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LIPPINCOTT'S NEW SERIES 
 
 THE 
 
 BEG- IN NEK'S 
 
 READING-BOOK. 
 
 BY 
 
 EBEN H. DAVIS, A.M., 
 
 SUPERINTENDENT OF SCHOOLS. CHELSEA, MASS. 
 
 ILLUSTRATED. 
 
 PHILADELPHIA: 
 
 J. B. LIPPINCOTT COMPANY. 
 
EDUCATION DEPT f 
 
 Copyright, 1889^ by a J. ]$. Lippincot^, Company. 
 
PREFACE. 
 
 
 A First Eeader should contain a great many very easy 
 lessons, carefully graded, and so arranged as to aid sight 
 and memory, since these powers are the most active in 
 the process of learning to read. The style should be nat- 
 ural and simple, yet never in conflict with good English, 
 and the sentences or paragraphs short, such as may be 
 apprehended at a glance before utterance begins. This 
 plan should continue throughout the first year, in order 
 to establish the habit of natural and fluent sight-reading. 
 After a few months' practice, however, long sentences may 
 be read at sight with little effort, if divided into short sec- 
 tions at natural pauses, each section occupying a separate 
 line. In such cases the pupils should read each section 
 through as if it were complete in itself, then combine 
 the parts and read the whole. The mind is thus aided to 
 grasp the entire thought without undue effort, and with- 
 out confusion. Extensive practice with easy reading is 
 the surest and quickest way of laying the foundation for 
 intelligent sight-reading of a higher grade. 
 
 This is in every sense a reading-book, whatever w T ould 
 tend to interfere with the legitimate work of thought- 
 getting and thought-expressing having been carefully 
 excluded. The design is to show forth such an arrange- 
 ment of lessons as will be most helpful to little children. 
 The vocabulary is much more extensive than is usually 
 found in a First Eeader, yet the lessons are so graded as 
 to form a standard of acquirement which the children 
 will be able to attain in their first year's work. Should 
 
 M69895 
 
PREFACE. 
 
 any difficulty be experienced, develop some of the words 
 on the blackboard in original sentences, according to sug- 
 gestions given in the Teachers' Edition for the early stages 
 of the work. 
 
 It is now customary in all good schools to spend more 
 or less time upon blackboard exercises as a preparation for 
 the reading-book. The Teachers' Edition offers a com- 
 plete method for conducting such exercises, which, if fol- 
 lowed in detail, will lead to results that will be surprising 
 to teachers who have not tried it. The whole plan is 
 founded on an experience of many years in the school- 
 room. 
 
 The introduction of Mother Goose Melodies, so delightful 
 to little children, is in accordance with a definite purpose 
 to furnish a series of reading-books of four grades only, 
 each containing as" much of classic literature as the con- 
 ditions would allow, which may tend to the development 
 of a taste for good reading and the early appreciation of 
 English classics. The tendency of late years has been to 
 underestimate the powers of children in this direction. 
 
 While the special object of this book is to exemplify a 
 particular method of teaching reading, it is equally well 
 adapted to any of the various processes used in our schools. 
 
 Grateful acknowledgment is hereby made to Miss May 
 Stone, a teacher of large experience and eminent suc- 
 cess, for valuable assistance, and to Prof. G. L. Farnham, 
 formerly Superintendent of Schools at Binghamton, New 
 York, for early inspiration in the thought method. 
 
HOW TO TEACH READING. 
 
 Essentials. — The crayon and blackboard, script or 
 print representations, together with a carefully selected 
 vocabulary, are recognized as essential appliances for 
 teaching the first stages of reading preparatory to the 
 introduction of books. Script is far preferable to print 
 in the blackboard exercises, for the reason that it is 
 more easily and rapidly executed and acquaints the 
 pupil with a form of representation very important for 
 him to learn ; — its use offers little impediment to the 
 immediate transition to the printed page. 
 
 When little children first enter school — at five years 
 of age, we will suppose — they have already learned 
 how to use, intelligently, several hundred words in 
 conversation, or to understand their meaning as they 
 hear others use them ; it is the teacher's duty to make 
 as many as possible of these w T ords recognizable to the 
 eye in the briefest possible time, by both their script 
 and their print representations, in such manner that 
 they may be read as easily and fluently as they are 
 uttered in conversation. 
 
 Attention. — Before reading can be taught success- 
 fully, by any process, it is necessary to engage the close 
 attention of every pupil during recitation. Darwin 
 tells of a showman who, in purchasing monkeys for 
 exhibition, was in the habit of offering double the 
 required price provided he might take several on trial 
 for one week and select such as he desired. He gave 
 
 vii 
 
viii HOW TO TEACH READING. 
 
 as a reason, that in a week's time he could ascertain 
 whether he should be able to hold the attention of the 
 monkeys, deeming it of little use to teach those that 
 were inattentive. Children are not wholly unlike 
 monkeys in this respect; but the teacher cannot ^s 
 easily make a selection, and, therefore, must devise 
 means to compel their attention. These are known to 
 her who has given the subject proper consideration, 
 but the advantages resulting from the division of a 
 school into small groups may not be as well appreciated. 
 No teacher is sufficiently strong or magnetic to hold the 
 uninterrupted attention of fifty pupils during a single 
 recitation. Experience has shown that ten or twelve 
 children grouped by themselves are as many as can be 
 taught at one time with best advantage. It is better 
 for them to stand in some convenient place that their 
 attention may not be distracted by the immediate 
 surroundings. 
 
 Outfit. — Every school-room needs appliances for the 
 first stages of this work, which are inexpensive, — an 
 outlay of a few dollars being sufficient to equip a whole 
 school, — and should consist of objects, picture-books 
 with easy reading, pieces of boards seven or eight 
 inches square and perforated with holes for pegs or nails, 
 bundles of worsted a few inches long arranged in colors 
 and shades, colored paper for geometric forms, splints, 
 etc., the uses of which will be explained hereafter. 
 
 The objects should be selected with reference to 
 representing perfectly the object-words of the vocabu- 
 lary. They will arouse the dullest child, help to 
 establish confidence at the first entrance to school, 
 open the mind and heart to first impressions, and 
 unloose the tongue. 
 
HOW TO TEACH READING. ix 
 
 With this outfit we are ready for the work of teach- 
 ing little children how to read. 
 
 If we listen to their conversation while at play or in 
 other daily experiences, we shall often hear expressions 
 of true eloquence, with inflections and emphasis natural 
 and pleasing to the ear. Do these natural utterances 
 sound aught like their first attempts at reading ? If 
 otherwise, you may be sure that you are not on the 
 right track. 
 
 It is altogether possible — nay, more, it is the duty 
 of the teacher — to continue this naturalness and elo- 
 quence of expression from the very outset. How may 
 it be accomplished ? 
 
 PLAN OF "INSTRUCTION. 
 
 We will suppose the teacher has before her a school 
 of fifty little children as yet untaught, undisciplined, 
 restless, curious, some timid, and others bold and 
 mischievous. Each has a slate and pencil, which are 
 kept on the desk during the session, except when the 
 pupil is engaged with other busy work. 
 
 Obedience. — The first lesson is on obedience, — a very 
 important one, — which may be introduced in the fol- 
 lowing pleasing manner : 
 
 The teacher, taking the table-bell in her hand, says, 
 "What have I?" 
 
 Pupils: "A bell." 
 
 Teacher : " Tell me something about the bell." 
 
 A few may answer, "A bright bell." "A large 
 bell," etc. 
 
 Teacher : " Children, can you all talk?" 
 
HOW TO TEACH READING. 
 
 Pupils ; " Yes." (A few may answer correctly, 
 " Yes, ma'am.") 
 
 Teacher : " Can this bell talk?" 
 
 Pupils : " No, ma'am." 
 
 Teacher : " The bell has a tongue, and if I strike it 
 against the side, thus, it talks in a certain way. Lis- 
 ten !" (rings the bell several times.) " It says to you, 
 ' Keep very still ;' and now, when I ring it again, « You 
 must be very quiet.' " 
 
 The children are quiet. 
 
 Again, the teacher says, taking the bell, " The bell 
 is to tell you, this time, to fold your hands, thus :" 
 (showing them how.) The teacher rings the bell again 
 and again until the children fold and unfold their 
 hands, softly and promptly, at the given signal. This 
 exercise is repeated at intervals. 
 
 The teacher then gives a simple exercise for the use 
 of the slate and pencil, in which the whole school 
 engages and in which the lesson of obedience is again 
 instilled. She then divides the school into five groups, 
 of ten pupils each, just as comes most convenient; later 
 on these groups are formed according to the abilities 
 of the children. 
 
 To teach the pupils to talk. — Near the teacher's 
 desk is a table some ten feet long and of the proper 
 height, on which is a box of toys or objects consisting 
 of a doll, mat, dog, hen, cup, mug, ball, top, cat, fan, 
 egg y nest, bell, nut, box, bird, cow, horse, axe, apple, 
 pitcher, basket, donkey, etc., to represent the object- 
 words which are to be used in the first reading lessons. 
 Care is taken that each is a good representation, so that 
 there may be no hesitancy in naming the object. 
 
 The teacher calls a group around the table, seats 
 
HOW TO TEACH READING. xi 
 
 herself in their midst, and opens the box. Curiosity 
 and delight are depicted on their faces. The purpose 
 of the lesson is to induce each to talk, and for several 
 days this is the chief aim. The objects help very 
 much to draw out voluntary expressions, also to secure 
 attention and win confidence. They are also service- 
 able in teaching the uses of the personal pronouns, and 
 later on in teaching to read. As soon as the children 
 acquire sufficient confidence and ability to talk easily 
 and fluently and to ask questions, — in a few days, a 
 week, or, in some exceptional cases, two weeks, — they 
 are ready to read from the blackboard some of the 
 simplest expressions they have been taught to make. 
 
 The teacher, now seated at the table with the first 
 group before her, — the remainder of the school being 
 engaged with slates, — takes from the box a toy horse 
 and proceeds somewhat in this manner : 
 
 Teacher : " What have I ?" 
 
 Pupils : " You have got a horse," or perhaps, simply, 
 U A horse." 
 
 Teacher: "Cannot some one give me a better 
 answer? I do not like the word got." 
 
 Some one will answer, in time, just as desired, "You 
 have a horse." 
 
 It is much better, when possible, to draw from the 
 pupils the desired form of expression than to tell them. 
 Patiently and judiciously the teacher corrects all mis- 
 takes, insisting upon full sentences in every effort. 
 
 The uses of the pronouns may be taught thus : 
 
 Teacher (placing the horse in the hands of one of 
 the pupils) : " What have you ?" 
 
 Pupil : " I have a horse." 
 
 Teacher: "Right." 
 
xii HOW TO TEACH READING. 
 
 Then, handing the object to each of the children, 
 severally, she elicits the same expression, "I have a 
 horse." 
 
 She then places the object in the hands of two chil- 
 dren, each taking hold of it at the same time, and says 
 to them, " What have you t" 
 
 Together, they answer, " We have the horse." 
 
 Teacher (the two children still holding the object) : 
 " What have these two children ?" 
 
 Pupils : " They have the horse." 
 
 Teacher (handing the object to a boy) : " Who has 
 the horse ?" 
 
 Pupils : "He has the horse." 
 
 Teacher (handing it to a girl) : " Who has the horse 
 now ?" 
 
 Pupils : " She has the horse." 
 
 Teacher : " Tell me her name." 
 
 Pupils : " Mary has the horse." 
 
 Teacher : " Tell me now something about a horse. 
 What has a horse ?" 
 
 Pupils : "A horse has a head. A horse has two 
 eyes. A horse has four feet," etc. 
 
 Every answer is a full sentence, it will be remembered. 
 
 Teacher : " What can a horse do ?" 
 
 Pupils: "A horse can run. A horse can eat. A 
 horse can drink," etc. 
 
 Teacher : " Who will take the horse and tell me all 
 about it?" 
 
 Some one in the class volunteers, takes the horse, 
 and says, " I have a horse. A horse has a mane. A 
 horse has a nose," etc., touching with the hand the 
 parts named. 
 
 This is sufficient for the first lesson, which has been 
 
HOW TO TEACH READING. xiii 
 
 taught rapidly and with considerable enthusiasm. The 
 children are made to use their faculties with much 
 energy while engaged in recitation, the duration of 
 which never exceeds fifteen minutes. 
 
 The next lesson is a repetition of the first, with such 
 additions and variations as the occasion suggests. 
 
 The next step may introduce the use of possessives, 
 and may be presented as follows : 
 
 An object is taken in the hand, as before. 
 
 Teacher : " Whose horse is this ?" 
 
 Pupils : * 6 It is your horse." 
 
 Teacher (handing it to a pupil and addressing the 
 person who has the horse) : " Whose horse is it now ?" 
 
 Pupil : " It is my horse." 
 
 Teacher (placing it in the hands of two children) : 
 " Now whose horse is it ?" 
 
 Pupils : " It is our horse." 
 
 Teacher (addressing the rest of the class) : " Children, 
 whose horse is it ?" 
 
 Pupils : " It is their horse." 
 
 Teacher (handing it to a boy) : " Whose horse is it 
 now?" 
 
 Pupils : " It is his horse." 
 
 Teacher (handing it to a girl) : " Whose horse is it ?" 
 
 Pupils : 
 
 " It is her horse." 
 
 " It is Sarah's horse," etc. 
 
 As soon as the children are able to talk with con- 
 fidence they may be induced to ask questions of one 
 another, similar to those of the teacher. A pupil will 
 take an object and say, " Can a horse run ? Can a 
 horse talk? Has a horse four feet?" etc., the class re- 
 sponding promptly and correctly, having been trained 
 
xiv HOW TO TEACH READING. 
 
 not to interrupt one another. The same animation 
 and enthusiasm are maintained as before. 
 
 Each of the five groups is taught in the same way, 
 one lesson each session. 
 
 Placing the class in groups. — In four or five days 
 the teacher is able to judge of the abilities of the dif- 
 ferent pupils so as to reorganize the groups, placing 
 the brightest in the first division, and so on. The 
 second and third will very nearly equal the first, but 
 the rest will develop more slowly. One advantage of 
 this system of grouping is the opportunity it affords 
 for advancing pupils naturally, and of varying the in- 
 struction to meet the necessities of such as need special 
 attention. 
 
 The first group is ready to read script sentences 
 from the blackboard in four or five days, but the exer- 
 cises with table and objects are not abandoned for a 
 week or two longer. 
 
 What to do with pupils not in recitation. — Before 
 proceeding to the next step, that of reading from the 
 blackboard, let us consider a few of the ways for en- 
 gaging the attention of the school while one group is 
 reciting. Ten minutes each session is devoted to a 
 lesson in writing. The teacher writes on the black- 
 board, very slowly, some simple sentence, as, " I see a 
 man," etc., the pupils imitating, or trying to write 
 just as she does, between ruled lines on slates. They 
 may then be left to themselves, and will be kept busy a 
 proper length of time repeating the copy. Their first 
 efforts, to be sure, will not be encouraging, but it is 
 astonishing how soon the characters begin to assume 
 form and meaning. The effect is somewhat like that 
 produced by the adjustment of a field- or opera-glass, 
 
HOW TO TEACH READING. xv 
 
 each turn of the screw bringing distant objects into 
 definite and well-defined outline, only the process is 
 much slower. Each step in knowledge is gained by 
 persistent repetitions, nor will the tasks weary when 
 enlivened by proper changes. All busy work has a 
 definite purpose, combining entertainment with in- 
 struction. 
 
 Children will entertain themselves, at first, with 
 colored sticks and splints of different lengths, which, 
 later, they will learn to arrange in definite forms ; dis- 
 sected pictures of animals, paper triangles, squares, 
 and other forms being traced around with pencil on 
 the slate ; pieces of white-wood boards several inches 
 square with one hundred holes arranged in rows of ten 
 each, to be filled with colored pegs or smooth steel 
 nails an inch or an inch and a half long; pin-cushions 
 for arranging forms with pins ; bunches of worsted, 
 each containing duplicate strands of the primary colors 
 and their different shades which are to be separated 
 and matched, — all of which will furnish sufficient em- 
 ployment, amusement, and instruction at the outset. 
 
 The teacher is ever on the alert to keep her school 
 busily employed, whether in recitation or otherwise, 
 for this is the secret of good discipline and natural 
 teaching. 
 
 The plan of inducing children to talk readily and 
 without restraint before reading from the blackboard 
 is an exceedingly important one, and should not be 
 neglected. A very strong point is always gained when 
 we can make the pupils talk, whatever the exercise. 
 
 Formation of vocabulary. — We come now to the 
 formation of a vocabulary which shall consist of just 
 the words we wish to teach before the introduction to 
 
xvi HOW TO TEACH BEADING. 
 
 books. Their number depends upon the time we ex- 
 pect to spend with blackboard exercises. Experience 
 has proved that five months — twenty weeks — may be 
 spent very profitably in this kind of work exclusively, 
 with the warranted expectation of greater progress and 
 better expression in the subsequent reading from books. 
 Three hundred words should be the limit of vocabulary, 
 for only the brightest children will be able to learn this 
 number so as to read them in. every easy combination. 
 Except that it is very desirable to have some uniform 
 list, arranged in natural order and adapted to the 
 capacity of pupils, it matters little whether the words 
 be of easy or difficult orthography, provided their uses 
 are understood, — this point having little connection 
 with sight-reading. 
 
 The following vocabulary is used in the lessons of 
 the reader, with additional words, thus increasing the 
 value of this system of teaching. 
 
 FIRST AND SECOND MONTHS. 
 
 Object- words (represented and taught by means of 
 objects or toys) : — Horse, cow, donkey, dog, hen, nest, 
 basket, apple, doll, fan, mug, cat, bird, bell, ball, bat, 
 top, box, axe, cup, jug, egg, rat, pitcher, 
 
 Have, see, has, is, put, can, will, run, bite. 
 
 A, an, the, red, fat, big, little, pretty. 
 
 I, it, my, me, you, yes, no, not, in. 
 
 THIRD MONTH. 
 
 Man, boy, girl, lamb, fox, tail, fur, feathers, wool, 
 eye, ear, nose, mouth, head, hair, face, hand, feet, 
 kitten, squirrel, chicken, rabbit. 
 
 Do, did, was, are, may, fly, lay, play, hit, like, spin, 
 eat, smell, hear, wash, comb, jump, catch. 
 
HOW TO TEACH READING. xvii 
 
 He, she, we, our, this, that. 
 
 One, two, three, four, five, good, bad, new, old, 
 white, black, gray, right, left, bushy. 
 
 Here, there, where, fast, very, too, now, ever, and, 
 on, of, to, for, with. 
 
 FOURTH MONTH. 
 
 Tree, leaves, grass, hay, fish, boat, water, book, 
 slate, desk, chair, floor, pencil, school, teacher, lady, 
 gentleman, papa, mamma, flower, garden, day, night, 
 bed, morning, evening, Christmas, Santa Claus, present. 
 
 Be, saw, grow, get, make, row, swim, read, write, go, 
 say, thank, please, love, buy, give, gave, should, bring. 
 
 Six, seven, eight, nine, ten, green, yellow, brown, 
 large, small, dark, bright, polite. 
 
 Us, your, his, her, him, they, their. 
 
 Yes, sir; yes, ma'am; no, sir; no, ma'am; why, 
 when, well, at, up, 0, if, always. 
 
 Teach sentences inculcating habits of politeness ; as, 
 " I say i yes, sir,' to a gentleman ;" u I say ' yes, ma'am,' 
 to a lady;" "When I go to bed I say ' good- night;' " 
 I always say ' thank you' and ' if you please,' " etc. 
 
 FIFTH MONTH. 
 
 Brother, sister, baby, house, barn, home, yard, street, 
 summer, winter, snow, ice, pond, hill, sled, sleigh, 
 skates, mittens, hood, fire, stove, wood, coal, sun, moon, 
 star, sky, rain, wheel, wagon, clock, time, o'clock. 
 
 Feel, try, help, let, live, slide, coast, ride, wear, 
 shines, laugh, fall, fell, could, burn, ticks. 
 
 Warm, cold, pleasant, round, hard, soft, sick, happy, 
 beautiful, young, kind, cross, clear, blue, glad, great, 
 long, some, any. 
 
 Who, where, those, these, what. 
 
xviii HOW TO TEACH READING. 
 
 By, down, into, out, over, much, how. 
 
 Fifteen proper names may be added, as desired, to 
 complete the list of three hundred words ; or others 
 substituted for those given. 
 
 Use the plural forms of any of the words and change 
 declarative to interrogative sentences. Reviews are 
 made by combining new words with such as have been 
 learned, the reviews being kept up throughout, until 
 all the words are easily and fluently read at sight. 
 
 First lesson in reading". — Let us now begin our first 
 lesson in reading. The teacher calls the first group of 
 children to the blackboard, selects an object, — a horse, 
 for instance, — holds it before the class, and says, 
 "What have I?" 
 
 Pupils (very promptly) : " You have a horse." 
 
 Teacher (putting the horse into Harry's hand) : 
 " What have you, Harry ?" 
 
 Harry : " I have a horse." 
 
 Teacher (to Harry) : " I am going to write on the black- 
 board what you have just said. What did you say ?" 
 
 Harry repeats in a clear and distinct tone, " I have a 
 horse." 
 
 Teacher : " Very well ! Now watch me as I write it." 
 (Writes in her best hand the sentence.) 
 
 " Now can you read it ?" 
 
 Harry repeats the sentence. 
 
 Teacher : " That is right, only I want you to use the 
 pointer, this time, as you read, just as I do." (Shows 
 him how.) 
 
 Harry takes the pointer and reads the sentence boldly 
 and rapidly (the pointer having a tendency to hasten 
 the delivery). 
 
HOW TO TEACH BEADING. xix 
 
 Teacher : " Very well, indeed ! Who else can read it ?" 
 
 All hands are quickly raised, and each child in turn 
 is allowed to read the sentence, the teacher first placing 
 the object in the hand of the one who is to read. 
 
 Teacher (slyly taking another object from the box 
 near at hand) : " I will now write another sentence 
 and see who is going to read it." (Writes " I have a 
 dog," directly under the first sentence.) 
 
 Very likely some bright eyes have seen the move- 
 ment as well as the object, in which case their hands 
 will be quickly raised ; but if otherwise, she slips the 
 dog into Mary's hand and asks her to read the sentence. 
 She takes the pointer and reads, " I have a dog." 
 
 Teacher : " Harry, you may read your story again." 
 
 Harry points out his sentence and reads it again, as 
 correctly as before. 
 
 Other sentences are written in the same way, under- 
 neath, according to the time it takes, — usually not 
 more than three or four, at first, but very soon giving 
 as many sentences as there are pupils in the group. 
 Each is written with great care, both as to the position 
 of the left extremities of the lines and as to the hand- 
 writing. Each pupil tries to remember his particular 
 sentence, which, even at the first lesson, and before the 
 fifteen minutes have expired, one or more may be able 
 to do. 
 
 As soon as all are able to find their sentences readily, 
 they may exchange objects with one another, then find 
 and read the sentence corresponding with the one in 
 hand. (It is interesting to observe the eagerness with 
 which some children seek the most attractive objects.) 
 By constantly and rapidly changing the objects, inter- 
 est is increased and attention held throughout. 
 
HOW TO TEACH BEADING. 
 
 As soon as possible, require individuals to read all 
 the sentences on the blackboard — usually ten — without 
 the object in hand. This feat is the occasion of no 
 little delight. 
 
 Recognizing words as individuals. — We next re- 
 quire the pupil, immediately after his reading, to point 
 out the object-word, afterwards the remaining words, 
 rapidly. (The articles a, an, and the are never pointed 
 out nor pronounced separately, but always as if they 
 were a part of the word following.) Ten of the object- 
 words are quickly learned, and the succeeding ten in a 
 much shorter time. The moment of recognition of the 
 thought conveyed by the words may be noticed by a 
 careful observer from the expression of the eye and 
 countenance. 
 
 Thus far we have used only " I have" with ten object- 
 words, and we continue with this combination until 
 the twenty-four are learned ; then we may substitute 
 the verb see (or it may be substituted earlier if desired). 
 By this time new words are rapidly learned, and a few 
 adjectives are added, substituting other jffonouns for 
 " I," until, by the end of eight weeks, two, and perhaps 
 three, groups have mastered the whole fifty, reading 
 them in very short and easy combinations. It is a 
 good plan to keep a list of all the words, as fast as 
 they are learned, in some convenient place upon the 
 blackboard, and to apply tests through frequent reviews 
 and by requiring the pupils to read them in columns, 
 up and down. 
 
 The pointer. — The pointer forms a very important 
 factor in learning to read, and is never discontinued 
 during the blackboard exercises. As it must continue 
 moving when once started, the pupil cannot commence 
 
MOW TO TEACH READING. xxi 
 
 until he has glanced through the entire sentence (how- 
 ever short or long) and taken in its full meaning, — a 
 point sometimes not gained until after one or two 
 years in school. The pointer, therefore, breaks up at 
 once all hesitancy, which the observant teacher never 
 allows to appear subsequently. It is not gracefully 
 used at first, but is of so great importance that it is 
 advisable not to check a child's natural impulse by 
 too prematurely correcting his awkwardness. 
 
 Emphasis. — Emphasis like that in the child's con- 
 versation, previously alluded to, may be taught in 
 various ways, though rarely by reading for the pupil 
 to imitate. By repetitions, by various forms of ques- 
 tioning, by calling upon one and another, we may 
 always obtain just the expression we desire, for the 
 children are very apt and quick to detect what is 
 wanted of them. When a pupil gives the correct ex- 
 pression, let the others imitate him rather than the 
 teacher (whose expressions are unnatural in children), 
 if you would have natural reading. Emphasis may 
 be taught by underlining the word to be emphasized, 
 though this should be cautiously done and at rare in- 
 tervals. For instance, it is easy to improve expression 
 by writing sentences like these : 
 
 You have a little doll. 
 
 You have a little doll. 
 
 You have a little doll. 
 
 You have a little doll. 
 
 You have a pretty little doll. 
 Variety — Blackboard - drawings. — In the require- 
 ments we have thus far made of the pupils no step is 
 unintelligible to them. To be sure, they do not recog- 
 nize the characters at first, but the process which leads 
 
xxii HOW TO TEACH BEADING. 
 
 to the recognition is understood and is a very natural 
 order of procedure, keeps the class ever animated and 
 full of expectancy, and creates a desire for what is to 
 follow. The lessons are not distasteful nor overtaxing, 
 but rather one round of pleasure. To a person unac- 
 quainted with the method, and ignorant of the time 
 required for developing the various stages, the first 
 lesson, up to the time of recognition of the characters, 
 may not seem encouraging, but by constant repetitions 
 all will come out right. Make the sentences very short 
 at first, but gradually lengthen them from the third 
 month. The teacher who can draw rapidly and with 
 a fair degree of accuracy will find this talent exceed- 
 ingly serviceable. Through it she will discover many 
 ways of varying the exercises, a few of which are here 
 noted. She may draw an outline of a basket, write 
 the word cat inside, and elicit the expression, " I see a 
 cat in a basket." She may draw a house, an animal, 
 or any object, and call forth appropriate expressions. 
 Again, she may write a sentence expressing some action, 
 requesting the pupil to perform the act, as, " Put the 
 doll in a box," — all of which helps to intensify the 
 delight which the children derive from such instruction. 
 A teacher full of resources and tact will here find 
 ample scope for her talents, and will advance her 
 pupils at the same time at a pace heretofore unknown. 
 Animation and enthusiasm. — As soon as the pupils 
 begin to recognize the words by their script repre- 
 sentations it will be observed that they are following 
 the teacher as she writes them upon the blackboard, 
 with closest attention, whispering each word loud 
 enough to be distinctly heard, as fast as it is written, 
 — a tendency it is well to repress, encouraging silent 
 
HOW TO TEACH READING. xxiii 
 
 recognition instead, — and manifesting an enthusiastic 
 eagerness to read the sentence when completed. This 
 enthusiasm is shown in various ways, leading to great 
 activity in the children ; their eyes beaming, hands and 
 feet in motion, in fact, their whole bodies swaying and 
 dancing* with interest and excitement. These healthful 
 emotions should not be repressed, but encouraged, yet so 
 regulated as naturally and gracefully to occur at the exact 
 moment of full recognition, thus avoiding any semblance 
 of guess-work, which is prohibited from the outset. 
 
 Relation of letters to words, and of words to sen- 
 tences. — Very soon the children evince a disposition 
 to analyze the sentences they see written on the black- 
 board, and intuitively discover that not only are they 
 composed of words, but that the words themselves are 
 made up of letters. Thus they learn their relations and 
 uses, — a new revelation which comes without special 
 instruction or reference. This is the proper time to call 
 attention to them, by the introduction of oral spelling, as- 
 suming that their names are understood, and teaching them 
 in due order in the writing lessons for the slate. 
 
 Pupils not to read until the thought is understood. 
 — The pupils are not called upon to read in turn, as 
 this interferes with that constant expectancy which gives 
 life and energy to the recitation, and recognizes the 
 principle that no one should read until he is master of 
 the thought; they will manifest their readiness by 
 raising the hand. Thus it will not be difficult to elicit 
 strong emphasis, accent, or earnestness of expression, 
 which, otherwise, is not so easily obtained. 
 
 The sentences written on the blackboard to be 
 models of good English. — The number of words in 
 the vocabulary affords opportunity for an endless 
 
xxiv HOW TO TEACH BEADING. 
 
 variety of sentences. Let each represent a real picture 
 and in good English, — not a careless combination devoid 
 of sense or meaning. Wit and humor may be intro- 
 duced, judiciously, adding interest and spice to the 
 exercises. Many a lesson in good morals and manners 
 may likewise be presented in attractive form which will 
 make a lasting impression. 
 
 Transition from script to print. — If twenty weeks 
 are spent in learning to read fluently at sight from the 
 blackboard, — during which time about fifty per cent, 
 of the pupils will learn three hundred words, others two 
 hundred, — good habits will have become established 
 and much greater progress be made than if readers were 
 taken earlier. The transition from script to print is 
 easy and the work of but one or two lessons. When- 
 ever a word is not recognized, simply write it on the 
 blackboard in script and the resemblance is at once 
 noted. 
 
 What to read at this stage is an important question, 
 which can easily be settled, however, by a choice of 
 books which contain selections or pieces similar in style 
 to the blackboard lessons. Short sentences only, con- 
 sisting of not over a single line, are best adapted to the 
 first year's work. The common reading-book, whether 
 primer or first reader, is usually graded too abruptly 
 to be read in course, or fully; therefore it is necessary 
 to make appropriate selections from several books.* 
 
 Neither skill nor natural expression is acquired by 
 the study of a few pieces, but both are rather the 
 result of extensive acquaintance with easy matter. 
 
 *Th'e Header which accompanies these directions is carefully 
 graded for first-year work. 
 
HOW TO TEACH READING. xxv 
 
 Reading-books to be kept in the teacher's posses- 
 sion until read through. — Let the lessons be read but 
 once, or twice at most, and allow the books in the 
 hands of the pupils during the recitation only; this 
 engages closer attention and awakens livelier interest 
 than if they were read in advance; but when com- 
 pleted in the class they may be used advantageously at 
 the desk or in the home. Small, cheap picture-books 
 that are properly graded are very desirable for inde- 
 pendent individual reading, and may be given out as 
 busy work and taken up again before the interest di- 
 minishes. 
 
 Exceedingly important that the whole thought be 
 pictured in the mind in advance of its utterance. — 
 As soon as a group is called out for recitation, require 
 each period to be read in silence by every member, — 
 sufficient time being granted, — then call for volunteers 
 to read it orally, allowing no one to commence until 
 he manifests his readiness ; yet give all an opportunity 
 during every exercise. It is an excellent plan, during 
 the first year, to train the child to grasp the thought at 
 a glance, whether the sentence be long or short, then 
 give the oral expression w T hile either looking from the 
 book or closing it gracefully by the side. This not 
 only induces greater naturalness, more intensity of 
 expression, and fluent rendering, but strengthens the 
 memory and expands the mental grasp. It likewise 
 prevents any attempt at utterance before the thought is 
 understood. When the lesson has been read once in 
 this manner we may call upon the class individually 
 to read the whole lesson. During the second and the 
 third year, it is better for the pupils to read a whole 
 paragraph at a time with the book in hand and with- 
 
xxvi HOW TO TEACH READING. 
 
 out looking from the page, unless occasionally at a 
 period. 
 
 How to teach spelling". — Before commencing a new 
 lesson, write all new or difficult words on the black- 
 board, covering each quickly with a book and calling 
 upon some one to spell it orally; before erased, call 
 for original sentences which may show the right use 
 of the words. Once a day require the pupils to write 
 all the most difficult words in blank-books, and once 
 a week review what is written in the blank-books. 
 
 This is one of the best ways of teaching spelling, 
 and requires not more than five minutes' time (except- 
 ing the written spelling), leaving ten for the reading. 
 It should be the aim to have every word understood 
 both as to its orthography and its definition or use, but 
 to waste no time on familiar words. 
 
 Whenever a pupil fails to do acceptable work or lags 
 behind his class he should be placed in a lower grade 
 with easier reading. Likewise, whenever a pupil 
 shows a tendency to hesitate, let him read again from 
 the blackboard with a pointer, or with the book closed. 
 
 Do not accept any reading — at least do not pass it 
 by — until the expressions are just right. Exaggeration, 
 even, is far more desirable than monotonous reading, 
 and is not altogether out of place with young pupils. 
 
 Facial expression, gesture, movement of the head, 
 etc., are legitimate, exceedingly enjoyable to children, 
 and very easily and naturally called forth. It is a true 
 principle in the education of our little folks to require 
 an active exercise of the faculties, doing with all the 
 might for a short time only, then changing to some- 
 thing lighter and easier. 
 
ALPHABET 
 
 >2^ 
 
 A a b C c 
 
 D d E e F f 
 
 G- g H.h I i 
 
 J j K k LI 
 
 Mm 1ST n O o 
 
ALPHABET 
 
 8 S 
 
 y 
 
 ^is 
 
 P p Q q R r 
 
 T t U u 
 
 V v W w X x 
 
 Y y Z z 
 
 
 
 1234567 890 
 
The Beginner's Reading -Book. 
 
 I see a horse 
 
 I have a horse. 
 
 Have you a horse? 
 
8 
 
 LESSON II 
 
 LESSON II 
 
 A>^n^^d€^^^y^n^ 
 
 I can see a cow. 
 
 The cow can see me. 
 
 Can you see the cow? 
 
 < 
 
LESSON III. 
 
 LESSON III. 
 
 i^sy^?Pt^. 
 
 See my big clo< 
 
 '/i^zn^/^z/. 
 
 Have you a big clog? 
 
 '^M^^^^yny. 
 
 My big dog can bite, 
 
10 
 
 LESSON IV. 
 
 LESSON IV. 
 
 '^£j/^Z/. 
 
 This is a fat donkey. 
 
 ■/9W. 
 
 You have no donkey, 
 
 ^ 
 
 -a/. 
 
 No, I have a big horse, 
 
LESSON V. 
 
 11 
 
 LESSON V. 
 
 -^Jy^ay. 
 
 This is a hen. 
 
 It is my hen. 
 
 '^Z/. 
 
 x^z^J^ 
 
 My hen has a nest. 
 
12 
 
 LESSON VI. 
 
 LESSON VI 
 
 \^£Jy 
 
 My basket is full. 
 
 You can see the apples 
 
 Will you have an apple? 
 
LESSON VII 
 
 13 
 
 LESSON VII. 
 
 '^J//^Z/. 
 
 This is a big doll. 
 
 -^^^A^/^u^. 
 
 The doll has a pretty fan. 
 
 (j/^//?U7i/, 
 
 >^^< 
 
 Is it not a pretty doll? 
 
 P 
 
14 
 
 LESSON VIII. 
 
 LESSON VIII 
 
 Will you have the mug? 
 
 It is not a little mug. 
 
 
 Tom has a pretty mug. 
 
LESSON IX. 
 
 15 
 
 LESSON IX. 
 
 
 Can the cat see the bird? 
 
 I can see a bell on the cat. 
 
 '/za<n/, 
 
 The cat can not get the bird. 
 
16 
 
 LESSON X. 
 
 LESSON X. 
 
 Frank has a ball 
 
 y 
 
 '/Z>tZ^/^/k^slfL&'. 
 
 He can hit the ball. 
 
 Hit the ball with the bat 
 
LESSON XL 
 
 17 
 
 LESSON XI 
 
 i^^^/iaJy^y, 
 
 'sU^s^fts 
 
 Ned has a little red top. 
 
 :^k^^y. 
 
 '^J^M^^/uJyyU^y, 
 
 
 Ned can spin his red top. 
 
 He can spin it on the box, 
 
18 
 
 LESSON XII 
 
 LESSON XII 
 
 This boy lias an axe. 
 
 Can he cut with it ? 
 
 Yes, he can cut with his axe. 
 
LESSON XIII. 
 
 19 
 
 LESSON XIII. 
 
 This is Harry. 
 Harry is a big boy. 
 He has a pretty basket. 
 The basket is full of eggs. 
 
 I saw two eggs. 
 They were in a nest. 
 A fat hen saw them. 
 Did you see the fat hen ? 
 
20 
 
 LESSON XIV. 
 
 LESSON XIV. 
 
 See the big rat run ! 
 See the little dog run ! 
 Let me see you run, big dog, 
 Let me see you bite the rat. 
 
 Will the dog bite the rat ? 
 The little dog will bite it. 
 The big dog will not bite it. 
 The little dog is my dog. 
 
LESSONS XV., XVL, XVII. 21 
 
 LESSON XV. 
 
 Frank has a cat. 
 
 It is in the basket. 
 
 Do you see the basket ? 
 
 Oh, yes; I see the basket. 
 
 I can see the cat, too. 
 
 LESSON XVI. 
 
 Do you see the ball ? 
 Yes, I see the ball and bat. 
 Do not hit me, Tom. 
 Let me hit the ball. 
 Let me have the bat. 
 
 LESSON XVII. 
 
 I see a rat in the box. 
 
 Will it bite me ? 
 
 No, it will not bite you. 
 
 Is it a big rat ? 
 
 No, it is a little rat. 
 
22 LESSONS XVIIL, XIX., XX. 
 
 LESSON XVIII. 
 
 I see an axe. 
 May I have it ? 
 No, it will cut you. 
 I will not let it cut me. 
 I will cut the log. 
 
 LESSON XIX. 
 
 Do you have a mug ? 
 Do you have a jug ? 
 Do you have a fan ? 
 I do not have a jug. 
 I have a mug and a fan. 
 
 LESSON XX. 
 
 Put the apple in the basket, 
 Put the bell on the cow. 
 Put the egg in the nest. 
 Put the bird on the nest. 
 Put the nest in the tree. 
 
LESSONS XXL, XXIL, XXIII. 23 
 
 LESSON XXI. 
 
 I see a tin can. 
 
 Can yon see the can ? 
 
 Yes, I can see a can and a pitcher. 
 
 I can put the can in the pitcher. 
 
 Can you do it \ 
 
 LESSON XXII. 
 
 Have you a horse ? 
 
 Have you a dog ? 
 
 Have you a cow ? 
 
 Yes, I have a horse and a dog. 
 
 No, I have no cow. 
 
 LESSON XXIII. 
 
 Is it a bell ? 
 
 It is not a bell. 
 
 Is it a ball ? 
 
 It is a ball. 
 
 It is a big red ball. 
 
24 LESSONS XXIV., XXV., XXVI. 
 
 LESSON XXIV. 
 
 Can a donkey run 1 Yes. 
 Can a cow run ? Yes. 
 Can a horse run ? Yes. 
 Have you a donkey ? Yes, 
 Have you a horse ? Yes. 
 
 LESSON XXV. 
 
 Is it a nut ? No. 
 Is it a mat ? No. 
 Is it a top 1 No. 
 Is it a box ? No. 
 Is it a basket ? Yes. 
 
 LESSON XXVI. 
 
 I have a little cup. 
 You have a little saucer. 
 Put the cup in the saucer. 
 You may have the cup. 
 I will have the saucer. 
 
LANGUAGE LESSONS. 
 
 25 
 
26 LESSONS XXVII, XXVIII. 
 
 LESSON XXVII. 
 
 I have a doll. 
 The doll has a fan. 
 Have you a mug ? 
 No, I have a jug. 
 It is not a big jug. 
 It is a little jug. 
 Can you see my jug ? 
 
 LESSON XXVIII. 
 
 The boy has a cap. 
 
 Have you a cap ? 
 
 No, I have no cap. 
 
 I have a hat. 
 
 Has the boy a hat ? 
 
 Yes, he has a hat and a cap. 
 
 Let me see the hat and the cap, 
 
 I will have a cap and a hat. 
 
. LESSONS XXIX., XXX 27 
 
 LESSON XXIX. 
 
 I am a girl. 
 
 I am a little girl. 
 
 See my pretty doll. 
 
 See me put the cap on the doll. 
 
 The doll can not see me. 
 
 I can see the doll. 
 
 Can you see the cap ? 
 
 See the cap on the pretty doll. 
 
 LESSON XXX. 
 
 It is a big cat. 
 
 It is a big doll. 
 
 The cat can run. 
 
 The doll can not run. 
 
 Will the cat bite the doll 1 
 
 The cat is on the mat. 
 
 Pretty cat, can you bite ? 
 
 The boy and girl are on the mat. 
 
 Put the cup and mug on the mat. 
 
28 LESSONS XXXL, XXXIL 
 
 LESSON XXXI. 
 
 Run, little rat, run. 
 
 A cat will eat a rat. 
 
 Will a rat bite a cat ? 
 
 Eat the rat, pretty cat. 
 
 The cat and the rat can run. 
 
 Can the girl get the cup ? 
 
 The girl can get the cup. 
 
 She can get the cup and saucer. 
 
 LESSON XXXII. 
 
 See the hen on the nest. 
 
 Is the nest in the tree ? 
 
 No, it is in the box. 
 
 Little red hen, can you see me ? 
 
 Can you see me, I say 1 
 
 Have you an egg in the nest ? 
 
 Lay a big white egg for me. 
 
 Lay two white eggs for Ned and me, 
 
 Ned, you may have the eggs to eat 
 
LESSORS XXXIII, XXXIV. 29 
 
 LESSON XXXIII. 
 
 See the nest. 
 
 Is the bird in the nest ? 
 
 Yes, the bird is in the bird's nest. 
 
 Is the bird's nest in the box ? 
 
 No, the bird's nest is in the tree-top. 
 
 The pretty bird has a pretty nest. 
 
 Can the cat catch the pretty bird ? 
 
 LESSON XXXIV. 
 
 One, two, three ! 
 
 Catch me if you can ! 
 
 Catch me, Ned, catch me ! 
 
 I will run to the tree. 
 
 Can May catch Ned ? 
 
 Ned can catch May. 
 
 He can not catch me. 
 
 Ned has a cup and a ball. 
 
 The ball is in the cup. 
 
 Can you catch the ball in the cup? 
 
30 LESSONS XXXV., XXXVI. 
 
 LESSON XXXV. 
 
 Can you see my hat ? 
 
 It is not a new one. 
 
 I put it on the box. 
 
 Old cat, have you had my hat ? 
 
 I can not wear my new hat. 
 
 I have to wear my old one. 
 
 Who has my old white hat 1 
 
 Oh, I see it ! I see it ! 
 
 It is in the big basket. 
 
 I can not play if I have no hat. 
 
 LESSON XXXVI. 
 
 My dog is a good dog. 
 
 My cat is a good cat. 
 
 Tom has a big, fat dog. 
 
 My dog is a little dog. 
 
 I love my dog and cat. 
 
 My dog is good to my cat. 
 
 My cat plays with my dog. 
 
 A good dog will not bite a good cat, 
 
LESSONS XXXVIL, XXXV1IL 31 
 
 LESSON XXXVII. 
 
 Have you two fans ? 
 
 Who has my fan ? 
 
 Have you the fan, Roy ? 
 
 Has Eva the fan ? 
 
 Some one has my fan. 
 
 I will see if Alice has it. 
 
 Yes, Alice has my pretty fan. 
 
 LESSON XXXVIII. 
 
 Dolls! dolls! dolls! 
 Big dolls ! Little dolls ! 
 Dolls with hats ! 
 Dolls with fans ! 
 Dolls with wax heads ! 
 Dolls with no heads ! 
 Pretty wax dolls ! 
 Old dolls ! New dolls ! ■ 
 Alice plays with dolls. 
 Can you see Alice's dolls ? 
 Alice is a very good girl. 
 
32 LESSONS XXXIX., XL. 
 
 LESSON XXXIX. 
 
 See the red apple. 
 It is a pretty apple. 
 It is a big apple, too. 
 I like red apples. 
 Is this one for me 1 
 It is for some one. 
 Who can it be ] 
 Oh, I can tell. 
 It is for the baby. 
 
 LESSON XL. 
 
 I like to run. 
 
 I like to play. 
 
 Some boys like to jump. 
 
 Can you jump ? 
 
 Do you like to play ? 
 
 -You can not see me. 
 
 I am in the big basket. 
 
 Baby is in the basket, too. 
 
 Pretty little baby, I love you 
 
LESSONS XLL, XLII. 33 
 
 LESSON XLL 
 
 Who has my bat ? 
 
 I had a pretty reel bat. 
 
 Tom has a bat, too. 
 
 Tom's bat is a live bat. 
 
 It is in an old box. 
 
 His bat can catch flies. 
 
 My bat can hit a ball. 
 
 Tom's bat likes to eat flies. 
 
 Would you like to see Tom's bat ? 
 
 Would you like to see it eat flies I 
 
 LESSON XLII. 
 
 A bird can fly. 
 
 A bat can fly. 
 
 A fly can fly. 
 
 Let me see you fly, little fly. 
 
 Do not fly upon the box. 
 
 The bat will eat you if you do. 
 
 Fly away, little fly, fly away ! 
 
 I would not let the bat eat me. 
 
34 LESSONS XLIIL, XLIV. 
 
 LESSON XLIIL 
 
 Tell me your name, little boy. 
 
 Can you bat a ball ? 
 
 Can you spin a top ? 
 
 Can you catch a fly ? 
 
 Can you catch a horse ? 
 
 A horse can run fast. 
 
 Can you run fast ? 
 
 A horse can run very fast. 
 
 Can you run very, very fast ? 
 
 LESSON XLIV. 
 
 My name is Joe. 
 
 I can bat a ball. 
 
 I can spin a top. 
 
 I can catch a fly. 
 
 I can run very fast. 
 
 I can not catch a horse. 
 
 I can catch a boy. 
 
 I can play catch with a boy. 
 
 I can do all this. Can you ? 
 
lessons xl v., xl vi. 35 
 
 LESSON XLV. 
 
 Look ! look ! look ! 
 
 See my top spin ! 
 
 Do you like to spin a top ? 
 
 My top is not a very big one. 
 
 It is not a very little one. 
 
 Has Rob one he can spin ? 
 
 No, he has no top, now. 
 
 He lost it in the hay. 
 
 I will let Rob have one. I have two. 
 
 LESSON XLVI. 
 
 You are a good old cow. 
 
 Look in my basket. 
 
 I have some hay for you. 
 
 Do you not see it ? 
 
 Will you have some ? 
 
 You like hay, do you not ? 
 
 You may have some of it. 
 
 Yes, you may have all of it. 
 
 You can eat it all, can you not ? 
 
36 LESSONS XLVIL, XLVIll. 
 
 LESSON XLVII. 
 
 John ran. 
 He ran fast. 
 He ran very fast. 
 Did the horse run ? 
 Yes, the horse ran. 
 Did John catch him ? 
 Yes, he did catch him. 
 The horse likes John. 
 John likes the horse. 
 
 LESSON XLVIII. 
 
 Go away ! Go away ! 
 
 You bad boy, go away, I say. 
 
 You hurt Emma and made her cry, 
 
 You should not hurt a little girl. 
 
 So, go away, you bad boy ! 
 
 I do not love you, at all. 
 
 I will not play with you, now. 
 
 I will love you when you are good, 
 
 No one can love a bad boy. 
 
LANGUAGE LESSONS. 
 
 37 
 
 Mv 
 
 X 
 
38 LESSONS XLIX., L. 
 
 LESSON XLIX. 
 
 This is my jug. 
 
 It is a new jug. 
 
 This mug is an old one. 
 
 You may have the new jug. 
 
 I will play with the old mug, 
 
 I keep my things in this box. 
 
 Will you play with my play-things ? 
 
 Yes, I would like to play with them. 
 
 You have very pretty play-things. 
 
 LESSON L. 
 
 Here are four nuts. 
 
 Four big nuts in this box. 
 
 I like to eat nuts and apples. 
 
 My doll can not eat nuts. 
 
 I will play that she can. 
 
 I will now give her one. 
 
 Here is a nut for you, little doll. 
 
 Let me see you eat your nut. 
 
 Why do you not try to eat it ? 
 
LESSON LL 39 
 
 REVIEW. 
 
 LESSON LI. 
 
 See my pretty wax doll ! 
 Tom, Tom, get it for me. 
 Where is the doll, Alice ? 
 The dog has my best doll. 
 How did he get it ? 
 I let Mary play with it. 
 She let it fall on the floor. 
 The dog ran away with it. 
 Oh, do get it for me ! 
 Look ! see the dog now. 
 He is up in the hay. 
 Has he lost the doll, Tom ? 
 Oh, no ; it is in the hay. 
 Here are some ecws, too. 
 Four, five white eggs. 
 Here, Alice, catch your doll. 
 
40 LESSON LIL 
 
 REVIEW. 
 
 LESSON LIL 
 
 One, two, three, four ! 
 
 Catch me, if you can. 
 
 See how fast I can run ! 
 
 Run, Ned ; run and catch me. 
 
 Ned is your name, is it not ? 
 
 No, my name is not Ned. 
 
 Then it is Frank, is it not ? 
 
 No, Frank is not my name. 
 
 Is it Harry ? No, did you say ? 
 
 Let me see. Is it George ? 
 
 Yes, my name is George. 
 
 I like the name of George. 
 
 I would like to play with you. 
 
 See if you can catch me. 
 
 Now, I will try to catch you. 
 
 Is that your little dog ? 
 
 It is my dog. His name is Hero, 
 
 What a pretty name for a dog ! 
 
LESSON LI1L 41 
 
 REVIEW. 
 
 LESSON 1*111. 
 
 See the bat fly. 
 Catch 'him ! catch him ! 
 Josie, get a box for him. 
 Oh, we cannot catch a bat. 
 What do we see in the apple-tree ? 
 It is a nut-tree, not an apple-tree. 
 It is a big boy in the tree. 
 Will he get some nuts for us ? 
 I would like some good nuts. 
 No, he will get a bird's nest. 
 The bird's nest has little birds in it. 
 Hear the old bird cry, you big boy. 
 You should not get the bird's nest. 
 Fly at him, big birds ; fly at him. 
 You love your dear little birds. 
 How would you like it, 
 
 if you were one of the little birds, 
 
 you bad boy ? 
 
42 LESSON LIV. 
 
 REVIEW. 
 
 LESSON LIV. 
 
 A big dog sat on a mat. 
 
 A fat cat sat on a log. 
 
 A white hen sat on her nest. 
 
 A little baby sat on the floor. 
 
 Joe sat up in the tree-top. 
 
 The dog and the cat saw him. 
 
 So did the baby and the hen. 
 
 Joe could see them all. 
 
 He loves little baby Belle. 
 
 He jumps down to play with her, 
 
 He gets his big basket. 
 
 It is full of play-things. 
 
 Here is a little brown jug. 
 
 There is a pretty red mug. 
 
 See ! a pitcher, a bell, a box, 
 
 A cup and saucer, an axe, 
 
 A rat, a bird, a horse, a cow, 
 
 A ball, a bat, and a donkey. 
 
LANGUAGE LESSONS. 
 
 43 
 
44 LESSONS LV., LVL 
 
 LESSON LV. 
 
 Oh, do look at the squirrel ! 
 Where is he ? 
 He is in that tree. 
 See his bright eyes ! 
 See his bushy tail ! 
 See how pretty he is ! 
 He has a nut in his paws. 
 Look ! see him eat the nut. 
 Ah ! he sees us now. 
 
 LESSON LVI. 
 
 Come and sit on the hay. 
 
 What shall we do there ? 
 
 We will sit down and talk. 
 
 We can tell what we like best, 
 where we would like to go, 
 where we would like to live, 
 what we would like to eat, 
 and what we would like to wear 
 
 Come, Grace, you tell first. 
 
LESSONS LVIL, LVIII. 45 
 
 LESSON LVII. 
 
 I have two hands. 
 One is my right hand. 
 One is my left hand. 
 I have two feet. 
 One is my right foot. 
 One is my left foot. 
 Has kittv two hands? 
 Oh, no ! she has no hands. 
 She has four feet, or paws. 
 
 LKSSON LVIII. 
 
 How do you do, kitty? 
 Where is your mamma ? 
 Has she run away from you ? 
 Poor little kitty ! 
 I will get you some-thing to eat. 
 Is your mamma good to you ? 
 Does she catch mice for you ? 
 Let me pat you, kitty, dear. 
 You are a good little kitten. 
 
46 LESSONS LIX, LX. 
 
 LESSON LIX. 
 
 I saw the hen. 
 
 She was in the coop. 
 
 I saw the bird. 
 
 It was in the cage. 
 
 I saw the rabbit. 
 
 It was in the grass. 
 
 I saw the white sheep. 
 
 It was in the pen. 
 
 I saw the sly old fox. 
 
 It was near the hen-coop. 
 
 Where was I ? I will not tell. 
 
 LESSON LX. 
 
 The fox has a hen. 
 
 He is a sly fox. 
 
 He will eat the hen. 
 
 He will have her for his dinner. 
 
 See how her feathers fly ! 
 
 Why don't you fly away, old hen ? 
 
 Poor hen ! you cannot get away. 
 
LESSONS LXL, LXIL 47 
 
 LESSON LXI. 
 
 Here is a little pigeon. 
 Its tail is like a fan. 
 We call it a fan-tail. 
 I will see if I can catch it. 
 I can have it if I do. 
 I like fan-tail pigeons. 
 
 LESSON LXIL 
 
 I love you, pretty sheep. 
 
 I wear your wool. 
 
 It is in my cap. 
 
 It is in my coat. 
 
 I thank you for your wool. 
 
 It looks so white. 
 
 It feels so soft. 
 
 It keeps me very warm. 
 
 I .would not hurt you. 
 
 You would not hurt me, I know, 
 
 May I not pat you ? 
 
 May I not play with you ? 
 
48 
 
 LESSON LXIII. 
 
 LESSON LXIII 
 
 George has a white rabbit. 
 Have you a rabbit, Grace ? 
 Yes, but my rabbit is black. 
 Papa gave him to me. 
 Oh, how I like rabbits ! 
 You cannot catch him, George. 
 I can catch him, if you can. 
 No, he will run away from you. 
 He likes me, and I can catch him 
 
 and put him in a basket. 
 If you can catch him 
 
 I will let you have him. 
 
LESSON LXIIL 49 
 
 Alice has three little rabbits. 
 One is a little black rabbit. 
 One is a little white rabbit. 
 One is black and white. 
 My rabbit likes to run and jump. 
 Do not let the dog see him. 
 Why not ? He cannot catch him. 
 The name of my rabbit is Bunny. 
 If I say " Bunny, Bunny, Bunny/' 
 he will run to me. 
 
 I see with my eyes. 
 I hear with my ears. 
 I eat with my mouth. 
 I smell with my nose. 
 I feel with my hands. 
 I walk with my feet. 
 I can see, smell, and feel. 
 I can eat, walk, and hear 
 
50 
 
 LESSON LXIV. 
 
 LESSON I. XIV 
 
 Let us play with our dolls 
 here on the green grass. 
 
 Here is my best new doll, 
 
 and there is your pretty doll, 
 
 I will put on a blue dress, 
 and a blue hat to match it, 
 for my doll has blue eyes. 
 
 Your dolly will look best 
 if she has on a white dress. 
 
LESSON LXIV. 51 
 
 Her eyes are black, you see, 
 
 and she will look pretty in white. 
 
 What is your doll's name? 
 
 Jane Ann ? What a name ! 
 
 Here come Frank and George ! 
 
 Shall we let them play with us ? 
 
 They can play with their tops 
 if they do not like our dolls. 
 
 I know T them. They are good boys. 
 
 Little boy blue, 
 
 Come blow your horn ; 
 The sheep is in the meadow, 
 
 The cow is in the corn. 
 Where is the little boy 
 
 That looks after the sheep ? 
 He is under the hay-cock, 
 
 Fast asleep. 
 
52 
 
 LESSON LXV. 
 
 LESSON LXV 
 
 IV A« 
 
 i% v * vz 
 
 ^StiMM 
 
 wv 
 
 I have a new basket. 
 
 See it in my hand. 
 
 Tell me in which hand it is. 
 
 It is in your left hand. 
 
 What have I in my right hand ? 
 
 You have a box in your right hand. 
 
 Tell me what I have in the box. 
 
 I do not know. I cannot tell. 
 
 See if you cannot guess it. 
 
LESSON LXV. 53 
 
 Is it a ball ? It is not. 
 Is it a doll ? It is not a doll. 
 Is it a fan ? No ; guess again. 
 Is it some-thing alive 1 It is. 
 Is it a kitten ? It is not a kitten, 
 Has it soft fur ? It has no fur. 
 Has it two eyes and four feet ? 
 No, it has two eyes and two feet. 
 Can it run, jump, or hop ? 
 It can run, jump, hop, and fly. 
 Oh ! I think it must be a bird. 
 Yes, it is a little yellow bird. 
 
 Two little black-birds sat upon a hill, 
 One named Jack, the other named Jill. 
 Fly away, Jack ; fly away, Jill ; 
 Come again, Jack ; come again, Jill. 
 
54 
 
 LESSON LXVI. 
 
 LESSON LXVI 
 
 mr 4 \ F 
 
 4^(A-^>^ :,y 
 
 
 Here are four children, — 
 
 Tom, Grace, Ida, and Edith. 
 
 See Tom toss the ball. 
 
 Catch it, Ida, catch it ! 
 
 Now toss it to Edith. 
 
 Edith, toss it back to Tom. 
 
 See how high you can toss it, Tom 
 
 Look out, here it comes ! 
 
 Why did you not catch it ? 
 
 There ! now you have it ! 
 
LESSON LXVL 55 
 
 Let Grace play with us. 
 See how she will toss the ball ! 
 She can toss it with her right hand, 
 and catch it with her left hand. 
 She can catch w T ith both hands. 
 Ida and Edith use two hands. 
 Tom catch-es in his right hand. 
 Oh, it is such fun to play ball ! 
 
 One and one are two. 
 Two and one are three. 
 Three and one are four. 
 Four and one are five. 
 Five and one are six. 
 Six and one are seven. 
 Seven and one are eight. 
 Eight and one are nine. 
 Nine and one are ten. 
 Ten and one are eleven. 
 
56 
 
 LESSON LXVIL 
 
 LESSON LXVII. 
 
 Here is a fox ! a sly old fox ! 
 He has a big, bushy tail, 
 
 sharp teeth, and bright eyes. 
 He is after the pretty chickens. 
 Look up, little chickens, look up ! 
 Do you not see that big old fox ? 
 He will bite your yellow wings, 
 
 and spoil your pretty feathers. 
 Look up, old hen, look up ! 
 
 and see that sly old fox. 
 Take good care of your little ones. 
 
LESSON LXVIL 57 
 
 Why do you not look up, old hen ? 
 Run to us, little chicks ! run to us ! 
 We will take good care of you. 
 The big dog will not hurt you. 
 Why must a fox eat a fat hen, 
 or a pretty little baby chicken ? 
 
 Once I saw a little bird 
 
 Come hop, hop, hop ; 
 So I cried, " Little bird, 
 
 Will you stop, stop, stop V 
 And was going to the window 
 
 To say, " How do you do V 
 But he shook his little tail 
 
 And far away he flew. 
 
58 LESSONS ZJCVIIL, LXIX. 
 
 LESSON LXVIII. 
 
 Oh, you naughty, naughty girl ! 
 How did you tear your dress ? 
 It was such a pretty dress ! 
 It was your new dress, too. 
 What will mamma say ? 
 She is such a kind mamma, 
 
 and always so good to you ! 
 She will feel very sorry 
 
 when she sees her little girl. 
 
 LESSON LXIX. 
 
 I see the tear in my dress. 
 It is not my new dress ; 
 
 and I am not a naughty girl. 
 Mamma will not blame me, I know. 
 She loves me too much for that. 
 I shall tell her how it was done. 
 Sometimes, I know, I am naughty, 
 
 but I have been good to-day. 
 I did not tear my pretty dress. 
 Miss Puss did it with her sharp claws. 
 
LESSONS LXX, LXXL 59 
 
 LESSON LXX. 
 
 My little doll, 
 
 I must wash your face, 
 
 and I must comb your hair. 
 You cannot go with me 
 
 if you are not clean. 
 Look at my face 
 
 and look at my hands. 
 See how clean they are ! 
 My mamma keeps me clean, 
 
 so I must keep you clean. 
 
 LESSON LXXI. 
 
 Let us call on Rose ; 
 
 she is my play-mate. 
 I know you would like Rose. 
 We can play any-thing you like. 
 She has some very pretty dolls. 
 You must take care of your fur cloak. 
 It is too nice to wear at play. 
 I think you can keep it clean. 
 
60 LESSONS LXXIL, LXXIIL 
 
 LESSON LXXII. 
 
 Dick is a gray cat. 
 
 He is a dear old cat. 
 
 He has a rough tongue. 
 
 He has very sharp teeth. 
 
 See how nice and clean he is ! 
 
 Did you ever see him wash his face? 
 
 Did you ever see him wash his paws? 
 
 Do you hear him purr now ? 
 
 How many toes has the cat ? 
 
 Count them, and see if you can tell. 
 
 LESSON LXXIIL 
 
 I love little pussy, 
 
 Her coat is so warm, 
 And if I don't hurt her, 
 
 Shell do me no harm. 
 So 111 not pull her tail, 
 
 Nor drive her away, 
 But pussy and I 
 
 Very gently will play. 
 
LESSONS LXXIV., LXXV. 61 
 
 LESSON LXXIV. 
 
 Little boy, little boy, 
 
 do not hurt the fly ! 
 It cannot hurt you. 
 It has tiny wings. 
 It has six little legs. 
 It has many eyes. 
 You have no wings. 
 You have but two legs. 
 You have only two eyes. 
 What can the fly do 
 
 that you cannot do ? 
 It can walk on the floor. 
 That you can do. 
 It can walk on the wall. 
 Ah ! that you cannot do. 
 
 LESSON LXXV, 
 
 Baby-bye, here's a fly ; 
 Let us watch him, you and I. 
 How he crawls on the walls ! 
 Yet he never falls. 
 
62 LESSONS LXXVL, L XX VII 
 
 LESSON LXXVI. 
 
 Where are you, little boy ? 
 Here I am. Can't you see me ? 
 No, I cannot see you. 
 Look up high on the hay ! 
 Oh, there you are, you rogue ! 
 Will you come up here, too ? 
 No, I am afraid to go so high. 
 I have found a hen's nest. 
 There are five white eggs in it. 
 I will put them in my hat. 
 I must not take all the eggs. 
 I must leave one for a nest-egg. 
 I wish you would come up here 
 and help me get the eggs. 
 
 LESSON LXXVII. 
 
 A little boy went into a barn 
 And lay down on some hay ; 
 
 An owl came out and flew about, 
 And the little boy ran away. 
 
LESSON LXXVIII. 
 
 63 
 
 LESSON LXXVIII. 
 
 -• 
 
 / 
 
 wr • 
 
 I am going to the barn 
 to look for some chickens. 
 
 It is three weeks to-day 
 since papa set the hen. 
 
 Oh, here you are, little ones, 
 on the nest with your mamma ! 
 
 Why does not the hen feed you ? 
 
 Old hen, I will feed them for you. 
 
 Do see the little chickens eat ! 
 
 Do you love your chickens, old hen ? 
 
 Why don't you feed them, then ? 
 
 Run away from the nest, little dog ! 
 
 The old hen will fly at you. 
 
64 LESSONS LXXVIIL, LXXIX. 
 
 You sly old cat, don't come near. 
 
 You cannot have the chickens. 
 
 You would eat them if you could. 
 
 I cannot let you stay here. 
 
 There were ten eggs in the nest. 
 
 Here are but five chickens. 
 
 One of them has the shell on its back 
 
 When will the hen leave the nest ? 
 
 I wish she would come off now ! 
 
 You dear little chickens, 
 I want to play with you 
 and take you in my hands. 
 
 LESSON LXXIX. 
 
 Willy boy, Willy boy, 
 
 where are you going ? 
 I will go with you, if I may. 
 I am ffoinff to the meadows 
 
 to see them mowing. 
 I am going to see them make the hay, 
 
LESSON LXXX. 
 
 65 
 
 LESSON LXXX 
 
 Oh, you naughty boy ! 
 You are not kind to puss. 
 Why did you hit her so hard ? 
 You hurt her and made her run. 
 Come to me, little pussy. 
 Ned shall not hit you again. 
 I will be good and kind to you. 
 Come here to me ! That is right ! 
 I will not let Ned hurt you. 
 
QQ LESSON LXXX. 
 
 You ran after his ball. 
 
 I saw you try to play with it. 
 
 Ned was very un-kind to you. 
 
 You are a good little pussy. 
 
 You catch all the mice. 
 
 You do not catch the little birds. 
 
 You let me play with you, 
 
 and you like to play with me. 
 You would not bite nor scratch 
 
 any one who treats you well. 
 Ned shall not treat you so again. 
 I have a pretty bird in the cage. 
 If you do not come too near, 
 
 it will sing for you. 
 Will you sing little bird ? 
 Will you let pussy hear you sing ? 
 She shall not hurt you. 
 I will hold her in my lap. 
 
LESSON LXXXL 67 
 
 REVIEW. 
 
 LESSON LXXXL 
 
 The cat has four paws. 
 The fox has a bushy tail. 
 Hold my doll in your lap. 
 Have you a white pigeon? 
 Bertha ran away from me. 
 Come and eat your dinner. 
 Is there one for each of us ? 
 The squirrel is eating a nut. 
 I did not leave my hat there. 
 Will the dog let you pat him ? 
 Can you hear that loud noise ? 
 Here I am. Can you see me ? 
 Here are the sheep in the pen. 
 Do you hear mamma call you ? 
 Baby is four weeks old, to-day. 
 Grace is playing with the rabbit. 
 See the bright feather on the hat. 
 Here is the little lamb with its mother. 
 
68 LESSON LXXXIL 
 
 REVIEW. 
 
 LESSON LXXXIL 
 
 My hands are clean. 
 I feel very warm here. 
 Be kind to one another. 
 See the yellow butterfly. 
 I shall not go with them. 
 Be gentle with each other. 
 Do look at that blackbird ! 
 Do you know how to sing I 
 Can you toss the ball high ? 
 Why was Hero in the coop ? 
 They cannot guess my name. 
 Will you walk fast if I will ? 
 Oh, how did I tear my dress ! 
 Sometimes I help my mamma. 
 You must hear me when I call. 
 You must not blame me for that. 
 Jack count-ed the gray cat's toes. 
 
LESSON LXXXIII. 69 
 
 REVIEW, 
 
 LESSON LXXXIII. 
 
 Why did you do that ? 
 He would like a basket. 
 See the stars in the sky. 
 I had such a good apple. 
 I can comb my own hair. 
 Edith will help you both. 
 They have very bright eyes. 
 They have not called for us. 
 The robin flew into the cage. 
 How did you tear your coat ? 
 Does every one treat you well ? 
 May I look out of the window ? 
 Are you afraid of me, Charlie 1 
 Where did you buy your cloak ? 
 Did you ever bite your tongue ? 
 I will buy a blue and a red box. 
 Hear the cow say, " M-o-o ! m-o-o." 
 The baby cried when she was hurt. 
 
70 LESSON LXXXIV.^ 
 
 REVIEW. 
 
 LESSON LXXXIV, 
 
 See the yellow buttercups ! 
 How pretty the blue-bells look ! 
 How many wings has a bird ? . 
 How many toes has a dog ? 
 How many legs has a fly ? 
 How many stars in the sky ? 
 Do you see that red bird-cage ? 
 Look out for the cow's horns ! 
 Count the chickens in the coop. 
 The cat has a rough tongue. 
 The chicken is in the egg-shell. 
 Papa dear, we thank you. 
 Bunny will run in the grass. 
 I went away with mamma. 
 This little girl came to play, too. 
 May I walk with you, Edith ? 
 Do hear that old gray cat. 
 The horse will take me on his back. 
 
LESSON LXXXY. 71 
 
 REVIEW. 
 
 LESSON LXXXV, 
 
 They cannot walk so far. 
 We cannot do without her. 
 Come and feed the tame squirrel. 
 You rogue, see me catch you ! 
 The old man has gray hair. 
 When will you come back ? 
 The walls are very white. 
 Come, little bird, sing to me. 
 Do not go too near the horse. 
 Mamma will come without papa. 
 Do not be rough with each other. 
 Puss, I wish you would not scratch ! 
 You must not do it again, Ida. 
 Is the boy on the hay, asleep ? 
 Fly your kite to the sky ! 
 If I had a top I would spin it. 
 I will now eat my corn-ball. 
 'Did you blow that horn ? 
 
72 LESSONS LXXXVL, LXXXVII. 
 
 LESSON LXXXVL 
 
 Red leaves, yellow leaves, 
 
 green leaves, bright leaves ! 
 How they fall from the trees ! 
 Now they dance in the winds. 
 Dance, pretty leaves, dance. 
 Bess and I can catch you. 
 How you fly about in the air ! 
 I have you ! Now for some more ! 
 Leaves are so pretty to press. 
 
 LESSON LXXXVII. 
 
 Here is a large book, 
 
 which also has leaves. 
 These leaves are made of paper, 
 
 and have pictures on them. 
 Come, let us look at them. 
 Why, how many we find ! 
 Can you read in a book ? 
 Oh, no ! I am not old enough. 
 When I am older I shall read. * 
 
LESSONS LXXXVIIL, LXXXIX. 73 
 
 LESSON LXXXYIII. 
 
 How tall the green grass is ! 
 Very soon it will be cut down 
 
 and left in the sun to dry. 
 When dry it is called hay. 
 It is then put into a hay-cart 
 
 and sent to the barn. 
 Good cow, you like to eat the hay. 
 Old horse, you like to eat it, too. 
 Does it taste as good to you 
 
 as pie and cake do to me ? 
 
 LESSON LXXXIX, 
 
 Here is a toy watch. 
 
 It has a paper face. 
 
 I am just eight years old, 
 and in four years from now 
 I shall be old enough, I think, 
 to have a real watch. 
 
74 LESSONS JCC, XGL 
 
 LESSON XC. 
 
 What are you doing, Master Harry? 
 You should sit still in your chair, 
 
 and not play in school. 
 You may come to my desk. 
 I will give you something to do. 
 Please take this read-ing book 
 
 and look over this lesson. 
 Read it all to your-self, first, 
 
 then read it a-loud to me. 
 
 lesson xci. 
 Mamma was to buy me a new cart, 
 
 if I was good in school. 
 I try to be good, but find it hard 
 
 to sit still every minute. 
 I hope I shall get the cart, to-day, 
 
 so that my sister and I 
 
 may have it to play with, 
 
 as soon as I get home. 
 
LESSONS XCIL, XGIIL 75 
 
 LESSON XCII. 
 
 I can write. Can you ? 
 See me write my name. 
 Here it is, — " Percy Brown/' 
 I wrote this with a sharp pencil. 
 My sister cannot write at all. 
 She is not old enough yet. 
 I can write with a pen just as well. 
 I hold my pen in my right hand. 
 I could not write well with my left. 
 I am writing now on a slate, 
 
 but sometimes I write on paper. 
 Do you write with your right hand ? 
 
 LESSON XCIII. 
 
 My love to all those that I love. 
 My love to all those that love me. 
 My love to all those 
 
 that love those that I love, 
 And to those that love those 
 
 that love me. 
 
76 LESSONS XCIY., XCY. 
 
 LESSON XCIV. 
 
 See the men cut down that big tree. 
 Let us stop and see it fall. 
 What a loud noise it will make ! 
 I would not like to be very near it. 
 The axes must be very sharp 
 
 to cut down such a great tree as that. 
 
 LESSON XCV. 
 
 If all the seas were one sea, 
 What a great sea that would be ! 
 And if all the trees were one tree, 
 What a great tree that would be ! 
 And if all the axes were one axe, 
 What a great axe that would be ! 
 And if all the men were one man, 
 What a great man that would be ! 
 And if the great man took the great a xo 
 And cut down the great tree, 
 And let it fall into the great sea, 
 What a great splash that would be ! 
 
LESSOR XGVI. 77 
 
 LESSON XCVI. 
 
 Here are some gold fishes 
 
 in this big round glass. 
 Let us watch them a little while 
 
 and find out how they swim. 
 See how they move in the water, 
 
 up and down and all around. 
 They swim with their tails and fins. 
 A boy swims with his arms and legs, 
 
 and is always very care-ful 
 
 to keep his head above the water. 
 He could not live very long 
 
 with his head under the water. 
 I think I should be afraid 
 
 to go into the water, 
 
 for I could not swim. 
 
 Little Tee Wee 
 Fell into the sea. 
 He could not swim; 
 That ended him. 
 
78 LESSONS XCY1L, XCVIIL 
 
 LESSON XCVII. 
 
 Here is papa's boat on the sand. 
 Come, Emily, let us get in 
 
 and play we can row. 
 Here are the oars in the boat. 
 You take one, 111 take the other. 
 If we should fall out of the boat 
 
 we shall not be drowned, 
 
 for there is no water. 
 I wish papa was here 
 
 to give us a real boat-ride. 
 
 LESSON XCVIIL 
 
 There was a man in our town, 
 
 And he was wondrous wise; 
 He jumped into a bram-ble-bush 
 
 And scratched out both his eyes. 
 And when he saw his eyes were out, 
 
 With all his might and main, 
 He jumped into another bush, 
 
 And scratched them in again. 
 
LESSONS xcix., a 79 
 
 LESSON XCIX. 
 
 See that poor old man ! 
 How white his hair is, 
 
 and how slow-ly he w^alks ! 
 Perhaps he is lame, or blind. 
 Who is that little girl 
 
 lead-ing him by the hand ? 
 She seems very kind to him. 
 Perhaps she is his grand-child. 
 Do you think he is blind ? 
 How T sad I should feel 
 
 if I could not see ! 
 Yet, he does not look sad. 
 He looks cheer-ful and happy. 
 
 LESSON C. 
 
 It is better to be good than bad. 
 It is better to do right than wrong. 
 It is better to be gentle than rough. 
 It is better to be kind than un-kind. 
 Boys and girls, you know all this. 
 
80 
 
 LESSON CI 
 
 LESSON CI. 
 
 Here are three little boys 
 
 fish-ing from a boat. 
 If they cannot swim 
 
 they should be very care-ful 
 
 how they use the boat. 
 I think the boys under-stand this, 
 
 for their boat is near the shore, 
 
 where the water is not deep. 
 They have a fish-basket, you can see, 
 
 to hold the fish-es they may catch. 
 You can see one of the oars, also. 
 One boy has just caught a fish, 
 
 and how happy he seems to look ! 
 
LESSON CI. 81 
 
 But he does not stop to think 
 
 how the poor fish may feel. 
 What would this poor fish say 
 
 if it could talk ? 
 I think this is what it would say: 
 
 "Oh, please let me go, little boy; 
 I cannot live out of the water. 
 
 I will not bite your hook again, 
 if you will please let me go. 
 
 Oh, do let me go, won't you?" 
 
 i?? 
 
 God made the little fish-es, 
 
 as well as you and me. 
 So, when-ever you catch a fish 
 
 please do not hurt it 
 
 any more than you can help. 
 Do not harm, just for sport, 
 
 any liv-ing thing. 
 
82 
 
 LESSON OIL 
 
 LESSON til. 
 
 Oh, there is a gray squirrel ! 
 
 Isn't he a big squirrel ! 
 
 Where is he 1 Show him to me. 
 
 Oh, I see him ! Isn't he pretty ! 
 
 I wish I could catch him, George. 
 
 He does not seem much afraid of us. 
 
 I have a tame gray squirrel at home 
 with a long bushy tail, 
 just like this one in the tree. 
 
 How I do want to get him, George, 
 to put in the cage with mine ! 
 
LESSON OIL 83 
 
 My squirrel wash-es his face and paws 
 
 just as pussy wash-es hers. 
 He runs all about the house, 
 
 crawls up-on my shoulders, 
 
 hides in my pock-et, 
 
 and is very play-ful. 
 Pussy often catch-es red squirrels, 
 
 but never harms this one. 
 They are very good friends. 
 
 Ding, dong, bell, 
 
 Pussy's in the well ! 
 
 Who put her in ? 
 
 Little Tommy Green. 
 
 Who pulled her out ? 
 
 Little Johnny Stout. 
 What a naughty boy was that, 
 To try and drown poor pussy cat, 
 Who never did him any harm, 
 But killed the mice in his father's barn, 
 
84 
 
 LESSON CIIL 
 
 LESSON CIIL 
 
 This is papa's horse. 
 
 I know he is a gentle horse, 
 
 for papa often puts me on his back. 
 Would you not like to get on his back ? 
 You would not be afraid, would you ? 
 Papa is now going to take a ride. 
 Would you like to see the horse trot ? 
 I think you may see him run, 
 
 for papa sometimes rides very fast. 
 There he goes now on horse-back ! 
 
LESSON CIIL 85 
 
 Come out to the stable with me 
 
 and see our other horse. 
 This horse's name is Major. 
 Major is a large black horse, 
 
 and he does all the hard work. 
 Papa can tell how old Major is 
 
 by open-ing his mouth 
 
 and look-ing at his teeth. 
 Guess how old Major is. 
 Major is just as old as I am. 
 I am not afraid of our hors-es. 
 Why, I go into their stalls every day 
 
 and lead them out to drink 
 Do you want to lead Major out, James? 
 No, I thank you ; I don't care to. 
 
 Lucy Lock-et lost her pock-et, 
 Kitty Fish-er found it ; 
 
 But not a pen-ny was there in it, 
 But the bind-ing round it. 
 
86 
 
 LESSON CIV. 
 
 LESSON CIV 
 
 What a queer horse that is ! 
 What large ears he has ! 
 What a strange noise he makes ! 
 Why, Fred, this is not a horse ; 
 
 it is my sister's donkey. 
 She drives him in her dog-cart, 
 
 and he can trot, too. 
 Did you never see a donkey, before? 
 See me ride him horse-back. 
 How can you ride horse-back 
 
 if you have no horse ? 
 
LESSON CIV. 87 
 
 If that is a donkey, Harry, 
 I should think you would say, 
 "See me ride donkey-back." 
 
 He has a big head and body 
 for such little legs and feet. 
 
 Never mind his head and feet. 
 
 He can give us both a ride, 
 
 and you may get up behind me. 
 
 You must hold on to my shoulders 
 while I make him trot. 
 
 Now hold on. Get up, donkey, 
 get up ! 
 
 Toss me an apple. 
 Name it, if you please. 
 I will count the seeds. 
 There are one, two, 
 
 three, four, five seeds : — 
 "One, I love; two, I love; 
 
 Three, I love, I say ; 
 Four, I love with all my heart, 
 
 Five, I cast away." 
 
88 LESSOJSTS CV., GVL 
 
 LESSON CY. 
 
 I am a little fai-ry. 
 
 I live in a cunning box 
 
 and am very use-ful. 
 I drive needles in and out, 
 
 and help the ladies sew. 
 I am used for a cap, 
 
 and shine so bright-ly 
 
 they call me "Silver-Cap." 
 
 LESSON CVI. 
 
 I have lost my thimble, Elsie, 
 
 and do not find it. 
 Let me look for you, please, 
 
 for I have sharp eyes, you know. 
 You often ask me to thread a needle 
 
 when the light is dim. 
 I want to help you all I can. 
 Ah ! here is your thimble 
 
 under your chair on the floor. 
 Now let me put it on your fin-ger. 
 
LESSON GVIL 89 
 
 LESSON CVII. 
 
 We have played long enough; 
 
 now what shall we do next ? 
 Won't you tell a pretty story, Hattie ? 
 You once told a story about a pussy, — 
 
 how her coat was so warm, 
 
 and if you did not hurt her 
 
 she would do you no harm. 
 Can you tell another story like it ? 
 I did not tell you all of that one. 
 Will you have the rest of it ? 
 Oh, yes ; do let us have more of it. 
 Well ! here it is : 
 
 "She shall sit by my side, 
 And Til give her some food ; 
 
 And pussy will love me 
 Because I am good. 
 
 Ill pat little pussy, 
 
 And then she will purr, 
 
 And thus show her thanks 
 For my kind-ness to her." 
 Now, it is no more than right 
 
 for you to tell me a story. 
 
90 LESSONS CVIIL, CIX. 
 
 LESSON CVIII. 
 
 Jennie wants to sew. 
 She must have a needle. 
 This one is too small. 
 She wants a large needle. 
 Mamma will find her one. 
 A needle has but one eye, 
 
 and a very small one it is. 
 Jennie has two large eyes 
 
 to see to thread her needle. 
 
 LESSON CIX. 
 
 " See, mamma, 'tis half-past eight, 
 I must haste or I'll be late ; 
 Teacher says, 'Make this your rule, 
 Never to be late at school.' 
 Day by day I'll spell and read, 
 And my teacher try to heed; 
 Bright-est schol-ars, as a rule, 
 Never come late to school." 
 
LESSON GX. 91 
 
 REVIEW. 
 
 ll. 
 
 LESSON CX. 
 
 How rough the pond is to-day ! 
 That glass window is very high. 
 I want a slate and a sharp pencil. 
 That fish is making a great splash 
 How can a blind girl learn to read ? 
 The stars shine like silver and gold. 
 This little fish swims round and round. 
 Hang this pretty picture on the wall. 
 How many apple-seeds did you count? 
 The dry leaves are dancing in the air. 
 The birds' wings have bright feathers. 
 Read aloud the news from the paper. 
 Get your donkey-cart out of the way. 
 This is a blue boat and has four oars. 
 Sarah is reading the lesson to herself. 
 Do you sit still in school every minute? 
 Let's go to sleep in the barn on the hay. 
 When you are older you may have it. 
 
92 LESSON CXI. 
 
 REVIEW. 
 
 LESSON CXI. 
 
 I use a gold pen when I write. 
 What a cheerful and happy child ! 
 Take heed of what you are doing. 
 Isn't that poor old blind man lame ? 
 Please taste of these pies and cakes. 
 My brother is not too young to learn. 
 Your sister goes to school every day. 
 Please give me that large picture-book. 
 Does he understand that hard lesson ? 
 We must drive slowly over this sand. 
 James caught a fish with his fish-hook. 
 Try to keep your head above water. 
 Emily fell out of that great arm-chair. 
 Perhaps pussy is still in the meadow. 
 Percy's cart is down by the sea-shore. 
 Shall I meet Master Brown at school ? 
 Lucy is just eight years older than I. 
 
LESSON GXIL 93 
 
 REVIEW. 
 
 LESSON CXII. 
 
 It is a mile to our school-house. 
 Who killed the poor little bird ? 
 I must mind what is said to me. 
 She has a thimble on her finger. 
 God gives us the bright sunshine. 
 Thomas has a real watch at home. 
 I hope Major and I w T ill be friends. 
 A red squirrel sits on his shoulder. 
 Do you like these reading-lessons ? 
 She sent her love to all her friends, 
 ril put the penny in my pocket-book. 
 I have a silver watch. Hear it tick. 
 My brother will be here in ten minutes. 
 Boys think it good sport to go fishing. 
 This pocket-book has a dark binding. 
 See ! She hides the locket in her desk. 
 John is not afraid of the deep water. 
 Sit down while I get father's supper. 
 
94 LESSONS CXIIL, CXIV. 
 
 LESSON CXIII. 
 
 Mamma says it is bed-time 
 
 and I must say, " Good night I" 
 
 So, here's a kiss for you all. 
 
 I am not at all sleepy. 
 
 I wish I could sit up once 
 just as long as I please. 
 
 Why must children go to bed 
 as soon as it is evening ? 
 
 I suppose mammas know best. 
 
 Good night ! Wake me in the morning. 
 
 J 
 
 LESSON CXIV. 
 
 When I goto bed I say, "Good night!" 
 When I get up I say, " Good morning !" 
 I say, " thank you," " if you please," 
 
 "yes, ma'am," or "no, ma'am," to 
 
 a lady, and "yes, sir," or " no, sir," 
 
 to a gentleman. 
 I will always be polite 
 
 to every one I meet. 
 
LESSON CXV. 
 
 95 
 
 LESSON CXV. 
 
 H .; ' jVKl 
 
 3 . ^ r 
 
 » til* ;/ 
 
 Do you know why this boy 
 
 is cry-ing so hard 
 
 and hold-ing his hand ? 
 He has cut it with a knife. 
 His papa gave him a new one 
 
 for a Christmas present. 
 He was very care-less, 
 
 like many other boys. 
 His name is Charley Black. 
 The knife was not sharp, 
 
 and he is not hurt much c 
 
96 LESSON CXV. 
 
 He has only a little scratch, 
 
 but he thinks he is hurt. 
 I want to say to him, 
 
 " Do not cry any more, 
 
 but be a little man. 
 See how I hold the knife. 
 Now you try once more. 
 Hold it just as I did. 
 Every boy who has a knife 
 
 should learn how to use it. 
 Next time, be more care-ful." 
 
 " Do you know how many children 
 Go to little beds at night, 
 
 And, with-out a care or trouble, 
 Wake up with the morning bright ? 
 
 God in heaven each name can tell ; 
 
 Knows you, too, and loves you well." 
 
LESSONS CXVL, CXVIL 97 
 
 LESSON CXVI. 
 
 Come, see my garden. 
 
 I made it, my-self. 
 
 I have roses, pansies, tulips, 
 
 tall white lilies, and sun-flowers. 
 Are they not beautiful ? 
 I like to see them grow. 
 I am all the more glad 
 
 that the flowers are my own, 
 
 for I can give them away 
 
 to any one I please. 
 
 LESSON CXVII. 
 
 Two legs sat upon three legs, 
 
 With one leg on his lap ; 
 
 In comes four legs 
 
 And runs away with one leg ; 
 
 Up jumps two legs, 
 
 Catch-es up three legs, 
 
 And makes him bring one leg back, 
 
98 
 
 LESSON CXVlit 
 
 LESSON CXVIII. 
 
 Christmas has come ! 
 This is our Christmas tree. 
 See what a tall tree it is 
 
 and how full of nice presents. 
 There are some for mamma and papa, 
 
 and some for us girls and boys. 
 Papa is going to be Santa Claus, 
 
 and won't he look funny ! 
 Was there ever a real Santa Claus? 
 Did any one ever see him 
 
 put-ting presents on trees? 
 
LUSSOJ? CXVI1L 99 
 
 How I should like to see him 
 
 with his long white hair, 
 
 just as he is in pictures ! 
 How can he carry so many presents ? 
 He must be a kind old gentleman 
 
 and love little children very much. 
 Here comes our Santa Claus 
 
 with more presents in a basket 
 
 to hang on our Christmas tree. 
 What will we do with so many? 
 
 A jolly old fellow, 
 
 Whose hair is snow white 
 
 And whose little bright eyes are blue, 
 
 Will be making his visits 
 
 On Christmas night. 
 
 Perhaps he will call on you. 
 
100 LESSON CXIX. 
 
 REVIEW. 
 
 LESSON CXIX. 
 
 I wish you a merry Christmas. 
 Give these roses to that sick boy. 
 Speak gently to those around you. 
 Do not be careless in what you do. 
 I often wake before it is day-light. 
 See those beautiful tall sun-flowers. 
 She has no trouble with her lessons. 
 I always say "yes, ma'am/' to a lady. 
 Mamma says, "Be polite to everyone." 
 Who is making this large snow-man ? 
 Santa Claus will bring me a present. 
 Beautiful pansies grow in my garden. 
 I made this Christmas present, myself. 
 Edith is too sleepy to keep awake long. 
 Good night, little boy, it is bed-time. 
 Do you suppose he will stop crying? 
 Whose lilies are those in the garden? 
 Good morning, dear mamma and papa ! 
 
LESSON GXX. . ' ',\ a \§\ 
 
 REVIEW. 
 
 LESSON CXX. 
 
 I have a knife in each pocket. 
 I must haste or I shall be late. 
 His teacher has a two-foot rule. 
 Two of us can ride on his back. 
 Please, sir, read me a fairy story. 
 I will carry him something to eat. 
 Did you ever have a gold thimble ? 
 Let me thread your needle, mamma. 
 James rides to school on horse-back. 
 That poor old man seems to be sick. 
 Jennie will visit you in the morning. 
 My needle-book is very useful to me. 
 Whenever I sew I use a large needle. 
 Fred is leading the horse to the stable. 
 Rest yourself a-while under this tree. 
 We love you because you are so kind. 
 What a queer noise a donkey makes ! 
 You must not be cross to one another. 
 
102 
 
 LESSON CXXL 
 
 LESSON CXXI 
 
 It is time Robbie was in bed. 
 The cows are in the barn, 
 
 the pigs are fast a-sleep, 
 
 and so are the hens. 
 And where is my little Robbie ? 
 Come, put away your playthings. 
 You cannot keep your eyes open. 
 You have played all the day long. 
 You are as sleep-y as you can be. 
 
LESSON CXXL 103 
 
 Wash your hands and brush your teeth, 
 
 and say to all, "Good night." 
 Before you jump into bed 
 
 you must say your prayers : — 
 "Now I lay me down to sleep, 
 I pray thee, Lord, my soul to keep ; 
 If I should die before I wake, 
 I pray thee, Lord, my soul to take." 
 Good night, mamma ; good night, papa. 
 Good night, dear little boy. 
 God bless and keep you safe 
 through all the night. 
 
 " When I run about all day, 
 When I kneel at night to pray, 
 
 God sees. 
 Need I ever know a fear ? 
 Night and day my Father's near, — 
 
 God sees," 
 
104 
 
 LESSON GXXII. 
 
 LESSON cxxn 
 
 Good morning, my little girl. 
 It is time for you to get up 
 
 and come to your breakfast. 
 The little birds in the trees 
 
 and the cows and pigs and hens 
 
 have all had their breakfast. 
 Have you slept through all the night ? 
 Wake up, wake up, my darling ! 
 Oh, I am so sleep-y, mamma, 
 
 I cannot open my eyes ! 
 In a minute I shall be a-wake ; 
 
 then I will get up. 
 
LESSON CXXIL 105 
 
 I will wash my face and hands 
 and go down at once. 
 
 You need not wait for me, mamma, 
 for I can dress my-self. 
 
 Oh, dear ! how sleep-y I am ! 
 but I must get up now 
 and not keep you wait-ing. 
 
 I love you, you dear mamma. 
 
 God has kept me safe all night, 
 and I will kneel at my bed 
 to thank Him for his care. 
 
 "I thank thee, Lord, for quiet rest, 
 
 And for thy care of me ; 
 Oh, let me through this day be blest, 
 
 And kept from harm by thee. 
 Oh, let me thank thee ; kind thou art 
 
 To children such as I; 
 Give me a gentle, lov-ing heart; 
 
 Be thou my Friend on high." 
 
106 
 
 LESSON CXXIIL 
 
 LESSON CXXIIL 
 
 Good morning, busy bees. 
 
 We have come to see you, — 
 where and how you live, 
 and how you make honey. 
 
 We have seen you on the flowers. 
 
 Tell us how you make your honey 
 and your little cells. 
 
 We dare not look into your hive, 
 nor go too near it, 
 for fear you will sting us. 
 
LESSON CXXIIL 107 
 
 Why are you so busy all the time, 
 
 and why do you never stop to rest ? 
 We like to eat your sweet honey, 
 
 but we would not rob you. 
 If you have more than you need, 
 
 I think we would take some, 
 
 if we knew how to get it. 
 You do not try to sting us 
 
 as we stand watch-ing you 
 
 20-ino; in and out. 
 You do not even seem to know 
 
 that we are stand-ing here, 
 You keep right on with your work 
 
 just as if you did not see us. 
 Papa knows how to get the honey. 
 
 Do all the good you can, 
 In all the ways you can, 
 To all the people you can, 
 Just as long as you can. 
 
108 LESSON CXXIV. 
 
 LESSON CXXIV. 
 
 Where is the beautiful sky ? 
 Has it all gone away 1 
 Will it not come again ? 
 How dark it is, every-where ! 
 Oh, it is only a black cloud 
 which hides the blue sky. 
 Soon you will see the rain fall. 
 I hear it now on the roof. 
 Now it comes fast and fast-er. 
 Hear it pat-ter on the roof. 
 Pat-ter, pat-ter, gentle rain, 
 Grent-ly pat-ter, gentle rain. 
 Soon you will see the blue sky again. 
 
 A little star and a pretty cloud 
 Played hide and seek to-gether, 
 
 And boys and girls looked up and said, 
 "What very pleasant weather!" 
 
LESSON cxxr. 109 
 
 LESSON CXXV, 
 
 Come and get your skates 
 
 and well go down to the pond. 
 
 Shall we take our sleds, also, 
 and coast down the hill ? 
 
 Here we are! My hands are cold. 
 
 Why don't you put on your mittens ? 
 
 I will, when I put on my skates. 
 
 Now see who can go the fast-er ! 
 
 Here we go, up and down the pond ! 
 
 Look out ! don't fall into that hole ! 
 
 Are you not glad it is winter ? 
 
 Yes, but I wish it was not so cold ! 
 
 Let us make a fire here on the ice. 
 
 There is some wood near the shore. 
 
 What time must you be at home ? 
 
 I must be at home by five o'clock. 
 
 I have my watch with me, 
 
 and it is only three o'clock now. 
 
 Let us get the wood and make the fire. 
 
110 LESSON CXXVL 
 
 LESSON CXXVL 
 
 Get your hood and mittens, 
 for the sleigh is at the door. 
 
 You must dress very warm. 
 
 You will need your fur cloak. 
 
 May Dick tie his sled behind ? 
 
 No, I am afraid he would fall off. 
 
 He may get into the sleigh 
 
 and drive the horse if he wish-es. 
 
 We are go-ing to buy some coal 
 to send to some poor people 
 who live a mile or two away. 
 
 How thank-ful you should feel 
 for stoves to keep you warm 
 and coal and wood to burn! 
 
 How thank-ful that we have enough 
 and to spare for others ! 
 
 Giv-ing to those who are poor 
 not only makes them happy, 
 but makes us happy, too. 
 
LESSONS CXXY1L, CXXVIIL \\\ 
 
 LESSON CXXVII. 
 
 Good evening, auntie ! here I am ! 
 Why, this is Helen ! How do you do ? 
 I am very well, I thank you. 
 How is mamma, and how is papa ? 
 They are very well, I thank you. 
 Have you come to visit Ruth? 
 Yes, ma'am. Is she at home ? 
 No, dear, but she will be, soon. 
 Will you come in and wait ? 
 If you please, I will. 
 
 LESSON CXXVIIL 
 
 Will you please show me the well ? 
 I wish for a drink of cold water. 
 It is in that little well-house. 
 Here is a mug for you to drink from. 
 Thank you. Shall I bring you some ? 
 If you please, I would like some. 
 How cool and clear this water is, 
 and what a cunning well-house ! 
 
112 LESSON CXXIX. 
 
 LESSON CXXIX. 
 
 Rain ! rain ! how it rains ! 
 The grass is all wet, 
 
 and we cannot go out to-day. 
 I wish it would clear off 
 
 and the bright sun shine out, 
 
 for cousin Kate is corn-ins;. 
 But it's no use to cry or fret. 
 Rain is good for the flowers. 
 Let us think what we can do. 
 There's the clock on the wall. 
 Who can tell the time of day ? 
 The long hand points to six, 
 
 the short hand a little past one. 
 Who will tell what time it is ? 
 I know: it is just half-past one. 
 
 The mouse ran up the clock, 
 The clock struck one, 
 And down he run. 
 
LESSON CXXX. 113 
 
 LESSON CXXX. 
 
 I have a cunning wagon 
 
 with four little w T heels. 
 I drive a little horse 
 
 with pat-ter-ing feet. 
 I take a merry ride 
 
 when-ever I please. 
 My dear little pony 
 
 is our own good dog. 
 He will trot pretty fast, 
 
 but will never run away. 
 And when I say, "Get-up!" 
 
 he is ready to go. 
 
 I had a little pony, 
 
 His name was Dapple-gray; 
 I lent him to a lady 
 
 To ride a mile away. 
 
114 LESSON CXXXI. 
 
 LESSON CXXXI. 
 
 What a queer box this is ! 
 What do you think is in it ? 
 Papa will soon come home, 
 
 and I will ask him to open it. 
 I wish to know what is in the box. 
 Here he comes now, up the street ! 
 Papa, tell us what is in this box. 
 Do open it and let us see. 
 Oh, it is a box of green tea ! 
 How I like the smell of it ! 
 I will ask mamma to give us some. 
 Mamma, may we have our little table 
 
 and play with our tea-set ? 
 May we have some tea and sugar ? 
 No, dear ; you must not have real tea. 
 Tea is not good for children. 
 You may have some milk and sugar. 
 They will do just as well. 
 You can play it is real tea. 
 
LESSON CXXXIL 
 
 115 
 
 LESSON CXXXIL 
 
 
 Now, boys, let's have some fun. 
 The teacher has let us out 
 
 at half-past three, to-day. 
 The snow is deep on the ground, 
 
 and let's make a snow-man. 
 All right ! how shall we make it ? 
 We'll roll big balls of snow 
 
 and place one upon another. 
 When it is large enough 
 
 we will cut out a head, 
 
 with a hat, eyes, nose, and mouth, 
 
116 LESSON GXXXIL 
 
 Next, well make his arms and hands, 
 with a body, round and fat, 
 rest-ing on two short legs. 
 
 And when our work is all done 
 well stand off and snow-ball him. 
 
 How like a man he begins to look ! 
 
 In a minute well have him ready. 
 
 There ! I think hell do w r ell enough. 
 
 Suppose we stop a few minutes 
 and take a good look at him, 
 w T hile we warm our hands. 
 
 Are you now ready for the sport ? 
 
 Let's see who will hit him first. 
 
 My ball hit him on the nose. 
 
 Fire away ! wholl hit him again ? 
 
 There goes a ball into his mouth ! 
 
 This time, well all fire together. 
 
 Ready ! aim ! fire ! hurrah ! hurrah ! 
 
LESSON CXXXIIL 
 
 117 
 
 LESSON CXXXIIL 
 
 Flossie has a pet lamb 
 
 with wool as white as snow, 
 and a gentle looking face. 
 
 You see a ribbon round its neck. 
 
 It has cunning legs and feet, 
 and likes to jump and play. 
 
 It follows Flossie all about, 
 lays its head in her lap, 
 puts its nose to her face, 
 and eats from her hand. 
 
118 LESSON GXXXII1. 
 
 Flossie's papa owns many sheep, 
 
 and every summer, in hot weather, 
 
 their wool is cut off. 
 The wool is made into cloth. 
 The wool-lens that keep us so warm 
 
 were giv-en us by the sheep. 
 It does not hurt them any 
 
 to cut off their wool. 
 It only makes them cool in summer. 
 It grows again before cold weather. 
 I think you did not know 
 
 that sheep are so use-ful. 
 
 Little Bo-peep 
 
 Has lost her sheep, 
 And can't tell where to find them ; 
 
 Leave them alone, 
 
 And they'll come home 
 And bring their tails behind them. 
 
LESSON CXXXIV. 
 
 119 
 
 LESSON CXXXIV. 
 
 I live in the country 
 
 in a pretty white house 
 
 with green trees all about. 
 You can see the sun and sky 
 
 and have room enough to play. 
 I have a garden, all my own, 
 
 and flowers of every kind. 
 The birds sing from morning to night, 
 
 and make their nests near by. 
 
120 LESSON GXXXIV. 
 
 Squirrels frisk about on the walls 
 and rabbits skip in merry sport. 
 
 Oli, how gay and happy they all seem ! 
 
 Across the road is the old red barn. 
 
 And what, think you, live in that ? 
 
 Why, two big horses, ten red cows, 
 six little pigs, cunning and fat, 
 and woolly sheep and lambs. 
 
 There is the old barn-yard, too, 
 where are many little chickens, 
 with mother hens and mother ducks. 
 
 They are so tame you'll step on them 
 if you do not take care. 
 
 I can play in the woods and fields, 
 or go down to the pond to fish. 
 
 Sometimes I row in papa's boat 
 and get sweet pond-lilies. 
 
 Oh, I love my country home. 
 
 I would not live in the city 
 where I could not see the sky, 
 the trees, the fields, and the hills, 
 which are so dear to me. 
 
LESSON GXXXV. 
 
 121 
 
 LESSON cxxxv 
 
 You love your country home ? 
 Wait till you see the city. 
 Walk down our busy street 
 
 and see all the people, 
 
 the houses, and the stores 
 
 full of every-thing. 
 See all the cars and wagons 
 
 and carriages of every kind. 
 See all the boys and girls : 
 
 how bright and happy they seem ! 
 
122 LESSON GXXXV. 
 
 See my papa's new house, 
 
 made of brick and stone, 
 
 with large bay-windows. 
 Ring the door-bell and walk in, 
 
 but look out for little Jim; 
 
 Jim is our pug dog. 
 Take off your hat and coat 
 
 and stay to dinner. 
 In that biff house across the street 
 
 live my grandma and grandpa. 
 They will take us out to ride 
 
 in their two-horse easy carriage, 
 
 and show you all the city. 
 Then well drive through the park, 
 
 where you'll see tall trees, lakes, 
 
 green-houses, and beautiful flowers, 
 We have city and country, both, 
 
 and everything one could wish. 
 Oh ! the city is the place for me. 
 
LESSON CXXXVL 123 
 
 LESSON CXXXVL 
 
 Little boy blue, 
 
 Come blow your horn ; 
 The sheep's in the meadow, 
 
 The cow's in the corn. 
 So this is the way 
 
 You mind your sheep, 
 Under the hay-rick 
 
 Fast asleep. 
 
 Fie on you ! fie on you ! 
 
 Little boy blue, 
 And fie on dog Tray, 
 
 Who is fast asleep, too ! 
 Come pick up your crook, 
 
 And blow your horn, 
 And drive the old cow 
 
 From the field of corn. 
 
124 LJESSOJV GXXXVIL 
 
 REVIEW. 
 
 LESSON CXXXVII. 
 
 I am sorry you hurt your finger. 
 That is a very pretty ice-pitcher. 
 Let us make a large snow-house. 
 Who will kick this foot-ball first ? 
 See that fly crawling on the wall. 
 Who is the best scholar in school? 
 Please help me off with my cloak. 
 I was there, too, and saw the sport. 
 Will you have a drink of cool water ? 
 Did you hear the boy blow his horn ? 
 Be careful or you'll spoil your dress. 
 Does any one know where my sled is? 
 An owl has some very sharp claws. 
 Do not be careless with those matches. 
 Was that you talking so loud, Sarah ? 
 Whose mittens are these on the floor ? 
 You'll catch cold if you stand there. 
 I have two beautiful fan-tail pigeons. 
 
LESSON CXXXYIJL 125 
 
 REVIEW. 
 
 LESSON CXXXVIII. 
 
 Ah ! you rogue, don't do that. 
 It is dark and that light is dim. 
 I wish you a happy new year. 
 Must I come home at six o'clock ? 
 It is too cold to go out coast-ing. 
 Are you ever unkind to any one ? 
 Did you have a merry Christmas ? 
 A tiny mouse ran across the room. 
 Have you kept busy all the time? 
 How rough the ice is on the pond ! 
 Has your slate-pencil a sharp point ? 
 When you kneel in prayer God sees. 
 I have been waiting for some dinner. 
 Mamma loves her darling, very much. 
 Where did you buy those pretty skates ? 
 Would you dare to touch a honey-bee ? 
 Does every wagon have four wheels ? 
 Papa will blame you for doing wrong. 
 
126 LESSON CXXXIX. 
 
 REVIEW. 
 
 LESSON CXXXIX. 
 
 Is it going to snow, or rain ? 
 Which do you like the better ? 
 Don't fret just because it rains. 
 Back the horse out of his stall. 
 I am going to walk in the fields. 
 Did you hear the door-bell ring ? 
 Hear the rain patter on the roof. 
 Dry the clothes in the backyard. 
 I hope you are feeling very well. 
 How could you rob the poor bees ! 
 We are having very pleasant weather. 
 Do you live in the city, or the country? 
 We burn wood and coal in our stove. 
 Whose playthings are these under-f oot ? 
 Do you wear woollens in the summer? 
 Will you help yourself to an apple ? 
 Is your brother's house made of brick? 
 May I tie my sled behind your sleigh ? 
 
LESSON CXL. 127 
 
 REVIEW. 
 
 LESSON CXI*. 
 
 It is not safe to throw stones. 
 You need have no fear of that. 
 Why did you not keep awake ? 
 Do not set your clothes on fire. 
 Tie a pretty ribbon to its neck. 
 How came you up on the roof? 
 Fie on you ! naughty boy blue ! 
 The cloth feels soft and smooth. 
 Don't step on these little ducks. 
 This street leads out of the city. 
 Are there any fishes in the lake? 
 Drive those cows out of the corn. 
 If you will lead off I will follow. 
 Let me smell of your pond-lilies. 
 Let vis know when you are ready. 
 How dark the cloud is over-head ! 
 Come out from under the hay-rick. 
 I thank you, sir, for your kindness, 
 
128 LESSON OXLI. 
 
 REVIEW. 
 
 LESSON CXLI. 
 
 I have had a quiet, pleasant rest. 
 Breakfast will be ready very soon. 
 Come in now and eat your supper. 
 Will you ride in this easy carriage ? 
 Set the milk and sugar on the table. 
 How deep the snow is on the ground! 
 God knows and loves all his children. 
 Let's take a sleigh-ride this evening. 
 A robin flew in through the open door. 
 They played hide and seek together. 
 Suppose we take a walk in the park. 
 See those rabbits skip and frisk about. 
 The stores are full of beautiful things. 
 Brush your teeth and comb your hair. 
 Many very poor people live in the city. 
 Can you spare some honey, busy bees ? 
 Make a fire and keep the room warm. 
 May God in heaven bless us, every one ! 
 
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 THE UNIVERSITY OF CALIFORNIA UBRARY