(Level 3) Great American Stories 1 ESL-EFL - 120p PDF

Second Edition
GREAT AMERICAN STORIES 1

An ESL/EFL Reader
C.G. Draper

Second Edition
GREAT
AMERICAN
STORIES I An
ESL/EFL Reader
beginning-intermediate to intermediate levels
C.G. Draper

CONTENTS
To the Reader iv
To the Teacher v
THE GIFT OF THE MAGI O. Henry 2
Before You Read the Story... 2 Exercises 9
LOVE OF LIFE Jack London 14
THE STORY OF AN HOUR Kate Chopin 28
THE TELL-TALE HEART Edgar Allan Poe 40
A CUB-PILOT'S EDUCATION Mark Twain 54
Before You Read the Story... 54 Exercises 66 THE LADY, OR THE TIGER? Frank Stockton 72
AN OCCURRENCE AT OWL CREEK BRIDGE
Ambrose Bierce 86
A WHITE HERON Sarah Orne Jewett 102
Before You Read the Story... 102
Exercises 110
iii

TO THE READER
This book starts at the beginning-intermediate level. It ends at the intermediate level. The first story in the
book will be easy for you. The vocabulary list for the first four stories has 600 words. The list for the last four stories
has 1,000 words. The longest sentences in the first story have 10 words. In the last stories, they have 18 words.
There is new grammar in each story.
By working on this book, you will improve your
reading speaking and discussion vocabulary knowledge of word forms writing These stories were written many
years ago by eight of America's most famous writers. You will read about the writers' lives before you read their
stories. Special exercises will introduce you to the world of each story before you read it. And after each story you
will find
2 reading exercises 2 vocabulary and word form exercises 2 discussion and language activity exercises 1 writing
exercise Good luck and good reading!
iv

TO THE TEACHER
GREAT AMERICAN STORIES I consists of eight careful adaptations of famous stories by classic American
writers and exercises on each story in reading skills, vocabulary, discussion, word forms, language activity, and
writing. Prereading exercises introduce the student to the world of the story; and one of the prereading exercises in
each lesson is based on a biographical paragraph about the story's author that appears on the story's title page.
The book is both graded and progressive — that is, the vocabulary, grammar, and internal structure of the
stories increase in difficulty from the first story (which is at the beginning-intermediate level of proficiency) to the
last (which is at the intermediate level). Structural, lexical, and sentence-length controls have been used throughout
the book. The head-word list for the first four stories contains 600 words, while that used for the final four contains
1,000. Maximum sentence length increases from 10 words in the first story to 18 in the final four. New grammatical
structures are added gradually, story by story. And words from outside the head-word lists are introduced in a
context that makes their meaning clear; used again within the next 100 words of text; and then repeated at least three
more times before the end of the story.
The exercises are so designed that the student must often return to the text to check comprehension or
vocabulary. In addition, skimming and scanning exercises in the prereading sections often involve rereading of the
writers' biographies. In short, an objective of the book is to involve the reader deeply in the text of each story and the
world of its author, and, toward that end, to present exercises that are difficult if not impossible to complete without
a thorough understanding of the text.
Finally, the book is designed for use either in or out of class — as a core reading text, ancillary text, or simply
for pleasure reading. Its in-class use can take a number of different forms: teacher-student, student-student (pairs or
small groups), student alone, or student-tutor.
C.G.D.
v

THE GIFT OF THE MAGI Before You Read the Story...
1. A Life
Read the paragraph about O. Henry on page 3. To you, what is the most interesting thing about his life? 2.
The Pictures
This story is "The Gift of the Magi." (MAY-jai) The word "Magi" means "wise men." The three kings on
page 7 are the Magi. Each king is carrying a gift. What do you think these gifts are? Look at the pictures
on page 5 and page 8. The same woman is in both pictures. Look at her face, her hair, and her clothes.
What is the same? What is different? On page 8, the man is holding something in his hands. What is it? 3.
Thinking About It. . .
"The Gift of the Magi" happens at Christmas (December 25). In many countries, people give gifts at this
time of year. At what other times of the year do people give gifts? When do you give gifts? Why do you
give gifts? 4. Scanning
Read the questions below. The answer to each question can be found in the paragraph about O. Henry on
page 3. Read the paragraph quickly, looking for the information that will answer each question. You do
not need to understand everything in the paragraph. But you must read carefully enough to find the
answer to each question. This kind of reading to find information is called scanning. Try to answer each
question in 30 seconds or less. a. In what town was O. Henry born? b. How old was he when he left
school? c. Why did he go to prison? d. What is O. Henry famous for? e. What is The Four Million? f.
How old was O. Henry when he died? 2

THE GIFT OF THE
MAGI
adapted from the story by O. HENRY
O. Henry's real name was William Sydney Porter. He was born in Greensboro, North
Carolina, in 1862. He left school at the age of fifteen and worked in many different places. He
also spent three years in prison because he took money from a bank. He started to write stories
while he was in prison. O. Henry is famous for his stories with surprise endings. "The Gift of the
Magi" is his most famous story. It is from the book The Four Million, stories about the everyday
people of New York City. O. Henry died in 1910.
3

4 GREAT AMERICAN STORIES
And D
tomorrow elia one counted dollar would and her be eighty-seven money Christmas. three What
cents. times. Christmas That She had was only gift all.
could she buy with only one dollar and eighty-seven cents? Delia lay down on the old bed and
cried and cried.
2 Let's leave Delia alone for a while and look at her home. The chairs and tables were old
and poor. Outside there was a mailbox without mail, and a door without a doorbell. The name on
the door said
MR. JAMES DILLINGHAM YOUNG
— Delia's dear husband Jim. 3 Delia knew that Jim would be home soon. She dried her eyes
and stood up. She looked in the mirror. She began to comb her hair for Jim. She felt very sad.
She wanted to buy Jim a Christmas gift — something good. But what could she do with one
dollar and eighty-seven cents? She combed her hair in the mirror and thought. Suddenly she had
an idea.
4 Now, Jim and Delia had only two treasures. One was Jim's gold watch. The other was
Delia's hair. It was long and brown, and fell down her back. Delia looked in the mirror a little
longer. Her eyes were sad, but then she smiled. She put on her old brown coat and her hat She
ran out of the house and down the street. She stopped in front of a door which said,
MME. SOPHRONIE. HAIR OF ALL KINDS.
Madame Sophronie was fat and seemed too

white. The store was dark.
5 "Will you buy my hair?" Delia asked. 6 "I buy hair," said Madame. Take off your hat Let's see
your hair."
7 Delia took off her hat. Her hair fell down like water. Mme. Sophronie lifted Delia's hair
with a heavy hand. "Twenty dollars," she said.
8 "Give me the money now!" said Delia.

9 Ah! the next two hours flew past like summer wind. Delia shopped in many stores for the right gift
for Jim. Then she found it — a chain for his gold watch. It was a good chain, strong and expensive. Delia
knew the chain would make Jim happy. Jim had a cheap chain for his watch, but this chain was much
better. It would look good with the gold watch. The chain cost twenty-one dollars. Delia paid for the
chain, and ran home with eighty-seven cents.
10 At seven o'clock Delia made coffee and started to cook dinner. It was almost dinner time. Jim
would be home soon. He was never late. Delia heard Jim outside. She looked in the mirror again. "Oh! I
hope Jim doesn't kill me!" Delia smiled, but her eyes were wet. "But what could I do with only one dollar
and eighty-seven cents?"
11 The door opened, and Jim came in and shut it. His face was thin and quiet. His coat was old, and
he had no hat. He was only twenty-two. Jim stood still and looked at Delia. He didn't speak. His eyes
were strange. Delia suddenly felt afraid. She did not understand him. She began to talk very fast. "Oh,
Jim, dear, why do you look so strange? Don't look at me like that. I cut my hair and sold it. I wanted to
buy you a Christmas gift. It will grow again — don't be angry. My hair grows very fast. Say 'Merry
Christmas,' dear, and let's be happy. You don't know what I've got for you — it's beautiful."
12 "You cut your hair?" Jim spoke slowly. 13 "I cut it and sold it," Delia answered. "Don't you like me
now? I'm still me, aren't I?"
14 "You say that your hair is gone?" Jim asked again. 15 "Don't look for it, it's gone," Delia said. "Be
good to me, because it's Christmas. Shall we have dinner now, Jim?"
16 Jim seemed to wake up. He smiled. He took Delia in his arms.
17 Let us leave them together for a while. They are happy, rich or poor. Do you know about the
Magi? The Magi were wise men who brought Christmas gifts to the baby Jesus. But they could not give
gifts like Jim's and

THE GIFT OF THE MAGI 7 Delia's. Perhaps you don't understand
me now. But you will understand soon.
18 Jim took a small box out of his pocket. "I love your short hair, Delia," he said. "I'm sorry I
seemed strange. But if you open the box you will understand." Delia opened the box. First she smiled,
then suddenly she began to cry. In the box were two beautiful combs. Combs like those were made to
hold up long hair. Delia could see that the combs came from an expensive store. She never thought she
would have anything as beautiful! "Oh, Jim, they are beautiful! And my hair grows fast, you know. But
wait! You must see your gift." Delia gave Jim the chain. The chain was bright, like her eyes. "Isn't it a
good one, Jim? I looked for it everywhere. You'll have to look at the time one hundred times daily, now.
Give me your watch. I want to see them together."
19 Jim lay back on the bed. He put his hands under his head, and smiled. "Delia," he said, "let's put
the gifts

THE GIFT OF THE MAGI 9 away. They are too good for us right
now. I sold the watch to buy your combs. Come on, let's have dinner."
20 The Magi, as we said, were wise men — very wise men. They brought gifts to the baby Jesus.
The Magi were wise, so their gifts were wise gifts. Perhaps Jim and Delia do not seem wise. They lost the
two great treasures of their house. But I want to tell you that they were wise. People like Jim and Delia
are always wiser than others. Everywhere they are wiser. They are the magi.
THE GIFT OF THE MAGI EXERCISES A. Understanding the Main Ideas
Answer the following questions with complete sentences.
1. Why did Delia want to buy a gift for Jim? 2. Were Delia and Jim rich? How do you know? 3. What
were Jim's and Delia's greatest treasures? 4. How did Delia get enough money for Jim's gift? 5. How did
Jim get enough money for Delia's gift? 6. Who were the Magi, and what did they do? 7. Why does the
writer think Delia and Jim were wise?
B. Close Reading
If the sentence is true, write "T" next to it. If it is not true, write "F" for false. If the sentence is false,
change one word and make it true.
1. Delia and Jim had a door without a doorbell.
2. Delia was very happy before Christmas.
3. Madame Sophronie gave Delia two dollars for
her hair.
4. Jim had an expensive chain for his watch.

5. Jim was young, but his coat was old.

6. Delia laughed when Jim gave her the combs.
7. Jim didn't show Delia his watch.
C. Discussion
1. The writer, O. Henry, tells us that the Magi were wise. He also says that Jim and Delia were wise. Why
does he say this? Were they all wise in the same way? Do you agree with O. Henry? 2. A gift is one way
of showing love. Do you think it is a
very important way? Why or why not? 3. Do you give gifts to everyone you love? Do you ever give
gifts to people you don't love? If so, why? If not, why not?
D. Vocabulary Practice
For each space in the sentences below, choose the best word from the following list:
merry watch wise mirror gift count treasures
1. Delia needed to her money many times.
2. People say " Christmas!" on December 25. 3. When Delia looked in the , she saw her
long hair.
4. Delia's to Jim was a chain for his watch.
5. Delia's hair and Jim's watch were their two great
6. At the beginning of the story, Jim has a cheap chain
for his . At the end, he has no chain. 7. Jim's and Delia's door had no .

THE GIFT OF THE MAGI 11 8. Were Jim and Delia to give the gift
of love?
E. Word Forms: Nouns and Adjectives
Put the correct form of the word on the left in the blank spaces on the right.
1. (sad / sadness) Delia's came from not having enough money to buy Jim a present. But she was not to
lose the great treasure of her hair. Why?
2. (wise / wisdom) People say that great
comes with great age. But I know children who are very , and old people who are not.
3. (happy / happiness) When she was , all the people around her were merry. Her
was like sun after a long rain.
4. (heavy / heaviness) The of Delia's hair surprised Madame Sophronie. "With hair this ," she thought, "I
will make a lot of money."
5. (expensive / expense) Cars are an
that John doesn't like to have. So he always buys old, cheap cars. But it is to keep an old car on the road.
So in the end he spends a lot of money on cars that he doesn't like.
F. Language Activity: Interview
What is your greatest treasure? When did you get it? How did you get it?

Why is it such a treasure to you? Would you ever sell it? Would you ever give it away?
Write down your answers to these questions. Then, ask two other people the same questions. Tell them
about your own treasure, to help them understand what you want to learn. Write down their answers.
Then tell your classmates what you learned from the people you talked with.
G. Writing: Madame Sophronie Speaks
In this exercise, you are Madame Sophronie. Answer each question below. Use complete sentences.
When there are two questions together, join your answers using the words in parentheses.
Example:
What is your name? Do you have a store in the city, or in the country? (and)
My name is Madame Sophronie, and I have a store in the city.
1. Do you buy hair, or do you buy gold chains? Do you
sell hair, too, or don't you? (and) 2. One day, did a young woman come into your store, or
was it her husband? 3. Did she want to sell her hair, or buy it? Did you tell her
to take her hat off, or to put it on? (and) 4. Was her hair beautiful, or ugly? Did you tell her that,
or not? (but) 5. How much did you tell her you would pay? 6. Did she need the money, or didn't she?
Did she take it,
or not? (so) 7. Did you take her money, or did you take her hair? Did
you want to buy it later, or sell it later? (because)

THE GIFT OF THE MAGI 13 After you have answered the questions
above, put your seven answers together into one paragraph. Then add another paragraph, about this:
Then a rich woman came into your store. She wanted to buy some hair. What did she say to you? What
did you say to her? Did you show her the young woman's beautiful hair? Did she like it? How much did
she pay for it?

LOVE OF LIFE Before You Read the Story... 1. A Life
Read the paragraph about Jack London, the writer, on page 15. Why do you think he wrote
adventure stories? 2. The Pictures
Look closely at the pictures on pages 17, 19, 21, and 22. Without reading the story, try to answer
the questions below. If possible, do this exercise with a classmate, and report your answers to the
class. In the first picture, is one man walking away from the other, or toward him? Why is one
man on the ground? Describe the man's clothes. What is he carrying? Where are the two men?
Describe the land. In the picture on page 19, the bones of an animal are on the ground. Why do
you think the man is reaching for the bones? In the picture on page 22, do you think the animal is
friendly? Is the man in the picture sleeping, or dead? In the picture on page 21, what does the
man see in the distance? What does his face tell you? 3. Thinking About It...
Tell your own story about the man in the four pictures. Use all four pictures in your story. 4.
Skimming
Sometimes we want to have a general idea about a piece of writing before we read it carefully.
This exercise will show you one way of doing that Read the first two sentences of each
paragraph in "Love of Life." Take one minute (60 seconds) to do this. This kind of fast reading
for the general idea is called skimming. Next, try to answer the following questions. Do not look
back at the story to answer them. a. How many men are in the story at the beginning? b. Does the
man hurt his foot or his hand? c. Is the man hungry, or thirsty? Warm, or cold?
Sick, or well? d. Who finally finds the man? Is he alive, or is he
dead? 14

LOVE OF LIFE
adapted from the story by JACK LONDON
Jack London was born of a poor family in San Francisco, in 1 876. He left school at
fourteen, and became a sailor, a hunter, and an explorer. His first long trip was to Japan. When
he was eighteen he returned to high school for one year. Then he went to the University of
California at Berkeley. But again he left after one year and began to write seriously. In 1897 he
went to the Klondike in Canada. Many men went there to find gold. London found adventures
that he put into his most famous stories and novels. London continued to travel until a few years
before his death in 1916.
15

T
wo men walked slowly through the low water of a river. They were alone in the cold, empty land. All
they could see were stones and earth. It was fall, and the river ran cold over their feet. They carried
blankets on their backs. They had guns, but no bullets; matches, but no food. 2 "I wish we had just two of
those bullets we hid in the camp," said the first of the men. His voice was tired. The other man did not
answer.
3 Suddenly the first man fell over a stone. He hurt his foot badly, and he cried out. He lay still for a
moment, and then called: "Hey, Bill, I've hurt my foot." Bill didn't stop or look back. He walked out of
the river and over the hill. The other man watched him. His eyes seemed like the eyes of a sick animal. He
stood up. "Bill!" he cried again. But there was no answer. Bill kept walking.
4 "Bill!" 5 The man was alone in the empty land. His hands were cold, and he dropped his gun. He fought
with his fear, and took his gun out of the water. He followed slowly after Bill. He tried to walk lightly on
his bad foot.
6 He was alone, but he was not lost. He knew the way to their camp. There he would find food,
bullets, and blankets. He must find them soon. Bill would wait for him there. Together they would go
south to the Hudson Bay Company. They would find food there, and a warm fire. Home. The man had to
believe that Bill would wait for him at the camp. If not, he would die. He thought about the food in the
camp. And the food at the Hudson Bay Company. And the food he ate two days ago. He thought about
food and he walked. After a while the man found some small berries to eat. The berries had no taste, and
did not fill him. But he knew he must eat them.
7 In the evening he hit his foot on a stone and fell down He could not get up again. He lay still for a
long

18 GREAT AMERICAN STORIES time. Later, he felt a little better and got up. He made a fire. He could
cook only hot water, but he felt warmer. He dried his shoes by the fire. They had many holes. His feet had
blood on them. His foot hurt badly. He put his foot in a piece of his blanket. Then he slept like a dead
man.
8 He woke up because he heard an animal near him. He thought of meat and took his gun. But he
had no bullets. The animal ran away. The man stood up and cried out. His foot was much worse this
morning. He took out a small bag that was in his blanket. It was heavy — fifteen pounds. He didn't know
if he could carry it. But he couldn't leave it behind. He had to take it with him. He had to be strong
enough. He put it into his blanket again.
9 That day his hunger grew worse, worse than the hurt in his foot. Many times he wanted to lie
down, but hunger made him go on. He saw a few birds. Once he tried to catch one, but it flew away. He
felt tired and sick. He forgot to follow the way to the camp. In the afternoon he found some green plants.
He ate them fast, like a horse. He saw a small fish in a river. He tried to catch it with his cup. But the fish
swam away into a hole. The man cried like a baby, first quietly, then loudly. He cried alone in that empty
world.
10 That night he made a fire again, and drank hot water. His blanket was wet, and his foot hurt. He
could think only of his hunger. He woke up cold and sick. The earth and sky were gray. He got up and
walked, he didn't know where. But the small bag was with him. The sun came out again, and he saw that
he was lost. Was he too far north? He turned toward the east. His hunger was not so great, but he knew he
was sick. He stopped often. He heard wolves, and knew that deer were near him. He believed he had one
more bullet in his gun. It was still empty. The small bag became too heavy. The man opened the bag. It
was full of small pieces of gold. He put half the gold in a piece of his blanket and left it on a rock. But he
kept his gun. There were bullets in that camp.
11 Days passed, days of rain and cold. One day he came to the bones of a deer. There was no meat
on the

‫‪ ‬دی‬
‫‪- ‬‬
‫‪ ‬۔‬
‫‪ ‬د ﺳﻨﺔ‬
‫‪. ‬‬
‫‪ ‬ﺑﺲ‬
‫‪ ‬ﺗﺎ ﮐﯽ ﺑﺎت ﮨﮯ۔‬

‫‪ ‬‬
20 GREAT AMERICAN STORIES bones. The man knew wolves must be near. He broke the bones and
ate like an animal. Would he, too, be only bones tomorrow? And why not? This was life, he thought. Only
life hurt. There was no hurt in death. To die was to sleep. Then why was he not ready to die? He could not
see or feel. The hunger, too, was gone. But he walked and walked.
12 One morning he woke up beside a river. Sunlight was warm on his face. A sunny day, he
thought. Perhaps he could find his way to the camp. His eyes followed the river. He could see far. The
river emptied into the sea. He saw a ship on that silver sea. He shut his eyes. He knew there could be no
ship, no seas, in this land. He heard a noise behind him, and turned back. A wolf, old and sick, was
following him. I know this is real, he thought. He turned again, but the sea and the ship were still there.
He didn't understand it. He tried to remember. What did the men at the Hudson Bay Company say about
this land? Was he walking north, away from the camp, toward the sea? The man moved slowly toward the
ship. He knew the sick wolf was following him. In the afternoon, he found more bones left by wolves.
The bones of a man! Beside the bones was a small bag of gold, like his own. Ha! Bill carried his gold to
the end, he thought. He would take Bill's gold to the ship. He would have the last laugh on Bill. His
laughing sounded like the low cry of an animal. The wolf cried back to the man, and the man stopped
laughing. How could he laugh about Bill's bones? He could not take Bill's gold. He left die gold near the
bones.
13 The man was very sick, now. He walked more and more slowly. His blanket was gone. He lost
his gold, then his gun, then his knife. Only the wolf stayed with him hour after hour. At last the man could
go no further. He fell down. The wolf came close to him. It weakly bit his hand. The man hit the wolf and
it went away. But it did not go far. It waited. The man waited. After many hours the wolf came back
again. It was going to kill the man. But the man was ready. He held the wolfs mouth closed, and he got on
top of the sick wolf. He held the animal still. Then he bit it with his last strength. He tasted the wolf's
blood in his mouth.

14 The men on the ship saw a strange thing on the land. It did not walk. It was lying on the ground,
and it moved slowly toward them — perhaps twenty feet an hour. The men went close to look at it. They
could not believe it was a man.
15 Three weeks later the man felt better. He could tell them his story. But there was one strange
thing. He could not believe there was enough food on the ship. The men told him there was a lot of food.
But he only looked at them with fear. And slowly he began to grow fat. The men thought this was strange.
They gave him less food, but still he grew larger and larger — each day he was fatter. Then one day they
saw him put a lot of bread under his shirt. They looked in his bed, too, and saw bread under his blanket.
The men understood, and left him alone.
22 GREAT AMERICAN STORIES Only love of life gave him enough strength. He held the wolf with
his teeth and killed it. Later he fell on his back and slept.

LOVE OF LIFE 23
LOVE OF LIFE EXERCISES A. Understanding the Main Ideas

Read the sentence (or sentences) from the story. Then answer the question about the sentence.
1. "Bill didn't stop or look back." (paragraph 3)
Who was Bill? Why do you think he didn't stop or look back? 2. "He took out a small bag that was in his
blanket."
(paragraph 8) What was in this bag? Did the man keep it, or leave it? Why? S. "... the fish swam away
into a hole. The man cried like
a baby, first quietly, then loudly." (paragraph 9) Why did the man cry about losing the fish? 4. "He saw a
ship on that silver sea." (paragraph 12)
Did he think the ship was real? Why, or why not? Was the ship real? 5. "But he only looked at them with
fear." (paragraph
15) Was the man safe on the ship? Did he have enough food to eat? Why was he still afraid? 6. "Love of
Life."
This is the tide of the story. What does it mean? How does the man show that he loves life?
B. Close Reading
Choose the right word to complete each sentence. 1. The man could not walk quickly because he hurt his
a. back b. foot c. hand 2. The man wanted to find the camp because of the
there.

a. gold b. water c. bullets and food 3. One day the man found and ate the bones of a
a. deer b. fish c. wolf 4. The wolf could not kill the man because the wolf, too,
was a. hungry b. thirsty c. weak 5. The man found Bill's
a. hat and gloves b. bones and gold c. blanket and bullets 6. The men on the ship did not take the man's
hidden
a. meat b. blanket c. bread 7. The men on the ship understood why the man was
always a. hungry b. angry c. laughing
C. Discussion
1. When the man finds Bill's gold, why does he laugh? Why does he stop laughing? Why does he leave
the gold where he found it?
2. Do you know land that is "empty" — that has almost no people in it? Where is it? Describe it. Have
you ever walked there? Did you like it? Would you like to live there?

LOVE OF LIFE 25 D Vocabulary Practice
(Antonyms)
Find a word in column A that means the OPPOSITE of a word in column B. (good-bad, big-little, etc.)
Write the number of the word from column A next to the right word in column B.
A B 1. weak life 2. lost open 3. laugh full 4. death thin 5. follow cry 6. empty loudly 7. quietly strong 8.
closed found 9. fat lead
E. Word Forms: Adjectives and Adverbs
Put the correct form of the words on the left in the blank spaces in the sentences on the right.
1. (slow/slowly) The man walked very . But
the sick wolf was , too.
2. (sudden/suddenly) Bill had a thought: "If I die , what will happen to my gold?"
3. (tired/tiredly) The man was hungry and . When he walked onto the ship, the men there watched him
without speaking. 4. (weak/weakly) The wolf was , like the
man, and could only bite him . 5. (hungry/hungrily) The man ate the bones
like an animal. He was so he could think only of food.

26 GREAT AMERICAN STORIES F. Language Activity: Riddles
For each sentence below, choose a word from the list which fits the sentence.
Example:
bag He carried his gold in it
bag blanket hunger camp strength bullet wolf bones
1. Without this little thing, he could not use the
big thing he carried with him. 2. He made pieces of it—one for his hurt foot,
one for his gold. 3. He killed it the way it wanted to kill him. 4. He ate them, and he
thought he might die and
become them. 5. He didn't want it, but every day he had more of
it 6. He needed it, but every day he had less of it 7. It had everything he wanted, but he
couldn't find it
G. Writing A Letter Home
You are one of the men on the ship in "Love of Life." Write a letter to your family at home. Tell
them the strange story of the man you found.
Where did you find him? What did he look like on that first day?

LOVE OF LIFE 27 Did you think he would live, or not? On
the ship, little by little, what happened to him? And what was strange about him? Why did he look at the
other men with fear? One day, what did you see him do? What did you find in his bed? Why, then, did
you leave him alone? What do you think will happen to him?

THE STORY OF AN HOUR Before You Read the Story... 1. A Life
Read the paragraph about Kate Chopin on page 29. Look up the word "shocking" in the dictionary. Why
were Chopin's stories almost forgotten until recently?
2. The Pictures
The same woman is in the pictures on page 31 and page 34. What is she feeling in the first picture? How
has she changed in the second? What do you think is happening in the picture on page 32?
3. Thinking About It...
The Story of an Hour" is about a marriage more than a hundred years ago. Have marriages changed in the
past 100 years? In what ways? In what ways have they not changed?
4. Scanning Two Different Sources of Information
For this exercise, use the paragraphs about Jack London, on page 15, and Kate Chopin, on page 29.
After you read each question below, quickly scan the paragraphs about the two writers. Find the answer to
the question. You do not need to find any other information as you read. Try to do the exercise in less
than three minutes. a. Which writer was born earlier? b. Which writer was born to a rich family? c. Which
writer started writing when young? d. Which writer traveled a lot? e. Which writer died later? f. Which
writer died older?
28

THE STORY OF AN
HOUR
adapted from the story by KATE CHOPIN
Kate Chopin was born in 1851 in St. Louis, Missouri. Her family was rich. She married, and had six
children. She lived a family life like other rich ladies in those days. But she was well educated and liked
to read and write. After her husband died, in 1883, she began to write stories. She wrote a book called The
Awakening. This book, and many of her stories, shocked her readers at that time. She wrote about the
freedom of women at a time when most women lived only for the family. Because the stories were so
shocking, people did not read them for many years after her death in 1904. Now Kate Chopin's writing
has been discovered again. People are interested in her life and work.
29

T
hey knew that Louise Mallard had a weak heart. So they broke the bad news softly. Her husband, Brently,
was dead.
2 "There was a train accident, Louise," said her sister Josephine, quietly.
3 Her husband's friend, Richards, stood with Josephine. Richards brought the news, but Josephine
told the story. She spoke in broken sentences.
4 "Richards . . . was at the newspaper office. News of the accident came. Louise . . . Louise,
Brently's name was on the list. Brently ... was killed, Louise."
5 Louise did not hear the story coldly, like some women would. She could not close her mind or her
heart to the news. Like a sudden storm, her tears broke out. She cried loudly in her sister's arms. Then,
just as suddenly, the tears stopped. She went to her room alone. She wanted no one with her.
6 In front of the window stood an empty chair. She sat down and looked out the window. She was
very tired after her tears. Her body felt cold, her mind and heart were empty.
7 Outside her window she could see the trees. The air smelled like spring rain. She could hear
someone singing far away. Birds sang near the house. Blue sky showed between the clouds. She rested.
8 She sat quietly, but a few weak tears still fell. She had a young, strong face. But now her eyes
showed nothing. She looked out the window at the blue sky. She was not dunking, or seeing. She was
waiting.
9 There was something coming to her. She was waiting for it with fear. What was it5 She did not
know; she could not give it a name. But she felt it coming out from the sky. It reached her through the
sound, the smell, the color of

‫‪ ‬ﺑﺮای ﺑﻪ‬
‫‪ ‬اﻧﺪ‬
‫‪ ‬ار‬
‫‪ ‬ﻣﺮدم در ﻋﺪد ‪ ٠١٠٠٠٠‬ﺑﻪ ‪٠٠٠٠٠٠٠٠٠٠٠٠٠٠٠٠‬‬
‫‪ ‬ﺑﺮای اﯾﻦ ﮐﺎر را‬

‫‪ ‬دارد ﮐﻪ ﯾﮑﯽ‬
‫‪ ‬‬
‫‪ ‬ا‬
‫‪ ‬م‬
‫‪ ‬اﻣﺎ‬
‫‪ ‬و‬
‫‪ ‬اﻟﺪاﺧﻠﻬﻨﻨﺴﻤﺸﻦ‬
‫‪: ‬‬
‫‪: ‬‬
‫‪ ‬دﻫﻨﺪه‬
‫‪:: ‬‬
‫‪...: ‬‬
‫‪ ‬اﻟﻬﺪاﯾﺔ‬
‫‪:: ‬‬
‫‪:: ‬‬
‫‪:: ‬‬
‫‪ ‬ﻣﻦ‬
‫‪: ‬‬
‫‪::: ‬‬
‫‪: ‬‬
‫‪::::::: ‬‬
‫‪:::: ‬‬
‫‪ ‬‬
THE STORY OF AN HOUR 33 the air.
10 Slowly she became excited. Her breath came fast, her heart beat faster. She began to see this
thing. It wanted to find her and take her. She tried to fight against it. But she could not Her mind was as
weak as her two small white hands. Then she stopped fighting against it. A little word broke from her lips.
11 Tree," she said. Tree, free, free!" The emptiness and fear left her. Her eyes showed her
excitement. Her heart beat fast, and the blood warmed her body. A sudden feeling of joy excited her.
12 She did not stop to ask if her joy was wrong. She saw her freedom clearly. She could not stop to
think of smaller things.
13 She knew the tears would come again when she saw her husband's body. The kind hands, now
dead and still. The loving face, now still and gray. But she looked into the future. She saw many long
years to come that would belong to her alone. And now she opened her arms wide to those years in
welcome.
14 There would be no one else to live for during those years. She would live for herself alone. There
would be no strong mind above hers. Men and women always believe they can tell others what to do and
how to think. Suddenly Louise understood that this was wrong. She could break away and be free of it.
15 And yet, she loved him — sometimes. Often she did not. What did love mean now? Now she
understood that freedom is stronger than love.
16 Tree! Body and mind free!" she said again. 17 Her sister Josephine was waiting outside the door. 18.
"Please open the door," Josephine cried. "You will make yourself sick. What are you doing in there,
Louise? Please, please, let me in!"
19 "Go away. I am not sick." No, she was drinking in life through that open window.
20 She thought joyfully of all those days before her. Spring days, summer days. All kinds of days
that would be her own. She began to hope life would be long. And just

‫‪ ... ''' ‬ޛު‬
‫‪ ‬އިހު 'އަހީ‬
‫‪11. ‬‬
‫‪ ‬އިހަ‪ ...‬ހަގީހަކީ‬
‫‪1 ‬‬
‫‪•5 ......" ‬‬
‫‪ ‬ހިކި ހަ‬
‫‪ ‬ހ‪,1.‬‬
‫‪.." ‬‬
‫‪ ‬‬
THE STORY OF AN HOUR 35 yesterday, life seemed so long!
21 After a while she got up and opened the door. Her eyes were bright, her cheeks were red.
She didn't know how strong and well she looked — so full of joy. They went downstairs, where
Richards was waiting.
22 A man was opening the door. It was Brently Mallard. He was dirty, and tired. He carried
a suitcase and an umbrella. He was not killed in the train accident He didn't even know there was
an accident He was surprised at Josephine's sudden cry. He didn't understand why Richards
moved suddenly between them, to hide Louise from her husband.
23 But Richards was too late. 24 When the doctors came, they said it was her weak heart They
said she died of joy — of joy that kills.
THE STORY OF AN HOUR EXERCISES
A. Understanding the Main Ideas
Answer the following questions with complete sentences. 1. What news did Richards tell
Louise? 2. How did Louise act when she first heard the news? 3. What was Louise waiting for?
4. Why did she feel joy? S. When Brently came home, why was everyone
surprised? 6. They said she died of joy." Did she? If not why not?
B. Close Reading
Choose one of the two words in parentheses to make a correct sentence. 1. Louise Mallard had a
(sad / weak) heart

2. They said (Brently / Richards) was killed in a train

accident. 3. Sitting near the window, Louise was waiting to
understand (her feelings / her husband). 4. At first, Louise (welcomed / fought against) the
strange feeling that came to her. 5. She understood that freedom is (stronger / weaker)
than love. 6. She knew she could live her life (with Josephine /
alone). 7. After her husband died, she hoped that her life would
be (short / long). 8. Richards tried to hide Louise from (Brently /
Josephine).
C. Discussion
1. What does Louise discover about herself in this story? 2. Louise thinks, "Men and women always
believe they can tell others what to do and how to think." Why do you think she believes this? Do you
agree with her? How do people try to tell other people what to do and how to think? 3. What does Louise
mean when she says, Tree, free!"? Free from what? Today, are women more free than men, or less free?
Why?
Find words or phrases in the story that mean almost the same as the underlined words or phrases.
1. Chopin's stories made her readers feel surprised and angry. (See paragraph about Kate Chopin on page
29.) 2. She spoke in short phrases. (See paragraph 3.) 3. She couldn't hide her thoughts and feelings. (See
paragraph 5.)

THE STORY OF AN HOUR 37 4. She saw many long years ahead that
would be her own.
(See paragraph 13.) 5. She was enjoying life. (See paragraph 19.) 6. She thought happily of all those
days in front of her.
(See paragraph 20.)
E. Word Forms
Put the correct form of the word on the left in the blank spaces in the sentences on the right.
1. (broke / broken / brokenly) Josephine spoke to Louise about Brently's death. She cried, too, when
Louise's tears out. Josephine thought Louise's heart was .
2. (understand / understanding / understandingly) "Please open the door. You will make yourself sick!"
Josephine said to her sister . But when Louise came out, Josephine couldn't why she looked so strong and
well. Are you more
of Louise?
3. (joy / joyful / joyfully) The Louise felt surprised her. She spoke to her sister, and lifted eyes to
Richards.
F. Language Activity: Class Project on the Role of Women
In pairs or groups, find examples of the role of women today, as shown in magazines, newspapers, and
television. What do the "want-ads" (job advertisements) tell you? What do advertisements for clothes tell
you? What do television programs about families tell you? Report to the class on what you find

38 GREAT AMERICAN STORIES G. Writing: Josephine's Diary
You are Louise's sister, Josephine. Every day, you write in a diary. You write what happened every day,
and how you feel about it. Now, you will write about what happened on the day Louise died.
Dear Diary,
Our friend Richards brought the saddest news today:
After Louise heard about it, she
Then she
I was so worried about her! I called and called outside
her door, and
I couldn't understand why she looked
We went downstairs to see Richards. Suddenly, the door opened and Brently
We couldn't understand what had happened. I , Richards ,

THE STORY OF AN HOUR 39 and Louise
. Later, the doctors

I don't know what Brently thought. But I think

THE TELL-TALE HEART Before You Read the Story...
1. A Life
Read the paragraph about Edgar Allan Poe on page 41. Was Poe's life an unhappy one? What does the
word "detective" mean? the word "horror?'' A "tale" is a story. What does the title mean: "The Tell- Tale
Heart?" 2. The Pictures
Look at the picture on page 43. What word can you use to describe the man's face? There is a light
shining on the man's face. Where is the light coming from? What is the other man holding? There are
three policemen in the picture on page 47. What words can you use to describe their faces? Who are they
looking at? 3. Thinking About It...
What do you think small children are most afraid of? The dark? Large, strange animals? Sudden, loud
noises? Things they do not understand? Are older people afraid of the same tilings? Do most people talk
easily about their fears? 4. Skimming
Take 60 seconds to skim "The Tell-Tale Heart." (Quickly read the first two or three sentences of each
paragraph.) Do not look back at the story. Look at the three groups of words below. Which group fits the
general idea you got from skimming the story — group A, B, or C? A B C machine flower house
tomorrow today yesterday study enjoy kill new young old thinking happy mad noon morning midnight 40

THE TELL- TALE
HEART
adapted from the story by EDGAR ALLAN POE
Edgar Allan Poe was born in 1809 in Boston, Massachusetts. He is one of America's most
important and famous writers. Poe's parents died when he was a child. He was raised by people
named Allan. They were rich, but Poe was poor all his life. He lost several jobs because he drank
too much. People remember Poe for his poetry, for his detective stories, and for his horror stories
like "The Tell- Tale Heart." Poe died unhappily at the age of forty, in 1849.
41

T
rue! Nervous. I was nervous then and I am nervous now. But why do you say that I am mad? Nothing was
wrong with me. I could see very well. I could smell. I could touch. Yes, my friend, and I could hear. I
could hear all things in the skies and in the earth. So why do you think that I am mad? Listen. I will tell
you the story. I will speak quietly. You will understand everything. Listen I
2 Why did I want to kill the old man? Ah, this is very difficult. I liked the old man. No, I loved him!
He never hurt me. He was always kind to me. I didn't need his gold; no, I didn't want that. I think it was
his eye — yes, it was this! He had the eye of a bird. It was a cold, light-blue eye — a horrible eye. I feared
it Sometimes I tried to look at it. But then my blood ran cold. So, after many weeks, I knew I must kill the
old man. His horrible eye must not live. Do you understand?
3 Now here is the point. You think that I am mad. Madmen know nothing. But I? I was careful. Oh,
I was very careful. Careful, you see? For one long week, I was very kind to the old man. But every night,
at midnight, I opened his door slowly, carefully. I had a lantern with me. Inside the lantern there was a
light. But the sides of the lantern hid the light. So, first I put the dark lantern through the open door. Then
I put my head in the room. I put it in slowly, very slowly. I didn't want to wake the old man. Ha! Would a
madman be careful, like that? There was no noise, not a sound. I opened the lantern carefully — very
carefully — and slowly. A thin light fell upon the old man's eye. I held it there. I held it there for a long
time. And I did this every night for seven nights. But always the eye was closed. And so I could not do
my work. I was not angry at the old man, you see. I was angry only at his horrible eye. And every
morning I went into his room happily. I was friendly with him. I asked about his night. Did he sleep well?
Was he all

44 GREAT AMERICAN STORMS right? And so, you see, he knew nothing.
4 On the eighth night, I was more careful than before. I know you don't believe me, but it is true.
The clock's hand moved more quickly than my hand. I opened the door slowly. I put the lantern in the
room. The old man moved suddenly in his bed. But I did not go back. The room was very dark. I knew he
could not see me. I put my head in the room. I began to open the lantern, but my hand hit the side. It made
a loud noise.
5 The old man sat up quickly in bed. "Who's there?" he cried.
6 I stood still and said nothing. For one long hour I did not move a finger. And he did not lie down.
He sat in his bed. He listened. I knew his fear!
7 And soon I heard another sound. It came from the old man. It was a horrible sound, the sound of
fear! I knew that sound well. Often, at night, I too have made that sound. What was in the room? The old
man didn't know. He didn't want to know. But he knew that he was in danger. Ah, yes, he knew!
8 And now I began to open the lantern. I opened it just a little. A small thin light fell upon the
horrible blue eye.
9 It was open — wide, wide open. I could not see the old man's face or body. But I saw the eye very
well. The horrible bird's eye. My blood ran cold. At the same time, anger began to grow inside me.
10 And now, haven't I told you that I could hear everything? Now a low, quick sound came to my
ears. It was like the sound of a small wooden clock. I knew that sound well, too. It was the beating of the
old man's heart!
11 My fear and anger grew. But I did not move. I stood still. I held the light on the old man's eye.
And the beating of the heart grew. It became quicker and quicker, and louder and louder every second! I
knew that his fear was very great. Louder, do you hear? I have told you that I am nervous. And this is
true. My fear was like the old man's. But I did not move. I held the light on his eye. But the beating grew
louder, LOUDER! And now a new fear came to

46 GREAT AMERICAN STORIES me. Someone in the next house would hear! The old man must die!
This was his hour! With a loud cry, I opened the lantern wide. I ran into the room! The old man cried
loudly once — once only. His fear, his fear killed him! In a second I pulled him from the bed. He lay still.
I smiled a little. Everything was all right. For some minutes, I heard his heart beat softly. Then it stopped.
I put my hand on his body. He was cold. He was like a stone. The old man was dead. His eye would never
look upon me again!
12 And now I was very, very careful. I worked quickly but quietly. I used a good, new knife. I cut
off the old man's arms and legs and head. Then I took three boards from the floor of the room. I put
everything below the floor. Then I put the boards in their place again. I cleaned the floor. There was no
blood. Nothing was wrong. I was careful, you see? Ha! Can you still think that I am mad?
13 I finished. It was four o'clock — still dark as midnight. Suddenly there was a beating on the door.
Someone was there. But I went down with a happy heart. I had nothing to fear. Nothing.
14 Three policemen came into the house. They said that someone in the next house heard a cry. Was
something wrong? Was everyone all right?
15 "Of course," I said. "Please come in." I was not nervous. I smiled at the men. I told them that the old
man was in another town. I said he was with his sister. I showed them his money, his gold. Everything
was there, in its place. 161 brought chairs. I asked the men to sit. I sat, too. I sat on the boards over the
dead man's body! I talked easily. The policemen smiled.
17 But after some minutes I became tired. Perhaps I was a little nervous. There was a low sound in
my head, in my ears. I didn't like it. I talked more loudly, more angrily. Then suddenly I understood. The
sound was not in my head or in my ears. It was there in the room!
18 Now I know that I became very nervous. It was a low quick sound. It sounded like a small
wooden clock! My eyes opened wide. Could the policemen hear it? I talked in a louder voice. But the
noise did not stop. It grew! I stood up

んーー

48 GREAT AMERICAN STORIES and talked angrily, dangerously. I walked across the floor
and back again. Why wouldn't the men leave? There was a storm inside my head! And still the
noise became louder — LOUDER—LOUDER! I beat my hands on the table. I said dangerous
things in a loud voice. But still the men talked happily and smiled. Couldn't they hear? Was it
possible? Oh, God! No, no! They heard! They knew! They laughed at my hopes, and smiled at
my fears. I knew it then and I know it now. I couldn't keep still! Anything was better than their
smiles and laughing! And now—again!—listen! louder!
LOUDER!
LOUDER! 19 "Stop!" I cried. "Enough! Enough! Pull up the boards! Below the
floor! Here, here! — It is the beating of his horrible heart!"
THE TELL-TALE HEART EXERCISES A. Understanding the Main Ideas: Cause and Effect
Complete each sentence below by choosing a, b, or c. The first half of each sentence tells about
something that happened in the story (the effect). The second half should tell why it happened
(the cause).
1. The young man wanted to kill the old man because
a. he loved the old man. b. he didn't like the old man's eye. c. he wanted the old man's gold. 2. He
opened the old man's door carefully because
a. the old man was mad. b. he thought the old man was horrible. c he didn't want to wake the old
man. 3. Every morning the young man was friendly because
a. he held a thin light over the old man's eye.

THE TELL-TALE HEART 49 b. he didn't want the old man to think
anything was
wrong c. he was angry at the old man. 4. The police came to the house because
a. someone in the next house heard a cry. b. they knew the young man was mad. c. they wanted to sit,
talk, and laugh. 5. The young man talked louder and louder to the police
because a. they couldn't hear him. b. he thought they would hear the beating of the old
man's heart. c. he was very angry at them. 6. The young man killed the old man and then told the
police because a. they all laughed and smiled at him. b. the old man's heart beat louder and louder. c. the
young man was mad.
B. Close Reading
Read the first half of a sentence in column A. Then draw a line from it to the second half in column B that
best completes the meaning. The first one is done for you.
A B
1. The madman thought
2. He wanted to kill
the old man
3. The old man woke up
when he heard a low, quick sound
after the young man ran into the room
that he could hear all things in the earth and in the sky

4. The old man died when the young man's hand hit the lantern
5. The young man told because he was afraid the police of the beating of the
heart below the floor
6. The young man that the old man was
became nervous in another town
7. He told the police because he hated his
about the killing cold blue eye
C. Discussion
1. The old man was dead. His body, in pieces, was below the floor. But the young man believed that he
could hear the old man's heart beating. Why? 2. What do you think will happen to the man after the police
take him away? Should he go to prison? To a doctor? Should he be killed? 3. Do you enjoy horror stories?
Do you enjoy horror
movies? Why, or why not?
D. Vocabulary Practice: Words for Unpleasant People and
Things
Choose the word below that best completes the description of the person or thing in the sentences that
follow:
mad horrible angry fear danger nervous
1. The young man couldn't sit still. He talked quickly, loudly. His eyes moved all over the room. His
hands

THE TELL-TALE HEART 51 shook. He was very 2. The eye was cold,
light blue, the eye of a bird. His blood ran cold when he looked at it. He thought the eye was .
3. He killed the old man, cut him in pieces, and put the pieces below the floor. But he believed that the old
man's heart was still beating. Surely he was
4. When the policemen came, he took them into the old man's room. He sat on the boards over the dead
man's body. He tried to talk easily. But truly he was in
5. He said he loved the old man. The old man was kind to him. The old man never hurt him. It was only
the old man's eye that made him so .
6. What really killed the old man? It wasn't a knife. It wasn't even the open lantern, or the young man's
loud cry. It was his own .
E. Word Forms: Adjective or Adverb?
Put the correct form of the word on the left in the blank space in the sentence.
1. (horrible / horribly) The old man's eye seemed
to the young man.
2. (careful / carefully) He didn't want to make any noise,
so he opened the lantern .
3. (dangerous / dangerously) The police thought the young man might be , so they were

careful in the way they spoke to him.
4. (quick / quickly) The heart beat .
F. Language Activity: The Police
Choose one of the following activities. Prepare to speak about your topic to a classmate, a small group, or
the entire class.
1. Find and read a newspaper or magazine article about
police activity. 2. Talk about the role of the police in a t.v. program or
movie you have seen recently. 3. Talk to a policeman or policewoman about his or her
job. 4. In an encyclopedia, read about the history of the
police.
G. Writing: A Police Report
You are one of the policemen in The Tell-Tale Heart." You must write a report about the killing. In your
report, you should answer some or all of the following questions:
What time was it when you went to the young man's
house? Why did you go there? Did he meet you at the door? How did he seem — friendly? Nervous?
Angry? Did he ask you to come in? Did you ask about the old man? What did he say about the old man?
Where did he take you? Did he ask you to sit, or to stand?

THE TELL-TALE HEART 53 Did he sit or stand? How did he talk?
After some minutes of mis, how did he seem? How did he talk men? Finally, what did he say? What did
you find below the boards? What happened men?

A CUB-PILOT'S EDUCATION Before You Read the Story... 1. A Life
Read the paragraph about Mark Twain on page 55. What are his most famous books about? 2. The Pictures
Look at the picture on page 57. It is a picture of a steamboat. In the 19th century, these boats traveled on the
Mississippi River, the longest river in the United States. The steamboats were large. Can you tell why these boats
were important? In the picture on page 58, what is the boy doing? Where would he be doing this in the picture on
page 62? 3. Thinking About It. ..
A pilot is someone who drives (or steers) a boat or plane. A cub-pilot is a young person who is learning to be a pilot.
He watches the pilot at his job. Then he tries to do the job. Do you think this is a good way for a young person to
learn? 4. Scanning for Specific Information
Sometimes we scan a piece of writing to find one or two pieces of information. We don't read everything. We don't
even need to get a general idea about the piece of writing. We need only the information. We do this by reading very
quickly. Our eyes move across and down the page, looking for a single word or number. When we find it, we stop
and read more carefully. In this exercise, you will try to answer the questions below by scanning a page of the story
"A Cub-Pilot's Education." The answer to each question can be found on the page given. In front of each question is
an underlined word or phrase. Let your eyes move quickly across and down the page. When they find the underlined
name or number, stop. Read more carefully, and find the answer to the question. Try to answer each question in 30
seconds or less. a. page 56 Keokuk Did the steamboat come up-river or
down river from Keokuk? b. page 56 New Orleans How old was the boy when he ran
away to New Orleans? c. page 59 Twelve-Mile Point Was the boy interested in
Twelve-Mile Point? d. page 61 Apple Bend Did the boy know the shape of
Apple Bend? e. page 62 Island 66 Was the bend there easy, or difficult?
54

A CUB- PILOT'S
EDUCATION
adapted from the story by MARK TWAIN
Mark Twain's real name was Samuel Langhorne Clemens. He was born in 1835 in
Missouri. As a boy, he lived in a small town on the Mississippi River. His most famous books,
The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn, are about boyhood
and the Mississippi. Because of these books, Mark Twain became America's most famous and
best-loved writer. He died in 1910 at the age of seventy-five. The following story is from his
book Life on the Mississippi.
55

I A
ll the boys in my village wanted to be the same thing: a steamboat pilot. Our village lay on the great
Mississippi River. Once a day, at noon, a steamboat came up from St. Louis. Later, at one o'clock, another
came down from Keokuk. Before these hours, the day was full and bright with waiting. After them, the
day was a dead and empty thing.
2 I can see that old time now. The white town sleeps in the morning sun. The streets are empty.
Some animals walk near the buildings. The waters of the Mississippi are quiet and still. A man who has
drunk too much lies peacefully near the river. Other men sit outside their stores in chairs. They look at the
town and don't talk much.
3 Then a worker cries, "S-t-e-a-m-boat coming!" And everything changes! The man who has drunk
too much gets up and runs. Suddenly the streets are full. Men, women, and children run to the steamboat
landing. The animals make a hundred different noises. The town wakes up!
4 The steamboat that comes toward the town is long and pretty. Her big wheel turns and turns.
Everybody looks at her and at the men who live on her. The pilot stands tallest, the center of everything,
the king. Slowly the steamboat comes to the landing. Men take things off the boat and bring other things
on. In ten minutes she is gone again. The town goes back to sleep. But the boys of the town remember the
boat. They remember the pilot. And they don't forget.
5 I was fifteen then, and I ran away from home. I went to New Orleans. There I met a pilot named
Mr. Bixby. I said 1 wanted to be his cub-pilot, or learner. He said no — but only once. I said yes a
hundred times. So in the end I won. He said he would teach me the river. He didn't smile or

A CUB-PILOT'S EDUCATION 59 laugh, but I was the happiest boy
in that city.
6 We left New Orleans at four o'clock one afternoon. Mr. Bixby was at the wheel. Here at the
beginning of the river, there were a lot of steamboats. Most of them were at landings on the sides of the
river. We went past them quickly, very close to them. Suddenly Mr. Bixby said, "Here. You steer her."
And he gave me the wheel. My heart was in my mouth. I thought it was very dangerous, close to those
other boats. I began to steer into the middle of the river. In the middle, there was enough water for
everybody.
7 "What are you doing?" Mr. Bixby cried angrily. He pushed me away and took the wheel again.
And again he steered us near the other boats. After a while, he became a little cooler. He told me that
water runs fast in the middle of a river. At the sides, it runs slow. "So if you're going up- river, you have
to steer near the sides. You can go in the middle only if you're going down-river." Well, that was good
enough for me. I decided to be a down-river pilot only.
8 Sometimes Mr. Bixby showed me points of land. This is Six-Mile Point," he said. The land
pointed like a finger into the water. Another time, he said, "This is Nine- Mile Point." It looked like
Six-Mile Point to me. Later, he said, "This is Twelve-Mile Point." Well, this wasn't very interesting news.
All the points seemed the same.
9 After six hours of this, we had supper and went to bed. Even bed was more interesting than the
"points." At midnight, someone put a light in my eyes. "Hey, let's go!"
10 Then he left. I couldn't understand this. I decided to go back to sleep. Soon the man came again
with his light; now he was angry. "Wake up!" he called. I was angry, too, and said, "Don't put that light in
my eyes! How can I sleep if you wake me up every minute?"
11 All the men in the room laughed at this. The man left again, but came back soon with Mr. Bixby.
One minute later I was climbing the steps to the pilot-house. Some of my clothes were on me. The rest
were in my hands. Mr. Bixby walked behind me, angry. Now, here was something interesting: Pilots
worked in the middle of the night!
12 And that night was a bad one. There was a lot of

60 GREAT AMERICAN STORIES mist on the river. You could not see through it. Where were we
going? I was frightened. But Mr. Bixby turned the wheel easily and happily. He told me we had to find a
farm. Jones Farm. To myself I said, "Okay, Mr. Bixby. You can try all night. But you'll never find
anything in this mist."
13 Suddenly Mr. Bixby turned to me and said, "What's the name of the first point above New
Orleans?"
14 I answered very quickly. I said I didn't know. 15 "Don't know?" 16 The loudness of his voice surprised
me. But 1 couldn't answer him.
17 "Well, then," he said, "What's the name of the next point?"
18 Again I didn't know. 19 "Now, look! After Twelve-Mile Point, where do you cross the river?"
20 "I-I-I don't know." 21 "You-you-you don't know? Well, what do you know?" 22 "I — nothing, it
seems." 23 "Nothing? Less than nothing! You say you want to pilot a steamboat on the river? My boy,
you couldn't pilot a cow down a street! Why do you think I told you the names of those points?"
24 "Well, to-to —be interesting, I thought" 25 "What?! To be interesting?" Now he was very angry. He
walked across the pilot-house and back again. This cooled him down. "My boy," he said more softly,
"You must get a little notebook. I will tell you many names of places on this river. You must write them
all down. Then you must remember them. All of them. That is the only way to become a pilot."
26 My heart fell. I never remembered things easily in school. But also I didn't fully believe Mr.
Bixby. No one, I thought, could know all of the Mississippi. No one could put that great river inside his
head.
27 Then Mr. Bixby pulled a bell. A worker's voice came up from below.
28 "What's this, sir?" 29 "Jones Farm," Mr. Bixby said.

A CUB-PILOT'S EDUCATION 61 30 I could see nothing through the mist. And Mr. Bixby could see
nothing. I knew that. So I didn't believe him. How could I? We were in the middle of nowhere! But soon
the boat's nose softly hit the landing. Workers' voices came up to us. I still couldn't believe it, but this was
Jones Farm!
II 31 And so, slowly, I began to put the Mississippi River inside my head. I
filled a notebook — I filled two notebooks — with names from the river. Islands, towns, points, bends in
the river. The names of all these things went into my notebooks. And slowly some of them began to go
into my head. Then more of them. I began to feel better about myself. I was beginning to learn the river.
32 Then one day Mr. Bixby said to me, "What is the shape of Apple Bend?"
33 The shape of Apple Bend?" 34 "Yes, of course." 35 "I know the name of Apple Bend. I know where it
is. Don't tell me I have to know the shape of it, too!"
36 Mr. Bixby's mouth went off like a gun, bang! He shot all his bad words at me. Then, as always,
he cooled. "My boy," he said, "You must learn the shape of this river and everything on it. If you don't
know the shape, you can't steer at night And of course the river has two shapes. One during the day, and
one at night."
37 "Oh, no!" 38 "Oh, yes. Look: How can you walk through a room at home in the dark? Because you
know the shape of it. You can't see it"
39 "You mean I must know this river like the rooms at home?"
40 "No. I mean you must know it better than the rooms at home."
41 "I want to die." 42 "My boy, I don't want you to be sad or angry. But there is more."
43 "All right Tell me everything. Give it to me!" 44 "I'm sorry, but you must learn these things. There is

A CUB-PILOT'S EDUCATION 63 no other way. Now, a night with
stars throws shadows. Dark shadows change the shape of the river. You think you are coming to a bend,
but there is no bend. And this is different from a night with no stars. On a night with no stars, the river has
a different shape. You think there are no bends, but there are bends. And of course, on a night with mist,
the river has no shape. You think you are going to steer the boat onto the land. But then suddenly you see
that it's water, not land. Well. Then you have your moonlight nights. Different kinds of moonlight change
the shape of the river again. And there are different kinds of shadows, too. Different shadows bring
different shapes to the river. You see —"
45 "Oh, stop!" I cried. "You mean I have to learn the thousand million different shapes of this
river?"
46 "No, no! You only learn the shape of the river. The one shape. And you steer by that. Don't you
understand? You steer by the river that's in your head. Forget the one that's before your eyes."
47 "I see. And you think that's easy." 48 "I never said it was easy. And of course the river is always,
always changing shape. The river of this week is different from the river of last week. And next week it
will be different again."
49 "All right. Goodbye. I'm going home." 50 But of course I didn't go home. I stayed. I wanted to learn. I
needed to learn. And day by day, month by month, I did learn. The river was my school. Slowly I began
to think I was a good student. I could steer the boat alone, without Mr. Bixby's help. I knew the river like
the rooms of my house — no, better. I could steer at night, by the shape of the river in my head. No
cub-pilot was better, I thought. Oh, my nose was very high in the air!
51 Of course, Mr. Bixby saw this. And he decided to teach me another lesson.
52 One beautiful summer's day we were near the bend above Island 66. I had the wheel. We were in
the middle of the river. It was easy water, deep and wide.
53 Mr. Bixby said, "I am going below for a while. Do

64 GREAT AMERICAN STORIES you know how to run the next bend?"
54 A strange question! It was perhaps the easiest bend in the river. I knew it well. It began at a little
island. The river was wide there, and more man a hundred feet deep. There was no possible danger.
55 "Know how to run it? Why, I can run it with my eyes closed!"
56 "How much water is there in it?" 57 "What kind of question is that? There's more water there than in
the Atlantic Ocean."
58 "You think so, do you?" 59 He left, and soon I began to worry. There was something in his voice....
60 I didn't know it, but Mr. Bixby had stayed close to the pilot-house. I couldn't see him, but he was
talking to some of the men. Soon a worker came and stood in front of the pilot-house. He looked a little
worried. We were near the island at the beginning of the bend. Another man came and stood with the first.
He looked worried, too. Then another. They looked at me, then at the water, then at me again. Soon there
were fifteen or twenty people out there in front of me. No one said anything. The noise of the engines
suddenly seemed loud to me.
61 Then one of them said in a strange voice, "Where is Mr. Bixby?"
62 "Below," I said. The man turned away and said nothing more.
63 Now I became very worried. I steered a little to the right. I thought I saw danger! I steered to the
left. More danger! I wanted to go slower. I wanted to stop the engines. I didn't know what I wanted.
64 In the end I called down to the engine room. "How deep is it here? Can you tell me soon? Please
be quick!"
65 "Forty feet," came the voice. He had the answer already! Forty feet! It couldn't be! Why, the
water there was as deep as...
66 "Thirty-five," he said in a worried voice. "Thirty- two! Twenty-eight!"
67 I couldn't believe it! I ran to the wheel, pulled a

A CUB-PILOT'S EDUCATION 65 bell, stopped the engines.
68 "Eighteen!" came the voice. "Fifteen! Thirteen! Ten!"
69 Ten feet! I was filled with fear now. I did not know what to do. I called loudly down to the man
in the engine room. "Back!" I called. "Please, Ben, back her! Back her! Oh, Ben, if you love me, back her
now!"
70 I heard the door close softly. I looked around, and there stood Mr. Bixby. He smiled a sweet
smile at me. Then all the people in front of the pilot-house began to laugh. I understood it all now, and I
felt two feet tall. I started the engines again. I steered to the middle of the river without another word.
After a while, I said, "That was kind and loving of you, wasn't it? I think I'll hear that story the rest of my
life."
71 "Well, perhaps you will. And that won't be a bad thing. I want you to learn something from this.
Didn't you know there was a hundred feet of water at that bend?"
72 "Yes, I did." 73 "All right, then. If you know a thing, you must believe it — and deeply. The river is in
your head, remember? And another thing. If you get into a dangerous place, don't turn and run. That
doesn't help. You must fight fear, always. And on the river there is always fear."
74 It was a good lesson, perhaps his best lesson. And I never forgot it. But I can tell you, it cost a lot
to learn it. Every day for weeks and weeks I had to hear those difficult words: "Oh, Ben, if you love me,
back her!"

A CUB-PILOT'S EDUCATION EXERCISES A. Understanding the Main Ideas

Answer the following questions with complete sentences. 1. Why did all the boys in Twain's village want
to be
steamboat pilots? 2. What did the village look like before the steamboat
came every day? 3. Why did Mr. Bixby give the boy the wheel on their first
trip up the river? Why did he take it back again? 4. Why was the boy surprised when the boat reached
Jones Farm? 5. Did the boy learn slowly or quickly? Why? 6. What was the "best lesson" the boy
learned from Mr.
Bixby? How did Mr. Bixby teach this lesson?
B. Close Reading
Read the sentence from the story. Then answer the question about the sentence.
Note: Questions 1-6 are about Part I (pages 56-61). Questions 7-12 are about Part II (pages 61-65). 1.
"Then a worker cries 'S-t-e-a-m-boat coming!' And
everything changes!" (paragraph 3) What were some of these changes?
2. "So in the end I won." (paragraph 5)
What did the boy win? How did he win it?
3. "I began to steer into the middle of the river."
(paragraph 6) Why did the boy do this?
4. "Well, that was good enough for me. I decided to be a
down-river pilot only." (paragraph 7) Why did the boy decide this? Why was it easier to steer

A CUB-PILOT's EDUCATION 67 down-river than up-river?
5. "All the men in the room laughed at this."
(paragraph 11) What did the men laugh at?
6. "My heart fell." (paragraph 26)
What does this mean? Why did it happen?
7. "And so, slowly, I began to put the Mississippi River
inside my head." (paragraph 31) What made the boy decide to do this? How did he do it?
8. "You steer by the river that's in your head. Forget the
one that's before your eyes." (paragraph 46) Did Mr. Bixby say this about daytime steering or nighttime
steering? Why?
9. "Oh, my nose was very high in the air!"
(paragraph 50) Why did the boy feel so good about himself?
10. "Eighteen!" came the voice. "Fifteen! Thirteen! Ten!"
(paragraph 68) Why did these numbers frighten the boy? Why did they surprise him?
11. "I understood it all now, and I felt two feet tall."
(paragraph 70) What did the boy understand? Why did he feel so small?
C. Discussion
1. A Chinese thinker named Confucius said, "I hear, I forget. I see, I remember. 1 do, I understand." Does
Ben learn most by hearing, seeing, or doing? Do you

learn best by hearing, seeing, or doing? How do most schools try to teach students? 2. Do you think Mr.
Bixby was a good teacher or a bad teacher? Why? Describe the best teacher you had when you were
young. What made her or him a good teacher?
Match each word in Column A with the phrase in Column B that has a similar meaning. Write the number
of the word next to the correct phrase.
A B 1. pilot machine 2. steer troubled in
the mind 3. shape not safe 4. worried outline; form;
appearance 5. engine give direction
to 6. dangerous "driver" of a
boat or plane
E. Word Forms
From the chart below, choose the form of the word that best fits the sentence that follows it.
Example:
(kind) They showed me a lot of kindness at their home.
Noun Adjective Adverb Verb
kindness kind kindly peace peaceful peacefully point pointed pointedly point worry worried worriedly
worry

A CUB-PILOT'S EDUCATION 69 coolness cool coolly cool danger
dangerous dangerously loudness loud loudly easiness easy easily ease interest interesting interestingly
interest
1. (peace) The man who has drunk too much lies
near the river.
2. (point) In some places, the land like
a finger into the river.
3. (worry) The men in front of the pilot-house haD
faces.
4. (cool) He was very angry at first, but after a while, he
5. (danger) The river can be very
when it is covered with mist.
6. (loud) The of his voice surprised
the boy.
7. (easy) It was the bend in the river.
8. (interest) I didn't tell you those things just to be
F. Language Activity: Crossword Puzzle
On the following page, find the word that explains or completes the sentence, or answers the question.
Write the word in the right boxes, one letter for each box. Some words go across, some down. The first
letter of each word is given.
Number 1 Across has been done for you.

Across 1. One way to travel down the Mississippi River(S)

2. If you don't know the of the river, you
can't find your way at night. (S)
3. Mr. Bixby (P)
4. The boy turned it to the left and to the right. (W) 5. "Why do you think I told you the names of all those
points? To be ?" (I)
Down 1. It can change the shape of the river. (S)
2. Mr. Bixby would usually get before he
got cool. (H)
3. What did the boy begin to do with the boat on his first
day as cub-pilot? (S)

A CUB-PILOT'S EDUCATION 71 4. What was the boy in, when Mr.
Bixby got him at
midnight? (B) 5. The nose of the boat softly touched the
at Jones Farm. (L)
6. No one could see through the on the
river. (M)
G. Writing: Mr. Bixby and Ben Make Plans
In the story, Ben is the man in the engine room. When the boy calls down to him to ask how deep the
water is, he answers "forty feet" — but really the water is much deeper than that. Mr. Bixby has made a
plan with Ben to fool the boy.
Write a dialogue between Ben and Mr. Bixby. In your dialogue, show how they made their plan. What do
they say, exactly, when they decide that
• they will teach the young cub a lesson
• they will make him think that the deep water is not deep
• they will leave him alone in the pilot house
• they will tell the other workers to come and stand in front of the pilot-house and look worried
• the boy will get worried
• one of the workers will ask for Mr. Bixby. The boy will get even more worried
• he will try to steer away from danger
• he will call down to the engine room to find how deep the water is
• Ben will say "forty feet" at first — then less and less
• the boy will try to stop the boat
• then he ...
• then ...

THE LADY, OR THE TIGER? Before You Read the Story...
1. A Life
Read the paragraph about Frank Stockton on page 73. In what magazine was this story first published?
Who read this magazine? Why do you think the story caused so much excitement? 2. The Pictures
Look at the picture on page 75. From their clothes, who are they? When did they live? The title of the
story asks a question. Think about what question it is asking. Now look at the picture on page 79. What
does the picture show? Where is the man going? Why is he looking back? 3. Thinking About It
A phrase you will read early in the story is: "the first law of Chance." This phrase suggests that chance -
or luck - follows certain laws, or rules. Do you agree? Which is more important to you in your life: laws
and rules, or chance and luck? Why do you think so? 4. Skimming
Look over the following questions. Then skim the story. Read only the first sentence or two of each
paragraph. Next, return to the questions below and write an answer to each one. Do not reread. Write only
from memory. Skim the story and write answers to the questions in no more than 10 minutes. Compare
your answers to those of another student
Does the story take place in our times, or long ago? Are the people in the story rich, or poor? Does the
story ask a question, or give an answer? Is the story like a newspaper article, or a folk tale? Is the story
about peace, or the opposite of peace? Do you think you will enjoy reading the story? Why
or why not? What are a few interesting words or phrases that you
remember reading?
72

adapted from the story by FRANK STOCKTON
Frank R. Stockton was born in 1834. His most famous stories are in the form of fairy tales,
ghost stories, or romances. But in all of them his humor has an edge like a knife. When "The
Lady, or the Tiger?" was published in Century Magazine in 1882, it caused excitement all over
the country. Hundreds of people wrote letters to the magazine or to their newspapers about it.
Many letters demanded an answer to the question that the story asks. Others asked if the story
was really about government, or psychology, or the battle of the sexes, or something else.
Wisely, Stockton never answered any of the letters. The story remains as fresh today as it was
then. Frank Stockton died in 1902.
73

A
long, long time ago, there was a semi-barbaric king. I call him semi-barbaric because the modern world,
with its modern ideas, had softened his barbarism a little. But still, his ideas were large, wild, and free. He
had a wonderful imagination. Since he was also a king of the greatest powers, he easily turned the dreams
of his imagination into facts. He greatly enjoyed talking to himself about ideas. And, when he and himself
agreed upon a thing, the thing was done. He was a very pleasant man when everything in his world
moved smoothly. And when something went wrong, he became even more pleasant. Nothing, you see,
pleased him more than making wrong things right.
2 One of this semi-barbaric king's modern ideas was the idea of a large arena. In this arena, his
people could watch both men and animals in acts of bravery.
3 But even this modern idea was touched by the king's wild imagination. In his arena, the people
saw more than soldiers fighting soldiers, or men fighting animals. They enjoyed more than the sight of
blood. In the king's arena, the people saw the laws of the country at work. They saw good men lifted up
and bad men pushed down. Most important, they were able to watch the workings of the first law of
Chance.
4 Here is what happened when a man was accused of a crime. If the king was interested in the crime,
then the people were told to come to the arena. They came together and sat there, thousands of them. The
king sat high up in his king's chair. When he gave a sign, a door below him opened. The accused man
stepped out into the arena. Across from him, on the other side of the arena, were two other doors. They
were close together and they looked the same. The accused man would walk straight to these doors and
open one of them. He could choose either one of the

* ਬਨਾਮ

76 GREAT AMERICAN STORIES doors. He was forced by nothing and led by no one. Only Chance
helped him — or didn't help him.
5 Behind one of the doors was a tiger. It was the wildest, biggest, hungriest tiger that could be
found. Of course, it quickly jumped on the man. The man quickly — or not so quickly — died. After he
died, sad bells rang, women cried, and the thousands of people walked home slowly.
6 But, if the accused man opened the other door, a lady would step out. She was the finest and most
beautiful lady that could be found. At that moment, there in the arena, she would be married to the man. It
didn't matter if the man was already married. It didn't matter if he was in love with another woman. The
king did not let little things like that get in the way of his imagination. No, the two were married there in
front of the king. There was music and dancing. Then happy bells rang, women cried, and the thousands
of people walked home singing.
7 This was the way the law worked in the king's semi- barbaric country. Its fairness is clear. The
criminal could not know which door the lady was behind. He opened either door as he wanted. At the
moment he opened the door, he did not know if he was going to be eaten or married.
8 The people of the country thought the law was a good one. They went to the arena with great
interest They never knew if they would see a bloody killing or a lovely marriage. This uncertainty gave
the day its fine and unusual taste. And they liked the fairness of the law. Wasn't it true that the accused
man held his life in his own hands?
9 This semi-barbaric king had a daughter. The princess was as beautiful as any flower in the king's
imagination. She had a mind as wild and free as the king's. She had a heart like a volcano. The king loved
her deeply, watched her closely, and was very jealous of her. But he could not always watch her. And in
his castle lived a young man. This young man was a worker. He was a good worker, but he was of low
birth. He was brave and handsome, and the princess loved him, and was jealous of him. Because of

THE LADY, OR THE TIGER? 77 the girl's semi-barbarism, her love
was hot and strong. Of course, the young man quickly returned it. The lovers were happy together for
many months. But one day the king discovered their love. Of course he did not lose a minute. He threw
the young man into prison and named a day for his appearance in the arena.
10 There had never been a day as important as that one. The country was searched for the strongest,
biggest, most dangerous tiger. With equal care, the country was searched for the finest and most beautiful
young woman. There was no question, of course, that the young man had loved the princess. He knew it,
she knew it, the king knew it, and everybody else knew it, too. But the king didn't let this stand in the way
of his excellent law. Also, the king knew that the young man would now disappear from his daughter's
life. He would disappear with the other beautiful lady. Or he would disappear into the hungry tiger. The
only question was, "Which?"
11 And so the day arrived. Thousands and thousands of people came to the arena. The king was in
his place, across from those two doors that seemed alike but were truly very different.
12 All was ready. The sign was given. The door below the king opened, and the lover of the
princess walked into the arena. Tall, handsome, fair, he seemed like a prince. The people had not known
that such a fine young man had lived among them. Was it any wonder that the princess had loved him?
13 The young man came forward into the arena, and then turned toward the king's chair. But his
eyes were not on the king. They were on the princess, who sat to her father's right. Perhaps it was wrong
for the young lady to be there. But remember that she was still semi-barbaric. Her wild heart would not let
her be away from her lover on this day. More important, she now knew the secret of the doors. Over the
past few days, she had used all of her power in the castle, and much of her gold. She had discovered
which door hid the tiger, and which door hid the lady.
14 She knew more than this. She knew the lady. It was

78 GREAT AMERICAN STORIES one of the fairest and loveliest ladies in the castle. In fact, this lady
was more than fair and lovely. She was thoughtful, kind, loving, full of laughter, and quick of mind. The
princess hated her. She had seen, or imagined she had seen, the lady looking at the young man. She
thought these looks had been noticed and even returned. Once or twice she had seen them talking
together. Perhaps they had talked for only a moment. Perhaps they had talked of nothing important. But
how could the princess be sure of that? The other girl was lovely and kind, yes. But she had lifted her
eyes to the lover of the princess. And so, in her semi-barbaric heart, the princess was jealous, and hated
her.
15 Now, in the arena, her lover turned and looked at her. His eyes met hers, and he saw at once that
she knew the secret of the doors. He had been sure that she would know it. He understood her heart. He
had known that she would try to learn this thing which no one else knew — not even the king. He had
known she would try. And now, as he looked at her, he saw that she had succeeded.
16 At that moment, his quick and worried look asked the question: "Which?" This question in his
eyes was as clear to the princess as spoken words. There was no time to lose. The question had been
asked in a second. It must be answered in a second.
17 Her right arm rested on the arm of her chair. She lifted her hand and made a quick movement
towards the right. No one saw except her lover. Every eye except his was on the man in the arena.
18 He turned and walked quickly across the empty space. Every heart stopped beating. Every breath
was held. Every eye was fixed upon that man. Without stopping for even a second, he went to the door on
the right and opened it
19 Now, the question is this: Did the tiger come out of that door, or did the lady?
20 As we think deeply about this question, it becomes harder and harder to answer. We must know
the heart of the animal called man. And the heart is difficult to know.

THE LADY, OR THE TIGER ? 79 Think of it, dear reader, and
remember that the decision is not yours. The decision belongs to that hot-blooded, semi- barbaric
princess. Her heart was at a white heat beneath the fires of jealousy and painful sadness. She had lost him,
but who should have him?
21 Very often, in her thoughts and in her dreams, she had cried out in fear. She had imagined her
lover as he opened the door to the hungry tiger.
22 And even more often she had seen him at the other door! She had bitten her tongue and pulled
her hair. She had hated his happiness when he opened the door to the lady. Her heart burned with pain and
hatred when she imagined the scene: He goes quickly to meet the woman. He leads her into the arena. His
eyes shine with new life. The happy bells ring wildly. The two of them are married before her eyes.
Children run around them and throw flowers. There is music, and the thousands of people dance in the
streets. And the princess's cry of sadness is lost in the

80 GREAT AMERICAN STORIES sounds of happiness!
23 Wouldn't it be better for him to the at once? Couldn't he wait for her in the beautiful land of the
semi- barbaric future?
24 But the tiger, those cries of pain, that blood! 25 Her decision had been shown in a second. But it had
been made after days and nights of deep and painful thought. She had known she would be asked. She
had decided what to answer. She had moved her hand to the right
26 The question of her decision is not an easy one to think about. Certainly I am not the one person
who should have to answer it. So I leave it with all of you: Which came out of the opened door — the
lady, or the tiger?
THE LADY, OR THE TIGER? EXERCISES A. Understanding the Main Ideas

If the sentence below is true, write T" next to it. If it is not true, write "F" for false, then rewrite the
sentence so that it is true.
1. The king and the princess were civilized people.
2. The king believed that questions of right and
wrong should be decided by chance.
3. There were three doors in the arena. Behind one stood the king, behind the second stood the princess,
and behind the third stood the tiger.
4. The people of the land thought the king was fair.
5. The king was pleased that the princess and the young man were in love. He wanted them to be married
in the arena.
6. The princess was very upset because she couldn't

THE LADY, OR THE TIGER ? 81 help her lover choose the right door.
7. The young man didn't know which door to
choose.
B. Close Reading: Understanding Pronouns
In the following sentences, the words this, that, and it have been underlined. Find the sentence in the story
(paragraph numbers are given). Then tell what words or ideas are meant by this, that, or it.
Examples:
The young man quickly returned it." (paragraph 9)
"It means: the princess's love.
"She knew more than this." (paragraph 14)
"This" means: which door hid the tiger, and which door hid the lady.
1. The king did not let little things like that get in the
way of his imagination. (paragraph 6) 2. This was the way the law worked in the king's semi-
barbaric country, (paragraph 7) 3. This uncertainty gave the day its fine and unusual
taste. (What uncertainty?) (paragraph 8) 4. But the king didn't let this stand in the way of his
excellent law. (paragraph 10) 5. But how could the princess be sure of that?
(paragraph 14) 6. He had been sure that she would know it.
(paragraph 15) 7. Certainly I am not the one person who should have to
answer it. (paragraph 26)

C. Discussion
1. "Which came out of the opened door — the lady, or the tiger?" What do you think? Did the princess
send her lover to the lady or to the tiger? Why? 2. The end of "The Lady, or the Tiger?" is about the
princess's decision: that is, whether to send her lover to the lady or to the tiger. But doesn't the lover, too,
have a decision to make? Look at the picture on page 75. The lover is about to open one of the doors. In
tins picture, he turns and takes a final look at the princess. With a movement of her hand, she has told him
to open the door on the right. This leads us to a final question. Remember, the lover knows that the
princess knows which door hides the lady, and which door hides the tiger. How well does the lover know
the princess? Will he open the door she has chosen? Or, believing it hides the tiger, will he open the other
one? Why, finally, did he open the door on the right? 3. Do you think people are less barbaric now than
they were hundreds of years ago? In what ways? Are they more barbaric? In what ways? Or are they
exactly the same? Give specific examples to help others understand your thoughts.
Choose the best word from the list below, and fill in the blanks in the sentences.
volcano imagination accused jealous arena chance fair semi-barbaric
1. The laws of that land were made by
the king.
2. People gathered in the to see what

THE LADY, OR THE TIGER ? 83 would happen to the young man.
3. Only helped a man decide which
door to choose.
4. If someone broke a law, he was of the crime. Then he had to come before the king in the arena.
5. The king had some modern ideas. But his ideas were
touched by his wild .
6. The love in the princess' heart was a strong as a hot
7. The princess felt of the beautiful,
gentle lady in the castle.
8. Everyone thought the working of chance was because a man's life was in his own hands.
E. Word Forms: Verb, Noun, Adjective
Put the correct form of the word on the left into the blank spaces in the sentences.
1. (marry / marriage / married) Although the princess loved the young man, the king was against their . If
an accused man chose the door with the lady behind it, he had to . It didn't matter if he was already .
2. (accuse / accusation / accused) It was a matter of chance whether the chose the lady or the tiger. The
king the young man of loving his daughter. Neither the princess nor

the young man denied the .

3. (imagine / imagination / imaginative) The king was an man. His laws reflected his wild . Can you how
people would feel about such a law today?
4. (search / search / searching) The young man gave the princess a look. He was sure she must know
which door hid the tiger. The princess her heart to decide which door to show him. No matter which door
he chose, she would have to continue her own for a husband.
5. (disappear / disappearance) The accused would into the tiger's mouth, or into the lady's arms. Which do
you think was worse for the princess?
6. (Succeed / success / successful) The princess in giving her lover a sign. But the reader doesn't know
whether the young man makes a choice. And we don't know which choice would seem like a to the
princess.
F. Language Practice: Pair Work on Composition
With a partner, read over the instructions for the Writing exercise (Exercise G) below. Share the ideas you
both have about each of the three paragraphs. Take notes as you talk. Plan each paragraph separately.
Next, working alone, write the three paragraphs. Then, exchange your paragraphs with the paragraphs of
your partner. Correct

THE LADY, OR THE TIGER? 85 your partner's paragraphs. Make
suggestions for the improvement of the paragraphs your partner wrote. Discuss the suggestions your
partner makes on your paragraphs. Then rewrite them.
G. Writing: Three-paragraph Composition
"Which came out of the opened door, the lady or the tiger?"
Write down the above question. Then write a paragraph that begins with the sentence, "Perhaps it was the
lady who came out." Give at least three reasons why the princess chose the lady for her lover.
Then write a second paragraph that begin, "On the other hand, perhaps it was the tiger." Give at least
three reasons why the princess chose the tiger.
Then write a third paragraph that begins with the words, "Personally, I think ..." Give your own choice.
Which of the reasons that you have written is the most important to you? Why?

AN OCCURRENCE AT OWL CREEK BRIDGE Before You Read the Story...
1. A Life
Read the paragraph about Ambrose Bierce on page 87. How many years did Bierce go to school? Which
other writers in this book had little or no school education? 2. The Pictures
Look at the pictures on pages 89 and 92. On page 89, we see a man with a rope around his neck. How
would you describe his clothes? What sort of a man does he seem to be, judging by these clothes? On
page 92, we see where the man is standing. How would you describe the clothes of the other man in the
picture? What does his profession seem to be, judging by these clothes? What is the name of the bridge in
the picture on page 92? (Hint: the title tells you.) What is a synonym for the word "occurrence" in the
title? 3. Thinking About It...
The paragraph about Ambrose Bierce on page 87 mentions the Civil War between the North and the
South." This war took place in the United States between 1861-1865. In a civil war, people of the same
community fight against each other. What do you think are the worst effects of a civil war? 4. Scanning
You are asked to find Ambrose Bierce's age, in years, at some of the major events in his interesting life.
To the left of each statement below, write Bierce's age at the time the event took place. To do this, you
will have to scan the paragraph about Bierce on page 87 and make calculations based on the information
you find. Try to complete the entire exercise in three minutes or less.
Bierce joins the army. His first short story is published. He goes with his wife to London. He returns to
the United States. He disappears in the Mexican War. "An Occurrence at Owl Creek Bridge" is published
in a collection of stories.
86

adapted from the story by AMBROSE BIERCE
Ambrose Bierce was born in Ohio in 1842. He went to school, a military academy, for just
one year. In 1864, during the Civil War between the North and the South, Bierce joined the
Army. After the war he went to California. He wrote political pieces for newspapers. His first
short story was published in 1871. That same year he married and went to live in London. After
five years in London he returned to the United States. He worked for the Hearst Newspaper
Company on the West Coast. He went to write about the Mexican War in 1914, where he
disappeared in the fighting. "An Occurrence at Owl Creek Bridge" appeared in a collection of
short stories, Tales of Soldiers and Civilians, in 1891. A second collection, Can Such Things
Be?, was published in 1893.
87

I A
man stood upon a railroad bridge in northern Alabama. He looked down into the river below. The man's
hands were tied behind his back. A rope circled his neck. The end of the long rope was tied to part of the
wooden bridge above his head.
2 Next to the man stood two soldiers of the Northern army. A short distance away stood their
captain. Two soldiers guarded each end of the bridge. On one bank of the river, other soldiers stood
silently, facing the bridge. The two guards at each end of the bridge faced the banks of the river. None of
the soldiers moved. The captain, too, stood silent. He watched the work of the two soldiers near him, but
he made no sign. All of them were waiting silently for Death. Death is a visitor who must be met with
respect. Even soldiers, who see so much death, must show respect to Death. And in the army, silence and
stillness are signs of respect.
3 The man with the rope around his neck was going to be hanged. He was about thirty-five years
old. He was not dressed like a soldier. He wore a well-fitting coat. His face was a fine one. He had a
straight nose, strong mouth, and dark hair. His large eyes were gray, and looked kind. He did not seem
like the sort of man to be hanged. Clearly he was not the usual sort of criminal. But the Army has laws for
hanging many kinds of people. And gentlemen are not excused from hanging.
4 When the two soldiers were ready, they stepped away. The captain faced the condemned man.
They stood face to face on a piece of wood. The middle of the board rested against the edge of the bridge.
When the captain stepped off the board, the piece of wood would fall down into the river. The condemned
man would fall down after the board. Only the rope around his neck would stop him. He

90 GREAT AMERICAN STORIES would be hanged by the neck until dead. The man's face had
not been covered. His eyes were open. He looked down at the river below. He saw a small piece
of wood floating along with the river. How slowly it moved! What a gentle river!
5 He closed his eyes and thought of his wife and children. Until now, other things had filled
his mind: the water, painted gold by the sun . . . the soldiers . . . the floating wood. After a little
while he heard a new sound. A strange metallic sound kept beating through the thoughts of his
family. He wondered what it was. It sounded far away, and yet very close. It was as slow as a
death-bell ringing. The sound came louder and louder. It seemed to cut into his brain like a knife.
He was afraid he would cry out. But it was only his own watch making its little sound.
6 He opened his eyes. He saw again the water below him. "If I could free my hands," he
thought, "I might throw off the rope. I could jump into the river. If I swam quickly underwater, I
could escape the bullets. I would reach the river bank, run into the woods and go home. My
home, thank God, is still safe from the Northern Army." These thoughts must be written in words
here. But they passed as quickly as light through the condemned man's mind.
7 And then the captain stepped off the board.
II 8 The condemned man's name was Peyton Farquhar. He was a rich
farmer, the last son in an old Alabama family. He owned slaves who worked on his farm. Like
other Southern farmers, he believed that slaves were necessary to Southern farming. The
Northern government had said that it was against the law to have slaves. Now, the North and the
South were at war.
9 Certain work had kept Peyton Farquhar from joining the Southern Army at the beginning
of the war. But he was at heart a soldier. He did everything he could to help the South. No job
was too low, no adventure too dangerous. One evening, Farquhar and his wife were sitting in the
garden. A soldier rode up to the house. He was dressed like

AN OCCURRENCE AT OWL CREEK BRIDGE 91 other soldiers in the Southern
Army. While Mrs. Farquhar went to get him a drink of water, the soldier spoke with Farquhar.
10 The Northerners are rebuilding the railroads," the soldier said. They are getting ready for another
advance. They've reached Owl Creek Bridge. They've fixed the bridge and moved in a lot of soldiers.
Anyone who attacks the railroad or tries to destroy the bridge will be hanged."
11 "How far is it to Owl Creek Bridge?" Farquhar asked.
12 "About thirty miles." 13 "Are there soldiers on this side of the bridge?" 14 "Only a few guards." 15
"Suppose that a man went around the guards?" Farquhar smiled. "What could he do to stop the advance?"
16 The soldier thought a moment. Then he said, "I was at the bridge a month ago. I saw a lot of
wood that the river had washed against one end of the bridge. It's very dry now, and the wood would burn
quickly and well."
17 The lady had now brought the water. The soldier drank. He thanked her, bowed to Farquhar, and
rode away. An hour later, after nightfall, he passed Farquhar's farm again. He went North in the direction
he had come from. He was a Northern soldier.
III 18 Peyton Farquhar fell down from the bridge. He lost consciousness. He was like one already dead.
He was awakened — hours later, it seemed to him — by the great pain in his neck. Pain passed through
his body like rivers of fire. He was conscious of a fullness in his head. He could not think. He could only
feel. He was conscious of motion. He seemed to be falling through a red cloud. Then suddenly the light
flew upward with the noise of a loud splash. A fearful noise was in his ears. All was cold and dark. The
power of thought came back to him. He knew the rope had broken, and he had fallen into the river. The
rope around his neck was cutting off the air. To die of hanging at the bottom of a river! No! Impossible!
He opened his eyes

AN OCCURRENCE AT OWL CREEK BRIDGE 93 in the darkness. He saw light
far, far above him. He was still going down, for the light grew smaller and smaller. But then it grew
brighter, and he knew he was coming back up to the top of the river. Now he felt sorry to be coming out
of the water. He had been so comfortable. To be hanged and drowned," he thought. That is not so bad.
But I do not want to be shot. No, I will not be shot. That's not fair!"
19 He was not conscious of his actions until he felt pain in his hands. Then he realized that he was
trying to free his hands. At last the rope fell off. His arms floated upward; he could see his hands. He
watched with interest. His hands were trying to untie the rope around his neck. They pulled off the rope
and it floated away. "Put it back, put it back," he felt himself crying. His neck hurt badly. His mind was
on fire, his heart beat wildly enough to leave his body. His whole body was in great pain. But his hands
pushed him up out of the water. And he took a great breath of air.
20 Now he was fully conscious. His five senses seemed unusually clear. The pain his body had felt
made him see and feel the beauty around him. He felt the water against his skin. He heard the soft sound
as it hit his neck and shoulders. He looked into the forest on the bank and could see each tree, each leaf.
He could even see small forest animals between the trees. A fish swam before his eyes. He noticed how
the sunlight shone on the fish's silver skin.
21 He was facing away from the bridge when his head came out of the water. Now he turned
around. He saw small men on the bridge, dark against the blue sky. They cried out and pointed at him.
The captain took out his gun but did not shoot.
22 Then, suddenly, he heard a loud bang. Something hit the water near his head. Water splashed in
his face. He heard a second shot and a light blue cloud rose from the gun. Then Farquhar heard the
captain call to the men: "Ready, men .. . Shoot!"
23 Farquhar swam deep under the water. The water sounded loud in his ears. But even above the
sound of the water he heard the shots. He swam down the river.

24 Later he swam to the top again. He saw he was quite far from the bridge. The soldiers were still
pointing their guns at him.
25 The captain will not order them to shoot together again," he thought. "It's as easy to escape many
bullets as one. He'll order them to shoot as they wish. God help me, I cannot escape them all."
26 Suddenly he was caught by a strong current in the river. The current pulled him under the water.
It carried him down the river and turned him over and over. At last the force of the current pushed him up
onto the bank.
27 He lay on the bank, crying with happiness and tiredness. He dug his fingers into the river bank.
The small stones felt like jewels. The trees looked to him like a forest of gold. The air smelled clean and
sweet, and a pink light shone through the trees.
28 The sound of bullets in the trees awoke him. He rose to his feet, frightened again, and
disappeared into the forest
29 All that day he traveled. The forest seemed endless. He could find no road. He hadn't realized
before now that he lived near such a wild place.
30 When night began to fall, he was very tired and hungry. The thought of his wife and children
helped him to continue. At last he found a road that seemed to lead in the right direction. It was as wide
and straight as a city street. But it seemed untraveled. There were no fields, no houses nearby. The big
black trees formed a straight wall on both sides. Overhead, great golden stars shone in the sky. The stars
looked unfamiliar. He was sure that they were grouped in some strange order which meant bad luck. From
inside the forest came strange noises. Among them he heard people talking in an unknown language.
31 His neck was in pain. He knew that the rope had left a black circle on his skin. He could not
close his eyes. His tongue was dry; he felt very thirsty. Grass seemed to cover the road now; it was soft
under his feet.
32 Did he fall asleep while he was walking? Now he sees something else. Perhaps he was wakened
from a

AN OCCURRENCE AT OWL CREEK BRIDGE 95 dream. Now he stands not
far from the door of his own house. Everything looks just as he left it, bright and beautiful in the morning
sunshine. He must have traveled through the whole night. As he walks toward the door, his wife appears
to meet him. She stands waiting, cool and sweet, silent and still. She holds out her arms to him with a
smile of happiness. Ah! how beautiful she is! He moves toward her with open arms. He moves slowly,
closer, closer. At the moment he touches her, he feels a great pain at the back of his neck. A while light
flames all about him....
33 There was a loud bang, then silence. All was darkness...
34 Peyton Farquhar was dead. His body, with a broken neck, hung from a rope beneath Owl Creek
Bridge.
AN OCCURRENCE AT OWL CREEK BRIDGE EXERCISES A. Understanding the Main Ideas
1. At the beginning of the story, where is the man named
Farquhar standing? 2. Why were all the soldiers so silent? 3. What would happen when the captain
stepped off one
end of the board? 4. What sounded so loud to Farquhar? Why? 5. Who was Peyton Farquhar? What
role did he play in
the war? 6. When Farquhar fell from the bridge, did the rope around his neck break, or did his neck
break? What really happened? How do you know? 7. In your opinion, what is the "loud bang" that
Farquhar hears (at the very end of the story)? 8. How long do you think it took for Farquhar's escape
and adventure to pass through his mind?

96 GREAT AMERICAN STORIES B. Close Reading: Adverbial Clauses
To do the exercise below, you will need to read Part II of the story (pages 90-91) carefully. The first half
of each sentence below is joined to the second half by an adverb. The adverb tells the relationship of the
first half of the sentence to the second half. Make sure that the whole sentence, and not just the separate
halves of it, are true.
Finish each sentence below with clause a, b, c, or d.
1. Peyton Farquhar owned slaves
a. until he understood that it was against the law. b. before he was a rich farmer. c. because he thought the
South needed slaves. d. while the slaves wanted to work for him. 2. A man dressed like a Southern soldier
came to
Farquhar's house a. because he knew that Farquhar had helped the
South in the war. b. before Farquhar had helped the South in the war. c. since he wanted to burn Owl
Creek Bridge. d. when he learned that the North and South were at
war. 3. Farquhar decided to burn the bridge
a. while the Northerners were rebuilding the railroads. b. before the Northerners fixed the bridge and
moved
in some soldiers. c. because Owl Creek Bridge was thirty miles from his
home. d. after the soldier told him about the dry wood. 4. The soldier rode north
a. until night came b. before Mrs. Farquhar could bring him a drink of
water c. because he wanted to tell the Northern army about
Farquhar.

AN OCCURRENCE AT OWL CREEK BRIDGE 97 d. since he wanted to attack the
Northern army.
C. Discussion
1. Did the end of the story surprise you? Why, or why
not? 2. Find five things that Farquhar thought about before the captain stepped off the board, (see
especially paragraphs 4, 5, and 6.) Why do you think that Bierce tells us that these thoughts "passed as
quickly as light through the condemned man's mind?" What are the other signs that Farquhar's five senses
are working unusually quickly or sharply? 3. In Part III (pages 91-95), what seems very realistic? (Give at
least three examples of realistic writing.) What seems unrealistic, dreamlike, or strange? (Give at least
three examples of this dreamlike writing.)
The following phrases are definitions of words in the reading. Find the appropriate word, then write it in
the blank.
1. To look up to, or admire, something or someone
greater than yourself (paragraph 2)
2. A person who breaks the law (paragraph 3)
3. To be allowed not to do something (paragraph 3)

4. A person who the law has decided to punish

(paragraph 4)
5. To get away from something dangerous (paragraph 6)
6. A move forward (paragraph 10)
7. Of a clear head, clear mind (paragraph 18)
8. Tell someone to do something (paragraph 25)
9. The strong motion of a river or sea (paragraph 26)
10. Vanished, went out of sight (paragraph 28)
11. Empty of traffic or people (paragraph 30)
E. Word Forms: Nouns and Adjectives
Choose the noun or adjective from the left that best fits the sentence to the right.

AN OCCURRENCE AT OWL CREEK BRIDGE 99 1. (metal / metallic) Farquhar's
watch ticked with a
sound. 2. (circle / circular) The rope made a path
around Farquhar's neck.
3. (respect / respectful) The soldiers waited in
silence for Farquhar's death. 4. (condemnation / condemned) After his
________
Farquhar was sentenced to death by hanging. 5. (danger / dangerous) Farquhar wanted to help the
Southern army. He was not afraid of
6. (consciousness / conscious) When he fell from the bridge, Farquhar lost as the rope tightened around
his neck. 7. (traveler / traveled) The road to Farquhar's house was
not much .
8. (order / orderly) The soldiers stood in an line, pointing their guns at Farquhar.
F. Language Activity: Images for a Silent Movie
Work in pairs or small groups. You will present to the class 6-10 pictures that tell a part of the story of
"An Occurrence at Owl Creek Bridge." Choose a section of the story from either Part I (pages 88-90) or
Part III (pages 91-95).
Try to imagine what the camera would see in a silent movie (a movie without words) of this part of the
story. You do not have to be an artist to draw the pictures. Use simple lines and "stick figures" to give the
idea (see example, below). If you can, draw the pictures on large pieces of paper so that they are easy to
see.

When you present your pictures to the class, describe what is happening in each one. What does the
audience see? What do you want the audience to feel?
G. Writing: A Summary
A summary tells in a few words what someone else said or wrote in many words.
Write a summary of Part I, Part II, or Part III of "An Occurrence at Owl Creek Bridge." Begin your
summary with the first sentence of the section you have chosen:
A man stood upon a railroad bridge in Alabama.
or

AN OCCURRENCE AT OWL CREEK BRIDGE 1 0 1 The condemned man's name was
Peyton Farquhar.
or
Peyton Farquhar fell down from the bridge.
In no more than 6 or 8 sentences, tell what happens in the rest of the section you have chosen. Try to
include the facts you think are the most important for a general understanding of that section.

A WHITE HERON Before You Read the Story...
1. A Life
Read the paragraph about Sarah Orne Jewett on page 103. What subjects does she write about? Where do
her stories take place? What other writers in this book write mostly about one particular place? 2. The
Pictures
Look at the picture on page 105. What can you tell about the place they live in? What is the young man
holding? In the picture on page 108 the girl is at the top of a tall pine tree. What will she be able to do
from so high? What kind of bird is flying past her? (Hint: The title tells you.) What do you know about
this bird? What can you find out about it? 3. Thinking About It...
"A White Heron" takes place more than a hundred years ago. The story's main characters live deep in the
country, far from cities or towns or even villages. How do you feel about the wild country? Have you
spent time there? Would you like to live there? Why, or why not? 4. Rapid Scanning
Sometimes we have to quickly scan an entire book, or sections of a book, for specific information. In this
exercise, you are asked to scan the biographies of all the writers in GREAT AMERICAN STORIES I.
First, read the questions below. Then scan the biographies of the writers to find the answers. Try to do the
entire exercise in no more than five minutes. a. Did these writers write in the 19th century, or in the
20th century? b. List which ones were men. List which ones were
women. c. How many of them died in the 20th century? d. How many traveled outside the United
States for long
periods of time? e. How many of them were known for their stories about
specific places within the United States?
102

adapted from the story by SARAH ORNE JEWETT
Sarah Orne Jewett was born in 1849 in South Berwick, Maine. She lived there quietly near
the sea most of her life. She wrote stories about the simple lives of the country people around
her. Her stories show her love of nature, as well as human nature. The woods, fields, and animals
of Maine are almost like characters in her stories. Her best-known book is called Country of the
Pointed Firs. Maine is well known for its pine and fir trees. In 1909, Sarah Orne Jewett died in
the same house in which she had been born and raised.
103

I T
he woods were already filled with shadows one June evening just before eight o'clock. Sylvia was driving
her cow home. They turned deep into the dark woods. Their feet knew the way. The birds in the trees
above her head seemed to sing "good night" to each other quietly. The air was soft and sweet. Sylvia felt a
part of the gray shadows and the moving leaves. To Sylvia, it seemed as if she hadn't really been alive
before she came to live with her grandmother in this beautiful place.
2 Suddenly she heard a call. Not a bird's call, which would have had a friendly sound. It was a
young man's call, sudden and loud. Sylvia left the cow alone and hid behind some leaves. But the young
man saw her.
3 "Halloa, little girl. How far is it to the road?" 4 Sylvia was afraid. She answered in a soft voice, "A good
ways..."
5 "I'm hunting for some birds," the young man said kindly. He carried a gun over his shoulder. "I am
lost and need a friend very much. Don't be afraid. Speak up, and tell me what your name is. Do you think
I can spend the night at your house and go out hunting in the morning?"
6 Sylvia was more afraid than ever. But she said her name, and dropped her head like a broken
flower.
7 Her grandmother was waiting at the door. The cow gave a "moo" as the three arrived.
8 "Yes, you should speak for yourself, you old cow," said her grandmother. "Where was she hiding
so long, Sylvy?"
9 Sylvia didn't speak. She thought her grandmother should be afraid of the stranger.
10 But the young man stood his gun beside the door. He dropped a heavy gun-bag beside it. He said
good evening and told the old woman his story.

WA
UNUN

11 "Dear me, yes," she answered. "You might do better if you went out to the road a mile away. But

you're welcome to what we've got. I'll milk the cow right away. Now, you make yourself at home. Sylvy,
step round, and set a plate for the gentleman!"
12 Sylvia stepped. She was glad to have something to do, and she was hungry.
13 The young man was surprised to find such a comfortable, clean house in the deep woods of
Maine. He thought this was the best supper he had eaten in a month. After supper the new-made friends
sat in the shadowed doorway to watch the moon come up. The young man listened happily to the
grandmother's stories. The old woman talked most about her children. About her daughter, Sylvia's
mother, who had a hard life with so many children. About her son, Dan, who left home for California
many years ago.
14 "Sylvy is like Dan," she said happily. "She knows every foot of the woods. She plays with the
woods animals and feeds the birds. Yes, she'd give her own meals to them, if I didn't watch her!"
15 "So Sylvy knows all about birds, does she?" asked the young man. "I am trying to catch one of every
kind." 16 "Do you keep them alive?" asked the old woman. 17 "No. I stuff them in order to save them," he
answered. "I have almost a hundred of them. And I caught every one myself."
18 Sylvia was watching a toad jump in the moonlight. 19 "I followed a bird here that I want to catch. A
white heron. You would know a heron if you saw it, Sylvy," he said, hopefully. "A strange, tall white bird
with long, thin legs."
20 Sylvia's heart stopped. She knew that strange white bird.
21 "I want that bird more than anything," the young man went on. "I would give ten dollars to know
where its nest is."
22 Sylvia couldn't believe there was so much money in the world. But she watched the toad and said
nothing.

A WHITE HERON 107 23 The next day Sylvia went with the young man into the woods. He was kind
and friendly, and told her many things about the birds. She wasn't afraid of him anymore. Perhaps in her
heart a dream of love was born. But she couldn't understand why he killed and stuffed the birds he liked
so much.
II 24 At the edge of the woods a great pine tree stood. Sylvia knew it well. That night she thought of the
tree. If she climbed it early in the morning, she could see the whole world. Couldn't she watch the heron
fly, and find its hidden nest? What an adventure it would be! And how happy her friend would be! The
young man and the old woman slept well that night, but Sylvia thought of her adventure. She forgot to
think of sleep. At last, when the night birds stopped singing, she quietly left the house.
25 There was the tall pine tree, still asleep in the moonlight. First she climbed a smaller tree next to
it. Then she made the dangerous step across to the old pine. The birds in the woods below her were
waking up. She must climb faster if she wanted to see the heron as it left its nest. The tree seemed to grow
taller as she went up. The pine tree must have been surprised to feel this small person climbing up. It must
have loved this new animal in its arms. Perhaps it moved its branches a little, to help her climb. Sylvia's
face shone like a star when she reached the top. She was tired, but very happy. She could see ships out to
sea. Woods and farms lay for miles and miles around her. The birds sang louder and louder. At last the
sun came up. Where was the heron's nest? Look, look, Sylvia! A white spot rises up from the green trees
below. The spot grows larger. The heron flies close. A wild, light bird, wide wings, and a long thin neck.
He stops in the tree beyond Sylvia. Wait, wait, Sylvia! Do not move a foot or a finger, to frighten it away!
26 A moment later, Sylvia sighs. A large company of noisy birds comes to the tree, and the heron
goes away. It flies down to its home in the green world below. Sylvia

A WHITE HERON 109 knows its secret now. She climbs
back down. Now she is almost crying. Her fingers hurt, and her feet slip. She wonders what the young
man will say to her. What will he think when she tells him how to find the heron's nest?
27 "Sylvy, Sylvy," her grandmother called, but nobody answered.
28 The young man woke up and dressed. He wanted to begin hunting again. He was sure Sylvia
knew something about the white heron. Here she comes now. Her small face is white, her old dress is torn
and dirty. The grandmother and the young man wait at the door to question her. The time has come to tell
about the heron's nest.
29 But Sylvia does not speak. The young man looks into her eyes. He will make them rich. She
wants to make him happy. He waits to hear the story she can tell.
30 No, she must keep silent! What is it that keeps her quiet? This is the first time the world has put
out a hand to her. Does she have to push it away because of a bird? She hears again the wind blowing in
the pine tree. She remembers how the white heron flew through the golden air. She remembers how they
watched the sea and the morning together. Sylvia cannot speak. She cannot tell the heron's secret and give
its life away.
31 Poor Sylvia! She was sad when the young man went away. She could have helped him. She
would have followed him like a dog. She would have loved him as a dog loves! Many nights afterwards
Sylvia remembered his "Halloa" as she came home with the cow. She forgot the sharp sound of his gun.
She forgot the birds, wet with blood. Were the birds better friends than the hunter? Who can tell?
32 Oh, Woods! Oh, Summertime! Remember what riches were lost to her. Bring her your riches
instead, your beauties and your gifts. Tell all your secrets to this lonely country child!

A WHITE HERON EXERCISES A. Understanding the Main Ideas

1. At the beginning of the story, why was Sylvia afraid of
the young man? 2. How does the grandmother act with the young man? 3. Why is the young man
killing birds? 4. Why does he say he will pay ten dollars? 5. Why does he think Sylvia can help him? 6.
Why does she watch the toad so carefully? 7. Why does she leave the house before the sun comes
up? 8. Why does she climb the tall pine tree? 9. What is the heron's secret? 10. Why can't she give the
heron's secret away?
B. Close Reading: A Question of Time
Complete the sentences below by choosing a, b, or c. The first part of the sentence tells you something
that happened in the story. The second part tells you when it happened.
1. Sylvia went to bring home the cow
a. when the cow was ready to eat. b. just as it began to get dark. c. just after her grandmother was ready to
eat 2. Sylvia began to feel frightened
a. at the same time that she heard the young man call
out. b. after it began to get dark. c. when she lost the cow. 3. The young man wanted to stay with Sylvia
and her
grandmother

A WHITE HERON 111 a. before they ate dinner. b. while it began
to get dark, but not after. c. during the time that he hunted for birds. 4. They sat in the doorway
a. as the moon came up. b. before it began to get dark, c. while the birds sang softly. 5. Sylvia decided to
find the heron's nest
a. as she was watching the toad. b. before it was dark. c. sometime during the night. 6. She had to climb
the pine tree
a. after the young man woke up. b. while it began to get dark. c. shortly before the sun came up. 7. She
decided not to tell the young man where the
heron lived a. after he said he would pay ten dollars. b. just before it began to get dark. c. because she saw
how beautiful the heron was.
C. Discussion
1. What do you think about what the young man is doing? Is it work or play? This story was written about
100 years ago. Would you feel differently about him if he were hunting today? Why, or why not? 2. As
you were reading the story, what did you think Sylvia would do? Do you think she should have helped the
young man? Why, or why not? 3. The story says that Sylvia "couldn't understand why he killed the birds
he liked so much." Explain her feelings for the birds, compared to the feelings of the young man. The
young man tells her grandmother, "I stuff them to save them." In what way does he "save" the birds?

The underlined phrases in column B mean the same as a word or phrase in column A. Match the phrase in
column A to the sentence with the same meaning in column B. Then write the new sentence.
Example: A B getting darker The woods were already
filled with shadows.
The woods were already getting darker.
A B quite far away 1. She knows every foot of the
woods. faithfully 2. Sylvy, step round and set a
plate for the gentleman. lowered 3. You might do better if you
went out to the road. happily 4. This is the first time the world has put out its hand to her. hurry up 5. The
road is a good ways
from here. a lot about 6. Sylvia's face shone like a
star. have more success 7. She dropped her head like
a broken flower. tried to help 8. From the top of the tree Sylvia could see the whole world. for miles 9.
She would have loved him
as a dog loves. Write the new sentences here
1.

A WHITE HERON 113 2.
3.
4.
5.
6.
7.
8.
9.
E Word Forms From the chart below, choose the form of the word mat best fits the sentences below.
noun adjective adverb verb
surprise surprising surprisingly surprise
secret secretive secretly secrete
hunter hunted hunt
shadow shadowy shadow
comfort comfortable comfortably
stuffing stuffed stuff

1. (surprise) By the second day of his visit, Sylvia was

friendly with the young man.
2. (secret) Sylvia was a child, perhaps because she was alone so much of the time.
3. (hunt) The young man was an unusual kind of
4. (shadow) Neither Sylvia nor the cow were afraid of the darkness. They were used to the woods.
5. (comfort) The three new-made friends were
with each other.
6. (stuff) What kind of did the
young man use inside his birds?
F. Language Activity: A Class Project on Wildlife Protection
In pairs or teams, investigate local environmental groups that work with wildlife protection, endangered
species, and other environmental questions related to animals: animal rights, animal research, etc. Take
notes, and make an oral report to the class.
G. Writing
Write a narrative (story) of your own. Choose one of the suggestions below:
1. You are Sylvia. You have told the young man where to find the heron. You go with him to hunt the
bird. What happened then? How did you feel about it? What did you do? 2. You are the young man.
When you see that Sylvia won't tell you where to find the bird, you try to persuade her to tell you. What
happened then? Did

A WHITE HERON 115 she tell you, finally? What did you do?
How did you feel? 3. You are the grandmother. The day after the hunter left you found "Sylvy" in tears.
Years later, you tell the story of what happened to Sylvia. Did she remain sad, or become happy again.
Why? What became of her when she got older?

Second Edition
GREAT AMERICAN STORIES 1
An ESL/EFL Reader
C.G. Draper
Eight adaptations of famous stories by classic American authors are featured in this reader for learners of English at
the beginningintermediate to intermediate level. Adaptations and exercises gradually increase in difficulty
throughout the book. The exercises include reading skills. vocabulary, and writing
Key features of these adaptations:
• The spirit and meaning of the originals are retained for students as
they read Poe, London, Henry. Twain, Stockton, Bierce, Chopin, and Jewett
• Stories and exercises are gradually increased in dificulty
• The book can be used for recreational reading, discussions, vocabulary development, grammar
reinforcement, and writing practice
• Short biographies of the authors precede the stories and are part of
the exercises
• Each unit contains the story, two reading skills exercises, two or more exercises in vocabulary and grammar, and
one writing exercise
ISBN 0-13-36 4381-6

90000>
9780133643817

(Level 3) Great American Stories 1 ESL-EFL - 120p PDF

Uploaded by

Copyright:

Available Formats

(Level 3) Great American Stories 1 ESL-EFL - 120p PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

(Level 3) Great American Stories 1 ESL-EFL - 120p PDF

Uploaded by

Copyright:

Available Formats

Second Edition

GREAT AMERICAN STORIES 1

Madame Sophronie was fat and seemed too

5. Jim was young, but his coat was old.

‫‪ ‬ﺗﺎ ﮐﯽ ﺑﺎت ﮨﮯ۔‬

LOVE OF LIFE EXERCISES A. Understanding the Main Ideas

‫‪ ‬ﺑﺮای اﯾﻦ ﮐﺎر را‬

2. They said (Brently / Richards) was killed in a train

. Later, the doctors

A CUB-PILOT'S EDUCATION EXERCISES A. Understanding the Main Ideas

Across 1. One way to travel down the Mississippi River(S)

THE LADY, OR THE TIGER? EXERCISES A. Understanding the Main Ideas

the young man denied the .

4. A person who the law has decided to punish

11 "Dear me, yes," she answered. "You might do better if you went out to the road a mile away. But

A WHITE HERON EXERCISES A. Understanding the Main Ideas

1. (surprise) By the second day of his visit, Sylvia was

ISBN 0-13-36 4381-6

You might also like