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Entered according to Act of the Parliament of Canada, in the year one thousand eight hundred and ninety-eight, by The W. J. Gaoe Coupant, Limited, and Thk Copp, Clark Company, Limited, at the Department of Agriculture. ^ : ,,'-H •• ) ■-, ?tV./'j-y,,'^-l.' PREFACE. TN ORDER to read, that is, to get thought from the written or -*- printed page, it is necessary to have power to recognize the word-forms in which thought is expressed. Word-recognition is not reading, it is only a condition of reading. This power of recogni- tion may come about in either of two ways. According to the for- mer of these, the teacher may give the pupil the value of the written or printed symbol, that is, he may tell the word. This is the method of dependence. Success in learning to read will depend upon the power of the memory to make arbitrary associations. It will be necessary to resort to multitudinous devices in order to secure inter- est and to fix associations. According to the latter method the teacher puts the pupil in a position to discover by his unaided etfort the value of the word-forms. This is the method of self-help. The memory is called upon to remember nothing more than the combin- ing vdlues of the various letters of the alphabet. Interest springs not from contemplation of something external to the mind, but is the natural accompaniment of the activity of the mind which finds itself growing in power to make familiar the unfamiliar. ■ When it is said that the letters of the language have a more or leas definite combining value, it is implied that the language is in the main phonetic. Every word is not purely phonetic, but even in the most irregularly-formed word there is an approach to phonetic form. Phonic representation is the basis of written language. It follows that the plan to be followed in teaching primary reading, is to first develop power to interpret purely phonetic forms. A pupil / ^ ±*BEFA CB. who has had practice in interpreting such, has but little difflculty with irregularly-formed words when he meets them in sentences, for the approach to phonetic form gives a rough idea of the pronuncia- tion, and the context supplies the rest. The first thirty pages of this book indicate clearly the steps to be taken in teaching the pupil how to diacover words. The first steps in reading are also indicated. It is expected that all teaching at first will be from the blackboard. Hence, the early lessons are only iUustratiw. Pages 9 to 14 introduce a few words necessary to sentence-mak- ing. These words should be thoroughly known as wholes before proceeding to subsequent lessons. On page 15 — which does not by any means represent the work for a single recitation — the pupil, through the analysis of a few familiar words arrives at a knowledge of several elementary sounds and their corresponding symbols. Then the process is reversed. A word being placed before the pupil, he uttera the sounds corre- sponding to the separate symbols, and by a synthesis of these sounds arrives at a knowledge of the word. A pupil familiar with the ele- ments indicated, is in a position to discover for himself at least twenty-five familiar words. These words may be used in sen- tences. On page 17 additional elements are presented and the number of words that the pupil can discover by unaided effort is greatly added to. On page 22 and subsequent pages the full work to be done is not indicated, but the details are sufficiently set forth in the pre- vious two lessons. By the time the pupil reaches page 23 or 25 he is able to interpret so many word-forms that the teacher can write many sentences or even short stories for reading. As soon as sentences are placed before the pupil he must feel that his work consists not in naming words but in getting and giving thought Speaking generally, it will be found safer and better to have all exercises in word-recogni- tion carried on independently of reading exercises. Nothing is faKue PREFACE. 6 important than b clear distinction between the two exercises. In the former the pupil is concerned with the mcclianical difflculty in reading. He is becoming acquainted as it were with a new notation. Interest springs from the fact that he finds himself growing in power to interpret forms. In reading he begins to use his acquired power of word-mastery in discovering thought as it is expressed in sentences. In order that he may be able to give his attention to the thought side of the process it is well to employ words that he can interpret readily. - , .,. . ., . > v. It will be found that the main difficulty in interpreting word- forms at first is that of combining the elements. This may arise from two causes. In the first place, pupils may vocalize the con- sonants, and in the second place they may proceed to page 15 with- out preparatory exercises in ear-training. During the first few weeks at school pupils should have daily exercise in analysis of words into their elementary sounds and synthesis of sounds into words. Th^ elements should he sounded softly both by teacher and pupils. The word "cat" for example analyzes into c-a-t and not into cuh'-ah'-tuh'. The pupil who vocalizes or explodes his con- sonants will probably insist that b-u-t spells "butter," just as the child learning by the alphabetic method insisted that it spelled " beauty." The phonic drills at the end of the first fe- ' Vjssons are suggestive. They develop power to grasp a combinati m of ele- ments as a unit, are the best possible drill in the use of the elements, and indicate how phonic analysis may assist the pupil in learning to spell. ' Pupils at first must of necessity read slowly. Slow reading is not to be confounded with word naming. Slow reading may be expressive; word naming is never so. Wliat is necessary to real reading is that the pupil shall cultivate an expectant or anticipative attitude. Just as in combining tl»e elements of a word to arrive at the meaning of the whole a pupil must learn to glide from one ele- ment to another, so in reading sentences, he must learn to pass from one word to the next, looking for a thought wh§n suflicient words /'S. 9 PHEFACE. have been uttered. This expectation of a thought as the result of effort should ever be present in the act of reading. A pupil trained to expect thoughts in his reading would never read the sentence "The book is on the desk " as " The' book* is" on" the" desk"," but as "The book' is' on' the desk"." When the thought is gathered in this way, the whole sentence should be read again. The idea is, that both in thought-getting and thought-giving the pupil should be concerned primarily with thought, and not with word- forms. Lessons having in them the element of continuity are best for purposes of reading, more especially when the blackboard is used in teaching. The teacher will write on the board one sentence at a time. The idea in the first sentence leads pupils to look for a related idea in the second. This leads to the need for another idea, which is given in the third sentence, and so on. All the words in the reader are familiar. The construction is simple. The style is natural. It is believed that the lessons as a whole have greater literary value than those usually placed before very young pupils. The key -words at the beginning of the lessons are for the pupil a pronouncing dictionary. Every lesson after page 20 can be prepared at seats by the pupil alone. As interest in read- ing, after the first few weeks, springs from the satisfaction experi- enced in discovering worthy thought, and not from devices employed by the teacher to secure Interest, it has not been deemed advisable to burden the book with illustrations. In other words, this book is supposed to be used primarily to teach reading. Such illustrations as are given will be useful not only in teaching the lessons, but will become the basis for language exercises. •'%/<&s^fe*A^ Table of Phonic Marking. LONG VOWELS. .-■' a, as in ate. t'S as in ovo. A, ft cdre. fs (< (^rr. it iirm. 1, (t Ire. ", ( lust. 0, t< ode. {h t( Ull. u. t( urn*.. oT), as in fool. • SHORT VOUKLS. • ft, as in Am. 6, as in 6i\i\. ^, << ^*nd. ", ti up. h << In. ♦ 00, t( look. DIPHTHONGS. oi, oy, as in oil, boy. | on, ow, as in bougl,, now. 6, n A u. it e, (( a. ti 1, (< C, if h it e, ti • 0, tt li, tt Q, tt 00, tt 9» tt do. tt A 0, tt a» tt 0, tt 6, tt u, tt do, tt A, t< 6, tt W, tt 00, tt y* tt 1, tt SUHSTITl'TES. what. y, for i, as in myth. there. <•., « k, " can. feint. 9, " s, " (jite. police, sir. • 9h, '' ■eh, *' sh, *' 9hjiise ^haos. son. S* " i, " ^em. tQ. . U, " ng, '* ink. wolf. h " z, *' jIs. fork. s, " sh, " sure. work. ?, " gz, " exact. full. gh," f, " lilugh. burn. ph/' f, " phldx. riide. fly. qu," k, « pique. qu," kw, " quit. The Alphabet. Aa Bb Ca- Dd Eo Ff Gg Hh 11 Jj Kk LI Mm Nil Oo Pp Qq Rr Ss Tt Uii Vv Ww Xx Yj Zz & (Lev Bf)^ Co Pja. 2.c^ Rv l7n> ^>Uu> (JOr rX/ "H^-Y ?^? ^ 1234567890 8 EXEllCISE I. > Xj X/ a^ cLcMJ^ QXxkj CX>U> X ^y/*- Qy CXO/t c5rUA^ lA^ tnJu\A/\A^. Ou cxvuo 3m/^ i/^ JUcuA^ojy. 10 EXEKCISE I.— Continued, 'T si> VU TTV' QXXAJX ■■^w T rrvo Si IaJyVO M^ EXERCISE II. 11 ^YY\JOJY\j OO^TV [AAVlMy TWO. c3o>rw VdxAj^ £UaIou 'ixufc MiL^AiiL^i 3ruy J^e^ tA^y \XxX) ! MjJiX/ ^- EXERCISE II.— Continued, 'U. jse^ey tnx/ \joX \ ^vo tk^A/ "uo/t ! ^IJO \JnJU CM>>U>! cilt ty-^ TYVU^ CM>U>. I EXERCISE in. 13 ^pxx/rv Z/://.^/'-::!^^^//'', #^;^:^^ \kx/yv. Cxx>t : ^p^cuYv : \xxt - rruourv: cv fa/rv truy ycx/ro. Sit lA/ TrVUy ^XX/YV. Qy ya/Yv: 14 ( i EXERCISE IIL— Continued. i ■V" n, ' «,! ■il / V-" ».» u EXERCISE IV. Learning the Elements. The Word: C^CL/fc nnnxxyw pa/w Slow Pronunciation : CU- -t - TV The Elements: TW Oy TV py Oy TV V cv t p CV TV Combining the Elements. / The Word as Elements: The Elements Combined : xvt p - a/ - t TWCut rw - CV - t Twoya^ Tw - CV - 'a^ Tixva^ TV - Cb - a^ 'UVD^ /V - Qy - a^ 'a>a>t a.' - cu - fc The Word: yout TWCL/t TWCvt Tvcvja^ 'vciyfcb a^ 16 ii EXERCISE IV.— Continued. I cJKU/ VL/t ^>?y^ M^Lttnu. • Word Drill. Blackboard Drill. ci^ — p, o, v, ^, rru, ay|a^— TTV, C, TV, V, t. Elements Known. O^, G., my, TV, ja., t, f/, 1/. V? V-' EXERCISE V. LSABNING THE ELEMENTS. m hxjit rV--d/-- 1 hj cu icxxL t--cu--cL t CXy d r. ricuvrv O/ , • •• Finding Out Words. <'' :, '" V- ruot LcucL TVUXcL TKvt " t ^ kV - O - t L - Oy - cL TV - O - t z' fccvtb nxvt tcucL TTUXxL ruvt 18 EXEBOISE v.— Continued. V.( by, iA>oc^, nx>>tb! 3n>e^ [A^M^ n>cu^ nx>>|a>|ayexiy ino/fco tru/ j£U>tluy oa/KV Tvot cj>e>t y\a/yyv Word Drill. nxx/nxi/, n^oxL, ta/yw|a^, La/nxl/, Twcxxiy, 'UXXJ^, Lot, Lopt, cLoXt, TU>4y, LAX>-O0ny Blackboard Drill. Cvt — L, cL, TV, KV, o^— TW, t, KV, ja>, ^. New Elements. ,- Ky, t, d, c^, o. . V^ '•' .; EXERCISE VI. II '< ' Leari^ing the Elements. ^pA/Y\y ja^- - 1/- -TV ^ V yv r)jj^ ' rv -v -^-t ri/V^\j l-^xL U- - - t/ - - d \y V 6u U'voJj tru - cu - t trv cx' t rucu^ ru- - cu - -^ Kv cu ^ • f . .: . Finding Out Words. |a^ TV^fc ■ cMZXxi/ |a^ - t/ - TV TV - ey - fc 1/ - V - -t ^ -cv- cL ^ - cv TU/t l/exiy V ■, 80 BXEROISK VI.— Coniinued. , '■'' \.t! ' ■■J, »( I,! Ma^ nxxAy cv [hJuL 6-tv ruAy ruxzit/, Ma^ cxxyrv u-exj^ LoAy \>AaxxxL. I3e/w cuoa>cL jCUxIt^ oAAy Iaaa/yuL^ Word Drill. iKxxL, ^Kx/woL, Vnxx/Yv, bxxL, h-^yruL ^u/n/t, vnAyvYv^ ru/w, nAJUL, loruL, Ivt, cj^, rruM), rru/Yv, rru/t, 'uA^y, Blackboard Drill. i/YV ^ cl, TW f ^ » t. L. i^. I. I » ^'i <^' TW. TV. V \ •< New Elements. V \y ^ ^ ^ EXEROISE VII. %1 J. '^ cJOTW uM/vi/t too/to truy u^eXt. c)i^ a^(>t tru/ tb^ poA^ i©a>ooa/. - • ■ - * , r TLeXt n>a>^ cu imxj^ cLoXt. cjrUy cLoXt ruoA/ O/ 'UxL dyuA^. i 2% EXERCISE VIIL New Slsmeiits. [Ay U> ^3" Practice in Using the fiLEMENTa cut ' must will well hunt run went west ring sing wing AMxJt^e/ lA iAA/YYxJpA/YVCV , llM/ i^ ^lA/rUU/YXXly, rcxJpxv Ia^ Qxyyrvuyvciy. s&VO Pa/jao/ a/YvcL "TUXt a/n>cl jsa/vw a/KuL iQuxiuy ! 11 st > a^ EXER0I8S IX. 1 New Elements. ,« ^ • » 1 PRACri m ' ^ v . EMBNTi '■ OK IN UaiNO • THE El give J. jam kit box jug keg live fox jet rock vest vex c5n>e/ 'uxl/ pooo Iaaha^ yrv ruJ^ cU/w J^ Ui/ cut trU/ cAxx>ft^T\/-^m^>cL. J^ Ui^ UbAA/YXX^Ayru:^ cut tru/ n/e/n>^. $i>e>e>^ rxA/YYv. Ru/w, Looo, \AA/rv\ llJiXt c3cwTv ouTui/ j£Luit^ cj/C>fc tk/e^ 24 EXERCISE X. Sample Drill Exercise. «i)t i^ \yYX/ VnA/ Ixxxy o-oo/ Vru/ dAjJk/ \Y\y%y ruout \j^ cvw tru^ 'U^Q^. cx q^a/xMj vruurru vAaxxA^ g/yuL rYvJilk/ tA/YYV. oriAA^ Uiy m/uy c/uy|a^ a/rcL tyiax/ Jl co/TV ^pAA/Yvt cup a/YuL mug. orUj pooO' cxx/rv ruvt cuX vlruLrmj EXERCISE XI. d5 New Elements. df V o \x> ^ Practice in Using the Elements. gat^ herf? mile roll tune my late seem time more tube sky plate sweet xmghi nose cube cry Reading Lesson. Jit Uv cb ]A/yxo Tux^A/t. a/nxL uAxxjA/t S^t \x^ CMyfc ^lAVoJX^ CJYxAj (^X> OOOy trUy XXXMJO. (^x> iX u>ey c^t irrv -^f^-Jh^ ■ ' . ■'> ■ '' . "■'■■■, -■ ^ ■'■■--^ ^ ■ 26 EXERCISE XII. a New Elements. e i u Practice in Using the Elements. gate late here mile roll tune seem time more tube plate sweet imghi nose cube my sky cry Reading Lesson. ^\^r It is a fine night. '^ I The sky is clear and bright. Let us get skates and go on the lake. ^' Papa will let us go >|4r^ if we get in by nine o'clock. We shall have a fine time. As Jack has no skates he may slide. EXEBOISE XIII. Blackboard Drill. m (The terminations only are given.) ail, ain, ate, ale, earn, eet, ear, ide, ight, ine, ice, oat, oar, y. (The Little Plant.) See the little seed. We shall plant it in the shade. It will get the rain. The rain will make it grow. By and by we sh^Il have a little plant. The little plant will grow and grow. Then we shall have a tree. The tree will have wide branches. We shall sit under it. \ I 28 EXERCISE XIV. New Elements. oo 00 ; 01 oy ; ou ow ; a Practice in Using the Elements. book soil mouth car6 look t^l sound shar cool joy cow ha^r fo"ol boy bow bare ^^ The Train. Toot ! toot ! toot ! Here is the express train. It is near the cross road. See, boys, how it runs along ! How loud a sound it makes ! See the old cow I She must get off the track. Tell the man to hold his team. Blackboard Drill. ool, oon, ood, oot, oil, oy, owl, ow. own, are, air. |l: .! EXERCISE XV. 29 A a Jack and thb Robin. Jack sits ill the window. He has a frown on his face. The robin sits on a twig* outside. Hear how he sings. '^ Cheer up ! '' he says, '^ cheer up I Tha rain will soon be over. The clouds will roll away. Then you may come out to play.'' ^ Cheer up ! my boy, cheer up !" It is seven o'clock. The children sit before the fire. Lucy tells them a fairy tale. / v\ EXEROISB XVI. Nbw Elements. 8h ch wh z Practice in Using the Elements. biizz short \ whip church when splash cash S1Z6 pity noisy The Wind-Flower. The lightning flashed. The thunder rolled. The rain dashed on the rocks. The wind shook the old elm trees. It wliistle.d in the poplars. EXERCISE XYl.— Continued. 81 But the little wind-flower only danced more and more. AVhen a heavy gust came it bent its head down to the ground. It pulled its velvet hood around its face. It sent its roots down into the soil. Then the storm passed, and the sun came out. The little robin began to sing. The noisy jay chattered in the tree- top. The bees buzzed in the clover. The little wind-flower lifted up its pretty face and smiled. r*y / 3^ er ir EXERCISE XVII. New Elements. or ur a qu Practice in Using the Elements. her bird mirth work worry h firry hurt fall • • call to learn do words quite quick The Spider. ^'It is always work, work, work," said little Ben. I can never learn to spell these words. Just then a spider fell down from the roof. It almost dropped on his hand. But it did not quite reach him. It had spun its beautiful thread and was hanging by it. / EXERCISE XVIL— ConHnued. 33 d <'-x It just took time to say ^^Ex^'use me I " and then it began to run up the thread to its home. But it very soon slipped, and down it came lower than before. Up again it went with another run. But again it fell before reaching the top. It took a short rest and up it ran a third time. ^' Will he get up ?" said Ben. '' No ! he is slipping down again." '^ Ah ! but he only fell an inch." '' Try again ! little spider. You are very near your home. Hurry up I Hurry up ! " The spider did hurry and was soon back in his cobweb home. " You have given me a lesson, little spider," said Tom. '' I will just try again." \s 84 EXERCISE XVin. The Frightened Rats. 1 1 A man had a rat in a trap. He did not kill him. He fixed a bell on his neck and let him go. The rat ran back to his home. But the bell frightened the other rats. They all ran off. Lullaby. CL IaAma/ uooyt cbCuX^ OTV Vruo cUxu, rVWy {KXA)-a^ v^ louuxynA/Yxx^ cut mAy, ^ EXERCISE XIX. New Element. Practice in Using New Element. som^ Qome done non^ love dove The fire is burning in the stove. On the stove the kettle is singinj^. Mother is putting the tea into the pot. Polly is setting the dishes for tea. A step is heard at the door. Little Bessie knows who it is. She runs to the door to meet him. What takes place then ? When papa comes in he takes off his overcoat and cap. There is a parcel in his pocket. \, 36 EXERCISE XIX.— Continued. In the parcel is something children like to eat. What do you suppose it is ? The little girls think they know. They will be sure to know after tea. The Broken Egg. Tom looked up into the tree. He saw a nest. He threw his cap at it. An egg fell down. The mother-bird had only three little ones. She should have had four. ;^nxixixMA>^ op Uruo toHyrvi/ruv ask ca/f haff a Praotior EXERCISE XX. New Elements. a •• .EME 81 .a . IN Using the Ei NTH. far car larg*6 fall •• (la//;n •• cat^s^ Autumn. All (lay the leaves have been falling ; All day the crows have been calling Caw I caw ! let us fly to our far away home. All night the wind has been blowing ; All night the clouds have been snow- ing ; The summer is ended and \ni\ter has come. Blackboard Drill. ar, aw, all, awl, ast. 38 EXERCISE XXI. The Dandelion. Oh ! dandelion, yellow as gold, What do you do all day ? I just wait here in the long green grass, Till the children come to play. Oh ! dandelion, yellow as gold. What do you do all night ? I wait and wait till the cool dew fall^ And my hair is long and white. And what do you do when your hair grows white And the children come to play ? They take me up in their dimpled hands And blow my hair away. EXERCISE XXII. 39 Wobd-Key. where meadow sure laughed nothing csiuyht gophers doing shouM watching busy abuvse Tbay and Tabby. " Where were you all day ? " asked Tabby-cat of old dog Tray. "Where should I be?" asked Tray. "I was watching the cows in the meadow. " And I had a busy time of it, too. "Old Brindle and her calf would not stay with the herd. "They wanted to visit my master's oat-field. 4a EXERCISE XXIL— Continued. '^ I don't understand why they like oats better than the sweet grass. ^'I am sure if I were a cow I should not want to eat the grain." ^^If you were a cow," laughed Tabby-cat, ^^you would want to do the very same thing." ^^No!" said Tray, ^^for it would be wrong, and I never do wrong." ^^You don't," said pussy. ^^Then how about the ham you stole last week ? " Old Tray just gave a low growl but said nothing. ^^Of course, I never steal," went on Tabby. ^^I earn my food. This morning I caught three gophers, and now see the big rat I have." ^^You never steal I" said Tray. "Then what were you doing in the cream jug last week ?" EXE.iCISE XXIII. Word-Key. 41 two • • cellar hungry cheese other nious^^ The Two Mice. Two little mice met on the cellar steps. Let us call them Gray-back and Sharp-eyes. One little mouse was going up the other was going down. ^^I'm so hungry/' said Gray-back. ^^I know where to find some cheese/' said Sharp-eyes. ^^ Where?" asked Gray-back. Just then they saw the old black cat at the top of the steps, so they ran away as fast as they could. Kitty was hungry, too. 4i2 EXERCISE XXIV. .^^ix When the day's over, When tea time has come, Brindle and Bess Walk slowly home. They stop by the bars And switch their tails. Till the girls bring out Their milking pails. EXERCISE XXV. 4.1 Birds in a nest, Nest upon a tree ; Under mother's breast, Warm as warm can be 1 Mother keeps you warm. Father brings you food, Safe within your nest, Happy little brood 1 u EXEBOISE XXVL Word-Key. The Little Fisherman. In the water is a fish. On the log is a boy. In the boy's hands is a rod. To the rod is fixed a line. At the end of the line is a hook. On the hook is a bait. The fish will jump at the bait. The boy will lift the rod. The rod will lift the line. The line will lift the hook. The hook will lift the fish. The boy will have fish for dinner. EXERCISE XXVII. 45 Word-Key. pa^l town tak^s stram store lead drives Z;iioy/;s X cream biit'-ter Milking Time. It is six o'clock. Tom drives the cows home from the field. The old cow with the bell on her neck takes the lead. She knows it is time to go home. Nell will take a pail and milk the cows. She will strain the milk and pour it into pans. ^ , 46 EXERCISE XXVll.— Continued. The cream will rise to the top. From the cream butter will be made. The butter will be taken to town and sold at the store. Then Nell will get a dress and Tom will get a hat. Little Bess will get a big doll. EXERCISE XXVIII. Word-Key. corner amona: a-wa^/ tired ^^. ..^. ^.^^^^^^ pushed against' light morn-ing they windo^o wound siirely The Little Vines. ^^ Let us run away," said two little vines one day. "We are tired of this dark corner." So they ran up the wall, wound in and out among the branches of the big maple-tree and pushed them- selves against Ethel's window. . EXERCISE XXYUI.—Contitiued. 47 ^■^ '' What do you see in there ? " asked the first vine. '' Only a little girl in a bed," said the second. " Hovr pale and thin she is ! " '^ Surely she is ill I " ^^Yes! I think she is. Let us keep away from the window. We are shutting out the light." Just then Ethel's eyes opened. ^^ Good morning, little vines," she said. '' I am so glad you came to see me. Where are your flowers ? " ^^Just wait till to-morrow," said the vines. When Ethel awoke next day, there were two morning-glories blushing outside of the window. Then Ethel clapped her hands. " How glad I am we ran away ! " said the first vine to tba second. 48 EXERCISE XXIX. The Birds are Going. ^^Do you see all the birds, mamma ? Where are they going ? " ^^They are flying away to the South. It will soon be very cold here. The flowers will die, and snow will cover the ground. But in the South it is warm and bright." ^^Will the birds ever come back, mamma ? " '' Oh, yes, they will come back in the spring. It will grow warm again. The snow will melt, and the flowers will bloom. Then the birds will return." ^^Will my little doves go away, mamma ? " ^^No, they will remain here all winter. You must ffive them a warm house, and you must feed them every day." EXKUOISE XXX. 4S il a North and South. A bird flew out of the sunny South, The warm, sweet South, where the flowers are. And carried a song in his beating heart, To the cold, white North, away so far. The sweet South sighed for the bird that had gone. But the cold North smiled, and loved the song. 60 EXERCISE XXXI. Word-Key. heavy closer tear blew The Wind and the Sun. a I am stronger than you/' said the wind to the sun. " No," said the sun, '' I am the stronger." " Let us see," said the wind. Just then a man came by. He wore a heavy coat. '' I can tear that coat off," said the wind. So it blew and blew. But the more it blew, the closer the man held his coat. ^^Now let me try," said the sun. So it beat on the man's head. Then the man grew so hot he took his coat off. " You see," said the sun, '^ I am the stronger." EXERCISE XXXII. 51 *-■- Word-Key. (la/s/es meadow dream'ing skiers Daisies. At evening when I go to bed I see the stars shine overhead ; They are the little daisies white That dot the meadows of the night. And often when I'm dreaming so, Across the sky the moon will go ; It is a lady, sweet and fair, Who comes to gather daisies there. For when at morning I arise, There's not a star left in the skies ; She's picked them all and dropped them down Into the meadows of the town. 6% EXERCISE XXXIII. Word-Key. "y^ plowed wheat leaves sta/k scat-ter ground Where the Bread Comes From. ^^ Get up ! get up ! " said the far- mer to his horses, and the land was soon plowed. ^^ See how I scatter the grain I " said his son John, and the wheat was soon in the ground. ^^ Patter ! patter ! " said the rain- drops. Then the grain began to sprout, and tiny green leaves peeped through the soil. EXEHCISE XXXIII.— Continued, 63 " Just look at me ! " said the sun, and the little leaves grew tall and strong. " Hold on ! " said the soiith wind. Then the little plant sent its roots down deep into the ground. Its stalk became firm. The leaves turned yellaw. ^^ Whirr! Whirr 1" said the old reaper. ^^ The grain is almost ripe." " Whirr I Whirr !" it said again, and the wheat was bound into sheaves. " Whiz ! Zoom I " said the thresher, and the grain was in the bags. '' Gr-r ! Gr-r ! " said the old mill, and the snow-white flour was in the bins. " Pat-a-cake I Pat-a-cake ! " said little Nellie, and the buns were soon ready for tea. '' Good ! Good ! " said little Tom. ^^ Those are the best buns in the world." \^ 54 EXERCISE XXXIV. Word-Key. pret tiest bright nqiS6 noisy whistle woods The Blue-Bibd and the Red-Bibd. A red-bird was singing in the tree-top. " Tweet 1 tweet I I am the prettiest bird in the woods. I am bright like the sun. I go through the woods like a flash of light. How I can sing, too ! When I begin, the leaves keep still." EXERCISE XXXIV.— Continued. 55 ^^ Why do you make such a noise ?" asked the blue-bird. ^^You sing like a crow, and you are not at all pretty. If you had a suit like mine, you might talk. See 1 I am blue, just like the sky." ^^ Oh, blue is very ugly/' said the red-bird. ^^I can't bear it. Why do you not get a red vest like mine ? " ^ Come I Come! little birds/' said an old owl. ^^ You are too noisy. You are both pretty when you are good." ^^Well, blue is not so very ugly after all/' said the red-bird. ^^ And you do sing very well, too/' said the blue-bird. Then they both began to chirp and whistle, and the woods rang with their music. 56 EXERCISE XXXV. Word-Key. fright , stars twinkl^^d rolled The Moon. quite The little moon Came out too soon, And in her fright, Looked thin and white. The stars then shone, And every one Twinkled and winked And laughed and blinked. The great sun now rolled forth in might, And drove them all quite out of sight. ^. .v;('^ EXERCISK XXXVI. Word-Key. 67 bf^autiful waiting rollf^d climbing Mrs. Spider. Mrs. Spider sits in her web. She has on a gold and black dress. See her pretty silver-gray bonnet 1 Look at her four pairs of stockings— orange and black. Is she not very beautiful? What a fine web she has, too ! It is made of the finest silk, and she made it herself Now she is wait- ing for some one to call on her. Here comes a big wasp. Ha! ha I See ! Mrs. Spider is gone ! Where is she ? Look on the ground and you will find her. She is rolled up into a little ball. The wasp sees her, but he thinks it is a dead wasp, so he flies away. Then Mrs. Spider ^•, fiS EXERCISE XXXVI.— Continued. runs back to her home. See her climbing the rope. Here is another caller ; it is a little fly. How he buzzes round and round I Will he fly into the web ? Not this time, Mrs. Spider, EXERCISE XXXVII. The Lion and the Mouse. One hot day a lion was taking a nap. A little mouse chanced to come by and, in its hurry, ran up on the lion's back. This waked the king of beasts. Being angry, he reached out his paw EXERCISE XXXVIL—Cofitinued. 69 and caught the mouse. The mouse was very much afraid. It begged the lion to spare its life. It said : '' I did not see it was a lion, as I came runnirg along. I am very sorry." Then the lion let the little mouse go free. One day, not long after this, the lion was caught in the hunter's net. He could not set himself free. He began to roar, so that the mouse heard him. It came running to see what was the matter. '' Now is my time ! " said the little mouse. So it bit off the knots in the net, and the lion was free. ^^ Give ! " said the little brook, As it hurried down the hill ; '^ I'm small, I know, but where'er I go. The fields grow greener still." w 60 EXERCISE XXXVIII. The Wind and the Leaves. " The summer is gone, little leaves," said the wind one day. ^^Come down from the tree and dance with me in the meadow. Put on your red and gold dresses. It will be cold, but we can dance to keep warm." The little leaves heard the voice of the wind. They fluttered down from the branches. They played and danced the whole day long. They sang their pretty little songs. When evening came the wind EXEKCISK .\.\X V1II._ OoHtinued. n ceased. The little leaves lay down to rest. The snow covcro