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Unpestionalily tie Fiiest Reate ii tie f orlil ! 
 
 SPECIMEN PAGES 
 
 1 ^i 
 
 OF 
 
 ,i 
 
 NEW ENGLISH READERS. 
 
 KDITED BY 
 
 J. M. D. MEIKLEJOHN, M.A., 
 
 PROFESSOR OF EDUCATION IN THE UNIVERSITY OP ST. ANDREW'S, 
 AND ADAPTED FOR USE IN CANADIAN SCHOOLS. 
 
 Intended to show their General Excellence, especially the TYPOGRAPHY, 
 
 the Unequalled Character of their ILLUSTRATIONS, and 
 
 the Completeness of the NOTES, QUESTIONS, 
 
 and EXERCISES which they contain. 
 
 Ij^" The paper used in these pages is the same as that upon 
 which the Beaders are printed. 
 
 TORONTO: 
 W. J. GAGE AND COMPANY, 
 
 11 Wellington St. West. 
 1881. 
 
t 
 
HHaM 
 
 u 
 
 SPECIAL PEATUEES 
 
 OP 
 
 GAGE'S ENGLISH READERS. 
 
 This series of Readers was first published by Messrs. W. and 
 R. Chambers of Edinburgh. They had already two good series 
 of Readers, but being determined to surpass the efforts previ- 
 ously made by themselves and all other publishers, they engaged 
 Professor Meiklejohn, the distinguished occupant of the Chair 
 of Education in the University of St. Andrew's, to prepare a 
 third. His series, as might be expected, is the finest yet issued 
 in Great Britain. 
 
 The Canadian publisher, having secured the right to re-pub- 
 lish them, decided to spare no expense in improving the typog- 
 raphy and illustrations, so as to surpass in these respects the 
 best of the remarkably fine American Readers issued during 
 the past two or three years. At the same time a large amount 
 of Canadian matter had been inserted, and other changes have 
 been made to adapt the series to the special requirements of 
 Canadian schools. They have been produced in such magnifi- 
 cent style as regards typography, illustrations, paper and 
 presswork, that they will entirely revolutionize the pub- 
 lication of school books. 
 
 The chief points of superiority over all other Readers are : 
 
 THE BEAUTY OP THE ILLUSTRATIONS. 
 
 There is no other series of Readers in the world which can 
 compare with them either in the number or the elegance 
 of their pictures. They are artistic in design and exquisite in 
 finish. All that the best modern artists and engravers can do, 
 has been done to make them the finest that have ever 
 been used to illustrate school books. Single cuts inserted by 
 
the Canadian Publishers have cost more than one hundred 
 dollars ! Children will value them for their beauty, and their 
 parents will study them as works of art. They cannot fail to 
 elevate the taste of every child who uses them. 
 
 TYPE, 
 
 The Type is large and clear, and the presswork is equal 
 to that of the finest presentation volumes. This is of 
 special importance in school books, as school work has been 
 shown to be injurious to the eyes of the pupils. 
 
 METHOD, 
 
 The Primers are the only primers issued which are per- 
 fectly adapted to every method of teaching reading. 
 
 The illustrations in the First Primer are intended to suggest 
 words, to lead tiie child from the picture of the thing to the 
 picture of its name, and therefore it is adapted as no other 
 primer is, to the "look and say" or "word" method of 
 teaching. 
 
 In Part T. of the First Primer no single letter has more 
 than one sound, so that it is perfectly suited to the Phonic 
 method, or to the combined Word and Phonic method. The 
 Alphabetic method may of course be used in teaching any 
 primer. 
 
 PRONUNCIATION. 
 
 The new and difficult words are pronounced at the head of 
 each lesson, and special lessons on words liable to be mis- 
 pronounced are given at the end of the Third and Fourth 
 Headers. More attention must be paid to this subject in schools. 
 We should speak our language in accordance with good usage in 
 pronunciation as well as grammar. 
 
 r 
 
 DEFINITIONS, 
 
 Difficult words are explained in simple language at the 
 head of each lesson, the meaning given being that which the 
 word has as used in the lesson. 
 
r 
 
 NOTES. 
 
 Carefully prepared notes, literary, scientlfie, biographical and 
 historical, are given, when necessary, at the end of the lesson 
 These will be of great value to both teachers and pupils. 
 
 EXERCISES, 
 
 These excel those of any other Readers in their extent 
 variety, and practical nature. No adequate idea of their 
 comprehensiveness can be obtained from an examination of a 
 few pages. A careful examination of the series as a whole will 
 show that, while they direct special attention to the method 
 Of Studying a reading lesson with a view to gottin- at 
 its true meaning, they cover nearly the whole range'^of 
 school lessons, and must prove of great service to teachers 
 in assigning "home work," and in keeping several 
 classes profitably occupied at the same time. 
 
 SPACING FOR RHETORICAL PAUSES, 
 
 Every teacher knows how difficult it is to prevent pupils 
 scanning the poetical selections. The poetry in the Third 
 Fourth, and Fifth Readers is printed so as to leave spaces 
 where pauses should be made, other than those noted by punc- 
 tuation marks. The practical advantage of this will be 
 apparent to every teacher. 
 
 DIRECTIONS FOR READING, 
 
 In the more difficult lessons in the Fifth Book, clear direc- 
 tions are given as to the correct method of reading the 
 passages which are likely to be improperly read. 
 
 LITERARY SELECTIONS. 
 
 Care has been taken throughout to make such selections as 
 will give opportunity for thorough elocutionary training, and 
 at the same time be interesting and contain a vast fund of gen- 
 eral information. The Fourth Reader will be found to con- 
 
6 
 
 tain selections from the best standard autliors, that every pupil 
 may become familiar Mith the finest writinijs in his native lan- 
 guage. Brief sketches of the authors are given at the close of 
 Jie book. The needs of pupils preparing for the literary part 
 of '^Entrance Examinations " have been specially kept in view 
 in the preparation of this book. 
 
 SKETCHES PROM CANADIAN AUTHORS. 
 
 These hrve not been overlooked. Pupils will be able to read 
 the best thoughts of most of the distinguished writers of Canada, 
 and through them learn to respect their countrymen, and love 
 their country. 
 
 HISTORY OP CANADA. 
 
 A brief sketch is given both in the Tliird and Fourth Read- 
 ers, as well as detailed descriptions of some of the most stirring 
 scenes in our history. Several lessons relating to the progress, 
 the present condition, and future prospects of Canada, have 
 been inserted. Attention is also directed to the articles on the 
 newer portions of the Dominion. 
 
 HYGIENE. 
 
 The importance of teaching the fundamental principles of 
 this subject is admitted by all. It is quite safe to say that 
 the lessons on "Resuscitating those apparently Drowned," 
 '' Health, and How to Retain it," and " Till the Doctor comes," 
 are the most practical and comprehensive articles that have 
 been written on this subject. 
 
 THE TABLET LESSONS 
 
 Are the finest that accompany any series of Readers. Each 
 one has fine, large, lithographed pictures to suggest the words 
 which are used on it. The type is la.-ge and clear, and there is 
 only enough reading matter on each for one or at most two les- 
 sons. This will enable the pupils to reta'n interest in their 
 readmg lessons, as each day will give them something 
 new. 
 
THE FIRST PRIMER. 
 
 r 
 
 . 
 
 PART I. 
 
 Or the 26 Letters in 26 Lessons 
 
 STRUNG UPOX 
 
 a 
 
 u 
 
 l-ESSON 1. 
 
 1. a cat and a rat. 
 
 2. a rat and a hat. 
 
 1. 
 
 2. 
 3. 
 
 LESSON 2. 
 
 the cat sees the rat. 
 
 run, rat, run. 
 
 rat, run from the cat. 
 
 Specimen Page of First Primer. 
 
26 
 
 ENGLISH BEADEIiS. 
 
 LESSON 6. 
 
 1. Tom shot a crow with his bow. 
 
 2. The north wind doth blow, 
 And we shall have snow. 
 
 3. I saw a crow on the tree. 
 
 4. When falls the snow, flow-ers will 
 
 not grow. If warm winds blow, 
 and melt the snow, O quick-ly 
 then the flow-ers will grow. 
 6. When you work and when you play. 
 Think the Lord is near. 
 
 i 
 
 6. 
 
 
 C^-^ ^yie^e^ t^tyyi^ 4^^^^^-. 
 Specimen Page of First Primer. 
 
8 
 
 ENGLISH READERS. 
 
 ill 
 
 ■ly 
 
 iy> 
 
 f 
 
 JIP AND TOPSEY. 
 
 1. Tom-my Har-ris 
 had a lit- tie brown 
 dog, named Jip. 
 
 2. He did a 
 num-l.^r of 
 tricks, an^' 
 would stand 
 on his hind 
 ie,G?s for a 
 bit of bread. 
 
 3. His cou-sin Hat-tie gave him a 
 pret-ty kit-ten. Tom-my thanked her. 
 
 4. The kit- 
 tie's moth-er 
 did not like 
 to let it go. 
 
 6. When 
 he took the 
 kit-ten to his 
 home, Jip 
 ran af-ter it, 
 
 Specimen Page of Second Prl 
 
 m«r- 
 
24 
 
 ENGLISH READERS. 
 
 
 THE QUEER CHICKENS. 
 
 1. May Jones had a pet hen named 
 Pol-ly. She sat on some duck eggs 
 un-til ten h't-tle ducks cracked the 
 shells and came out. One day they 
 came to a pond and they all ran in-to 
 the wa-ter. PoWy was a-fraid they 
 would be drowned. She soon saw that 
 they could swim, and she thoui2:ht they 
 were ver-y smart chick-ens. 
 
 tr she hatched her ov n 
 
 y 
 
 Specimen Paere of Second P 
 
 rlrrer. 
 
SECOND PRIMER. 
 
 61 
 
 I 
 
 ROBIN'S NEST. 
 
 1. Aunt Jen-nie lost some fine laco 
 last spring. She thought some bad 
 boy or girl had sto-len it, when she 
 had spread it on the lawn to dry. 
 
 2. A few weeks af-ter, I found a rob- 
 in 's nest, and, would you be-lieve it, 
 the sau-cy fel-low had tak-en Aunt 
 Jen-nie's lace to make his nest. 
 
 Specimen Page of Second Primer. 
 
1 
 
 t 
 
 Helen gathering Flowers for her Teacher. 
 
 Specimen Page of Second Reader. 
 
i 
 
 The Second Reader is one step in advance of 
 the First. The words are longer; the sentences are 
 a little longer; and the number of literary phrases 
 has been increased. The exercises are more numer- 
 ous; and simple exercises in grammai- have been 
 introduced. 
 ,."t^ These exercises are . Mnly intended to be done 
 '^ in school, and in some cases may profitably be ex- 
 tended by the teacher. They will aid the teacher 
 very much in the difficult task of keeping the pupils 
 employed while in their seats. 
 
 All the extracts have been made with the view of 
 interesting the pupils, and at the same time giving 
 them a large fiuid of useful information concerning 
 the world around them. 
 
 The type has in all cases been made open and 
 pleasant to the eye, so that at least no mechani- 
 cal difficulty may come in the way of the 
 learner. The aim has been, quality before 
 J quantity. The pictures cntinue, as in 
 '^-lA.vJ'U'^ the Primers, to be a notable feature. 
 
 Specimen Page of Second Reader. 
 
3n 
 
 SECOND READER. 
 
 THE LITTLE 8i\0W-SH0VELLER. 
 
 Merrily whistling along the street, 
 With his little nose, his hands and feet 
 Sharply bitten by old Jack Frosty 
 His curly hair by the rude wind tost, 
 
 Specimen Page of Second Reader. 
 
 i 
 
60 
 
 SECOND READER. 
 
 A 
 1 
 
 2. One sunbeam ran in at a low cottage door, 
 And played " hide-and-seek " with a child 
 on the floor, 
 Till baby laughed loud in his glee. 
 
 Specimen P^ge of Second Reader* 
 
 B 
 
70 
 
 SECOND READEB. 
 
 Kitty mewed her best thanks to the black 
 cat; and the kind stranger, making a low 
 bow and a gentle purr, went away and was 
 never seen again. j. c. Carlisle. 
 
 Dictation. — Learn to spell and write out : 
 
 dU 
 
 ^, 
 
 fi^^n-t 
 
 -t^^^i^^-e 
 
 T 
 
 -^^c^e^e. 
 
 Exercises. —1. Learn to spell the following words : 
 Cel'-lar De-ter'-mined Wear'-ied Al-lowed' 
 Car'-ried Gar'-ret Strug'-glc Stran'-ger. 
 
 2. Point out all the nouns in paragraph 7. 
 
 3. Write down the name of six animals that people keep as 
 pets. 
 
 4. Make nouns out of the following wdrds, either by adding 
 something to them or by taking something away from them : 
 Strange ; topmost ; childish ; sleeping ; roomy ; black. 
 
 5. Explain the following phrases : (1) It struck her that the 
 cellar was damp. (2) Kitty was not of the same mind with the 
 servant. (3) The mamma led the way. (4) The servant gave 
 up the struggle. 
 
 6. Make sentences about : Kitty ; the three kittens ; the 
 servant ; a strange cat ; a damp cellar ; a light garret. 
 
 7. Tell the difference between : One and won ; maid and 
 made ; where and were ; your and ewer ; time and thyme ; hole 
 and whole. 
 
 8. The following words have several meanings ; give two of 
 them: Top; hack; left; loant; dog; lead. 
 
 0. Write down the names of six things we wear. 
 
 f 
 
 1 
 
 Specimen Page of Second Reader. 
 
88 
 
 SECOND READER, 
 
 
 1 
 
 t 
 
 THE ARROW AND THE SONG. 
 
 1. 1 shot an arrow into the air, 
 It fell to earth, I knew not where • 
 For so swiftly it flew, the sight 
 Could not follow it in its flight. 
 
 2. 1 breathed a song into the air. 
 It fell to earth, I know not where ; 
 For who hath sight so keen and 
 strong, 
 
 That it can follow the fli^-ht of sons' ''^ 
 3. Long, long afterward, in an oak 
 I fonnd the arrow, still unbroke; 
 And the song, from beginning to end, 
 I found again in the heart of a friend. 
 
 Longfellow, 
 Specimen Page of Second Reader. 
 
HIDDEN TREASURES. 
 
 31 
 
 was done to the clods ? 5. What to the soil ? 6. What to the 
 stones? 7. Did they find the treasure they expected? 8. What 
 happened to the vines next year ? 9. What was the real treas- 
 ure which their father had promised ? 10. How did they work 
 every year ? j i^ 
 
 Exercise. - 1. Learn to spell the following words: 
 Treasure Sieve Appeared 
 
 Hoed Vineyard Wc-ider 
 
 2. Point out the nouns, adjectives, and verbs in the last two 
 sentences of the above. 
 
 3. Put adjectives before the following nouns: Children, treas- 
 ure, spot, clod, soil, stone, and vine. 
 
 4. Explain the following phrases: (1) Lay at the point of. 
 
 , ^« fign of any treasure appeared. (3) Every vine bore 
 threefold. 
 
 5. Add verbs to the following nouns: Vine-dresser, children, 
 vines, treasure. 
 
 SIGNS OF RAIN. 
 
 Span'iel, a kind of dog. 
 Snort'ing, grunting. 
 Kine. cows. 
 Wings, flies, 
 
 Incau'tious, rash, heedless. 
 Vest, waistcoat. 
 
 Russ'et, reddish-brown. 
 Quits, leaves. 
 Odd, funnj% 
 Precip'itate, headlong. 
 Jaunt, pleasure-trip 
 
 1. The hollow winds begin to blow, 
 
 The clouds look black, the glass is low,^ 
 The soot falls down,2 the spaniels sleep, 
 
 And spiders from their cobwebs 
 
 peep. 
 
 Specimen Page of Third Reader, 
 
A DB AWING LESSON. 
 
 75 
 
 J 
 
 i 
 
 m 
 
 the same, and we found we had a pattern like 
 this : — 
 
 9. She asked us to notice that 
 the parts opposite to each other 
 were exactly alike, and told us 
 that this was always so in pat- 
 tern drawing. She told us to 
 examine the patterns in our 
 caipets and oil-cloths at home, 
 or on our wall paper and lace 
 curtains, and tell her next day if they did not luir- 
 monize in the opposite parts. We found that she 
 was right. 
 
 10. Next she marked the cen- 
 tres of the inside lines of the PN^ 
 corner squares, and joined them ^ 
 by curved hues with the ends of 
 the lines last drawn, and with 
 the corners of the large square. 
 We did so too, and our patterns 
 then looked like this : 
 
 11. She then connected the ends of the diameters 
 by quadrants, and we followed 
 
 her example, changing our pat- r^NTTIT^V^ 
 terns thus : 
 
 12. She then showed us that 
 the pattern consisted of four 
 parts, and asked us if we 
 thought it needed anything to 
 complete it. One of the girls 
 said she thought there ought to be something 
 
 Specimen Page M Third Reader. 
 
120 
 
 TniRD READER. 
 
 body several inches higher thcan the head, and re- 
 tain it in this position long enough to count four 
 slowly. This movem nt will enable the froth and 
 water to escape from the throat, mouth, and nos- 
 trils, so that air may have free access to the lungs, 
 as soon as breathing commences. 
 
 frtir rw 
 
 Rule 2. — • Place the patient on his back, with 
 the chest slightly elevated by a folded coat or 
 other suitable object, and the head in a straight 
 line with the body. This posHion is necessary for 
 the practice of artificial breathing, described in 
 Kule 4. 
 
 Rule 3. — Immediately below the root or back 
 part of the tongue is the entrance of the air- 
 tube leading to the lungs. This entrance is guarded 
 by a small valve, which is closed when the tongue 
 falls far back into tlio threat and ^rvap£»ri i.rV.«r, u 
 
 Specimen Page of Third Reader. 
 
ZLOBANE. 
 
 159 
 
 " FATHEB, I'll DIE WITH YOU." 
 
 Specimen Page of Third Reader. 
 
162 
 
 THIRD READER, 
 
 J 
 
 JAQUES CAKTIER. 
 
 CANADA'S PliOGRESS. 
 
 Confedera'tion, states or provin- 
 ces united. 
 
 Col'ony, a country dependent on 
 its motherland. 
 
 TJntill'ed, not cultivated. 
 Persist'ent, constant. 
 Mar'itime, relating to the sea. 
 
 1. Till the year 1535 no white man had saiiud 
 up the St. Lawrence river. The Avhole of the sn-^l 
 country now called the Dominion of Canada was 
 inhabited by Indians, who wei'e divided into three 
 tribes, the Algonquins, the Hurons, and the Iro- 
 
 quois. 2. Th'^y were all 
 
 savages, 
 
 whose chief 
 
 occupat 
 
 
 vivrxxo TV 
 
 war and hiintin<r. The whole 
 
 Specimen Page of Third Reader. 
 
189 
 
 WORDS OFTEN MISPRONOUNCED. 
 
 SOUNDS OF THE MAUKEI) LETTERS. 
 
 >le 
 
 ft as tn arm 
 
 5 •♦ a»e 
 
 6 " and 
 
 9 as ill eat 
 S " end 
 1 " ice 
 
 I aa ill ill 
 8 " old 
 6 "■ oil 
 
 <l as in u«e 
 fl •' up 
 So " ooze 
 
 abdomen, ab do'raou, not ab'do- 
 
 men. 
 accent (verb), ak seat', not ak'seni. 
 across, a-kros', not a krawst'. 
 adult, adult', not ad'ult. 
 agile, aj'll, not aj'il, nor a'jil, 
 alien, al'yen, not Ji'll-on. 
 allies ^7toMn mul verb), al-liz', not 
 
 al'liz. 
 almond, a'mund, not al'mund. 
 alpaca, al.pak'a, not al-U-pak'a. 
 altercate, al' ter-kat, not M'tcr- 
 
 kat. 
 
 always, awl'waz, not awl'wuz, nor 
 
 61'wuz. 
 and, and, not an. 
 
 anxiety, aiiyz I'e-tl, jio< anks-i'e -t!. 
 apostle, a pos'l, not a pos'tl, nor 
 
 a-pavvs'l, 
 apprentice, ap.pien'tis, not ap 
 
 priu'tia. 
 
 aqueduct, nk'we-dukt, not ak'-we 
 
 dukt. 
 arctic, ark'tik, not ai'tik. 
 armada, ar-ma'da, not ar-ma'da. 
 Asia, a'shl-a, not a'zhe-a. 
 asked, askt, not ast. 
 athenaeum, atli-e-ne'um, not a the'- 
 
 ne-um. 
 
 attacked, at'takt, not at-tak'tcd. 
 audience, au'dl-ence, not aw'jl- 
 
 ence. 
 auxiliary, awgz-il'ya-rl, not awgz- 
 
 il'I-a-rl. 
 awkward, awk'ward, not ork'ard. 
 
 bedstead, bed'sted, no^bed'stid. 
 
 Beelzebub, be-erzc bub, not bcl'- 
 
 zc bub. 
 believe, be-lCv', not blt'v. 
 bellows, bel'lus, not bellOz. 
 beloved (a({i.), beluv'cd, (verb) 
 
 bc-luvd'. 
 betroth, bctrOth', not betroth. So 
 
 be troth'al. 
 binary, bi'ua-rl, not bin'a ri, nor 
 
 bi-na'rT. 
 
 binomial, bi uo'mlal, not bl-no'ml- 
 al. 
 
 blasphemous, blas'le-muB, not 
 blas-fe'muu. 
 
 boisterous, bois'tor-ua, not bois'- 
 truH. 
 
 brigand, brijj'and, not brigand', 
 brooch, brocli, not brooch, 
 buoyant, bwoi'ant, not boi'ant, nor 
 
 booi'iuit. So buoy'an cy. 
 business, biz'ncs, not biz'Ines. 
 cartridge, kar'trij, not kat'rij. 
 catch, kSch, 7iot kech. 
 
 cayenne, ka-en', not ki-en', 7ior ki- 
 au'. 
 
 cemetery, sem'e-tdr-lf, not sem'e- 
 
 trl. 
 centenary, sen'te-na-rlf, not eea- 
 
 ten'a-rl. 
 certain, ser'tin, not sort'n. 
 chaldron, chavvl'drun, not cawl'- 
 
 dron. 
 chaos, ka'os, not ka'us. 
 character, kar'ak-ter, not ka-rak'- 
 
 tor. 
 
 ehasm, kazui, not kaz'um. 
 children, chil'dren not chil'dum. 
 
 Specimen Pagre of Third Reader. 
 
iXjit CjJjl^ A^c^h^ /5^e^ 'iAjf^if^^^xi^ir^^^^ 
 
 Specimen Pagre of Fourth Reader. 
 
. 
 
 ENGLISH HEADER — BOOK IV. 
 
 4 
 
 r 
 
 A SMALL CATECHISM. 
 
 1. Why are children's eyes so bright? 
 
 Tell me why? 
 'Tis because the infinite 
 Which they've left, is still in sight, 
 And they know no earthly blight — 
 
 Therefore 'tis their eyes are bright. 
 
 2. Why do children laugh so gay ? 
 
 Tell me why? 
 Tis because their hearts have play 
 In their bosoms, every day. 
 Free from sin and sorrow's sway — 
 
 Therefore 'tis they laugh and play. 
 
 s. Why do children speak so free ? 
 Tell me why? 
 Tis because from fallacy 
 Cant, and seeming, they are free, 
 Hearts, not lips, their organs be — 
 
 Therefore 'tis they speak so free, 
 
 4. Why do children love so true ? 
 Tell me why? 
 'Tis because they cleave unto 
 A fiimiliar, favorite few. 
 Without art or self in view — 
 
 Therefore children love so true. 
 
 T. D. McOee, 
 Spoclmen Pagre of Fourth Reader. 
 
KINDNESS TO THE TOOK. 
 
 151 
 
 equally ; my own instinctH, and nature's provision, 
 and society's requirements, and God's commands, 
 all unite in reprobation of that. My wealth of 
 affection must be in home, children, kindred, coun- 
 try ; but my pity must not lock itself in these, 
 my regard nmst not compress itself within these 
 limits merely — my pity must go forth wdierever 
 there is human need and human sorrow ; my re- 
 gard must fasten upon the man, though he has Hung 
 from him the crown of his manhood in anircr. 
 7. I dare not despise him, because there, in the 
 depths of his fall, as he lies before me prostrate 
 and dishonored, there shines through the filth and 
 through the sin, that spark of heavenly flame — 
 that young innnortal nature which God the Father 
 kindled, over which God the Spirit yearns with 
 continued desire, and God the Eternal Son offered 
 his own heart's blood to redeem. Yes — there is no 
 man now who can rightfully ask the infidel ques- 
 tion of Cain. s. God has made man his brother's 
 keei)er. We are l^ound to love our neighbor as 
 ourselves ; and if, in a contracted Hebrew spirit, 
 you are inclined to press the enquiry, " And w ho 
 is my neigh])or?" there comes a full pressure of 
 utterance to authenticate and enforce the answer, 
 Man. Thy neighbor ! Every one whom penury 
 has grasped or sorrow startled ; every one whom 
 plague hath smitten or w hom curse hath banned ; 
 every one from whose home the darlings have 
 vanished, and around wdiose heart the pall has 
 been drawn. jg^^, ^-^ jj, Punshon. 
 
 Specimen Page of Fourth Reader. 
 
ENGLISH READERS. 
 
 BOOK V. 
 
 GEOEGE STEPHENSON. 
 1781-1848. 
 
 locomotion, the act or power 
 of moving from one place to 
 
 ftn <•><-. Vi fir. 
 
 Model, to shape, to copy. 
 Mechanics, the science which 
 treata of Uiachinea. 
 
 Specimen Page of Fifth Reader. 
 
190 
 
 ENGLISH READER — BOOK V. 
 
 Specimen Page of Fifth Reader. 
 
THE SPANISH ARMADA. 
 
 227 
 
 a 
 
 CO" 
 
 I 
 
 -3 
 
 O 
 
 Till twelve fair counties saw the blaze on Malvern's «« 
 lonely height, 
 
 TiU streamed in crimson on the wind the Wrekin'sse 
 crest of light, 
 
 Till broad and fierce the star came forth on Ely's ^7 
 stately fane, 
 
 And tower and hamlet rose in arms o'er all the 
 boundless plain ; 
 
 TiU Belvoir's28 lordly terraces the sign to Lincoln 
 sent, 
 
 And Lincoln sped the message on o'er the wide vale 
 of Trent ; 
 
 TUl Skiddaw29 saw the fire that burned on Gaunt's^o 
 embattled pile, 
 
 And the red glare on Skiddaw roused the burghers of 
 Carlisle.^' 
 
 Lord Macaulay (1800-1859). 
 
 ' Aurigny, another name 
 
 Alderney, one of the Channel 
 Islands, about seven miles 
 from Cape La Hogue, in 
 Normandy. 
 ^ Plnta, the name of one of the 
 high-built vessels of the 
 Spanish Armada. 
 ^ Edgecumbe or Edgecombe, the 
 seat of Lord Mount Edge- 
 combe, opi)osite the town of 
 Plymouth. 
 ^ Picard field, Cre?y, a village in 
 Picardy, about ten miles from 
 Abbeville— near wJiich the 
 battle of Cre9y was fought 
 in 134(;. In that battle the 
 French were completely over- 
 thrown; the king of Bohemia 
 was killed ; his son— here 
 
 NOTEa 
 for 
 
 called Ctesar— emperor-elect 
 of Germany, shared in the 
 defeat; and the Genoese 
 
 were ' turned to 
 
 bowmen 
 flight.' 
 
 5 Agincourt, a village in the 
 north of France, about seven 
 miles from Hesdin. Here 
 Henry Y. gained a great 
 victory over the French in 
 1415. 
 
 ^ Eddystone (where there is now 
 a liglitliouse), a reef of rocks 
 in the English Channel, about 
 fourteen miles from Ply- 
 mouth breakwater ; and 
 
 7 Berwick-upon-Tweed. Respect- 
 ively the 8.W. and N.E. 
 extreme points of England. 
 
 = Lynn, commonly called Lpnn 
 
 Specimen Page of Fifth Reader. 
 
228 
 
 ENGLISH READER — BOOK V. 
 
 am 
 
 Regis or Kinrfa Lynn, a 
 borough in the east of Nor- 
 folk, on the Ouse ; and 
 8 MUford Bay, in Pembrokeshire, 
 in the west of Wales, These 
 two points represent tlio 
 extreme east and west. 
 ^^ Saint Michael's Mount, a gra- 
 nite rock in Mount's Bay, in 
 Cornwall, opposite Marazion. 
 " Beachy Head, farther east along 
 the coast, in Sussex— the 
 higliest promontory on the 
 south coast of England. 
 " Tamar, the river which flows 
 into the sea near Plymouth, 
 and forms at its mouth the 
 harbour of the Hamoaze. 
 ^3 Mendip, the Mendip Hills, a 
 mineral range in Somerset- 
 shire. 
 " Longleat, in Wiltshire, the seat 
 of the Marquis of Bath. 1 
 
 ^5 Cranbourne, an old town in ' 
 
 Dorsetshire. 
 I*' Stonehenge, the remains of the 
 ancient Druidical temple in 
 the middle of Salisbury Plain, 
 about three miles from Ames- 
 bury. 
 
 1" Beaulieu (pronounced Bolu), 
 a parish at the mouth of 
 the river Exe, six miles 
 from Lymington. It was aii 
 ancient place of refuge. 
 
 18 Clifton down, a well-known 
 watering-place about a mile 
 from Bristol, ou the opposite 
 side of the Avon. 
 
 18 Whitehall, an ancient palace in 
 Westminster. Only a part 
 of it is still standing. The 
 name is now, however, given 
 to the seat of the Educa- 
 
 tion Department for Great 
 
 Britain. 
 20 Richmond Hill, a beautiful hill 
 
 overlooking the valley cf the 
 
 Thames, in Surrey, about ten 
 
 miles from London. 
 2^ Blackheath, now a suburb of 
 
 Loudon, near Woolwich, in 
 
 Kent. 
 
 23 Hampstead.aheath to the north 
 of London, in Middlesex. 
 
 23 Peak, the High Peak of Derby- 
 shire. 
 
 24 Darwin, a district in Derby- 
 shire. 
 
 23 Malvern Hills— a range in the 
 counties of Worcester and 
 Hereford. 
 
 2« Wrekln, a solitary conical 
 mountain in Shropshire. 
 
 27 Ely's stately fane, the cathedral 
 of Ely, about sixteen miles 
 from Cambridge. (Ely is the 
 only city in England which 
 is unrepresented in the House 
 ' of Commons. ) 
 
 2« Belvoir Castle (pronounced 
 Bccvor), the seat of the 
 Dukes of Rutland. 
 
 29 Skiddaw, one of the highest 
 mountains in England, in 
 Cumberland, about four miles 
 from Keswick. 
 
 30 Gaunt's pile. Lancaster Castle, 
 from which John of Gaunt 
 took the title of Duke of 
 Lancaster. 
 
 31 Carlisle, the county town of 
 Cumberland. It here repre- 
 sents the extreme N.W. point 
 of England.— All the places 
 mentioned are representative, 
 and mark prominent points 
 in England, 
 
 Specimen Page of Fifth Reader. 
 
THE SPANISH ARMADA. 
 
 229 
 
 Great 
 
 OAtmONS AND DIRECTIONS FOR READING. 
 
 Verse 2.— Line 1 : Avoid the verse-accent on ivas, and read 
 the first six words rapidly in one group, and the last five as a 
 second group.— Line 4 : No accent upon ow.— Line 5 : Avoid the 
 verse-accent on she, and make a slight pause after sunrise. 
 
 Verse 3.— Line 2 : P.ead upo7i-the-roof aa one word.— Line 4 : 
 A slight pause after And; and read loith-loose-rein as one word! 
 —Line 8 : Avoid the accent upon to. 
 
 Verse 4.— Line 2 : No accent on upon.— Line 3 : Avoid the 
 verse-accent on hoio ; make a pause after Look, and hasten on to 
 ancient cro?^w.— Line 5 : A slight pause after «So.— Line 11 : No 
 accent upon on.— Line 12 : Twcad of-our-pride as one word. 
 
 Verse 5.— Line 3: A slight pause after and— Line 4: A 
 pause after Such flight.— Line G : No emphasis on was ; a pause 
 after slumber.— Line 7 : A pause after For, east, and west. 
 
 Verse 6.— Line 1 : A pause after i'V.— Line 8 : A pause 
 after And, and after day. 
 
 Verse 7.— Line 1 : A pause after Then.— Line 2 : A pause 
 after And; avoid the verse-accent on with and tvith ; the 
 emphatic word is one.— Line 5 : No accent upon o/.— Line 7 : 
 A slight pause after ^nd 
 
 Verse 8— Line 5 : Read Till-the-proud-Pealc as one word. 
 — Lme 6 : A pause after Till and vokanoes.— Line 9 : A pause 
 after Till and Jierce. 
 
 Exercises.— 1. Parse the first four lines. 
 
 2. Analyse the first four lines. 
 
 3. Paraphrase the third and fourth verses. 
 
 Specimen Page of Fifth Reader. 
 
312 
 
 ENGLISH READER — BOOK V, 
 
 Arctic Costumes. 
 
 A WINTER DAY IN THE ARCTIC REGIONS. 
 
 Aperture, opening. 
 
 Ventilator, a contrivance for let- 
 ting out 1)ad air and letting in 
 fresh (from the Latin ventus, 
 the wind). 
 
 Floe, piece of floating ice. 
 Appreciate, value. 
 Monotony, tiresome sameness. 
 Voluntary, acting from one's own 
 free will. 
 
 r - 
 
 Specimen Page of Fifth Reader.