THE INCHCAPE ROCK

ROBERT SOUTHEY

No stir in the air, no stir in the sea; The ship was still as she could be; Her sails from Heaven received no motion; Her keel was steady in the ocean.

Without either sign or sound of their shock, The waves flowed over the Inchcape Rock; So little they rose, so little they fell, They did not move the Inchcape Bell.

The holy Abbot of Aberbrothok Had placed that bell on the Inchcape Rock; On a buoy in the storm it floated and swung, And over the waves its warning rung.

When the rock was hid by the surge's swell, The mariners heard the warning bell; And then they knew the perilous rock And blessed the Abbot of Aberbrothok.

The sun in heaven was shining gay; All things were joyful on that day; The sea-birds screamed as they wheeled around, And there was joyance in their sound.

The buoy of the Inchcape Bell was seen, A darker speck on the ocean green; Sir Ralph the Rover walked his deck, And he fixed his eye on the darker speck.

He felt the cheering power of spring; It made him whistle, it made him sing; His heart was mirthful to excess, But the Rover's mirth was wickedness.

His eye was on the Inchcape float; Quoth he, "My men, put out the boat And row me to the Inchcape Rock, And I'll plague the Abbot of Aberbrothok."

The boat is lowered, the boatmen row, And to the Inchcape Rock they go; Sir Ralph bent over from the boat, And he cut the bell from the Inchcape float.

Down sank the bell, with a gurgling sound; The bubbles rose and burst around; Quoth Sir Ralph, "The next who comes to the Rock Won't bless the Abbot of Aberbrothok!"

Sir Ralph the Rover sailed away; He scoured the seas for many a day; And now grown rich with plundered store, He steers his course for Scotland's sh.o.r.e.

So thick a haze o'erspreads the sky They cannot see the sun on high; The wind hath blown a gale all day; At evening it hath died away.

On the deck the Rover takes his stand; So dark it is they see no land.

Quoth Sir Ralph, "It will be lighter soon, For there is dawn of the rising moon."

"Canst hear," said one, "the breakers roar?

For methinks we should be near the sh.o.r.e."

"Now where we are I cannot tell, But I wish I could hear the Inchcape Bell."

They hear no sound; the swell is strong; Though the wind hath fallen, they drift along Till the vessel strikes with a shivering shock-- "O Christ! it is the Inchcape Rock!"

NOTES AND QUESTIONS

Biographical and Historical Note. Robert Southey (1774-1843) was an English poet. From 1813 until his death he was Poet Laureate of England. Bell Rock, or Inchcape, is a reef of red sandstone near the Firth of Tay, on the east coast of Scotland. At the time of the spring tides part of the reef is uncovered to the height of four feet.

Because so many vessels were wrecked upon these rocks the Abbot of Aberbrothok is said to have placed a bell there, "fixed upon a tree or timber, which rang continually, being moved by the sea."

Discussion. 1. What picture do you see when you read the first stanza?

The second stanza? 2. This story tells about a man who failed. You have read about Peter's heroism and the lives he saved, about the service a schoolboy rendered to a poor old woman, about a blacksmith who joyously made the tools by which men raised fruit and grain for food, and about a boy who was faithful to orders, even though it cost his life. Here you see how men sometimes try to make of no effect all the good deeds that others perform. 3. The Abbot of Aberbrothok was a man who lived up to the ideal of service; how did he do this, and why did men bless him? 4. Ralph the Rover was a pirate; why did he destroy the bell? 5. All the others in the stories you have read, boys and men, thought less of themselves than of others; of what did Ralph think? 6. Is a merchant who raises the price of food as high as he can, who makes huge profits while others suffer or starve, any better than Ralph the Rover? 7. What test of loyalty to our country, would prove such a man to be a "bad citizen"? 8. Ralph was a free man--what did "liberty" mean to him? 9. What happened to Ralph the Rover? 10.

Find in the Glossary the meaning of: keel; abbot; perilous; joyance; breakers; methinks. 11. p.r.o.nounce: buoy; mariners; excess; scoured.

Phrases for Study

sound of their shock, mirthful to excess, surge's swell, plague the Abbot, cheering power of spring, plundered store.

MY BOYHOOD ON THE PRAIRIE

HAMLIN GARLAND

The cabin faced a level plain with no tree in sight. A mile away to the west stood a low stone house, and immediately in front of us opened a half-section of unfenced sod. To the north, as far as I could see, the land billowed like a russet ocean, with scarcely a roof to fleck its lonely spread. I cannot say that I liked or disliked it. I merely marveled at it; and while I wandered about the yard, the hired man scorched some cornmeal mush in a skillet, and this, with some b.u.t.ter and gingerbread, made up my first breakfast in Mitch.e.l.l County.

For a few days my brother and I had little to do other than to keep the cattle from straying, and we used our leisure in becoming acquainted with the region round about.

To the south the sections were nearly all settled upon, for in that direction lay the county town; but to the north and on into Minnesota rolled the unplowed sod, the feeding ground of the cattle, the home of foxes and wolves, and to the west, just beyond the highest ridges, we loved to think the bison might still be seen.

The cabin on this rented farm was a mere shanty, a sh.e.l.l of pine boards, which needed reinforcing to make it habitable, and one day my father said, "Well, Hamlin, I guess you'll have to run the plow-team this fall. I must help neighbor b.u.t.ton reinforce the house, and I can't afford to hire another man."

This seemed a fine commission for a lad of ten, and I drove my horses into the field that first morning with a manly pride which added an inch to my stature. I took my initial "round" at a "land" which stretched from one side of the quarter section to the other, in confident mood. I was grown up!

But alas! My sense of elation did not last long. To guide a team for a few minutes as an experiment was one thing--to plow all day like a hired hand was another. It was not a ch.o.r.e; it was a job. It meant moving to and fro hour after hour, day after day, with no one to talk to but the horses. It meant trudging eight or nine miles in the forenoon and as many more in the afternoon, with less than an hour off at noon. It meant dragging the heavy implement around the corners, and it meant also many shipwrecks; for the thick, wet stubble often threw the share completely out of the ground, making it necessary for me to halt the team and jerk the heavy plow backward for a new start.

Although strong and active, I was rather short, even for a ten-year-old, and to reach the plow handles I was obliged to lift my hands above my shoulders; and so with the guiding lines crossed over my back and my worn straw hat bobbing just above the cross-brace I must have made a comical figure. At any rate nothing like it had been seen in the neighborhood; and the people on the road to town, looking across the field, laughed and called to me, and neighbor b.u.t.ton said to my father in my hearing, "That chap's too young to run a plow," a judgment which pleased and flattered me greatly.

Harriet cheered me by running out occasionally to meet me as I turned the nearest corner, and sometimes Frank consented to go all the way around, chatting breathlessly as he trotted along behind. At other times he brought me a cookie and a gla.s.s of milk, a deed which helped to shorten the forenoon. And yet plowing became tedious.

The flies were savage, especially in the middle of the day, and the horses, tortured by their lances, drove badly, twisting and turning in their rage. Their tails were continually getting over the lines, and in stopping to kick their tormentors they often got astride the traces, and in other ways made trouble for me. Only in the early morning or when the sun sank low at night were they able to move quietly along their way.

The soil was the kind my father had been seeking, a smooth, dark, sandy loam, which made it possible for a lad to do the work of a man.

Often the share would go the entire "round" without striking a root or a pebble as big as a walnut, the steel running steadily with a crisp, crunching, ripping sound which I rather liked to hear. In truth, the work would have been quite tolerable had it not been so long drawn out. Ten hours of it, even on a fine day, made about twice too many for a boy.

Meanwhile I cheered myself in every imaginable way. I whistled. I sang. I studied the clouds. I gnawed the beautiful red skin from the seed vessels which hung upon the wild rose bushes, and I counted the prairie chickens as they began to come together in winter flocks, running through the stubble in search of food. I stopped now and again to examine the lizards unhoused by the share, and I measured the little granaries of wheat which the mice and gophers had deposited deep under the ground, storehouses which the plow had violated. My eyes dwelt enviously upon the sailing hawk and on the pa.s.sing of ducks. The occasional shadowy figure of a prairie wolf made me wish for Uncle David and his rifle.

On certain days nothing could cheer me. When the bitter wind blew from the north, and the sky was filled with wild geese racing southward with swiftly-hurrying clouds, winter seemed about to spring upon me.

The horses' tails streamed in the wind. Flurries of snow covered me with clinging flakes, and the mud "gummed" my boots and trouser legs, clogging my steps. At such times I suffered from cold and loneliness--all sense of being a man evaporated. I was just a little boy, longing for the leisure of boyhood.

Day after day, through the month of October and deep into November, I followed that team, turning over two acres of stubble each day. I would not believe this without proof, but it is true! At last it grew so cold that in the early morning everything was white with frost, and I was obliged to put one hand in my pocket to keep it warm, while holding the plow with the other; but I didn't mind this so much, for it hinted at the close of autumn. I've no doubt facing the wind in this way was excellent discipline, but I didn't think it necessary then, and my heart was sometimes bitter and rebellious.

My father did not intend to be severe. As he had always been an early riser and a busy toiler, it seemed perfectly natural and good discipline that his sons should also plow and husk corn at ten years of age. He often told of beginning life as a "bound boy" at nine, and these stories helped me to perform my own tasks without whining.

At last there came a morning when by striking my heel upon the ground I convinced my boss that the soil was frozen. "All right," he said; "you may lay off this forenoon."

NOTES AND QUESTIONS

Biography. Hamlin Garland (1860-1940) was born in Wisconsin. His father was a farmer-pioneer, who was always eager to be on the border line of the farming country; consequently, he moved from Wisconsin to Minnesota, from Minnesota to Iowa, and from Iowa to Dakota. The hope of cheaper land, better soil, and bigger crops led him on. When Hamlin Garland turned his attention to literature, he decided to write truthfully of the western farmer's life and its great hardships in pioneer days, as well as its hopes and joys. In A Son of the Middle Border, an autobiography, from which "My Boyhood on the Prairie" is taken, he has given a most interesting record of experiences in the development of the Middle West. Mitch.e.l.l County, where this scene is laid, is in Iowa.

Discussion. 1. Describe the boy's new home. 2. What work did the boy have to do? 3. In what spirit did he start the plowing? 4. Why did his "sense of elation" soon disappear? 5. Was his task harder than that of Peter or of the boy who helped "Somebody's Mother"? 6. Must a boy do some marvelous thing to be a hero? 7. How did the boy try to keep himself in good cheer? 8. In The World of Nature, A Forward Look you are told that if you have eyes to see, "the world of Nature is a fairyland." Why do you think this boy had "eyes to see"? Find your answer by reading the last two lines on page 131 and the first ten lines on page 132. 9. What made him wish for freedom? 10. Cla.s.s reading: Page 131, line 8, to the end of the story. 11. Outline for testing silent reading. Tell the story briefly, using these topics: (a) the region and the cabin; (b) what plowing meant to a boy; (c) how the boy was cheered. 12. Find in the Glossary the meaning of: marveled; scorched; skillet; ridges; reinforcing; habitable; commission; stature; implement; stubble; share; cross-brace; judgment; tormentors; tolerable; unhoused; deposited; clog ging; evaporated. 13.

p.r.o.nounce: ch.o.r.e; tedious; loam; imaginable; gopher; leisure.

Phrases for Study