did not argue with the man, To see the springtime’s picture show. It seemed a waste of words. It’s everywhere I choose to tread— He gave to chance the wondrous plan Perhaps I’ll find a violet bed That gave sweet song to birds. Half hidden by the larger scenes, Or group of ferns, or living greens, He gave to force the wisdom wise So graceful and so fine, I swear That shaped the honeybee, That angels must have placed them there And made the useful butterflies To beautify the lonely spot So beautiful to see. That mortal man would have forgot. And as we walked beneath splendid trees What hand can paint a picture book Which cast a friendly shade, So marvelous as a running brook? He said: “Such miracles as these It matters not what time of day By accident were made.” You visit it, the sunbeams play Upon it just exactly right, Too well I know what accident The mysteries of God to light. And chance and force disclose No human brush could ever trace To think blind fury could invent A drooping willow with such grace! The beauty of a rose.

Page after page, new beauties rise I let him talk and answered not. To thrill with gladness and surprise I merely thought it odd The soul of him who drops his care That he could view a garden plot And seeks the woods to wander there. And not believe in God. Birds, with the angel gift of song, Make music for him all day long; And nothing that is base or mean Disturbs the grandeur of the scene. There is no hint of hate or strife; The woods display the joy of life, And answer with a silence fine

The Good and the Beautiful 7 © Jenny Phillips Level 7 Little Feet For there is one upon the way by Edgar Guest Who thinks the world was made for play. Oh, where’s the sound that’s half so sweet There is no music quite so sweet As pattering of baby feet? As patter of a baby’s feet. Who never hears along the hall Down the Lanes of August The sound of tiny feet that fall by Edgar Guest Upon the floor so soft and low As eagerly they come or go, Down the lanes of August—and the bees upon the wing, Has missed, no matter who he be, All the world’s in color now, and all the song birds sing; Life’s most inspiring symphony. Never reds will redder be, more golden be the gold, Down the lanes of August, and the summer getting old. There is a music of the spheres Too fine to ring in mortal ears Mother Nature’s brushes now with paints are dripping wet, Yet not more delicate and sweet Gorgeous is her canvas with the tints we can’t forget; Than pattering of baby feet; Here’s a yellow wheat field—purple asters there, Wherever I hear that pit-a-pat Riotous the colors that she’s splashing everywhere. Which falls upon the velvet mat Out of my dreamy nap I start Red the cheeks of apples and pink the peaches’ bloom, And hear the echo in my heart. Redolent the breezes with the sweetness of perfume; Everything is beauty crowned by skies of clearest blue, ‘Tis difficult to put in words Mother Earth is at her best once more for me and you. The music of the summer birds Yet far more difficult a thing— Down the lanes of August with her blossoms at our feet, A lyric for that pattering; Rich with gold and scarlet, dripping wet with honey sweet. Here is a music telling me Rich or poor, no matter, here are splendors spread Of golden joys that are to be; Down the lanes of August, for all who wish to tread. Unheralded by horns and drums, To me a regal caller comes. Trees by Sergeant Joyce Kilmer Now on my couch I lie and hear A little toddler coming near, I think that I shall never see Coming right boldly to my place A poem lovely as a tree. To pull my hair and pat my face, A tree whose hungry mouth is pressed Undaunted by my age or size, Against the earth's sweet flowing breast; Nor caring that I am not wise— A tree that looks at God all day, A visitor devoid of sham And lifts her leafy arms to pray; Who loves me just for what I am. A tree that may in Summer wear A nest of robins in her hair: This soft low music tells to me Upon whose bosom snow has lain; In just a minute I shall be Who intimately lives with rain. Made captive by a thousand charms, Poems are made by fools like me, Held fast by chubby little arms, But only God can make a tree.

The Good and the Beautiful 8 © Jenny Phillips Level 7

Quick Reference Terms to Know

The pretty bird sang. Adjective a word that describes nouns The kind man helped me.

a word that describes verbs, adjectives, or He ran quickly. (describes the verb “ran”) Adverb other adverbs (not nouns) My sock is very wet. (describes the adjective “wet”) He ran so quickly. (describes the adverb “quickly”)

Articles the, a, an The horse ate an apple.

Coordinating a word that connects words, phrases, and Dan and I made cookies, but they burned. Conjunction clauses (FANBOYS: for, and, nor, but, or, yet, so)

the noun or pronoun that receives the We kicked the ball. Direct Object action of the action verb in a sentence I made dinner. Not all sentences have direct objects. The bird sang a song.

a word or phrase that expresses strong Help! My foot is stuck. Interjection emotion or surprise. Ouch, that really hurts! (help, hey, hi, wow, look, stop, great, yikes.)

Noun a word for a person, place, or thing The sunrise gives the girl joy.

a word that replaces a noun Pronoun We gave the book to her, and she loved it. (I, me, we, us, you, she, her, him, it, they, them)

Proper Noun a specific name of a person, place, or thing Ellen lived in Virginia during the Civil War.

links words in a sentence, usually by showing position in time or space After lunch we walked over the bridge. Preposition (Examples: of, off, at, on, by, in, out, below, from, The bouquet of flowers is from Dad. under, into, through, during, after, inside)

who or what is doing or being Miguel is nice. Subject (The subject can be a noun or a pronoun.) The beautiful bird sang a song.

a connecting word that comes at the After the game ended, we ate dinner. Subordinating beginning of a dependent clause We ate dinner after the game ended. Conjunction (because, when, since, while, after, even though, + many more) When you are ready, we will leave.

an action or being word such as EAT or AM The boy jumped and laughed. Verb (A verb can be an action word or a “being” You are happy, and so am I. word—form of the verb “to be.”

The Good and the Beautiful 16 © Jenny Phillips Level 7 Literary Terms

an extended metaphor that presents objects, Allegory Christ's parables are examples of allegories. events, or characters in a symbolic narrative

when words that are next to each other or close together have the same beginning sound. The winter wind whispers outside the Alliteration Writers use alliteration to make lines sound window. more smooth and catchy.

when an author refers to a subject matter such Walking through your yard is like visiting Allusion as a well-know place, event, or literary work by Eden. That Scrooge grumbles throughout way of a passing reference the whole holiday season.

the repetition of words or phrases at the We shall not fail. We shall go on. We shall Anaphora beginning of sentences or clauses prevail!

the repetition of vowel sounds in the middle or Assonance end of words within a phrase, sentence, or line He hung the bright light right beside me. of a poem.

the repetition of consonant sounds in the Consonance middle or end of words within a phrase, The tent they sent has a lot of lint and ants. sentence, or line of a poem.

He walks slower than a snail. an exaggerated statement or claim not meant Hyperbole to be taken literally; an obvious, exaggerated These shoes are killing me. statement

a literary device in which a word or phrase The snow was a white blanket. Metaphor is used to make a comparison between two The lawn was a green carpet. things without using “like” or “as”

the use of a word that imitates the sound it Bang! Boom! Tick tock. Onomatopoeia represents

a figure of speech in which non-human things Rain pounded on the roof. Personification are given human attributes The thunder grumbled across the sky.

Sensory writing that appeals to the senses: touch, taste, The clattering of hooves and the tinkling of Language sound, sight, smell bells filled the flower-scented air.

a literary device in which a word or phrase Gina is as gentle as a lamb. Simile is used to make a comparison between two Seth sings like an angel. things using “like” or “as”

The Good and the Beautiful 17 © Jenny Phillips Level 7 Sentence Diagramming (Steps 1–7)

Note: Sentence diagramming for The Good and the Step 6: Commands Beautiful curriculum starts in the Level 2 course. When we diagram sentences that are commands, we This curriculum uses diagramming to help with the put the implied subject in parentheses. basics of grammar; highly complex diagramming is not a part of these courses. This course goes over Example: Open the window slowly. all the steps learned in previous courses as a review and for those who have not yet learned sentence (you) Open window diagramming.

the Steps 1–4: Subject, Verb, Articles, Adjectives, slowly Adverbs AV

Start with a horizontal line crossed by a vertical line. Step 7: Compound Sentences • Write the subject (who or what is doing or being in A compound sentence is made of two independent the sentence) to the left of the vertical line. clauses (clauses that could stand on their own as sentences) joined by a semicolon or a comma and a • Write the verb to the right of the vertical line. coordinating conjunction (FANBOYS: for, and, nor, but, or, • Write articles (THE, A, AN), adjectives (words that yet, so). describe nouns), and adverbs (words that describe verbs, adjectives, or other adverbs) on slanted To diagram a compound sentence, diagram the lines under the words they modify. first independent clause. Then diagram the second independent clause underneath the first. Then place • Write the letters AJ below adjectives and AV below the coordinating conjunction between the two adverbs. sentences with a dashed line connecting the two verbs.

Step 5: Direct Objects Example To diagram a direct object, draw a vertical line (that I write slowly, but you write quickly. does not cross the horizontal line) after the verb, and then write the direct object after the vertical line. A I write direct object is the noun or pronoun that receives the action of the action verb in a sentence (e.g., We washed the CAR. We kick BALLS). Not all sentences have direct slowly objects. AV Example: Jared gently pets the soft kitten. but

Jared pets kitten you write

the soft gently quickly AV AJ AV

Note: Place possessive adjectives—my, your, his, her, its, our, their—under the noun they modify. Write the letters AJ (for adjective) under possessive adjectives.

The Good and the Beautiful 18 © Jenny Phillips Level 7 Sentence Diagramming (Steps 8–11)

Step 8: Compound Subjects, Verbs and Direct Example: I am talking quietly because the cute, Objects tired baby sleeps. A subject is who or what is doing or being in the I am talking sentence. When there is more than one subject in a sentence, it is a compound subject. When there is more than one verb in a sentence, it is a compound verb. quietly AV To diagram a compound subject or verb, split the because baseline as shown below. The conjunction joining the subjects or verbs is placed on a vertical dotted line baby sleeps between the subject or verb lines.

the Example cute tired David or Jared ate the cake and cookies. AJ AJ Jared cake

ate Example: After the game ended, we ate dinner and

or cookies David quickly. we ate dinner Stacy sang and danced. the sang Stacy

and danced quickly After AV

Step 9: Verb Phrases game ended A verb phrase is the main verb plus any helping verbs

(e.g., should, could, will, does, must, have). Write the the verb phrase to the right of the vertical line.

Example: They must have dinner. Step 11: Predicate Adjectives They must have dinner A predicate adjective is an adjective following a linking verb. (Linking verbs do not express action; they express a state of being. Forms of “to be” (am, was, etc.) and verbs that could be replaced by a “to be” verb (feel, Step 10: Complex Sentences look, appear, taste, etc.) are linking verbs.) A slanted Subordinating conjunctions always come at the line is used to indicate that the adjective is going back to beginning of a dependent clause. Subordinating con- the subject it describes. junctions join an independent clause and a dependent clause, forming a complex sentence. Example: The baby is happy.

To diagram a complex sentence, diagram the baby is happy independent clause at the top. Then diagram the

dependent clause underneath. Then place the The subordinating conjunction between the two sentences with a dashed line connecting the two verbs.

The Good and the Beautiful 19 © Jenny Phillips Level 7 Sentence Diagramming (Steps 12–14)

Step 12: Adverbs that Modify Adjectives or Other Example: Wind in the leaves is a beautiful sound. Adverbs Wind is An adverb modifies a verb, adjective, or another adverb. sound When an adverb modifies and adjective or another a adverb, simply place the adverb on a slanted line under in the word it is modifying (describing). leaves beautiful AJ Example: The really nice girl sang very quietly. the girl sang

Step 14: Indirect objects . The nice AJ quietly An indirect object receives the action of the sentence really AV very indirectly. For example, “I kicked James the ball.” Place AV AV the indirect object on a horizontal line below it. Step 13: Prepositional Phrases Example: I gave Mom the flowers. A prepositional phrase always starts with a preposition. Prepositions can be more than one word (e.g, in front of, except for. First put the preposition under the noun or I gave flowers verb/verb phrase that it modifies. Put the direct object of the preposition on a horizontal line below it. Place the words that modify the object of the preposition on a Mom slanted line below the object of the preposition.

Example: The horse is in the old barn. Example: Jenny made me a moist cake. horse is Jenny made cake in The barn a

me moist

the old AJ AJ

Example: Except for some wind, the weather is nice. Example: The teacher read us a book. weather is nice teacher read book

the a The wind Except for us

some AJ

The Good and the Beautiful 20 © Jenny Phillips Level 7 Sentence Diagramming (Step 15)

Step 15: Gerund Phrases Gerunds end with ING and act as nouns. The ING part of the gerund goes on the bottom part of a step, and the rest goes on the top part of a step. The step is connected to the horizontal line with a forked line.

Example: Learning takes effort. Note: In this example, the gerund functions as the subject.

Learn ing takes effort

The object of the gerund (if there is one) goes after the gerund.

Example: My dad enjoys carving wood. Note: In this example, the gerund functions as the direct object.

carv ing wood dad enjoys

Place any words that modify the object of the gerund below it on a slanted line.

Example: Reading good books is very worthwhile. Note: In this example, the gerund functions as the subject. Read ing books

AJ good is worthwhile

very AV

The Good and the Beautiful 21 © Jenny Phillips Level 7 Capitalization Rules 1–4

Rule 1: Proper Nouns

Always capitalize proper nouns. A noun names a person, place, or thing. A proper noun gives the specific name of the person, place, or thing.

People and Pets Names and initials of specific people and pets Places and Businesses Names of specific buildings, stores, restaurants, monuments, parks, bridges, streets Geographical Areas Names of continents, countries, states, cities, lakes, rivers, oceans, mountains Languages and Nationalities Examples: Spanish, British, Dutch, European, Asian, Jewish Historical Events Examples: the Renaissance, the Civil War, the Great Depression Holidays Examples: Christmas, President’s Day Religious Terms Examples: Methodist, Christians, Islam, Buddha Brand Names Examples: Nike, Whirlpool, Sony Organizations Names of schools, libraries, hospitals, foundations, clubs, sports teams

Rule 2: Days of the Week, Months, and Seasons

Always capitalize days of the week and months. Do not capitalize seasons.

Rule 3: Courtesy Titles

Capitalize the title that comes before a person’s name such as Dr., Mrs., Mr., Miss.

Rule 4: Job Titles/Formal Titles

1. Formal job titles indicate authority or professional/academic position: prophet, bishop, president, mayor, senator, professor, doctor, judge, governor, pope. Formal titles are capitalized only when then they come right before a name. Never capitalize a formal title that is not used with a name.

Examples: Today, Senator Goodman will be in town. Today, the senator will be in town.

He stood next to the president during the speech. He stood next to President Reagan during the speech.

2. Informal job titles, those that describe a job, are never capitalized, even when coming right before a name. Most job titles are informal: teacher, astronaut, lawyer, actor, plumber.

Examples: The next speaker will be producer Richard Rich. I am reading a book by author Jean Lee Latham.

The Good and the Beautiful 24 © Jenny Phillips Level 7 Independent and Dependent Clauses

A clause is a group of related words. There are two types of clauses:

Independent Clause Can function as a sentence by itself

An independent clause is a group of words that contains a subject (who or what the sentence is about), contains a predicate (verb or verb phrase), and expresses a complete thought.

Example: She fell asleep. (“She” is the subject and “fell” is the verb. The clause expresses a complete thought.)

IMPERATIVE SENTENCES An imperative sentence gives a direct command. This type of sentence may have an implied subject but is still considered an independent clause and can stand on its own as a sentence.

Examples: Stop! Turn to the left. Please hand me that book. Meet me at the library.

SUPER SIMPLE TIP: IMPERial means royal. IMPERative is like a king giving a command.

Dependent Clause Cannot function as a sentence by itself

A dependent clause begins with a subordinating conjunction and contains both a subject and a verb. A dependent clause (also called a subordinate clause) is not a complete sentence because it indicates more to come. Hint: If you delete the subordinating conjunction (which can be more than one word) from a dependent clause, you are left with an independent clause because it no longer indicates more to come.

Examples:

While Amy was reading (The clause starts with a subordinating conjunction (while) and contains a subject and verb, but the thought is incomplete. What happened while she was reading?)

I love mornings because it is a peaceful time.

The Good and the Beautiful 35 © Jenny Phillips Level 7 Prepositions and Prepositional Phrases

Prepositions link words in a sentence, usually by showing position in time or space such as ABOVE, BELOW, AFTER, and DURING. The most common prepositions are ON, OF, IN, AT, TO, BY, FOR, FROM, WITH.

Other Common Prepositions

about above according to across after along among apart from around as as well at because of before behind below beneath beside beyond by down during except for from in into inside instead of like minus near next to of off on onto out outside over past plus regarding since through to toward under underneath until unlike up upon with within without

The noun (or pronoun) that follows the preposition is called the object of the preposition.

Example: She walked over the bridge. (Over is the preposition; bridge is the object of the preposition.)

A prepositional phrase consists of the preposition, the object of the preposition (which can be a noun or pronoun), and any words that modify the object.

Examples: We walked over the old bridge. I am running next to the river. I am late because of the accident. Set off introductory prepositional phrases that are four words or longer with a comma.

Use a comma to separate a prepositional phrase from the sentence when the phrase is at the beginning of the sentence AND is four words or more. (Some style books say 3+ words while others say 5+, but you get the idea—long introductory phrases should be set off from the sentence with a comma.)

Example: Beside the house she hid for hours. (Prepositional phrase is less than four words. No comma needed.)

Example: Underneath the big shade tree, I like to sit and read. (Prepositional phrase is five words; a comma is helpful.)

The Good and the Beautiful 39 © Jenny Phillips Level 7 Quotation Punctuation

Quotation Punctuation Rules RULE EXAMPLES #1: Commas and Colons

• Separate quoted material from non-quoted material with a comma. Albert Einstein once said, “Science without religion is lame.” • If the quoted material is formally introduced or is longer than one sentence, you may introduce it Abraham Lincoln cautioned Americans to guard their with a colon rather than a comma, but you may freedoms vigilantly: “America will never be destroyed also use a comma if you prefer. from the outside. If we falter and lose our freedoms, it will be because we destroyed ourselves.” Note: The rule of when to use a comma and when to use a colon to introduce a quote varies between different style books and professionals. #2: Capitalization

• A quotation begins with a capital letter if a full John asked, “Do you want to play baseball?” sentence is being quoted. I know that He has “carried our sorrows.” • If quoted material is a sentence fragment or is introduced with the word “that,” you do not need The Apostle Paul taught that “godly sorrow worketh to capitalize it or include a comma before the repentance to salvation.” quotation mark. “I did not win the race,” David said, “but I tried.” • If a quotation is interrupted mid-sentence, do not capitalize the second part of the quotation. #3: Ending Punctuation

Ending punctuation goes inside the closing quotation Amy called, “Everyone come see my new dog.” marks with the following exceptions: I said that practicing twice a week was “better than • Place colons and semicolons outside closing nothing”; my piano teacher did not agree. quotation marks. Do you agree with David’s statement that “Everyone • Place question marks or exclamation points within should speak at the meeting”? quotation marks if the punctuation applies to the “I’m so excited!” exclaimed Heather. quotation but outside the quotation marks if the punctuation applies to the whole sentence.

#4: Quotes within Quotes Amy said, “I love the scripture ‘He is the light and the Use single quotation marks for quotations within life of the world.’” quotations.

The Good and the Beautiful 40 © Jenny Phillips Level 7 Sentence Structures

Simple A simple sentence is made of one independent clause (a clause that can act as a sentence on its own).

Examples: Yesterday, Amy Watson won first place in the competition. In front of the cheering crowd, she was presented with a blue ribbon.

Compound A compound sentence is made of two or more independent clauses joined by a coordinating conjunction or semicolon. Example: Amy Watson won first place in the competition, and she was presented with a blue ribbon. Amy Watson won first place in the competition; she was presented with a blue ribbon.

Complex A complex sentence is made of an independent clause and one or more dependent clauses (a clause that has a subject and a verb but cannot function on its own as a sentence because it indicates more to come).

Examples: I will tell you how she won first place in the competition. When Amy won first place in the competition, she was presented with a blue ribbon. Yesterday, Amy won first place in the competition, which we knew she would!

Tip: In a dependent clause, you could delete words such as “how,” “which” or “when,” and the clause would then be an independent clause.

Compound-Complex Sentences A compound-complex sentence is made of two independent clauses and one or more dependent clauses. Example: When Amy won first place in the competition, she won a blue ribbon, and the crowd cheered.

When Amy won first place in the competition dependent clause, she was presented with a blue ribbon independent clause, and the crowd cheered independent clause.

Tip: A clause is a group of words that contains both a subject and a verb. If a group of words does not contain both a subject and a verb, it is a phrase. In order to more clearly identify sentence structures, you can cross out phrases (such as prepositional phrases, participial phrases, and infinitive phrases) that do not help determine the sentence structure. (Examples: On the old wooden bridge, we sat and talked until dinner time. Whistling a merry tune, Desmond worked all afternoon. To my surprise, you remembered my favorite color.)

The Good and the Beautiful 43 © Jenny Phillips Level 7 Challenging Words Practice

Challenging Words Practice #1

Several times during this course, you will read the words on this page to your parent or teacher. If you struggle with the word for longer than a few seconds, your parent or teacher may help you sound out the word (rather than just telling you the word). Note: to hear how a word is pronounced, look up the word on dictionary.com, click on the speaker icon, and listen to the word.

The first time you read through the list, circle all the words you cannot pronounce easily. Then, read only the circled words when you are directed to read the circled words on this page.

subpoena monstrous abominable

monotonous despicable exhilarating

reiteration penitentiary acceleration

expenditures demeanor physician

fallacious indignation symposium

grimly (grim - ly not grime - ly) improbable photosynthesis

aghast piteously choreographer

amicable sonorous physiologist

provocation adjourning disproportionate

futile (few - tool) buoyancy unsymmetrical

resolutely indefinite authenticity

officious impenetrable inexplicable

indictment fraternize erroneously

severely imperious disingenuous

adjourned perceptible conscientiousness

tediously luxuriantly spontaneity

apprehension antagonizing BONUS WORDS (Not from conscience homeopathic The Blind Brother) deliberation architectural auditorium

The Good and the Beautiful 99 © Jenny Phillips Level 7 Challenging Words Practice #2

The first time you read through the list, circle all the words you cannot pronounce easily. Then, read only the circled words when you are directed to read the circled words on this page.

precipices uncouthness negligent

imperceptible indulgences anonymous

psalm tremulous vengeance

conscientious pathos simultaneously

perseverance picturesqueness catastrophe

traverse imperceivable exhibition

venerable undaunted substantial

patriarch’s resignedly legitimate

peculiarities capriciously distraught

commencement counterfeit menacing

rheumatism infuriate obnoxious

insurmountable insinuate gestures

deficiencies illiterate reputable

consciousness accelerate chaperone

discernment vigorously detrimental

The Good and the Beautiful 100 © Jenny Phillips Level 7 Sentence Dictation

Sentence Dictation - Instructions

To the Parent After years of study and testing, the creators of The Good and the Beautiful curriculum have determined that the best way to improve spelling skills for upper elementary grades is through

1. Reading large amounts of high-quality literature 2. Learning and applying basic spelling rules* 3. Practicing spelling patterns and targeted words (rule breakers and commonly misspelled words) with repetition *Some spelling rules are so complex and/or have so many exceptions that they tend to not be helpful, and they are not included in this course.

Sentence dictation exercises are a vital part of the course and have been very carefully designed to target

1. Spelling patterns 2. Words which are rule breakers and commonly misspelled words (listed on the next page) 3. Grammar and punctuation rules 4. Homophones 5. Commonly Confused Word Pairs

The creators of The Good and the Beautiful curriculum also found that causing students to utilize and process grammar skills through sentence dictation more effectively helps students understand and retain grammar skills than worksheets and exercises alone. Note: For practice and repetition some of the spelling pages are duplicated at a later point. Most likely, children will not remember all of the sentences and will not feel it is redundant.

How To Complete Sentence Dictation Exercises Dictate three sentences to child each day. Say the sentence out loud as many times as the child needs. Child writes the sentence on a personal whiteboard. Do not make any corrections until child completes the entire sentence. Have child correct all the mistakes in a sentence before dictating another sentence:

A. Have child circle incorrectly spelled words, and then write or spell out loud the word correctly five times.

B. Explain any missed grammar concepts to child. If child gets the sentence completely correct, pass off the sentence and do not repeat the sentence again the next day.

If child makes any mistakes in the sentences, do not pass off the sentence, and dictate the sentence the next day. Continue this process each day until the sentence is written correctly.

Note: This symbol 0 means child should be instructed to underline a part of the sentence according to the instructions.

Note: Most spelling rules are no longer practice in the Level 7 course.

The Good and the Beautiful 103 © Jenny Phillips Level 7 Completed o

Sentence Dictation—Lists

In addition to spelling rules, sentence dictation exercises practice the following:

Rule Breakers and Commonly Misspelled Words

a lot (never column finally knowledge piece sequel alot) courage foreign Mississippi possible similar achieve courageous generally mysterious privilege statue arctic different giraffe necessary realize succeed Arkansas embarrass headache nickel relief temperature audience enough height niece religious tomorrow balloon environment horrible ninety rhythm unique caught experience Israel occasion righteous usually cereal fabulous jealous opinion salmon vegetable cinnamon familiar jewelry opposite schedule village college favorite judgment Oregon scheme weight

Commonly Confused Words

your/you're are/our Its/It's lose/loose there's/theirs affect/effect Who/Whom/Which/That accept/except

Spelling Patterns

EX Prefixes: Changing Y to I: Words that end tele— with CONSONANT + Y must have UE the Y changed to an I before inter— adding any suffix: (Examples: WR fore— happy-happiness, beauty-beautiful, Suffixes: plenty-plentiful) Two sounds of AIN —able

Silent H —ible

Y says /i/

U Can Say /CH/

The Good and the Beautiful 104 © Jenny Phillips Level 7 Completed o

Sentence Dictation—Lists

Homophones

berry/bury hole/whole principal/principle cheep/cheap mail/male profit/prophet clause/claws marry/merry/Mary sail/sale/sell/cell council/counsel pail/pale seam/seem do/due/dew patience/patients soar/sore groan/grown piece/peace through/threw higher/hire plain/plane weather/whether

Rule Breakers and Commonly Misspelled Words - Review From Level 5

ancient captain excellent license quite square answer probably exercise listened receipt stomach August certain February machine receive surface autumn comfortable furious material religion surprise because continue government measure restaurant sweat belief cousin island mirror scene thousand believe curious January neighbor science treasure breath distance journal physical scientist welcome breathe elephant knife produce scissors wheel business engine language quiet shouldn’t wouldn’t calendar Europe library quit special wrinkle

The Good and the Beautiful 105 © Jenny Phillips Level 7 Sentence Dictation Exercises: Set #1

Spelling Patterns EX, UE Commonly Confused Words YOUR/YOU'RE | THERE'S/THEIRS Use a comma and a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so) to connect two independent clauses. An independent clause is a clause that can stand on its own as a sentence. An independent clause needs a subject, a verb, and a complete thought. Grammar, Usage, Punctuation Hint: A comma does not always come after a conjunction such as AND. Sometimes a comma connects a compound subject, etc. Have child ask themselves if an independent clause (can stand on its own as a sentence) comes before and after the word AND. If so, use a comma.

1. I will attend the banquet and the boutique tomorrow. 9. The mysterious statues and the antique jewelry are theirs. 2. I know you're probably fatigued. 10. Your knowledge is exceptional, and your courage is 3. There's no reason to exaggerate, and there's no exemplary. excuse for lying. 11. There's a piece of pie on the table and some milk on 4. I'm grateful for your frequent support, for it helps me the counter. excel. 12. There's another village close to theirs. 5. The fondue fountain is theirs, but we can borrow it. 13. The campus has a unique religious environment. 6. There's a knife in the kitchen, and you're welcome to use it. 14. I'm serving our favorite vegetable and theirs. 7. We have excess berries, so we'll have a good revenue. 15. It's a sincere privilege to meet your family. 8. There's room in your schedule, yet you're not coming.

Sentence Dictation Exercises: Set #2

Spelling Patterns IBLE | ABLE 1. When a name is directly addressed in a sentence, use commas to set off the name. Grammar, Usage, Punctuation 2. We usually drop the E at the end of words when adding an ending that start with a vowel (e.g., ABLE and IBLE) *=do not drop the E if it comes after C. Homophones BERRY/BURY | CHEEP/CHEAP

1. Amy, don't try to bury your furious feelings. 7. Luke, you're so sincere and likable. 2. The temperature is very changeable. 8. A noticeable piece of the berry pie is missing. 3. The cheap container is disposable. 9. The book's plot was incredible and believable. 4. The berry left a terrible stain on the restaurant floor. 10. The most desirable college is debatable. 5. James, can you hear the chick's cheep? 11. The likable child had a *noticeable dimple. 6. The cheap, inflatable ball cost a nickel. 12. The college's rules are not easily *enforceable.

The Good and the Beautiful 106 © Jenny Phillips Level 7 Sentence Dictation Exercises: Set #3

Commonly Confused Words IT'S/ITS 1. When “too” means “also,” use a comma before and after “too” in the middle of a sentence and a comma before “too” at the end of a Grammar, Usage, Punctuation sentence. 2. Set off introductory prepositional phrases that are four words or longer with a comma. Homophones SAIL/SALE/SELL/CELL

0 After child has completed a sentence, have child underline the prepositional phrase(s) in the sentence.

1. Inside the ancient village, we found ninety columns. 9. Jane, too, was embarrassed by Ted's behavior.

2. It's not too late to sell the vegetables in that crate, too. 10. My neighbor wants to sell a lot of his furniture. 3. In the fierce storm, the sailboat lost its sail. 11. During the sale I bought this jewelry for ninety dollars. 4. In August it's possible that my favorite store will close. 5. At the unique shop, a gold elephant was for sale, too. 12. She, too, sewed a sail for the boat. 6. With such a crazy schedule, it's no wonder you have 13. It's timefor the giraffe to eat dinner, too. a headache. 14. In Arkansas, too, we had a fabulous experience. 7. The red balloon tied to the column finally lost all its air. 15. You, too, believe it's possible to achieve great things 8. In my college science class, we'll study parts of the during hard times. cell, too. 16. We bought a sail for our boat during the big sale.

Sentence Dictation Exercises: Set #4

Spelling Patterns INTER | SILENT H 1. Three or more words or phrases in a series are separated with Grammar, Usage, Punctuation commas. 2. Place an apostrophe before the “s” to show singular possession. Homophones PAIL/PALE | SEAM/SEEM

1. My niece's vehicle seems to need new wheels, new and an honor. paint, and new taillights. 5. Sew the seams straight. 2. The pale girl was horribly exhausted and had a headache. 6. During intermission I tripped over a pail.

3. The international dance team visited Arkansas, 7. Please do not interrupt, interfere, or complain. Mississippi, and Oregon. 8. I seem to have left my pail in Tom's herb garden.

4. Meeting the foreign diplomat's wife was a privilege 9. I honestly love chemistry, biology, and astronomy.

The Good and the Beautiful 107 © Jenny Phillips Level 7 Sentence Dictation Exercises: Set #17

Commonly Confused Words AFFECT/EFFECT When a dependent clause is at the beginning of a sentence, set it off with a comma. When a dependent clause is at the end of a sentence, usually do not set it off with a comma (*unless it is an afterthought that Grammar, Usage, Punctuation interrupts the flow). Do not confuse a dependent clause with a prepositional phrase. A dependent clause has a subject and a verb. Homophones COUNCIL/COUNSEL | PROFIT/PROPHET

0 After child has completed a sentence, have child underline the dependent clause in the sentence if there is one.

1. While Moses was a prophet, he freed the Israelites. 9. When I am in humid places, I sweat more.

2. If you feel jealous, your happiness is affected. 10. I bought a square piece of cinnamon cake when we 3. When the council met, they decided to build a statue. went to the bakery.

4. Her mood is affected positively when she exercises. 11. When I took the medicine, it had no effect on my 5. While we hoped our wise counsel would change her stomach pain or my headache. mind, it had the opposite effect. 12. When the seasons change, my mood is affected. 6. She does not realize what a privilege this is, *although she should. 13. Did your counsel finally have an effect on Jane?

7. She makes a good profit when she sells jewelry. 14. The temperature affects the Mississippi River.

8. The words of the prophet had a great effect on the 15. His opinion did not affect the council's decision. wicked city.

Sentence Dictation Exercises: Set #18

Spelling Patterns TU Can Say /CH/

Use a comma after a nonessential introductory word or phrase. To Grammar, Usage, Punctuation determine if an introductory word or phrase is nonessential, remove the word or words from the sentence.

Homophones GROAN/GROWN

1. Meanwhile, the village in Israel experienced peace. 7. This cinnamon cereal has a unique texture. 2. Finally, I got in a regular habit of reading the scriptures. 8. Generally, we have a happy home environment. 3. Actually, the business has probably grown enough. 9. Usually, the furniture deliveries are on schedule. 4. Generally, our cultures are quite different. 10. Occasionally, we read foreign literature. 5. The audience groaned when we started another lecture. 11. Meanwhile, our village has grown smaller. 6. Please, don't puncture the balloon. 12. He speaks my two favorite languages.

The Good and the Beautiful 114 © Jenny Phillips Level 7 Answer Key

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to the sentence dictaƟ on instrucƟ ons on page 101 and read the Lesson 1 instrucƟ ons with your parent or teacher. Have your parent or teacher iniƟ al here when you have read the instrucƟ ons together: Read and complete: //////////parent initials Welcome to this course! You will guide yourself through this course. In this lesson, you will learn 5. To complete some of your wriƟ ng assignments, you will need a how the course works. blank notebook to use as your "Writer's Notebook." Your longer wriƟ ng assignments will be done on a computer. Some Th ings You Need to Know 1. This course includes a Daily Checklist for you to use each day you How To Complete Th is Course Book have school. Read the instrucƟ ons on the  rst page of the Daily 1. Each day you will complete one or more lessons in this course book. Checklist with your parent or teacher. Have your parent or teacher Simply follow the instrucƟ ons and mark the check box when you iniƟ al here when you have read the instrucƟ ons together: have completed a secƟ on. Check the box in the top corner of the page when the enƟ re page is completed. If desired, keep a sƟ cky ///////////parent initials note on the current lesson so you can quickly  nd your place each day. 2. Open your Course Companion to page 5 Ɵ tled “Poetry 2. Your parent or teacher will use the answer key in your Course MemorizaƟ on” and read the instrucƟ ons. Then answer the Companion to check your work and make sure you understand quesƟ ons: what you are reading and learning. How many poems should you work on at a Ɵ me? one /////// 3. If you do not understand something, look up informaƟ on in your Once you complete a poem and start on the next one, should you Course Companion or ask your parent or teacher for help. Also, if also recite the poem or poems you have already memorized each you are part of the way through a worksheet and you are not sure if you are doing it correctly, ask your parent or teacher to check the Ɵ me you work on poetry memorizaƟ on? ///////yes answer key. Choose two of the poems from this secƟ on to memorize during the 4. The beginning of this book reviews basic principles taught in course and circle them. previous course levels. If you already know the principles, don't worry! The course will quickly dive deeper into new concepts. 3. Your Course Companion contains “States and Capitals Ladders" on page 1. Read the instrucƟ ons. All right, you are 4. Each day your parent or teacher will dictate 4-5 sentences to you, meaning he or she will say a sentence out loud and you ready to get started! will write it on a white board or paper. These sentences are in your Course Companion and will help you pracƟ ce spelling words, spelling paƩ erns, spelling rules, commonly confused words, and grammar and punctuaƟ on rules. Open your Course Companion

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Exercise 2: Underline all the preposiƟ ons in the Parts of Speech following two sentences. Open your Course Companion to page 16 Ɵ tled “Terms to Know.” Refer to the page when needed for this lesson and any future lessons. 1. We went to the mountains aŌ er school ended on April 20th. Exercise 1: For each sentence, indicate the part of speech for the underlined word by underlining the correct choice. 2. The two cubs in the  eld sat by their mother on CAPACIOUS: capable of holding much, spacious or roomy the grass and listened to the birds.

1. I leŌ my hat inside the capacious cave. Exercise 3: Abstract nouns are things you cannot noun verb preposition adverb adjective pronoun article touch such as PEACE, HOPE, and STRENGTH. Underline all the words below that are abstract nouns. 2. The new barn was very capacious; it held 20 horses. noun verb preposition adverb adjective pronoun article weakness grief hopeful science determined 3. The new barn was very capacious; it held 20 horses. determinaƟ on weak kindness kind prayer noun verb preposition adverb adjective pronoun article paƟ ence paƟ ent minute hour sing 4. She put it in her capacious bag. noun verb preposition adverb adjective pronoun article Helping Verbs 5. We walked leisurely through the peaceful, capacious gardens. Read: noun verb preposition adverb adjective pronoun article A helping verb, also called an auxiliary verb, helps show the tense of 6. The capacious room held over three hundred people. the main verb. For example, in this sentence the helping verb, which is noun verb preposition adverb adjective pronoun article underlined, helps show that the acƟ on will happen in the future. I will go to the store. (will=helping verb, go=main verb) 7. The mansion has a capacious entryway. noun verb preposition adverb adjective pronoun article The most common helping verbs are forms of “to be,” “to do,” and “to have.” 8. David said that he has visited Mr. Carson's capacious mansion. I am reading the book. (am=helping verb, reading=main verb) noun verb preposition adverb adjective pronoun article Amy does like the book. (does=helping verb, like=main verb) 9. Her capacious library was decorated so nicely. I have read the book. (have=helping verb, read=main verb) noun verb preposition adverb adjective pronoun article SomeƟ mes more than one auxiliary is used. For example, "We should 10. Inside the capacious store, we found a plethora of great books. have been careful." Generally, verb phrases using "have" use perfect tense and verb phrases using a form of "to be" are called progressive tenses. noun verb preposition adverb adjective pronoun article 11. Inside the capacious store, we found a plethora of great books. noun verb preposition adverb adjective pronoun article

Exercise: Underline the helping verb or verbs and circle the main verb in each sentence. Lesson 3

1. I am wai� ng for the rain to stop. 2. He was watering Grandma’s garden. Subjects 3. I had hoped for a miracle. Read and complete the exercises: 4. We had been si� ng on the porch for an hour. The two necessary parts of a sentence are the subject and the predicate. 5. The student is trying his best. The simple subject is who or what is doing or being. Modi ers, words 6. We should help that lady. that provide addi� onal informa� on, are not part of the simple subject. 7. The baby can crawl now. The simple subjects are underlined in the sentences below. 8. They shall spend the night in a tent. That cute bunny eats a huge carrot. 9. I might want some help. Our though� ul Aunt Be� y is cooking a wonderful dinner.

10. I have always wanted a puppy. The complete subject is the simple subject with all its modi ers. The 11. We will be going to the lake tomorrow. complete subjects are underlined in the sentences below. 12. A sincere prayer does make a diﬀ erence. That cute bunny eats a huge carrot. Our though� ul Aunt Be� y is cooking a wonderful dinner. Verb Phrases O� en there is more than one noun in a sentence. Not all nouns are subjects. To determine the subject, iden� fy the main verb or verb phrase A verb phrase is the helping verb or verbs plus the main verb. The verb in the sentence and ask who or what is doing or being that ac� on. phrases are underlined in the following examples: I have been hoping to ride a pony. | I am having a great day! Exercise 1: Underline the simple subject in each sentence.

Exercise: Underline the verb phrase in each sentence. 1. The li� le girl made a nice apron. 1. I am waiƟ ng for the rain to stop. 2. An old man down the street wrote a lovely story.

2. He was watering Grandma’s garden. 3. I watched the beau� ful sunset. 3. I had hoped for a miracle. 4. Luckily, my mom packed me a huge lunch. 4. We had been siƫ ng on the porch for an hour. 5. The hummingbird zoomed around our yard. 5. The student is trying his best. 6. A bright yellow buƩ er y landed on the pink rose. 6. We should help that lady. 7. The baby can crawl now.

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Exercise 2: Underline the complete subject in each sentence. Exercise 2: Underline the complete predicate in each sentence.

1. The liƩ le girl made a nice apron. 1. The Ɵ ny fairy built a cute home on the tree branch.

2. An old man down the street wrote a lovely story. 2. A new fairy moved into the neighborhood. 3. The brave knight fought the two-headed dragon. 3. I watched the beauƟ ful sunset. 4. The enƟ re group of elves has been picking berries by the stream. 4. Luckily, my mom packed me a huge lunch. 5. The king will be sending a message in the morning. 5. The hummingbird zoomed around our yard.

6. A bright yellow buƩ er y landed on the pink rose. Direct Object & Indirect Objects 7. My family watched a fat worm. Read and complete the exercise:

8. Jake kicked the ball into the goal. A direct object receives the acƟ on performed by the subject. The direct objects are underlined in the sentences below.

Predicates Amy kicked the ball. | David washed the window. Read and complete the exercises: Not all sentences have direct objects. The simple predicate is the verb or verb phrase that tells the acƟ on or being of the subject. The simple predicates are underlined in the An indirect object indirectly receives the acƟ on of the verb. If there is an sentences below. indirect object, it will answer the quesƟ on to or for whom or what. The indirect object is underlined in the sentences below. We have been picking the lovely  owers. | The bear sleeps in a cave. Give the  owers to Mom. Dad gave me a new baseball. The complete predicate is the simple predicate with all its modi ers. The complete predicates are underlined in the sentences below. Exercise: Underline the direct objects and circle the indirect objects. We have been picking the lovely  owers. | The bear sleeps in a cave. 1. Dad made a delicious cake for Kevin. Exercise 1: Underline the simple predicate in each sentence. 2. Aunt Jane read a funny book to Kate. 1. The Ɵ ny fairy built a cute home on the tree branch. 3. The knight gave the princess a bouquet of  owers. 2. A new fairy moved into the neighborhood. 4. I gave my dog a bath last night. 3. The brave knight fought the two-headed dragon. 5. Can you pour me a drink? 4. The enƟ re group of elves has been picking berries by the stream. 6. Helen wrote a nice leƩ er to Mrs. Davis. 5. The king will be sending a message in the morning. 7. I sewed a pillowcase for Becky.

o a Reading Check: Underline or write the correct answer: Types of Sentences 1. There are two tiers of local government: /////////// counties There are four types of sentences: and cities/towns. Statement (declarative): David is in the barn. Question (interrogative): Do you like dogs? 2. All 50 states are subdivided into counties. TRUE | FALSE Exclamation (exclamatory): This is amazing! Command (imperative): Sit down. 3. A county is a ////////////////////////a political and geographic subdivision of a state. o Exercise 1: Underline the sentence type for each sentence. //////////////////////////////. 1. The tiny dog raced across the field. Statement | Question | Exclamation | Command 4. List four things for which towns/cities generally take responsibility: 2. You did a great job! The ////////////////////////////// child should list any four of the following: Statement | Question | Exclamation | Command parks and recreation services, police and fire departments, ////////////////////////////// 3. Milk the cows before you eat breakfast. housing////////////////////////////// services, emergency medical services, municipal courts, Statement | Question | Exclamation | Command transportation,////////////////////////////// public works, streets, sewers, snow removal. 4. Did you go to the hospital yesterday? Statement | Question | Exclamation | Command

Commas in a Series An imperative sentence gives a direct command. The subject in this type o Insert commas where needed. Use commas in a series of sentence is often implied. For example, if you say “Sit down,” the of three or more words or phrases unless all items are implied subject is “you”: “(You) sit down.” Or, you could say, "Jane, sit down." joined by OR, AND, or NOR. o Exercise 2: Put an X in the box before each sentence that is 1. A solitary bird sat on a branch and sang. imperative (a command).

1 x Please put your shoes by the front door, James. 2. The brawny man carried a suitcase, a trunk, and a box. 2 Were you able to procure all the signatures you needed? 3. My capacious bag holds a binder four books and my lunch. , , 3 x Tell me which puppy you like the most. 4. The physical exertion did not make me sweaty nor thirsty nor tired. 4 x Tabitha, do not worry about the burned cake. 5 x Do not worry about the burned cake. 5. You can augment your faith by studying and praying and serving. 6 x Rob, please save some of that pie for Dad. 6. The contemptuous man was neither kind nor merciful nor patient. 7 Jason always sits at the head of the table. 8 x Listen to the wind blowing in the trees.

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Exercise 1: Underline the correct choice for each quesƟ on. Independent and Dependent Clauses / Phrases For further help, refer to page 35 Ɵ tled “Independent and Dependent 1. When considering phrases, dependent clauses, and independent Clauses" in your Course Companion. clauses, which must have a subject AND a verb?

Read and complete: A. a phrase, an independent clause, and a dependent clause There are two kinds of clauses: B. an independent clause and a dependent clause

An independent clause can funcƟ on by itself as a sentence B. an independent clause because it contains a subject, a verb, and a complete idea. 2. The following group of words is a phrase because it is missing what?

A dependent clause has a subject and a verb but not a to listen carefully complete idea (because it indicates more to come). Thus, a dependent clause cannot funcƟ on by itself as a sentence. A. a subject ______B. a verb HINT: A dependent clause always starts with a subordinating 3. The following group of words is a phrase because it is missing what? conjunction, (such as BECAUSE, AFTER, or INSTEAD OF). When the red wagon you add a subordinating conjunction to the beginning of an independent clause, it changes it to a dependent clause because A. a subject it indicates more to come. Look at the following examples. B. a verb Because Jane smiled Exercise 2: For each sentence, indicate if the underlined group of When Dad arrived words is an independent clause or a dependent clause by circling the correct choice. (Hint: dependent clauses indicate more to come.) As soon as Dad arrived 1. Although we watched carefully, we did not see a shooƟ ng star. These are dependent clauses because they indicate more to come. But, if you took off the words in bold (which are subordinating dependent clause | independent clause conjunctions), you would be left with independent clauses 2. Although we watched carefully, we did not see a shooƟ ng star. (complete sentences). Put your  nger over the words in bold and see how complete sentences are left! dependent clause | independent clause ______3. The sunlight danced on the  eld, and the clouds  oated by merrily. If a group of related words is missing a subject or a verb it is not a clause dependent clause | independent clause at all—it is a phrase. There are many types of phrases: in niƟ ve phrases, preposiƟ onal phrases, gerund phrases, and more. We will learn about all 4. The sunlight danced on the  eld, and the clouds  oated by merrily. these types of phrases later in the course. dependent clause | independent clause

Regions of the United States As shown on the image on this page, the United States is often divided into the following major geographical regions:

• West • Midwest • Northeast • South The image on this page also shows subdivisions of the major regions. For example, the Pacific West and Mountain West are both subdivisions of the West.

Since these are not officially defined regions, the states included in some regions vary according to the mapmaker. 3. List the states in the Pacific West: California /////////////// In this course, as well as learning to identify regions of the United States, Washington/////////////// Alaska/////////////// you will study the Northeast regions: Middle Atlantic and New England. Oregon Hawaii o Exercise: List the correct answer(s) for each question. /////////////// /////////////// 4. List four of the many states in the South: 1. In which major region of the United States do you live?

Four of the following should be listed: Alabama, Kentucky, Texas, Answer/////////////////////////// will vary. /////////////// Oklahoma,/////////////// Arkansas, Louisiana, 2. In which subdivision of the United States regions do you live? North Carolina, Virginia, West Delaware, Maryland, Florida, ///////////////Virginia, Mississippi, Tennessee, Georgia,/////////////// South Carolina Answer/////////////////////////// will vary.

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Sentence Diagramming Diagram the sentences below. Refer to Steps 1-5 on page 18 of your Diagram the sentences below. Refer to Step 9 on page 19 of your Course Companion if needed. Then, in your sketchbook, draw the Course Companion if needed. You must draw the lines for the last line art images. (Hint: ITS is a pronoun.) sentence. (Hint: TODAY is modifying the verb so it is an adverb.)

David saw a wide, spoƩ ed  sh. I have been feeding the lovely birds today.

David saw  sh I have been feeding birds

a ed Ʃ wide the spo today lovely AJ AJ AV AJ

The cute, liƩ le  sh swims speedily. Mom will bake her special cake today.

 sh swims Mom will bake cake

le Ʃ the cute li her The today special speedily AJ AJ AV AV AJ

The striped  sh puckers its liƩ le lips. Today the farmer will likely plant his summer crop.

 sh puckers lips farmer will plant crop

le Ʃ the its li the likely his The striped today Today summer AJ AJ AV AV AJ

I watched the huge, orange  sh. My thoughƞ ul uncle mowed the enƟ re lawn. I watched  sh uncle mowed lawn

ul ƞ Ɵ re my the the huge My en orange though AJ AJ AJ AJ

8. The toddler waved blithely to everyone crossing Story bridge, Proper Nouns & Prepositional Phrases over the Brisbane river in australia. If needed, open your Course Companion to the following pages for help with these exercises: 24 (Capitaliza� on Rules 1-4) and 39 (Preposi� ons 9. I blithely put on my new nike shoes and ran to central park. and Preposi� onal Phrases).

• Remember that speci c names of people, pets, places (businesses, Author Homer Greene parks, libraries, schools), geographical areas (oceans, lakes, rivers, conƟ nents, states, ciƟ es, street names), religions, holidays, na� onali� es, Read: brand names, and organiza� ons are capitalized. Seasons are not Years before the electric light bulb and cars were invented, a baby boy capitalized. Courtesy � tles are capitalized: Dr., Mrs., Mr., Miss. named Homer Greene was born in Pennsylvania to an employee of the • Remember that preposi� onal phrases start with the preposi� on and Pennsylvania Coal Company. include any words that modify the preposi� on. When Homer was a young man, he graduated from college as a civil engineer and worked as a surveyor for a few years with the Pennsylvania Exercise: For each sentence, put three underlines under words that should be capitalized but are not. Circle preposi� onal phrases. Coal Company. His taste, however, was for books and law, and he eventually graduated from law school and became a successful lawyer.

Example: The colorado river curves around those cliﬀ s. Homer was just sixteen years old when he had his  rst piece of wri� ng, a short story, published in a magazine. Over the years, he had many stories, BLITHE: happy and without worry poems, and books published. In this course you will read a book by Homer � tled The Blind Brother. This 1. Everyone loved bethany's blithe spirit. story won  rst place in a story compe� � on for which he was awarded $1,500—a large sum of money at that � me. The story was published in a 2. Through the fields beneath mount helen, we ran blithely. magazine and was eventually made into a book. The Blind Brother will take you back in � me to the coal mines of 3. During the great depression, Grandma smith retained a Pennsylvania in the 1800s. Because Homer grew up near the coal mines blithe attitude. and even worked at the coal mines for a � me, he gained the knowledge he needed to create the se� ng for his book. It is also interes� ng to note 4. The young, blithe girl from arizona sings like a lark. that the book contains a court trial—another topic of which Homer had knowledge since he had worked for years as a lawyer. 5. A blithe, beautiful child came bouncing into the room. The Blind Brother is an engaging book of adventure that also contains powerful and praiseworthy messages about repentance, redemp� on, 6. Uncle james always had a blithe attitude, even during the family, honesty, sel essness, and love. civil war.

Completed  Many books today are kept in print for just a few years. The Blind Brother revel: to take or the act of taking great pleasure in; to celebrate. was  rst published in 1887,and it is s� ll in print today, over 130 years We reveled in the thought of our upcoming cruise. later! Several diﬀ erent edi� ons have been printed over the years. Below The revel lasted all aŌ ernoon; it was quite the celebraƟ on! are images of two edi� ons of the book. Which cover do you like best? Fill in each blank with a vocabulary word from above.

1. The slabs of slate were ______hewn from the gray rocks of the island.

2. Do not ______revel in sin.

3. Admirers always ______waylay the famous actor when he tries to go somewhere in public.

4. When I reached the peak, I let out an ______exultant shout.

5. The bandits o� en ______waylay stagecoaches on this road.

6. The ______exultant crowd cheered for the winner.

7. The great forest was ______hewn down in one month.

8. Winning the compe� � on le� me feeling ______.exultant Th e Blind Brother: Chapter 1 Read the following vocabulary words from Chapter 1 of The Blind 9. The statue was ______hewn from solid marble. Brother, and read the de ni� ons and example sentences. 10. The fes� val was held on Sunday, so we did not join the ______.revel waylay: to stop someone who is going somewhere or to aƩ ack someone by surprise Open your Course Companion to page 99 � tled "Challenging Words The actress was waylaid by a group of fans as she entered the building. Prac� ce #1." Read the words on this page to your parent or teacher We were waylaid by a band of robbers who had been hiding in the trees. and have him or her circle any words you cannot read or pronounce immediately. hewn: something cut, chiseled, or shaped with a tool He had roughly hewn features. In the Level 7 Favorite Classics Reader, read Chapter 1 of The Blind Brother. The statue was hewn from Italian marble. exultant: triumphant and happy The winning team let out an exultant cheer. The exultant army had won the baƩ le.

© Jenny Phillips Th e Good & the Beautiful 24 Level 7 Completed  Lesson 7 Read the following: In Chapter 2 of The Blind Brother, a reference is made to the story of Lot in the Bible. Refresh your memory of this part of the Bible by reading the following story: Th e Blind Brother: Chapter 2 Many long years before the Read the following vocabulary words, de niƟ ons, and example birth of Jesus Christ, two ciƟ es sentences from Chapter 2 of The Blind Brother. stood upon the plain which the waters of the Dead Sea quandary: a situaƟ on in which you are confused about what to do now cover. These ciƟ es were Kevin is in a quandary; neither opƟ on seems good to him. named Sodom and Gomorrah. Whenever I'm in a quandary, I seek guidance through prayer. Their inhabitants were very wicked, so God destroyed inherent: belonging to the basic nature of someone or something their ciƟ es by raining Mothers have an inherent desire to nurture. brimstone and  re upon them. Sorrow is an inherent part of repentance. Before God destroyed these redress: the seƫ ng right of what is wrong ciƟ es, He sent two angels to The man sought redress for his injuries. Lot, Abraham's nephew, who She demanded redress; she wanted jusƟ ce! dwelt in Sodom, commanding him to  ee from it, taking his duly: properly,  ƫ ng or in due Ɵ me family with him. The angels AŌ er fasƟ ng all day, the feast was duly appreciated. hastened him, saying, "Arise, James was unduly anxious; there was nothing to fear. take thy wife, and thy two daughters, which are here; lest thou be consumed in the iniquity of the city." Then the angels took all four by Fill in each blank with a vocabulary word from above. Some words are the hand and led them out, and said to Lot, "Escape for thy life; look not used more than once. behind thee, neither stay thou in all the plain; escape to the mountain, lest thou be consumed." 1. The family sought ______redress for their losses. Lot pleaded that he might take refuge in a liƩ le city, named Zoar, not 2. The situaƟ on leŌ Dave in a ______;quandary he wasn't sure very far distant; and having obtained the angels' permission to do so, what to do next. he took his wife and daughters, and hastened away. In our picture we see him and his daughters entering Zoar, and Sodom burning in the 3. The laws were ______duly followed. distance—but what is that strange  gure standing on the plain? Alas! That is Lot's wife; the angel had commanded them that none were to 4. Mankind has an ______inherent desire to worship God. look back, but she did so, and was turned into a pillar of salt.

5. You will be______duly instructed before you start the task. Turn to page 99 of your Course Companion Ɵ tled "Challenging Words PracƟ ce #1." Read the circled words on this page to your parent or 6. Grandfather has natural, ______inherent integrity. teacher.

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Read the following: Digging Deeper: Read and complete: Before you read Chapter 2 of the Blind Brother, it will be helpful to Author Homer Greene is skilled at using clever literary devices in his understand that a coal breaker is a coal processing plant which breaks wriƟ ng to make it more powerful. coal into various useful sizes. Coal breakers also remove impuriƟ es from Open your Course Companion to page 17 Ɵ tled "Literary Terms." Refer to the coal (typically slate). Here is a photograph of a coal breaker from around the same Ɵ me as the seƫ ng of the book: this page to help you complete the following assignment. Below are sentences from Chapter 2 of The Blind Brother. Underline the literary device or devices (there may be more than one) used in each sentence. (Note: SomeƟ mes a metaphor is also a hyperbole.)

1. Tom was absolutely afraid to whisper a word of what he knew. personi caƟ on | metaphor | hyperbole | simile | alliteraƟ on

2. The  ame curled around the coal-black Ɵ mbers and sent up liƩ le red tongues. personi caƟ on | metaphor | hyperbole | simile | alliteraƟ on

3. The man stepped forward, a very giant in size. personi caƟ on | metaphor | hyperbole | simile | alliteraƟ on

4. His heart pounded like a hammer against his breast. personi caƟ on | metaphor | hyperbole | simile | alliteraƟ on

5. His head was in a whirl. personi caƟ on | metaphor | hyperbole | simile | alliteraƟ on

r Notebook In the Level 7 Favorite Classics Reader, read Chapter 2 of The Blind Brother. In your notebook, write the de niƟ ons of personi caƟ on, hyperbole, and alliteraƟ on (from page 17 of your Course Reading Check: Underline the correct answers. Companion), and write an example sentence of your own creaƟ on 1. Jack Rennie, the same man who talked to Bennie in the  rst chapter, that illustrates each de niƟ on. set  re to the coal breaker. TRUE | FALSE 2. What insight into Tom's character is given in this chapter? A. When frail Bennie gets Ɵ red, Tom says he needs a break himself. B. Tom goes barefoot so that Bennie can have really good shoes.

© Jenny Phillips Th e Good & the Beautiful 26 Level 7 Completed  Lesson 8 1. Compared to what the rich man gave, the poor woman gave but a piƩ ance. The piƩ ance she made from washing clothes was barely enough to keep food on the table. Th e Blind Brother: Chapter 3 in a piƟ ful manner | something shameful | a very small amount Read the following vocabulary words, de niƟ ons, and example 2. The mean old man looked down grimly at the naughty children. sentences from Chapter 3 of The Blind Brother. "I guess I'll try again," said the discouraged woman, smiling grimly. fuƟ le: having no successful or eﬀ ec� ve results in a rough manner | harshly | in a gloomy, stern, or discouraged manner I tried my best to make it work, but my a� empts were fu� le. Despite the heroic eﬀ orts of the  remen, trying to save the house was 3. The new law will increase military expenditures. fu� le. Our expenditures put into the carnival made it a great success. something spent, such as Ɵ me or money | promises | requirements amicable: friendly She was an amicable girl, friendly in every way. 4. I didn’t want to implicate him in seƫ ng the  re if he didn't do it. At  rst they thought the policeman would be angry, but he was amicable The dog’s innocent eyes lied; I knew whom to implicate. instead. to falsely charge | to show to be involved, as in a crime | to realize fallacious: decep� ve; misleading In the Level 7 Favorite Classics Reader, read Chapter 3 of The Blind Brother. The words of the man in the courthouse were fallacious. Reading Check: Underline the correct answer. When he tricked us, we knew his nice words had been fallacious. 1. To keep the interest of readers, authors create suspense. Underline Write a sentence that uses the vocabulary word: the quesƟ on or quesƟ ons that Homer Greene uses to create suspense by the end of Chapter 3 of the Blind Brother. 1. fuƟ le: ______Answer will vary. A. Will Bennie tell Mommie how Tom got the $100? ______B. Will Bennie get his sight back eventually?

2. amicable: ______Answer will vary. C. Will Tom be able to get himself out of his predicament and have the burden weighing on his conscience removed? ______Digging Deeper: Read and complete: Answer will vary. 3. fallacious: ______AŌ er Tom takes the bribe, he feels bad for doing so. The author could have simply said, "Tom felt bad inside for taking the bribe." Instead, the ______author follows Tom's story for several pages, using descripƟ ve words to really connect the reader with the Tom's feelings. Below are some of the Read each pair of sentences, and then, based on the context of the words the author uses. First, read the words aloud and try to noƟ ce the sentences, select the de niƟ on of the underlined word.

Completed o emotions the words create. Then on each blank line, write if the word is Lesson 9 used as a NOUN or an ADJECTIVE: 1. haunted ______adjective 2. trouble ______noun Commas with Nonessential Phrases o Read the following 3. perplexing ______adjective Nonessential words, phrases, or clauses in a sentence that interrupt the 4. doubts ______noun sentence are set off with commas. This means you place commas before and after the nonessential words, phrases, or clauses. 5. weight ______noun How do you know if a word, phrase, or clause is essential or nonessential? 6. dismal ______adjective If an essentialelement is removed, it changes the meaning of the sentence 7. suffering ______noun or makes it unclear. If a nonessential element is removed, the meaning of the sentence does not change and is not unclear. Nonessential information 8. unhappy ______adjective might add interesting and helpful information, but it is not essential.

9. misery ______noun For example, read the following sentences with and without the underlined words, and see how the basic meanings of the sentences don't o r Notebook change when you take out the nonessential underlined word or phrase: In your notebook, write the heading "Joy." Then, write a list of nouns Lincoln, luckily, obeyed his parents' warning. and adjectives that could connect a reader with the feeling of joy. The birds, chirping excitedly, ate all the seeds in the feeder. Now, read the following sentences with and without the underlined words Direct and Indirect Objects and see how the basic meanings of the sentences change if you take out o Read and complete: the essential phrases: A direct object receives the action performed by the subject. (Amy kicked The person sitting in the third chair over is my father. the ball.) The indirect object indirectly receives the action performed. The man who broke the window came and fixed it. (John gave Mom the book. The cat gave Ellen a glance.) o Exercise 1: For each sentence, place commas before and after Exercise 1: Underline direct objects and circle the indirect objects. nonessential phrases.

1. Dad sent his daughter a rose. TIP: Remember that nonessential phrases may add HELPFUL information, but not ESSENTIAL information. 2. I bought Jake lunch. 1. Debbie who lives on a farm taught me how to ride a horse. 3. Unfortunately, he gave the committee a fallacious report. , , 4. Mrs. Jones made our family dinner. 2. The man standing on the stage is my older brother. 5. The amicable toddler gave everyone a hug. 3. Little Gabby, like most of the toddlers in the room, was asleep.

4. Derek Pra� who sits next to me explained his absence to the teacher. State abbrevia� on: ______PA Capital: ______Harrisburg , , 5. Mr. Wilson who is a re� red teacher tutors me in math each Friday. State  ower: ______Mountain-laurel , , 6. The road which was lined by huge trees led up to the castle. Largest city: ______Philadelphia , , Exercise 2: Homer Greene, the author of The Blind Brother, uses How did Pennsylvania get it's name? nonessen� al phrases and clauses in his wri� ng. For each sentence he ______It was named aft er its founder wrote below, place commas before and a� er nonessen� al phrases. ______William Penn. TIP: Words such as THEREFORE, NEVERTHELESS, and HOWEVER are also nonessen� al interrupters and are always set oﬀ with commas. ______1. But that vision of Bennie with eyes that could look into his eyes, was the vision that crowded ,out from Tom’s mind the sharp dis� nc� on ______between right and wrong. ______2. But he felt the shame of it nevertheless as he answered. , , ______3. They induced Bennie, who seemed to be weak and nervous, to lie down on it and try to sleep. ______

4. You would have no objec� on, I presume, to giving a descrip� on of the Who founded the  rst public zoo, man you saw pass by you in the shadow. which was in Pennsylvania?

5. Luckily the district school was open, and Tom went there instead. ______, Benjamin Franklin Why is the Liberty Bell in Pennsylvania Philadelphia, Pennsylvania Read and complete: famous? The Blind Brother takes place in Pennsylvania, which is in the Northeast ______Th e Liberty bell was rung to region of the United States. Circle Pennsylvania on the map on this page. ______summon those in Philadel- Pennsylvania was one of the original 13 colonies, and it was the second phia to hear the fi rst public state to join the new United States of America. ______reading of the Declaration of Using the Internet,  nd and write the following informa� on: ______Independence. State nickname: ______the Keystone state ______

Reason it has this nickname: ______it was the middle colony of the original 13

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Paraphrasing Information/Avoiding Plagiarism /////////////////////////Answers will vary. To paraphrase means to rewrite informaƟ on in your own words. There is a  ne line between plagiarism and paraphrasing. If the wording of the paraphrase is too close to the wording of the original wriƟ ng, it is ////////////////////////// considered plagiarism. When paraphrasing, the main ideas need to be expressed, but the wording has to be your own. ////////////////////////// Here is an example of plagiarism because the wriƟ ng is too close to the original passage. ////////////////////////// Original Passage Paraphrasing is a valuable skill because it is beƩ er than quoƟ ng ////////////////////////// informaƟ on from an undisƟ nguished passage; it helps you control the temptaƟ on to quote too much; the mental process required for successful paraphrasing helps you to grasp the full ////////////////////////// meaning of the original. (Purdue Online WriƟ ng Lab)

Plagiarized Passage ////////////////////////// Paraphrasing is a valuable skill. First, it is beƩ er than quoƟ ng informaƟ on from an undisƟ nguished passage. Second, it helps ////////////////////////// you control the temptaƟ on to quote too oŌ en. Third, the mental process required for successful paraphrasing helps you understand the full meaning of the original text. //////////////////////////

Exercise 1: Paraphrase the original passage above (the one with a green heading) by rewriƟ ng it in your own words. ////////////////////////// TIPS: ////////////////////////// • Remember to keep all the main ideas. For example, the passage lists three reasons paraphrasing is important; make sure to include all those reasons, but write them in your own words. ////////////////////////// • When paraphrasing, try changing the order of the material if it does not need to go in a certain sequence. ////////////////////////// /////////////////////////

called jurors. During the court case, jurors listen to evidence Lesson 10 from both the accused, who is called the defendant (the one who was indicted), and the prosecutors (the ones trying to show that the defendant is guilty of the crime). The jury The Blind Brother: Chapter 4 then takes these arguments, talks about them in private, and reaches a verdict (a decision) of whether the indicted person o Read each pair of sentences and then, based on the context of the is guilty or not guilty. sentences, select the definition of the underlined word. 1. The officious man ordered us to be quiet and listen to his complaint. o On page 99 of your Course Companion titled "Challenging Words The bystander had no reason to be so officious and tell everyone Practice #1," read the circled words on the page to your parent or what to do. teacher. courageous | bossy | impressive o In the Level 7 Favorite Classics Reader, read Chapter 4 of The Blind Brother. 2. The sick girl raised her hand from the bed, her face so terribly pallid. If he weren’t so very pallid, I’d have thought him strong and healthy. Quotation Punctuation sweet | disgusted | pale o Study quotation punctuation on page 40 of your Course Companion. Then write each incorrectly punctuated sentence below correctly. 3. “Don’t be daft; I need you to be serious for a moment,” said Tom. If she weren't acting so daft, people would take her seriously. 1. Tina replied "that is a brilliant idea"! silly | clumsy | awkward ______Tina replied, "That is a brilliant idea!"

2. "If you leave now," Mindy said "you will not be late." o 6Digging Deeper: Read: ______"If you leave now," Mindy said, "you will not be late." A court trial takes place in Chapter 4 of The Blind Brother. Before you read the chapter, read the following information, which will help you 3. "Look at this" Blake said "I found a tadpole". better understand the terminology used in the chapter. ______"Look at this," Blake said. "I found a tadpole." If someone is charged with a serious crime, he is indicted (pronounced "IN - DIE - TED"), which means that an official 4. "When the sun rises" Blake said "We'll start the hike". has given him an indictment. An indictment is a formal, ______When the sun rises," Blake said, "we'll start the hike." written accusation telling the person where, when, and how he allegedly committed a crime, and that he must appear in o r Notebook court. To arraign someone is when the indicted person first Set your timer for seven minutes and write a fictional scene that comes to court and is formally notified of the things he is takes place in a court room. Use the words DEFENDANT and accused of doing. This is when he says whether he is guilty or PROSECUTOR at least once. Make up the story as you go. Use not guilty. Indictable crimes are normally given a trial by jury. dialogue with correct punctuation. A jury is usually made of twelve people from the community

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classic books; but they should be clear and concise (not including Lesson 11 unnecessary information) and avoid redundant (repetitive) words.

o Exercise: Rewrite the wordy sentences more concisely. First cover Direct Objects & Indirect Objects up the example answers with an index card. After rewriting the sentence, compare the example answer to yours. There is not one o Read and complete: right way to make a sentence more concise. The example answer A direct object receives the action performed by the subject. (Amy kicked just shows one possible way. the ball.) The indirect object indirectly receives the object. (John gave the book. John cooks dinner. The cat gave a glance.) mom Mother Ellen TIP: Remove duplicates of the same word within a sentence. Exercise: Underline direct objects and circle the indirect objects. Draw TIP: Look for ways to say the same thing more concisely, but be careful the line art image in your sketchbook. not to lose needed information or emphasis. 1. The cute dog gave me the ball.

2. We gave the lost dog a warm bath. #1: The reason that we did not come to the party, even though we really wanted to come to the party, is that our car would not start when we tried 3. The adorable dog gave me a lick. to turn it on because the battery was dead. 4. I made the tired dog a warmbed .

5. We made the dog a new doghouse. /////////////////////////// 6. My aunt gave me a new book about dogs. /////////////////////////// 7. The librarian read us a story about dogs. Example Answer: We wanted to come to the party, but our car battery died. 8. I gave Mom the dog.

9. The loyal dog brought me my slippers. #2: If a sentence has any redundant words, you should remove those redundant words from the sentence to make the sentence clearer. Effective Writing: Avoiding Wordiness and Redundancy o Read and complete: /////////////////////////// Sometimes writers believe that long and wordy sentences make higher quality writing. However, that is not usually the case. Avoiding /////////////////////////// unnecessary words makes writing less cluttered and easier to read. Example Answer: However, your sentences do not have to be short or simple. In fact, they To make sentences clearer, remove redundant words. can be beautifully complex, such as sentences often found in well-written,

Proper Nouns & Prepositional Phrases Diagramming Imperative Sentences If needed, open your Course Companion to the following pages for help When you diagram an imperative sentence, the subject may or may with these exercises: 24 (Capitalization Rules 1–4) and 39 (Prepositions not be implied. For example, the subject in this sentence is implied, and and Prepositional Phrases). would be diagrammed as (YOU): "Sit down."

o Exercise: For each sentence, put three underlines under letters that o Diagram the sentences below. These exercises include Step 12 (page should be capitalized but are not. Circle prepositional phrases. 20 in your Course Companion). Note: the word PLEASE (used as a polite request) is an adverb. In your sketchbook, draw the line art Example: The colorado river curves around those cliffs. images.

ENSHROUD: envelop completely; hide Please wash the quite dirty poodle.

1. Heavy, grey clouds enshrouded central park in New york city. (you) wash poodle

2. I believe that christianity helps bring light to a world the Please dirty enshrouded by darkness. quite AV AJ AV

3. The catholic priest within the Florence cathedral was Pet my new, cute dog very gently, please. enshrouded in a long robe.

4. The peak of mount Fuji in Japan is enshrouded with clouds. (you) Pet dog

my new cute gently please 5. Thick fog enshrouded the entire stadium at davis high very school. AJ AV AV AJ AJ

6. The town of porterville was still enshrouded with smoke Kindly walk the rather energetic dog. from the volcano, so the trucks from the red cross could not enter the area. (You) walk dog

7. In front of the Jefferson library, the salvation army is the Kindly energetic collecting money for christmas. rather AV AJ AV

Completed  Lesson 12 4. Eating well, sleeping longer, and exercising regularly augments my ability to work hard. Words | Phrases Th e Blind Brother: Chapter 5 5. I hope to exercise more oft en, to be more cheerful, and to keep my room organized. In the Level 7 Favorite Classics Reader, read Chapter 5 of The Blind Brother. Words | Phrases Reading Check: Underline the correct answers. To "thicken the plot" is an idiom that means to make things more Read and complete: complicated or interesƟ ng. Underline the two ways that Homer Greene Use commas in a series of three or more words or phrases unless all items thickens the plot of the book in Chapter 5. are joined by OR, AND, or NOR. A. Jack Rennie is startled and apparently very distraught that Tom Greene is the boy who is the witness, and we get hints Examples: (Both sentences are correct.) that Jack knew Tom's father. I bought a cow and a pig and a duck. | I bought a cow, pig, and duck. B. Jack Rennie shouts a threat to Tom during the trial, and Tom believes Jack will have a friend carry out the threat. Even Exercise 2: Insert commas where needed. though Tom bravely tells the truth, the reader is leŌ wondering if the threat will be carried out. BRAWNY: muscular or powerful C. Jack Rennie escapes, and that leaves the reader wondering if he will be found and what Jack will do while he is free. 1. Th e brawny man fl exed the muscles in his arms legs and back. , , 2. Not only was the mountaineer a brawny fellow who looked like he Commas in a Series could lift a mountain goat, but he was also skill- Exercise 1: Determine if the commas in each sentence are separaƟ ng ful with a compass and a map and a rope. words or phrases. Underline the correct answer.

AUGMENT: to increase in size, number, or strength 3. My brawny guide carried my backpack while I carried the compass the map and the canteen. 1. Th e moaning of the wind, the clouds covering the moon, and her , , father's absence all augmented her fear. 4. We used a compass and map on the trip. Words | Phrases 5. Th e brawny man lift ed the large case of com- 2. Dave sells cookies, cakes, and cupcakes to augment his income. passes with ease and threw it into the truck. Words | Phrases 6. Th e brawny man augmented his muscles by lift ing weights digging 3. I am striving to augment my faith, hope, and perseverance. , ditches and climbing ropes. Words | Phrases ,

Draw a line to match each word to the La� n root from which it is Latin and Greek Roots derived. Read: visum nominal - in name only In past centuries, many people who wanted to be well educated studied other languages. verbum magni cent - great This was not usually in order to converse with people from other na� ons, but to be� er nomen unicycle - a one-wheeled vehicle understand and communicate in English.

Words have meaning according to their unas verb - a word for an acƟ on or state of being origins. English is made up of words from many sources; however, the major sources are annus visual - able to be seen La� n, Greek and Anglo-Saxon. You will gain a be� er understanding and use of the English magnus annual - yearly language as you learn some basic roots from source languages. Write the Greek root words from which each word is made. Write the basic meaning of the words. A root word is a word that is o� en used by itself, in compounds with other roots, or with aﬃ xes. Once you know the meaning of the root word, you Example: can understand the meaning of many other words that contain it. photograph - photos and graph light drawing Anglo-Saxon words are the most basic words in English and express the ideas most related to everyday life such as house, man, think, eat. They tele and phono from far telephone - ______most o� en do not use aﬃ xes. autos and graph write self Here are some common La� n roots and their meanings: autograph - ______visum – see verbum – word biology - ______bios and ology ______the study of life nomen – name unus – one annus - year magnus – large or great telegraph - ______tele and graph ______write from far mobile - to move

Here are some common Greek roots and their meanings: Some words are a mix of both Greek and La� n roots. Write the roots and the basic meaning for each. photos – light Öhono – sound television - ______tele and visum ______see from far graph – to write or draw tele – far or distant autos – self bios – life automobile - ______autos and mobile ______to move itself ology – knowledge or study

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13. Because the mountain is steep it took a long time to climb. Lesson 14 , 14. It took a long time to climb because the mountain is so steep.

Commas with Dependent Clauses Sentence Structures When a dependent clause is at the beginning of a sentence, set it oﬀ with  a comma. When a dependent clause is at the end of a sentence, usually For each sentence below, underline the type of sentence structure. If do not set it oﬀ with a comma. (A dependent clause has a subject and needed, refer to page 43 of your Course Companion. a verb but is not a full sentence because it indicates more to come and 1. Li� le wooden houses dot the mountain side, and here and there a does not express a complete thought.) turbulent stream comes tumbling down the slope. Examples: When you  nish the book, we will go to the park. simple | compound | complex

We will go to the park when you  nish the book. 2. Not one of the co� ages stands on level ground; it seems as though they Underline the dependent clauses and insert commas where needed. had somehow been thrown against the mountain and had stuck there. simple | compound | complex 1. Although the sun is shining I am cold. , 3. I have been sleeping like a bear ever since Rudi went away 2. I am cold although the sun is shining. simple | compound | complex

3. When I say my prayers I am strengthened. 4. You had to leave all the nice li� le plants because we had to go a� er , Mäggerli. 4. I am strengthened when I say my prayers. simple | compound | complex 5. In case you get cold I brought your coat. , 5. Moni brought out bread and a small piece of dried meat and invited Jörgli to share his midday meal. 6. I brought your coat in case you get cold. simple | compound | complex 7. Whenever I feel discouraged you cheer me up. , 6. It sparkled wonderfully in his hand, for the sun shone straight into it. 8. You cheer me up whenever I feel discouraged. simple | compound | complex

9. After the sun set we roasted hot dogs. 7. He said goodnight to Moni and whistled for his two companions. , simple | compound | complex 10. We roasted hot dogs after the sun set. 8. When Jörgli had gone some distance down the mountain, Moni also 11. Even if I make a mistake you still love me. started along with his  ock , simple | compound | complex 12. You still love me even if I make a mistake.

Diagram the following sentences. Only the  rst line is given; you Sentence Diagramming must draw the other lines. Diagram the sentences below. Add the leƩ ers AJ under adjecƟ ves and the leƩ ers AV under adverbs. Refer to pages 19-20 in your The exultant team cheered loudly, and the amicable crowd waved. Course Companion if needed. This lesson focuses on Steps 7, 9, and 12. In your sketchbook, draw the line art images. team cheered

theThe exultant Our puppy never sleeps well, but our new kiƩ en always sleeps soundly. AJ loudly AV puppy sleeps and

our crowd waved Our well AV never the but AV amicable AJ kitten sleeps

our new The blithe liƩ le girl was singing merrily, but the young boy did not sing. soundly AJ AV always girl was singing AV We can pick the apples very quickly, or we can work rather slowly. Thethe blithe little Wewe apples AJ AJ merrily can pick AV but

the quickly did sing AV very boy or AV the young not we can work AJ AV

slowly AV AV rather Hint: NOT is an adverb because it is modifying the verb SING.

Completed  1. It was indeed a labor of love. Th e Blind Brother: Chapter 6 , , 2. The newspapers however were soon corrected. In the Level 7 Favorite Classics Reader, read Chapter 6 of The Blind Brother. , , 3. Some� mes indeed there came upon him a sudden fear of the Reading Check: Underline the correct answer. vengeance ,he might, meet at Rennie’s hands. 1. Which sentence best describes the way Tom and Bennie feel about 4. He ate none of it himself however and the boys ate but sparingly. their mother? , , A. They love her, but they feel she is always so worried and 5. The fall extended across the old chambers to the west wall of the mine, stressed that they don't enjoy being around her too much. therefore it was more than likely they're shut in beyond hope of escape. , , B. They adore her and want to help her as much as they can. 6. Tom grasped Bennie’s hand more � ghtly in his and hurried almost ran C. They are frustrated because she is so grumpy and gloomy all the down the wide chamber. , , � me. 7. Her sons had grown both in stature and in grace un� l they had 2. Which sentence is true? become indeed her crown of rejoicing. , , A. Bennie felt that there was going to be a fall before it happened. 8. But he felt the shame of it nevertheless as he answered. B. Bennie was taken by total surprise when the fall happened; he , , 9. The man stepped forward a very giant in size with a great beard did not no� ce any signs of a possible fall.  oa� ng on his breast. , , 10. Nevertheless he laid his por� on back in the basket. Lesson 15 , , 11. Then straightening up there came into his face a look of heroic resolu, � on. , Commas with Nonessential Phrases Read the following Th e Blind Brother: Chapter 7

Let's review. Nonessen� al words (such as "indeed" and "however), In the Level 7 Favorite Classics Reader, read Chapter 7 of The Blind Brother. phrases, or clauses in a sentence that interrupt the sentence are set oﬀ with commas. How do you know if a word, phrase, or clause is essen� al Reading Check: Underline the correct answer. or nonessen� al? If an essenƟ al element is removed, it changes the What kind things did Jack Rennie do for the boys in this chapter? meaning of the sentence or makes it unclear. If a nonessenƟ al element is removed, the meaning of the sentence does not change and is not unclear. A. He did not eat his share of food, he entertained them with Nonessen� al informa� on might add interes� ng and helpful informa� on, stories, and he oﬀ ered to die instead of the boys. but it is not essen� al. B. He did not eat his share of food, he bandaged their wounds Exercise: For each sentence (from The Blind Brother), place commas with strips of his shirt, and he read to them from his Bible. before and a� er nonessen� al phrases. TIP: Remember that nonessen� al phrases may add HELPFUL informa� on, but not ESSENTIAL informa� on.

Lesson 16 Sentence Diagramming Diagram the sentences below. This exercise focuses on Step 7.

Th e Blind Brother: Chapter 8 The gentle mother helped David, and he smiled pleasantly. Open your Course Companion to page number 99 Ɵ tled "Challenging mother helped David Words PracƟ ce #1" and read the circled words to your parent or teacher.

In the Level 7 Favorite Classics Reader, read Chapter 8 of The Blind Brother. Thethe gentle AJ Reading Check: Underline the correct answer: and Which sentence is true? he smiled A. Tom's father saved Jack Rennie's life, but Jack was so disturbed about the death of Tom's father that he has never been the same. B. Jack Rennie stole $1,000 from Tom's father before Tom's father died. pleasantly C. Jack Rennie accidentally killed Tom's father in a  ght, and Jack AV saved $1,000 and wants to give it to Tom. I kicked the ball hard, and it bounced high.

I kicked ball Independent and Dependent Clauses Exercise 1: Circle all the dependent clauses in the sentences below and hard the underline the independent clauses. The sentences are from The Blind AV Brother. If needed, refer to page 35 in your Course Companion Ɵ tled "Independent and Dependent Clauses." and

1. When they thought it was morning, they all arose and walked around it bounced a liƩ le.

2. The man started down the heading, but, aŌ er he had gone a short high distance, a thought seemed to strike him, and he came back to AV where Bennie was sƟ ll siƫ ng. On a separate sheet of paper, diagram the sentences below. This exercise focuses on Step 11 (predicate adjecƟ ves). 3. Unless he could produce some strong evidence in his favor, his convicƟ on was almost assured. 1. The cute, wooden cabinets are white. 2. Your homemade lasagna tastes extra delicious. 4. Let’s listen and see if we can hear it now. 3. My liƩ le sister can be so sweet! 5. She didn’t have much Ɵ me to cry because she had to work so hard. 4. All the kiƩ ens are  nally asleep.

Completed 

Lesson 16—Assignment on a Separate Sheet of Paper

The cute wooden cabinets are white. All the kiƩ ens are  nally asleep.

cabinets are white kittens are asleep

nally the cute allAll the fi The wooden AJ AV AJ AJ

Your homemade lasagna tastes extra delicious.

lasagna tastes delicious

your extra Your homemade AV AJ

My liƩ le sister can be so sweet!

sister can be sweet

so my little My AV AJ

Conjunctions Lesson 17 Read and complete. There are seven coordinaƟ ng conjuncƟ ons: FOR, AND, NOR, BUT, OR, YET, SO. The acronym for remembering coordina� ng conjunc� ons is FANBOYS. Th e Blind Brother: Chapter 9 A coordina� ng conjunc� on joins together two independent clauses. An In the Level 7 Favorite Classics Reader, read Chapter 9 of The Blind Brother. independent clause can stand on its own as a sentence because it has a subject, a verb, and a complete thought. Diagram the following sentences on a separate sheet of paper. Have your parent or teacher check the answers in your Course Companion. These Fill in the blank. Coordina� ng conjunc� ons can join together two sentences focus on Steps 8 and 9. independent clauses ////////////////// clauses. 1. Hank and Frank have quickly eaten the delicious cake. Underline the independent clauses and circle the coordina� ng 2. The complete package will de nitely include candy and  owers. conjunc� ons in the following sentences: 3. Dogs and cats really enjoy love and a� en� on. 1. The berries are ripe, so I picked all of them. 2. You can pick berries with me, or you can help Mom. Lesson 18 3. I love cherries, and I love blackberries.

In the sentences above, does an independent clause come on both sides of each coordina� ng conjunc� on? Circle the correct answer: YES | NO Note Taking Read: Read and complete: Taking eﬀ ec� ve notes while in a class is an important skill to develop. A subordinaƟ ng conjuncƟ on joins an independent clause and a Not only does eﬀ ec� ve note taking make you more ac� vely involved dependent clause together. There are only seven coordina� ng in learning and improve your a� en� on during class, but it also helps conjunc� ons, but there are many subordina� ng conjunc� ons. A you understand and remember informa� on. One study shows that subordina� ng conjunc� on always comes at the beginning of a dependent informa� on wri� en in notes has a 34% chance of being remembered, but informa� on not recorded in notes has only a 5% chance of being clause. Following are some of the most common subordina� ng remembered. (Howe, 1970, in Longman and Atkinson, 1999) conjunc� ons: because even though when while a� er before Note Taking Tips • Listen carefully; don't let your mind wander, or you might miss Underline the dependent clauses and circle the important informa� on. subordina� ng conjunc� ons in the following sentences. • Write down only important points, using short phrases or key 1. When the lemons are ripe, we will pick them. words. You don't need to use full sentences, and you shouldn't 2. We will pick the lemons when they are ripe. try to write down exact wording unless it is a speci c quote or 3. While we wait for Dad, let's make lemon pie! phrase that is very important.

Completed 

Lesson 17—Assignment on a Separate Sheet of Paper

Hank and Frank have quickly eaten the delicious cake. Dogs and cats really enjoy love and aƩ enƟ on.

Hank dogsDogs love

have eaten cake enjoy and and and

Frank the cats really attention delicious quickly AJ AV AV

The complete package will de nitely include candy and  owers. candy

package will include and

the nitely fl owers The complete AJ defi AV

Table of Contents

The Blind Brother ...... 3

Mary Jones and Her Bible ...... 81

Toni the Woodcarver ...... 125

Rudi ...... 159

Short Stories by Leo Tolstoy ...... 196

Moni the Goat Boy ...... 225

Dick Whittington and his Cat ...... 252

The Blind Brother

A Stor y of th e Pennsylvania Coal Mines

Contents Written By Homer Greene Edited by Jenny Phillips

First published in 1887

Th e Blind Brother Page 5

Chapter 1

Lost in the Mine

M any years ago there was no busier mine in the Pennsyvlania coal fi elds than the Dryden Slope Mine. Two hundred and thirty men and boys went by the slope into it every morning and came out from it every night. Th ey were simple and unlearned, these men and boys, rugged and rude, rough and reckless at times, but they were also manly, heroic, and kindhearted.

At the time this story opens, workers at other mines in the area were on strike, and they wanted the Dryden miners to strike as well. But the Dryden miners had no cause of complaint against their employers; they earned good wages and were content. When persuasion did not work on the Dryden miners, they were threatened, waylaid, beaten, and sometimes killed.

So the men in the Dryden Mine yielded, and soon, down the chambers and along the headings, toward the foot of the slope, came little groups leaving the mine, with dinner pails and tools, discussing earnestly, oft en Page 6 Th e Blind Brother bitterly, the situation of their forced strike.

Fift een or twenty departing miners were holding an especially animated conversation. Th ey were all walking in single fi le along the route by which the mine cars went.

Where the route crossed from the airway to the heading, a door had been placed, to be opened whenever the cars approached and to be shut as soon as they had passed by.

Th at door was attended by a boy.

To this point the party had now come, and one by one they fi led through the opening, while Bennie, the door boy, stood holding back the door to let them pass.

“Ho, Jack, take the door boy with you!” shouted someone in the rear.

Th e great, broad-shouldered, rough-bearded man who led the procession turned back to where Bennie, apparently lost in astonishment at this unusual occurrence, still stood with his hand on the door.

“Come along, lad!” he said.“Come along! You’ll have some play time now.”

“I can’t leave the door, sir,” answered Bennie. “Th e cars will be coming soon.”

“You need not mind the cars. Come along with you, I say!”

“But I can’t go until Tom comes, anyway, you know.”

Th e man came a step closer. He had the frame of a giant. Th e others who passed by were like children beside him. Th en one of the men who worked in the mine, and who knew Bennie, came through the doorway, the last in the group, and said, “Don’t hurt the boy; let him alone. His brother will take him out; he always does.”

All this time Bennie stood quite still, with his hand on the door, never Th e Blind Brother Page 7 turning his head.

It was a strange thing for a boy to stand motionless like that and to look neither to the right nor the left while an excited group of men passed by, one of whom had stopped and approached him as if he meant him harm. It roused the curiosity of “Jack the Giant,” as the miners called him, and plucking his lamp from his cap, he fl ashed the light of it up into Bennie’s face.

Th e boy did not stir; no muscle of his face moved; even his eyes remained open and fi xed.

“Why, lad! Lad! What’s the matter with you?” Th ere was tenderness in the giant’s voice as he spoke, and tenderness in his bearded face as Bennie answered, “Don’t you know? I’m blind.”

“Blind! And working in the mines?”

“Oh, a body doesn’t have to see to attend the door, you know. All I have to do is to open it when I hear the cars coming and to shut it when they get by.”

“Th at’s true, but you did not get here alone. Who helped you?”

Bennie’s face lighted up with pleasure, as he answered, “Oh, that’s Tom! He helps me. I couldn’t get along without him; I couldn’t do anything without Tom.”

Th e man’s interest and compassion had grown as the conversation lengthened, and he was charmed by the voice of the child. It had in it that touch of pathos that oft en lingers in the voices of the blind. He would hear more of it.

“Sit you, lad,” he said. “Sit you, and tell me about Tom, and about yourself, and all you can remember.”

Th en they sat down on the rude bench together, with the roughly hewn pillar of coal at their backs, blind Bennie and Jack Rennie, the giant. While one told the story of his blindness and his blessings and his hopes, the other Page 8 Th e Blind Brother listened with tender earnestness, almost with tears.

Bennie told fi rst about Tom, his brother, who was fourteen years old, two years older than himself. Tom was so good to him, and Tom could see as well as anybody. “Why,” Bennie exclaimed, “Tom can see everything!”

Th en Bennie told about his blindness—how he had been blind ever since he could remember. But there was a doctor, he said, who came up once from Philadelphia to visit Major Dryden before the major died, and he had chanced to see Tom and Bennie up by the mines, and the doctor had looked at Bennie’s eyes and said he thought, if the boy could go to Philadelphia and have treatment, that sight might be restored.

Tom asked how much it would cost, and the doctor said, “Oh, maybe a hundred dollars,” and then someone came and called the doctor away, and they had never seen him since.

But Tom resolved that Bennie should go to Philadelphia, if ever he could save money enough to send him.

Tom was a driver boy in Dryden Slope, and his meager earnings went mostly to buy food and clothing for the little family. But he began now to lay aside for Bennie the dollar or two that he had been accustomed to spend each month for himself.

Bennie knew about it, of course, and rejoiced greatly at the prospect in store for him, but he expressed much discontent because he, himself, could not help to obtain the fund which was to cure him. Th en Tom, with the aid of the kindhearted mine superintendent, found employment for his brother as a door boy in Dryden Slope, and Bennie was happy. It wasn’t absolutely necessary that a door boy should see. If he had good hearing, he could get along very well.

So every morning Bennie went down the slope with Tom and climbed into an empty mine car, and Tom’s mule drew them, rattling along the heading until they reached, almost a mile from the foot of the slope, the doorway where Bennie stayed. Th e Blind Brother Page 9

Th en Tom went on, with the empty cars, up to the new tier of chambers and brought the loaded cars back. Every day he passed through Bennie’s doorway on three round trips in the morning, and three round trips in the aft ernoon; and every day, when the noon hour came, he stopped on the down trip and sat with Bennie on the bench by the door, and both ate from one pail the dinner prepared for them by their mother.

When quitting time came, and Tom went down to the foot of the slope with his last trip for the day, Bennie climbed to the top of a load and rode out, or else, with his hands on the last car of the trip, walked safely along behind.

“And Tom and me together have almost twenty dollars saved now!” said the boy exultingly. “And we’ve only got to get eighty dollars more, and then I can go and buy back the sight into my eyes; and then Tom and me, we’re going to work together all our lives. Tom, he’s going to get a chamber and be a miner, and I’m going to be Tom’s laborer until I learn how to mine, and then we’re going to take a contract together and hire laborers and get rich, and then—why, then Mommie won’t have to work any more!”

It was like a glimpse of a better world to hear this boy talk. Th e most favored child of wealth that ever reveled seeing in the sunlight has had no hope, no courage, no sublimity of faith, that could compare with those of this blind son of poverty and toil. He had his high ambition, and that was to work. He had his sweet hope to be fulfi lled, and that was to see. He had his earthly shrine, and that was where his mother sat. And he had his hero of heroes, and that was Tom.

Th ere was no quality of human goodness or bravery or excellence of any kind that he did not ascribe to Tom. He would sooner have disbelieved all of his four remaining senses than have believed that Tom would say an unkind word to Mommie or to him or be guilty of a mean act towards anyone.

Bennie’s faith in Tom was fully justifi ed. No nineteenth century boy could have been more manly, no knight of old could have been more true and tender than was Tom to the two beings whom he loved best upon all Page 10 Th e Blind Brother

the earth.

“But the father, laddie,” said Jack still charmed and curious; “where’s the father?”

“Dead,” answered Bennie. “He came from the old country fi rst, and then he sent for Mommie and us, and when we got here, he was dead.”

“Ah, but that was awful sad for the mother! Took with the fever, was he?”

“No; killed in the mine. Top coal fell and struck him. Th at’s the way they found him. We didn’t see him, you know. Th at was two weeks before me and Tom and Mommie got here. I wasn’t but four years old then, but I can remember how Mommie cried. She didn’t have much time to cry, though, because she had to work so hard. Mommie’s always had to work so hard,” added Bennie, refl ectively.

Th e man began to move nervously on the bench. It was apparent that some strong emotion was taking hold of him. He lift ed the lamp from his cap again and held it up close to Bennie’s face.

“Killed, said you—in the mine—top coal fell?”

“Yes, and struck him on the head. Th ey said he didn’t ever know what killed him.”

Th e brawny hand trembled so that the fl ame from the spout of the little lamp went up in tiny waves.

“Where—where did it happen—in what place—in what mine?”

“Up in Carbondale. No. 6 shaft , I think it was. Yes, No. 6.”

Bennie spoke somewhat hesitatingly. His quick ear had caught the change in the man’s voice, and he did not know what it could mean.

“His name, lad! Give me the father’s name!”

Th e giant’s huge hand dropped upon Bennie’s little one and held it in a Th e Blind Brother Page 11 painful grasp. Th e boy started to his feet in fear.

“You won’t hurt me, sir! Please don’t hurt me; I can’t see!”

“Not for the world, lad; not for the whole world. But I must have the father’s name. Tell me the father’s name, quick!”

“Th omas Taylor, sir,” said Bennie, as he sank back, trembling, on the bench.

Th e lamp dropped from Jack Rennie’s hand and lay smoking at his feet. His huge frame seemed to have shrunk by at least a quarter of its size, and for many minutes he sat, silent and motionless, seeing as little of the objects around him as did the blind boy at his side.

At last he roused himself, picked up his lamp, and rose to his feet.

“Well, lad, Bennie, I must be going. Goodbye to you. Will the brother come for you?”

“Oh, yes!” answered Bennie, “Tom always stops for me. He hasn’t come up from the foot yet, but he’ll come.”

Th e man turned away, then turned back again. “Where’s the lamp?” he asked, “Have you no light?”

“No, I don’t ever have any. It wouldn’t be any good to me, you know.”

Once more the man started down the heading but, aft er he had gone a short distance, a thought seemed to strike him, and he came back to where Bennie was still sitting.

“Lad, I thought to tell you; you shall go to the city with your eyes. I have money to send you, and you shall go. I—I—knew—your father, lad.”

Before Bennie could express his surprise and gratitude, he felt a strong hand laid gently on his shoulder and a rough, bearded face pressed for a moment against his own, and then his strange visitor was gone.

Down the heading, the retreating footsteps echoed, their sound Page 12 Th e Blind Brother swallowed up at last in the distance, and up at Bennie’s doorway, silence reigned.

For a long time the boy sat pondering the meaning of the strange man’s words and conduct. But the more he thought about it, the less able was he to understand it. Perhaps Tom could explain it, though. Yes, he would tell Tom about it. Th en it occurred to him that it was long past time for Tom to come up from the foot with his last trip for the day. It was strange, too, that the men should all go out together that way; he didn’t understand it. But if Tom would only come . . .

Bennie rose and walked down the heading a little way; then he turned and went up through the door and along the airway; then he came back to his bench again and sat down.

He was sure Tom would come. Tom had never disappointed him yet, and he knew he would not disappoint him for the world if he could help it. He knew, too, that it was long aft er quitting time, and there hadn’t been a sound that he could hear in the mine for an hour, though he had listened carefully.

Aft er a while he began to grow nervous; the stillness became oppressive; he could not endure it. He determined to try to fi nd the way out by himself. He had walked to the foot of the slope alone once, the day Tom was sick, and he thought he could do it again.

So he made sure that his door was tightly closed, then he took his dinner-pail and started bravely down the heading, striking the rails of the mine car track on each side with his cane to guide him as he went along.

Sometimes he would stop and listen for a moment, if, perchance, he might hear Tom coming to meet him or, possibly, some belated laborer going out from another part of the mine. Th en, hearing nothing, he would trudge on again.

Aft er a long time spent thus, he thought he must be near the foot of the slope; he knew he had walked far enough to be there. He was tired, too, and Th e Blind Brother Page 13 sat down on the rail to rest. But he did not sit there long; he could not bear the silence—it was too depressing—and aft er a very little while, he arose and walked on. Th e caps in the track grew higher. Once he stumbled over one of them and fell, striking his side on the rail. He was in much pain for a few minutes; then he recovered and went on more carefully, lift ing his feet high with every step, and reaching ahead with his cane. But his progress was very slow.

Th en there came upon him the sensation of being in a strange place. It did not seem like the heading along which he went to and from his daily work. He reached out with his cane upon each side and touched nothing. Surely, there was no place in the heading so wide as that.

But he kept on.

By and by he became aware that he was going down a steep incline. Th e echoes of his footsteps had a hollow sound, as though he were in some wide, open space, and his cane struck one, two, three, props in succession. Th en he knew he was somewhere in a chamber, and knew, too, that he was lost.

He sat down, feeling weak and faint and tried to think. He remembered that, at a point in the heading about two-thirds of the way to the foot, a passage branched off to the right, crossed under the slope, and ran out into the southern part of the mine where he had never been. He thought he must have turned into this cross heading and followed it, and if he had, it would be hard indeed to tell where he now was. He did not know whether to go on or to turn back.

Perhaps it would be better, aft er all, to sit still until help should come, though it might be hours, or even days, before anyone would fi nd him.

Th en came a new thought. What would Tom do? Tom would not know where he had gone; he would never think of looking for him away off here. He would go up the heading to the door, and not fi nding him there, would think that his brother had already gone home. But when he knew that Bennie was not at home, he would surely come back to the mine to Page 14 Th e Blind Brother search for him; he would come down the slope; maybe he was, at that very moment, at the foot; maybe Tom would hear him if he should call, “Tom! Oh, Tom!”

Th e loudest thunderburst could not have been more deafening to the frightened child than the sound of his own voice as it rang out through the solemn stillness of the mine and was hurled back to his ears by the solid masses of rock and coal that closed in around him.

A thousand echoes went rattling down the wide chambers and along the narrow galleries and sent back their ghosts to play upon the nervous fancy of the frightened child. He would not have shouted like that again if his life had depended on it.

Th en silence fell upon him; silence like a pall—oppressive, mysterious and awful silence, in which he could almost hear the beating of his own heart. He could not endure that. He grasped his cane again and started on, searching for a path, stumbling over caps, falling sometimes, but on and on, though never so slowly—on and on until, faint and exhausted, he sank down upon the damp fl oor of the mine, with his face in his hands, and wept, in silent agony, like the lost child that he was.

Lost, indeed, with those miles and miles of black galleries opening and winding and crossing all around him, and he, lying prostrate and powerless, alone in the midst of that desolation. Th e Blind Brother Page 15

Chapter 2

The Burned Breaker

For a long time Bennie lay there pitifully weeping. Th en, away off somewhere in the mine, he heard a noise. He lift ed his head. By degrees the noise grew louder; then it sounded almost like footsteps. Suppose it were someone coming; suppose it were Tom! Th e light of hope fl ashed up in Bennie’s breast with the thought.

But the sound ceased, the stillness settled down more profoundly than before, and about the boy’s heart, the fear and loneliness came creeping back. Was it possible that the noise was purely imaginary?

Suddenly, tripping down the passages, bounding from the walls, echoing through the chambers, striking faintly, but, oh, how sweetly, upon Bennie’s ears, came the well-known call, “Ben-nie-e-e-e!”

Th e sound died away in a faint succession of echoes.

Bennie sprang to his feet with a cry.

“Tom! Tom! Tom, here I am!”

Before the echoes of his voice came back to him, they were broken by the sound of running feet, and down the winding galleries came Tom, as fast as his lamp and his legs would take him, never stopping until he and Bennie were in one another’s arms.

“Bennie, it was my fault!” exclaimed Tom. “Patsy Donnelly told me you went out with Sandy McCulloch while I was up at the stables, so I went away home, and Mommie said you hadn’t been there, and I came back to fi nd you, and I went up to your door and you weren’t there, and I called and called and couldn’t hear an answer; and then I thought maybe you’d tried to come out alone and got off in the cross heading and got lost, and . . .”

Tom stopped from sheer lack of breath, and Bennie sobbed out, “I did! I Page 16 Th e Blind Brother

did get lost and scared, and—and—Oh, Tom, it was awful!”

Th e thought of what he had experienced unnerved Bennie again, and holding Tom’s hand, he sat down on the fl oor of the mine and wept aloud.

“Th ere, Bennie, don’t cry!” said Tom soothingly. “Don’t cry! You’re found now. Come, jump up and let’s go home; Mommie will be half crazy.”

It was touching to see the motherly way in which this boy of fourteen consoled and comforted his weaker brother, and helped him again to his feet. With his arm around the blind boy’s waist, Tom led him down through the chambers, out into the south heading, and so to the foot of the slope.

It was not a great distance. Bennie’s progress had been so slow that, although he had, as he feared, wandered off by the cross heading into the southern part of the mine, he had not been able to get very far away.

Th ey stopped to rest at the foot of the slope, and Bennie told Tom about the strange man who had talked with him at the doorway. Tom could give no explanation of the matter, except that the man must have been one of the strikers. Th e meaning of his strange conduct he could no more understand than could Bennie.

It was a long way up the slope, and for more than half the distance it was very steep, like climbing up a ladder. Many times on the upward way, the boys stopped to rest. Always when he heard Bennie’s breathing grow hard and laborious, Tom would complain of being tired himself, and they would turn about and sit for a few moments on a tie, facing down the slope.

Out at last they went into the quiet autumn night! Bennie breathed a long sigh of relief when he felt the yielding soil under his feet and the fresh air in his face.

Ah! Could he but have seen the village lights below him, the glory of the sky and the jewelry of stars above him, and the half moon slipping up into the heavens from its hiding place beyond the heights of Campbell’s Ledge, he would, indeed, have known how sweet and beautiful the upper earth is, even with the veil of night across it, compared with the black recesses of the mine. Th e Blind Brother Page 17

It was fully a mile to the boys’ home, but with light hearts and willing feet, they soon left the distance behind them and reached the low-roofed cottage where their anxious mother waited in hope and fear for the coming of her children.

“Here we are, Mommie!” shouted Tom as he came around the corner and saw her standing on the doorstep in the moonlight watching. Out into the road she ran then and gathered her two boys into her arms, kissed their grimy, coal-blackened faces, and listened to their oft -interrupted story, with smiles and with tears, as she led them to her house.

But Tom stopped at the door and turned back.

“I promised Sandy McCulloch,” he said, “to go over and tell him if I found Bennie. He said he’d wait up for me and go and help me hunt him up if I came back without him. It’s only just over beyond the breaker; it won’t take twenty minutes, and Sandy will be expecting me.”

And without waiting for more words, the boy started off on a run.

It was already past ten o’clock, and Tom had not had a mouthful of supper, but that was nothing in consideration of the fact that Sandy had been good to him and would have helped him, and was, even now, waiting for him. So, with a light and grateful heart, he hurried on.

He passed beyond the little row of cottages, of which his mother’s was one, over the hill by a foot path, and then along the mine car track to the breaker. Before him the great building loomed up, like some huge castle of old, cutting its outlines sharply against the moon-illumined sky, and throwing a broad black shadow for hundreds of feet to the west.

Th rough the shadow went Tom, around by the engine room where the watchman’s light was glimmering faintly through the grimy window. He went out again into the moonlight, up, by a foot path, to the summit of another hill, along by another row of darkened dwellings, to a cottage where a light was still burning, and there he stopped.

Th e door opened before he reached it, and a man in shirt sleeves stepped out and hailed him.

“Is that you, Tom? And did you fi nd Bennie?” Page 18 Th e Blind Brother

“Yes, Sandy. I came to tell you that we just got home. I found Bennie down in the south chambers; he tried to come out alone and got lost. So I’ll not need you, Sandy, but I give you the same thanks as if I did, and good night to you!”

“Good night to you, Tom! I’m glad the lad’s safe with your mother. Tom, you’ll not be afraid to be going home alone?”

Tom laughed. “Do I looked scared, Sandy? Give yourself no fear for me; I’m afraid of nothing.”

Before Sandy turned in at his door, Tom had disappeared below the brow of the hill. Th e loose gravel rolled under his feet as he hurried down, and once, near the bottom, he slipped and fell.

As he rose, he was astonished to see the fi gure of a man steal carefully along in the shadow of the breaker and disappear around the corner by the engine room.

Tom went down cautiously into the shadow and stopped for a moment in the track by the loading place to listen. He thought he heard a noise in there; something that sounded like the snapping of dry twigs.

Th e next moment a man came out from under that portion of the breaker with his head turned back over his shoulder, muttering, as he advanced toward Tom, “Th ere, Mike, that’s the last job of that kind I’ll do for all the secret orders in the world. Th ey put it on to me because I’ve got no wife nor children, nor anybody to cry their eyes out, and I get in the prison for it. But I’ve had the heart of me touched today, Mike, and I cannot do the like of this again; it’s the last time, mind you, the last time. I—Mike!—Why, that’s not Mike! Don’t you speak, lad! Don’t you whisper! Don’t you stir!”

Th e man stepped forward, a very giant in size, with a great beard fl oating on his breast, and he laid his brawny hands on Tom’s shoulders with a grip that made the lad wince.

Tom did not stir. He was much too frightened for one thing, much too astonished for another. For, before the man had fi nished speaking, there appeared under the loading place in the breaker a little fl ickering light, and the light grew into a fl ame, and the fl ame curled around the coal-black timbers and sent up little red tongues to lick the corner of the long, low Th e Blind Brother Page 19 roof. Tom was so astounded that he could not speak, even if he had dared. But this giant was standing over him, gripping his shoulders in a painful clutch and saying to him, in a voice of emphasis and determination, “Do you see me, lad? Do you hear me? Th en I say to you, tell a single soul what you’ve seen here the night, and the life of your’s not worth the dust in the road. Whisper a single word of it, and the Molly Maguires will take terrible revenge of you! Now, then, to your home! Run! And don’t you turn your head or speak, or you shall wish you had been in the midst of the fi re instead.”

With a vigorous push, he sent Tom from him at full speed down the track. Tom feared the Molly Maguires, a secret society responsible for a string of violent attacks in the Pennsylvania coal fi elds.

But the boy had not gone far before the curiosity that overtook Lot’s wife came upon him, and he turned and looked. He was just in time to see and hear the sleepy watchman open the door of the engine-room, run out, give one startled look at the fl ames as they went creeping up the long slant of roof, and then make the still night echo with his cry of “Fire!”

Before twenty minutes had passed, the surrounding hills were alive with people who had come to look upon the burning breaker.

Th e spectacle was a grand one.

For many minutes the fi re played about in the lower part of the building, among the pockets and the screens, and dashed up against the base of the shaft -tower like lapping waves. Th en the small square windows, dotting the black surface of the breaker here and there up its seventy feet of height, began to redden and to glow with the mounting fl ames behind them; a column of white smoke broke from the topmost corner, little red tongues went creeping up to the very pinnacle of the tower, and then from the highest point of all, a great column of fi re shot far up toward the onlooking stars, and the whole gigantic building was a single body of roaring, wavering fl ame.

It burned rapidly and brilliantly, and soon aft er midnight there was but a mass of charred ruins covering the ground where once the breaker stood.

Th ere was little that could be saved—the cars in the loading place, the Page 20 Th e Blind Brother tools in the engine room, some loose lumber, and the household eff ects from a small dwelling house near by—that was all. But among the many men who helped to save this little, none labored with such energetic eff ort, such daring zeal, such superhuman strength, as the huge-framed, big-bearded man they called Jack Rennie.

______

Th e strike had become general. Th e streets of the mining towns were fi lled with idle, loitering men and boys. Th e drinking saloons drove a brisk business, and the merchants feared disaster. Tom had not told anyone as yet of his adventure at the breaker on the night of the fi re. He knew that he ought to disclose his secret; indeed, he felt a pressing duty upon him to do so in order that the crime might be duly punished. But the secret order of Molly Maguires was a terror in the coal regions in those days; the torch, the pistol, and the knife were the instruments with which it carried out its desperate decrees, and Tom was absolutely afraid to whisper a word of what he knew, even to his mother or to Bennie.

But one day the news went out that Jack Rennie had been arrested, charged with setting fi re to the Valley Breaker; and soon aft erward a messenger came to the house of the widow Taylor, saying that Tom was wanted immediately in Wilkesbarre at the offi ce of Lawyer Pleadwell.

Tom answered this summons gladly, as it might possibly aff ord a means by which he would be compelled to tell what he knew about the fi re, with the least responsibility resting on him for the disclosure. But he resolved that, in no event, would he speak anything but the truth.

Aft er he was dressed and brushed to the satisfaction of his careful mother, Tom went with the messenger to the railroad station, and the fast train soon brought them into the city of Wilkesbarre, the county town of Luzerne County.

On one of the streets radiating from the court house square, they stopped before a dingy-looking door on which was fastened a sign reading: “James G. Pleadwell, Attorney-at-Law.”

Tom was taken, fi rst, into the outer room of the law offi ces, where a man sat at a table writing. Th en, aft er a few moments, the door into an inner Th e Blind Brother Page 21 apartment was opened, and he was called in there. Th is room was more completely furnished than the outer one; there was a carpet on the fl oor, and there were pictures on the walls; also there were long shelves full of books, all bound alike in leather, all with red labels near the tops and black labels near the bottoms of their backs.

At the farther side of the room sat a short, slim, beardless man, with pale face and restless eyes, whom Tom recognized as having been in the mine with the visiting strikers the day Bennie was lost; and by a round center table sat Lawyer Pleadwell, short and stout, with bristly mustache and a stubby nose on which rested a pair of gold-rimmed glasses.

As Tom entered the room, the lawyer regarded him closely, and waving his hand towards an easy chair, he said,“Be seated, my lad. Your name is— ah—let me see.”

“Tom—Th omas Taylor, sir,” answered the boy.

“Well, Tom, you saw the fi re at the Valley Breaker?”

“Yes, sir,” said Tom. “I guess I was the fi rst one that saw it.”

“So I have heard,” said the lawyer slowly. Th en, aft er a pause, “Tom, have you told anyone what you saw or whom you saw at the moment of the breaking out of that fi re?”

“I have not, sir,” answered Tom, wondering how the lawyer knew he had seen anyone.

“Do you expect, or desire, to disclose your knowledge?”

“I do,” said Tom. “I ought to have told before; I meant to have told, but I didn’t dare. I’d like to tell now.”

Tom was growing bold; he felt that he had kept the secret long enough and that, now, it must come out.

Lawyer Pleadwell twirled his glasses thoughtfully for a few moments; then he placed them deliberately on his nose and turned straight to Tom.

“Well, Tom,” he said, “we may as well be plain with you. I represent Jack Rennie who is charged with starting the fi re, and Mr. Carolan here Page 22 Th e Blind Brother is offi cially connected with the order of Molly Maguires, in pursuance of whose decree the deed is supposed to have been done. We have known, for some time, that a boy was present when the breaker was fi red. Last night we learned that you were that boy. Now, what we want of you is simply this: to keep your knowledge to yourself. Th is will be to your own advantage as well as for the benefi t of others. Will you do it?”

To Tom, the case had taken on a new aspect. Instead of being, as he had supposed, in communication with those who desired to punish the perpetrators of the crime, he found himself in the hands of the prisoner’s friends. But his Scotch stubbornness came to the rescue, and he replied: “I can’t do it, sir; it wasn’t right to burn the breaker, and the man that done it ought to go to jail for it.”

Lawyer Pleadwell inserted a thumb into the armhole of his vest and poised his glasses carefully in his free hand. He was preparing to argue the case with Tom.

“Suppose,” said he, “you were a miner, as you hope to be, as your father was before you, and a brutal and soulless corporation, having reduced your wages to the starvation point, while its vaults were gorged with money, should kick you, like a dog, out of their employ, when you humbly asked them for enough to keep body and soul together. Suppose you knew that the laws were made for the rich and against the poor, as they are, and that your only redress, and a speedy one, would be to spoil the property of your persecutors until they came to treat you like a human being, with rights to be respected, as they surely would, for they fear nothing so much as the torch; would you think it right for a fellow workman to deliver you up to their vengeance and fury for having taught them such a lesson?”

Th e lawyer placed his glasses on his nose and leaned forward, eagerly, towards Tom.

Th e argument was not without its eff ect. Tom had long been led to believe that corporations were tyrannical monsters. But the boy’s inherent sense of right and wrong was proof against even this misleading plea.

“All the same,” he said, “I can’t make out that it’s right to burn a breaker. Why,” he continued, “you might say the same thing if it had been murder.” Th e Blind Brother Page 23

Pleadwell saw that he was on the wrong track with this clear-headed boy.

“Well,” he said, settling back in his chair, “if peaceful persuasion will not avail, I trust you are prepared, in case of disclosure, to meet whatever the Molly Maguires have in store for you?”

“Yes,” answered Tom boldly, “I am. I’ve been afraid of them, and that’s what’s kept me from telling; but I won’t be a coward anymore; they can do what they’re a mind to with me.”

Th e lawyer was in a quandary, and Carolan shot angry glances at Tom. Here was a lad who held Jack Rennie’s fate in his hands and whom neither fear nor persuasion could move. What was to be done?

Pleadwell motioned to Carolan, and they rose and left the room together; while Tom sat, with tumultuously beating heart, but with constantly increasing resolution.

Th e men were gone but a few moments and came back with satisfi ed looks on their faces.

“I have learned,” said the lawyer, addressing Tom in a voice laden with apparent sympathy, “that you have a younger brother who is blind. Th at is a sad affl iction.”

“Yes, indeed it is,” replied Tom. “Yes, indeed!”

“I have learned, also, that there is a possibility of cure, if the eyes are subjected to proper and timely treatment.”

“Yes, that’s what a doctor told us.”

“What a blessing it would be if sight could be restored to him! What a delight! What rejoicing there would be in your little household, would there not?”

“Oh, indeed there would!” cried Tom, “Oh, indeed! It’s what we’re a-thinkin’ of always; it’s what I pray for every night, sir. We’ve been a-tryin’ to save money enough to do it, but it’s slow a-gettin’ it—it’s awful slow.”

“A—how much—” Lawyer Pleadwell paused, and twirled his eye glasses thoughtfully. “How much would it cost, Tom?” Page 24 Th e Blind Brother

“Only a hundred dollars, sir; that’s what the doctor said.”

Another pause; then, with great deliberation,“Tom, suppose my friend here should see fi t to place in your hands, today, the sum of one hundred dollars, to be used in your brother’s behalf. Could you return the favor by keeping to yourself the knowledge you possess concerning the origin of the fi re at the breaker?”

Th e hot blood surged up into Tom’s face; his heart pounded like a hammer against his breast; his head was in a whirl.

A hundred dollars! And sight for Bennie! No lies to be told—only to keep quiet—and sight for Bennie! Would it be very wrong? But, oh, to think of Bennie in the joy of seeing! Th e temptation was terrible. Stronger, less aff ectionate natures than Tom’s might well have yielded. Th e Blind Brother Page 25

Chapter 3

The Unquiet Conscience

A nd Tom yielded. Th e whisperings of conscience were drowned in the anticipation of Bennie’s joy. Th e fear of personal violence would not have conquered him— neither would the fallacious argument of compensation by destruction have done so. But that vision of Bennie with eyes that could look into his eyes, with eyes that could see the houses and the breakers, the trees and the birds and the fl owers, that could even see the far-off stars in the sky at night—that was the vision that crowded out from Tom’s mind the sharp distinction between right and wrong, and delivered him over wholly to the tempter.

But he felt the shame of it, nevertheless, as he answered in a choking voice at last, “Yes, I could. A hundred dollars would give sight to Bennie. I wouldn’t lie for it, but I’ll keep still for it.”

Lawyer Pleadwell doubled up his glasses, slipped them into a case and slipped the case into his vest pocket. His object was accomplished.

“Tom,” he said, “you’re a wise lad. If you keep on in this way, you’ll make a lawyer; and a lawyer with so evenly balanced a conscience as yours will be a credit to the profession.”

Tom was not quite sure whether this was intended for a compliment or not, so he simply said, “Yes, sir.”

Pleadwell reached across the table for his high silk hat, motioned to Carolan to follow him, and went out, saying to Tom as he went, “You stay here and amuse yourself; we’ll be back shortly.”

Tom sat there alone quite still. His mind was in a tumult. Is it right? Is it right? Some unseen presence kept crowding the question in upon him. Page 26 Th e Blind Brother

What would Bennie say to it?

What would Mommie say to it?

Yet there were no lies to be told; he was simply to hold his tongue.

But was it not shielding a criminal from just punishment? Was it not virtually selling his honor for money? Would it not be better, aft er all, to take back his promise, to do his duty fearlessly, and to work and wait patiently and with a clear conscience for means to accomplish the desire of his heart for Bennie?

He was just getting into a state of painful indecision when Carolan came in alone and closed the door carefully behind him. Without saying a word, he handed to Tom, one by one, ten crisp, new ten-dollar bills. Th e boy had never in his life before seen so much money at one time. To hold it was like a scene in a fairy story; to own it was to be rich beyond belief. Th e whispers of conscience were again untiled in the novelty of possessing wealth with which such blessings might be bought.

Tom took the money, folded it awkwardly, and placed it in the inside pocket of his vest. Carolan looked on with apparent satisfaction; then he went and seated himself in the chair he had formerly occupied, without having uttered a word.

Th is man was a marked character in the coal region twenty years ago. He was known among the miners as “Silent Mike,” was credited with much native ability and sharpness, and was generally believed to be at the head, in the region, of the secret order of Molly Maguires. He was always shrewd enough not to implicate himself in any lawlessness. Th e fact that he so controlled the organization as to meet his personal ends caused it, eventually, to be split with internal dissensions. Th en, as a new reign of law and order came in, and as organized labor began to base itself on higher principles and to work out its problem with less of vengeance and more of justice, the order gradually passed out of existence.

Th inking there was nothing more to be said or done, Tom rose to go, but just then Pleadwell entered, laid his silk hat carefully on the table, and motioned to him to be seated. Having taken his eye glasses from their case and adjusted them carefully on his nose, he said to Tom, “It will not be wise Th e Blind Brother Page 27 for you to make any large expenditures of money for any purpose until aft er the trial; and in the mean time, it will be absolutely unsafe for you to disclose to anyone the fact of your having money or the means by which it was obtained. Your own discretion will teach you this. You understand me, do you not?”

Tom nodded, and Pleadwell continued: “Th ere is one thing more that I desire to speak of. I have heard that when you reached the foot of the hill on the night the breaker was burned, you saw a man come from near the point where the fi re broke out, pass by you in the shadow of the building, and disappear around the corner by the engine room. Is this true?”

“Yes, sir.”

“What kind of a looking man was this? Describe him.”

“He was a short man,” Tom replied, “kind of slim, and he didn’t have any whiskers.” A sudden thought seemed to strike the boy, and looking for a moment earnestly at Carolan, and then pointing his fi nger at him, Tom exclaimed,“Why, he looked just like—just like him!”

Carolan smiled grimly, but Pleadwell laughed aloud.

“Well, Tom,” he said, “we shall not ask you to tell whom he looks like, but if I should require your presence at the trial and should call you to the witness stand, you would have no objection, I presume, to giving a description of the man you saw pass by you in the shadow of the breaker, just as you have described him to me?”

“No,” replied Tom. “Not so long as it’s true.”

“Oh, I should expect you to say nothing that is not strictly true,” said Pleadwell. “I would not allow a witness of mine to tell a lie. Well, then, you are to be in the courtroom here a week from next Tuesday morning at nine o’clock. Do you understand?”

“Yes, sir.”

“Carolan, put Th omas Taylor’s name on that subpoena. You will consider yourself subpoenaed, Tom. Now,” he said, taking a heavy gold watch from his pocket and glancing at it, “you will have just time to catch Page 28 Th e Blind Brother the train north.” Th en stepping to the door between the two rooms and throwing it open, he said, “Harris, go to the station with this boy, buy his ticket, and see that he gets the right train.”

Harris was the young man who came down with Tom, and he and the boy were soon on the street together, walking briskly toward the station.

An hour earlier, when they were coming in, Tom had been very talkative and inquiring, but now his companion was able to get from him no more than a simple “yes” or “no,” and that only in answer to questions.

Conversation was impossible to the boy, with his mind so crowded with perplexing doubts. He could not even take notice of the shop windows or of the life in the streets but followed blindly along by the side of Harris. Somehow he felt as though he were walking under a heavy weight, and that roll of money in his pocket seemed to be burning him where it rested against his breast. He imagined that the people he met looked at him suspiciously, as if they knew he had been bribed—bribed!

Th e word came into his mind so suddenly and with such startling force that he stopped still in the street and only recovered himself when Harris turned and called to him.

Th ey were just in time for the train.

Tom found a place in the corner of the car where he would be alone, and he sat there thinking over what he had done, trying to reason himself into justifi cation of his conduct.

Th e conductor came along and punched his ticket and looked at him so sharply that Tom wondered if he knew. But of course that was absurd. Th en he tried to dismiss the matter from his mind altogether, and give his attention to what he could see from the car window.

Outside a drizzling rain was beginning to fall on the brown fi elds and leafl ess trees, and the autumn early twilight was fast deepening into darkness. It was very dismal and cheerless, and not at all the kind of outlook that could serve to draw Tom’s mind from its task of self-contemplation. It was but a few minutes, therefore, before this controversy with himself was going on again, harder than before. Th e Blind Brother Page 29

Somehow that strange word “bribed” kept haunting him. It sounded constantly in his ears. He imagined that the people in the cars were speaking it—that even the rhythmic rattle of the wheels upon the rails kept singing it to him with monotonous reiteration, “Bribed! Bribed!”

Tom thought, as he hurried down the street in the gathering darkness, out upon the plank walk, and up the long hill toward home, that he had never been so unhappy in all his life before. It was strange, too, for he had so oft en dreamed of the great joy he should feel when the coveted hundred dollars had been saved.

Well, he had it now, every cent of it, rolled up and tucked safely away in the pocket of his vest; but instead of happiness, it had brought misery.

For the fi rst time within his memory, the thought of meeting his mother and his brother gave him no pleasure. He would not tell them about the money that night at any rate; he had decided upon that. Indeed, he had almost concluded that it would be better that they should not know about it until aft er the trial. And then suppose they should not approve! He was aghast at the very thought.

But Tom was a brave lad, and he put on a bright face before these two, and told them of his trip, and about what he had seen and heard—about the law offi ce, about Pleadwell and Carolan, about everything, indeed, but the bargain and the money.

He tried to eat his supper as if he enjoyed it, though every mouthful seemed about to choke him, and on the plea of being very tired, he went early to bed. Th ere he lay half the night debating with his conscience, trying to make himself believe that he had done right, yet feeling all the time that he had stooped to dishonor.

He went over in his mind the way in which he should break the news to Mommie and Bennie and wondered how they would receive it; and always beating upon his brain, with a regular cadence that followed the pulsation of his heart, and with a monotonous rhythm that haunted him even aft er he had fallen into a troubled sleep, went that terrible word, “bribed”!

Th e autumn days went by, and still the strike continued. Th ere were no signs of resumption, no signs of compromise. On the contrary, the breach Page 30 Th e Blind Brother between the miners and the operators was growing daily wider. Th e burning of the breaker and the arrest of Jack Rennie had given rise to a bitterness of feeling between the two classes that hindered greatly an amicable settlement of their diff erences.

Acts of lawlessness were common, and it was apparent that but little provocation would be needed to bring on deeds of violence of a desperate nature. Th e cry of want began to be heard, and as the winter season was drawing near, suff ering became more frequent among the improvident and the unfortunate.

Th e Taylor family saw coming the time when the pittance of twenty dollars that the boys had saved for Bennie must be drawn upon to furnish food and clothing for them all. Tom had tried to get work outside of the mines, but had failed; there were so many idle men and boys, and there was so little work to be done at that season of the year. But the district school was open not far from his home, and Tom went there instead.

He was fond of books, and had studied much by himself. He could read very well indeed. He used to read aloud to Bennie a great deal, and during these days of enforced idleness, the boys occupied much of their time in that way; fi nding their literature in copies of old newspapers which had been given to them, and in a few old books which had belonged to their father.

Indian summer came late that year, but it was very fair. It lingered day aft er day with its still air, its far-sounding echoes, its hazy light and its smoky distances; and the brooding spirit of nature’s quiet rested down, for a brief but beautiful season, about the unquiet spirits of men.

On the aft ernoon of one of its most charming days, Tom and Bennie sauntered out, hand in hand, as they always went, to where the hill south of their little mining village rose like a huge, upturned bowl, sloping downward from its summit to every point of the compass. Over in the little valley to the south lay the ruins of the burned breaker, still untouched; and off upon the other side, one could see the sparkling river far up into the narrow valley where its waters sweep around the base of Campbell’s Ledge, across to the blue mountains on the west; and down the famous valley of Wyoming, with its gray stone monument in the middle distance, until the eastern hills crept in to intercept the view. Th e Blind Brother Page 31

It was a dreamy day, and a day fi t for dreams. When the boys reached the summit of the hill, Tom lay down upon the warm sod and silently looked away to the haze-wrapped mountains, while Bennie sat by his side and pictured in his mind the view before him as Tom had described it to him many times, sitting in that very spot.

Poor Tom! Th ese beautiful days had brought to him much perplexity of mind, much futile reasoning with his conscience, and much, very much, silent suff ering.

Lying there now in the sunlight with open eyes, he saw, in reality, no more of the beautiful scene before him than did blind Bennie at his side. He was thinking of the trial, now only three days distant, of what he should be called upon to do and to say, and of how, aft er it was all over, he must tell Mommie and Bennie about the hundred dollars.

Ah, there was the trouble! He could see his way clearly enough until it should come to that, but how should he ever be able to tell these two a thing of which he tried to be proud, but of which, aft er all, he felt guilty and ashamed?

Th en, what would they say to him? Would they praise him for his devotion to Bennie and for his cleverness in having grasped an opportunity? Or would they grieve over his lack of manly fi rmness and his loss of boyish honor? Alas! Th e more he thought of it, the more he feared that they would sorrow rather than rejoice.

But an idea came to Tom as he lay there thinking the matter over: the idea that perhaps he could learn what Bennie’s mind would be on the subject without exciting any suspicion therein of what had actually occurred. He resolved to try.

He hardly knew how best to approach the matter, but aft er some consideration, he turned to Bennie and said,“Bennie, do you suppose Jack Rennie actually set fi re to that breaker?”

“I shouldn’t wonder a bit, Tom,” replied Bennie. “Th ose that know him says he’s dreadful bad.”

“Well, suppose you had seen—suppose you could see, you know, Bennie—and suppose you had seen Jack Rennie set fi re to that breaker; Page 32 Th e Blind Brother would you tell on him?”

“Yes, I would,” said Bennie, resolutely, “if I thought he’d never get punished for it unless I did tell on him.”

“Well, don’t you think,” continued Tom, refl ectively, “that would be siding with the wealthy and siding against the poor laborer, who ain’t got no other way to get even justice for himself?”

Tom was using Pleadwell’s argument, not because he believed in it himself, but simply to see how Bennie would meet it.

Bennie met it by saying, “Well, I don’t care; I don’t believe it’s ever right to burn up anything that belongs to anybody else; and if I saw anyone doing it, I’d tell on him if—” Bennie hesitated a moment, and Tom looked up eagerly “—if I wasn’t afraid of the Molly Maguires. Jack Rennie’s a Molly, you know.”

“But wouldn’t you be afraid of them? Suppose one of them should come to you and say, ‘Ben Taylor, if you tell on Jack, we’ll cut off your tongue.’ What would you do?”

Bennie thought a moment.

“Well, I believe I’d tell on him anyway; and then I’d get a pistol, and I wouldn’t let no Molly get nearer to me than the muzzle of it.”

In spite of his great anxiety, Tom laughed at the picture of weak, blind little Bennie holding a crowd of outlaws at bay with a cocked revolver in his hand. But he felt that he was not getting at the real question very fast, so he tried again.

“Well, Bennie, suppose you had seen him start that fi re, and he knew it, and he had said to you, ‘Ben Taylor, if you ever tell on me, I’ll burn your Mommie’s house down, and I’ll kill your brother Tom!’ then what would you do?”

Bennie hesitated. Th is was more of a poser.

“Well,” he answered, at last, “if I had believed he had done what he said—I don’t know—I guess I’d—well, maybe, if I didn’t have to tell any lie, I just wouldn’t say anything.” Th e Blind Brother Page 33

Tom’s spirits rose; he felt that a great point was gained. Here was a matter in which Bennie would have been even less fi rm than he himself had been. Now was the time to come directly to the issue, to ask the fi nal question.

Tom braced himself to the task. He tried to speak naturally and carelessly, but there was a strange shortness of breath and a huskiness in his voice which he could not control; he could only hope that Bennie would not notice it.

“Well, then, suppose—just suppose, you know—that I’d seen Jack Rennie set fi re to the breaker and that he knew I was going to tell on him, and that he had said to me, ‘Tom, you got a blind brother Bennie, ain’t you?’ and I had said, ‘Yes,’ and he had said, ‘What’ll it cost to get Bennie’s sight for him?’ and I had said, ‘Oh, maybe a hundred dollars,’ and he had said, ‘Here, Tom, here’s a hundred dollars; you go and get Bennie’s eyes cured and don’t you say anything about my setting that fi re.’ What—what would you have done if you had been me?”

Tom raised himself to a sitting posture and leaned toward Bennie, with fl ushed face and painful expectancy in his eyes.

He knew that for him Bennie’s answer meant either a return to a measure of the old happiness or a plunging into deeper misery.

Th e blind boy rose to his feet and stood for a moment as if lost in thought. Th en he turned his sightless eyes to Tom and said, very slowly and distinctly, “If you had took it, Tom, and if you had used it to cure me with, and I had known it, and I had got my sight, I don’t believe—I don’t believe I should ever have wanted to look at you, Tom, or wanted you to see me; I had been so ashamed of both of us.” Page 34 Th e Blind Brother

Chapter 4

The Trial

Tom turned his head away and covered his face with his hands. Th is was cruel. For the fi rst time in his life, he was glad Bennie could not see him. But he felt that it was necessary for him to say something, so he stammered out, “Well, I was only just supposing, you know. Of course no honest fellow would do that, but, if the strike will end, and we can get to work again, we won’t ask anybody for any hundred dollars. We’ll earn it.”

Th e beauty of the autumn day died slowly out, and the narrow crescent of the new moon, hanging over the tops of the far western hills, shone dimly through the purple haze. Sadly and with few words, the two boys went their homeward way. A great burden of regret and remorse rested upon Tom’s heart, and the shadow of it fell upon the heart of his blind brother.

Poor, poor Tom! He knew not what to do. He could never use the money now for Bennie, and he would not use it for himself. It had occurred to him once to take the money back to Pleadwell and seek to be released from his agreement. But a little thought had convinced him that this would be useless—that the money would not be received. Having accepted a bribe, he believed he had placed himself in the power of those who had given it to him and that any wavering on his part, much more any violation of his agreement, would bring down vengeance and punishment on himself and trouble and disgrace on those who were dear to him.

“Oh, why!” he asked himself, in bitter thought. “Why did I ever take the money?”

Tom’s mother attributed his melancholy to lack of work and loss of earnings. She knew how his heart was set on laying up money to send Bennie away and how impatient he became at any delay in the progress of his scheme. So she talked to him very cheerfully and made delicate little dishes to tempt his appetite, and when the morning for the trial came, and Tom started for the train to go to Wilkesbarre, dressed in his best clothes Th e Blind Brother Page 35 and with the hated hundred dollars burning in his pocket, she kissed him goodbye with a smile on her face. She bade him many times to be very careful about the cars and said to him at parting, “Whatever they says to thee, lad, tell the truth; whatever they does to thee, tell the truth; fear to look no man in the eye; be good and honest with yourself, and come back to Mommie and Bennie when it’s over, hearty and well.”

Sandy McCulloch went down with Tom on the train, and together they walked from the station to the courthouse. Th ere were many people standing about in the Court House Square and in the corridors of the building, and the courtroom itself was nearly full when Tom and Sandy entered it. Th ey found vacant places on one of the rear benches, but as the seats were all graded down on a sloping fl oor to the bar, they could see without diffi culty all that was being done.

Tom had never been in a courtroom before, and he looked with much interest at the judges on the bench, at the lawyers chatting pleasantly in the bar, at the entry and departure of the grand jury, and at the offi cious constables, each with his staff of offi ce, who kept order in the courtroom.

Th ere were some motions and arguments which Tom could not understand, being made by the attorneys; the clerk read some lists in a weak voice, and the time of the court was thus occupied until toward noon.

By and by there was a slight bustle at the side door to the right of the judges’ bench, and the sheriff and his deputy entered with Jack Rennie.

Head and shoulders above those who accompanied him, his heavily bearded face somewhat pale from confi nement, and stooping rather more than usual, he moved slowly across the crowded bar, in full view of all the people in the room, to a seat by the side of his counsel.

Th e instant Tom’s eyes rested on him, he recognized him as the man who had threatened him at the breaker on the night of the fi re. Th e buzz of excitement occasioned by the entrance of the prisoner subsided, and the voice of the presiding judge sounded distinctly through the room.

“Commonwealth against Jack Rennie. Arson. Are you ready for trial?”

“We are, your Honor,” replied the district attorney, rising to his feet and advancing to the clerk’s desk. Page 36 Th e Blind Brother

“Very well,” said the judge. “Arraign the prisoner.”

Rennie was directed to stand up, and the district attorney read, in a clear voice, the indictment, which charged that the defendant “did, on the eighteenth day of November last passed, feloniously, willfully and maliciously set fi re to, burn and consume, a certain building, to wit: a coal breaker.”

Rennie stood, listening intently to the reading of the indictment. When the question was put, “What say you—guilty, or not guilty?” he replied, in a deep, chest voice, “If I be guilty, you have but to prove it.”

“Make your plea, sir!” said the judge severely. “Guilty or not guilty?”

“Th en I’ll plead not guilty. No man’s guilty until he’s proved guilty.”

Rennie resumed his seat, and the court was soon aft erward adjourned for the noon recess.

In the aft ernoon the selecting of jurors in the case against Rennie began slowly and tediously, and long before the twelve jurors had all been selected and sworn in, the early autumn night had fallen, and the fl aring gas-jets lighted up the space about the bench and bar, leaving the remote corners of the courtroom in uncertain shadow.

At six o’clock court was adjourned until the following morning, and Tom went with Sandy McCulloch to a small hotel on the outskirts of the city where arrangements had been made to accommodate witnesses for the defence. Notwithstanding his anxiety of mind, Tom was hungry, and he ate a hearty supper and went early to bed.

But he could not sleep. Th e excitement of the day had left his brain in a whirl, and he tossed restlessly about, going over in his mind what had already occurred and thinking with grave apprehension of what tomorrow might bring forth. Th rough it all he until repeated one resolve: whatever came he would not lie.

With this unsatisfactory compromise with his conscience on his mind, he fell at last into a troubled sleep.

When court was opened on the following morning, the courtroom was Th e Blind Brother Page 37 more densely crowded with idle men than it had been on the previous day. Th e case against Rennie was taken up without delay. Th e district attorney made the opening address on behalf of the Commonwealth, doing little more than to outline the evidence to be presented by the prosecution.

Th e fi rst witness called was a civil engineer, who presented a map showing the plan, location, and surroundings of the burned breaker. Following him came two witnesses who detailed the progress of the fi re as they had seen it, one of them being the watchman at the breaker, and the other the occupant of the dwelling house which had been burned.

A third witness testifi ed to having seen Rennie at the fi re shortly aft er it broke out, but he did not know how long Rennie had been there, nor where he came from. Another swore that he had seen the defendant in a drinking saloon in town about half an hour before he heard the alarm of fi re and had noticed that he went away, in the direction of the breaker, in company with “Silent Mike.”

Th en came a witness who gave his name as Lewis G. Travers: a slightly built, but muscular man, of middle age, with sharp eyes and quiet manner.

“What is your occupation?” inquired the district attorney, aft er the man had been sworn.

“I am a detective.”

“Do you know Jack Rennie, the defendant?”

“I do.”

“Where did you last see him?”

“At a meeting of certain members of the order of Molly Maguires.”

“Are you a member of that order?”

“I have been.”

“Will you relate the circumstances attending your connection with it?”

Th e stillness in the courtroom was marvelous. On many an expectant face were mingled expressions of hate and fear, as the witness, with calm Page 38 Th e Blind Brother

deliberation, related the thrilling story of how he had worked as a common laborer in the mines in order to gain a standing with the lawless miners and of how he had then been admitted to the order of Molly Maguires and had taken part in their deliberations.

As a member of the executive board, he had been present, he said, at a secret meeting held in Carbondale, at which it was resolved to burn down the coal breaker and that Jack Rennie was selected to carry out the resolution, and that Rennie, being present, had registered a solemn oath to do the bidding of the order.

Th is was the substance of his testimony, and though the cross-examination, by Pleadwell, was sharp, rigid and severe, the eff ect of the evidence could not be broken.

At this point the Commonwealth rested. Th e case against Rennie had assumed a serious phase. Unless he could produce some strong evidence in his favor, his conviction was almost assured.

Pleadwell rose to open the case for the defence. Aft er some general remarks on the unfairness of the prosecution and the weakness of the detective’s story, he declared that they should prove, in behalf of the defendant, that he was not at or near the breaker until aft er the fi re was well under way, and that the saving of a large portion of the company’s loose property from destruction was due to his brave and energetic eff orts.

“Furthermore,” continued Pleadwell, earnestly, “we shall present to the court and jury a most irreproachable witness who will testify to you that he was present and saw this fi re kindled, and that the man who kindled it was not Jack Rennie.”

Th ere was a buzz of excitement in the courtroom as Pleadwell resumed his seat, and Tom’s heart beat loudly as he understood the signifi cance of the lawyer’s last statement. He felt, more than ever, the wrong, the disgrace, the self-humiliation to which he should stoop by giving his testimony in support of so monstrous a lie.

But what could he do? Th e strain on his mind was terrible. He felt an almost irresistible desire to cry out, there, in the crowded courtroom, that he had yielded to temptation for the sake of blind Bennie; that he had seen Th e Blind Brother Page 39

the folly and the wickedness, and known the awful misery of it already; that the money that bought him was like rags in his sight; and that his own guilt and cowardice should save this criminal no longer from the punishment which his crime deserved.

By a strong eff ort, he repressed his emotion, and sat, with face fl ushed and pallid by turns, waiting for the time when his wretched bargain should be fulfi lled.

Th e fi rst witness called on the part of the defence was Michael Carolan, better known as “Silent Mike.”

He testifi ed that Rennie came down from Scranton with him and a body of strikers on the morning of November 18; that they ate supper with Caroland’s married sister, who lived in the village just beyond the burned breaker; that they spent the evening at a miners’ meeting in town; that they aft erwards called at a drinking saloon; and that they were on the way back to his sister’s house for the night, when they heard the cry of “Fire!”

“At this time,” continued Carolan, “Jack and me were together at the crossing on Railroad Street, maybe a quarter of a mile away from the breaker, and when we heard the alarm, we looked up the track and saw the blaze, and Jack says, says he, ‘Mike, the breaker’s a-fi re,’ and I says, says I, ‘It is, sure;’ and with that we both ran up the track toward the fi re.

“When we were most there we met Sandy McCulloch coming from the hill beyond, and me and him and Jack went and shoved out the cars from the loading place that we could get at; and then we went to help with the furniture at the dwelling house, and we saved everything we could.”

Silent Mike had done well. Few people had ever before heard so many words come in succession from his lips, and he told his story with such impressive earnestness that it was easy to believe that he spoke the truth. Indeed, there was very little in his account of the occurrence that was not strictly in accordance with the facts. He had simply omitted to state that he and Rennie had gone, fi rst, up to the breaker and kindled the blaze, and then returned, hastily, to the crossing where they certainly were when the fi rst cry of “Fire!” was heard.

Rennie’s case was looking up. Th ere was a recess for dinner, and, when Page 40 Th e Blind Brother court was reopened, Sandy McCulloch was put on the witness stand.

He was just getting into bed, he said, when he heard the cry of “Fire!” He looked out and saw that the breaker was burning, and, hurrying on his clothes, he ran down the hill.

“When I came to the foot of the hill,” he continued, in answer to Pleadwell’s question, “I heard something behind me, and I looked around, and there I saw Jack the Giant and Silent Mike speedings up the track toward the breaker.

“Th e fi re was burning up brisk by then, and me and Jack and Mike, we went and pushed some cars out from the loading place, down the track; and then we saved a bit from the dwelling house, and a bit from the engine room, and a bit here and there, as we could; and Jack, he worked like he was possessed, he did, sir; sure he did.”

“What were you doing up so late at night?” was the fi rst question put to Sandy on cross examination.

“Well, you see, sir, a bit of a lad that works in the mines with us, he had lost his brother in the slope that day, he had; and I had him promise to help seek him out, and he came in the evening to say as the lad was not found; and I was waiting up for him, mind you.”

“Well, did the lad come?” inquired Lawyer Summons, somewhat sarcastically.

“He did that, and he told me that he had found the brother; and I said ‘good night’ to the lad and started to bed, and the clock struck eleven.”

“Who was the lad that came to your house?”

“Tom Taylor, sir.”

Rennie started in his seat as the name was spoken, and the blood mounted into his pale forehead as he gazed intently at the witness.

“Did the boy go in the direction of the breaker from your house?” questioned Summons.

“He did, sir.” Th e Blind Brother Page 41

“How long was it aft er he left you that you heard the cry of fi re?”

“Well, maybe the time of ten minutes.”

“Could the boy have got beyond the breaker?”

“He must have, sir, he must have; the grass was not growing under his feet going down the hill.”

“Do you think Tom Taylor fi red that breaker?”

Sandy stared for a moment in blank amazement.

“Why, are you daft ? Th ere ain’t a better boy in the round world than Tom Taylor!” and Sandy broke into a hearty laugh at the very idea of Tom doing anything wrong.

But Tom, who sat back in his seat and heard it all, was suddenly startled with the sense of a new danger. Suppose he should be charged with setting fi re to the breaker? And suppose Rennie and Carolan should go upon the witness stand and swear that they saw him running away from the newly kindled blaze, as, indeed, they might and not lie, either. How could he prove his innocence? Yet he was about to swear Jack Rennie into freedom, knowing him to be guilty of the crime with which he was charged, and, what was until more despicable, he was about to do it for money.

Looked upon in this light, the thing that Tom had promised to do rose very black and ugly in his sight, and the poor delusion that he should tell no lie was swept, like a clinging cobweb, from his mind.

It was while his heart was still throbbing violently under the excitement of this last thought and fear, that he heard someone call, “Th omas Taylor!”

“Here, sir,” responded Tom.

“Take the witness stand.” Page 42 Th e Blind Brother

Chapter 5

The Verdict

P ale and trembling, Tom passed out into the aisle and down around the jury box, and stepped upon the little railed platform.

In impressive tones, the clerk administered to him the oath, and he kissed the Holy Bible and swore to “tell the truth, the whole truth, and nothing but the truth.”

Th e whole truth!

Th e words echoed and reechoed through his mind as he looked down upon the lawyers and jurors and across the bar into the hundreds of expectant faces turned toward him. For a moment he felt frightened and dizzy.

But only for a moment; fear gave place to astonishment, for Jack Rennie had started to his feet, with wild eyes and face, blanched with sudden dread, and, bending over until his great beard swept Pleadwell’s shoulder, he whispered hoarsely into the lawyer’s ear, in a tone audible throughout the room,“You did not tell me who the lad was! He must not be sworn; it’s not lawful. I’ll not have it; I say, I’ll not have it!”

In another moment Pleadwell had his hand on the man’s shoulder and forced him into a seat. Th ere was a whispered consultation of a few minutes between attorney and client, and then, while Rennie sat with his eyes turned steadfastly away from the witness, his huge hand clutching the edge of the table, and the expression of nervous dread still on his face, Pleadwell calmly, as if there had been no interruption, proceeded with the examination.

He asked Tom about his residence and his occupation and about how blind Bennie lost himself in the mines. With much skill he carried the story forward to the time when Tom said goodnight to Sandy and started down Th e Blind Brother Page 43 the hill toward home.

“As you approached the breaker, did you see a man pass by you in the shadow?”

“I did,” replied Tom.

“About how far from you?”

“I don’t know; ten feet, maybe.”

“Where did he go?”

“Around the corner, by the engine room.”

“From what point did he come?”

“From the loading place.”

“How long aft er he left the loading place was it that you saw the fi rst blaze there?”

“Two or three minutes, maybe.”

“Did you see his face?”

“I did.”

“How did he look? Describe him.”

“He was short and thin, and had no whiskers.”

Pleadwell pointed to Rennie, and asked, “Was this the man?”

“No, sir,” answered Tom.

Pleadwell leaned back in his chair and turned to the jury with a smile of triumph on his face. Th e people in the courtroom nodded to each other and whispered, “Th at clears Jack.”

Everyone but Jack Rennie himself seemed to feel the force of Tom’s testimony. Th e prisoner still sat clutching the table, looking blankly at the wall, pale, almost trembling, with some suppressed emotion.

But through Tom’s mind kept echoing the solemn words of his oath: Page 44 Th e Blind Brother

“Th e whole truth; the whole truth.” And he had not told it; his testimony was no better than a lie. An awful sense of guilt came pressing in upon him from above, from below, from every side. Hateful voices seemed sounding in his brain: “Liar in spirit! Receiver of bribes!”

Th e torture of his self-abhorrence in that one moment of silence was terrible beyond belief.

Th en a sudden impulse seized him—a bright, brave, desperate impulse.

He stepped down from the witness stand, passed swift ly between chairs and tables, tearing the money from his breast pocket by the way, and fl inging the hated hundred dollars down before the astonished Pleadwell, he returned as quickly as he came, stepped into his place with swelling breast and fl aming cheeks and fl ashing eyes, and exclaimed, falling, in his excitement, into the broad accent of his mother tongue, “Now I’m free! Do what you will with me! Imprison me, kill me, but I’ll not hold back the truth longer for any man, nor all the money that only man can give me!”

Men started to their feet in astonishment. Someone back among the people began to applaud. Jack Rennie turned his face toward the boy with a look of admiration, and his eyes were blurred with sudden tears.

“He’s the son of his father!” he exclaimed. “Th e son of his father! He’s a brave lad, and good luck unto him.”

“Who gave you that money?” asked the district attorney of Tom, when quiet had been partially restored.

Pleadwell was on his feet in an instant.

“Stop!” he shouted. “Don’t answer that question! Did I give you that money?”

“No, sir,” replied Tom, awed by the man’s vehemence.

“Did Jack Rennie give you that money?”

“No, sir.”

Pleadwell turned to the court. Th e Blind Brother Page 45

“Th en if your Honors please, we object to the witness answering this question. Th is is a desperate theatrical trick, concocted by the prosecution to prejudice this defendant. We ask that they be not allowed to support it with illegal evidence.”

Th e judge turned to Tom.

“Do you know,” he asked, “that this money was given to you by the defendant’s authority or by his knowledge or consent?”

“I can’t swear that it was,” replied Tom.

“Th e objection is sustained,” said his Honor abruptly.

Pleadwell had gained a point; he might yet win the day. But the district attorney would not loose his grip.

“Why did you just give that money to the attorney for the defence?” he asked.

Pleadwell interposed another objection, but the court ruled that the question was properly in the line of cross examination of the defendant’s witness, and Tom answered, “because I had no right to it, and he knows who it belongs to.”

“Whom does it belong to?”

“I don’t know, sir. I only know who gave it to me.”

“When was it given to you?”

“A week ago last Th ursday, sir.”

“Where was it given to you?”

“In Mr. Pleadwell’s offi ce.”

“Was Mr. Pleadwell present?”

“No, sir.”

“How much money was given to you?”

“One hundred dollars, sir.” Page 46 Th e Blind Brother

“For what purpose was it given to you?”

“To send my blind brother away to get his sight.”

“I mean what were you to do in consideration of receiving the money?”

Before Tom could answer, Pleadwell was addressing the court:

“I submit, your Honor,” he said, “that this inquisition has gone far enough. I protest against my client being prejudiced by the unauthorized and irrelevant conduct of anyone.”

Th e judge turned to the district attorney. “Until you can more closely connect the defendant or his authorized agent,” he said, “with the giving of this money, we shall be obliged to restrict you in this course of inquiry.”

Pleadwell had made another point. He still felt that the case was not hopeless.

Th en Summons, the private counsel for the prosecution, took the witness. “Tom,” he said, “did you tell the truth in your direct examination?”

“I did, sir,” replied Tom, “but not the whole truth.”

“Well, then, suppose you tell the rest of it.”

“I object,” interposed Pleadwell, “to allowing this witness to ramble over the fi eld of legal and illegal evidence at will. If counsel has questions to ask, let him ask them.”

“We will see that the witness keeps within proper limits,” said the judge; then, turning to Tom, “Go on, sir.”

“Well, you see,” said Tom, “it was all just as I told it; only when I got to the bottom of the hill and saw that man go by me in the dark, I was surprised, and I stopped and listened. And then I heard a noise in under the loading place, and then that man,” pointing his trembling forefi nger to Rennie, “came out, a-kind of talking to himself. And he said that was the last job of that kind he’d ever do; that they put it on him because he hadn’t anybody to feel bad over him if he should get caught.

“And then I saw a blaze start up right where he came from, and it got Th e Blind Brother Page 47 bigger and bigger. And then he turned and saw me, and he grabbed me by the shoulders, and he said, ‘Don’t you speak nor whisper, or I’ll take the life of you, or something like that; I can’t quite remember, I was so scared. And then he pushed me down the track, and he said, ‘Run as fast as ever you can, and don’t you dare to look back.’

“And I ran, and I didn’t look back until the fi re was a-burning up awful; and then I went with the rest to look at it; and he was there, and a-working desperate to save things, and—and—and that’s all.”

Tom stopped, literally panting for breath. Th e jurors were leaning forward in their seats to catch every word, and over among the crowded benches where the friends of the prisoner were gathered, there was a confused hum of voices, from which, now and then, rose angry and threatening words.

Rennie sat gazing intently upon Tom, as though fascinated by the boy’s presence, but on his face there was no sign of disappointment or anger, only the same look of admiration that had come there when Tom returned the money.

He clutched Pleadwell’s sleeve and said to him, “Th at settles it, man; that settles it. Th e spirit of the dead father’s in the lad, and it’s no use of fi ghting it. I’ll plead guilty now and end it, and take my sentence and stand it. How long do you think my sentence will it be?”

“Twenty years in prison,” answered Pleadwell sharply and shortly.

Rennie dropped back in his chair as though the lawyer had struck him.

“Twenty years!” he repeated. “Twenty years! Th at’s a most long time. I cannot stand that; I cannot live through it. I’ll not plead guilty. Do what you can for me.”

But there was little that Pleadwell could do now. His worst fears had been realized. He knew it was running a desperate risk to place on the witness stand a boy with a conscience like Tom’s; but he knew, also, that if he could get Tom’s story out in the shape he desired to, and keep back the objectionable parts, his client would go free; and he had great faith in the power of money to salve over a bruised conscience. Page 48 Th e Blind Brother

He had tried it and failed, and there was nothing to do now but make the best of it.

He resumed his calm demeanor and turned to Tom with the question,“Did you ever tell to me the story you have just now told on the witness stand, or anything like it?”

“I never did,” answered Tom.

“Did you ever communicate to me, in any way, your alleged knowledge of Jack Rennie’s connection with this fi re?”

“No, sir.”

Pleadwell had established his own innocence, so far as Tom’s story was concerned at least, and he dismissed the boy from the witness stand with a wave of his hand, which was highly expressive of virtuous indignation.

Tom resumed his seat by the side of Sandy, whose mouth and eyes were still wide open with surprise and admiration, and who exclaimed, as he gave the boy’s hand a hearty grip,“Well done, Tommy, my lad! Well done! I’m proud of you, and Bennie and your mother will be prouder yet of you!”

And then, for the fi rst time since the beginning of his trouble, Tom put his face in his hands and wept. But he felt that a great load had been lift ed from his conscience and that now he could look any man in the eye.

Th ere were two or three unimportant witnesses sworn in rebuttal, and the evidence was closed.

Pleadwell rose to address the jury. He denounced Tom’s action in returning the money to him as a dramatic trick, gotten up by the prosecution for eff ect and called particular attention to his own ignorance of the gift of any such money.

He declared Tom’s story of his meeting with Rennie on the night of the fi re to be improbable and false, and argued that since neither the prosecution, nor the defence, nor anyone else, had ever heard one word of it until it came out on the witness stand, it must, therefore, exist only in the lad’s heated imagination.

He dwelt strongly on the probable falsity of the testimony of the Th e Blind Brother Page 49 so-called detective; went over carefully the evidence tending to establish an alibi for Rennie; spoke with enthusiasm of the man’s eff orts and bravery in the work of rescue; lashed the corporations for their indiff erence to the wrongs of the workingmen; spoke piteously of the fact that the law denied to Rennie the right of being sworn in his own behalf; and closed with a speech that brought tears into the eyes of half the people in the room.

He had made a powerful speech, and he knew it, but he thought of its eff ect only as tending to his own benefi t; he had no hope for Rennie.

Mr. Summons addressed the jury on the part of the Commonwealth. “Th e unexpected testimony,” he declared, “of one brave and high-minded boy has placed the guilt of the prisoner beyond the shadow of a doubt; a boy whose great heart has caused him to yield to temptation for the sake of a blind brother, but whose tender conscience, whose heroic spirit, has led him to throw off the bonds which this defence has placed upon him.”

Th en came the charge of the court; plain, decisive, reviewing the evidence in brief, calling the attention of the jury to their duty both to the Commonwealth and to the defendant, directing them that the defendant’s guilt must be established in their minds beyond a reasonable doubt before they could convict, but that, if they should reach that point, then their verdict should be simply “Guilty.”

Th e jury passed out of the courtroom, headed by a constable, aft er which counsel for the defendant fi led exceptions to the charge, and the court proceeded to other business.

Very few people left the courtroom, as everyone supposed it would not be long before the bringing in of a verdict, and they were not mistaken. It was barely half an hour from the time the jury retired until they fi led back again and resumed their seats in the jury box.

“Gentlemen of the jury,” said the clerk of the court, rising, “have you agreed upon a verdict?”

“We have,” replied the foreman, handing a paper to the clerk, and the clerk in turn handed it to the presiding judge.

Th e judges, one aft er another, read the paper, nodded their approval, and returned it to the clerk, who glanced over its contents, and then Page 50 Th e Blind Brother

addressed the jury as follows:

“Gentlemen of the jury, hearken unto your verdict as the court have it recorded. In the case wherein the Commonwealth is plaintiff and Jack Rennie is defendant, you say you fi nd the defendant guilty. So say you all?”

Th e members of the jury nodded their heads, the clerk resumed his seat, and the trial of Jack Rennie was concluded.

It was what everyone had anticipated, and people began to leave the courtroom with much noise and confusion.

Rennie was talking in a low tone with Pleadwell and Carolan, while the sheriff , who had advanced to take charge of the prisoner, stood waiting for them to conclude the conference.

“I don’t want the lad harmed,” said Rennie, talking earnestly to Carolan, “him, nor his mother, nor his brother; not a hair of his head, nor a mouthful of his bread, now mind you—I have reasons—the man that so much as lays a straw in the lad’s path shall suff er for it, if I have to live a hundred years to take my vengeance of him!”

Th e sonorous voice of the court-crier, adjourning the courts until the following morning, echoed through the now half-emptied room, and the sheriff said to Rennie,“Well, Jack, I’m waiting for you.”

“Th en you need not wait longer, for I’m ready to go with you, and I’m hungry too.” And Rennie held out his hands to receive the handcuff s which the sheriff had taken from his pocket. For some reason, they would not clasp over the man’s huge wrists.

“Oh!” exclaimed the offi cer, “I have the wrong pair. Simpson,” turning to his deputy, “go down to my offi ce and bring me the large handcuff s lying on my table.”

Simpson started, but the sheriff called him back.

“Never mind,” he said, drawing a revolver from his pocket as he spoke, and grasping it fi rmly in his right hand, with his fi nger on the trigger. “It won’t pay; Jack won’t try to get away from us, will you, Jack?”

“Do you take me for a fool, man?” said Rennie, laughing as he glanced Th e Blind Brother Page 51 at the weapon. Th en, turning to Carolan and Pleadwell, he continued, “Goodnight; goodnight and sweet dreams unto you!” Jack had never seemed in a gayer mood than as when he marched off through the side door with the sheriff and his deputy; perhaps it was the gaiety of despair.

Carolan had not replied to the prisoner’s cheery “good night.” He had looked on at the action of the sheriff , with a curious expression in his eyes, until the trio started away, and then he had hurried from the courtroom at a gait which made Pleadwell stare aft er him in astonishment.

It was dark outside, very dark. A heavy fog had come up from the river and enshrouded the entire city. Th e street lamps shone but dimly through the thick mist, and a fi ne rain began to fall as Tom and Sandy hurried along to their hotel, where they were to have supper before going on the late train to their homes.

Up from the direction of the courthouse came to their ears a confusion of noises: the shuffl ing of many feet; loud voices; hurried calls; two pistol shots in quick succession; a huge, panting fi gure pushing by them and disappearing in the fog and darkness; by and by excited men hurrying toward them.

“What’s the matter?” asked Sandy.

And someone, back in the mist, replied,“Jack Rennie has escaped!” Page 52 Th e Blind Brother

Chapter 6

The Fall

I t was true. Caroland’s quick eye had noticed the opportunity for Rennie to escape, and his fertile brain had been swift in planning an immediate rescue. Th e few members of his order that he could fi nd on the instant were gathered together; there was a sudden onslaught at a dark corner of the Court-House Square; the sheriff and his deputy lay prone upon the ground, and their prisoner was slipping away through the dark, foggy streets with a policeman’s bullet whizzing past his ears, and his band of rescuers struggling with the amazed offi cers.

But the sheriff never saw Jack Rennie again, nor was the hand of the law ever again laid upon him in arrest or punishment.

As Tom walked home from the railroad station that night through the drizzling rain, his heart was lighter than it had been for many a day.

True, he was nervous and worn with excitement and fatigue, but there was with him a sense of duty done, even though tardily, which brought peace into his mind and lightness to his footsteps.

Aft er the fi rst greetings were had, and the little home group of three was seated together by the fi re to question and to talk, Tom opened his whole heart. While his mother and Bennie listened silently, oft en with tears, he told the story of his adventure at the breaker on the night of the fi re, of his temptation and fall, of his mental perplexity and acute suff ering, of the dramatic incidents of the trial, and of his own release from the bondage of bribery.

When his tale was done, the poor blind brother, for whose sake he had stepped into the shadow of sin and paid the penalty, declared with laughter and with tears, that he had never before been so proud of Tom and so fond of him as he was at that moment; and the dear, good mother took the big fellow on her lap, as she used to do when he was a little child, and held him Th e Blind Brother Page 53 up close to her heart, and rocked him until he fell asleep, and into his curly hair dropped now and then a tear that was not the outcome of sorrow but of deep maternal joy.

It was well along in December before the strike came to an end. Th ere had been rumors for a week of an approaching compromise between the miners and the operators, but one day there came word that all hands were to be at the mines, ready for work, the following morning.

It was glad news for many a poor family, who saw the holidays approaching in company with bitter want; and it brought especial rejoicing to the little household dependent so largely on the labor of Tom and Bennie for subsistence.

Th e boys were at the entrance to the mine the next morning before the stars began to pale in the east. Th ey climbed into a car of the fi rst trip and rode down the slope to the music of echoes roaring through galleries that had long been silent.

Th e mules had been brought in the day before, and Tom ran whistling to the mine stables to untie his favorite Billy and set him to his accustomed task. Th ere came soon a half dozen or more driver boys, and such a shouting and laughing and chattering ensued as made the beasts prick up their long ears in amazement.

“All aboard!” shouted Tom.

Away went Tom and Bennie, rattling up the long heading, imitating alternately the noise of the bell, the whistle, and the labored puffi ng of a locomotive engine while the sound waves, unable to escape from the narrow passage which confi ned them, rolled back into their ears in volumes of resounding echoes.

Ah, they were happy boys that morning—happy even though one was smitten with the desolation of blindness, and both were compelled to labor from daylight to dark in the grimy recesses of the mine for the pittance that brought their daily bread; happy, because they were young and free-hearted and innocent and contented with their lot.

And Tom was thrice happy, in that he had rolled away the burden of an accusing conscience and felt the high pleasure that nothing else on earth Page 54 Th e Blind Brother can so fully bring as the sense of duty done.

Sometimes, indeed, there came upon him a sudden fear of the vengeance he might meet at Rennie’s hands; but as the days passed by, this fear disturbed him less and less, and the buoyancy of youth preserved him from depressing thoughts of danger.

Billy, too, was in good spirits that morning and drew the cars rapidly along the heading, swinging around the sharp curves so swift ly that the yellow fl ame from the little tin lamp was blown down to the merest spark of blue. Th ey stopped at last by the door in the entrance where Bennie was to dismount and sit all day at his lonely task.

Th ree times Tom went down to the slope that morning, through Bennie’s door with his trip of loads, and three times he came back with his trip of lights. Th e third time he stopped to sit with his brother on the bench and to eat from the one pail which served them both the plain but satisfying dinner which Mommie had prepared for them.

Tom was still lighthearted and jovial, but upon Bennie there seemed to have fallen since morning a shadow of soberness. To sit for hours with only one’s thoughts for company, and with the oppressive silence broken only at long intervals by the passing trips, this alone was enough to cast gloom upon the spirits of the most cheerful.

But something more than this was weighing upon Bennie’s mind, for he told Tom, when they had done eating, that every time it grew still around him, and there were no cars in the heading or airway, and no noises to break the silence, he could hear, somewhere down below him, the “working” of the mine. He had heard it all the morning, he said, when everything was quiet, and being alone so, it made him nervous and afraid.

“I could stand most anything,” he said, “except getting caught in a fall.”

“Let’s listen and see if we can hear it now,” said Tom.

Th en both boys kept very quiet for a little while, and sure enough, over in the darkness, they heard an occasional snapping, like the breaking of dry twigs beneath the feet.

Th e process which the miners call “working” was going on. Th e pressure Th e Blind Brother Page 55 of the overlying mass of rock upon the pillars of coal left to support it was becoming so great that it could not be sustained, and the gradual yielding of the pillars to this enormous weight was being manifested by the crackling noises that proceeded from them and the crumbling of tiny bits of coal from their bulging surfaces.

Th e sound of working pillars is familiar to frequenters of the mines, and is the well-known warning which precedes a fall. Th e remedy is to place wooden props beneath the roof for additional support; and if this is not done, there comes a time, sooner or later, when the strained pillars suddenly give way, and the whole mass comes crashing down to fi ll the gangways and chambers over an area as great as that through which the working extended, and to block the progress of mining for an indefi nite time.

Tom had been too long about the mines to be ignorant of all this, and so had Bennie; but they knew, too, that the working oft en continued weeks, and sometimes months, before the fall would take place, though it might, indeed, come at any moment.

Th at aft ernoon Tom told the slope boss about the working, and he came and made an examination and said he thought there was no immediate danger but that he would give orders to have the extra propping of the place begun on the following day.

“Jimmie Travis said he seen rats going out of the slope, though, when he come in,” said Tom, aft er relating to Bennie the opinion of the mine boss.

“Th en it won’t be long,” replied Bennie, “before the fall comes.”

He was simply echoing the belief of all miners, that rats will leave a mine in which a fall is about to take place. Sailors have the same belief concerning a ship about to sink.

“And when the rats begin to go out,” added Bennie, “it’s time for men and boys to think about going out, too.”

Somehow the child seemed to have a premonition of disaster.

Th e aft ernoon wore on very slowly, and Bennie gave a long sigh of relief when he heard Tom’s last trip come rumbling down the airway. Page 56 Th e Blind Brother

“Give me the dinner pail, Bennie!” shouted Tom as the door closed behind the last car. “And you catch on behind—Whoa, Billy!” he yelled as the mule trotted on around the corner into the heading.

“Come, Bennie, quick! Give me your hand; we’ll have to run to catch him now.”

But even as the last word trembled on the boy’s lips, there came a blast of air, like a mighty wind, and in the next instant a noise as of bursting thunder and a crash that shook the foundations of the mines, and the two boys were hurled helplessly against Bennie’s closed door behind them.

Th e fall had come.

Th e terrible roar died away in a series of rumbling echoes, and, at last, stillness reigned.

“Bennie!”

It was Tom who spoke.

“Bennie!”

He called the name somewhat feebly.

“Bennie!”

It was a shout at last, and there was terror in his voice.

He raised himself to his feet and stood leaning against the shattered framework of the door. He felt weak and dizzy. He was bruised and bleeding, too, but he did not know it; he was not thinking of himself, but of Bennie, who had not answered his call and who might be dead.

He was in total darkness, but he had matches in his pocket. He drew one out and stood, for a moment, in trembling hesitancy, dreading what its light might disclose. Th en he struck it, and there, almost at his feet, lay his cap, with his lamp still attached to it.

He lighted the lamp and looked farther.

At the other side of the entrance, half hidden by the wreck of the door, he saw Bennie lying on his side, quite still. He bent down and fl ashed the Th e Blind Brother Page 57 light into Bennie’s face. As he did so, the blind boy opened his eyelids, sighed, moved his hands, and tried to rise.

“Tom!”

Th e word came in a whisper from his lips.

“Yes, Bennie, I’m here. Are you hurt?”

“No—yes—I don’t know. What was it, Tom?”

“Th e fall, I guess. Can you get up? Here, I’ll help you.”

Bennie gained his feet. He was not much hurt. Th e door had given way readily when the boys were forced against it, and so had broken the severity of the shock. But both lads had met with some cuts and some severe bruises.

“Have you got a lamp, Tom?”

“Yes. I just found it. Come on, let’s go home.”

Tom took Bennie’s hand and turned to go out, but the fi rst step around the pillar, into the heading, brought him face to face with a wall of solid rock which fi lled every inch of the passage. It had dropped like a curtain, blotting out in one instant the mule and the cars, and forming an impassable barrier to the further progress of the boys in that direction.

“We can’t get out this way,” said Tom; “we’ll have to go up through the airway.”

Th ey went back into the airway and were met by a similar impenetrable mass.

Th en they went up into the short chambers beyond the airway, and Tom fl ashed the light of his lamp into every entrance, only to fi nd it blocked and barred by the roof-rock from the fall.

“We’ll have to go back up the heading,” said Tom, at last, “and down through the old chambers and out to the slope that way.”

But his voice was weak and cheerless, for the fear of a terrible possibility had grown up in his mind. He knew that, if the fall extended across the old Page 58 Th e Blind Brother chambers to the west wall of the mine, as was more than likely, they were shut in beyond hope of escape, perhaps beyond hope of rescue; and if such were to be their fate, then it would have been far better if they were lying dead under the fallen rock with Billy and the cars.

Hand in hand the two boys went up the heading to the fi rst opening in the lower wall, and creeping over the pile of “gob” that partially blocked the entrance, they passed down into a series of chambers that had been worked out years before.

Striking across through the entrances, in the direction of the slope, they came at last as Tom had expected and feared, to the line of the fall: a mass of crushed coal and broken rock stretching diagonally across the range of chambers towards the heading below.

But perhaps it did not reach to that heading; perhaps the heading itself was still free from obstruction!

Th is was the only hope now left ; and Tom grasped Bennie’s hand more tightly in his and hurried, almost ran, down the long, wide chamber and across the airway and into the heading.

Th ey had gone scarce twenty rods along the heading when that cruel, jagged wall of rock rose up before them, marking the confi nes of the most cheerless prison that ever held a hopeless human being.

When Tom saw it, he stopped, and Bennie said, “Have we come to it, Tom?”

Tom answered: “It’s there, Bennie,” and sank down upon a jutting rock, with a sudden weakness upon him, and drew the blind boy to a seat beside him.

“We’re shut in, Bennie,” he said. “We’ll never get out until they break a way into us, and, maybe, by the time they do that, it’ll be—It won’t be worthwhile.”

Bennie trembled and clung to Tom; but, even in his fright, it came into his mind to say something reassuring; and thinking of his lonesome adventure on the day of the strike, he whispered, “Well, it isn’t so bad as it might be, Tom; it might have been one of us shut up here alone, and that Th e Blind Brother Page 59 would have been awful.”

“I wish it had been one of us alone,” answered Tom, “for Mommie’s sake. I wish it had been only me. Mommie couldn’t ever stand it to lose—both of us—like—this.”

For their own misfortune, these boys had not shed a tear; but at the mention of Mommie’s name, they both began to weep, and for many minutes the noise of their sobbing and crying was the only sound heard in the desolate heading.

Tom was the fi rst to recover.

A sense of the responsibility of the situation had come to him. He knew that strength was wasted in tears. And he knew that the greater the eff ort towards physical endurance, towards courage and manhood, the greater the hope that they might live until a rescuing party could reach them. Besides this, it was his place, as the older and stronger of the two, to be very brave and cheerful for Bennie’s sake. So he dried his tears, and fought back his terror, and spoke soothing words to Bennie, and even as he did so, his own heart grew stronger, and he felt better able to endure until the end, whatever the end might be.

“God can see us down in the mine just as well as He could up there in the sunlight,” he said to Bennie. “And whatever He’d do for us up there He’ll do for us down here. And there are those that won’t let us die here, either, while they’ve got hands to dig us out; and I shouldn’t wonder—I shouldn’t wonder a bit—if they were digging for us now.”

Aft er a time, Tom concluded that he would pass up along the line of the fall, through the old chambers, and see if there was not some opening left through which escape would be possible.

So he took Bennie’s hand again and led him slowly up through the abandoned workings, in and out, to the face of the fall at every point where it was exposed, only to fi nd, always, the masses of broken and tumbled rock reaching from fl oor to roof.

Yet not always! Once, as Tom fl ashed the lamplight up into a blocked entrance, he discovered a narrow space between the top of the fallen rock and the roof; and releasing Bennie’s hand, and climbing up to it, with much Page 60 Th e Blind Brother

diffi culty, he found that he was able to crawl through into a little open place in the next chamber.

From here he passed readily through an unblocked entrance into the second chamber; and at some little distance down it, he found another open entrance. Th e light of hope fl amed up in his breast as he crept along over the smooth, sloping surfaces of fallen rock, across one chamber aft er another, nearer and nearer to the slope, nearer and nearer to freedom, and the blessed certainty of life. Th en, suddenly, in the midst of his reviving hope, he came to a place where the closest scrutiny failed to reveal an opening large enough for even his small body to force its way through. Sick at heart, in spite of his self-determined courage, he crawled back through the fall, up the free passages, and across the slippery rocks to where Bennie stood waiting.

“I didn’t fi nd anything,” he said in as strong a voice as he could command. “Come, let’s go on up.”

He took Bennie’s hand and moved on. But, as he turned through an entrance into the next chamber, he was startled to see, in the distance, the light of another lamp. Th e sharp ears of the blind boy caught the sound of footsteps.

“Somebody’s coming, Tom,” he said.

“I see the lamp,” Tom answered, “but I don’t know who it can be. Th ere wasn’t anybody in the new chambers when I started down with the load. All the men went out quite a bit ahead of me.”

Th e two boys stood still as the strange light approached, and, with the light, appeared, to Tom’s astonished eyes, the huge form and bearded face of Jack Rennie. Th e Blind Brother Page 61

Chapter 7

The Shadow of Death

W hy, lads!” exclaimed Rennie. “Lads!” Th en, fl ashing the light of his lamp into the boys’ faces, he exclaimed, “What, Tom, is it you—you and the blind brother? Ah! But it’s very bad for you, brothers, very bad—and worse yet for the poor mother at home.”

When Tom fi rst recognized Rennie, he could not speak for fear and amazement. Th e sudden thought that he and Bennie were alone, in the power of this giant whose liberty he had sworn away, overcame his courage. But when the kindly voice and sympathizing words fell on his ears, his fear departed, and he was ready to fraternize with the convict as a companion in distress.

“Tom,” whispered Bennie, “I know his voice. It’s the man that talked so kindly to me on the day of the strike.”

“I remember you, laddie,” said Jack. “I remember you right well.” Th en, turning to Tom, “You were coming up the fall; did you fi nd any opening?”

“No,” said Tom, speaking for the fi rst time since the meeting. “None that’s any good.”

“And there’s nothing above either,” replied Jack, “so we’ve little to do but wait. Sit you down, lads, and tell me how you got caught.”

Seated on a shelf of rock, Tom told in a few words how he and Bennie had been shut in by the fall. Th en Jack related to the boys the story of his escape from the sheriff and how his comrades had spirited him away into these abandoned workings and were supplying him with food until such time as he could safely go out in disguise and take ship for Europe.

Th ere he was when the crash came.

“Now you must wait with patience,” he said. “It’ll not be for long; they’ll Page 62 Th e Blind Brother soon be coming for you. Th e miners have strong arms and strong hearts, and you’ll hear their picks a-tap-tappin’ away in the heading—tomorrow, maybe.”

“And is it night now?” asked Bennie.

“It must be, lad. I have nothing to mark the time by, but it must be along in the evening.”

“But,” interrupted Tom, as the thought struck him, “if they fi nd you here, you’ll have to go back to the jail.”

“I have thought of that,” answered Jack. “I have thought of that, and my mind’s made up. I’ll go back and fulfi ll my sentence. I have deserved it. I’d have no peace of mind wandering over the earth a-keepin’ out of the way of the law. And maybe, if I lived my sentence out, I could do something that’s better. But I’ll not hide any longer; I cannot do it!”

Off somewhere in the fall, there was a grinding, crunching sound for a minute and then a muffl ed crash. Some loosened portion of the roof had fallen in.

For a long time Jack engaged the boys in conversation, holding their minds as much as possible from the fate of imprisonment.

Toward midnight Bennie complained of feeling hungry, and Jack went down into the old chambers where he had been staying and came back aft er a while with a basket of food and a couple of coarse blankets, and then they all went up to Bennie’s doorway. Tom’s oil was up there, and their lamps needed fi lling. It seemed more like home up there too; and, besides that, it was the point toward which a rescuing party would be most likely to work.

Jack’s basket was only partly full of food, but he thought there would be enough to last, by economical use, during the following day. He ate none of it himself, however, and the boys ate but sparingly.

Th en they made up a little platform from the boards and timbers of the ruined door, spread the blankets on it, and induced Bennie, who seemed to be weak and nervous, to lie down on it and try to sleep. But the lad was very restless and slept only at intervals, as indeed, did Tom and Jack, one of whom had stretched himself out on the bench, while the other sat on the mine fl oor, reclining against a pillar. Th e Blind Brother Page 63

When they thought it was morning, they all arose and walked around a little, and the boys ate another portion of the food from the basket. But Jack did not touch it; he was not hungry, he said, and he went off into the new chambers to explore the place.

Aft er a while he came back and sat down and began telling stories of his boyhood life in the old country, intermingling with them many a marvelous tale and strange adventure, and so he entertained the boys for hours.

It must have been well on into the aft ernoon that Tom took to walking up and down the heading. Sometimes Jack went with him, but more oft en he remained to talk with Bennie, who still seemed weak and ill and who lay down on the blankets again later on and fell asleep.

Th e fl ame of the little lamp burned up dimly. More oil and a fresh wick were put in, but the blaze was still spiritless.

Jack knew well enough what the trouble was. Th ere were places up in the new chambers where the deadly carbonic acid gas was escaping into the prison, adding, with terrible rapidity, to the amount produced by exhalation and combustion. But he said nothing; the boys did not know, and it would be useless to alarm them further.

Bennie started and moaned now and then in his sleep, and fi nally awoke, crying. He had had bad dreams, he said.

Jack thought it must be late in the second evening of their imprisonment.

He took all the food from the basket and divided it into three equal parts. It would be better to eat it, he thought, before actual suff ering from hunger began. Th ey would be better able to hold out in the end.

Nevertheless, he laid his portion back in the basket.

“I haven’t the stomach for it just now,” he said.

Th ere was plenty of water. A little stream ran down through the airway, from which the pail had been repeatedly fi lled.

Th e night wore on.

Th e fi rst sound of rescue had not yet been heard. Page 64 Th e Blind Brother

By and by, both boys slept.

Jack alone remained awake and thoughtful. His face gave token of great physical suff ering. Once he lift ed the cover from the basket and looked hungrily and longingly at the little portion of food that remained. Th en he replaced the lid and set the basket back resolutely on the ledge.

“No! No!” he murmured. “I must not take it out of the mouth of Tom Taylor’s children.”

For a long time he sat motionless, with his chin in his hands and his eyes fi xed on the sleeping lads. Th en, straightening up, there came into his face a look of heroic resolution.

“I’ll do it!” he said, aloud. “It’ll be better for us all.”

Th e sound of his voice awakened Tom, who had slept for some hours, and who now arose and began again his monotonous walk up and down the heading.

Aft er a while Jack motioned to him to come and sit beside him on the bench.

“I have something to say to you,” he said. Th en, with a glance at the sleeping boy, “Come you up the airway a bit.”

Th e two walked up the airway a short distance and sat down on a broken prop by the side of the track.

“Tom,” said Jack, aft er a moment or two of silence, “it’s going hard with us. It’s likely been two days since the fall, and no sound of help yet. No doubt but they’re a-working, but it’ll take long to get here from the time you hear the fi rst tapping. Th e three of us can’t live that long; maybe two can. You shall be the ones. I have fi xed on that from the start. Th at’s why I have taken no food.”

“And we’ve had it all!” broke in Tom. “You shouldn’t have done it. Th e three of us ought to have fared alike—except, maybe, Bennie; he’s not so strong, and he ought to be favored.”

“Yes, Tom, the weakest fi rst. Th at’s right; that’s why I’m a-givin’ my chances to you lads. And besides that, my life ain’t worth savin’ anyway, Th e Blind Brother Page 65

alongside of yours and Bennie’s. You shall share what’s in the basket between you. It ain’t much, but it’ll keep you up as long as the air will support you. It’s getting bad, the air is. Do you see the lamp, how dim and lazy-like it burns? A man’s got to have such strength as food will give him to hold out long in air like this.”

“I wish you had eaten with us,” interrupted Tom again. “It isn’t right to let your chances go that way on account of us.”

Paying no attention to this protest, Jack continued, “But I’ve a thing on my mind, Tom, that I’d feel easier about and fi tter for what’s coming if I told it. It’s about your father, lad; it’s about Tom Taylor. Page 66 Th e Blind Brother

Chapter 8

The Father

Y ou’ll not think too hard of me, Tom, will you, when I tell you how your father died. It was not the fall of top coal that killed him—it was me! Tom! Lad! Tom! Bear with me a minute! Sit you and bear with me; it will not be for long.”

Th e boy had risen to his feet and stood staring at the man in terrifi ed amazement. Th en Jack rose, in his turn, and hurried on with his story. “It was not by intent, Tom. We were the best of friends; I was his buddy. We worked in a chamber together in the mine. But one day we quarreled—I hardly remember what it was even about—we quarreled there in the chamber, and ugly words passed, and there came a moment when one of us struck the other.

“Th en the fi ght began—hand to hand, both lamps out, in the dark. Oh, it was terrible! Terrible! We were down on the fl oor of the mine, crashing up against the ragged pillars, struggling and straining like mad—and all of a sudden, I heard a sharp cry, and I felt him slipping out of my arms and down to my feet, and he lay there and was still.

“I found my lamp and lit it, and when I looked at him, he was dead.

“I was a coward. I was afraid to say we had been fi ghting. I was afraid they’d say I murdered him. So I blasted down a bit of roof and fi xed it like the top coal had fell and killed him, and no one suspected I killed him. But I could not stay there, and I wandered west, and I wandered east, and I took to drink and to evil deeds, and at last I came back, and I went in with the Molly Maguires, and I did desperate work for them—work that I oughtn’t to be alive tonight to speak about. But I have suff ered. Oh, lad, I have suff ered!

“Many and many is the night, as oft en as I have slept and dreamed, that I have fought over that fi ght in the dark and felt that body a-slipping, slipping out of my grasp. Oh, it’s been terrible! Terrible!”

Jack dropped into his seat again and buried his face in his hands. Th e Blind Brother Page 67

Th e man’s apparent mental agony melted Tom’s heart, and he sat down beside him and laid a comforting hand on his knee.

“I have nothing against you,” he said, and repeated, “I have nothing against you.”

Aft er a while Jack looked up.

“I believe you, lad,” he said, “and somehow I feel easier for the telling. But you must not tell the mother about it, Tom; I’ve a reason for that. I’ve a bit of money here that I’ve saved along through the years, and I’ve neither friends nor family that’s near now to leave it with—and I want your mother to have it. If she knew, she might not take it.”

As he spoke, he drew from an inner pocket a folded and wrapped package and gave it to Tom.

“It’s a thousand dollars,” he continued, “and I’d like—I’d like it if part of it could be used for getting sight for the blind lad, if he lives to get out. I told him, one day, that he should have his sight, if money would buy it, and I want to keep my word.”

Tom took the package, too much amazed and too deeply moved to speak.

Th e grinding noise of settling rock came up from the region of the fall, and then, for many minutes, the silence was unbroken.

Aft er a while, Jack said, “Put the money where they’ll fi nd it on you, in case you—in case you don’t get out in time.”

Th en he rose to his feet again.

“You’re not going to leave us?” said Tom.

“Yes, lad, I must go. It’s the way with hunger, sometimes, to make a man crazy until he’s not knowing what he does. You shall not have that to fear from me, Tom.” He grasped the boy suddenly by both hands. “Don’t come up into the new chambers, Tom; promise me!”

Tom promised, and Jack added, “Maybe I shall not see ye again. Goodbye. Keep up heart; that’s the best thing for both of you—keep up heart, and never let hope go.” Page 68 Th e Blind Brother

Th en he loosed the boy’s hands, picked up his lamp, and, with a smile on his face, he turned away. He passed down the airway and out by the entrance where blind Bennie lay, still sleeping, and stopped and looked tenderly down upon him, as men look, for the last time in life, on those whom they love.

He bent over, holding his heavy beard back against his breast and touched the tangled hair on the child’s forehead with his lips; and then, weak, staggering, with the shadow of his fate upon him, he passed out on the heading, and up into the new chambers, where the poisoned air was heavy with the deadly gas, and the lamp-fl ame scarcely left the wick; and neither Tom Taylor nor his blind brother ever saw Jack Rennie again, in life or in death.

When Tom went back to the waiting place, Bennie awoke.

“I had such a nice dream, Tom,” he said. “I thought I was lying in the little bed at home, in the early morning. It was summer, and I could hear the birds a-singing in the poplar tree outside; and then Mommie, she come up by the bed and kissed me. And then I thought, all of a sudden, I could see. Oh, Tom, it was lovely! I could see Mommie standing there, and I could see the sunlight a-coming in at the window, and a-shining on the fl oor; and I jumped up and looked out, and it was all just like—just like heaven.”

Th ere was a pause, and then Bennie added, “Tom, do you suppose if I should die now and go to heaven, I could see up there?”

“I guess so,” answered Tom. “But you aren’t going to die. We’re going to get out—both of us.”

But Bennie was still thinking of the heavenly vision.

“Th en I wouldn’t care, Tom; I’d just as well die—if only Mommie could be with me.”

Again Tom spoke, in earnest, cheerful tones, of the probability of rescue and discussed the subject long and stimulated his own heart, as well as Bennie’s, with renewed hope.

By-and-by the imperious demands of hunger compelled them to eat the remnant of food. Tom explained that Jack had gone away to be by himself a while and wanted them to eat what there was in the basket. Bennie did not Th e Blind Brother Page 69 question the statement. So the last of the food was eaten.

Aft er this there was a long period of quiet waiting and listening for sounds of rescue, and, fi nally, both boys lay down again and slept.

Hours passed by with no sound save the labored breathing of the sleepers. Th en Tom awoke with a prickling sensation over his entire body and a strange heaviness of the head and weakness of the limbs, but Bennie slept on.

“He might as well sleep,” said Tom to himself. “It’ll make the time shorter for him.”

But by and by, Bennie awoke and said that he felt very sick and that his head was hurting him.

He fell asleep again soon, however, and it was not until some hours later that he awoke with a start and asked for water. Aft er that, though oppressed with drowsiness, he slept only at intervals and complained constantly of his head.

Tom cared for him and comforted him, putting his own suff erings out of sight, sleeping a little and straining his ears for a sound of rescue.

Th e hours crept on, and the fl ame of the little lamp burned dim, and the deadly gas grew thicker in the darkness.

Once, aft er a longer period of quiet than usual, there came a whisper from Bennie.

“Tom!”

“What is it, Bennie?”

“Where did Jack go?”

“Up in the new chambers.”

“How long has he been gone?”

“Oh, a day or two, I guess.”

“Hark, Tom, is that him?” Page 70 Th e Blind Brother

“I don’t hear any thing, Bennie.”

“Listen! It’s a kind of tapping, tapping—don’t you hear it?”

But Tom’s heart was beating so wildly that he could hear no lesser noise.

“I don’t hear it any more,” said Bennie.

But both boys lay awake now and listened, and by and by Bennie spoke again, “Th ere it is. Don’t you hear it, Tom?”

Th is time Tom did hear it: just the faintest tap, tap, sounding, almost, as though it were miles away.

Th ere was a little crowbar there that had been brought down from the new chambers. Tom caught it up and hurried into the heading. He beat half a dozen times on the wall there, and then, dropping the bar from sheer exhaustion, he lay down beside it and listened.

It was hard to tell if they heard his strokes, though he repeated them again and again, as his strength would permit.

But the faint tapping ceased only at intervals, and, once in a long while, a scarcely perceptible thud could be heard.

Tom crept back to Bennie and tried to speak cheerfully as they lay and listened.

But the blind boy’s limbs had grown numb and his head very heavy and painful. His utterance, too, had become thick and uncertain, and at times he seemed to be wandering in his mind. Once he started up, crying out that the roof was falling on him.

Hours passed. Echoing through the fall, the sound of pick and crowbar came, with unmistakable earnestness.

Tom had tapped many times on the wall and was sure he had been heard, for the answering raps had reached his ears distinctly.

But they were so long coming—so long! Yet Tom nursed his hope, and fought off the drowsiness that oppressed him, and tried to care for Bennie.

Th e blind boy had gotten beyond caring for himself. He no longer heard Th e Blind Brother Page 71 the sounds of rescue. Once he turned partly on his side.

“Yes, Mommie,” he whispered, “yes, I see it; ain’t it pretty!” Th en, aft er a pause, “O Mommie, how beautiful—how beautiful—it is—to see!”

Tap, tap, thud, came the sounds of rescue through the rock and coal.

Tap, tap, thud. But, oh, how the moments lagged; how the deadly gas increased; how the sharp teeth of hunger gnawed; how feebly burned the fl ame of the little lamp; how narrow grew the issue between life and death!

A time had come when Bennie could be no longer roused to consciousness, when the brain itself had grown torpid, and the tongue refused to act.

Tap! Tap! Louder and louder it sounded. Th ey were coming near; men’s voices could be heard. Th ud! Th ud! Th e prison wall began to tremble with the heavy blows, but the hours went slipping by into the darkness, and, over the rude couch, whereon the blind boy lay, the angel of death hung motionless.

“Oh, God!” prayed Tom. “Oh, dear God, let Bennie live until they come!” Page 72 Th e Blind Brother

Chapter 9

Out of Darkness

I t was with a light heart that the widow Taylor kissed her two boys goodbye that morning in December and watched them as they disappeared into the fading darkness. When they were gone, she went about her household duties with a song on her lips. She did not oft en sing when she was alone, but this was such a pretty little song of a mother and her boy that, on this happy winter morning, she could not choose but sing it.

Hers were such noble boys, such bright, brave boys! Th ey had given her heart and life to begin the struggle for bread on that awful day when she found herself homeless, money-less, among strangers in a strange land; when, in answer to her eager question for her husband, she had been told that he had met an untimely death and was already lying in his grave.

But, as she had toiled and trusted, her sons had grown, both in stature and in grace, until they had become, indeed, her crown of rejoicing.

One thing yet she looked forward to with eager hope, and that was the time when her blind boy might have the benefi t of skillful treatment for his eyes with the possibility of sight. It might take years of saving money yet, but every day that they could all work made the time of waiting one day less. So she was hardly less rejoiced at the renewal of their tasks than were the boys themselves.

Suddenly there came a jar; the house rocked slightly, the windows rattled, and a dish on the pantry shelf fell to the fl oor and was broken.

Th e widow Taylor started to her feet and stood for a moment, wondering what it could mean. Th en she opened the door of her cottage and looked out.

Other women were standing by their gates, and men were hurrying past her in the darkness. Th e Blind Brother Page 73

“What’s happened?” she called out to a neighbor.

“A fall,” came back the answer. “It must must have been a fall.”

“Where?”

She asked the question with a dreadful apprehension settling down upon her.

“We cannot tell, but most likely it’s in the Dryden Slope. Th ey’re running that way.”

Th e widow shrank back into her house and sank weakly into a chair. For the moment she was overcome, but only for the moment. Hope came to her rescue. Th ere were a hundred chances to one that her boys were not in the mine, even if the fall had been there; indeed, it was already time for them to be at home.

She waited for a few moments in anxious indecision; then, throwing a shawl about her head and shoulders, she went out into the night.

She knew very well the route by which her boys came from their work, and she determined to go until she should meet them. Th ere were many people hurrying toward the slope, but only one man coming from it, and he was running for a doctor and had no time to talk.

Increasing anxiety hastened the widow’s steps. She could not go fast enough. Even as it was, people jostled by her in the darkness, and she ran to keep up with them.

At last, the mile that lay between her cottage and the mine was almost covered. Up on the hillside, at the mouth of the slope, she saw the twinkling and glancing of the lights of many lamps. Th e crowds had grown more dense. Other women were pushing past her, moaning and lamenting.

She climbed the hill and through the throng to where a heavy rope had been stretched about the mouth of the slope as a barrier to hold back the pressing crowd. Clutching the rope with both hands, she stood there and waited and watched.

She was where she could see into the opening of the mine and where she could see all who came out. Page 74 Th e Blind Brother

Some cars were lowered from the slope house to the mouth, and a dozen men with picks and crowbars climbed into them and went speeding down into the blackness. It was another rescuing party.

Across the open space before her, the widow saw Sandy McCulloch coming and cried out to him, “Sandy!”

He stopped for an instant, then, recognizing the woman’s voice, he came up to her and laid his hands on hers, and before she could speak again, he said, “You’re looking’ for the lads. Th ey have not come out yet.”

“Sandy—are they safe?”

“We cannot tell. Th ere were many that got to this side of the fall before it came, and some that got caught in it, and most likely there are some that are beyond it.”

A car came up the slope, and the body of a man was lift ed out, placed on a rude stretcher, and carried away.

Sandy moved, awkwardly, to get between the dread sight and the woman’s eyes. But she looked at it only for a moment. It was a man, and those she sought were not men, but boys.

“Th ey’re a-working,” continued Sandy, “they’re a-working like tigers to get to them, and we’re a-hoping. Th at’s all we can do—work and hope.”

Th e man hurried away and left her still standing there to watch the car that came up from the blackness at lengthening intervals with its dreadful load and to hear the shrill cry from some heartbroken wife and mother as she recognized the victim. But they were always men who were brought out, not boys.

Aft er a time, a party of workers came up, exhausted, and others went down in their places. Th e men were surrounded with eager questioners, but they had little to say. Th e work of rescue was progressing—that was all.

By and by Sandy came back.

“You should not stay here, Mistress Taylor,” he said. “When the lads be found, you shall know it; I’ll bring them to you myself. Most likely they are behind the fall, and it’ll take time to get them—all night maybe, maybe Th e Blind Brother Page 75 longer; but when they’re found, you shall not be long knowing it.”

“O Sandy! You’ll spare nothing; you’ll spare nothing for them?”

“We’ll spare nothing,” he said.

He had started with her towards home, helping her along until the bend in the road disclosed the light in her cottage window; and then, bidding her to be hopeful and of strong heart, he left her and hurried back to aid in the work of rescue.

Th e outer line of the fall and the openings into it had already been searched; and all the missing had been accounted for—some living, some dead, and some to whom death would have been a happy relief—all the missing, save Tom Taylor and his blind brother.

It was well known that their route to the foot of the slope lay by the new north heading; and, along this passage, the entire work of rescue was now concentrated. Th e boys would be found, either buried under the fall, or imprisoned behind it.

At some points in the heading, the rescuing parties found the rock and coal wedged in so solidly that the opening of a few feet was the work of an hour; again, the huge blocks and slabs were piled up, irregularly; and, again, there would be short distances that were wholly clear.

But no matter what these miners met, their work never for one moment ceased nor lagged. Th ey said little; men do not talk much under a pressure like that; but every muscle was tense, every sense on the alert; they were at the supreme height of physical eff ort.

Such labor was possible only for a few hours at a time, but the tools scarcely ceased in their motion, so quickly were they caught up by fresh hands from the exhausted ones that dropped them.

Men do not work like that for money. No riches of earth could charge nerve and muscle with such energetic fi re. It was, indeed, a labor of love.

Th ere was not a workman in Dryden Slope but would have worn his fi ngers to the bone to save these lads, or their widowed mother, from one hour of suff ering. Th e frank, manly character of Tom, and the pathetic Page 76 Th e Blind Brother simplicity of his blind brother had made both boys the favorites of the mine. And beneath the grimy clothes of these rugged miners beat hearts as warm and resolute as ever moved the noblest of earth’s heroes to generous deeds of daring.

When the widow Taylor reached home, it was almost midnight. She set away the supper dishes from the table and in place of them, she put some of her simple household remedies. She prepared bandages and lint, and made everything ready for the rest and comfort of the suff erers when they should arrive.

She expected that they would be weak and wounded, too, perhaps, but she had not yet thought of them as dead.

Th en she lay down upon her bed and tried to sleep, but at every noise she awakened.

At daybreak a miner stopped, with blackened face and bleeding hands, to tell her that the work of rescue was going bravely on. He had, himself, just come from the face of the new opening, he said, and would go back again to work aft er he had taken a little food and a little sleep.

Th e morning went by. Noon passed, and still there were no other tidings. Th e monotony of waiting became unbearable at last, and the stricken woman started on another journey to the mine.

When she came near to the mouth of the slope, they made way for her in silent sympathy. A trip of cars came out soon aft er her arrival, and a half dozen miners lift ed themselves wearily to the ground. Th e crowd pressed forward with eager questions, but the tired workers only shook their heads. Th ey feared, they said, that not half the distance through the fall had yet been accomplished.

But one of them, a brawny, great-hearted Irishman, came over to where the widow Taylor stood, white-faced and eager-eyed, and said, “It won’t be long now, ma’am, until we’ll be reaching them. We’re a-hoping every blessed hour to break through to where the pretty lads are staying.”

“And do you fi nd no signs?” she asked. “Do you hear no sounds?”

“Ah, now!” he said, evading the question. “Never you fear.” Th e Blind Brother Page 77

She turned away and went home again, and the long night passed, and the morning dawned, and it was only the same old story: “Th ey’re a-working. It can’t be long now.”

But among themselves the miners said that had the lads escaped the fall, they would perish from hunger and foul air long before the way could be opened into their prison. To bring their lifeless bodies out for decent burial was all that could be hoped.

Th e morning of the fourth day dawned, beautiful and sunny. It was the holy Christmas Day, the day on which the star-led shepherds found the Christ-child in the hallowed manger in the town of Bethlehem. White and pure upon the earth, in the winter sunlight, rested a covering of newly fallen snow. Pale-faced and hollow-eyed, the mother of the two imprisoned boys looked out upon it from the window of her desolate home.

Th e sympathizing neighbors who had kept her company for the night had gone for a little while, and she was alone.

She knew that there was no hope.

Th ey had thought it a kindness to tell her so at last, and she had thanked them for not keeping the bitter truth hid from her.

She did not ask anymore that she might see her two boys in life; she only prayed now that their dear bodies might be brought to her to be robed for Christian burial.

To this end she began now to make all things ready.

In the locked cupboard, where the boys should not see them until the time came, she found the Christmas presents she had thought to give to them this day.

Not much, indeed. A few cheap toys, some sweetmeats purchased secretly, a book or two, and last of all, some little gift s that her own weary, loving hands had wrought in the long hours aft er the children were asleep.

And now the Christmas dawn had come, but the children—

She had not wept before—not since the fi rst jar from the fall had rocked her cottage, but now, with the sight of these poor, simple Christmas gift s, Page 78 Th e Blind Brother there came some soft ening infl uence that moved her heart and brought the swift tears to her eyes, and she sat down in her accustomed chair and wept—wept long and piteously, indeed, but in the weeping found relief.

She was aroused by a knock at the door. Th e latch was lift ed, the door pushed open, and Sandy McCulloch stumbled in. He was out of breath, his eyes were wide with excitement and down each side of his grimy face was a furrow where the tears had run.

Th e widow started to her feet.

“Sandy!”

A wild hope had come into her heart.

“Th ey’re found!” he forced out breath enough to say.

“O Sandy, alive or—or . . .”

She could not fi nish the question; the room seemed whirling round her; she grasped at the chair for support.

“Alive!” he shouted. “Alive, and they are going to live!”

He started forward, and caught the woman as she fell. Th e shock of joy had been too sudden and too great, and for a time nature gave way before it.

But it was indeed true. When the men working at the face of the tunnel caught the sound of responsive tappings, they labored with redoubled energy, if such a thing could be; and aft er another night of most gigantic eff ort, they broke through into the prison-house to fi nd both boys unconscious indeed, but alive, alive.

Medical aid was at hand, and though for a time the spirit of Bennie seemed fain to leave his wasted body, it took a fi rmer hold at last, and it was known that he would live.

In triumphant procession, they bore the rescued, still unconscious boys in tender haste to their mother’s house; and those who ran before shouted, “Found! Found!” and those who followed aft er cried, “Alive! Alive!”

How the women kissed their own children and wept as they saw the Th e Blind Brother Page 79 lads borne by! How the men grasped one another’s hands and tried to speak without a tremor in the voice—and failed. And how wild the whole town went over the gallant rescue of the widow’s sons!

But Jack Rennie, poor Jack, brave, misguided Jack! Th ey found his body later on and gave it tender burial. But it was only when the lips of Tom and Bennie were unsealed, with growing strength, that others knew how this man’s heroic sacrifi ce had made it possible for these two boys to live.

Under the most watchful and tender care of his mother, Tom soon recovered his usual health. But for Bennie, the shock had been more severe. He gained strength very slowly, indeed. He could not free his mind from dreadful memories. Many a winter night he started from his sleep, awakened by dreams of falling mines.

It was not until the warm, south winds of April crept up the valley of Wyoming, that he could leave his easy chair without a hand to help him, and not until all the sweet roses of June were in blossom that he walked abroad in the sunlight as before.

But then—oh, then what happened? Only this: Jack Rennie’s gift was put to the use he had bespoken for it. Skilled hands in the great city gave proper treatment to the blind boy’s eyes through many weeks, and then—he saw! Only this; but it was life to him—new, sweet, joyous life.

One day he stepped upon the train, with sight restored, to ride back to his valley home. Wide-eyed he was, exuberant with hope and fancy, seeing all things, talking to those about him, asking many questions.

Th e full and perfect beauty of late summer rested on the land. Th e fi elds were never more luxuriantly green and golden, nor the trees more richly clothed with verdure. Th e fi rst faint breath of coming autumn had touched the landscape here and there with spots of glowing color, and the red and yellow fruit hung temptingly among the leaves of all the orchard trees.

Th e waters of the river, up whose winding course the train ran on and on, were sparkling in the sunlight with a beauty that, in this boy’s eyes, was little less than magical.

And the hills; how high the hills were! Bennie said he never dreamed the hills could be so high. Page 80 Th e Blind Brother

“Beautiful!” he said, again and again, as the ever changing landscapes formed and faded in his sight. “Beautiful! Beautiful!”

Before the train reached Wilkesbarre the summer evening had fallen, and from that city, Bennie saw from the car-window only the twinkling of many lights.

Tom was at the station to meet him. Dear, brave Tom, how his heart swelled with pride, as, by some unaccountable instinct, Bennie came to him, and called him by name and put his arms around his neck.

Many were there to see the once blind boy and give him welcome home. And as they grasped his hand and marked his happiness, some laughed for joy, and others—for the same reason indeed—others wept.

Th en they started on the long home walk, Tom and Bennie, hand in hand together, as they used to go hand in hand, to fi nd and greet Mother.

She was waiting for them—sitting by the window in her chair as she had sat that dreadful winter night, but there came now no sudden jar to send a pallor to her face. She heard, instead, the light footsteps of her two boys on the walk and their voices at the door; and then—why, then, she had Bennie in her arms, and he was saying—strange that they should be the very words that passed his lips that awful hour when death hung over him—he was saying, “O Mommie! How beautiful—how beautiful—it is—to see!”

THE END Note Geography & Grammar Cards - Levels 4-7

Each day child should prac ce either the geography or grammar 1. Cut out the cards, and store these instruc ons and the cards in a box, cards for 5-6 minutes. It is recommended that children have all coupon organizer, or set of envelopes or pouches with tabs or labels the geography and grammar cards mastered by the end of Level LEARNING, MASTERED, NOT LEARNED. 7. However, some children master all of them much earlier. As 2. Have child prac ce 5-10 cards at a me (which are stored as soon as child masters all of the cards, have child review them LEARNING). weekly. Child will start a new set of more advanced fl ashcards 3. Once child has mastered a card (can say the answer without in Level 8, but it is not recommended that child starts on those hesita on the fi rst me), store the card as MASTERED. Review the fl ashcards un l Level 8. mastered cards once every 1-2 weeks.

Note: For the grammar cards, words in red are for your reference. Child does not need to say the words in red as part of the memorized Geography & grammar rules. Grammar Cards

For use with the Level 4-7 Courses

#2 #1

What is a pronoun? What is a noun?

#4 #3

What is a subject? What is a verb? What is a pronoun? A pronoun is a word that replaces a noun such as HE, SHE, WE, I, What is a noun? YOU, IT, THEY, THEM, HER, HIM, HIS, MY, etc. A noun is a word for a person, place, or thing. (Child needs to give at least six examples of pronouns.)

What is a verb? What is a subject?

A verb is an ac on or being word such as JUMP and AM. A subject is who or what is ac ng or being in the sentence. #6 #5 In addi on to star ng with a capital le er 1. An adjec ve describes ______. and ending with punctua on, what three things must a proper sentence have? 2. An adverb describes ______.

#8 #7 Do you capitalize north, south, east, and Do you capitalize seasons? west? In addi on to star ng with a capital le er and ending with punctua on, what three 1. An adjec ve describes a noun. things must a proper sentence have?

2. An adverb describes a verb, an adjec ve, or another A sentence needs three things: a subject, a verb, and a adverb. complete thought. In commands, the subject is o en not stated but is understood to be “you.”

Do you capitalize north, south, east, and Do you capitalize seasons? west? No. Yes = when indica ng a region No = when indica ng a direc on #9 #10 When do you capitalize a family name such as Mom, Dad, Aunt, or Grandmother? What are the four sentence types?

#12 #11

What is a dependent clause? What is an independent clause?

Give an example. Give an example. What are the four sentence types? When do you capitalize a family name such as Mom, Dad, Aunt, or Grandmother? statement—(declara ve) ques on—(interroga ve) You capitalize a family name such as DAD when it does not come a er a pronoun and could be replaced with the command—(impera ve) person’s name. exclama on—(exclamatory)

What is a dependent clause? A dependent clause contains a subject and verb but What is an independent clause? indicates more to come, so it does not express a complete thought and cannot be a sentence on its own. An independent clause is a clause that can stand on its own as a sentence. Examples: 1. When the sun rises 2. Because I like to read #2 #1

Ocean Ocean Ocean

#4 #3

Ocean

Ocean Atlan c Paciﬁ c Ocean Paciﬁ c Ocean Ocean

Arc c Ocean

Indian Ocean #6 #5

#8 #7

#10 #9

#12 #11

#14 #13

#16 #15

#18 #17

#20 #19

#22 #21

#24 #23

* Norway

Sweden Netherlands

* #26 #25

#28 #27

* Portugal Finland *

Spain United Kingdom

* #30 #29

* *

#32 #31

* Germany France

* *

Poland Switzerland

* * #34 #33

* *

#36 #35

* Daily Checklist Notes and Instructions

Notes for Parents

1. Child should be in charge of marking oﬀ the checklist each day. Consider le ng child choose the order in which he or she completes some or all of the items.

2. Remember that language arts and literature, including reading and wri ng, should take a large part of your child's school day. In addi on, remember that this course covers several subjects: wri ng, reading, literature, grammar and punctua on, spelling, art, and geography.

Sentence dictaƟ on Ladders and poetry memorizaƟ on are designed to be on alternate days. is found in the Course Child does ladders one day, and poetry memoriza on the day a er that. Child Companion. Dictate should spend 5-10 minutes a day on ladders or poetry memoriza on. These sentences to child each items are found in the Course Companion. Each day, have child circle on the day. checklist which item he or she worked on (ladders or poetry memoriza on).

Geography and grammar cards are designed to be on alternate days. Child does Day of the Week:______geography cards one day and grammar cards the next day. Child should spend 5-10 minutes Sentence Dicta on a day on geography or grammar cards. Each day, Ladders or Poetry Memoriza on (alternate days) have child circle on the checklist which item he Geography or Grammar Cards (alternate days) or she worked on (geography cards or grammar Course Book (one lesson) cards). Physical cards come with the physical Reading (for course reading challenge): _____ minutes course set. If you are using the free course set download, open the Geography & Grammar Cards PDF document, print the cards, and cut them out.

With child, decide on a daily Daily lessons in the course book are designed to take amount of me child will devote to 25-45 minutes, depending on the speed of the child. To reading for the Course Reading fi nish the course in one school year, child should fi nish Challenge, which is found near one lesson a day, four days a week. Twenty days can be the beginning of the course book. missed for vaca on days or sick days. The chosen amount of me may need to be adjusted on occasion, It is suggested that you allow child to do more than one depending on circumstances, but lesson a day if he or she chooses. However, encourage be fi rm about the expecta on and child not to rush through lessons, but to take me to aim for the set amount of me as explore and do her or his best work. Some lessons may o en as possible. take some children more than one day to complete, and that is acceptable.

Th e Good & the Beautiful Daily Checklist For use with the Level 5 and 7 Courses

Day of the Week:______Day of the Week:______

Sentence Dicta on Sentence Dicta on Ladders or Poetry Memoriza on (alternate days) Ladders or Poetry Memoriza on (alternate days) Geography or Grammar Cards (alternate days) Geography or Grammar Cards (alternate days) Course Book (one lesson) Course Book (one lesson) Reading (for course reading challenge): _____ minutes Reading (for course reading challenge): _____ minutes

Day of the Week:______Day of the Week:______