Footprints, that perhaps another, Let us, then, be up and doing, Learn to labour and to wait.-Longfellow. LESSON XXXIV.-PLAINS. Plains of greater or less extent, presenting comparatively small inequalities, occur in all parts of the globe. A vast plain of this description occupies a considerable portion of Northern Europe, commencing on the German Ocean, comprising the Netherlands, Denmark, the northern districts of France and Germany, a considerable portion of Poland, and nearly the whole of European Russia, and terminating only at the base of the Uralian Mountains. This vast plain is separated by the Uralian range from another of yet greater extent, the Siberian lowland, which occupies nearly the whole of Northern Asia. The depression in the region of the Caspian Sea may be considered a continuation of the great European lowland. A vast plain, or lowland, extends across the northern part of Africa, stretching from the shores of the Atlantic to the valley of the Nile, partially bounded on the north by the Atlas range, and terminated on the south by the elevated land which extends across from Cape Verde to Abyssinia. In the New World, the great valley of the Mississippi presents a vast and magnificent plain. A large portion of this great lowland is remarkably level, and consequently subject to periodical inundations from the mighty rivers by which it is traversed. The more elevated parts consist of an alternation of forests, and prairies (or natural meadows), abounding in wild animals. The lowlands of South America, called llanos, or pampas, and savannahs, are of equal extent. The plains to which we have hitherto directed our attention are for the most part little elevated above the level of the sea; but there is another class of plains which claims some notice, plateaux, or table-lands, an appellation which has been given them on account of their elevation above the other plains, and occasional table-like form, rising abruptly, with steep acclivities on every side. Some of these table-lands are of great extent, and retain a general elevation of several thousand feet above the sea, though in many instances their surfaces are much undulated. The most extensive table-land in Europe is that of Central Spain, embracing the two Castiles, which has a general elevation of 2,000 feet above the level of the sea. Asia presents some of the most extensive table-lands on the face of the globe. The most remarkable of these are the vast regions of Central Asia, including Thibet, and the desert of Gobi or Shamo. A table-land of considerable extent has been observed in South Africa. It is situated between the Orange River and the Kuisip, and is flanked by the Unuma, or Bulb Mountains. The New World affords examples of some very considerable plateaux. That of Mexico has a general elevation of 7,000 feet above the sea. Several less extensive but very elevated table-lands are included between the two lofty parallel ranges which constitute the Andes of Peru and Colombia: such is the table-land of Quito, 8,000 feet, and that of Riobomba, more than 10,000 feet, above the level of the sea.-Zornlin. LESSON XXXV.-OBEDIENCE. Obedience is doing something that is required, or refraining from something that is forbidden, because it is required or forbidden by one who has power to command. And in all those cases where other persons have ightful authority to command or direct us, we ought to obey with promptness, cheerfulness, and strict fidelity. Obedience ought to be prompt; that is, the command must be obeyed as soon as it is given, if it is one that is intended to be immediately obeyed. Sometimes children delay, to ask the reason for the command,-sometimes to make objections,-sometimes because they are doing something else which they do not wish to leave; and sometimes, when the duty assigned is not very pleasant, they move so slowly and reluctantly in doing it, as to consume a great deal more time than is necessary in accomplishing the object. Prompt obedience is worth a great deal more than that which is reluctant and slow. He who obeys tardily does not more than half obey. Then, prompt obedience is much the most pleasant. If an unpleasant duty is to be performed, the easiest way to get through it is to despatch it at once. Obedience ought to be cheerful. It must of course necessarily happen, that a great many commands which children have to obey are disagreeable. Still they must be obeyed; and they are made much more disagreeable to all concerned by being obeyed in a sullen and illnatured manner. Obedience ought to be faithful. When any work is assigned to boys or girls, they ought to go forward as steadily and industriously when they are not watched as when they are. It is not enough to go through the forms of obedience alone. A boy who is stationed at his desk, on a summer morning, to write or to study for an hour alone, must not only, in order to obey, remain there at his post, but he must give his mind diligently to his work. A faithful boy will do so, whether he is observed or not observed. He is impelled by an inward principle of duty, and by a desire for the satisfaction and happiness which fidelity will always secure. Such is the kind of obedience which children ought to render to their parents and teachers; and they ought to render it of their own accord and willingly, without making it necessary to exercise compulsion. But if they will not obey of their own accord, it is most undoubtedly the parent's and the teacher's duty to compel them to obey. This is a very painful duty, but it must be performed. Children are not old enough to understand the reasons for all the commands and prohibitions which their parents think necessary. In some cases where they might understand, there is not time to explain them. Then, even where the reasons can be understood, and are fully explained, children, as we all know perfectly well, cannot be depended upon to do what they know is best, without being required to do it. They have not sufficient firmness, constancy, and self-denial. It is not reasonable to expect it of them. It becomes necessary, by the very constitution of their minds, that there should be a power above them, to make up by its authority for their want of mental and moral energy, and self-control. Parents and teachers must therefore pos G sess authority. They cannot depend upon advice or persuasion; they must command. And children must be required to obey.-J. Abbott. LESSON XXXVI.-SALT MINES OF POLAND. The mines of Cracow, as they are frequently called, though they are between six and eight miles from that city, are at a village named Wielitska, situated on a ridge of hills, adjoining the Carpathian mountains. The mode of descent into the mine is by means of hammocks, fastened to a great rope, by which the loads of salt are drawn up. "We were let down gently," says Mr. Coxe, "without any fear of danger, though the depth was almost five hundred feet." When the travellers stepped out of their hammocks they were not at their journey's end, for they had yet to descend a slope, in some places very broad, in others the pathway was cut in the rock, into stairs, which were rather slippery,-but being wide, and glittering with the lights which the visitors carried, looked like a grand staircase in a palace. To some lower places the descent was by ladders. Every visitor and his guide carried a light, which occasioned a peculiarly brilliant effect. Mr. Wraxall describes one vast chamber in these salt works, in which, he says, thousand people might dine without inconvenience." 66 When fairly descended into the mine, the traveller finds an underground country. There is neither tree nor sky,—but there are roads, with horses and carriages travelling in them; with multitudes of people-men, women, and children; for it has been said, that many are born there, and pass in these caverns great part of their lives. This is voluntary on their parts; for those |