ike the Golden River, was springing from a new cleft
of the rocks above it, and was flowing in innumerable streams among the
dry heaps of red sand.

And as Gluck gazed, fresh grass sprang beside the new streams, and
creeping plants grew, and climbed among the moistening soil. Young
flowers opened suddenly along the river sides, as stars leap out when
twilight is deepening, and thickets of myrtle, and tendrils of vine,
cast lengthening shadows over the valley as they grew. And thus the
Treasure Valley became a garden again, and the inheritance, which had
been lost by cruelty, was regained by love.

And Gluck went, and dwelt in the valley, and the poor were never driven
from his door: so that his barns became full of corn, and his house of
treasure. And, for him, the river had, according to the dwarf's promise,
become a River of Gold.

And, to this day, the inhabitants of the valley point out the place
where the three drops of holy dew were cast into the stream, and trace
the course of the Golden River under the ground, until it emerges in the
Treasure Valley. And at the top of the cataract of the Golden River, are
still to be seen TWO BLACK STONES, round which the waters howl
mournfully every day at sunset; and these stones are still called by the
people of the valley

THE BLACK BROTHERS.

PRESSWORK BY BERWICK & SMITH, BOSTON.

WENTWORTH & REED'S

FIRST STEPS IN NUMBER.

_A PRIMARY ARITHMETIC._

FROM PREFACE TO THE TEACHER'S EDITION.

The object of this book is to provide teachers with a record of the work
done in number in the primary schools of to-day.

There has been no attempt at novelty in the subject-matter, in the
arrangement of work, or in the manner of presentation. The whole is on a
constructive basis. Numbers are chief; processes subordinate. What has
been found to be more easily understood precedes the more difficult,
without respect to its scientific relation. Fractions present no greater
difficulty than wholes, so they accompany the teaching of integral
numbers from the beginning. The law of dependence has been carefully
observed, although at first glance the arrangement may not seem to
warrant this assertion.

The object of every teacher is so to present numbers that the mind of
the child may grasp firmly the facts concerning them, and hold these
facts tenaciously by the law of association. Success lies in requiring
the child to _show_ what he is talking about, and in followin